...Rhythm Killers is the second studio album by Jamaican musical duo Sly and Robbie, released in May 1987 on Island Records. After their prolific output in reggae, the duo experimented with electronic sounds and contemporary recording technology, while branching out into international, cross-genre endeavors during the 1980s. For the album, they enlisted record producer and mentor Bill Laswell and recorded with an ensemble of musicians at Quad Recording in New York City. Along with their live instruments, Sly and Robbie used electronic recording equipment such as the Fairlight CMI synthesizer and electronic drums. A funk and dance album, Rhythm Killers has a dense sound that incorporates contrasting musical elements and disparate styles, including reggae, hip hop, hard rock, worldbeat, and downtown music. Arranged in two side-long gapless suites, the album's songs are characterized by electronic grooves, striking beats, improvisational rhythms, string synthesizers, and cross-rhythms produced by turntable scratches, African and Latin-influenced percussion, and percussive raps. The album has been noted by music writers for its electronic rhythms, treatment of African-American music elements, and Laswell's densely layered production. The album charted in four countries, including the United Kingdom, where it peaked at number 35 on the British Albums Chart. It was promoted with two singles, including the UK hit "Boops (Here to Go)". Upon its release, Rhythm Killers...
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...to store managers, store employees, retail customers, and the public. I need to ensure that each audience group understands and accepts the message and to maintain as much goodwill as possible (Locker, Kienzler, 2008). Store Managers Store Employees Customers and the Public Describe the problem Describe the problem Describe the problem Give background information Give background information Give background and alternative solutions Provide solution for the problem Provide solution for the problem End with positive forward-looking statement Goodwill ending Goodwill ending Part II: Portfolio Retail Clothing Chain 123 A Avenue August 30, 2010 Home Town, Mo 12345 (123) 456-7890 Changes in Store Operations and Employee Work Schedules- But Keeping the Doors Open Dear Managers: In the effort to combat the rising gas prices, to save money on store operation, and to keep the doors open, store hours and work schedules will change. Beginning September 15, 2010, The Retail Clothing Chain will no longer be open on Sundays. The new business operating hours will be from 10:00 a.m. to 7:00 p.m. Monday through Saturday. All managers and full-time employees will begin working four 10-hour days a week. Part-time employees’ schedules will be consolidated to a one, two, or three-day workweek depending on current work schedules. With the current economy...
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...LEGAL ISSUES FOR BUSINESS ORGANIZATIONS (LIT): TASK 1 TIPS Task 1 requires you to apply three different employment laws (FMLA, ADEA & ADA) to three different situations and determine whether or not there was a violation of the applicable law. Getting Started: 1. Login to Taskstream and review the task instructions and grading rubric for Task 310.1.5-02, 11, 13. 2. Go to the LIT Course of Study and read the materials related to FMLA, ADEA & ADA. Formatting Your Paper: Your paper should consist of 3 separate sections. If you would like to include an introduction paragraph you can but it is not required. Each section should include a discussion of at least 3 major provisions of the applicable law, how the law applies to the facts and whether or not there was a violation of the law. Be sure to review the general facts given about Company X as well since some of this information is necessary to determine if the law applies to Company X and whether or not there was a violation. Please note citations to the applicable laws must be included. See sample format below: Situation A -Discuss at least 3 major provisions of FMLA. (Generally, this is a paragraph or two.) -Discuss the key facts in Situation A. (Generally a paragraph.) -Determine if the law applies to Company x and state whether or not it was violated. Be sure to show how you reached your conclusion. It is not enough to simply state that there was or was...
