Hunt the US Treasury for Your Lost Money

Hunt the US Treasury for Your Lost Money Unfortunately, the U.S. Treasury Department’s Treasury Hunt website for finding and claiming lost U.S. Savings Bonds is no longer available. Instead, persons wishing to claim and recover lost, stolen, or destroyed bonds should submit Fiscal Service Form 1048, Claim for Lost, Stolen, or Destroyed United States Savings Bonds. Form 1048, along with instructions are available at https://www.treasurydirect.gov/forms/sav1048.pdf Filing a Claim for Lost Savings Bonds When filing the Fiscal Service Form 1048, Claim for Lost, Stolen, or Destroyed United States Savings Bonds, the Treasury Department offers the following advice: The serial numbers of all bonds should be listed if available. If a bond’s serial number is unavailable, the following information for each bond being claimed must be provided on the Fiscal Service Form 1048, regardless of the type of ownership for the bond: The month and year the bond was purchased.The bond owner’s first and last name as it appeared on the original bond (plus the owner’s middle name or initial, if it was on the original bond.)The original owner’s street address, city, and state.The bond owner’s Social Security Number (Taxpayer Identification Number) as it appeared on the original bond. To avoid processing delays, the Treasury Department advises that each required Fiscal Service Form 1048, along with any additional documents, should be completed fully and correctly, signed, and certified according to the instructions provided on the form. Options for Successfully Claimed Savings Bonds Once the existence and legal ownership of lost, stolen, or destroyed bonds has been verified by filing the required Fiscal Service Form 1048, owners of the bonds have the following options: For Series EE and I Bonds Cash them.Replace them with a bond in electronic form. For Series HH Bonds Cash themReplace them with paper bonds. For Series E and H Bonds Cash them. More about U.S. Savings Bonds Holders of Series H or HH savings bonds, which pay interest currently, should also check the Treasury Hunt web site to look for interest payments returned to the U.S. Bureau of the Public Debt as undeliverable. The most common cause for a payment to be returned is when a customer changes bank accounts or address and fails to provide new delivery instructions.Series E bonds sold from May of 1941 through November of 1965 earn interest for 40 years. Bonds sold since December of 1965 earn interest for 30 years. So, bonds issued in February of 1961 and earlier have stopped earning interest as have bonds issued between December of 1965 and February of 1971. Savings bonds become undeliverable and are sent to the  U.S. Bureau of the Public Debt  only after financial institution issuing agents or the  Federal Reserve  make several attempts at delivering the bonds to investors. Bonds returned as undeliverable are a tiny fraction of the 45 million bonds sold each year.The Bureau of the Public Debt has a number of employees assigned to a special locator group that finds owners of undeliverable payments and bonds. Each year they locate and deliver several millions of dollars in returned interest payments and thousands of previously undeliverable bonds to their owners. Treasury Hunt adds to the effectiveness, not to mention the fun, of this effort by making it easy for the public to check and see if theyve got a bond or interest payment waiting for them.

Sewing Machines Believed to Contain Red Mercury

Sewing Machines Believed to Contain Red Mercury Do you have an old Singer sewing machine? If so, it may be worth $50,000. BBC is reporting on a sewing machine hoax in Saudia Arabia in which people are rushing to buy old Singer sewing machines based on the belief that they might contain red mercury. No one knows for sure where the rumor started, much less the more curious rumor that you can hold your mobile phone up to a sewing machine to somehow detect the presence of red mercury. The story goes you will lose your signal if you hold your phone up to the needle of a sewing machine that contains red mercury. What Is Red Mercury? Its a fabled substance that might be used to produce nuclear weapons, ward off evil spirits, or help you find treasure, depending on who you ask. There is no real proof that red mercury exists, except perhaps as cinnabar or vermillion (HgS) or mercury(II) iodide, either of which you can purchase sans sewing machine for a much lower price. Still, if you have your old Singer up for auction at eBay, it might fetch a higher price than you were expecting. If youre considering buying an old Singer, save your pennies until after the scam has run its course.

