The Case Against Giant Sharks

The Case Against Giant Sharks Does anybody recollect when Shark Week used to be about sharksthe science of sharks, the ways of life of sharks, fun realities about sharks and the individuals who watch them? All things considered, those days are a distant memory: presently we have made-up narratives about monster ancient sharks like Megalodon and perpetually reused uncovered of humongous, legendary, 40-foot-long Great Whites that gulp down different sharks for all intents and purposes. (In case you think Im unjustifiably singling out The Discovery Channel, remember that no less a distinction than The Smithsonian Channel has publicized rubbish like Hunt for the Super Predator.) Be that as it may, before we go any further, heres a significant proviso. There are, actually, enormous predators hiding underneath the seas profundities, some of which have just once in a while been witnessed by humansthe great model being the Giant Squid, which can develop to more than 40 feet in length. Be that as it may, even the Giant Squid isnt as mammoth as its supposed to be: this extended invertebrate weighs just two or three hundred pounds, and its cousin, the Giant Octopus, is just about the size of an all around took care of fifth-grader. On the off chance that these genuine cephalopods are in no way like the beasts portrayed in films and deceitful TV appears, envision how much permit makers take with regards to the long-terminated Megalodon! Everybody clear on this? Alright, an ideal opportunity for certain inquiries and answers. Q. Isnt it possible that a Great White Shark could be 30 or 40 feet in length? All things considered, there are all around archived instances of 20-foot-long Great Whites, and 30 feet isnt that a lot greater. A. Lets put it along these lines: the late NBA star Manute Bol was one of the tallest people who at any point lived, at seven feet and seven inches. Does the reality of Manute Bols presence imply that people can possibly grow 10 or 11 feet tall? No, it doesnt, on the grounds that there are hereditary and physiological limitations on how enormous any given species, including Homo sapiens, can develop. A similar rationale applies to all creatures: there are no 40-foot-long Great White Sharks for a similar explanation there are no five-foot-long house felines or 20-ton African elephants. Q. Megalodon swam the universes seas for many years. For what reason is it so difficult to accept that a little populace, or even one individual, has made due into the current day? A. An animal types can just flourish as long as natural conditions are helpful for its proceeded with presence. All together for, state, a populace of 100 Megalodons to flourish off the shore of South Africa, their domain would need to be supplied with the sorts of monster whales these sharks devoured during the Pliocene epochand theres no proof for the presence of these goliath whales, significantly less for Megalodon itself. With respect to the steadiness into present day times of one solitary, ornery individual, that is a worn out social figure of speech straightforwardly detectable to the first Godzilla film, route, harking back to the 1950sunless youre ready to accept that Megalodon has a million-year life length. Q. Ive seen sensible looking individuals on nature shows who demand theyve seen 40-foot-long sharks. For what reason would it be a good idea for them to make a special effort to lie? A. All things considered, for what reason would your Uncle Stanley lie when he said that Bluefin Tuna ​that escaped was seven feet in length? People like to intrigue other individuals, and they arent truly adept at evaluating the extents of things that lie outside a human scale. In the best cases, these individuals arent purposefully attempting to delude anybody; they simply have a lost feeling of extent. In the most pessimistic scenarios, obviously, they are deliberately attempting to delude the general population, either in light of the fact that theyre sociopaths, theyre out to make a speedy buck, or theyve been told to distort reality by TV makers. Q. The Loch Ness Monster most likely exists. So why cant there be a living Megalodon off the South African coast? A. As Lois Griffin once said to Peter on Family Guy, Hold on to that idea, on the grounds that Im going to disclose to you when we return home all the things that aren't right with that announcement. There is definitely no solid proof that the Loch Ness Monster (or Bigfoot, or Mokele-mbembe) really exists, except if you need to credit the sort of fluffy, fashioned photos that shows like Megalodon: The Monster Shark Lives traffic in. Indeed (and Ill most likely be fiercely misquoted here), Im slanted to state that theres LESS proof for the presence of Megalodon than there is for the Loch Ness Monster! Q. In what manner can the Discovery Channel lie about the presence of Megalodon, or monster Great White Sharks? Isnt it legitimately required to express the realities? A. Im not a legal counselor, yet dependent on all the accessible proof, the appropriate response is no. Like any TV station, Discovery is in the matter of making a profitand if nonsense like Megalodon: The Monster Shark Lives or Megalodon: The New Evidence acquires truckloads of money (the previous shows 2013 debut was seen by 5,000,000 individuals), the systems administrators will readily look the other way. Regardless, the First Amendment makes it about difficult to consider telecasters like Discovery answerable: they have a sacred option to regurgitate misleading statements and lies, and the general population has the obligation to question the entirety of the proof introduced on these shows.