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...Luke Singer Megan Peters English 111 10/7/12 You’re My God Damn Hero http://www.youtube.com/watch?v=M-XWhH2VSXk There may not be a better ending to a movie that has been released in the last ten years. The ending of Taking of Pelham 123 includes a face-off between good and bad, with guns drawn, and both men up against a wall, creating a dramatic and suspenseful ending to a fantastic movie. As if the film did not have enough action in it, the last scene alone can provide enough white knuckles in the audience to fulfill any demands from the public audience. However, before anyone thinks that this sort of ending just “happens” without a lot of thought and attention to detail, think again. The director, Tony Scott, created the perfect concoction in the last scene to produce something that was unforgettable and that left the audience with a good taste in their mouth as they finished the movie. Through years of directing, this may come more easily to Scott, but the untrained eye would have no idea where to start if they were to put together this last scene. Many factors are working together here that need to be broken down to experience the full effects of what is going on. The multiple forms of rhetoric, with addition to other factors such as camera angles, target audience, and word choice, built a scene that can be analyzed from the inside out. The use of rhetoric here is different than how it may be used in a commercial. Instead of persuading someone to purchase...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...i Вторая страница обложки ii Cambridge Practice Tests for IELTS 1 Vanessa Jakeman Clare McDowell C AMBRIDGE UNIVERSITY PRESS iii PUBLISHED BY THF PRESS SYNDICATE OF THE UNIVERSITY OF CAMBRIDGE The Pitt Building Trumpington Street Cambridge CB2 1RP United Kingdom CAMBRIDGE UNIVERSITY PRESS The Edinburgh Building, Cambridge CB2 2RU, United Kingdom 40 West 20th Street, New York, NY 10011-4211, USA 10 Stamford Road, Oakleigh, Melbourne 3166, Australia © Cambridge University Press 1996 This book is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 1996 Third printing 1997 Printed in the United Kingdom at the University Press, Cambridge ISBN 0 521 49767 1 Self-Study Student`s Book ISBN 0 521 49766 3 Set of 2 cassettes Copyright The law allows a reader to make a single copy of part of a book for purposes of private study. It does not allow the copying of entire books or the making of multiple copies of extracts. Written permission for any such copying must always be obtained from the publisher in advance. iv Contents Acknowledgements iv Introduction 1 Practice Test 1 12 Practice Test 2 34 Practice Test 3 54 Practice Test 4 75 General Training Reading and Writing Modules Tapescripts Answer keys 94 107 130 ...
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...drug test to continue to receive public benefits? I guess you could look at it that way, but personally no. Until last month I also carried a full time job. I took a drug test to be able to start my job, and I was randomly tested to continue my employment there. Taxes were taken out of my paycheck, as they are for most people. These include Medicare and Federal taxes in which a certain percent is taken to provide public benefits for those whom are participants of Welfare. If I had to take a drug test to obtain and retain my employment, and had to pay out taxes, I think it would only make sense for those receiving the money coming out of my check to have to take a drug test as well. On the other hand, most jobs that require a drug test have a reasonable basis for doing so. Reasons like handling of food, operating heavy machinery, public interaction etc. Should Welfare recipients be drug tested? State Representative Sherman Mack R-Albany (“as Shuler has reported”, 2012 para. 21) explains that HB380 says that “the initial drug test be paid for by the state. If found to be an abuser, the individual would have to complete an education and rehabilitation program and take a subsequent drug test to show he or she is clean, at their own cost. Any participant who fails to complete the program in the allotted time would have their benefits suspended for one year from the date of the positive drug screen, or until satisfactory completion of the program. If a second positive test is obtained...
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...as one of the recent “innovative” approaches to assessments most pursued by states. CBT is lauded as the answer to having cheaper and speedier test delivery for state and district-wide assessments. It is also seen by some as an avenue toward greater accessibility for students with disabilities. In this report we explore the context of CBT, current state computer-based tests, and considerations for students with disabilities, in part as follow-up to a similar exploration that occurred in the early 2000s when just a few states were beginning to develop and implement CBT for their state assessments. Nine considerations for states and districts are presented: • Consider the assumptions and beliefs of various stakeholders about computer-based instruction and assessments. • Consider the system as a whole, from the computer infrastructure to classroom and instructional experiences with computers before deciding whether and how to use CBT. • Consider the computer or online platform first, with input from individuals who know students with disabilities and their accessibility needs. • Consider a process for bringing in the needed expertise to delineate the specific accessibility features of CBT, and to determine what specific accommodations may still be needed by students with disabilities, as well as to determine whether a computer-based test may create new accessibility issues. • Determine the policies for which accessibility features will be available to all students and which are...