How does buy a cup of coffee from starbucks affect to the environment Dissertation

How does buy a cup of coffee from starbucks affect to the environment - Dissertation Example And number of store result in an increases or decrease in the waste disposal and hence it is having a positive relationship with each other. Population also can directly affect the quantity of solid waste piled up in a locality and it can add job to the management of municipal solid waste .If the population increases or decreases, the waste disposed also increases or decreases so it shares a positive relationship with dependent variable. Total food expenditure does not directly affect the management of Municipal solid waste and is sharing a negative relationship with dependent variable. However , the recycling mandate is directly related with the dependent variable as the laws passed by the legislation can effect in increase or decrease in the work load of management of solid waste disposal. If a law restricts the Starbucks from disposing non recyclable materials, then it directly affects the dependent variable and hence it shares a positive relationship. Same is the case with the co rporate tax as it is immediately affecting the revenue of the city and hence provides a financial assistance to the municipality in managing the solid waste disposal. So it shares a positive relationship with the management of municipal solid waste.

Summary of Leviticus 25,26, Numbers 9, Deuteronomy 6 Assignment

Summary of Leviticus 25,26, Numbers 9, Deuteronomy 6 - Assignment Example This passage is important as it gives the significant celebrations that people ought to observe as commanded by God. The Sabbath year, for example, marks a year of rest as people should not sow or reap in that year, while the year of Jubilee depicts a time of liberty for the children of God. The Passover helps in reminding people that God saved them from the Egyptians, hence have a responsibility of obeying Him and loving Him as their only God. The passage shows that God loves His people, as he desires them to rest at various times, instead of working all the time. The Passover also depicts God’s love for humankind as he saved them from slavery. More to these, the passage shows that man belongs to God, thus must submit to his commands. Consequently, obedience leads to prosperity and long life as depicted in Deuteronomy 6:2, while disregard for the laws causes immense suffering. The passage also highlights the importance of keeping the laws and passing them on to future generations, so that all people get to live in accordance with God’s expectations. In addition, the passage relates righteousness to obeying the commands of God. Keeping all the commands equates to fearing God, and giving thanks to Him for delivering humanity from the bondage of the Egyptian oppressors. Conclusively, the passage seeks to highlight some of the important occasions we should observe in life as required by God. Prosperity follows those who obey, while the disobedient are punished for their actions.  

Data Protection Act 1998 and Broad Based Hr Essay Example for Free

Data Protection Act 1998 and Broad Based Hr Essay Assignment The main purpose of my current job role is the responsibility for processing all aspects of the Company’s payroll from start to finish and providing HR support to the other members of the team to ensure the effective day to day running of the HR function. This includes assisting with the recruitment of new staff and maintaining personnel records relating to employees in compliance with relevant legislation and regulation. To successfully undertake my role a wide range of skills, knowledge and behaviours are required.   The two professional areas Insight Strategy and Solutions and Leading HR are the heart of the profession and are the most important to all HR professionals. Very important is to understand the Company’s HR Strategy. The core of the Company’s HR strategy identifies two broad based HR objectives: Ensure that the talent and abilities of staff are recognised and developed to their full potential Ensure that the individual and collective skills and abilities of staff support the on-going delivery of Company objectives Develop understanding of the Company and use the insights to tailor strategy and solutions to meet organisational needs now and in the future Helping employees understand their role in change, the reason for it and the results that are expected In the design of the annual HR plans all members of the department work collaboratively to ensure the plans are challenging and deliver positive results for the company. As a leading HR it is important to support development plans and programmes. Provide advice confidently based on sound understanding of organisation’s policy and practice. Act as a role model leader, support, develop and measure others across the organisation. Work collaboratively with colleagues to deliver good policy, practice and advice. Employee engagement is important so that all employees have connection with their work, colleagues and to the organisation so that employees are more fulfilled by work and make a greater contribution towards organisational  objectives, therefore particular attention is needed to good leadership and management. To be effective in my role I need to refer to eight behaviours: 1. Curious- to be open to trying ideas reflect, analyse and test them and insight with others, take on board change, implement changes to payroll system and procedures try new ides 2. Decisive Thinker – analyse payroll data to ensure details and facts are correct, complete and consistent; use experience, standard procedure and common sense and knowledge to solve payroll problems while recognising limits of experience and authority within the organisation 3. Skilled influencer – understand how to influence within the culture, governance of performance framework and politics, identifying the key points to communicate on any interaction, selecting the right message and audience 4. Personally credible – improving own experience, knowledge, skills shearing it with colleagues, considering how to add value and ensure expertise is developed, accept and act on feedback on own performance to both criticism and praise 5. Collaborative – passing information promptly, keeping colleagues up to date, support them in their day-to-day work, handle disagreement as they occur, seeking a constructive solution, showing respect for diversity 6. Driven to deliver – identify the steps to achieve agreed tasks, goals and objectives in the immediate or short term, keep track of own progress, keeping deadlines or inform others when targets can’t be met, deliver to expectations and commitment, meeting or exceeding agreed standards 7. Courage to challenge – stand by own proposal in the face of difficult questions, providing supporting evidence, explore the full range of viewpoints, consult others when facing problems, undercover pertinent facts to move a debate forward 8. Role model – consistently act according to organisational and legal principles and agreed processes, deal with personal date and information in a highly professional manner and relevant legislation such as Data Pr otection Act, deliver expectations and promises Experience of processing all aspects of Payroll A good understanding of tax codes, tax and NI rates, thresholds, allowances  and deductions from pay Ability to calculate payroll manually A good understanding of SSP, SMP, SAP and Employment Law Experience of recruitment campaigns A good understanding of HR policies and procedures Ability to maintain confidentiality and ensure data protection principles are adhered to at all times Ability to work on own initiative and deal with difficult and sensitive situations Ability to organise and prioritise workload and to meet agreed deadlines and targets Excellent interpersonal skills

