The Murderers Motivation Depicted in Poes The Tell-Tale...

Poes writings are not without morals, and as a representation of a guilty conscience, â€Å"The Tell-Tale Heart† has been called one of the most effective parables ever conceived (Ward 310). â€Å"I find it almost impossible to believe that Poe has no serious or artistic motive in The Tell-Tale Heart, that he merely revels in horror and only inadvertently illuminates the depths of the human soul,† James Gargano asserts. He further states that though Poes stories sometimes seem to be nothing more than ramblings of crazed narrators, the structure, development, arrangement, and irony of the narrators confessions allow Poe to offer ideas which the narrators themselves never actually possessed (â€Å"The Question† 328). For example, the narrator is†¦show more content†¦According to the second erroneous theory, another influence to the narrators madness is the similarity between himself and his victim. The gaze of the evil eye is duplicated in the dim ray of l ight from the lantern, and the narrator and victim both remain completely still in the dark, not moving a muscle, listening. Other sensory details connect the two until they seem to be the same person, and since the narrator wishes to destroy himself, he murders the old man (Robinson 258-59). These assertions that time and unity with the old man are the two pivotal motifs driving the narrator to murder are mistaken. Time plays a different role in relation to the dastardly plot, and the murder has nothing to do with the old man himself, only his eye. The extension of time in the story is only a result of the narrators caution in his preparations for the murder. The prolonging of time does not cause the narrator grief and certainly does not drive him to homicide. In fact, his slow movements were intentional. â€Å"I moved it slowly – very, very slowly, so that I might not disturb the old mans sleep† (46). The narrator says these words, referring to thrusting his head thr ough the doorway to look into the old mans bedroom. Next he says, â€Å"And then, when my head was well in the room, I undid the lantern cautiously, – oh, so cautiously – cautiously (for the hinges creaked)† (Poe 46). The slowness of the action is simply a precaution. Also, the beating of the

A Brief Look at Franklin Delano Roosevelt - 1080 Words

In the history of America, we have had a total of 44 presidents; some have been great, and others have been not so great. Presidents should be graded based on how they handle three main grading points: the economy, foreign policy, and equal rights. From our very first president, George Washington, to our most recent president, Barack Obama a good economy is very important because it gives people a better living by giving them job opportunities and a way for people to make money. Foreign policy protects America and her citizens; countries need allies in the world in order to survive. Equal rights are important to the U.S because it shows that everyone has the same rights—African Americans, Caucasians, Asians, men and women, etc. Franklin Delano Roosevelt was born on January 30th, 1882 to James and Sara Roosevelt in New York. When FDR was fourteen years old, his parents sent him to Groton School, an exclusive private school that educated sons of some of the most wealthy and powerful American families (millercenter.org), where he was never popular amongst the other students. After graduating, Roosevelt went on to Harvard College in 1900. After his father passed away, Roosevelt pursued social status rather than grades. Although historians are unaware of his motives into getting into politics, there are some reasons that seem central: â€Å"First, FDR truly disliked being a lawyer. Second, he enjoyed meeting new challenges and new people, both of which were integral to politicalShow MoreRelatedEleanor Roosevelt, A Writer, Activist, And Wife Of The 32ndu.s President1279 Words   |  6 PagesEleanor Roosevelt was a writer, activist, and wife of the 32nd U.S President, Franklin Delano Roosevelt. Using her influence, she made a new meaning of what it meant to be a female member in the upper classes of society, First Lady of the United States and in the end, she enlarged the role of women. Eleanor was born on October 11th, 1884. She was the oldest of three children. Her father was wealthy and never held a professional position, though he was listed as a partner in a real estate firm, andRead MoreInventions Of The Great Depression1980 Words   |  8 Pagesproblem worldwide in the 30s were the Nazis as they defied the World War I-established Treaty of Versailles, a treaty that ended WWI and established a set of rules that limited Germany’s power and their ability to do anything suspicious that would look like they would start another war again; defiantly, the Nazis broke this treaty many times as they attacked and invaded countries and created weapons that would lash out the next world war. After the Nazis invaded Poland in September 1, 1939, WorldRead MoreWhat Led to the United States Entering the Second World War, 1936-1941? 1701 Words   |  7 Pagescommitments which might entangle us in foreign wars†¦We are not isolationists except insofar as we seek to isolate ourselves from war†¦If we face the choice of profits or peace, this nation will answer†¦This nation must answer†¦We choose peace† Frank Delano Roosevelt, 1936 The Unites States of America was the last of the world’s great nations to fight in the Second World War. In the 1930’s, America did not use great economic, and political influence which she possessed to slow the aggressive expansionistRead MoreGrand Canyon National Park, New York City, and the Washington Monunent Short Report1299 Words   |  6 PagesThe rock was then carved out by hydraulic processes (Warneke). These processes, all combined, took almost three to six million years to form the Grand Canyon. Continued erosion by wind and rain in the present time continues to shift what the canyon looks like, and make it different as time goes on (Grand Canyon Facts). This seemingly boring process came to fruition in one of the most beloved National Parks in the United States of America. The Grand Canyon National Park is located in the state ofRead MoreMission And Lessons Learned At The United States Army Air Corp1767 Words   |  8 Pagesan overview of Operation Centerboard 1 so the reader can gain a basic knowledge of the mission and provide sources so the reader knows where to find more information. The case study will begin with a brief history followed by a look at the mission itself and those involved. The final section will look at some of the impacts of the mission and some lessons learned. This overview is by no means extensive but will contain a bibliography of all references used if further research is required. HistoryRead MoreBill Clintons Health Care Plan5084 Words   |  21 Pageskivonatà ¡t, amely rendszerint a dokumentum rà ¶vid à ¶sszefoglalà ¡sa.] | Content 1. Why did he try to change? Why was it necessary? 2.1. The way towrds the reform†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 2.2. Theodore Roosevelt†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.3 2.3. Franklin Dealno Roosevelt†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..3 2.4. Harry S. Truman†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 2.5. Medicare†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 2.6. The Medicare Legacy†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.5 2.7. Problems in the Work†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreRoosevelt and Isolationism5742 Words   |  23 Pagesbombing of Pearl Harbour, leaving them to wonder if the Americans had ever heard of the 1904 surprise attack on the Russian Naval base at Port Arthur. In less than twenty-four hours after the Japanese aggression, United States President Franklin Delano Roosevelt would address the congress: Yesterday, December 7, 1941 - a date which will live in infamy - the United States of America was suddenly and deliberately attacked by naval and air forces of the Empire of Japan.... I ask that the CongressRead MoreThe War Powers Act : Contending Interpretations And The Challenge Of Realpolitik3116 Words   |  13 Pagesimplied support of the US Congress. This paper discusses why this is so and hypothesizes that realpolitik has significantly contributed to the practical ineffectiveness of the War Powers Act. Structurally, this paper will first proceed to present a brief history of the War Powers Act and its intended purpose. Afterwards, the linkage between realpolitik and the Act will be discussed. History The hegemonic status of America in the world has been attained with the help of its largely successful indulgenceRead MoreFoundations, Principles, and Structure of the American National Government2929 Words   |  12 Pagesrun their local economies such as through the buying, selling and exploitation of live human beings. This was a truly formidable leap in the power the federal government had. A similar growth in power occurred during the administration of Franklin Delano Roosevelt. During FDRs presidency, the federal government grew exponentially in size. The federal government usurped traditional state power; it regulated minute details of Americans everyday lives. The American governmental structure changed fundamentallyRead MorePublic Service Is The Serving Of Public Services4173 Words   |  17 PagesAmerica adopted social insurance in 1935, there were 34 nations already operating some form of social insurance program (about 20 of these were contributory programs like Social Security)† (Social Security Administration, 2015). President Franklin Delano Roosevelt signed the Social Security Act into law on August 14, 1935. The Social Security Act was enacted to provide retired American workers, age 65 and older, a permanent income that would help the elderly stay out of poverty in old age. (Social

Mental Health Parity Act of 1996 free essay sample

The law allowed an increased cost exemption, which stated that employers that can demonstrate a one percent or more rise in costs due to parity implementation will be allowed to exempt themselves from the law. The Mental Health Parity Act did not include rules for service charges, designations for the number of inpatient hospital days or outpatient visits that must be covered, coverage in connection with Medicare or Medicaid, restrictions on a health insurance plan’s ability to manage care, and coverage for treatment of substance abuse or chemical dependency. I do not think that the Mental Health Parity Act was successful, because there are many people still in this world who don’t have insurance have to pay more than what people with insurance do. Even some people with insurance have to pay a lot out of pocket for services. Even when it was still in act, it only took effect to people with major disabilities. We will write a custom essay sample on Mental Health Parity Act of 1996 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This left most of the population having to pay for many of the services themselves.

