Mahmoud Darwish Narratives of Exile and Diaspora in the Poetry

Mahmoud Darwish was a Palestinian who lived somewhere in the range of 1942 and 2008. His origination was al-Birwa, a town in Galilee, which was involved and in the long run wrecked by the military from Israel. Taking into account that Darwish and the family had not taken an interest in the approved Israeli count, they were viewed as inward displaced people. For quite a long while, Darwish lived in Paris and Beirut as an expatriate.Advertising We will compose a custom article test on Mahmoud Darwish: Narratives of Exile and Diaspora in the Poetry explicitly for you for just $16.05 $11/page Learn More Darwish composed various verse and exposition books. Subsequently, he was an honor victor to the Lenin Peace Prize, Lannan Cultural Freedom Prize (Lannan Foundation), Belles Lettres Medal (France), and Knight of Arts. This paper targets examining the accounts of outcast and diaspora in Darwish’s verse. There are a wide cluster of perspectives connected to the outcast and diaspora i n Darwish’s verse. The Palestinian writing is punctuated through the subjects of diaspora and outcast. In the sonnet â€Å"Earth Scrapes Us†, Darwish delineates the degree of sentimentality he had for his country. He wanted that they were motherland’s wheat, its mom, and that their mom would show leniency toward them. Like the Jews, the Palestinians had a predetermination of living in diaspora. This is on the grounds that they had the propensity for relocating from one outcast to the next. In this way, Darwish winds up wondering about where their ensuing exile camp would be. On a similar note, he made the disclosures that the draining injuries bore by the displaced people from Palestine would create and become masses of olive trees. In a few arrangement of sonnets, Darwish made a clear image of the pitiful conditions that his kin in Beirut’s banish were living in. Likewise, he examined the Palestinian refugees’ slaughters since they were ensnared i n the Lebanese common war. Darwish’s verse is a portrayal of the whole story concerning the Palestinian adversities while in the Lebanese Diaspora. The Lebanese partners and Israeli armed force wantonly assaulted the Palestinians’ evacuee camps, which were situated in Lebanon. After the Palestinian Liberation Organization’s hoards were ostracized from Lebanon in 1982, the Israeli assaulted the nation. During this period, vulnerable outcast camps were attacked and numerous youngsters and ladies who were incapacitated were executed. This was practiced by the Israeli in a joint effort with the Lebanese Christian local armies. Likewise, these local armies were responsible for the Palestinian refugees’ mass killings. This occurred during the Tel-Al-Z a’tar slaughter while the Lebanese Civil War was ongoing.Advertising Looking for article on writing dialects? We should check whether we can support you! Get your first paper with 15% OFF Learn More Further more, the Palestinian displaced person camps were under attack for a time of over a half year. The Shi’ite Muslim civilian armies and Syrian armed force had attacked the displaced person camps. A greater part of the ousted exiles starved to death. Darwish utilized a wide cluster of pictures in his sonnets. For example, he used the ocean picture in â€Å"Brief Reflections on an Ancient and Beautiful City on the Coast of the Mediterranean Sea† to represent the Palestinian outcast. Having been expelled from their nation, the displaced people from Palestine had lived in the Lebanese outcast from 1948. In 1982, when Lebanon was attacked by the Israeli, the Palestinian displaced people were upheld to surrender their Lebanon camps and relocate to another outcast. Darwish gave a portrayal of how the ocean cleared the Palestinian outcasts. For this situation, the ocean represented the Palestinian outcast. Darwish likewise gave a feature of the period that the Palestinian enduri ng kept going. The Palestinians’ oust occurred in 1967 and 1948. This was after all the Palestinian landscapes had been involved. During the third departure in 1982, the Palestinian evacuees who were dwelling in Lebanon experienced through grave torment. This was delineated in the explanation that the ocean couldn't hold an extra migration since it had no more space. The overcomers of the camps’ destruction were alluded to by Darwish as the Massacre age. These were bound since they needed to relocate from outcast to oust. Be that as it may, demise was their solitary destiny. Subsequently, Darwish indicated the compassion he had for the Palestinian evacuees and offered expressions of remorse for the monstrosities forced upon the person in question and land. In the ‘Victim Number48’, there is a portrayal of the encounters of a Palestinian exile in Lebanon. Such experience is utilized to represent all the Palestinian evacuees who were living in the Arabian la nd. It is important that the ostracizes were presented to estrangement, oust sufferings, and weakness to slaughter and war. The Palestinian evacuees were named to as the casualties who were denied national visas. Unexpectedly, the host nation just gave them a movement archive. There is an image of a helpless lady in one of the sonnets. The helpless lady represents every single Palestinian mother who have no alternative however witness the torment and passing exposed to their children.Advertising We will compose a custom exposition test on Mahmoud Darwish: Narratives of Exile and Diaspora in the Poetry explicitly for you for just $16.05 $11/page Learn More The sufferings are especially done by the Israeli warriors just as in the Arabian countries where the Palestinian outcasts were viewed as outsiders. Generally, Darwish put forth a great deal of attempts in investigating the encounters in a state of banishment and diaspora. This paper on Mahmoud Darwish: Narratives of Exile and Diaspora in the Poetry was composed and put together by client Sonia Whitney to help you with your own examinations. You are allowed to utilize it for examination and reference purposes so as to compose your own paper; nonetheless, you should refer to it as needs be. You can give your paper here.

PTE Essay Samples - Learn How To Write Essays Online

PTE Essay Samples - Learn How To Write Essays OnlineIf you are looking for PTE essay samples 2020, you can be rest assured that you will get them easily. You should remember though that the courses are not all easy and there is a need to work hard on your PTE essay sample essays.This kind of online learning is a great help in conveying your thoughts and ideas on paper. When you are writing a paper, it is very important to incorporate your opinions or thoughts and understandings in the paper. It helps you to make your own ideas vivid and clearer.PTE essay samples also give you the opportunity to express your thoughts and ideas in such a way that they can be understood by people. However, it is important to write an essay that can be understood by the general readers. If you are clear on what you want to say, you will be able to get your point across to the reader.There are many different writers who use these PTE essay samples to express their thoughts on paper. They can also use thes e as guides and share them with their colleagues. You can read their work and try to improve on your own. As you do this, you will be able to express your views in such a way that it can be understood by your reader.The essay writing requires you to have basic knowledge on writing. Make sure that you know the basics of grammar before you begin to write the essay. In fact, it is a must that you use the right sentence construction and punctuation. You must also know about which punctuation to use.When you learn about these basic techniques, you will not require the help of online materials. Although PTE essay samples will give you great pointers in doing such a thing, it is still your responsibility to learn about the methods of writing the essay. There are many books that provide you with examples on how to format the essay.The basic research on the topic or subject can help you write a very good essay. You can find out all about a certain topic with the help of some search engines. You should also know the best time to do the research for the information that you want to relay.Since you can find out everything on the internet, you can also take the help of various colleges or universities that provide this kind of classes. Since there are many such classes available, you can also choose one or two of them to work on. The work is not very hard but you should also be ready to put in your effort if you really want to be successful.

The Similarities between the Presidencies of Jefferson and Jackson

The Similarities between the Presidencies of Jefferson and Jackson All of the first thirteen provinces of America was established for a somewhat extraordinary reason. Jamestown was established so as to bring in cash for The Virginia Company, The Plymouth Colony was established in light of the fact that the Mayflower arrived in an inappropriate spot, Rhode Island was possessed by protesters from Massachusetts, and Pennsylvania was made to be a sanctuary for Quakers. Every province developed uniquely in contrast to each other. While the Massachusetts Bay Colony turned into an enormous seaport, Pennsylvania benefitted by exchanging hides. The three essential districts of the east coast states likewise got unmistakable, and neighboring provinces would in general be increasingly like each other. This is appeared by the sharp difference between the estate culture of the south, and the Yankee free enterprise in New England, brought about by the unpleasant soil. Every one of the provincial regions, New England, the center settlements, and the south, was est ablished and grown in an unexpected way, taking into account an assorted variety in starting point and religion, and creating heterogeneous political culture in America.English: Seal of the Massachusetts Bay ColonyWhile the greater part of the New England states were either established for strict reason, or grew tight strict gatherings, most of the center states, including Jamestown, were established for budgetary reasons, Baltimore being a special case. The purposes behind the strictness of the New England states fluctuate generally. The Puritans of the Mayflower settled in Plymouth simply because it was the most reasonable area after they neglected to land at Jamestown, yet the Massachusetts Bay Colony was made as a shelter for English Puritans who needed to get away from the counter Puritan mistreatment of England. The Massachusetts Bay Colony likewise in a roundabout way made Rhode Island as a result of its strict nonconformists, and impacted other New England states, for exampl e, New Haven. The settlements of the south, and to some broaden the center states, were established to bring in cash, with...