F. Scott Fitzgeralds The Great Gatsby Essay -- Fitzgerald Great Gatsb

The 1920s was a time of excess and growth. Economically, it was a time for great financial gain. Largely because of improvements in technology, productivity increased while overall production costs decreased, and the economy grew. Not only was this time filled with prosperity, but corruption as well. People who had previously worked day and night finally acquired leisure time. Some of the most wealthy people made the choice to fill this free time with gluttony and lust. Many authors during this time believed that the excessive spending and consumption would surely lead to ruin. Although many people associate good times and carefree abandon with the reverie of the 1920s, some also suggest a hidden, much darker side. In his novel The Great Gatsby, F. Scott Fitzgerald, conveyed his belief that wealth and materialism corrupted the American Dream. In The Great Gatsby, F. Scott Fitzgerald shows his disapproval of the times by portraying characters attempting to achieve their American Dream by any means possible. Myrtle Wilson, a low class inhabitant of the valley of ashes, puts her morals to the side when pursuing the wealthy life. Not even marriage stops Myrtle from having an affair with Tom Buchanan-- a rich man who enables her to finally buy the life she thinks she deserves. Not only does Myrtle cheat on her own husband, but she has an affair with someone who caught her eye with "a dress suit and patent leather shoes and [she] couldn't keep [her] eyes off him" (Fitzgerald 40). It is not a love for Tom that attracted Myrtle, but his money and power that she lusts after. Jay Gatsby-- a man actually in love with Daisy Buchanan and not simply the money she represents-- aspires to achieve his dream of wealth in... ...ent within Tom and Daisy signify that wealth cannot buy a person everything, including happiness. Fitzgerald questions the validity of the fiscally inclined American Dream within The Great Gatsby. During the 1920s, F. Scott Fitzgerald conveyed his disdain for the corruption within the American dream by depicting the immoral actions of society in his literature with a disapproving tone. Even though the country was economically prosperous, people increasingly lost much needed morals on their journey of the American Dream. Affairs and other sins took place with little guilt. People got caught up in the corruption around them in order to try to get their piece of the growing wealth. Without making some changes, society could have been on its way to self-devastation. Works Cited Fitzgerald, F. Scott. The Great Gatsby. 1st ed. New York: Scribner, 2004. Print.