Business Personal Development and Career Plan free essay sample

They should be practical and realize how to concentrate on needs. This will permit them to create | |strategies dependent on reasonable and quantifiable focuses to meet their formative needs. Students should look forward to make medium term | |(five years) projections for their vocation plan. | |The unit acquaints students with the idea of proceeding with proficient turn of events. This will give them a comprehension of the procedure of | |lifelong learning and empower them to look past the limits of a transient arrangement. On finishing of the unit, students will have created a| |realistic image of their vocation prospects. | |Professional Context/Summary of Assignment | |You are a finishing your own Career Development portfolio as a major aspect of your ‘Next Steps’ at Abingdon and Witney College. Fulfillment of this | |portfolio will assist you with planning for your next course or business and will address issues, for example, how would I arrive? What other | |qualif ications or abilities do I should have the option to carry out this responsibility? | |The task will likewise run close by Unit 13 Recruitment and Selection which understudies are covering during Terms 1 and 2 and advantages will be | |gained from these running simultaneously. We will compose a custom paper test on Business: Personal Development and Career Plan or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page | |Assignment †Career Development Planning in Business | | |TASK 1 (P1/2/3/4/5/6 just as M1/2/3) | |This task expects you to attempt singular research and settle on educated choices with respect to present moment and medium term profession arranging | |objectives. | |To accomplish a go for this unit you should present an individual Career Development Portfolio (CDP). You should likewise make a blog which you will | |update every Friday during your workshop †the blog will incorporate research attempted and how your arranging is changing dependent on the exploration | |which you are doing. | |Your CDP must contain all the accompanying components:- | |Front spread, substance page and page numbers | |Introduction | |Current aptitudes review | |Mind map representing what abilities you have and how you will create them to the suitable level | |2 x perception sheets with instances of you accomplishing them | |A depiction and correlation of all wellsprings of professions related da ta used to advise your vocation choice | |A individual SWOT investigation identified with your picked profession | |Personal profession goals for both the present moment (2yrs) and medium term (5yrs) I. e. Savvy | |Details of the consistent expert improvement required for your picked vocation | |A reflection on how valuable an aptitudes review is in advising your profession choices | |Conclusion | |Appendix 1 seven days by week intelligent learning blog graphing your underlying professions considerations, research and dynamic (Mahara diary) | |Appendix 2 †Examples of vocations related data pertinent to your picked short and long haul targets | |Appendix 3 †Up to date educational program vitae | |To accomplish a legitimacy for this unit you should incorporate investigation of the data which you are including †its significance to your profession planning,| |how it will assist you with accomplishing your objectives and objectives, evaluation of significance and pertinence to your short and medium term vocation advancement | |plans (more assistance with this in the tips table underneath). | |To be submitted by: Friday fourteenth December 2012 | |TASK 2 | |D1 | |You are to co mpose a report which assesses the procedure which you have embraced and how far you trust you have come in accomplishing your | |planned destinations of your vocation plan. You have to think about your examination and the advancement that you have made with your profession plan. You | |should have the option to recognize any adjustments in the arrangement, any advancement you have made in accomplishing your objectives and any challenges that you have | |encountered and how these have been survived. You additionally need to assess the effect that these improvements are having on your present moment plan| |and distinguish any effect on your medium-term vocation plan. You additionally need to think about your own abilities review and your investigation into proceeding | |professional improvement you are probably going to attempt in the early long stretches of your profession. | |Tip | |Assess your encounters and the procedures that you have been engaged with in building up your arrangement. For instance, setting and meeting targets,| |making modifications, leading examination, assembling and filtering data so as to advise your vocation decision. You ought to have the option to | |assess the connection between present moment and medium term profession arranging, featuring any issues that may affect on these two phases of your arrangement. | |D1 to be turned in by: Friday 21st December 2012 | |TASK 3 | |D2 | |You are to compose a report which assesses your own improvement of transferable business abilities. To accomplish D2, you should think about | |your plans for building up your transferable business aptitudes. You should give proof of accomplishment or work in progress and this | |should