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...acquired abilities (skills) or attitude. The innate nature of aptitude is in contrast to achievement, which represents knowledge or ability that is gained.[1] Contents [hide] 1 Intelligence 2 Combined aptitude and knowledge tests 3 See also 4 References Intelligence[edit] Aptitude and intelligence quotient are related, and in some ways opposite views of human mental ability. Whereas intelligence quotient sees intelligence as being a single measurable characteristic affecting all mental ability, aptitude refers to one of many different characteristics which can be independent of each other, such as aptitude for military flight, air traffic control, or computer programming.[2] This is more similar to the theory of multiple intelligences. Concerning a single measurable characteristic affecting all mental ability, analysis of any group of intelligence test scores will nearly always show them to be highly correlated. The U.S. Department of Labor's General Learning Ability, for instance, is determined by combining Verbal, Numerical and Spatial aptitude subtests. In a given person some are low and others high. In the context of an aptitude test the "high" and "low" scores are usually not far apart, because all ability test scores tend to be correlated. Aptitude is better applied intra-individually to determine what tasks a given individual is more skilled at performing. Inter-individual aptitude differences are typically not very significant due to IQ differences...
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...Case 1-1 A Student’s Dilemma 1. a) Helen bears the responsibility and obligation of following the rules and doing the best she can. I’m pretty sure cheating wouldn’t be considered following the rules. She also has a responsibility to earn her grade point status the right way. b) Helen stealing the exam is really setting an unfair advantage against her fellow students. Everyone should be even the same rights and opportunity to achieve the same grade on the exam. c) Helen has a responsibility to her future employer to give them what they are asking for; a CPA with integrity and knowledge. Cheating shows a lack of strength and ability in both areas. What if a serious problem came up and she didn’t have the correct knowledge on how to handle it and her company ended up being sued? d) She has a responsibility to live up to the standards and rules the professor laid out in their class. e) Helen should encourage her friend to not lie, cheat or steal. She has a responsibility to help her friend become a better person and anyone who doesn’t do that shouldn’t be considered a real friend. f) She is really just cheating herself out of the opportunity to learn, grow and achieve the status on her own. She had a chance to prove to herself that through hard work and discipline she could of accomplished the same grade the right way. Once that line gets blurry, it’s hard to tell when you cross it. 2. Fairness is the first one that comes to mind. It really isn’t fair to the professor...
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...minutes) but I’ve compressed it into two lessons (2 x 50 minutes). This was a request by my mentor explaining that I should cover as much as I possibly can for the exam. Thus, I am thinking that how could I teach this huge and important topic in the time frame given while not sacrificing student’s learning experience. A very difficult task but I’m willing to take the challenge. Most of my classes are weak classes. During my observation class with my mentor, she was doing correction on the test the students had. Only for class 9A, she explained to the students on why the answers were wrong and a short discussion before giving them the correct answer. However, for other classes she just wrote down the answer on the board and let them copy without any explanation or discussion. When I raised the issue, my mentor pointed out that weak students tend to forget what they have learnt in the class, so there is no point to even discuss their mistakes in test and assignments. I was also showed the test score of the weak students and found out that a lot of them failed biology. So, I decided to find out possible reason why the students failed this subject and request my mentor to allow me to mark their assignments. The assignments consist of structured questions. From the students’ answer, I could see that language is one of the problem. For some questions, students copied the definitions off the notes and for others that require their own answer, the words used are not suitable and difficult...