Similarities Between Northern and Southern American Colonies

The Northern and Southern colonies had many similarities between the years of 1607 to 1763, but the idea that they were more similar than different is vastly incorrect. The economy in the Southern colonies was based off of planting and slave labor, which was very common, while land in the Northern colonies, for the most part, was not fertile enough to support planting. Another difference between the North and South was that government and the church had very close ties in the North, compared to a representative self-government in the South, separate from any church. People and towns were too far apart for churches to flourish in the South, whereas in the North, religion was very important and often taken to extremes. In the Southern colonies, tobacco was a huge crop, and the economy of several colonies was based almost entirely off of it. The history of tobacco is relatively short—by 1612, John Rolfe had perfected methods of growing tobacco that eliminated most of the bitterness of the leaf. After the first boatload of tobacco was sent to Europe, the European people quickly developed a high demand for it, one which American colonists were more than happy to fulfill. Because of the sudden incredibly high demand for tobacco, colonists were overwhelmed, and planted tobacco anywhere they could, including the ground next to the street and between graves. The tobacco-growing frenzy was so huge that colonists in the South had to import some of their foodstuffs at first, for they were not able to grow it themselves with all their land being used for tobacco. Because the crop of tobacco robs the soil of its nutrients so quickly, the demand for land exponentially increased, which led to an increased need for workers, preferably cheap, which is when wealthy planters turned to slavery. In comparison, the land in the Northern colonies was mostly glaciated soil, with stones in the dirt forced to the surface after every winter. Because of the rocky soil, staple crops did not grow well and so black slavery was not profitable in the North. Colonists who realized they would not be able to make much of a living off of the land became good at other things. Shipbuilding, fishing, and commerce were among the main professions in Northern colonies, due to the excessive fishing opportunities. Governing styles is another major difference between the Northern and Southern colonies. The first self-controlled government was established in Virginia, one of the Southern colonies, in 1619, the House of Burgesses. This was somewhat similar to the British parliament, met once a year in Jamestown, and was made up of twenty-two people. These twenty-two people were the governor of the colony, six prominent citizens hand-selected by the governor, and fifteen burgesses, or representatives, from varied locales, usually the larger plantations in the area. Overall, the people controlled the government in the South. This fact could be disputed about Northern government. In the Northern colonies, the government was more inclusive than it had been in the past in that all freemen could vote. Freemen were adult male landowners who belonged to the Puritan congregation. All male property owners could be involved in town government, regardless of whether or not they were Puritan. They would participate in town meetings, where matters large and small were discussed, debated, and solved by the people of the town themselves. According to the doctrine of the covenant followed by Northern colonists, the role of government was to enforce God’s laws, which applied to both believers and non-believers. Even with the government being so religious, clergymen were not allowed to hold an official political office, which led to the idea of the separation of church and state. The separation of towns was more of an issue in the South than the separation of church and state, in terms of religion. Because of the vast amounts of land needed by plantation owners to grow tobacco and other staple crops, towns and people were spread out, which slowed urban development significantly and also made the establishment of churches and schools difficult and expensive. Nevertheless, there was still religion in the Southern colonies—the vast majority of colonists were Anglican. In the Northern colonies, there were many churches, of several religious groups. Puritans and Quakers were the dominant religious groups in the North, though Quakers would not abide by laws set by the Puritans, so they were fined, flogged, and banished. In one extreme case, four Quakers, one a woman, who defied expulsion from their colony, were hanged. An extremist Puritan by the name of Anne Hutchinson claimed that a holy life was no true sign of salvation, and that the truly saved were going to heaven no matter what they did in their life, so they would not need to obey neither God’s nor man’s law. At the time, this was considered antinomianism and extreme heresy, so Anne was banished from her colony and forced to move. In conclusion, the Northern and Southern colonies did have many things in common, but the thought that they were more similar than different from the year 1607 to 1763 is an immense misconception. In the Northern colonies, it was not possible to grow staple crops because of the rocky soil, so settlers turned to other ways to make a profit than agriculture and slavery, while in the South, slavery and tobacco farming were the sole source of income for several colonies. The government in Northern colonies had close ties to the Puritan church, while in Southern colonies the style of government leaned towards self-representative. Churches were not common in Southern colonies, while they were of utmost importance, and often taken to extremes in Northern colonies.