Whole language is rote memorization

A   couple of days ago, I got curious about the state of phonics instruction in New York City schools and started googling away. I learned all sorts of fascinating things about the respective reigns of Joel Klein and Carmen Farina, and about the ongoing and pernicious influence of Lucy Calkins/Reading Workshop and Columbia Teachers College; I also came across a well-intentioned an article in  Chalkbeat  about the struggles of some Brooklyn parents to get their dyslexic children into appropriate programs. The content of the article was disheartening but fairly predictable—what I found more interesting was the semantic confusion the writers displayed in a discussion of balanced literacy vs. phonics, and it got me thinking about how the standard reading-war rhetorical tropes get wielded. Here is the articles more-or-less typical spiel: Balanced literacy advocates believe learning to read is a natural process, that  enjoyment of reading is paramount, and that helping students understand the  meaning of text is more important than teaching them the mechanics of reading.   But  experts question  whether it’s the best method for struggling readers. The opposing approach, rooted in phonics-based instruction, emphasizes decoding  how letters correspond to sound and how the sounds connect to form words. It can be  dry and repetitive, but many experts say the method establishes a firm base that  benefits a wide array of students.   Many students can learn to read through a balanced literacy approach, particularly  when it’s complemented with additional reading and vocabulary work at home, the  experts say. But for those who struggle — including those with dyslexia — balanced  literacy can feel like being thrown into the deep end of a pool. There are a few things to notice here: First of all, the (conclusively debunked) belief that learning to read is â€Å"a natural process† is primarily associated with the whole language  movement (although it is likely held by many proponents of balanced literacy as well); balanced literacy, in contrast, represents the attempt to bring an end to the reading wars by reconciling phonics and whole language—although in practice it often favors the latter at the expense of the former, in theory it pays lip service to both. But if education reporters for a publication  dedicated to education  cannot even keep their terminology straight, how can the public at large be expected to do so? Second, note the the both-sides-ism (some people believe x, but others believe y), which clearly comes down on the side of balanced literacy.  Even if the authors do mention grudgingly that â€Å"experts question† whether balanced literacy [sic] is â€Å"the best method for struggling readers,† nothing is mentioned about other readers—only that â€Å"many students can learn to read through a balanced literacy approach.† Given that experts believe (and in fact have ample evidence to support) that phonics is the most effective means to teach decoding period, not just for children who struggle, this is a rather serious omission—especially since the writers link to Emily Hanfords original piece on phonics for American Public Media, which makes that viewpoint abundantly clear. But it is as if their distaste for the premise is so ingrained that they are unwilling, or perhaps even unable, to acknowledge the actual argument being made. (Perhaps they are engaged in making meaning?) Again: if education reporters cannot even lay out well-established views accurately, how can the public understand what is at stake? Even when phonics is acknowledged to be helpful, it’s presented as the educational equivalent of spinach: good for you, perhaps, but also kind of icky. In contrast, whole language is something like a slice of pizza: gooey and tasty and oh-so-satisfying. This is fundamentally a rhetorical problem. Traditionally, the whole language/balanced literacy faction has played the  rhetorical  game much more effectively than the phonics people, appropriating the lexicon of romanticism (naturalness, wholesomeness, enjoyment) to their advantage and assigning the role of artificiality (rote learning, memorization, drill ’n kill) to their opponents, who are forced into the defensive position. What’s interesting, though, is that the reality is exactly the opposite: English contains about 250 graphemes—letters or letter-combinations that represent specific sounds—approximately 70 of which are commonly used. That might sound like a lot to memorize, but a child who masters these correspondences can sound out literally thousands of words and take a decent stab at many more than are not perfectly phonetic. In contrast, a student who never masters sound-letter correspondences will essentially need to memorize, by rote, often in a dry and repetitive fashion, every new word as a random bunch of squiggles disconnected from the sounds they make, and over the course of their educations, they will need to do this thousands upon thousands of time. Why have members of the phonics camp not seized on this fact? Why have they not shouted it from the rooftops (or from their Facebook accounts)? Perhaps because they take it as self-evident that  if they just present the science, then people will listen (particularly if said people claim to be in favor of critical thinking†). They assume that if method x is shown to be more effective than method y, then of course schools will want to adopt it. They also assume that because the logic behind teaching phonics seems so obvious—you can’t focus on meaning unless you know what the words say—that there is no need to explain things further. Those are reasonable assumptions, but they rest on the notions that 1) people are moved by logical arguments; and that 2) they are more interested in actually solving problems than they are in clinging to their existing beliefs, true or not, or in holding onto whatever they were taught simply because they can’t be bothered, or find it too threatening, to think a different way. Effectiveness is beside the point. (Besides, what is effectiveness anyway, and how can it truly be measured? Isn’t it more important that children learn to love reading than that they know how to break words into little pieces? Isn’t learning the point of education to inspire children to love learning so that they can become lifelong learners?) I also suspect that proponents of phonics systematically underestimate the hold that romantic ideology has on the American classroom: anything presented as natural is assumed to be good; anything presented as artificial (including school itself) is presumed to be bad. These assumptions are so deeply embedded in the discourse surrounding education that they must be acknowledged and dealt with directly if any headway is to be made. So here is my modest proposal: if proponents of phonics want to make any progress with the general public, it is necessary to flip the existing narrative on its head and insist that PHONICS = CRITICAL THINKING (applying knowledge to novel situations) whereas WHOLE LANGUAGE/BALANCED LITERACY = ROTE MEMORIZATION (random squiggles disconnected from authentic language). This narrative needs to get repeated over and over, ad nauseam. Don’t try to sound smart, don’t go on about science, or logic, or peer-reviewed journals, just MEMORIZING WHOLE WORDS BY ROTE IS BORING AND UNNATURAL.† It might be too late—but still, you just might stand a fighting chance.

