NHL

NHL I English **************************************************************** Thank you for purchasing EA Sports NHL 2002. This README file contains information on features not covered in the manual, as well as more detailed information on certain features already covered in the manual. The README file also contains information on performance issues, multiplayer issues, 3D Acceleration issues, and hardware issues.ATI Rage 128 logo################################################################ 1) Performance Issues and Troubleshooting a) 3D Accelerators b) Improving Gameplay Performance c) Improving Graphic Details d) Memory e) Sound Card f) CD-ROM g) Joystick h) Modem i) Network j) Internet 2) Importing your face 3) Custom Teams/Import Logo 4) Importing Music 5) Career Mode 6) Coaching Pressure 7) AI Options 8) Saving and Loading Settings 9) Game Controls 10) EA.com Update 11) EA.com Matchmaker 12) Screenshots 13) Stat Abbreviations 14) Operating Systems ############################### ################################# ================================================================ 1) Performance Issues and Troubleshooting ================================================================ a) 3D Accelerators *3D SETUP PROGRAM* 3D Setup is the utility that lets you choose which 3D card you want to use with NHL 2002. NHL 2002 supports most newer 3D accelerators. You must have a supported 3D accelerator to run NHL 2002.3D Setup is automatically run in the background when you first install NHL 2002. It will choose the best 3D accelerator on your system to run with NHL 2002.If you want to change the 3D accelerator used with NHL 2002, or if you install a new 3D accelerator, run 3DSetup located in the Start Menu under EA SPORTS NHL 2002.*Note:Voodoo cards using a resolution greater than 800x600 have troubles running the game. Please make sure your resolution is set at 480x640.ATI Rage Pro It would appear that there is some sort of incompatibility issue when running our game with Windows ME and a Rage Pro that causes excessive...