International expansion Essay Example

International expansion Essay Regardless of the many reasons that companies might have for international expansion9, once their target countries, regions and/or niche markets have been identified, managers face another critical decision: selecting the most appropriate method of foreign market entry which would further the companies objectives and strategies. Because making the right choice is never simple and is often influenced by a variety of complexly interrelated factors, the topic of strategies for international expansion has been in the centre of theoretical discussions for a number of years. Models that aim to describe how foreign market strategies are determined originate from the field of international business but have consequently been explored by marketing experts as a part of international marketing. Root10, for example, claims that the choice of market entry strategy is of critical importance to multinational enterprises (MNEs) since it affects their performance in the global market, impacts directly on their long-term competitiveness and determines to a large extent how successful their financial performance is going to be11. Other writers12 view decisions regarding this aspect of the marketing strategy as being of critical importance since the commitments made are likely to affect businesses not only in the short but also the long term. Douglas and Craig13 state that the method of foreign market entry signals the firms intent to key competitors and determines the basis for future battles. Due to the importance of choosing the right market, over the years a number of models have been developed which have aimed to explain why certain modes are preferred to others. We will write a custom essay sample on International expansion specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on International expansion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on International expansion specifically for you FOR ONLY $16.38 $13.9/page Hire Writer International marketing theory contains five most popular paradigms which have been researched and applied widely. These theories together with their advantages and drawbacks are summarised briefly below: The stage of development (SD) model was developed by Johanson and Paul in 1986 while studying the internationalisation strategies of small and medium sized enterprises (SMEs). As suggested by the name, it assumed that entry modes chosen by firms were dependent on the stages of their development. The model viewed international expansion as an evolutionary process which was determined by the domestic location of the firm, and by the level of commitment it was prepared to make abroad. As such the SD model for the first time identified the correlation between the size of the enterprise, it resource capabilities and its risk tolerance in a foreign environment with the chosen mode of entry. Unfortunately, due to the fact that it failed to explain why some SMEs preferred to enter markets for the first time through foreign direct investment (FDI) rather than export it was never widely used in practice14. The transaction cost analysis model (TCA)15, originally created by Anderson and Gatignon and its consequent extensions, aimed to explain market entry modes as derivative of organisational structure. It suggested that multinational enterprises chose a specific mode of market entry in order to minimise the so called risk-adjusted efficiency. The latter determined choice as the best solution of the required level of control and the optimisation of the following types of: costs translation specific assets, external uncertainty, internal uncertainty and free riding potential. The TCA model extended the SD model in the fact that it identified the connection between cost (i. e investment) and control. In spite of this more innovative approach, however, it also had some clear weaknesses. First of all, it had limited application in practice since its core, the transaction costs were difficult to quantify and therefore to measure. Based on this the model could not be applied to the real world for business decisions. In addition, it had a limited explanation ability where complex choices of market entry were taken16. It neglected the influences of government and production cost on market entry17; failed to take into consideration the macro and micro environment circumstances in which companies operate18; assumed that the only reason for international expansion was the optimisation of profit19 and excluded any non-transaction benefits20. Lastly, while some of the more recent modifications of the model have tried to address these deficiencies, they are in reality still based on transaction cost which remains difficult to quantify prior to the relevant transactions. Finally, the decision making process model24 argued that entry mode choice should be treated as a multistage decision making process during which various factors are taken into consideration. Among there were the objectives of the firm, the existing macro and industry environments, and the associated risks and benefits. The major drawback of this model was that it concentrated on optimising the process but did not take into account which factors might affect it and what their impact on the entry choice might be. In addition it ignored the roles of the organisation and the decision maker in this process. Research indicates that no other significant theories regarding foreign market entry have been developed since 1998. Rather, many academics have concentrated on examining the impact of certain aspects affecting the entry mode decision. Factors other than the above mentioned have been examined to include: technology transfer, immigrant effect, market size, firm size, CEO successor characteristics, cultural distance, industry barriers and firm advantages, international experience, country risk and environmental uncertainty, role of staffing; foreign exchange and host country currency25. All of these can be organised into country specific factors (cultural distance, institution, exchange rate, etc. ), industry specific factors (market size, market structure, industry type, etc.), firm specific factors (firm capacity, firm size, etc. ) and product specific factors (product type, maturity, sales services, etc. ) The latter classification approximates closely a model that can be found in the recent works of Jobber26, according to whom there are two broad areas of consideration for companies that wish to internationalise. These are, on one hand, the macro-environmental issues or otherwise stated the ones originating from the external to the business environment, and micro-environmental issues which relate primarily to the capabilities of the firm. He divides the latter into two categories depending on whether they relate to the industry as a whole or to the company in specific (see fig. 2 below). The author of this research believes that this theoretical model due to its simplicity is far more applicable for businesses and since it includes many of the factors contained in the classical theory, it should be used as the foundation for this work. In his opinion, Jobbers representation provides a very good structured approach to the analysis of the variety of factors that can potentially impact on a companys strategic marketing decision of this type. It also follows closely the strategic business method for evaluating opportunities (i. e is true to process) while taking into account many of the above mentioned factors. The problem with describing the choice of a market entry decision, however, remains ill-defined, complex and dynamic27. It is a function of a number of factors and the ways and strength of their interaction, and not all of them have the same importance in varied situations. Individuals studying the same environment from different angles and with different expectations may arrive at different conclusions. Different examples selected, different time periods analysed, different methodologies used, or even different used in the analysis can lead to even conflicting results28. In the process of identifying the available alternatives, most academics agree that the classification of these is best presented on the basis of the degree of involvement into the target market. Possibly the most comprehensive and complete list of available strategies can be found in Doole and Lowe29 (see fig 3 below).