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...work for them but there are still more effective ways to help prepare you. When you know you have to write an essay that’s due the next day, take your Xbox and cellphone and give it to a friend that cares about your academic success. Tell them to hold on to it until you finish your paper. When studying its good to use old test and quizzes to look over to see your strong suites and weaknesses and it also gives you an idea on what you need to study. While looking over your test and quizzes rewrite questions you got wrong and make your own quizzes. Go back and keep quizzing yourself Intel you have a better understanding of the material. The next step to preparing for a exam is build up your class notes. Try your best to keep them organized. Get to gather with a buddy or a study group and compare notes and fill in any missing material. Make sure all your key information matches, underline any key words, formulas, themes and concepts. Ask members of the study groups to quiz and test you. After going though these steps you should have a better idea of what the material is and even better how to do it. These steps help me when I’m psyched out before for a test. I always take a deep breath and carefully go though these steps. I hope these steps for taking an exam help you as they have assisted me in the...
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...MID-TERM EXAM - 1st Semester, 2012 |Date |Time |Course Title & Code |Room No. | |29 June, 2012 |11.00 am ~ 12.30 pm |501: Accounting System & Auditing |502 | |(Friday) | | | | |30 June, 2012 |7.00 pm ~ 8.30 pm |502: Managerial Economics |402 | |(Saturday) | | | | |06 July, 2012 |3.00 pm ~ 4.30 pm |503: Business Communication |502 | |(Friday) | | | | |07 July, 2012 |7.00 pm ~ 8.30 pm |504: Advanced Management |502 | |(Saturday) | | | | |13 July, 2012 |3.00 pm ~ 4.30 pm |503: Business Communication...
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...sweating. She was fifteen minutes into her math final when she began to panic. This exam was worth most of her grade in the class. She understood math—even liked it—and usually did really well. Her constant problem was that she wasn’t a strong test-taker. Her grades never reflected her understanding of the material she studied. Now, here she was, once again stuck on one problem worth twenty-five points on the test, and she was drawing a blank. She put her head down on the desk and concentrated as hard as she could. She remembered doing a similar problem in class and explaining it to her friend Jessie, but now she was so stressed out by the test, she couldn’t even remember how to begin the problem. She lifted her head and stared at her test. She listened to the clock tick on the wall and imagined her parents’ expression when she receives her report card. Jessie was sitting right in front of her. He is always a good test taker and had already solved the problem. The teacher had his backed turned and was on the other side of the room. Georgia could look over Jessie’s shoulder, get the answer, and no one would know. Georgia needed to think quickly. She thought about how unfair it was that she regularly does badly on tests even though she works so hard in class and understands the material, too. She thought about how often she helped Jessie in class throughout the semester. What should she do? She prided herself on doing what was right. But how right is...
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...An Opportunity to join SAIL as Management Trainee (Technical) or Management Trainee (Administration ) SAIL, a Maharatna Company, is the leading steel-making company in India with a turnover of Rs. 49,350 crore (FY 12-13). SAIL is in the process of modernizing and expanding its production units, raw material resources and other facilities to maintain its dominant position in the Indian steel market. To man front-line executive positions in its Plant/Units/Mines, SAIL invites applications for 650 posts of Management Trainee (Technical) and 60 posts of Management Trainee (Administration) in E-1 grade from young, energetic, result oriented and promising talent in the country. ELIGIBILITY: Upper Age : 30 years as on 1.1.2014, i.e., not born earlier than 1.1.1984 Minimum Qualification : Management Trainee (Technical) Degree in Engineering (full time) with 65% marks (average of all semesters), in the disciplines of Mechanical, Electrical, Metallurgy, Electronics, Instrumentation, Ceramics, Civil, Computer Science (IT), Mining or Chemical Engineering. For Computer Science discipline, MCA (3 years full time) with 65% marks ( average of all semesters) are also eligible. Management For HR, Marketing and Materials : Bachelors’ degree in any discipline with 60% Trainee marks ( average of all subjects) with at least two years full time MBA/PG Diploma in (Administration) Management with 60% marks in Human Resources/ Personnel Management & Industrial Relations/ Personnel Management/ Masters...
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