Differentiated Instruction Paper

Differentiated Instruction Differentiated instruction is a process to approach teaching and learning for students with differing abilities in the same class. The intent of differentiating instruction is to maximize each student’s growth and individual success by meeting each student where he or she is assisting in the learning process (Polloway, Patton, and Serna, 2005). It’s an individualized instructional method. It is used to help students with diverse needs learn using a general curriculum. There are several approaches to using differentiated instruction when teaching learners with cultural or special needs. Every student has different learning styles, behaviors, and interests. It is up to teachers to meet state and district standards when teaching different learners no matter their needs. There are several ways to make sure students meet these standards. Kapusnick and Hauslein (2001) list the most common instructional strategies as acceleration, curriculum compacting, independent study, flexible grouping, independent-learning centers, complex questions, tiered activities, and contracts. Students who show mastery of instructional material through preassessment can learn at their own pace, acceleration. Curriculum compacting condenses learning and allows students to move ahead of material already learned while staying on grade level. During independent study, students progress at their own pace until they master a task by a due date agreed upon by the teacher. Teachers use flexible grouping based on students’ needs, interests, and abilities to allow students with similar capabilities to work together. Independent-learning centers provide students with remediation opportunities by investigating a topic in depth. In a differentiated classroom, the teacher asks complex questions that are open-ended, appeal to higher-order thinking skills, allow adequate wait time for answers (more than the traditional 1-3 seconds), and provide opportunities for peer discussions and follow-up questions. Additionally, tiered activities are used to promote success because the student chooses his or her own level of accomplishment (Kapusnick and Hauslein, 2001). And contracts are used as an agreement that allows students to take responsibility for completing tasks. Kapusnick and Hauslein, in an inclusive nvironment, students at all levels of understanding can learn more effectively if teachers adjust instruction for individual learning style and needs (2001). Vygotsky and Gardner’s theories of instructional practices are ways to assist teachers with presenting information to their learners. Howard Gardner’s theory of multiple intelligences asserted that students learn better and more easily when teac hers use a variety of delivery methods, providing students with learning experiences that maximizes their strengths (Kapusnick and Hauslein, 2001). Vygotsky’s zone of proximal development supports the notion that effective education facilitates development by assisting the progression to each stage through student-teacher interactions and opportunities to discuss and share ideas (Kapusnick and Hauslein, 2001). This theory requires teachers to help students with special needs by making accommodations to meet their needs. Teachers assist them until they reach their comfort zone of completing tasks independently or with minimal assistance. Students are taught the using the same curriculum, with different methods. The variation of activities provided during instruction should reflect the needs of the students. During differentiated instruction, teachers help students make sense of learning. The steps to using differentiated instruction are content, process, and product. Content is what we teach, process includes how we teach and how students learn, and product is the way our students demonstrate what they have learned (Levy, 2008). In order to find out the students’ abilities, teachers must first assess their skills. This lets the teacher know what levels the students are on. Assessments are used for various reasons. They are used to monitor progress, review abilities, and evaluate students’ strengths and weaknesses. They are an essential part of the decision-making process of determining what a student needs remediation with. Assessment results compare students individually and show differences among other peers. They are used to classify students for ability, or flexible, grouping, which identifies them for placement in special programs and groups. Assessments allow teachers to plan and adjust lessons to accommodate all learners. Grouping students according to their abilities by noting their ability levels, learning styles, and interests are ways teachers can plan for their students. Ability level groups allow teachers to place all students who may need remediation together to receive additional help, or challenging work. Students interpret instruction by what they hear, see, what they can do, and what they say. Some students pay attention to what the teacher says or reads; auditory learners, while others focus on what the teacher writes on the chalkboard, overhead projector, or smart board. Other students must do something hands-on or discuss it using more detail in order for them to grasp an understanding of a lesson. Once a teacher knows the students in the classroom and their learning styles, flexible grouping can be implemented. Students are likely to cooperate and work together as they build upon information of new knowledge. Differentiated instruction provides students with an organized instruction system consisting of basic skills and instruction. Teachers may present whole-class conversations of content big ideas followed by small group or pair work. Thoroughly explaining, demonstrating, and providing student with different interactions are skills teachers use to reach the learners. Student groups may be taught from within or by the teacher to complete assigned tasks. In differentiated instruction, the grouping of students does not have to be permanent, and can vary based on the information or tasks presented, the project, and constant evaluations. Classroom management also plays a role in differentiated instruction. Teachers must be consistent with the expectations of all the students academically and behaviorally. Along with classroom management, continuous assessment of students’ progress and therapy should also be maintained. Classroom guidance is another source of providing differentiated instruction. Guidance and school counselors assist students by counseling them to find out their needs and interests. They also inform students about educational opportunities by providing them with information on transition strategies and techniques used for dealing with unwarranted behaviors of school peers. Just like classroom instruction, counselors can use group or individual counseling sessions to support students. Depending on the students’ needs, the counselors can hold sessions in their office or in the students’ classroom. Akos, Cockman, and Strickland (2007), said through the last century, school counseling evolved from a position, to a set of services, to a multifaceted developmental program where skills needed to facilitate classroom guidance encompass a wide range of abilities, and the curricular nature of classroom guidance requires planning and delivery skills similar to those demanded of teachers. Therefore, whether for academic or social developments, school counselors plan hands-on activities and carry out classroom guidance sessions. English Language Learners (ELLs) and students with special needs may need additional assistance when learning new material. Differentiated instruction with these learners may require certain strategies when addressing curriculum factors and teaching for cultural reasons. It is important for teachers to know the cultural proficiency of their learners when taking into account differentiated instruction. According to Hoover and Patton (2005), language function, acculturation, conceptual knowledge, thinking abilities, cultural values and norms, and teaching and learning styles are curricular factors for concern with ELLs. Language function can be the conversations and social development skills the student makes. The goal is to get ELLs to use elevated language by talking more with friends, family members, and anyone they have constant communication with. It will help student focus on interpreting meanings for unfamiliar words while developing fluency skills. Acculturation is the process where one cultural group assumes traits of another cultural group (Hoover and Patton, 2005). In acculturation, students may respond with signs of withdrawal due to lack of communication and understanding. Conceptual knowledge is the new information gained from prior knowledge. It provides students with connections to the content being taught. ELLs need to apply their thinking capabilities to interact and learn the new curriculum. This is using their higher-order thinking skills. One’s cultural values and norms are their experiences and lifestyles they bring to the classroom. Differentiated instruction provides adaptations so the students can be educated using the appropriate grade level curriculum. This is again where teaching and learning styles play a role in educational developments. It focuses on the conditions the students learn under. Students with special needs or disabilities, in all grade levels, may feel as if they don’t have the same skills as non-disabled students for obvious reasons. Students with disabilities, as do many other students, may require significant practice, application, and generalization of relevant skills and concepts (Mastropieri et al. 2006). As a future educator, I have learned that it is our responsibility to educate all learners. Differentiated instruction involves just this, to teach students in the best way they could learn. Teachers plan instruction based on the readiness levels, interests, and educational needs of their students. They use multiple content, process, and product methods to promote academic and b ehavioral skills. Once teachers become familiar with the learning styles of the students and comfortable with their teaching methods, learning opportunities for the students expand. References Akos, P. Cockman, C. , Strickland, C. (2007). Differentiating classroom guidance. Professional School Counseling, Vol. 10, No. 5, p. 455-463. Hoover, J. & Patton, J. (2005). Differentiating curriculum and instruction for English-language learners with special needs. Intervention in School and Clinic, Vol. 40, No. 4, p. 231-235. Kapusnick, R & Hauslein, C. (Summer, 2001). The ‘silver cup’ of differentiated instruction. Kappa Delta Pi Record, p. 156-159. Levy, H. (2008). Meeting the needs of all students through differentiated instruction: helping every child reach and exceed standards. The Clearing House Vol. 81, No. 4, p. 161-164. Mastropieri, M. , Scruggs, T. , Norland, J. , Berkeley, S. , McDuffie, K. , Tornquist, E. , & Connors, N. (2006). Differentiated curriculum enhancement in inclusive middle school science: effects on classroom and high-stakes tests. The Journal of Special Education Vol. 40, NO. 3, p. 130-137. Polloway, E. , Patton, J. , & Serna, L. (2005) Strategies for teaching learners with special needs (8th Ed). New Jersey: Pearson-Merrill Prentice Hall.