ACT Writing Rubric Full Analysis and Essay Strategies

ACT Writing Rubric Full Analysis and Essay Strategies SAT / ACT Prep Online Guides and Tips What time is it? It's essay time! In this article, I'm going to get into the details of the newly transformed ACT Writing by discussing the ACT essay rubric and how the essay is graded based on that. You'll learn what each item on the rubric means for your essay writing and what you need to do to meet those requirements. feature image credit: A study in human nature, being an interpretation with character analysis chart of Hoffman’s master painting â€Å"Christ in the temple†; (1920) by CircaSassy, used under CC BY 2.0/Resized from original. ACT Essay Grading: The Basics If you've chosen to take the ACT Plus Writing, you'll have 40 minutes to write an essay (after completing the English, Math, Reading, and Science sections of the ACT, of course). Your essay will be evaluated by two graders, who score your essay from 1-6 on each of 4 domains, leading to scores out of 12 for each domain. Your Writing score is calculated by averaging your four domain scores, leading to a total ACT Writing score from 2-12. NOTE: From September 2015 to June 2016, ACT Writing scores were calculated by adding together your domain scores and scaling to a score of 1-36; the change to an averaged 2-12 ACT Writing score was announced June 28, 2016. The Complete ACT Grading Rubric Based on ACT, Inc’s stated grading criteria, I've gathered all the relevant essay-grading criteria into a chart. The information itself is available on the ACT's website, and there's more general information about each of the domains here. The columns in this rubric are titled as per the ACT’s own domain areas, with the addition of another category that I named ("Mastery Level"). ACT Essay Rubric - Scoring Guide Raw Score [Mastery Level] Ideas and Analysis Development and Support Organization Language Use 0 Blank, Off-Topic, Illegible, Not in English, or Void 1 demonstrate little or no skill in writing an argumentative essay. The writer fails to generate an argument that responds intelligibly to the task. The writer’s intentions are difficult to discern. Attempts at analysis are unclear or irrelevant. Ideas lack development, and claims lack support. Reasoning and illustration are unclear, incoherent, or largely absent. The response does not exhibit an organizational structure. There is little grouping of ideas. When present, transitional devices fail to connect ideas. The use of language fails to demonstrate skill in responding to the task. Word choice is imprecise and often difficult to comprehend. Sentence structures are often unclear. Stylistic and register choices are difficult to identify. Errors in grammar, usage, and mechanics are pervasive and often impede understanding. 2 demonstrate weak or inconsistent skill in writing an argumentative essay The writer generates an argument that weakly responds to multiple perspectives on the given issue. The argument’s thesis, if evident, reflects little clarity in thought and purpose. Attempts at analysis are incomplete, largely irrelevant, or consist primarily of restatement of the issue and its perspectives. Development of ideas and support for claims are weak, confused, or disjointed. Reasoning and illustration are inadequate, illogical, or circular, and fail to fully clarify the argument. The response exhibits a rudimentary organizational structure. Grouping of ideas is inconsistent and often unclear. Transitions between and within paragraphs are misleading or poorly formed. The use of language is inconsistent and often unclear. Word choice is rudimentary and frequently imprecise. Sentence structures are sometimes unclear. Stylistic and register choices, including voice and tone, are inconsistent and are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics are present, and they sometimes impede understanding. 3 demonstrate some developing skill in writing an argumentative essay The writer generates an argument that responds to multiple perspectives on the given issue. The argument’s thesis reflects some clarity in thought and purpose. The argument establishes a limited or tangential context for analysis of the issue and its perspectives. Analysis is simplistic or somewhat unclear. Development of ideas and support for claims are mostly relevant but are overly general or simplistic. Reasoning and illustration largely clarify the argument but may be somewhat repetitious or imprecise. The response exhibits a basic organizational structure. The response largely coheres, with most ideas logically grouped. Transitions between and within paragraphs sometimes clarify the relationships among ideas. The use of language is basic and only somewhat clear. Word choice is general and occasionally imprecise. Sentence structures are usually clear but show little variety. Stylistic and register choices, including voice and tone, are not always appropriate for the rhetorical purpose. Distracting errors in grammar, usage, and mechanics may be present, but they generally do not impede understanding. 4 demonstrate adequate skill in writing an argumentative essay The writer generates an argument that engages with multiple perspectives on the given issue. The argument’s thesis reflects clarity in thought and purpose. The argument establishes and employs a relevant context for analysis of the issue and its perspectives. The analysis recognizes implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims clarify meaning and purpose. Lines of clear reasoning and illustration adequately convey the significance of the argument. Qualifications and complications extend ideas and analysis. The response exhibits a clear organizational strategy. The overall shape of the response reflects an emergent controlling idea or purpose. Ideas are logically grouped and sequenced. Transitions between and within paragraphs clarify the relationships among ideas. The use of language conveys the argument with clarity. Word choice is adequate and sometimes precise. Sentence structures are clear and demonstrate some variety. Stylistic and register choices, including voice and tone, are appropriate for the rhetorical purpose. While errors in grammar, usage, and mechanics are present, they rarely impede understanding. 5 demonstrate well-developed skill in writing an argumentative essay The writer generates an argument that productively engages with multiple perspectives on the given issue. The argument’s thesis reflects precision in thought and purpose. The argument establishes and employs a thoughtful context for analysis of the issue and its perspectives. The analysis addresses implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen understanding. A mostly integrated line of purposeful reasoning and illustration capably conveys the significance of the argument. Qualifications and complications enrich ideas and analysis. The response exhibits a productive organizational strategy. The response is mostly unified by a controlling idea or purpose, and a logical sequencing of ideas contributes to the effectiveness of the argument. Transitions between and within paragraphs consistently clarify the relationships among ideas. The use of language works in service of the argument. Word choice is precise. Sentence structures are clear and varied often. Stylistic and register choices, including voice and tone, are purposeful and productive. While minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. 6 demonstrate effective skill in writing an argumentative essay The writer generates an argument that critically engages with multiple perspectives on the given issue. The argument’s thesis reflects nuance and precision in thought and purpose. The argument establishes and employs an insightful context for analysis of the issue and its perspectives. The analysis examines implications, complexities and tensions, and/or underlying values and assumptions. Development of ideas and support for claims deepen insight and broaden context. An integrated line of skillful reasoning and illustration effectively conveys the significance of the argument. Qualifications and complications enrich and bolster ideas and analysis. The response exhibits a skillful organizational strategy. The response is unified by a controlling idea or purpose, and a logical progression of ideas increases the effectiveness of the writer’s argument. Transitions between and within paragraphs strengthen the relationships among ideas. The use of language enhances the argument. Word choice is skillful and precise. Sentence structures are consistently varied and clear. Stylistic and register choices, including voice and tone, are strategic and effective. While a few minor errors in grammar, usage, and mechanics may be present, they do not impede understanding. ACT Writing Rubric: Item-by-Item Breakdown Whew. That rubric might be a little overwhelming - there's so much information to process! Below, I’ve broken down the essay rubric by domain, with examples of what a 3- and a 6-scoring essay might look like. Ideas and Analysis The Ideas and Analysis domain is the rubric area most intimately linked with the basic ACT essay task itself. Here's what the ACT website has to say about this domain: Scores in this domain reflect the ability to generate productive ideas and engage critically with multiple perspectives on the given issue. Competent writers understand the issue they are invited to address, the purpose for writing, and the audience. They generate ideas that are relevant to the situation. Based on this description, I've extracted the four key things you need to do in your essay to score well in the Ideas and Analysis domain. Choose a perspective on this issue and state it clearly. Evaluate how true (or untrue) each (of the three given) perspectives is Analyze each perspective. Compare the remaining two perspectives to the perspective you have chosen. There's no cool acronym, sorry. I guess a case could be made for "ACCE," but I wanted to list the points in the order of importance, so "CEAC" it is. Fortunately, the ACT Writing Test provides you with the three perspectives to analyze and choose from, which will save you some of the hassle of "generating productive ideas." In addition, "analyzing each perspective" does not mean that you need to argue from each of the points of view. Instead, you need to choose one perspective to argue as your own and explain how your point of view relates to the perspectives provided by evaluating how correct each perspective is and analyzing the implications of each perspective. Note: While it is technically allowable for you to come up with a fourth perspective as your own and to then discuss that point of view in relation to each of the three given perspectives, we do NOT recommend it. 40 minutes is already a pretty short time to discuss three different points of view in a thorough and coherent manner - discussing four is nigh-on impossible. To get deeper into what things fall in the Ideas and Analysis domain, I'll use a sample ACT Writing prompt and the three perspectives provided: Many of the goods and services we depend on daily are now supplied by intelligent, automated machines rather than human beings. Robots build cars and other goods on assembly lines, where once there were human workers. Many of our phone conversations are now conducted not with people but with sophisticated technologies. We can now buy goods at a variety of stores without the help of a human cashier. Automation is generally seen as a sign of progress, but what is lost when we replace humans with machines? Given the accelerating variety and prevalence of intelligent machines, it is worth examining the implications and meaning of their presence in our lives. Perspective One: What we lose with the replacement of people by machines is some part of our own humanity. Even our mundane daily encounters no longer require from us basic courtesy, respect, and tolerance for other people. Perspective Two: Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Perspective Three: Intelligent machines challenge our long-standing ideas about what humans are or can be. This is good because it pushes both humans and machines toward new, unimagined possibilities. First, in order to "state...your own perspective on the issue," you need to figure out what your point of view, or perspective, on this issue is going to be. For the sake of argument, let's say that you agree the most with the second perspective. A essay that scores a 3 in this domain might simply restate this perspective: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. In contrast, an essay scoring a 6 in this domain would likely have a more complex point of view (with what the rubric calls "nuance and precision in thought and purpose"): Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. This then frees up humans to do what we do best - think, create, and move the world forward. Next, you need to evaluate how true/untrue each perspective is. Since you've already decided you agree with Perspective Two, you presumably think that perspective is true, which will save some work. A 3-scoring essay in this domain would likely be absolute, stating that Perspective Two is completely correct, while the other two perspectives are absolutely incorrect. By contrast, a 6-scoring essay in this domain would, again, show a more nuanced understanding: In the future, machines might lead us to lose our humanity; alternatively, machines might lead us to unimaginable pinnacles of achievement. I would argue, however, projecting possible futures does not make them true, and that the evidence we have at present supports the perspective that machines are, above all else, efficient and effective completing repetitive and precise tasks. To analyze the perspectives, you need to consider each aspect of each perspective. In the case of Perspective Two, this means you must discuss that machines are good at two types of jobs, that they’re better than humans at both types of jobs, and that their efficiency creates a better world. The analysis in a 3-scoring essay is usually "simplistic or somewhat unclear." In contrast, the analysis of a 6-scoring essay "examines implications, complexities and tensions, and/or underlying values and assumptions." Finally, you must compare the other two perspectives to your perspective throughout your essay, including in your intitial argument. Here's what a 3-scoring essay's argument would look like: I agree that machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone. Machines do not cause us to lose our humanity or challenge our long-standing ideas about what humans are or can be. And here, in contrast, is what a 6-scoring essay's argument (that includes multiple perspectives) would look like: Machines will never be able to replace humans entirely, as creativity is not something that can be mechanized, which means that our humanity is safe. Because machines can perform delicate and repetitive tasks with precision, however, they are able to take over for humans with regards to low-skill, repetitive jobs and high-skill, extremely precise jobs. Rather than forcing us to challenge our ideas about what humans are or could be, machines simply allow us to BE, without distractions. This then frees up humans to do what we do best - think, create, and move the world forward. Again, to summarize what you need to do to score well in the Ideas and Analysis domain: Choose a perspective that you can support Evaluate how true/correct each perspective is Analyze the implications of each perspective Compare the other two perspectives to your own (with analysis and evaluation folded in). To score well on the ACT essay overall, however, it's not enough to just state your opinions about each part of the perspective; you need to actually back up your claims with evidence to develop your own point of view. This leads straight into the next domain: Development and Support. Development and Support Another important component of your essay is that you explain your thinking. While it's obviously important to clearly state what your ideas are in the first place, the ACT essay requires you to demonstrate evidence-based reasoning. As per the description on ACT.org [bolding mine]: Scores in this domain reflect the ability to discuss ideas, offer rationale, and bolster an argument. Competent writers explain and explore their ideas, discuss implications, and illustrate through examples. They help the reader understand their thinking about the issue. The bolded part is the aspect of the ACT Writing rubric that’s most changed from the old ACT essay. You must not only use logical reasoning, but also employ detailed examples to support and explain your ideas. Let’s say you’re discussing machine intelligence and are arguing Perspective