These Are the 5 Worst Problems with College Boards AP Program

These Are the 5 Worst Problems with College Board's AP Program SAT / ACT Prep Online Guides and Tips We’ve talked a lot about the AP Program in the past – why you would take AP classes, how many you should take, and how AP compares to the IB program. But what are some of the major problems with the AP program?In this guide, we'll go over the top five worst problems that the College Board and the AP program are dealing with. We will also explain how you can avoid these problems and get the most out of your AP courses. The Top 5 Problems With Advanced Placement As a brief disclaimer, we don't expect the Advanced Placement program to be perfect, and there are many benefits to taking AP classes, as we've covered in the past. That said, by covering some of the weaknesses of the AP program, we hope to help students make more informed decisions about their schedules, especially in the midst of today's intense college admissions environment. Problem 1: More Tests Taken = More Failed Tests The AP Program is growing too fast for all the new programs to be supported, especially at low-income schools, leading to more failed tests than anything else. As we’ve discussed in the past, the ultimate goal of taking an AP class is to pass the AP test at the end of the year – if you don’t, you’ve basically wasted the $92 you spent on the exam. So it’s a problem if most of the AP growth in recent years comes from failed exams. College Board often celebrates the results of the fast-growing AP Program – nearly 5 million tests were taken in 2017, for example. However, the flip side to this is that with new AP classes and programs come growing pains, especially in schools that don’t have a lot of funding for new AP programs. It takes a few years for a class to really settle in at a high school, and for a teacher to get used to the AP curriculum. It can take a few years for a teacher to master a curriculum. This takes even longer in low-income schools – explaining why a lot of the growth has come in the form of failed AP tests (you can see how the average test score has fallen over time here). A report from Inside Higher Ed looks at this phenomenon: â€Å"The data also show, however, a more than doubling in the number of AP examinees who only achieve test scores of less than 3 on the exam. (Typically a score of three is the minimum required for college credit, and critics of the program have said that increases in the number of sub-3 scores suggest many students may not be gaining from the courses, a contention disputed by the College Board.) These figures grew from 182,429 to 395,925 during the last decade. Likewise, the number of AP exams with scores of less than 3 also more than doubled, from 521,620 to 1,345,988. The data also show significant gaps in participation rates and success rates (scores of 3 and higher) on the AP exams, by racial and ethnic group. White and Asian students are more likely to participate and to get good scores. Black students are much less likely to do so.† In other words, people are questioning how good the expansion of the AP program actually is if it just means more students are failing AP exams every year. There have been concerns for years among teachers about the program growing too fast, and schools being too lax about which students get to take AP. A 2009 survey of 1,000 AP teachers found that "more than half are concerned that the program’s effectiveness is being threatened as districts loosen restrictions on who can take such rigorous courses and as students flock to them to polish their rà ©sumà ©s." In short, there are thousands of students winding up with failed AP tests each year – which is no good for them or their schools. You could argue that the experience of taking an AP class helps students prepare for college, but the fact remains that rapid expansion is not leading to the best outcomes for many students. Problem 2: Too Much Material, Too Little Time Even though many courses have been revamped, AP still tends to be seen as a shallow, memorization-based program, in comparison to IB and home-grown curriculums at other schools. In one blistering critique of AP classes in The Atlantic, a former teacher writes: "the AP program leads to rigid stultification." He complains that by requiring so much material, AP classes lose depth and the opportunity for meaningful learning. Another study, reported in KQED, finds that â€Å"AP courses don’t always teach critical thinking skills or allow students to explore topics more deeply. Instead, they often turn into a race to cover a wide expanse of information, some say.† Okay, this is a slight exaggeration, but you would be surprised at the size of some AP textbooks. This is especially true in contrast to IB, which explicitly focuses on developing critical thinking and writing skills. By requiring students seeking an IB diploma to write an extended research essay, take a class about theories of knowledge, and including more writing on the exams, the IB program emphasizes critical thinking, research, and writing in the way AP classes simply don’t have time for. Even in places where the AP program has revamped classes, like biology, concerns remain. A Washington Post article notes: â€Å"The new curriculum will encourage more work in science labs and less parroting back of formulas, more work on historical thinking and less memorization of historical minutiae. That all sounds pretty good. But it will do little to improve teaching and learning, especially at schools with low-levels of instructional and administrative capacity.Merely asking teachers to spend less time drilling and more time promoting inquiry, in other words, does not make them able to do so, nor does it prepare their students to succeed in such classes.