be created to the suitable level, as distinguished in the profession plan. You will likewise need to give an assessment of your advancement | |against the objectives in your vocation plan, connecting accomplishments to progress measures. Where proper, this will incorporate an assessment of the | |impact that absence of progress will have on your short-and medium-term plans. | |Tip | |Refer back to the intelligent learning blog you finished for Task 1 and consider your examination and the advancement that you have made with your| |personal vocation destinations. Distinguish any adjustments in the arrangement, any advancement you have made in accomplishing targets and any troubles that you | |have experienced and how these have been survived. Assess the effect that these improvements are having on your arrangement in the short and | |medium term. | |D2 to be submitted by: Friday 21st December 2012 | | | |USEFUL INFORMATION | |Please allude to Moodle for connections to valuable sites and data to assist you with finishing the undertakings. | |The following table is likewise helpful for you to watch that you have incorporated every single required component of your portfolio to fulfill the evaluation | |criteria for the unit. | |Grading Criteria | |Tip | |Front spread, substance page and page numbers | |Present your portfolio in a bound organizer or document with a legitimate cover sheet and list of chapters. | |Introduction Your acquaintance needs with build up what the portfolio is about and give an outline regarding what will follow. | |P3/P5 /M3 | |Current aptitudes review | |You should inspect your present abilities profile by the creation of an abilities review table. Guarantee you incorporate the three Functional | |Skills of IT, numeracy and education and connection your capabilities here to the degrees of the National Qualifications Framework. What | |other aptitudes have you picked up from your school work (e. g. group working, time-the board) AND from business or willful exercises? Your | |skills review MUST incorporate your present level as per Skills For Life | |Your review should likewise give proof that you have accomplished or are moving in the direction of aptitudes that are at a fitting level for your future. | |For P5 you have to delineate how you mean to build up your transferable business abilities at the fitting level. The advancement of some | |skills might be quantifiable through capability levels, for instance useful abilities. Different abilities may just be quantifiable through perception | |and may expect you to accumulate a scope of proof. For instance, mentor perception sheets or work experience input on the improvement of | |time the executives aptitudes. | |For M3, you should exhibit that you know about how you can advance in building up your transferable business aptitudes. For instance, | |if you expected to overhaul your IT aptitudes, you ought to have the option to survey the accessible choices to figure out which best fit your own | |circumstances. These could be through ICT utilitarian aptitudes, IT modules or online courses. You should survey the appropriateness of choices | |in line with your vocation plan and afterward seek after the picked alternatives. Proof of progress/inquire about must be recorded in your portfolio. | |P1/M1 | |A portrayal and correlation of all wellsprings of vocations related data used to advise your profession choice | |You must access a wide scope of data and not simply by means of the web. To settle on an educated profession choice you may need to get to books | |in the vocations library, have a meeting with the Connections counsel, converse with companions family members, acquire work packs and friends | |information. The data you portray ought to be in detail and not only a rundown. | |To accomplish M1 you should connect your exploration to the abilities holes distinguished in your aptitudes review (P3). You should exhibit that you have | |researched and evaluated the feasibility of accomplishing your advancement needs. Your projections must be practical and You should show that these | |options are attainable inside the medium-term (5 yrs) structure of your profession plan. | |P2 | |A individual SWOT investigation identified with your picked profession which takes care of into your underlying vocation plan | |Describe what a SWOT (qualities, shortcomings, openings dangers) examination is and afterward produce your very own SWOT examination in table | |form. | |The v ocation plan will be a working record, and might be liable to change as you do examination into your unique profession decisions. |(remember that present moment is two years and the medium term is five yea

Loneliness and outsiders Essay