Two: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† In your essay, you might start out by copying the perspective directly into your essay as your point of view, which is fine for the Ideas and Analysis domain. To score well in the Development and Support domain and develop your point of view with logical reasoning and detailed examples, however, you’re going to have to come up with reasons for why you agree with this perspective and examples that support your thinking. Here's an example from an essay that would score a 3 in this domain: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. For example, machines are better at printing things quickly and clearly than people are. Prior to the invention of the printing press by Gutenberg people had to write everything by hand. The printing press made it faster and easier to get things printed because things didn't have to be written by hand all the time. In the world today we have even better machines like laser printers that print things quickly. Essays scoring a 3 in this domain tend to have relatively simple development and tend to be overly general, with imprecise or repetitive reasoning or illustration. Contrast this with an example from an essay that would score a 6: Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans. Take, for instance, the example of printing. As a composer, I need to be able to create many copies of my sheet music to give to my musicians. If I were to copy out each part by hand, it would take days, and would most likely contain inaccuracies. On the other hand, my printer (a machine) is able to print out multiple copies of parts with extreme precision. If it turns out I made an error when I was entering in the sheet music onto the computer (another machine), I can easily correct this error and print out more copies quickly. The above example of the importance of machines to composers uses "an integrated line of skillful reasoning and illustration" to support my claim ("Machines are good at low-skill, repetitive jobs and at high-speed, extremely precise jobs. In both cases, they work better than humans"). In order to develop this example further (and incorporate the â€Å"This efficiency leads to a more prosperous and progressive world for everyone† facet of the perspective), I would need to expand my example to explain why it’s so important that multiple copies of precisely replicated documents be available, and how this affects the world. World Map - Abstract Acrylic by Nicolas Raymond, used under CC BY 2.0/Resized from original. Organization Essay organization has always been integral to doing well on the ACT essay, so it makes sense that the ACT Writing rubric has an entire domain devoted to this. The organization of your essay refers not just to the order in which you present your ideas in the essay, but also to the order in which you present your ideas in each paragraph. Here's the formal description from the ACT website: Scores in this domain reflect the ability to organize ideas with clarity and purpose. Organizational choices are integral to effective writing. Competent writers arrange their essay in a way that clearly shows the relationship between ideas, and they guide the reader through their discussion. Making sure your essay is logically organized relates back to the â€Å"development† part of the previous domain. As the above description states, you can't just throw examples and information into your essay willy-nilly, without any regard for the order; part of constructing and developing a convincing argument is making sure it flows logically. A lot of this organization should happen while you are in the planning phase, before you even begin to write your essay. Let's go back to the machine intelligence essay example again. I've decided to argue for Perspective Two, which is: â€Å"Machines are good at low-skill, repetitive jobs, and at high-speed, extremely precise jobs. In both cases they work better than humans. This efficiency leads to a more prosperous and progressive world for everyone.† An essay that scores a 3 in this domain would show a "basic organizational structure," which is to say that each perspective would be discussed in its own paragraph, "with most ideas logically grouped." A possible organization for a 3-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Intelligent machines don’t really challenge ideas about humanity (analyze perspective 1) Paragraph 3: On the other hand, intelligent machines can help us (analyze perspective 2) Paragraph 4: Machines are not making the world worse (analyze perspective 3) Paragraph 5: Conclusion An essay that scores a 6 in this domain, on the other hand, has a lot more to accomplish. The "controlling idea or purpose" behind the essay should be clearly expressed in every paragraph, and ideas should be ordered in a logical fashion so that there is a clear progression from the beginning to the end. Here's a possible organization for a 6-scoring essay: Paragraph 1: Introduction (with your stated point of view) Paragraph 2: Machines help us because [evidence] (discussion of perspective 2) Paragraph 3: Some argue that machines are hurting us, but here’s my contrary evidence (comparison of perspective 1 and perspective 2) Paragraph 4: While I do believe that machines are advantageous, this advantage lies in what they can do for us, not what they reveal about us (comparison of perspective 3 and perspective 2) Paragraph 5: Conclusion In this example, the unifying idea is that machines are helpful (and it’s mentioned in each paragraph) and the progression of ideas makes more sense. This is certainly not the only way to organize an essay on this particular topic, or even using this particular perspective. Your essay does, however, have to be organized, rather than consist of a bunch of ideas thrown together. Here are my Top 5 ACT Writing Organization Rules to follow: Be sure to include an introduction (with your thesis stating your point of view), paragraphs in which you make your case, and a conclusion that sums up your argument When planning your essay, make sure to present your ideas in an order that makes sense (and follows a logical progression that will be easy for the grader to follow). Make sure that you unify your essay with one main idea. Do not switch arguments partway through your essay. Don't write everything in one huge paragraph. If you're worried you're going to run out of space to write, you can try using a paragraph symbol,  ¶, at the beginning of each paragraph as a last resort (if you can't write smaller). Use transitions between paragraphs (usually the last line of the previous paragraph and the first line of the paragraph) to "strengthen relationships among ideas" (source). This means going above and beyond "First of all...Second...Lastly" at the beginning of each paragraph. Instead, use the transitions between paragraphs as an opportunity to describe how that paragraph relates to your main argument. Language Use The final domain on the ACT Writing rubric is Language Use. This the item that includes grammar, punctuation, and general sentence structure issues. Here's what the ACT website has to say about Language Use: Scores in this domain reflect the ability to use written language to convey arguments with clarity. Competent writers make use of the conventions of grammar, syntax, word usage, and mechanics. They are also aware of their audience and adjust the style and tone of their writing to communicate effectively. I tend to think of this as the â€Å"be a good writer† category, since many of the standards covered in the above description are ones that good writers will automatically meet in their writing. On the other hand, this is probably the area non-native English speakers will struggle the most, as you must have a fairly solid grasp of English to score above a 2 on this domain. The good news is that by reading this article, you're already one step closer to improving your "Language Use" on ACT Writing. There are three main parts of this domain: Grammar, Usage, and Mechanics Sentence Structure Vocabulary and Word Choice I've listed them (and will cover them) from lowest to highest level. If you're struggling with multiple areas, I highly recommend starting out with the lowest-level issue, as the components tend to build on each other. For instance, if you're struggling with grammar and usage, you need to focus on fixing that before you start to think about precision of vocabulary/word choice. Grammar, Usage, and Mechanics At the most basic level, you need to be able to "effectively communicate your ideas in standard written English" (ACT.org). First and foremost, this means that your grammar and punctuation need to be correct. On ACT Writing, it's all right to make a few minor errors if the meaning is clear, even on essays that score a 6 in the Language Use domain; however, the more errors you make, the more your score will drop. Here's an example from an essay that scored a 3 in Language Use: Machines are good at doing there jobs quickly and precisely. Also because machines aren't human or self-aware they don't get bored so they can do the same thing over over again without getting worse. While the meaning of the sentences is clear, there are several errors: the first sentence uses "there" instead of "their," the second sentence is a run-on sentence, and the second sentence also uses the abbreviation "" in place of "and." Now take a look at an example from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. In addition, since machines are not self-aware they are unable to get "bored." This means that they can perform the same task over and over without a decrease in quality. This example solves the abbreviation and "there/their" issue. The second sentence is missing a comma (after "self-aware"), but the worse of the run-on sentence issue is absent. Our Complete Guide to ACT Grammar might be helpful if you just need a general refresh on grammar rules. In addition, we have several articles that focus in on specific grammar rules, as they are tested on ACT English; while the specific ways in which ACT English tests you on these rules isn't something you'll need to know, the explanations of the grammar rules themselves are quite helpful. Sentence Structure Once you've gotten down basic grammar, usage, and mechanics, you can turn your attention to sentence structure. Here's an example of what a 3-scoring essay in Language Use (based on sentence structure alone) might look like: Machines are more efficient than humans at many tasks. Machines are not causing us to lose our humanity. Instead, machines help us to be human by making things more efficient so that we can, for example, feed the needy with technological advances. The sentence structures in the above example are not particulary varied (two sentences in a row start with "Machines are"), and the last sentence has a very complicated/convoluted structure, which makes it hard to understand. For comparison, here's a 6-scoring essay: Machines are more efficient than humans at many tasks, but that does not mean that machines are causing us to lose our humanity. In fact, machines may even assist us in maintaining our humanity by providing more effective and efficient ways to feed the needy. For whatever reason, I find that when I’m under time pressure, my sentences maintain variety in their structures but up getting really awkward and strange. A real life example: once I described a method of counteracting dementia as â€Å"supporting persons of the elderly persuasion† during a hastily written psychology paper. I’ve found the best ways to counteract this are as follows: 1. Look over what you’ve written and change any weird wordings that you notice. 2. If you're just writing a practice essay, get a friend/teacher/relative who is good at writing (in English) to look over what you’ve written and point out issues (this is how my own awkward wording was caught before I handed in the paper). This point obviously does not apply when you're actually taking the ACT, but it very helpful to ask for someone else to take a look over any practice essays you write to point out issues you may not notice yourself. Vocabulary and Word Choice The icing on the "Language Use" domain cake is skilled use of vocabulary and correct word choice. Part of this means using more complicated vocabulary in your essay. Once more, look at this this example from a 3-scoring essay (spelling corrected): Machines are good at doing their jobs quickly and precisely. Compare that to this sentence from a 6-scoring essay: Machines excel at performing their jobs both quickly and precisely. The 6-scoring essay uses "excel" and "performing" in place of "are good at" and "doing." This is an example of using language that is both more skillful ("excel" is more advanced than "are good at") and more precise ("performing" is a more precise word than "doing"). It's important to make sure that, when you do use more advanced words, you use them correctly. Consider the below sentence: â€Å"Machines are often instrumental in ramifying safety features.† The sentence uses a couple of advanced vocabulary words, but since "ramifying" is used incorrectly, the language use in this sentence is neither skillful nor precise. Above all, your word choice and vocabulary should make your ideas clearer, not make them harder to understand. untitled is also an adjective by Procsilas Moscas, used under CC BY 2.0/Resized and cropped from original. How Do I Use the ACT Writing Grading Rubric? Okay, we've taken a look at the ACTual ACT Writing grading rubric and gone over each domain in detail. To finish up, I'll go over a couple of ways the scoring rubric can be useful to you in your ACT essay prep. Use the ACT Writing Rubric To...Shape Your Essays Now that you know what the ACT is looking for in an essay, you can use that to guide what you write about in your essays...and how develop and organize what you say! Because I’m an Oldâ„ ¢ (not actually trademarked), and because I'm from the East Coast, I didn’t really know much about the ACT prior to starting my job at PrepScholar. People didn’t really take it in my high school in my day, so when I looked at the grading rubric for the first time, I was shocked to see how different the ACT essay was (as compared to the more familiar SAT essay). Basically, by reading this article, you’re already doing better than high school me. Vale_Youth_Art_Project_100 by Bureau of Land Management Oregon and Washington, used under CC BY 2.0/Resized from original. An artist’s impression of L. Staffaroni (at age 16) (look, junior year was/is hard for everyone). Use the ACT Writing Rubric To...Grade Your Practice Essays The ACT can’t really give you an answer key to the essay the way it can give you an answer key to the other sections (Reading, Math, etc). There are some examples of essays at each score point on the ACT website, but these examples assume that students will be at an equal level in each of domains, which will not necessarily be true for you. Even if a sample essay is provided as part of a practice test answer key, it will probably use different context, have a different logical progression, or maybe even argue a different viewpoint. The ACT Writing rubric is the next best thing to an essay answer key. Use it as a filter through which to view your essay. Naturally, you don't have the time to become an expert at applying the rubric criteria to your essay to make sure you're in line with the ACT's grading principles and standards. That is not your job. Your job is to write the best essay that you can. If you're not confident in your ability to spot grammar, usage, and mechanics issues, I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes. If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform? As I manage all essay grading, I happen to know a bit about the essay part of this platform, which provides you with both an essay grade and custom feedback. Go here to learn more! What’s Next? Desirous of some more sweet sweet ACT essay articles? Why not start with our comprehensive guide to the ACT Writing test and how to write an ACT essay, step-by-step? (Trick question: obviously you should do this.) Round out your dive into the details of the ACT Writing test with tips and strategies to raise your essay score, information about the best ACT Writing template, and advice on how to get a perfect score on the ACT essay. Want actual feedback on your essay? Then consider signing up for our PrepScholar test prep platform. Included in the platform are 5 practice tests, with 5 practice essays that are graded by experts here at PrepScholar. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We're special in having expert instructors grade your essays and give you custom feedback on how to improve. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Basic Japanese Language Vocabulary with Audio Files

