Howard Zinn s Development Of Slavery - 1574 Words

From the 17th to the 19th century, Europeans enslaved African people and forced them to perform exhausting labor. In A People’s History of the United States, Howard Zinn described the development of slavery by stating the contributing factors. For instance, settlers coming from Europe would station in Africa to force Africans to go to America and work on the colonists’ plantations. African slaves were brought to the North American colony of Jamestown, Virginia in 1619 to aid in the production of such lucrative crops as tobacco. In addition to being plantation workers, slaves would also work in the houses of their owners as butlers, cooks, and nurses for children. Furthermore, slaves were taken away, against their will, from their families, homes and countries. The conditions that they were expected to endure during the journey in the Middle Passage were horrendous. However, beginning around the 1860’s many people, blacks and whites included, worked to undermine a nd abolish slavery. They did so because slavery was inhumane and a crime against humanity. Efforts to undermine slavery were not limited to only blacks, as both blacks and whites contributed to the movements undermining and, eventually, abolishing slavery. This collaboration shows that even with ongoing oppression and discrimination, humans are capable of empathy and compassion, and are able to motivate themselves to take actions against the dehumanizing of others. Through songs, defiance, running away, and revoltingShow MoreRelatedHoward Zinn s Development Of Slavery1363 Words   |  6 PagesFrom the 17th to the 19th century, Europeans expedited African people to perform exhausting labor, thus restricting their freedom. In a People’s History of the United States, Howard Zinn described the development of slavery by stating the contributing factors. For instance, European settlers coming from Europe and Spain would station at Africa to force Africans to return to America and work on plantations. African slaves were brought to the North American colony of Jamestown, Virginia, in 1619, toRead MoreThe Racial Contract And Sexual Contract Affect Poverty1495 Words   |  6 PagesEven now women are still struggling against that old fashion mentality that they are inferior, unequal to men. How do the racial contract and sexual contract affect poverty? Using Howard Zinn or other class readings, provide specific examples of what Mill calls: An expropriation contract An exploitation or slavery contract a domination or colonial contract Some ways that the racial contract affect poverty is the ?color-coded distribution of wealth?.1 Most of the worlds wealth is controlled by whitesRead MoreThe American Revolution And American War Of Independence1379 Words   |  6 Pagesthe war can be interestingly explained by Zinn from the chapter Tyranny Is Tyranny in A People’s History of The United States: 1â€Å"Around 1776, certain important people in the English colonies made a discovery that would prove enormously useful for the next two hundred years. 2They found that by creating a nation, a symbol, a legal unity called the United States, they could take over land, profits, and political power from favorites of the British Empire† (Zinn). Indeed, the American Revolution left aRead MoreExploring Howard Zinns Life 1575 Words   |  6 PagesThis paper explores Howard Zinn’s life as an influential historian and public intellectual. It argues for his critical, singular position as an academic who left a mar k on generations of Americans as well as international persons by guiding us all to critically view various institutions and structures of power, particularly in the realm of government. By looking at four major aspects of his life, as radical historian, civil rights crusader, anti-war activist, and labor rights activist, the paperRead More The Development of Racism Essay1259 Words   |  6 PagesThe Development of Racism Slaverys twin legacies to the present are the social and economic inferiority it conferred upon blacks and the cultural racism it instilled in whites. Both continue to haunt our society. Therefore, treating slaverys enduring legacy is necessarily controversial. Unlike slavery, racism is not over yet. (Loewen 143) Racism can be defined as any set of beliefs, which classifies humanity into distinct collectives, defined in terms of natural and/or cultural attributesRead MoreAnalysis Of Howard Zinn s Indians History Of The Us And Larry Schweikart s, Patriots1516 Words   |  7 PagesHistory 2112 Critical Analysis Paper #1 Dr. Pitts James Hamby Monday-Wednesday 8:30pm Patriot’s vs. People’s Howard Zinn’s, Peoples’ History of the US and Larry Schweikart’s, Patriots’ History of the US are two analytical views on history that most people would consider politically conflicting. Zinn’s Marxist book was widely praised by liberal activist and Schweikart’s book is greatly publicized by conservatives like Rush Limbaugh and Glenn Beck. These two widely known historians turned theirRead MoreThe Social, Cultural, and Economic Impact of Transatlantic Slave Trade714 Words   |  3 PagesIncentives for Slavery Genery and Hogendorn (1974) proposed that the unlimited supply of land in the Americas demanded an unlimited supply of labor to maximize profits. Indentured servants from Europe were too few in number to exploit the amount of land available for development. Native Americans had been decimated by disease, massacre, and displacement and the few remaining were often hostile to the idea living as slaves (Zinn, 1999). Karl Marx captured the economics of slavery in brutal termsRead MoreAnalysis Of Zinn s The Battle Of The Underdog Essay1394 Words   |  6 Pagesrather than from the point of view of historians or politicians. Zinn s main