An untouchable like disabled Crooks has nobody to secure him, the sum total of what he has is his American Civil Law book which protects his privileges as an individual living in the U. S. An and appears to give him a specific solace realizing that not anybody can contend against his worn out old book. Similarly as the entirety of his emotions are uncovered, Curley’s spouse undermines him and by and by, he pulls back himself back to the liniment which is by all accounts the main thing on the planet that makes Crooks feels much improved, regardless of whether he is excluded from the rest. Curley’s spouse is one of the most critical characters to the novel since she shows forlornness on various levels. In view of being hitched to Curley she has a high status in the farm, however this is actually why she has nobody yet herself. Laborers fear getting excessively near her on the off chance that honest talking transforms into more which could cost them their jobs†¦ or even lives. In any case she is directed to look for comfort with different men regardless of whether they are at the base of the social chain of command on the farm. What's more, because of all the detachment, the best way to get saw by different men is to be a charmer, yet this is the thing that makes her so misconstrued. She communicates her actual emotions about what could have been to Lennie while he sits on the feed and retains literally nothing however ponders the poor little puppy that he unexpectedly murdered. Curley’s spouse thinks back about how she could have been a Hollywood star and had all the shallow things that such huge numbers of big names purchase. All through her time on the farm she has consistently thought her mom was the motivation behind why Hollywood never turned into a reality for her, she stated, ‘I never got that letter, I generally thought my wife took it. So I wedded Curley. ‘ This was her fantasy while on the farm and like such huge numbers of others, it shows the amount of an outcast and a simple individual she was. In her life there had consistently been prevailing players like her mom and afterward Curley. So she has no genuine thought regarding how to be self-governing and become a greater amount of a free lady. One might say that she doesn’t realize how to connect effectively with individuals, tirelessly posing thoughtful expository inquiries and furthermore being manipulative and perceiving. These ideals are what make Curley’s spouse such an extraordinary character, she has no official name yet is potentially one of the most mind boggling characters to delineate. Lennie is a basic individual, intellectually and actually. Nobody really comprehends what he is stating more often than not on the grounds that the farm laborers have never considered anybody to be confused and dazed as he. Without George he would be lost throughout everyday life, Lennie depends on him to eat and to get him in the clear at whatever point it’s required most. Despite the fact that he makes a huge deal about contentions by making statements like, ‘I wouldn’t eat no ketchup on the off chance that it was directly here close to me’ in spite of the fact that he truly wants the ketchup and is simply playing on his own guiltlessness. In one point of view Lennie is very cunning in such a case that there is an open door where he can get George to have compassion for him, at that point he will take it, yet most of the time he is simply impeded through no deficiency of his own. In the book some of the time Lennie is contrasted with a creature, similar to when he didn’t need to give the mouse to George however then gave it over and began to pout, ‘Slowly, similar to a terrier who doesn’t need to take a ball back to its lord, Lennie drew closer. ‘ And some other time was the point at which he was strolling along the dusty street with George, ‘He strolled intensely, stalling a little, the manner in which a bear hauls his paws. ‘ Steinbeck decides to portray him as a creature to represent the title, ‘Of Mice and Men’, perhaps Lennie is the mouse and George is the man or the other route round. That’s how Lennie is a pariah, on the grounds that he’s an irreverent creature who doesn’t know his own quality, which is some of the time useful, however when he handles animals and people too savagely, he doesn't have the foggiest idea when to stop and that is the point at which the effort starts for George and Lennie. Lennie and George remain together through various challenges, in any event, when times get muddled, George appears to discover an exit plan for the pair of them. ‘Circular narrative’ is when something occurs in a story and sooner or later it happens once more. All through the novel Lennie rehashes expressions and statements to George that they have just discussed beforehand, similar to the entire ketchup situation, tending the bunnies, claiming and living off the best stuff available and so on. This shows Lennie realizes George so well that he expect everything to discuss is bunnies and land. That is the thing that makes him a forlorn man since all the discussion is about something very similar and anything he desires to discuss. All the characters in ‘Of Mice and Men’ experience a type of dejection and a sentiment of not having a place. On occasion they can act naturally focused which is essentially when two characters are in conversation which one another however not focusing on the other. Perhaps this is one reason that dejection strikes them, as they don't tune in and are completely enveloped with their own impervious universes. However, this is the thing that makes the book ‘Of Mice and Men’ so interesting to peruse, all the individuals have their own issues and dreams since they all offer the forceful feelings of dejection and singularity, and despite the fact that they may imagine that they are on the whole different, the crowd can get a handle on that every individual is increasingly more like the other.