Basic Japanese Language Vocabulary with Audio Files When you are learning Japanese, it is essential to hear the words spoken. These audio words and phrases are grouped by topic and you can use them to learn to speak Japanese. Hiragana Pronunciation with Audio Files The following tables contains the 46 basic sounds found in Japanese. Click the link to listen the pronunciation of each hiragana character. (a) (i) (u) (e) (o) (ka) (ki) (ku) (ke) (ko) (sa) (shi) (su) (se) (so) (ta) (chi) (tsu) (te) (to) (na) (ni) (nu) (ne) (no) (ha) (hi) (fu) (he) (ho) (ma) (mi) (mu) (me) (mo) (ya) (yu) (yo) (ra) (ri) (ru) (re) (ro) (wa) (o) (n) Katakana Pronunciation with Audio Files   Here are the 46 basic Japanese sounds. Click the link to listen the pronunciation. (a) (i) (u) (e) (o) (ka) (ki) (ku) (ke) (ko) (sa) (shi) (su) (se) (so) (ta) (chi) (tsu) (te) (to) (na) (ni) (nu) (ne) (no) (ha) (hi) (fu) (he) (ho) (ma) (mi) (mu) (me) (mo) (ya) (yu) (yo) (ra) (ri) (ru) (re) (ro) (wa) (o) (n) Verbs Learning verbs when learning a new language is obviously very important. In the table below I have created a list of some of the most important verbs that someone new to Japanese should know.   If you are not familiar with Japanese verbs at all, follow this link to learn about verb groups and conjugations.  If you would like to hear the pronunciation of each verb, click the link and small audio file will play for you. Group 1 Verbs Dictionary Form(Basic Form) English Formal Form The ~ te Form aruku to walk arukimasu aruite asobu to play asobimasu asonde au to meet aimasu atte hairu to enter hairimasu haitte hajimaru to begin hajimarimasu hajimatte iku to go ikimasu itte kaeru to return kaerimasu kaette kakaru to take kakarimasu kakatte kaku to write kakimasu kaite kau to buy kaimasu katte kiku to listen kikimasu kiite matsu to wait machimasu matte motsu to have mochimasu motte narau to learn naraimasu naratte nomu to drink nomimasu nonde okuru to send okurimasu okutte omou to think omoimasu omotte oyogu to swim oyogimasu oyoide shiru to know shirimasu shitte suwaru to sit suwarimasu suwatte tatsu to stand tachimasu tatte tomaru to stop tomarimasu tomatte tsuku to arrive tsukimasu tsuite uru to sell urimasu utte utau to sing utaimasu utatte wakaru to understand wakarimasu wakatte warau to laugh waraimasu waratte yomu to read yomimasu yonde Group 2 Verbs kangaeru to think kangaemasu kangaete miru to see mimasu mite neru to sleep nemasu nete oshieru to teach oshiemasu oshiete taberu to eat tabemasu tabete Group 3 Verbs kuru to come kimasu kite suru to do shimasu shite At the Restaurant Click the link to hear the pronunciation.   ueitoresu waitress Irasshaimase. Welcome to our store. (Used as a greeting to customers in stores.) nanmei sama how many people (It is very polite way of saying how many people. Nannin is less formal.) futari two people kochira this way Sumimasen. Excuse me. menyuu menu Onegaishimasu. Please do me a favor. (A convenient phrase used when making a request.) Shou shou omachi kudasai. Please wait a moment. (formal expression) Douzo. Here you are. Doumo. Thanks. go-chuumon order boku I (informal, it is used by men only) sushi no moriawase assorted sushi hitotsu one (Native Japanese number) o-nomimono beverage Ikaga desu ka. Would you like ~? biiru beer morau to receive Kashikomarimashita. Certainly. (Literally means, I understand.) nanika anything Iie, kekkou desu. No, thank you. Rooms and Furnishings Click the link to hear the pronunciation.   heya room ima living room daidokoro kitchen shinshitsu bedroom toire bathroom genkan entrance niwa garden kabe wall tenjou ceiling yaneura attic yuka floor mado window Furniture kagu furniture tsukue desk hondana book shelf isu chair tansu chest of drawers beddo bed todana cupboard Appliances reizouko refrigerator reitouko freezer sentakuki washer kansouki dryer oobun oven denshi renji microwave suihanki rice cooker soujiki vacuum cleaner terebi TV More Audio Phrases and Words by Topic Animals: From bird to zebra, heres the menagerie. Body: These words are especially useful if you need medical help. Calendar: Months, days of the week, and seasons. Colors: All colors are treated as nouns. Listen to the rainbow. Dates: These follow a basic rule of the number plus nichi. Family: Learn how to talk about your family and somebody elses family. Foods: Basics for food, meals, and phrases related to eating. Greetings: The basic phrases you will need. Introducing People: Learn how to introduce people and hear the vocabulary and expressions. Location: Dont wander about lost. You need these phrases to get directions. Numbers: How to count in Japanese. On the Phone: How to speak a phone number, plus phrases you will need for a phone call in Japanese. Tea: How to order tea and how to  pronounce  different types of tea. Time: How to express the time of day and ask and answer questions about time. Travel: Words and expressions youll need when youre on the move. Useful Expressions: Simple yes, no, thanks, and other basics. Weather: How to talk about what its doing outside. Adjectives: from near to far, clean to dirty, youll want to know these modifiers. Adverbs: From always to never, together to separately.