Essay on New Orleans Levees - 1765 Words

For years now the discussions have arose about the levee systems in America and how some are not safe and need to be replaced. This problem has been focused on the levee system in New Orleans. Many engineers and other people have asked the question whether or not the present levee system in New Orleans could withstand a huge wave or a direct hit from a powerful hurricane. These questions were answered when Hurricane Katrina hit New Orleans as a Category 3 hurricane which isnt even the most powerful. After the hurricane hit the levee system failed and there were many breaches in the system, which lead to the flooding of most of the city. My question is what could have been done to stop this disaster from happening and what now can be†¦show more content†¦Back in the 1800s there were severe floods in New Orleans that displaced their residents more than one. The floods occurred in 1816, 1823, and 1849. The levees back then were roughly in the same places that the levees are during Katrina. During the 1849 flood, many residents homes were flooded for up to 40 days (Colten 3). In the same article, Colten also says, that almost 2,000 homes and 12,000 residents were the ones displaced. In response to this flood, like others before and after, officials raised the levee height and thereby encouraged additional urbanization on the floodplain (Colten 3). So obviously over the years New Orleans has not learned and the tradegy will just keep happening. It has happened countless times and still I cant stress it enough of how much New Orleans hasnt learned by their mistakes. This is not opinion this is fact, it is written fact that the same problem keeps occurring at the same place, the same way but different time after time. In 1915, another major hurricane hit New Orleans and over two meters of water was stuck in the bowl levees built around the city. This huge mass of water overwhelmed the NEW city pumps and contributed to the damage of around 20,0 00 buildings (Colten 3). And again in 1947 a major hurricane hit New Orleans again and flooded fairly new Jefferson Parish, and after the storm the flood water didnt go back down again it pooled in the bowl ofShow MoreRelatedHurricane Katrin Disasters And Disasters909 Words   |  4 PagesAlabama were displaced from their homes, and experts estimate that Katrina caused more than $100 billion in damage. History.com Staff (2009). The aftermath was even worse as the levees were damaged causing increased flooding and additional damage. In preparation for the hurricane, the first ever mandatory evacuation of New Orleans was ordered. Damage Caused by Hurricane Katrina The hurricane formed over the Bahamas and gained strength in the Gulf of Mexico. It affected the states along the gulf, fromRead MoreHealth Hazards : A Structural Model Of Health Behavior1445 Words   |  6 Pagesof health disparities are varied but include socioeconomic factors, language barriers, perceived personal risk, distrust, lack of preparation, and incorrect information. One of the most extreme examples of this was following Hurricane Katrina in New Orleans. Before the storm, parts of the city were already economically disadvantaged; these neighborhoods being primarily inhabited by minorities. After the storm these neighborhoods, particularly the ninth ward were destroyed, leaving many people deadRead MoreEssay on The Cause of the Devastation of Hurricane Katrina927 Words   |  4 PagesThe historical event of Hurricane Katrina, a category three hurricane with winds ranging from 111-130 mph, in August 2005 revealed major structural failures in the levee systems of New Orleans. Though not all structural failures are as catastrophic, the breeched levees led to loss of life, homes, businesses, highways, and left a trail of destruction that is still being repaired today. The result of this failure led to lawsuits, conspiracy theories, and court cases. Hurricane Katrina had a majorRead MoreHurricane Devastation Of The United States1034 Words   |  5 Pagesdeadliest hurricane to ever hit the nation. It was one of the strongest to hit the coast in the last 100 years. Katrina caused as widespread of devastation along the Gulf Coast states and cities such as Mobile, AL, Gulfport, MS and the worst being New Orleans, LA. Although many people were prepared for the hurricane, no one would imagine the damage it would cause and the many lives it would take. Katrina started off as a tropical depression over the Bahamas on August 23rd and by the 25th it had madeRead MoreHurricane Devastation Of Hurricane Katrina1355 Words   |  6 PagesBefore the storm and flooding New Orleans was at specific danger. In spite of the fact that about a large portion of the city really lies above ocean level, its normal height is around six feet underneath ocean level–and it is totally encompassed by water (History.com, 2005). Throughout the span of the twentieth century, the Army Corps of Engineers had manufactured an arrangement of levees and seawalls to keep the city from flooding (Hurricane fact.com, 2005). The levees along the Mississippi RiverRead MoreThe Storm Surge Of The Hurricane1487 Words   |  6 Pagesthe governor of Mississippi, Haley Barbour, both declared a state of emergency in their states. Even though there were announcements, not everyone evacuated. Later, Ray Nagin, announced the first-ever mandatory evacuation, so that the citizens of New Orleans would be prepared for whatever was coming their way (Ouellette 26). According to an article called â€Å"Chapter Five: Lessons Learned†, in the year of 2005, the central government lea rned 17 main ideas about being prepared because of Hurricane KatrinaRead MoreHurricane Katrin Hurricane Devastation1291 Words   |  6 Pagesinfrastructure and physical characteristics of cities like New Orleans experience a much greater impact than would normally be expected with a category three hurricane. 1,833 people were killed, the majority of whom were in Louisiana (CNN Library). The total damage to property, buildings, infrastructure, etc. was $108 billion, the most damage ever incurred by a hurricane in the United States (CNN Library). Seventy percent of all occupied housing in New Orleans were destroyed and hundreds of thousands were displacedRead MoreThe Response Of Hurricane Katrina1625 Words   |  7 PagesDuring times of extreme poverty and inequality more attention is provided to those in hardship. A prime example of this is New Orleans when Hurricane Katrina hit. Before the hurricane hit the only time I had hear of New Orleans was if someone was speaking about doin g down to Mardi Gras. The people affected by the hurricane lost a lot. Many lost their homes, tangible possessions stored in their homes, animals, and some lost their lives. Hurricane Katrina was a huge devastation to the country, butRead MoreThe Un Natural Disaster Of Hurricane Katrina1037 Words   |  5 Pagesin New Orleans. Hurricane Katrina is infamous: the storm that buried the vibrant city of New Orleans under up to sixteen feet of water. Hurricane Katrina was a natural disaster, but the crimes committed against the storm’s survivors in the months prior, setting them up for devastation, were the true tragedies. Not only were the citizens of the Big Easy neglected pre-Katrina, but they remained on the back burner of the federal government for days after the storm hit. Citizens of New Orleans - whoRead MoreThe Levees Broke858 Words   |  4 PagesWhen the Levees Broke is about Katrina and how New Orleans was affected, but not only by the storm, but by the levees that were built to protect them. After the storm had hit and they were picking up what little pieces were left of New Orleans, it became know that even the levees that were possibly built for a level three storm broke down from a level one storm. New Orleans was told to be ready for the storm, but they weren’t even close. The im ages shown in the documentary only showed the half of