2010 One-year Top Performing Direct Plans Q3

Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared one-year, three-year and five-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of September 30, 2010. Direct-sold 529 plans. Updated December 1, 2010 One-year performance ranking (click here for three-year performance table and five-year performance table): Rank State Plan Percentile 1 Nevada USAA 529 College Savings Plan 20.97 2 Louisiana START Saving Program 21.92 3 Michigan Michigan Education Savings Program 22.25 4 Virginia Virginia Education Savings Trust (VEST) 24.95 5 South Dakota CollegeAccess 529 (Direct-sold) 28.56 6 Alaska University of Alaska College Savings Plan 31.50 7 Minnesota Minnesota College Savings Plan 32.89 8 North Carolina National College Savings Program 35.49 9 Oklahoma Oklahoma College Savings Plan 35.59 10 Alaska T. Rowe Price College Savings Plan 35.79 11 New York New York's 529 College Savings Program -- Direct Plan 36.07 12 Nebraska College Savings Plan of Nebraska (Direct-sold) 40.42 13 Vermont Vermont Higher Education Investment Plan 41.31 14 West Virginia SMART529 WV Direct 41.63 15 Wisconsin EdVest (Direct-sold) 41.97 16 Mississippi Mississippi Affordable College Savings (MACS) Program 42.27 17 Utah Utah Educational Savings Plan (UESP) Trust 42.58 18 Kansas Schwab 529 College Savings Plan 43.46 19 Maryland College Savings Plans of Maryland -- College Investment Plan 44.90 20 Nebraska TD Ameritrade 529 College Savings Plan 45.29 21 Kentucky Kentucky Education Savings Plan Trust 45.37 22 Nevada The Vanguard 529 Savings Plan 45.50 23 Ohio Ohio CollegeAdvantage 529 Savings Plan 45.66 24 Pennsylvania Pennsylvania 529 Investment Plan 46.60 25 Maine NextGen College Investing Plan -- Client Direct Series 46.70 26 Georgia Path2College 529 Plan 48.80 27 Colorado Direct Portfolio College Savings Plan 49.41 28 Nevada The Upromise College Fund 50.99 29 New Jersey NJBEST 529 College Savings Plan 52.45 30 Connecticut Connecticut Higher Education Trust (CHET) 52.89 31 District of Columbia DC 529 College Savings Program (Direct-sold) 54.03 32 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 54.27 33 California The ScholarShare College Savings Plan 55.34 34 Arizona Fidelity Arizona College Savings Plan 55.35 35 New Hampshire UNIQUE College Investing Plan 55.49 36 Delaware Delaware College Investment Plan 55.65 37 Massachusetts U.Fund College Investing Plan 55.70 38 Hawaii Hawaii's College Savings Program 56.78 39 Iowa College Savings Iowa 57.04 40 Arkansas GIFT College Investing Plan 57.42 41 Idaho Idaho College Savings Program (IDeal) 57.99 42 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 58.67 43 West Virginia SMART529 Select 60.51 44 Illinois Bright Start College Savings Program -- Direct-sold Plan 60.64 45 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 60.94 46 North Dakota College SAVE 61.71 47 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 62.10 48 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 69.41 49 New Mexico The Education Plan's College Savings Program (Direct-sold) 85.20 50 Texas Texas College Savings Plan 86.00 - Alabama College Counts 529 Fund (Direct-sold) NA - Florida Florida College Investment Plan NA - Oregon Oregon College Savings Plan NA NA = Not applicable = Program does not have at least three portfolios with sufficiently long performance under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Bankrate, Inc. shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here. Savingforcollege.com ranks the performance of direct-sold 529 plans. Direct-sold plans are those that consumers can enroll in without using a broker. We have prepared one-year, three-year and five-year performance tables. To prepare this ranking, we compared a subset of portfolios from each 529 savings plan. We selected portfolios based on their mix of stocks, bonds and money market funds, which allows for an apples-to-apples comparison in seven asset-allocation categories. The lower the "percentile," the better the ranking. This ranking could be a useful tool for you when selecting which direct 529 plan might be right for you. Here are our 529 performance rankings as of September 30, 2010. Direct-sold 529 plans. Updated December 1, 2010 One-year performance ranking (click here for three-year performance table and five-year performance table): Rank State Plan Percentile 1 Nevada USAA 529 College Savings Plan 20.97 2 Louisiana