purpose for writing his book is...not to be on the side of the executioners, but to shed light on the side of the various people and cultures who were ignored or deleted from history lessons. In other words, Zinn wants to tell the story of the underdog, the men and women who have been hidden in between the spoken and written words of others. According to Zinn, other books portray Columbus as almost a holy character who wasRead More Oppression and Class warfare Exposed in Dr. Howard Zinn’s A People’s History of the United States2112 Words   |  9 Pages Dr. Howard Zinn’s A People’s History of the United States might be better titled A Proletarian’s History of the United States. In the first three chapters Zinn looks at not only the history of the conquerors, rulers, and leaders; but also the history of the enslaved, the oppressed, and the led. Like any American History book covering the time period of 1492 until the early 1760’s, A People’s History tells the story of the â€Å"discovery† of America, early colonization by European Read MoreU.s Market Expansion Of The United States Essay1322 Words   |  6 Pagesthe novel A People’s History of the United States, 1492-Present by Howard Zinn, â€Å"between the American Revolution and the Civil War, so many elements of American society were changing-the growth of population, the movement westward, the development of the factory system, expansion of political rights for white men, educational growth to match the new economic needs-that changes were bound to take place in the situation of women† (Zinn, 101). In other words, every American’s life was impacted by the

The Media Of The Oil Spill Of 2010 From China, The United...

Modern culture thrives on news media as our primary source of information, but this creates an information overload from all of the various perspectives in coverage. Media coverage is essential is our development and understanding of international affairs. Therefore, the biases in coverage can have drastic effects in our interpretation of world’s news. Countries tend to present their news in a way that favors them and their governmental responses, but coverage of other nations can be telling of their relations. The use of word choice, tone, and even selective use of quotes can have drastic effects on people’s perceptions of the information from the media. This can be observed in the media analysis of the Xingang Port oil spill of 2010 through news sources from China, the United States, and Ireland. While some nuances of American news media still portray competition between the United States and China, the portrayal of the oil spill proves that both countries are working toward improving relations with each other. The relationship between China and United States previous to the spill was pretty stable in regards to oil and energy. But the United States was feeling increasingly frustrated with the Chinese trade policy as they refused to revalue the Yuan. In 2010, China was both the second largest consumer and the second largest importer of crude oil behind the United States (Hays). China had begun collecting oil for its national oil reserve in 2004 and most of this oil isShow MoreRelatedInternational Management67196 Words   |  269 PagesCompanies, Inc., including, but not limited to, in any network or other electronic storage or transmission, or broadcast for distance learning. 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Second Foundation 7. Arcadia Free Essays

DARELL, ARKADY novelist, born 11, 5, 362 F.E., died 1, 7, 443 F. We will write a custom essay sample on Second Foundation 7. Arcadia or any similar topic only for you Order Now E. Although primarily a writer of fiction, Arkady Darell is best known for her biography of her grandmother, Bayta Darell. Based on first-hand information, it has for centuries served as a primary source of information concerning the Mule and his times†¦ Like â€Å"Unkeyed Memories†, her novel â€Å"Time and Time and Over† is a stirring reflection of the brilliant Kalganian society of the early Interregnum, based, it is said, on a visit to Kalgan in her youth†¦ Encyclopedia Galactica Arcadia Darell declaimed firmly into the mouthpiece of her transcriber: â€Å"The Future of Seldon’s Plan, by A. Darell† and then thought darkly that some day when she was a great writer, she would write all her masterpieces under the pseudonym of Arkady. Just Arkady. No last name at all. â€Å"A. Darell† would be just the sort of thing that she would have to put on all her themes for her class in Composition and Rhetoric – so tasteless. All the other kids had to do it, too, except for Olynthus Dam, because the class laughed so when he did it the first time, And â€Å"Arcadia† was a little girls name, wished on her because her great-grandmother had been called that; her parents just had no imagination at all. Now that she was two days past fourteen, you’d think they’d recognize the simple fact of adulthood and call her Arkady. Her lips tightened as she thought of her father looking up from his book-viewer just long enough to say, â€Å"But if you’re going to pretend you’re nineteen, Arcadia, what will you do when you’re twenty-five and all the boys think you’re thirty?