† A New York Times article further explains why it can be hard for teachers to switch over from drilling to experiments and critical inquiry: â€Å"While Ms. Vangos believes the program could inspire students who â€Å"like to think outside the box,† she worries that the new math requirements will discourage others. And with so many cutbacks these days in education budgets, she says, the need to improve lab facilities at many public schools 'is absolutely going to pose a big problem.' Labs in resource-strapped urban schools often don’t have enough of even basic tools, like dissecting microscopes, for their students.† In short, it’s hard to balance the fact that AP courses tend to pack in tons of material with a desire to emphasize critical thinking and accessibility. Especially in schools without many resources. At the end of the day, if you’re in an AP course, you’ll likely find yourself spending more time drilling definitions with flashcards than, say, conducting experiments or reading novels. The new AP Capstone program does attempt to rectify some of these issues. Read more about it here. Problem 3: You Won't Always Get the College Credit You're Expecting The AP Program might not lead to the college credit you want for two reasons. First, AP classes often aren’t always as rigorous as their actual college equivalents, and some colleges are getting stingy about granting AP credit. Again in The Atlantic, the former teacher argues AP classes aren’t actually equivalent to college-level courses: â€Å"Before teaching in a high school, I taught for almost 25 years at the college level, and almost every one of those years my responsibilities included some equivalent of an introductory American government course. The high-school AP course didn't begin to hold a candle to any of my college courses. My colleagues said the same was true in their subjects.† Additionally, in college, your AP course doesn’t always grant you credit. Sometimes it just gets you out of your department's intro courses – which you might want to take anyway to get a more solid understanding of the material. It can be hard to replicate the college experience in a high school classroom. It’s important to note that many schools – particularly large public universities – will give you credit for AP, especially for gen-ed courses. To look at an example of a public university, at the University of Utah (my local state school) you can get tons of AP credit, enough to knock out your general education requirements in high school. However, many private colleges, especially top-tier ones, are shying away from granting AP credit. For some schools, credit policies are drawn on departmental lines. Math and science AP courses get credit more often than History or English. To look at one example of a top-tier school, Princeton, you can get into harder history courses with excellent AP US or World History scores, but you won’t get credit for your high scores. Meanwhile, at Dartmouth, AP courses will no longer be used to grant any credit at all, though they will get students into higher-level classes. I can also speak to AP credit not panning out. Even though I took nine AP classes, and got seven 5’s and two 4’s, none of them got me class credit at Stanford, since Stanford mostly accepts AP credit from math, science, and language classes. However, those AP classes did a lot to help me prepare for Stanford classes – in fact most of my college study skills came from AP classes. In short, if you’re taking AP classes, you should get used to the fact that even though the classes will help prepare you for college, they might not get you credit once you get there. Problem 4: Students Are Overloading Another problem with AP isn’t so much due to the program itself, but how students (and parents!) react to it. Across the country, students are overloading themselves, thinking that taking ten AP classes is the ticket to a selective school. This leads to stressed-out, burned-out students. Plus, taking AP classes doesn’t even guarantee admission into schools like Harvard and Stanford. Some educators describe AP courses as kind of an â€Å"arms race,† where as certain students take more AP classes, others feel pressured to load up with more to compete. Local newspapers have run lots of articles over the last five years about students feeling the need to overload on AP classes. When students overload, they’re much more likely to get overwhelmed by the work and get lower scores on the exams. It also adds to the enormous amounts of stress associated with today’s college admission process. Problem 5: It Can Exacerbate Education Inequality While AP has often been touted as an equalizing force in education, it tends to just perpetuate unequal outcomes. Well-prepared and well-funded students do well on AP tests, and students from less wealthy schools do worse, so the AP program often reinforces education inequality. College Board often touts AP’s expansion into various public and low-income schools as a victory for education. The truth is that low-income schools often struggle to successfully implement AP programs and get students to pass the exams. So what ends up happening is that, similar to the SAT/ACT, the tests simply reinforce the status quo: students at well-funded schools do well, students at less well-funded schools struggle. Plus, the bigger the program gets, the less power it has to set students apart. Inside Higher Edexplores this phenomenon: â€Å"Consequently, their efforts, while well-intended, never address the underlying problems that affect school quality and educational equity †¦.the expansion of the AP Program failed to promote real parity between the educational haves and have-nots. Because once the AP Program reached a critical mass, it lost its functionality as a mark of distinction. Soon, scores of colleges and universities (Dartmouth being the latest) revised their policies around awarding credit for AP coursework or favoring it in admissions reviews. And ultimately, elite suburban and private schools began to drop the program, calling it outdated, overly-restrictive, and too oriented toward multiple choice tests. Thus, while students at Garfield High in East Los Angeles were for a short time doing the same work as students at Andover, the aim of equity proved a noble and elusive dream.