START Saving Program 21.92 3 Michigan Michigan Education Savings Program 22.25 4 Virginia Virginia Education Savings Trust (VEST) 24.95 5 South Dakota CollegeAccess 529 (Direct-sold) 28.56 6 Alaska University of Alaska College Savings Plan 31.50 7 Minnesota Minnesota College Savings Plan 32.89 8 North Carolina National College Savings Program 35.49 9 Oklahoma Oklahoma College Savings Plan 35.59 10 Alaska T. Rowe Price College Savings Plan 35.79 11 New York New York's 529 College Savings Program -- Direct Plan 36.07 12 Nebraska College Savings Plan of Nebraska (Direct-sold) 40.42 13 Vermont Vermont Higher Education Investment Plan 41.31 14 West Virginia SMART529 WV Direct 41.63 15 Wisconsin EdVest (Direct-sold) 41.97 16 Mississippi Mississippi Affordable College Savings (MACS) Program 42.27 17 Utah Utah Educational Savings Plan (UESP) Trust 42.58 18 Kansas Schwab 529 College Savings Plan 43.46 19 Maryland College Savings Plans of Maryland -- College Investment Plan 44.90 20 Nebraska TD Ameritrade 529 College Savings Plan 45.29 21 Kentucky Kentucky Education Savings Plan Trust 45.37 22 Nevada The Vanguard 529 Savings Plan 45.50 23 Ohio Ohio CollegeAdvantage 529 Savings Plan 45.66 24 Pennsylvania Pennsylvania 529 Investment Plan 46.60 25 Maine NextGen College Investing Plan -- Client Direct Series 46.70 26 Georgia Path2College 529 Plan 48.80 27 Colorado Direct Portfolio College Savings Plan 49.41 28 Nevada The Upromise College Fund 50.99 29 New Jersey NJBEST 529 College Savings Plan 52.45 30 Connecticut Connecticut Higher Education Trust (CHET) 52.89 31 District of Columbia DC 529 College Savings Program (Direct-sold) 54.03 32 South Carolina Future Scholar 529 College Savings Plan (Direct-sold) 54.27 33 California The ScholarShare College Savings Plan 55.34 34 Arizona Fidelity Arizona College Savings Plan 55.35 35 New Hampshire UNIQUE College Investing Plan 55.49 36 Delaware Delaware College Investment Plan 55.65 37 Massachusetts U.Fund College Investing Plan 55.70 38 Hawaii Hawaii's College Savings Program 56.78 39 Iowa College Savings Iowa 57.04 40 Arkansas GIFT College Investing Plan 57.42 41 Idaho Idaho College Savings Program (IDeal) 57.99 42 Rhode Island CollegeBoundfund (Direct-sold, Alternative R) 58.67 43 West Virginia SMART529 Select 60.51 44 Illinois Bright Start College Savings Program -- Direct-sold Plan 60.64 45 Missouri MOST - Missouri's 529 College Savings Plan (Direct-sold) 60.94 46 North Dakota College SAVE 61.71 47 Kansas Learning Quest 529 Education Savings Program (Direct-sold) 62.10 48 Indiana CollegeChoice 529 Investment Plan (Direct-sold) 69.41 49 New Mexico The Education Plan's College Savings Program (Direct-sold) 85.20 50 Texas Texas College Savings Plan 86.00 - Alabama College Counts 529 Fund (Direct-sold) NA - Florida Florida College Investment Plan NA - Oregon Oregon College Savings Plan NA NA = Not applicable = Program does not have at least three portfolios with sufficiently long performance under our ranking model. The Savingforcollege.com plan composite rankings are derived using the plans' relevant portfolio performance in seven unique asset allocation categories. The asset-allocation categories used are: 100 percent equity, 80 percent equity, 60 percent equity, 40 percent equity, 20 percent equity, 100 percent fixed and 100 percent short term. The plan composite ranking is determined by the average of its percentile ranking in the seven categories. The performance data underlying these rankings represent past performance and are not a guarantee of future performance. Current performance may be lower or higher than the performance data used. A plan portfolio's investment return and principal value will fluctuate so that an investor's shares or units when redeemed may be worth more or less than their original cost. Investors should carefully consider plan investment goals, risks, charges and expenses by obtaining and reading the plan's official program description before investing. Investors should also consider whether their beneficiary's home state offers any tax or other benefits that are available for investments only in such state's 529 plan. Brokers, please note: For internal use only and not for use with or to be shown to the investing public. Disclaimer: Bankrate, Inc. shall not be liable for any errors or omissions in this report. Users should rely on official program disclosures. For broker-sold plan rankings, click here.