Genesis, the Gospel, and Theistic Evolution Essay

Genesis, the Gospel, and Theistic Evolution Introduction Humans have asked questions about their origin and their purpose on earth for eons. The Bible tells humans that God created them and explains their purpose. However, since the Renaissance, humanism answers questions about origins by naturalistic means and science has been redefined in the process. Most institutions of higher education and many individuals have adopted the naturalistic theory of evolution to explain human origin without considering its effects on faith. In contrast to prevailing thought at Goshen College, a literal six-day creation is foundational to the Gospel message. Combining evolution and Christianity makes one’s faith less logical and opens one’s†¦show more content†¦Some theistic evolutionists prefer to be called evolutionary creationists. Most of the following arguments against theistic evolution could also be applied to any combination of Christianity and macroevolution (i.e. bacteria to human evolution), irregardless of its label . Naturalism or Christianity as a Foundation for a System of Ethics Theistic evolution meshes two worldviews, naturalism and Christianity, and each worldview lays a foundation for a system of ethics and morality. Let us first examine more closely the foundation laid by naturalism. Naturalism deifies chance. Random chance is responsible for life as we know it. In The Beak of the Finch, evolutionist Jonathan Weiner writes, â€Å"Natural selection leads to evolution.† He further explains that for natural selection to occur, the organisms most suited to their environment will survive (1995, p. 128). The best adapted organisms are more likely to pass on their genetic information while the less well adapted lose out in the great battle of life. Such a view of origins establishes by extrapolation a moral and ethical foundation. If humans are only products of chance evolution, they will naturally follow the instincts that have been ingrained in them for millions of years. They will pass on their genetic information to as many offs pring as possible. Because they have gained great intelligence andShow MoreRelatedThe Theory Of Science And Christian Belief1345 Words   |  6 Pagesoverstepped, there are claims of theistic evolution that offer a logical argument to a personal creation by the Living God. Arguments that God could take inert objects, add a dash of mutation, conceptualize and implement natural selection, and allow this to take course in His time all have the potential to be correct as stand-alones. Diane Bissen is a renowned biologist and theologian; therefore she is as capable as anyone combining these fields into the idea of theistic evolution. In digesting her ratherRead MorePaper 2 - the Rise of Fundamentalism1726 Words   |  7 PagesFUNDAMENTALISM -------------------------------------------------------------------- THE CHRISTIAN REACTION TO DARWINISM AND OTHER SCIENTIFIC THEORIES— THE RISE OF HIGHER CRITICISM OF THE BIBLE-------------------------------------------------- THE SOCIAL GOSPEL--------------------------------------------------------------------------------------- THE FUNDAMENTALS------------------------------------------------------------------------------------- THE SCOPES TRIAL---------------------------------------Read MoreThe Debate Between Creation And Evolution2145 Words   |  9 PagesThe debate between creation and evolution has been around for a long time. For much of it, it has presented a choice between the two. Some claim that you either believe in God or evolution, not both. Others, that you have to choose young earth creationism simply because theistic evolution is not a viable option. Still more present young earth creationism as a naive understanding of both the Bible and science. However, since each position has evidence in support of it and against it, it is in no wayRead MoreThe Problem Of Suffering Is Not Limited1462 Words   |  6 Pagesinterdependency among creatures that are inherent in the cosmos. Superstring theory, one of the most recent theories in physics, suggests that the microscopic landscape is â€Å"suffused with tiny strings whose vibrational patterns orchestrate the evolution of the cosmos.† Keller sees that what we learn from this theory is at base the rhythmical movements in the microscopic level of the cosmos. Chaos theory, on the other hand, engages with the certain physical systems, which are extremelyRead MoreA Debate On Gods Revelation Of God1984 Words   |  8 Pagesâ€Å"We must as Gods people stand against the compromise of reinterpreting Genesis to fit in evolution and millions of years, which undermines biblical authority.† Ultimately, what’s at stake in this debate is more than just a magic number of years. This debate’s significance centers on God’s revelation of Himself in Scripture and whether Scripture is relevant today or not. This issue has only become a debate in the last couple hundred years. Before the Enlightenment, people in Western cultures acceptedRead More Teaching Origins in 20th Century American Public Schools Essay6390 Words   |  26 Pagestheory. Second, debate was revived by evolutionist educational reforms of the 1960s and is being countered by creationists who are part of the growing fundamentalist movement and by some w ho distance themselves from fundamentalism. Finally, though evolution has been accepted by the scientific world and by national education standards and has won several high-profile court victories in the last two decades, creationists are still effectively exerting pressure on state standards, textbook publishers,Read MoreNaturalism Versus Christianity3872 Words   |  16 Pagesbut without an overarching purpose.† (Sire, 68) The beginning of â€Å"human family is found in nature;† and the beginning of nature is found in the â€Å"origin of the universe.† (Sire, 68) Humans were brought forth from lesser beings as a process called evolution. (Strobel, 27) History, either human or natural, moves in sequences of cause and effects. (Sire, 68) There is no Supernatural being (God) that is active or evident throughout human history; No Prime Mover. (Sire, 68) When mankind ceases to be, soRead MoreIntroduction to Christian Thought Essay9122 Words   |  37 PagesGodâ⠂¬â„¢s names do some scholars think that Jesus is claiming with his â€Å"I am statements†? Jehovah 3. What is the tern â€Å"only begotten† used to describe about Jesus? His unique relationship with the Father 4. Why does the author think that the Gospel of John calls Jesus the â€Å"word†? stated over 1200 times in the old testament the â€Å"Word† is used asa revelation or message from God 5. What would Jews think who heard Christ calling Himself the â€Å"Son of Man†? Messiah The Deity of Christ - Pg

The Impact of Macroeconomic Policies on the Australian Economy

Questions: Question 1Using current economic data and analysing a number of leading, lagging and coincident indicators, determine Australias position on the business cycle. Justify you answer, including any relevant diagrams. Question 2a.) Which monetary policy is more effective in moderating the business cycle, tight or easy? Give reasons for your answers.b.) What is the current monetary policy stance of the RBA? What factors do the RBA take into consideration, before a decision is made as to whether to implement a tight or easy monetary policy?c.) Using AD-AS model, explain how interest rates affect the key macroeconomic variables. Question 3a.) Comment on the recent factors that are affecting the value of the Australian dollar. Use diagrams to illustrate your answer.b.) Who gains and who loses when the Australian dollar depreciates? Justify your answer.c.) In your opinion, is a depreciating $A good or bad for the Australian economy? Justify your answer. Answers: 1. Business cycle can be referred as upward or downward movement of the gross domestic product. Business cycle can be defined in terms of periods of recession or expansion as business cycle represents the long term trend. Business cycle can also be defined in terms of contraction or expansion period of a nation in terms of the fluctuation in the economic activities of a nation. There are several indicators of the business cycle and these are explained as under- GDP growth of Australia: Gross domestic production of the Australia is the gross value of all the goods and services of the Australian economy. Gross domestic production is the most used factor for measuring the economic growth on a country. The below mentioned diagram displays the GDP growth of the Australia for past ten years. Inflation: Inflation is the constant decay in the purchasing power of the money. Inflation can be measured in terms of retail or wholesale, consumer price index. Consumer price index is known as CPI. As the inflation has huge impact over economy, government should take necessary steps to curve the ever increasing inflation rate. The countries which cannot control the inflation rate are bound to face the economic downfall. Generally the inflation rate is on higher side for undeveloped countries. The below mentioned figure displays the rate of inflation in Australia. Unemployment: Unemployment is an important factor for any economy. Unemployment exists when people are ready to work but there is not job for them in the country. Unemployment is an indicator of the performance of an economy. If a country wants to progress and boom its economy, than it has to lower down unemployment rate in the country. Details of employment rate and various factors has been provided in the below mentioned figure. Source: (Rba.gov.au, 2015) Balance of Payments: The two terms relevant for this purpose are current account balance and trade balance. It is important for a country to maintain the current account deficit. The current account balance and the trade deficit are shown in the below mentioned figure. The position of Australia on global business cycle map has been shown in the below figure. It is evident that the Australia is in the phase of expansion. Source: (Economy.com, 2015) 2. (a) If a government wants to moderate the business cycle, it should prepare and implement the effective monetary policy to moderate the business cycle. Monetary policy can be used to control the quantity of money. Thus monetary policy helps in the stabilisation of business cycle as its helps in controlling the rate of inflation and rate of unemployment in the economy. It is the responsibility of the government to decide about effective policy to moderate business cycle. The monetary policy can be expansionary monetary policy or contradictory money policy. The expansionary monetary policy is also known as easy money policy. The expansionary monetary policy is liable for increase in the supply of money and decrease in the interest rate in the economy. The expansionary monetary policy is generally applied in recession cycle. The second policy is known as contractionary or the tight money policy. The contractionary policy is responsible for decrease in the supply of money and the incr ease in the interest rate. The contractionary policy can be used for controlling inflation. It is advised that Australian government should apply tight money policy to moderate the business cycle as the business cycle of Australia is in expansion mode. (b) The monetary policies in Australia are implemented by the Reserve Bank of Australia. An analysis of the growth rate indicates that in Australia the growth rate is on the moderate side and there is an indication of decline in the economy. If a projection of growth rate is made than it is expected that the growth rate may be well below the average rate. The average inflation rate can be predicted as in rage of 2%. The growth rate in the wage rate can also be expected on average side. The investment rate in Australia is on the lower side and the expectations of the investors are on the higher side. The RBA is trying to provide support for the growth of the Australian economy and this has caused an increase in demand. There are severa l factors which RBA considers to support the economy. Some of these factors are present inflation rate, growth rate, exchange rate, capital account. (c) The AD-AS model has been shown in the below mentioned diagram. The X axis represents the national output and the Y axis represents the price level. The demand curve is dependant upon the interest rate. An increase in the interest rate causes a leftward shift of the demand curve and a decline in the interest rate leads to rightward shift in the demand curve. An analysis of the above diagram indicates that when the aggregate demand curve shifts to the left, the inflation rate is lowered as well as there is reduction in the national output in the economy. In the same manner, when there is increase in interest rate, the aggregate demand curve shifts to the right. This causes increase in the inflation rate as well as in the national output (Rba.gov.au, 2015).3. (a) The value of Australian dollar is affected by several factors. Some of these factors are inflation rate, confidence of business, confidence of consumers, economy growth rate, stock market performance, health of housing market. Exchange rate in the economy can be impacted by the positive impact on the economy. Change in economy by in line with change with exchange rate is presented in the below mentioned figure. It is clear from above mentioned diagram that when there is increase in the demand for Australian dollar, the demand curve moves upward and due to this reason the exchange rate appreciates and there is increase in equilibrium quantity of the Australian dollar. On the other side, when there is decline in the demand for the currency, there is a downward trend in the demand curve and this causes depreciation in the exchange rate and a fall in the equilibrium quantity. The above mentioned diagram displays that when there is increase in supply (S1), there is decline in the exchange rate and this causes increase in equilibrium quantity. In the same way when there is decline in the supply (S2), this causes increase in the exchange rate and reduction in equilibrium quantity.(b) The event of decline of the Australian dollar falls below the Equilibrium exchange rate (E*), in an indication that there is depreciation in the exchange rate of the Australian dollar. When the Australian currency declines, the foreign importers gain from such situation and the country itself loses. Thus the countries which imports goods and services from other countries will now have to pay less for the imported goods and services and thus these will be benefited but the exporting country will be under loss. (c) The value of the Australian dollar will fall against other currencies, when there is depreciation in the Australian dollar. The decline of Australian dollar will be hav ing several impacts over the economy. The decline of Australian dollar will increase the inflation in the country. The inflation will increase because the cost of goods and services imported will increase. On the other side it is true that the decline in the Australian dollar will cause development of export industry in the country. However this will cause a decline in the import demand. The inflation will cause an increase in the wage rate. However if government can implement effective policies, lower the interest rate and develop the export sector, than the decline in the Australian currency can also be beneficial to the country. References Farleigh, R., 2013. Taming the Lion: 100 Secret Strategies for Investing. Harriman House Limited. Jason, Z., 2011. Corporate governance and alternative performance measures: evidence from Australian firms. Australian Journal of Management, 36(3), pp.371386. McLean, I.W., 2012. Why Australia Prospered: The Shifting Sources of Economic Growth: The Shifting Sources of Economic Growth. Princeton University Press. Mutunga, J., 2014. Developing and understanding of Australias economy over the last two years. GRIN Verlag. Steve, R., 2013. A comparison of two economies UAE and Australia. GRIN Verlag. Wiggin, A., 2012. The Little Book of the Shrinking Dollar: What You Can Do to Protect Your Money Now. John Wiley Sons.