† In short, the AP program isn’t living up to its promise of leveling the education playing field in the US. It’s even having the strange effect of causing certain private schools to drop AP and create their own advanced courses – making AP seem less special in the college admissions process. I’m not saying it’s the AP program’s responsibility to fix educational inequality in the US – education inequality is an enormous problem. It will take much more than just one program to fix it. That said, I think it’s important to evaluate how successful programs actually are in trying to fix the problem – especially if they claim to be part of the solution. So Should You Take AP Classes? Given these problems, should you totally give up on AP? After reading through all of those issues you may be having second thoughts. Not necessarily. I still think the AP program can be a great fit for many students. These are the steps you should take to make sure you get the most out of the program, despite its flaws. #1: Take the Hardest Classes at Your School We’ve looked at problems the AP has nationally, but the reality is you still need to take the hardest classes at your school if you’re looking to get into top colleges. That means you should still take AP classes if your school offers them and you're hoping for a top school but do not overload on them. Meet with your guidance counselor to talk about putting together a challenging mix of your school’s classes that doesn’t overload on AP – especially if your school’s AP program isn’t stellar. (Ask your guidance counselor about the pass rates your AP teachers achieve on the exams, and how often they notice students switching out of AP classes, to get a sense of how good the program is at your school.) If you’re aiming for top schools, your goal is to have a transcript that your counselor will report as â€Å"most rigorous† on the Common App guidance counselor report. If your school has AP, this means that, in most cases, you’ll need to take AP classes. But it doesn't mean you have to take every single AP course your school offers. If you overload, you risk stretching yourself too thin. It’s better to pass two AP tests than to fail four! Also make sure that for any AP class you take, you have solid pre-requisite courses under your belt. (For example, don't take AP Biology without having taken an introductory biology class first.) #2: Match Your AP Courses to Your Goals Do you want to get into a top-tier school? Or are you more interested in skipping general ed requirements at your state school and graduating college early? Your answers to these questions can help you decide which AP classes are worth your effort, and which ones aren’t. If you know what your goals are, you can create a smart AP program for you. For example, if you’re trying to avoid general education classes at your local state school, look up which AP courses fulfill these requirements at your state school, and focus on doing well in those. To take just one example, this may mean choosing to take AP Calculus over AP Art History if you’re looking to complete your college math credit in high school – even if you love art! If you’re aiming for a top school, look at AP courses that allow you to explore your interests and show your academic strengths. To continue our example, this may mean taking AP Art History instead of AP Calculus to demonstrate your interest in the fine arts and humanities. #3: Avoid Common Pitfalls First of all, don’t load up on APs just to have AP classes all over your transcript. Take the right number for you. If this means taking fewer AP classes than your friends, so be it! Remember to pick out classes with your own goals in mind. Also, don’t underestimate the exam – you have to study to pass the AP test, even if you think the class is easy! Getting an A in an AP class but getting a 1 on 2 on the exam looks bad. Make sure to take at least two full practice exams before the real thing. Finally, continue to develop your other interests in high school. Don’t take 10 AP classes but sacrifice a key extracurricular or studying for the SAT/ACT. Remember AP classes are just one factor of an advanced high school experience. #4: Focus on the Positive Although we’ve talked a lot about problems with the AP program, I still think it’s a great way to prepare for college. You can get a lot out of AP – by learning to study on your own, developing self-discipline, and mastering challenging material. At the end of the day, how much you get out of AP classes will depend on how much effort you put in. Despite the numerous problems with AP on a national level, and uneven courses at my local high school, I’m really glad I took nine AP classes in high school. By developing my own study schedules before the tests, I honed my self-discipline and study skills. The writing fluency skills I gained from numerous AP history and English courses were also super helpful in college when I found myself with several essays to write at the end of every quarter. In short, even if the AP program leaves something to be desired at your school, you can still use it to develop your skills. Keep in mind that could mean doing extra studying outside of class and taking studying matters into your own hands. What’s Next? Thinking you should take IB classes instead? Get a comparison of the IB and AP programs. While you might think AP is the key to college, think again. Read about how a high ACT/SAT score is the single most important key to improving your admissions chances. Need some help with your ACT/SAT studying? Check out 21 SAT tricks you should be using, and find out the hidden hints in the ACT instructions. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Corporate Social Responsibility Coursework Example | Topics and Well Written Essays - 250 words