As We All Grow Up, We Try To Learn Who We Are, To Present

As we all grow up, we try to learn who we are, to present ourselves as authentic as we possibly can. We also want to present ourselves to relate to others which may be inauthentic. For instance, when it comes to hip hop music, the question of authenticity has come to mind in recent years. In the early years of hip hop, artists rapped about personal and true events that made one think after listening to it. Nowadays, it seems that artists only write content that is sellable with no meaning behind it, which is unauthentic to real hip hop music. Young M.A, a new female rapper, is one of those unauthentic artists because she does not portray her true self through her music and because she focuses on nothing but materialistic items. In the book†¦show more content†¦The first standard is to be creative and original which Young M.A meets. She does this by hitting the rap game incredibly hard with very powerful lyrics directed to all her homophobic haters. For instance when she says â€Å"That s your bitch but she a fan too I asked her ‘where your man at?’ she said my man who’?†. Here she explains that she can get straight girls interested in her easily. Young M.A also says â€Å"Niggas must be bi-curious.† This line is directed to her male haters because she dresses and acts like a dude, yet she still gets guys wanting to hook up with her even though she’s a lesbian. She also is original with the way she raps and how she writes a whole story in a unique way, so it rhymes. So overall, this song justifies how Young M.A meets the standard of being authentic by being original and creative, but does she meet the following standards as well. Scotty finally crosses paths with Bennie after many years, and during this situation, he provides another standard of what is to be authentic. They are now adults, Bennie is a successful record producer, and Scotty works as a janitor at an elementary school. While sitting in the park one day, Scotty comes across Bennie’s picture in a news article. He tries not to think about this old friend of his but soon that all he can thinks about. While Bennie is a powerful man up in a tall building, Scotty sees himself sitting on a bench as just another nobody. Scotty thenShow MoreRelatedLiving, Loving, Learning Book Report Essay example1281 Words   |  6 Pagesactually live their lives without really living. They put their lives in other peoples hands. They are afraid to really live, and without really living, they dont experience. Without experience, they dont learn and grow. When we really live, we have so much love to give to others. With all that love, we experience what it means to fully live. To be a loving individual is an incredible experience, and the time to start the journey to having a beautiful, fulfilling life would be right now. This book holdsRead MoreViolence Satire Essay541 Words   |  3 PagesEverywhere we look, violence is present, at the streets, at work, at school, and even at home. Every day in the news we see reports about shootings, wars, thefts, drugs, rapes, and deaths. The worse part of seen this in the news is that all way do it’s complain about it and sit back. We do not even attempt an explanation or a resolution. Violence is among one of the most malignant act that has been increasing day by day. And why is it that we complain about other people being violent, but when we are askedRead MorePersuasive Essay : Student Cheating729 Words   |  3 Pagesadministrators because of the new ways of communication that are available to students and the fast pace system of which teachers have their students learn. As days pass by, we continuously learn new ways to communicate with the world around us. 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Feeding The Homeless Is Truly An Eye Opening Experience Essay

Volunteering to feed the homeless is truly an eye opening experience to what reality is. There is an estimated one hundred million homeless people in the world who are starving and are trying to find a way to survive. On a day-to-day basis, we see homeless people everywhere such as on the streets, by the freeway asking for money so they can feed themselves, or maybe even feed their own family. One day, my mom and I decided we had to take action after witnessing so many homeless people on the streets.When people are in such a difficult situation, their only option is to beg for money because they have no roof over their head, and no food to eat. Many of these people are suffering from their own decisions, unemployment, or for other personal reasons. There are many homeless people who are sick and suffering from severe mental illnesses. It breaks my heart seeing homeless people in the streets, so I knew I had to take action and help out someway. The experience of volunteering to feed t he homeless was most certainly a life changing experience. It made me realize how grateful I am for my life, how important it is to help those in great need, and to never take a meal for granted or roof for granted. This event was one that happened in the spur of the moment but has also changed me as a a person by becoming more involved and helping out more in my community , learning to never taking anything for granted, and by not assuming all homeless people are bad people as such. On aShow MoreRelatedDickens Creation of Sympathy for His Characters in Great Expectations2048 Words   |  9 Pagespsychologically by the experience of the blacking factory. His father, however, rescued him from that fate and in 1824 to 1827 he attended school in London. 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A Comparison of Two Short Stories free essay sample