Proposal Assignment Essays - Ancient Greek Philosophy, Philosophy

Proposal Assignment Plato's theory against democracy is explained in Richard D. Parry's, "The Craft of Ruling in Plato's Euthydemus and Republic." Plato's theory against democracy is based on "craft". Plato doesn't believe that the general public should matter in making decisions, he believes that no matter which craft we do, it is the opinion of the experts in such craft that matter. On the topic of democracy, politics is a craft therefore not everyone can be a leader, you need experience and certain traits that qualify you to be a successful leader. However, Plato's theory is that "an expert with the skill of ruling will not be elected because citizens tend to vote for the most popular candidate" (Class Notes). When he mentions the most popular candidate, he is referring to a candidate that has good personal skills, says what people want to hear, true knowledge of the economy, etc. Parry states in his article that "craft analogy implies that craft is an instrumental good, not good in itself. Since Soc rates holds that virtue is good in itself, his account of virtue - in this case wisdom - in terms of craft is inconsistent" (2). This is basically explaining that Socrates had his virtue is good and that he had good wisdom but that his performance in his craft was inconsistent. The source I used to explain craft analogy is credible because it is an academic journal that was written by an author who received his Ph.D. and is a professor who's teaching and scholarly interests included the history of ancient Greek philosophy, philosophy of Plato, philosophy of Aristotle, medieval philosophy, and contemporary analytic philosophy. It is relevant to my proposal because it explain Plato's craft of ruling in depth. To object to Plato's theory, Dr. Kazuya Fukuoka explains why democracy works in his article "What Makes Democracy Work?". This is a credible source because it is written by a professor who received his Ph.D. and teaches "Introduction to Comparative Politics" at Saint Joseph's University. This helps my proposal because it is explaining why Democracy works which goes against Plato's theory of "craft ruling". He explains that democracy "is a system of government implemented with the intent that no one branch or department of government can ever gain too much power. There are limitations of power placed on each part of the government, thus forcing each department to work together, ensuring that the best interest of the people is maintained". This goes against Plato because Plato wants experts to make decisions and not the best interest of the people. He also states that "Democracy is also institutionalized through the voting process. Democracies are denoted by having free and fair electi ons (Linz and Stepan 1996, 15). This means that the voting process is for the most part untainted. Those running for offices are to run clean campaigns. No one person should have a monopoly of the media during their campaign. Each person should have the same ability to get there name and beliefs out there for the public to know". This also helps me go against Plato because this is the complete opposite of what Plato believed in and despised the idea of everybody having the same ability of becoming a leader. This can help me write my paper because it gives me an idea of why democracy works. It educates me on the functionality of democracy and how it works. So when comparing this to Plato's idea to democracy, it is very useful. These ideas presented in this article are all facts and don't involve any opinion to them so it is a credible source to use.