Death and Dying paper Essay Example | Topics and Well Written Essays - 1750 words

Death and Dying paper - Essay Example One evening while watching a television interview â€Å"Nightline†, Mitch comes to realize the existence of his once favorite lecturer who happens to be the interviewee. It is from this point that Mitch, who stays in Michigan, contacts Morrie, who stays in Massachusetts and promises to pay him a visit. Right from their first meeting after a long period, Morrie and Mitch found an opportunity to talk much about life. It is during this discussion when Mitch realizes that Morrie had forfeited his favorite hobby, dancing, after contacting ALS. From this point, Mitch is seen as coming to learn more about his life. Mitch notices that maybe he has placed his priorities in the wrong order. Mitch eventually regrets a lot for his failure to contact Morrie for all that period of time. in addition, Mitch is hit hard with the fact that he will not be able to have Morrie around his life now- Morrie will die of Amyotrophic Lateral Sclerosis (ALS). Mitch then promises to pay Morrie a visit every Tuesday to learn more about life, hence the title, Tuesdays with Morrie (Albom, 2010). Based on the activities around the main characters, a reader can easily grasp a lot from the novel Tuesdays with Morrie. Primarily, the main theme pursued by the author is socialization. That is, how social contacts influence people’s lives. In addition, many readers understand how careers and shortcomings in life, such as diseases (in this case cancer and ALS) may deteriorate relationships between people. The writer uses the main characters Mitch and Morrie to convey his message to the readers. ALS is a neurological disease, which affects the brain and the spinal cord by killing neurons and eventually damaging the functionality of the brain. The ALS is a killer disease that at its advanced stages leads to the death of the patient. A lot of discussions and research works have been carried out in trying to understand better

QSAR Essay Example | Topics and Well Written Essays - 1500 words

QSAR - Essay Example The loaded values are expected to give descriptive information about the descriptors that will be interpreted in terms of significant biological correlation relationships. Notably, the experimental model applied in this study revealed that the main features describing the binding activities of the experimental compounds were partially charge-based receptors. This was an automatic measure of molecular electronic property. The same property can be used in an auto correlated that can be used to weigh substitute descriptors’ position. Additionally, the linear regression equation and its application can be used in predicting biological activity in the study. It is worth noting that the comparison of the result with the literature data indicates that the proposed quality of the model compared to the provided model compares well with the sophisticated 2D based method. Introduction The quantitative structured activity relationship, the QSAR techniques are currently suitable and indisp ensable in all research aspects especially in relation to biological molecular properties interpretation. Obviously, the chemical, biological, and or physical properties of a compound depend on the three dimensional (3D) molecular and atomic arrangement; however, the same properties can be examined in a two dimensional model. Notably, the capacity to produce qualitative and quantitative correlation between 2D molecular structures and their biological activities is fundamental in deciding what synthetic ways of bioactive chemicals. Numerous research works involving the application and use of QSAR have been applied in biological properties and structural determination of biological elements; for instance, the use of the Hansch molecule description. The QSARs analysis of the 2, 4- diamino – 5- (substituted benzyl) pyrimidines and 2,4 – diamino – 6 – dimethyl – 5 – phenyldihydrotriazines have suggested that neural network application have reliab le and effective results than normal or traditional application of the regression methods. In supplementation with the regression processes, other techniques of determination of the activity of the biological molecules have since been introduced. This includes the use of inductive logic programming (ILP) that has since used to model the QSAR particularly in the trimethoprim analogues binding from E. coli to DHFR. This technique applies mainly the physiochemical attributes that are usually assigned to substituent heuristically towards a general approach. This application or process is usually applied to the design problem of drugs. However, it should be noted that this method is not significantly better than the regression or the traditional QSAR method; however, it is noted to produce rules that are likely to provide insight into the stereochemistry of the biological molecules under determination. In most cases, such stereochemistry does help in determining the structure and to some extent, depending on the analysis, chemical properties of a molecule. It should be noted that more evidence are still required to assess these newly applied methods properly to ascertain the comparative trials and the analysis in numerous and different ways. The biological steroids activities usually vary considerably depending on seemingly small structural changes within or about a molecule. The fundamental molecular family usually represents very challenging characteristics for any method of prediction. This

Effective Presentation Delivery Essay Example for Free

Effective Presentation Delivery Essay There are various essential features of an effective presentation. Such presentations are memorable as well as consistent. The introduction to an effective presentation usually carries an attentive-getting device, e. g. an interesting short story; a thesis statement; a statement of significance that allows the presenter to easily connect with the audience; a statement of credibility, establishing the presenter as a credible source for the message about to be delivered; and an organizational preview statement, which introduces the organization of the presentation to the audience (â€Å"Presentation,† 2007). Although first impressions are quite important, it is equally significant to maintain consistency for a presentation to be effective – that is, to deliver the message that it ought to (Chatterjee, 2005). If a presentation employs visuals to effectively deliver the message that is planned for the audience, these visuals should appear consistent as well as coherent. The layout of the presentation, and the fonts, for example, should not appear out of place. In addition, the presentation should look as though it is continuous. Given that the presenter must keep the attention of the audience, interruptions in the flow of the message must be avoided (â€Å"Presentation,† 2007). The presenter must remain enthusiastic about his or her message throughout its delivery (Chatterjee). However, the ending of a presentation is equally essential to focus on. An effective presentation normally ends with a brief summary of the main ideas; reinforces the objectives of the effort; and employs an attention-getting device so as to be memorable. If the presenter holds a question and answer session before ending the presentation, a summary statement after the session is important. Moreover, effective presenters are known to frame the questions and answers around the purposes of their presentations. Such presenters also prepare for the questions beforehand (â€Å"Presentation†). Understanding the audience as best as possible, effective presenters convince the audience to ultimately respond to the information presented.

Financing the Future Essay -- Essays Papers

Financing the Future The Quest for Educational Equality "So", writes the immortal Dr. Seuss, "be your name Buxaum or Bixby or Bray or Mordecai Ali Van O'Shea, you're off to Great Places! Today is your day! Your mountain is waiting. So†¦get on your way!" Unfortunately, unlike the graduating class this speech was addressed toward, many students in today's urban education system are not of to "Great Places", and will never get the chance to move mountains. These students attempt to learn without textbooks, proper laboratories, or even pencil and paper. The schools are falling apart around these children; in some cases sewage continuously floods the halls, the crumbling roof cannot shut out the weather, and there are even gapping holes in classroom walls. It is definitely not "their day". The problem with our education system finds its roots in funding. We live in a capitalist society where some have the money and others do not. In a poor community, where a family struggles just to put food on the table to feed their kids; the funding necessary to support the schools just is not there. Conversely, in a wealthy community, where the families never go hungry or worry if they will have shelter over their heads, there is a comfortable pool of funds to support their schools. This creates a clear division between the poor schools in urban areas and the wealthier suburban schools. The Wall Street Journal once wrote that "Money doesn't buy better education†¦The evidence can scarcely be clearer" (Kozol 133). They argue that the per-pupil spending has increased, while test scores and other student achievements have remained the stagnant. This conclusion, however, was based on the fact that the spending rate had increased in both urba... ... you will say, 'I don't choose to go there.' With your head full of brains and your shoes full of feet, you're too smart to go down any not-so-good street." Unfortunately, like so many of our improperly educated, it looks like our schooling systems are going down that "no-so-good street" and we must use our "head full of brains" to turn away and fix the inequalities right before our eyes. Works Cited "Addressing Violence in Oklahoma." The Addressing Violence in Oklahoma Coalition. June 1995: pg. 1. Online. Internet. 16 November 1997. Giuliani, Rudolph. "A vision for education". 11 August 1995. "It's Not the Money, It's the Principal." Editorial. TIME 27 October 1997: 92. Kozol, Jonathan. Savage Inequalities: Children in America's Schools. New York: Crown Publishers, Inc., 1991. Seuss, Dr. Oh, the Places You'll Go! New York: Random House, Inc., 1990

Lady Macbeth Letter Essay

I have just finished reading a letter hand written from my husband Macbeth. He has informed me about a mysterious prediction that was made to him by three not mortal beings. The letter tells of how his prediction says he would be King of Scotland, and before this Thane of Cawdor. The foresight that he would be Cawdor was not incorrect – so why not to be king? My wonderful husband could become king and I, Queen of Scotland. Macbeth would be a noble king, far more worthy than Duncan. King Duncan is not fit to be called a man let alone king of a country grand as Scotland. My courageous Macbeth was the reason the war against the barbaric Norwegians was won, not Duncan. The only problem is by the time Duncan’s reign on the throne has ended, when the wretch is dead and buried, I too and Macbeth shall most likely be old and feeble – if not dead ourselves. I must find a way to put an end to Duncan, I cannot risk losing an opportunity as grand as this for Macbeth and myself. Perhaps murder is the only options, I could not commit such a thing myself, I have not the strength nor the willpower but Macbeth? The trouble would be convincing him, Duncan has such high opinions of my love and Macbeth returns the favour equally as well; but he loves me and I am sure I can convince him. Maybe when I show him what this could mean for us and use my feminine charm on him he’ll be convinced. I am not deceiving him, the eventual result is for his benefit, how I miss him so much already, he’s such a wonderful man and would make such a worthy king. I can hardly wait for him to return, it’ll be so wonderful. He was a born ruler, my true love; we shall be King and Queen Macbeth of Scotland. I do not care that ‘God’ chose King Duncan – I will give my husband his crown and we shall rule. Even if I have to call down the evil spirits and take my emotions away, I want to feel like a man and kill him without remorse. I must go now and decide how he shall die, farewell.