Corporate Social Responsibility - Coursework Example Corporate social responsibility can be broadly defined in terms of the responsiveness of businesses to stakeholders’ legal, ethical, social and environmental expectations (UNIDO, 2002). Stakeholders are people and group of people who are directly or indirectly impacted by the business. CSR underpins the principles of Coca-Cola and all its priorities and operations conform within its CSR approach. For example, it had supplied drinking water to the victims of the earthquake in Turkey (CSR Report, 2011). CSR codes refer to the international standards of CSR practices implemented in the workplace vis-Ã  -vis social and environmental responsibilities of the business.Sustainable development can be described as development that meets the needs of the present without compromising the ability of future generations to meet their own needs (iisd, 2013). Coca-Cola is highly sensitive to the environment and takes serious measures to reduce carbon footprint and uses recycled goods to promo te conservation and preservation of the environment. It encourages environment-related activities within its companies and the community where it is operating. It has promoted rainwater harvesting in Kazakhstan and significantly reduced energy consumption in its Turkey operations. It has also adopted sustainability management approach whereby it ensures conservation of natural resources like water, land and clean air. Sustainability is defined as a process which helps to save resources for the future.

The Connotations of Sex Work and Prostitution by Alice Leuchtag Research Paper - 1

The Connotations of Sex Work and Prostitution by Alice Leuchtag - Research Paper Example In ‘Naked Profits’, Friend writes about the sexual revolution in the strippers’ club – Lusty Lady Theatre. The manager, Darell Davis announced that the club will be closed and the dancers bought the business for $400,000. It became the first employee-owned strip club in San Francisco & formed a labour union in 1997. This improved the morale of the current owners. They got could work with more sober customers. A meeting revealed that Lust Lady was in deep financial crisis. The rent was doubled. The dancers made reductions in their wages although they had to do another job for a living. Unionization had increased number of dancers. They were almost broke. Their several plans like ladies night, auctioning, failed. The old problem persisted – they workers always kept complaining about the management, although it was self-selected. In Garvey's writing, one can observe that the author tries to explain the readers about what exactly ‘sexual discrimina tion’ refers to and the various forms. Women face problems right from being assaulted, to the lodging of complaints and seeking for investigation against the assaulters. Many regard them as lies. They are asked if they had been raped or not and other associated questions. Repetitive questioning in front of police or stranger investigators and under the light of media make them recount the horrible experience time and again. Generally, they are also discouraged by their families due to obvious shame and alienation from society. Pelka’s text reveals the experience of a man being raped by another, but not surprisingly in the prison.

United States and French Relationship Essay -- World Politics Politica

United States and French Relationship Freedom fries and Chanel boycotts should not be dismissed as isolated and juvenile posturing on the part of the American people. Rather, the visceral reaction to French reluctance to follow the Bush administration into Iraq should be addressed as a substantive and not simply cosmetic distrust Americans share of the French. Kantian country In France, the â€Å"renegade cowboy† George W. Bush is anathema to a country more comfortable with shades of gray than the black and white lenses with which the United States views the world. The US and France rarely see eye to eye on cultural and political issues simply because we do not share the same world view. American eyes view the â€Å"outside† a bit differently than the French and this is at the root of most foreign policy differences. The Hobbesian view of man, largely based on Judeo-Christian beliefs that led to the famous â€Å"axis of evil† appellation, grates French ears. Further, while most French nationals speak a foreign language, travel extensively, and consider themselves global citizens (but alas, are not tous amà ©ricains), recent allegations that John Kerry â€Å"looks French† and even speaks the language have reminded us all that antipathy towards the French and xenophobia persist. Alain de Chalvron of France 2 explains, â€Å"for us, to speak any other language and have an open view of the world, for a President, should be a plus† (Kurlantzick). In France, while Michael Moore is heralded at Cannes for his controversial documentary deploring gun violence in the US, he is maligned as anti-American on US soil. Further, while most Americans view McDonalds as a great symbol of economic prosperity, its exterior wall is now the tableau of choice... ...ldberg071602.asp Huntington, Samuel. 2004. â€Å"Who Are We? The Challenges to America’s National Identity†, New York: Simon & Schuster. Kurlantzick, Joshua. 2004. â€Å"Talk of the Town†. The New Yorker. April 19, 2004. Meunier, Sophie. 2000. â€Å"The French Exception†. Foreign Affairs. July, August 2000. Nunberg, Geoffrey. 2003. â€Å"A Lexicon of Francophobia, From Emerson to Fox TV†, The New York Times, February 9, 2003, http://www-csli.standford.edu/~nunberg/francophobia.html Safire, William. 2003. â€Å"Chirac’s Latest Ploy†. The New York Times. April 24, 2003. Tsai, Michael. 2003. â€Å"France-bashing again a popular pastime†. The Olympian. March 9, 2003. http://www.theolympian.com/home/news/20030309/living/17204.shtml Wallis, Frank. 2004. â€Å"Laura Ingraham’s Paranoid Stereotypes†, counterbias.com, May 10, 2004, http://www.counterbias.com/027.html