How You Can Take Advantage of ACT Math Question Order

How You Can Take Advantage of ACT Math Question Order SAT / ACT Prep Online Guides and Tips Understanding how to do your best on the ACT math section means understanding how the math section is structured and where you can get the most points for your time and energy. We’ll walk you through how each ACT math section is organized and how you can use this information to your benefit, both in your studies and as you take your official ACTs. ACT Math Organization The ACT math section is ordered in two main ways- by difficulty and by content. Let's look at each. Math Organization Type 1: Difficulty Of the two organization categories, the biggest factor that determines the order of questions is difficulty level. "Difficulty" on the ACT math questions is characterized by: the time necessary to solve a problem, the steps required, how many math concepts you must employ, and/or how familiar or unfamiliar you are likely to be with the material. And the difficulty level increases over the course of the math test. You can generally split the difficulty of ACT math problems into three even zones. There are 60 math questions total and you can arrange them roughly like so: Questions 1-20- "easy" Questions 21-40- "medium" Questions 41-60- "hard" The reason we put these terms in quotes is due to the fact that these breakdowns are approximately true, but not everyone will have the same concept of"easy" or "hard" when it comes to math problems. The difficulty of any particular problem will depend on your experience with the topic, how well you understand the phrasing of the question, or even your level of fatigue and concentration at the time. But splitting the ACT math section this way works as a rough guideline for most students. In general, with each new tier of difficulty, the questions will take longer to solve and often require more steps. For instance, it might take you as little as 10 seconds to solve question number 3, but take as many as a two or three minutes to puzzle over question 55. (Note: we will talk more about how you can balance your time per question later in the guide.) Math Organization Type 2: Content Because â€Å"difficulty† is partially determined by how well you’re likely to know the material (based on the typical middle and high school curriculum), this follows that the test is also ordered, in part, by topic. The more years you’ve spent studying a math topic, the more likely that you are to consider a particular question â€Å"easy.† Though the topics mix and mesh with one another, there are still overarching patterns of where you are most likely to find your algebra questions or your trigonometry problems. Because you’re likely to have seen and studied single variable equationsfor more years than you've studiedtrigonometry, you’ll see more of your algebra questions early on in the test and more of your coordinate geometry and trig questions later in the test. So most of the algebra questions will be "easy" (though not all) and most of the geometry and trig questions will be "medium" or "hard" (though, again, not all). The ACT is a standardized test, so each test will look very similar. We have broken down one ACT math test (test code 67C) by math topicto demonstrate this pattern in action. 1. Algebra 31. Plane and Solid Geometry 2. Algebra 32. Numbers 3. Algebra 33. Coordinate Geometry 4. Numbers 34. Coordinate Geometry 5. Algebra 35. Numbers 6. Algebra 36. Coordinate Geometry 7. Algebra 37. Plane and Solid Geometry 8. Algebra 38. Plane and Solid Geometry 9. Algebra 39. Coordinate Geometry 10. Plane and Solid Geometry 40. Plane and Solid Geometry 11. Plane and Solid Geometry 41. Coordinate Geometry 12. Algebra 42. Trigonometry 13. Numbers 43. Numbers 14. Algebra 44. Coordinate Geometry 15. Numbers 45. Plane and Solid Geometry 16. Numbers 46. Plane and Solid Geometry 17. Plane and Solid Geometry 47. Plane and Solid Geometry 18. Numbers 48. Plane and Solid Geometry 19. Numbers 49. Algebra 20. Plane and Solid Geometry 50. Coordinate Geometry 21. Algebra 51. Coordinate Geometry 22. Trigonometry 52. Coordinate Geometry 23. Numbers 53. Algebra 24. Coordinate Geometry 54. Algebra 25. Algebra 55. Algebra 26. Numbers 56. Plane and Solid Geometry 27. Plane and Solid Geometry 57. Trigonometry 28. Coordinate Geometry 58. Numbers 29. Algebra 59. Algebra 30. Coordinate Geometry 60. Numbers As you can see, the math topics are mixed in with one another, but there are some distinct patterns. Questions 1-30 are more algebra and numbers heavy (70% of the questions), while questions 31-60 are more geometry and trig heavy (67% of the questions). This pattern will hold true for any given ACT. The difficulty of questions may increase as you go, but if you take it one step at a time, you'll soon be scaling to the top. How to Use the Test Structure to Your Advantage There is no guessing penalty on the ACT, so your goal is to answer as many questions as accurately as possible across the board. Of course you are also on a strict time crunch, so this is not always easy. Depending on your current scores (and your target scores), this may mean that you focus most of your time and energy on a particular section of the test and then blindly- or, time permitting, strategically- guess the rest of your questions. (Note: for more on how to guess to your best advantage, check out how to guess on the ACT math section). For others, your score goals may mean that you look at at and attempt every single question. There will, however, be a general step-by-step guideline to follow for students scoring at all levels. So let's break it down. Step 1: Take a Full Practice Test Taking a practice test- a full practice test!- is always step one when embarking on any kind of study plan for a standardized test. You won’t truly know where you currently stand or how to specifically improve from there without first taking a practice test. And though you may be concerned specifically with your math score right now, that score fits into the larger test-taking picture. The ACT lasts for several hours at a time, and your levels of concentration and fatigue will fluctuate. So only by taking the full test will you be able to see how your math score fits into your overall ACT score. Try to emulate the structure of the real test as much as possible, so carve out a few hours on a weekend and take the full practice test in a quiet environment. Here, you can find free full ACT practice tests and answer keys. Step 2: Set a Target Score Goal Now that you’ve taken your practice test and scored the results, check out how your scores currently stack upand set yourself a target score goal. This will be the score that you aim to reach by test day, and both your current scores and your progress towards this goal will determine how you go about your studying. Step 3: Find the Patterns in Your Right and Wrong Answers Now take a look at all your wrong answers and see if you can spot any patterns to the errors. Are you mostly getting wrong answers in a particular section, like questions 25 - 35 or 45 - 60? Are you mostly getting questions wrong by topic (do those triangle problems throw you for a loop no matter where they are on the test)? Let's look at the different types of errors by location and by content and see which apply to your current test scores. Different types of location errors include: Errors spread fairly evenly throughout the math test (so about as many wrong answers in questions in the first 20 questions as the last 20). Errors clustered in pockets. Usually, these occur around questions 25-35 and questions 40-50 because this is where the test transitions difficulty levels. Errors mostly contained in the "medium-high" and "high" difficulty ranges of questions 45-60. Now look over your math test and see if you can identify the questions according to topic. How did your right and wrong answers sync up with specificACT math topicsbeing tested? Tally how many questions on each topic were on the test and how many questions you answered correctly for each topic. (So if questions 15 and 29 were sequence questions and you answered number 15 correctly and 29 incorrectly, give yourself a score of $1/2$ in sequences.) Often, student errors will be a combination of location and topic, so don’t be alarmed if this is the case. Write down on a separate piece of paper: The location of most of your errors Your personal "score" by math topic (e.g., $3/6$ in lines and angles, $4/4$ in statistics, and so forth.) This list will help you hone in on your weak areas and target them as you go through your studies. Step 4: Brush Up on the Most Important Content The big-picture goal when studying for the ACT is the maximize your score gain for every hour spent studying. This means that the best strategy for success is to focus your time and energy on places you can make the easiest (and, therefore, quickest) improvements and areas where you can make the most improvement. So let's divide and conquer. Making Quick Improvements Each and every question on the ACT is worth one point. It doesn't matter if it was the easiest question on the test and took you all of three seconds to solve, or if it was the hardest question on the test and took three minutes- each question is worth the same amount of points as every other question. This means you should maximize your time and energy by picking up any points you're missing in the first half of the test (which, you'll remember, is the "easier" half of the test). This will net you a point increase in the shortest amount of time. So if you’re missing five or more questions in the 1-30 range, take a close look at each of your wrong answers. This is about 17% or more of the "easy" half of your test, so see if you can look at your errors and identify whether or not you’re missing these questions based on a lack of knowledge of the content. If so, it’s time to brush up on some of your algebra and numbers topics. If, however, you’ve taken a look at your errors list and seen that you're mostly missing questions in the later half of the test based on both difficulty and content, it’s time to more specifically hone your focus. Making the Most Improvement Let’s say you can organize your current mathematical knowledge into four categories: perfect understanding, good understanding, okay understanding, and no understanding. Because we're looking to now gain the most improvement from your time, the first step is to focus on improving your "okay" areas. These are areas you have some familiarity with, but aren't the strongest in, and just a quick refresher on the topic can gain you tremendous point value for your time. Our individual math topic guides will take you through the know-how on each and every ACT math topic you need to brush up on. In each, you'll gain a greater understanding of the topic in question as well as how you'll see it presented on the ACT, as well as get a chance to practice on real ACT math problems. After you've brought these "okay" topics up to speed, the next step is to look at improving your "no understanding" topics. These are areas where you have a current weak foundation and so will represent the greatest potential leap and improvement in your score. (Again, our math topic guides will help you improve your knowledge of each and every ACT math topic you'll see on the test.) Because this might be difficult to visualize right now, let's take a sample score breakdown of the test by topic. Let’s say that there were six questions each on four different topics- exponents, circles, lines and slopes, and trigonometry- and your score breakdown of correct answers looked like this: Exponent questions: 5 out of 6 Circle questions: 2 out of 6 Lines and slope questions: 4 out of 6 Trigonometry questions: 0 out of 6 If we classify each of these topics by your understanding, we would say that you had a â€Å"perfect† (or nearly perfect) understanding of exponents, â€Å"good† understanding of lines and slopes, an â€Å"okay† understanding of circles, and â€Å"no understanding† of trigonometry. Now that you've cataloged your scores, you know which topics to target your study focus on and in which order. To start with, the next step would be to focus and brush up on your â€Å"okay understanding† areas (in this case circles). Although rehashing your near-perfect knowledge might make you feel productive, it won’t actually help you all that much at this moment. Until you start getting â€Å"perfects† or nearly perfects in all topics across the board, it’s better to spend your study time on areas where you can make the greatest improvement. In this case, honing your knowledge of exponents would only gain you one more point out of 60. Your time can be better spent elsewhere. You may also be tempted to perfect those â€Å"good† understanding areas (in this case lines and slopes). But the difference between â€Å"good† understanding and â€Å"perfect† is likely to only be a question or two out of 60. In this case, you would get a maximum return of 2 points, which is not nothing, but you can spend the same amount of time studying circles and probably get a higher point return for that time. Again, only focus on getting your good scores up to perfect once you’ve brought up your scores on all your topics and you’re aiming for that perfect ACT math score. Now if you bring your â€Å"okay† areas up to almost perfect, you will likely be able to gain a significant point increase. In this case, if you spend your study time learning your circle material, you could potentially increase your score by 3 or 4 points. Once you’ve brushed up on your â€Å"okay† understanding areas, set your sights on those â€Å"no understanding† math topics. The reason these topics are in â€Å"no understanding† purgatory is likely because it is a topic that you dislike or that you haven’t studied much in school. But, despite this, even a little more understanding of the topic than you have now will likely gain you a few more points than you had before. In addition, bringing up your â€Å"okay† understanding and â€Å"no understanding† areas will allow you to use your imperfect- but still significant- knowledge of the ACT math topics in question to strategically eliminate answer choices. Even if you don’t actually know how to solve the problem, knowing a little more about the topic than you do now will give you a much better foundation to strategically eliminate answer options and guess for your right answer. Your study time is precious and limited, so distribute it wisely and use it to gain the most point return for your energy. An hour spent brushing up on unfamiliar topics will gain you a much more significant point increase than an hour spent brushing up on topics you already understand almost perfectly. Step 5: Develop Your Own Personal Timing Plan for the ACT Math Section One of the hardest aspects of the ACT math section is the fact that you must keep track of your pacing yourself. You are given 60 minutes and 60 questions to do with what you will, so taking too long on some questions will leave you with no time at all to solve others. And yet going too quickly through the test can lead you to make careless errors. Everyone's pacing and ability to solve questions on a time crunch will be different, and yours may even change from test to test as you get used to ACT questions and the pacing involved. So take the time as you study to develop your own personal timing structure and adapt it as you need to. A good plan to start with is to break the test into thirds and give yourself varying time limits for each section. So begin by giving yourself: 15 minutes for questions 1-20 20 minutes for questions 21-40 25 minutes for questions 41-60 Now this may not be the perfect timing structure for you, but it's a place to start. See how you need to adapt it to your own personal preferences by experimenting. And if you find that you're simply running short on time no matter what you try, check out our more specific advice on how to stop running out of time of the ACT math section. Step 6: Adapt Your Study Focus Based on Your Current and Target Scores As you go through your studies, we recommend that you take at least two to three practice tests, evenly distributed across your study time. So, if you have three months to prep, take a practice test about once a month. This will give you not only the chance to practice the best simulation of the real ACT possible, but will also show you how well and in which areas you’re improving. Your study plan will adapt based on your current scores, your score goals, and your rate of improvement. Current Score is 25 or Under If you’re currently scoring in the 25 or under range, your goal is to turn yourself into a â€Å"jack of all trades, master of none† type of mathematical warrior. If you already have a â€Å"perfect† understanding of any given math topic, great! If not, don’t worry about it right this second. Try your best to get yourself up to â€Å"okay† or even â€Å"good† understanding of each topic before you start mastering any particular one. As you go through your list of "okay" and "no understanding" topics to improve your knowledge of each, focus first on the topics that come earlier in the test, since most of the questions will be "easy" or "medium" difficulty.So if you have an "okay" understanding on both an algebra topic and a coordinate geometry topic, start by bringing up your knowledge of the algebra topic first. If your knowledge base in each topic is relatively similar, then always start by improving your algebra and numbers topics first, then turn to plane and coordinate geometry, and finally trigonometry. We have compiled all of our math guides by topic as well all the free ACT math practice you can find online. No matter where you're struggling, we'll help get you up to speed on where you need to be before test day. Current Score is 26 and Above Only once you start getting into the 26 and above range should you work on perfecting all of your math topic knowledge as much as possible. At this scoring level, you’ve probably already achieved at least a passing understanding of all the math topics on the test, so now is the time to master them to the best of your ability. Look to the types of questions and math topics you missed the most questions in and start by focusing your attention there. Again, areas in which you can make the greatest improvement will be the best focus of your time and energy. And just as you would in the 25 and under range, check out our math topic guides for definitions of each topic, ACT math strategies to solve the questions on each topic based on how you’ll see them on the ACT, and practice questions with answer explanations. Practice and more practice is the way to go when attempting to master an ACT math topic. Be sure to also test yourself against the most difficult math problemson the test to see where you currently stand against the toughest of the tough and where you can improve. Deep breaths, clear head. Though it may all seem overwhelming right now, you are entirely capable of mastering the ACT.(John Henderson/Flickr) The Take-Aways Understanding how the ACT math test is structured and how to use that knowledge to your best advantage while studying is a good chunk of the battle won already. The key to mastering the ACT math section is a combination of understanding and practice, and you’re well on your way already. Your study plan should always be a reflection of your current standing and your target goals, and should adapt as you make progress. Study smart and work with the structure of the test instead, and you’ll see improvements in your scores in no time. What’s Next? Stuck on your ACT math problems? Check out our guide to learn how to spot when you're going down the wrong path and how to correct the course. Stuck procrastinating? Learn how to turn your studying around and overcome your desire to procrastinate. Looking to get a perfect score on the ACT math section? Our guide (written by a perfect-scorer) will help you get those high scores you've been aiming for. 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 Math 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'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:

Case Study 8-2 Research Paper Example | Topics and Well Written Essays - 250 words

Case Study 8-2 - Research Paper Example In addition, the union has failed to explicitly state in the CBA the terms of how they would raise their premiums, given the anticipated appreciation of premium rates. 2. I think that the interpretation of the union on the CBA was reasonable, given that the CBA explicitly stated that the percentage increase on the premiums to be paid by the workers, effective January 1,200, would be on the stated amounts as based from the 1999 premiums for the TOP. In this case, it can reasonably be argued that the premiums to be paid by the workers would be based on 1999 premiums; however, it is also the union’s fault that they did not clarify on whether the rates presented on the CBA were merely illustrative, or were the actual rates. 3. In this case, I think that the company also had the moral responsibility to explicitly state the terms of the CBA provision, so that there would be no confusion on its interpretation. On this specific case, it can clearly be seen that the premium payment fig ures stated in the CBA may be reasonable understood to be based from 1999 premiums, effective on the stated date (January 1,2000).

Media Relations in the Social Media Age Assignment

Media Relations in the Social Media Age - Assignment Example Therefore, the report intends to develop an effective plan and implement the traditional and social media engagement activity for EH-SWZ-5000 during its forthcoming UK launch. In order to successfully launch EH-SWZ-5000 in the respective business market, the development of proactive media relation opportunities would primarily focus on three major aims in line with the conventional and social media across the market. Firstly, the report devises a brief and creative outline regarding the media opportunities for the launch day of the product. The second aim of the report is to plan an effective outline through incorporating the essential elements including the core story, key messages of the product along with its target audiences and media in the respective business location. And, the third aim of the report is to create three major supporting resources for the proposed launch campaign of EH-SWZ-5000 in the UK market. With regard to the proposed plan for EH-SWZ-5000 home cinema projector during its forthcoming UK launch, the creative media opportunities would be considered in accordance with efficacy along with their capability of demonstrating the product in the respective business market. The stages to be implemented for EH-SWZ-5000 in the UK electronics market at the product launch day will focus on three major media opportunities including press conference, photocall and positioning through news release. Firstly, a press conference would be conducted through involving diverse media channels such as print, electronic and online networks. The press conference for EH-SWZ-5000 will focus on conveying essential information to the media channels and networks regarding the features, effectiveness, price and availability of products in different outlets to the media. Secondly, the photocall strategy would be organized through involving local media while inaugurating EH-SWZ-5000 in the UK