Objective Relations Theory

Projective Identification copyright 1996 Hannah Fox, CSW, BCD All rights reserved – may not be reproduced without permission of Hannah Fox ([email  protected] com) This document can be found at: http://www. object-relations. com This presentation will explore several concepts and techniques within the Object Relations theory of family therapy which, if understood, provides a framework for looking at couples and families. Before talking about this approach to family therapy, I would like to explain what object relations theory is all about.Object Relations Theory was originated in England by a group of British psychoanalysts, including Klein, Balint, Fairburn, Winnicott, and Guntrip. Object relations theory was a break from Freud's drive model, and differs from it as follows: Freud's model held that a newborn infant is driven by animal instincts, such as hunger, thirst, and pleasure, but cannot relate to others. Relationships with others only develop later in the course of sa tisfying those needs. In this sense, Freud's model considers relationships to be secondary.In contrast, object relations theory maintains that the infant can relate to others at a very early age and that relationships with others are, therefore, primary. The drive to attach oneself to an object is considered to be the major motivating force. Since we are talking about object relations theory, this is a good time to ask what an object is. In object relations theory, the word object is used with a very specific meaning. It's not literally a physical person, but an internal mental structure that is formed throughout early development.This mental structure is built through a series of experiences with significant others through a psychic process called introjection. Because an infant's earliest experiences are usually with its mother, she is usually the first internal object formed by the infant. Eventually, the father and other significant people also become internalized objects. Intro jection, the process of creating internal mental objects, leads to another process called splitting. Splitting occurs because the infant cannot tolerate certain feelings such as rage and longing, which occur in all normal development.As a result, the infant has to split off parts of itself and repress them. What happens to those repressed split-off parts? They are dealt with through another important process, called projective identification. Projective identification itself is a very specific part of object relations theory. It is a defense mechanism which was conceptualized by Melanie Klein in 1946, having evolved from her extensive study and work with children. According to Klein, projective identification consists of splitting off parts of the self, projecting them into another person, and then identifying with them in the other person.For example, the earliest relationship the infant has with its mother is feeding and touching, but the mother is not always able to respond quick ly enough to the infant's need. Since the natural rage and longing the infant feels at such times are intolerable, to survive these feelings the infant â€Å"splits them off† and represses them from its consciousness. The â€Å"split off†feelings can be thought of as other parts of the self (ego). When such splitting takes place, the infant is free of the rage but has placed that part of itself inside the mother.To make itself whole again it must identify with the mother. The mother may or may not allow herself to become the cntainer for the infant's negative feelings. Even if she doesn't, the projective identification still occurs. The above process begins in the first half year of life, known as the paranoid-schizoid position. It is characterized by an ability to distinguish good feelings from bad, but an inability to distinguish the mother from the self. Depending on how consistent the mothering is, the infant may or may not progress to a higher level of development known as the depressive position.In the depressive position, which starts at about eight months of age, the child takes back its bad feelings from the mother and separates from her. The mother is now seen as a separate object, with both good and bad feelings of her own. The infant is aware of its own good and bad feelings. For a child to reach this level of development, the earlier mothering must be consistent. The mother must have accepted most of the child's projected feelings. A child who reaches the depressive position will, in adulthood, be capable of experiencing, at best, such feelings as empathy, or will at least become neurotic.In contrast, if the mothering is not consistent, the child can't take back its projected feelings and splitting continues both inside and outside the child. It remains in the paranoid-schizoid position or, at best, a precarious form of the depressive position. This type of development is associated with borderline personalities. In the above infant- mother example, the repressed parts of the self, if unresolved, will remain repressed into adulthood. Those parts will govern the choice of marital partner and the nature of marital relationships, and by extension the nature of relationships with children.By the time the couple or family come to therapy the projective identification process has likely progressed to the point of being obvious to the therapist, and will be seen in the members' behavior toward each other. This is usually not so in individual therapy because it often takes time to build the transference relationship with the therapist. So what does this mean for the therapist? What does a therapist have to know in order to work with a family, using the object relations approach? The therapist needs to be trained in individual developmental heory from infancy to aging and to understand that the internal object world is built up in a child, modified in an adult and re-enacted in the family. The family has a developmental life cycle of its own, and as it goes through its series of tasks from early nurturing of its new members, to emancipation of its adolescents, to taking care of its aging members, the family's adaptation is challenged at every stage by unresolved issues in the adult members' early life cycle. Conflicts within any of its individual family members may threaten to disrupt the adaption previously achieved.If any member is unable to adapt to new development, pathology, like projective identification, becomes a stumbling block to future healthy development. The clinical approach is to develop, with the family, an understanding of the nature and origins of their current interactional difficulties, starting from their experience in the here- and-now of the therapeutic sessions, and exploring the unconscious intrapsychic and interpersonal conflicts that are preventing further healthy development. Interpretation and insight are thus the agents of family change.By uncovering the projective ide ntifications that take place among family members, and having individuals take back their split-off parts, members can be freed to continue healthy development. If further therapy is indicated, individual therapy would be a recommendation. Symptom reduction in individuals is not necessarily a goal here. In fact, individual family members may become more symptomatic as projective identificationsare taken back and the members become more anxious. To do this, the therapist needs the following four capabilities: . The ability to provide a â€Å"holding environment†for the family – a place which is consistent – so that eventually the family comes to feel comfortable enough to be themselves in the presence of the therapist. 2. An ability to understand the â€Å"theme†of each session, so that a broad theme can be identified over the course of treatment. 3. An ability to interpret the latent content of patients' manifest statements. 4. An understanding of unconsc ious processes like transference and countertransference.Given those tools, it is the therapist's job to uncover the projective identifications in the family that prevent the children from having a healthy development. Once these projections are uncovered, and the split-off parts given back to the family members they belong to, children are freer to continue healthy development. Having introduced projective identification, I'd like to show how this process operates later in life-in couples and families-and is a framework for doing couple and family therapy. I'm going to present two cases-one of a couple and one of a family-to show how projective identification works.A male patient of mine with little ambition fell in love with a woman who subsequently pushed him to be ambitious. As it turned out, the woman had been repressing her own ambition under pressure from a father who didn't believe women should work. This woman was quite intelligent and obtained a professional degree, yet sh e chose to stifle her ambition in order to please her father. She remained dependent on her father, both emotionally and financially. The husband, my patient, was a professional but quite unambitious. His family's philosophy was that one is lucky to have a job and pay the bills.His father had held the same low paying job for twenty years although he, too, had a professional degree. So why did these two people get married? Since it was unacceptable for her to be ambitious, the wife needed someone to contain those feelings for her. My patient was the ideal object because, although he had an inner ambition, he had no parental support for these strivings. Therefore, he was predisposed to accept and collude in his wife's projection. What is the effect of projective identification when a couple has children?The following example shows how parents use their children as objects. Fern was a woman in her second marriage with two adolescent children. When Fern was a child, her mother favored h er brother. The message she received from her mother was that men were important and had to be taken care of, while women were stupid and born to serve men. Both of Fern's husbands agreed with her mother's philosophy, so Fern spent most of her married life serving them. When the family came to see me, both children were having emotional problems. The son was a heavy user of pot and cocaine.His sister had emotional and learning problems in school. Fern had projected into her son that males were special and needed to be taken care of. It's not hard to see why the son colluded with his mother. The rewards of accepting her projected feelings were too hard to resist, so when he reached adolescence he satisfied his excessive dependency needs with drugs. The message Fern's daughter received was that she was unimportant and stupid. Why did Fern project these feelings onto her daughter? Fern grew up unable to develop her own career goals because her other ignored her wishes to go to college. For Fern to feel sufficiently competent and achieve some career success, she had to get rid of feelings that she was stupid and unimportant. So she projected those feelings on to her daughter and was then able to start a small business. To avoid being totally rejected by her mother, the daughter colluded by remaining stupid and unimportant to herself. Fern's reenactment with her daughter of her mother's relationship with her is a form of projective identification called â€Å"identification with the aggressor,†because Fern is acting as if she is her own mother and her daughter is her (when she was a child).Fern's relationship to her son is also similar to the relationship Fern's mother had to Fern's brother. Because Fern is treating her children so differently, when they grow up they will have very different views of this family. This explains why, in therapy, siblings often talk about the same family very differently. Notice how unresolved feelings from childhood, which Fern split off and repressed, greatly affected her relationship with both children. What do you think is going on in her second marriage? Now I will present an actual transcript of part of a session I recently had with this family.As you will see, it illustrates the process of projective identification and will serve as a basis for further discussion. T: Fern, I wonder, when Donald was talking about being like Roberta and John asked him a question how did you feel? F: What do you mean how did I feel? T: When John asked Donald when he figured out that he was like Roberta and Donald said just now. J: How do you feel about him saying just now. T: And you changed the subject and I wondered what you were feeling. F: I don't know. I T: Donald owned up to some feelings that he was like his father and that part of what he saw in Roberta was like himself.F: Donald is definitely part of D: No but what she's saying is that you changed the subject. That is why she's wondering if you have some feeli ngs about that. T: Exactly. You seemed to have moved away from what was going on here. John was talking to Donald R: She doesn't want us to be like our father. T: Maybe that was upsetting to you? R: He wasn't good to her. D: Subconsciously maybe. It's deep but it's there. F: Well, I don't like Martin, naturally. It's true. I don't like him – I don't think he's a nice person. R: You don't like him at all? D: She loves him but doesn't like himF: I loved him but I never liked him as a person. I never thought he was a good person; that he really cared about me, that he took care of me, that he was ever concerned with me. I remember a couple of things that – I remember having a bloody nose one night when I was pregnant and he went out to play racketball and left me alone. Things like that – He was mean to me – he had no compassion for me. D: That's one thing, I'm not like my father. F: I'm not saying – I'm trying to say I see certain characteristics of their father in them. T: How does that make you feel?F: How does that make me feel? I don't know. I guess part of it, not too good because I would rather them be above that, that is, above that anger, why can't they rise above that anger. I don't want them to be like that because it didn't get Martin anyplace in life. J: I have a very deep question. F: I don't know if I want to answer it. J: You may not but how can you find that with Roberta and Donald being so much alike in prsonality, like Martin, how do you separate Donald's being like Martin and accepting it from Roberta and saying Roberta is just like her father and not accepting it?F: Because Donald never directed his anger at me as a person, as a human being. In other words he never – he might have been angry but he never said to me – he never was mean to me, whereas Roberta has been mean to me, attacked me as a person, Donald never attacked me as a person. T: Donald attacked himself as a person. D: Hmm. T: By t aking drugs. F: But he never attacked me as a person. D: Never, I'm not a mean person. I don't have that mean streak in me. T: You sure? F: You may have it in you D: I don't have a mean streak. F: Sure, everyone T: Who did you direct that meanness to?Roberta directs it out to her mother and who did you direct it to? D: I direct it to her. T: No R: No you directed it at yourself. D: Myself, yeah – I'm mean to myself. F: You were destructive to yourself. T: So what D: But that's different from being destructive to other human beings. F: No, maybe you would have been better off being mean to me or somebody else. Or to your father. R: Let's get back to Uncle John's question. J: No this is part of the answer. D: Yeah – I'm mean to myself. I still am. But I don't destroy myself with anything – with any kind of substances, but I still am.R: What do you mean, you still are? D: I'm hard on myself, critical of myself. R: See, you would never think that of Donald because h e walks around like he's above the world. He does. T: But why would somebody walk – D: But I've been working on that very heavily now T: But why would someone D: That's the way I am; it's the way I am. T: Why would someone walk around like that. D: It's very basic – when I was on drugs and everything like that and I'm fully aware of it, aware that I'm conceited and like I have that air about me – I'm fully aware of it.When I was on drugs I had that part to me but it wasn't as strong as it is now. T: You weren't aware of it then? D: I wasn't really in control of the fact that I control my conceitedness now – I choose to put that on because I have nothing, I have nothing else now. T: Right D: It seems it's like my only defense, to be arrogant and to be conceited because I don't have anything else to back me up so I figure that wall. R: Why do you need – I don't need anything. D: Roberta – because when I was on the drugs and everything like tha t, it was a great wall for me to keep everybody out.Now I want everybody to think big things. Discussion Now let's look at the latent content of this session and identify the projective identifications. Fern was angry at Roberta and not at Donald — why? As John pointed out with his question, Fern saw Roberta and Donald very differently, because of her projective identifications into them. Fern saw Roberta as bad and stupid, just as her mother viewed her when she was a child. She put all her badness and negative feelings into Roberta. Roberta then acted out Fern's feelings by being emotionally disturbed and acting stupid.Her emotional problems exacerbated what had been a genuine perceptual impairment. Because of her projective identification, Fern saw Donald as the good son who needed special attention and care, which was what Fern had seen between her own mother and her brother. Because Donald was not fully accepted by his mother, especially for those qualities that were like his natural father, he acted out his mother's feelings. He was good to her but repressed the rejected parts, turning them against himself by secretly taking drugs. Yet, his mother continued to hold him in high regard, even after his habit had been found out.What Fern did was re-create the family constellation in which she had grown up. Because both children were carrying out their mother's inner life, they were unable to grow and develop their own healthy structures. The next step in therapy was to get Fern to take back the split-off parts of herself: the devaluing of her daughter and the overvaluing of her son. This should help the children take back the part of themselves which they split off and repressed. In subsequent sessions, Fern and I explored what it was like growing up with her mother.She explained that her mother told her that she was stupid and that her brother was special. Fern's daughter told Fern that she was doing the same thing as her mother and that the daughter felt stupid. Fern responded that she had never meant to treat her daughter as stupid. She also realized that her son had many problems and was not so special. In doing so, Fern reclaimed her split-off parts, freeing her daughter to continue a healthier development. Her son was able to leave home and become more independent.