Essay Helper

Essay Helper Essay Helper So you need to write a great application essay and dont really know when and how to get started. If so dont despair because this article is an essay helper that will put you on the right track and show you how to write personalized, brilliant and compelling admission essays that the admissions committee is sure to appreciate and reward by stamping it with that special word accept. As an essay helperthis article would like to point out that writing an admissions essay is the only step in the entire admissions process in which YOU are incomplete charge. So give it your best shot. Now is the time to: Think Plan Organize Structure So that you end up with an exceptionally written and crafted essay that is as unique as you are. Here are some useful tips from your essay help to point you in the right direction: Avoid saying too much too soon: stick to the vital point by focusing on your achievements and qualifications as well as the qualities that allow you to stand head and shoulders above the crowd. You do not want to go around repeating things that you have already written in the application form-focus more on who you are rather than what you have done. Dont just say it, prove it: if you claim to have a particular quality then you need to substantiate this with real life events in which these qualities were demonstrated along with more examples and reasons. There is no comparison between merely making a claim and letting it unfold as an interesting story. Use vivid details: from real life events-a thorough description can be a real essay helper.Instead of saying, I am interested in people from different backgrounds with a variety of interests Think of how you can say the same thing in a more detailed and captivating fashion Be precise: another realessay helperis when you zero in on actual incidents and events rather than making general sweeping statements that sound clichd and contrived. Avoid using statements like I always wanted to help people Be original: there is nothing (yawn) as boring as reading something that has been said a hundred times before. Keep these essay helper tips in mind and you are sure to come up with an essay that will make the admissions committee sit up and take notice: If you need term paper help, research paper help, or college essay help, do not hesitate to order professional custom paper writing services on our site and get your term paper written from scratch! Popular posts: Womens Rights Essay Romeo and Juliet Essays Malayalam Essays Lord of the Flies Book Review Life Experience Essay