Elegy Written in a Country Churchyard by Thomas Gray Essay Example for Free

Elegy Written in a Country Churchyard by Thomas Gray Essay Thomas Gray’s poem, Elegy Written in a Country Churchyard, was first published in 1751. Gray’s idea of rustic life as describe in this poem is agrarian and devoted to the land. He talks of the plow turning the sod and of the sickle mowing down the grain. He mentions the plowmen driving their team of draught animals from the fields. He tells of straw sheds and of people awaking to the crow of the rooster.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray uses the metaphor of sleep to describe death. He says that those asleep no longer hear the voices of children or the touch and the kisses of those loved ones. He describes death as lending a cold ear and those dead as no longer hearing a call to honor nor does it hear any words of flattery.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray comments on the deaths of the rich and powerful, saying that those dead are no better off than the poor dead rustics. He says that the fact that the rich man’s bones are in some fine urn does not allow him to enjoy his mansion any more than the farmer enjoys the humble earth in which his bones are placed.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray takes on the issue of class as a rhetorical device to get his point across that the rewards for both are equal and that death is a leveler of the playing field. He impresses upon the reader the fact that in the humble churchyard may lie the remains of a life that had potential for greatness. He says that many sweet blossoms bloom, live and crumble to dust unseen and unknown by anyone.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I were to be lying in the graveyard of the country church I would like to have Gray say of me that I was a friend of heaven, of course, and that I saw and enjoyed the dawns of my days and lived my life to the fullest. Now that I am dead left me sleep in peace and forgive and forget the frailties I displayed on earth.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Works Cited   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Gray, T.   Elegy Written in a Country Churchyard 1751

Racial Discrimination :: essays research papers

Racial Discrimination "KAFFIR". When you see or hear this word, what runs through your mind? Do you picture a man with skin the color of the midnight sky, do you see him bending his muscular body down to the dry earth to pick cotton from thorn-ridden plants? Can you feel the heat of the sun beating down on his charred back? Perhaps you can even taste the beads of sweat swelling from his forehead and arms. Or maybe you are more inclined to visualize a dark-skinned woman with creases in her forehead made by many years of hard work and endless worrying. You watch her as she puts the breakfast dishes on the table and addresses her owners with a "yes sah" or "yes ma'am". There is nobody to cater to her needs. She spends each day taking care of everyone but herself. Pain. Sorrow. Anguish. Agony. Is this what comes to your mind when you hear the word "KAFFIR"? Well, it shouldn't because the word "kaffir" has nothing to do with the color of your skin. The word "kaffir" is just that; a word. It is a term that sprouted out of ignorance and continues to be used to this day exclusively by ignorant people. A kaffir isn't a slang term for an African; it is a word that describes the person that uses it. This type of person is one who feeds his ego by dehumanizing those around him when he feels they are not equal to him. He may regard those of different races or nationalities as "bad" or "dirty" because they do not have the same skin color as he does or they may cherish beliefs that are contrary to the ones by which he lives his life. These qualities describe the man who tells his son that it is okay to make fun of people who are different because differences are bad. A child who is repeatedly told such things will believe them because "mom and dad never lie". This idea, inculcated in them as children, is like a grain of sand caught in the clutches of an oyster. It eats away at their minds until it becomes part of them. Instead of forming into a pearl, it creates a whole new individual that is as ignorant as the parents who raised him. And so this vicious cycle of ignorance continues. Children need to be taught from infancy that people of other races and nationalities are human too. They think like the rest of us. They have feelings, hopes, and aspirations. They are intelligent.

Wisdom: Question and H. Norman Wright

Wisdom Khaled Sabri Instructor Curtis Jones Christian Excellence March 18, 2013 Wisdom Wisdom is the practical translation and application of the word of God to everyday life. It is an integration of knowledge, experience, and deep understanding that incorporates tolerance for the uncertainties of life as well as its ups and downs. There's an awareness of how things play out over time, and it confers a sense of balance. There are four components to wisdom: (1) Words from the wise, (2) Asking wisely, (3) being a person of understanding and (4) showing a little kindness. Beginning with words from the wise; H.Norman Wright states in his book â€Å"How to get Along with Almost Anyone† that; â€Å"The words you use connect you to other people. But how are you connected: by a cord that binds you together or a barrier which keeps you at a distance? † Wright provides us with an example of real life describing the experience at the Department of Motor Vehicles: â€Å"Youâ€℠¢ll have to get in the other line. Didn’t you read the instructions? Or You’ll have to come back Monday Morning. When we use the word you as a part of an order or command, we usually end up punching someone’s resistance button†. Asking wisely connects with the words we use. H.Norman Wright states in his book â€Å"How to get Along with Almost Anyone† that; â€Å"Questions are an important part of human interaction. Some people use questions to deepen and enrich their relationships. But many people use questions to pry, maneuver, gain advantage, attack, trap, setup, or break down the defenses of the others. † We need to ask questions open ended as opposed to closed. A good example is â€Å"How do you like the restaurant? † as opposed to â€Å"Isn’t this restaurant awful? † One allows the other person to state their own thoughts and perspective while the other closes the other person out and just shows your own viewpoint.Th e third component is that we need to be a person of understanding. We need to understand where the other person is coming from and be able to put the attention on them and not just on ourselves. H. Norman Wright states in his book â€Å"How to get Along with Almost Anyone† that; â€Å"The major characteristic of a person of understanding is revealed in Proverbs 14:29: He who is slow to anger has great understanding, but he who is hasty of spirit exposes and exalts his folly†. The Fourth component is that we also need to show a little kindness . We all know what it feels like to be taken for granted.H. Norman Wright states; â€Å"Do you know what it feels to be taken for granted? you continue to give of yourself over a period of time and yet there is no response to, or recognition for, your efforts. Even we should be able to give freely and lovingly without expecting anything in return, most people respond well when their efforts are acknowledged†(Wright, H. N. , 1989) A little kindness can take you a long way in our path to getting along with others. These four components of wisdom are all steps in better ways to get along with others.By better understanding each other, and by possessing wisdom, you will be able to have better relationships with the people around you. The component that I feel is most applicable to me is asking wisely. A lot people have problems with this issue and it makes hard to respond to their words. By giving me your opinion other than asking me a simple question sometimes makes me feels oblige to answer the question the same way you want, thus depriving me from the right to say my honest opinion. Let’s go back to the example provided earlier, if you said: â€Å"Isn’t this restaurant awful? I feel I have no place to state my opinion or tell you exactly how I feel. In summary, understanding that true wisdom is understanding and following the Word of God can take you a long was in getting along with othe rs. It is a two part system; translation and application. It is important to understand the Word of God; and it is equally important to apply it to our daily lives. References H. Norman Wright (1989). How To Get Along With Almost Anyone. Nashville, Tennessee: Royal Publishers Inc. Sackett Christopher (January, 22, 2013). Wisdom. Examiner. com retrieved march 17th, 2013 from http://www. examiner. com/article/wisdom-3

Athens And Spart Ancient Greece - 902 Words

Kristy Roeder Professor Reams History 1 9 October 2014 Athens and Sparta, two rivals of ancient Greece that made the most noise and gave us the most traditions. Though they were close together on a map, they were far apart in what they valued and also how they lived their lives. Spartan and Athenian society were very different in many parts. The differences are what set these two apart, and the things they shared in common are what unified them as Greek city-states. Sparta and Athens shared similarities and differences in their systems of government, military, judgment and views of their women. In addition to this, the social gatherings of Athenians and Spartans that were also similar and different. Both Athens and Sparta had an Assembly, the members were elected by the people. Sparta who was ruled by two kings, the Agiads and Eurypontids, these two kings who mainly served as generals and high priest. Though they had no real power, they were known for their great influences. They ruled until they died or were forced out of office. Athens was ruled by archons, who were elected annually, severed originally for life, then they served for ten years and eventually only served for just one year. Upon leaving office, they became members of the council of the Areopgaus. Thus, because both parts of Athens government had leaders who were elected, Athens is said to have been the origin of democracy, whereas Sparta was a military oligarchy. Both Athens and Sparta developed theirShow MoreRelatedThe City States of Spart and Athens in Ancient Greece Essay756 Words   |  4 PagesAround the year 500 BCE many poleis existed in ancient Greece. Two of the main poleis, or city states in Greece, were Sparta and Athens. Although both of the city states were located in the same area of the world; they had different ways of living. Sparta and Athens had many differences in how they ran their city states. There were many political, economic, and social differences between the two city states. Sparta and Athens may have had their differences but they fought side by side against the