Film Reaction Paper On No Lies Example

Film Reaction Paper On No Lies Example Film Reaction Paper On No Lies – Coursework Example No Lies There is no doubt in the fact that the movie that is d No lies is one of the strangest videos that I have seen. Indeed, there were points when I really thought that what I was watching was a documentary and everything that happened to the main character was true. Now, thinking about what I have seen, I admire the mastery of the main actress who did her best to convey the strong and so natural feelings.I particularly liked the structure of the movie. There is no doubt in that it has three distinctive parts. Thus, when I was watching the first one I felt that something terrible is going to happen and I was a real shock when the woman said: â€Å"I got raped last week†. Indeed, after watching her being in great mood the discussion about the rape surely worsened it.Thus, at the very end of the movie, the cameraman and the second main character whose face is never shown, but force is heard loud and clear turned quite aggressive all of a sudden. It is his fault that an attra ctive young girl turned into a crying broken woman within several seconds. It would not be a mistake to point out that this transformation is what the movie is about. Finally, the film also features a rather important aspect, namely the way a victim of rape sees the work of police and doctors. I would recommend all the police offices and doctors watch it to get the other perspective of their work.

Princeton and Harvard Fail to Lead the Way on Elimination of Early Admissions

Princeton and Harvard Fail to Lead the Way on Elimination of Early Admissions A New York Times article reported on February 24, 2011 that Princeton and Harvard have chosen to reinstate their early admissions programs.   Apparently they weren’t comfortable sticking out like sore thumbs in the Ivy League. As reported in The Daily Princetonian, Princeton’s President Shirley Tilghman had this to say about the decision: â€Å"We have carefully reviewed our single admission program every year, and we have been very pleased with how it has worked†¦Ã‚   But in eliminating our early program four years ago, we hoped other colleges and universities would do the same, and they haven’t.† This decision highlights how much the Ivy Leagues are bedfellows.   Harvard made its decision first, and although Tilghman claims that Princeton might have reinstated early admissions even if Harvard had not, Princetons decision was clearly heavily influenced by Harvards. Diversity Schmersity It is well-known that applying early decision markedly boosts applicants’ chances for admission, and that early applicant pools tend to be higher income and less diverse than the regular admission pool.   The initial reason for eliminating early admissions back in 2006 was the assessment that early admissions had an overall homogenizing effect on collegiate populations. Princeton’s Tilghman remains hopeful: â€Å"I think there’s a lot of confidence among the staff at the admission office - and I have to take that confidence pretty seriously - that we are going to be able to sustain the gains that we’ve seen,† Tilghman said. â€Å"I’m cautiously optimistic that we will be able to sustain the gains.† Why oh Why? I wonder what the impetus was for Princeton and Harvards choice.   The most obvious possibility is that they were losing top candidates to other schools with early admissions programs.   Isnt it interesting how the NYT, Princetonian, and AP articles dont mention that? Skeptics will likely surmise that there must be some financial gain for Princeton and Harvard in reversing their 2006 decision.   Although this might be the case, there is some mitigating news. The Associated Press reports that Harvard is increasing financial aid in the face of its 4% tuition increase, and that it has pledged improvements in minority recruiting.   I’m sure there will be many people keeping a close eye on the results of the return to early admissions, and I hope Tilghman’s prediction is on the money. Category:College AdmissionsBy Brenda BernsteinFebruary 28, 2011

Biography of Archimedes Essay Example | Topics and Well Written Essays - 1500 words

Biography of Archimedes - Essay Example Archimedes may be from an ancient civilization but his ideas were far from ancient. In fact, he might be credited as one of the first individuals that were able to think outside the box. Archimedes was born in the third century BC in Syracuse and we know very little about his life. What we do know is that his father’s name was Phidias and he was an astronomer, which might give us some insight into Archimedes’ character. His intelligence was probably sparked at an early age by looking into the heavens and considering all of the possibilities of the universe. What we do not know is if Archimedes ever had a wife or children. He was killed during the Second Punic War but not after, he made countless contributions to the world of mathematics and psychics. In fact, it is safe to assume that without his inventions and discoveries, the world – especially his immediate world – would have looked considerably different. His inventions shaped thought and shaped the war and his influence cannot be overlooked or diminished. Archimedes discovered the value of pi by drawing a large polygon outside a circle and placing smaller polygons inside the circle. As polygons increase, so do the sides of the polygons and as this number of sides increases, the number becomes an accurate estimate of a circle. When the number of sides of the polygons reached 96, Archimedes calculated their lengths and illustrated that the value of pi is approximately 3.1416. Archimedes also demonstrated how the area of circles is equal to pi if it is multiplied by the square of the circle’s radius. Archimedes is significant to not only to the world of mathematics, but also to the world in general as almost everything contains an element of math, whether we realize it or not. Through his thinking and discoveries, Archimedes makes understanding of the physical world and the phenomenon within it easier. One of his most popular inventions is the Archimean Screw,