ACT Photo Requirements How to Pick the Right Picture

ACT Photo Requirements How to Pick the Right Picture SAT / ACT Prep Online Guides and Tips If you're planning to take the ACT, you need to have a picture of yourself on your admission ticket. Do you know the ACT photo requirements? Did you know that if your picture doesn't meet the requirements, you may not be allowed to take the ACT on test day? In this article, I'll thoroughly explain how to make sure that you use an appropriate ACT picture. Also, I'll let you know how to upload your photo, and finally, I'll give you some important tips to remember to prevent any unanticipated problems on test day. Why Do You Need an ACT Picture? The ACT requires a picture to confirm your identity. The photos help prevent cheating by ensuring that nobody can take the test as somebody else. Your photo will be on your Admission Ticket and will be checked against your photo ID on test day. If you don’t have an acceptable photo on your Admission Ticket, you may be prevented from taking the ACT. ACT Photo Requirements You need to be easily recognizable from your picture. These are the requirements for the photo you use: ACT Photo Basics The picture must be of only you. No group photos or pictures with your significant other. Why did he ruin her ACT photo? No blurry or grainy photos. Make sure the picture is clear. This won't work. No shadows or dark spots over your face. Shadows are bad. The picture must have a plain background. Use a portrait photo, not a landscape photo. If you take a picture with a cell phone, the phone should be held vertically when you take the photo. You must be looking directly into the camera. No side profile pictures Face the camera. No dark glasses or sunglasses. Your eyes should be visible Sunglasses and ACT photos don't mix. Don’t wear a hat or head covering, unless it’s for religious purposes. If you do wear a religious head covering, adjust it so your face can be clearly seen. The ACT is gonna need her to remove the hat. Finally, here's an acceptable photo. ACT Photo Format and Size Requirements You can upload a JPEG, JPG, PNG, or BMP image file. The maximum file size is 5 MB. The photo must be at least 640 x 480 pixels. If you scan your photo, the uploaded picture must print as a 2† x 2† image or larger. Also, if you scan your picture, crop the image to show only your head and shoulders before you upload it. Tips for Finding or Taking an ACT Picture You can use any recent photo of you that fits the ACT photo requirements. Don’t scan a driver’s license or school ID photo. The scanned image probably won’t be high enough quality to be acceptable. If you’re taking a new picture, here are some tips: Stand a few feet in front of a plain wall. If you’re taking a picture outside, avoid having the sun at your back. Try not to use the camera flash. Use the camera zoom as needed to center only your face and shoulders within the photo frame. However, keep in mind that you can also crop photos if a photo you have or take isn't perfect. ACT Photo Upload Deadlines You don’t have to upload your photo at the time you register, but you must upload your photo by the photo upload deadline. Photo deadlines are usually 8 days before the test date. I recommend uploading your photo when you register so you don’t forget. If you don’t upload your photo by the deadline, your registration will be cancelled and you won’t be allowed to take the test. Also, your registration fee won’t be refunded. You’ll be able to request a test date change, but you’ll still have to upload a photo for that test. Here are the photo upload deadlines for the 2016-2017 academic year. Test Date Deadline (by midnight central time) September 10, 2016 September 2, 2016 October 22, 2016 October 14, 2016 December 10, 2016 December 2, 2016 February , 2017 February 3, 2017 April 8, 2017 March 31, 2017 June 10, 2017 June 2, 2017 How to Upload Your ACT Picture The ACT photo upload process is fairly straightforward. You’ll be prompted to upload your photo when you register online. You can upload any picture that’s on your computer by double clicking on the file. Also, you can transfer a hard photo to your computer by scanning it. Remember to make sure the scanned image meets the requirements before uploading it. Furthermore, you can transfer a photo from a device (cell phone or camera) to your computer by plugging the appropriate USB cord into your computer and device. Additionally, you can submit a photo from a mobile device using the free ACTPhoto app. Just download and install ACTPhoto. It’s available for both iPhones and Androids. Then you’ll be able to submit a photo from your device or use the camera to take a picture to upload. Finally, you can submit a hard photo, but that’s a little more difficult, and since you’re reading this article online, I assume you have computer access to upload a photo. Common ACT Photo Issues and Important Things to Remember The ACT is so particular about Admission Tickets and the photos on your Admission Tickets because these are security measures to help maintain the integrity of the test. You need to follow all the rules so that you’re able to take the test and receive a valid score. Here are some very important reminders for you: Make sure the name on your Admission Ticket matches the name on your photo ID. Your picture and name from your photo ID is compared to the picture and name on your Admission Ticket to confirm your identity. If there’s a different name on your ID, the test center won’t be able to effectively confirm your identity and you could be barred from taking your test. When you register online, enter your name exactly as it appears on your ID. Don’t use a nickname or any other name. Don’t forget your Admission Ticket or photo ID. If you don’t bring your ticket or ID, you won’t be allowed to take the test. The night before, lay out everything you need on test day. You can even make a checklist of things to bring, and make sure you have everything before you head to the test center. Only bring an ACT-approved calculator. You can only use a calculator on the Math section, and there are restrictions on the type of calculators you can use. Read our article on calculators for more information. Make sure you follow all ACT rules and regulations. The ACT is strict about its rules. Don’t test them. Don’t discuss specific questions while you’re on break or after the test. Only work on the section you’re supposed to be working on. Don’t keep working on a section after time expires. Read my article on ACT rules for thorough information about the rules you need to follow. If you break any of these rules, your score may be cancelled. And if you’re caught cheating, the ACT can even take legal action. What's Next? Did you miss the late registration deadline for the ACT, but you still want to take the test? Learn about ACT standby testing. Are you wondering how your score is determined? Find out how ACT scores are calculated. Finally, if you're preparing for the exam, check out this post about how to ace the ACT. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Eastern Massasauga Essay Example | Topics and Well Written Essays - 500 words