Once and analyze the ways in which each conveys the symbols of The Journey. A Journey Is defined as a passage or progress from one stage to another: the journey to success (Dictionary. om online dictionary, n. d. ). These two stories allows you to place yourself in the characters shoes to see and feel the story that is being old through the character eyes as you watch It unfold. The Journey that Is being told by Jean Rhys Is definitely one that can be related to by anyone that has made a visit to their childhood home minus the death. It is also easy to relate to Frosts character because I have been at several crossroads in my life and have often chosen the road less taken, which has yielded great and not so great outcomes. These writings are obviously taking place outside on a road, indicating that a Journey Is In the works. Although both stories use imagery and symbolism, they are extremely different in heir message. Rhys story uses imagery to help detail the spiritual Journey ofa woman whose reality comes to a very climactic ending when she realizes that she is no longer alive. Frosts story regales us with his version of Imagery In which his character learns that Its not always important which road you take; as long as you choose one, you will experience the life that come with it. The character is trying to let us know that it is very easy to make a life-changing decision based on an outer something that was not known to the characters before the Journey began. As each f these stories develops, the characters do not portray the same mindset towards their paths. In both poetry and short stories, a theme is intended and conveyed through the authors works. Literary elements such as rhythm, rhyme, and tone differentiate poems from short stories and dramatic works. However, there are some similarities between short stories and poetry which include fgures of speech, settings, foreshadowing and conflict. These allow the reader to connect to the author and their works. Settings are important because it depicts the time or place in which fictional events occur. It puts boundaries around the action and defines the environment in which conflicts can be witnessed and character development observed. Setting may also have a social dimension in which particular local customs, dress, or speech provide a framework for understanding the characters and their interactions (Clugston, 2010). The one major similarity between these two works is the absence ofa plot. Our text defines a plot as a dynamic element in fiction, a sequence of interrelated, conflicting actions and events that typically build toa climax and bring about a resolution (Clugston, 2010). Poems are written utilizing verses or stanzas which cause the reader to experience an emotion. Short stories on the other hand are fictional writings that details cause and effect and it is shorter than a novel. The Road Not Taken has four stanzas of five lines in which a rhyme scheme is taking place, syllables are being emphasized or stressed and it utilizes iambic tetrameter instead of pentameter. Tetrameter is define as a line consisting of four dipodies in trochaic, iambic, or anapestic meter; a verse of four feet (Dictionary. com online dictionary, n. d. ). There is absolutely no climax in The Road Not Taken, as the characters only decision is which road to take. Steppe states, In the poem there is a man who has come toa crossroad in his life. One path is traveled on frequently while the other path is not. He has to make a decision as to what path he should take. No matter what, he knows that he cannot turn back once he has made the choice, but it is implied (Symbolism, 2011). He chose the road that was traveled the least and it was the perfect decision for him. According to Clugston, a symbol is a word picture that presents an object, person, r action that conveys two meanings: Its own literal meaning and something it stands for as well (Clugston, 2010, Ch. 2. 3, Para. 10). In I Used To Live Here Once (1976) Jean Rhys details a womans return to a place she called home in which the story is being told through her eyes as she gives vivid details of subtle and not so subtle changes of her surroundings in which you can visualize the sentiment she has for the place. The point of view for this short story is limited third person omniscient, and according to Clugston (2010), it is defined as a point of view when the thoughts and eelings of only one of the characters are related to the narrator (Ch. 5. 2, Para. 3). If the author had used a different point of view and had not provided the reader with the very intimate and thoughts of the character, the symbolism would have been lost or too abundant, that some key points to the story would have been missed. The point of view in The Road Not Taken is first-person-point-of-view, which occurs when the narrator describes his or her personal action and thoughts as a participant in the Rhys story begins with her character standing by a river looking at the stepping tones and remembering the details about each of them (Clugston, 2010). Each stones description could represent a time in her life in which she was faced with easy and difficult situations in which choices were made, whether good or bad. The next one wasnt so safe for when the river was full the water flowed over it and even when it showed dry it was slippery (Clugston, 2010).