Comparison Between Perfect Competition and Monopoly Essay

Uploading instructions Please view the assignment submission process document provided to you by the Virtual University to upload the assignment. Rules for Marking It should be clear that your assignment will not get any credit if: The assignment is submitted after due date; The submitted assignment does not compile or run; The assignment is copied. Objective The assignment is being uploaded to make the students read their handouts thoroughly. As it has been observed that the students are not reading their handouts properly so the assignment will bridge the gap between the students and the handouts. The assignment will also augment the students’ understanding of the importance of some specific dates and incidents in the history of Pakistan. Assignment (Fill in the blanks with appropriate words) 1. The Lahore Resolution was moved by _______________. 2. The World War started in 1939 3. The Hindus started Quit India Movement in ____________seeing British in trouble.. 4. Lord Wavell announced elections in ________ 5. In __________1945 the elections of Central Legislature were held and the ML won all 30 Muslim seats. 6. On___________, 1946, all the newly elected Muslim members pledged in the Delhi Convention to shatter the Hindu dream of united India. 7. The Interim Government was formed under Nehru on September _________1946 and the ML stayed away. 8. Khizr Hayat Tiwana was a Muslim Leader from the_____________. 9. ___________meeting of the Constituent Assembly was held on August 11, 1947 and the ceremonies on August 14. 10. ____________appointed as Viceroy and he arrived in Delhi on March 22, 1947. Attempting Methodology All the students should write down the whole sentences along with the missing words in accord with their order. Requirements of the Assignment 1. The medium of the course is English. 2. Assignment means comprehensive details about the given topic quoting different sources (books/articles/websites etc. ) but this assignment does need these things. 3. Copied material will be awarded ZERO. 4. After due date Assignment will not be accepted. Note: You should prefer to upload your assignment in word document file.

Character Building And Our Cell Phones While Eating

Character Building Parents are often the first models and teachers of character their children interact with. Even before children are able to talk and walk, their subconscious is collecting data from their external environments. Character building can be challenging especially in a technology driven culturally diverse climate we live in. I can recall establishing a norm with my niece to not interact with our cell phones while eating in public because we want to give our full attention to each other or the company we are with. This norm is easier said than done when it is tempting to document our experience by taking multiple pictures of different posed angles followed by a social share on Instagram or Snapchat. Once we deviate from the†¦show more content†¦Unlike most of her friends during Christmas break who were fixated on what they were going to find under the Christmas tree, my niece was fixated on raising funds to support the efforts of the International Justice Missio n to help end modern day slavery. This level of service-oriented, compassion driven character in her required me providing her with opportunities and support to serve her community through various endeavors she is passionate about. Often times parents become fixated on reprimanding the negative behaviors their children exhibit instead of noticing, praising and further, reinforcing the positive behaviors they practiced. For example, I may get heated when I discover my niece has performed a certain behavior I condone; however, there have been times when she has done a positive behavior and it goes undetected because it did not require me reprimanding her. She has had to bring it to my attention at times that I have overlooked something positive that she has done. When this happens, I apologize for my oversight and praise her for exemplifying positive characteristics independently. As I reflect on this experience, it is essential for parents to take notice and invest more time in posit ive character building and reinforcement as a preventive to negative behaviors. When children feel seen and appreciated, they are more likely to engage in favorable behaviors that invoke theShow MoreRelatedThe Lack of Privacy over the Internet1375 Words   |  5 Pagesdeveloped, to be able to collect our personal usage date, or store out personal data, it is almost impossible to own anything technology based, that does not tract something of some sort. The main focus of technology development, is convenience. Which is resulting in our personal privacy to be at stake. Privacy will become a thing of the past in due time. 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