Eastern Massasauga - Essay Example Eastern Massasauga is a rattlesnake, tail tipped by grey-yellow horny rattles and with several dark brown rings. An adult Massasauga is 18 to 30 inches in length (US fish and wildlife service web). Eastern Massasaugas inhabit wet areas. During spring, Massasauga use open shallow wetlands or shrub swamps. During summer, they move upward to drier areas where they can be found the sunning in open fields. In the northern part of the US, Eastern Massasauga live in Canada, Ontario, around Georgia bay, Northern Indiana, and Northern and Central Ohio. In addition, they live in Lower Peninsula of Michigan although they are declining due to human activities. Its protection in Michigan as an endangered species is due to destruction of its habitats. Eastern Massasauga is classified in the Eukarya domain, Animalia kingdom, Chordata Phylum, and reptilian class. The botanical name of Eastern Massasauga is Sistrurus Catenatus. The word â€Å"Massasauga† translates to â€Å"great river mouth,† in the Chippewa language describing wet areas surrounding a river where snakes can be found. Other names given to Eastern Massasauga are black Massasauga rattlers, Massasauga rattlers, Michigan rattlers and swamp rattlers (Eastern Massasauga rattlesnake web). An Eastern Massasauga is a slow moving snake that often strikes if disturbed. In New York, it is the smallest of the three venomous snakes. They employ camouflage where they hide in areas that bear the same colour as themselves. Massasaugas take advantage of their different adaptations to survive in the wet areas. For instance they have to detect prey from a distance through its organs. It uses Vomero-nasal organ also known as Jacobson’s organ that is located at the roof of the mouth with nerve endings in to the brain to detect prey. They take their tongue out to pick some air and place it on to the surface of Vomero for detection. In addition, this organ detects mates, geographical regions, and predators (John

Current Research Paper Example | Topics and Well Written Essays - 1000 words

Current - Research Paper Example It there for means that Eli Lilly and company is basically the bedrock or pillar of Lilly Endowment. However, Lilly Endowment remains a motivator for the pharmaceutical company, and hence it affects some of its business and management strategies. Lilly Endowment entails some community and volunteer programs in the community. It is believed that its budget is greatly financed by Eli Lilly and company and this means that the pharmaceutical company would do anything to make gain, to put in a capacity to support Eli Endowment. This could mean cutting on expenses like reduction of labor, adoption of modern and effective digital management strategies like e-human resource management (E-hrm) to reduce the number of workers hence reduce on the labor expenses among others. Furthermore, the pharmaceutical company may have to organize some workshops and seminars to encourage the beneficiaries and officials from the Lilly endowment and this could mean some cost and time as well. Some senior management team are always required to mentor the youths and women in the Lilly Endowment and this means they have to forego their core roles in the Eli Lilly and company to encourage some members of the Lilly Endowment Inc. Lilly Endowment was founded by the core owner of Eli Lilly and company and his three core values revolved around community development, education and religion among others. This means that the same principles must be incorporated in the pharmaceutical management strategy. The element of community development could be related to its CSR which entails building schools for the locals, initiating clean water projects in the community, constructing health institutions and funding certain health related projects to eradicate epidemic like HIV and TB among others. The company is known to donating food and pharmaceuticals to the less fortunate like the street homes and elderly homes