† From where she sprawled across the arms and into the hollow of her own special armchair, she could see the mirror on her dresser. Her foot was a little in the way because her house slipper kept twirling about her big toe, so she pulled it in and sat up with an unnatural straightness to her neck that she felt sure, somehow, lengthened it a full two inches into slim regality. For a moment, she considered her face thoughtfully – too fat. She opened her jaws half an inch behind closed lips, and caught the resultant trace of unnatural gauntness at every angle. She licked her lips with a quick touch of tongue and let them pout a bit in moist softness. Then she let her eyelids droop in a weary, worldly way- Oh, golly if only her cheeks weren’t that silly pink. She tried putting her fingers to the outer corners of her eye and tilting the lids a bit to get that mysterious exotic languor of the women of the inner star systems, but her hands were in the way and she couldn’t see her face very well. Then she lifted her chin, caught herself at a half-profile, and with her eyes a little strained from looking out the comer and her neck muscles faintly aching, she said, in a voice one octave below its natural pitch, â€Å"Really, father, if you think it makes a particle of difference to me what some silly old boys think you just-â€Å" And then she remembered that she still had the transmitter open in her hand and said, drearily, â€Å"Oh, golly,† and shut it off. The faintly violet paper with the peach margin line on the left had upon it the following: â€Å"THE FUTURE OF SELDON’S PLAN† â€Å"Really, father, if you think it makes a particle of difference to me what some silly old boys think you just â€Å"Oh, golly.† She pulled the sheet out of the machine with annoyance and another clicked neatly into place. But her face smoothed out of its vexation, nevertheless, and her wide, little mouth stretched into a self-satisfied smile. She sniffed at the paper delicately. just right. Just that proper touch of elegance and charm. And the penmanship was just the last word. The machine had been delivered two days ago on her first adult birthday. She had said, â€Å"But father, everybody – just everybody in the class who has the slightest pretensions to being anybody has one. Nobody but some old drips would use hand machines-â€Å" The salesman had said, â€Å"There is no other model as compact on the one hand and as adaptable on the other. It will spell and punctuate correctly according to the sense of the sentence. Naturally, it is a great aid to education since it encourages the user to employ careful enunciation and breathing in order to make sure of the correct spelling, to say nothing of demanding a proper and elegant delivery for correct punctuation.† Even then her father had tried to get one geared for type-print as if she were some dried-up, old-maid teacher. But when it was delivered, it was the model she wanted – obtained perhaps with a little more wail and sniffle than quite went with the adulthood of fourteen – and copy was turned out in a charming and entirely feminine handwriting, with the most beautifully graceful capitals anyone ever saw. Even the phrase, â€Å"Oh, golly.† somehow breathed glamour when the Transcriber was done with it. But just the same she had to get it right, so she sat up straight in her chair, placed her first draft before her in businesslike fashion, and began again, crisply and clearly; her abdomen flat, her chest lifted, and her breathing carefully controlled. She intoned, with dramatic fervor: â€Å"The Future of Seldon’s Plan. â€Å"The Foundation’s past history is, I am sure, well-known to all of us who have had the good fortune to be educated in our planet’s efficient and well-staffed school system. (There! That would start things off right with Miss Erlking, that mean old hag.) That past history is largely the past history of the great Plan of Hari Seldon. The two are one. But the question in the mind of most people today is whether this Plan will continue in all its great wisdom, or whether it will be fully destroyed, or, perhaps, has been so destroyed already. â€Å"To understand this, it may be best to pass quickly over some of the highlights of the Plan as it has been revealed to humanity thus far. (This part was easy because she had taken Modern History the semester before.) â€Å"In the days, nearly four centuries ago, when the First Galactic Empire was decaying into the paralysis that preceded final death, one man – the great Hari Seldon – foresaw the approaching end. Through the science of psychohistory, the intrissacies of whose mathematics has long since been forgotten, (She paused in a trifle of doubt. She was sure that â€Å"intricacies† was pronounced with soft c’s but the spelling didn’t look right. Oh, well, the machine couldn’t very well be wrong-) he and the men who worked with him are able to foretell the course of the great social and economic currents sweeping the Galaxy at the time. It was possible for them to realize that, left to itself, the Empire would break up, and that thereafter there would be at least thirty thousand years of anarchic chaos prior to the establishment of a new Empire. â€Å"It was too late to prevent the great Fall, but it was still possible, at least, to cut short the intermediate period of chaos. The Plan was, therefore, evolved whereby only a single millennium would separate the Second Empire from the First. We are completing the fourth century of that millennium, and many generations of men have lived and died while the Plan has continued its inexorable workings. â€Å"Hari Seldon established two Foundations at the opposite ends of the Galaxy, in a manner and under such circumstances as would yield the best mathematical solution for his psychohistorical problem. In one of these, our Foundation, established here on Terminus, there was concentrated the physical science of the Empire, and through the possession of that science, the Foundation was able to withstand the attacks of the barbarous kingdoms which had broken away and become independent, out at the hinge of the Empire. â€Å"The Foundation, indeed, was able to conquer in its turn these short-lived kingdoms by means of the leadership of a series of wise and heroic men like Salvor Hardin and Hober Mallow who were able to interpret the Plan intelligently and to guide our land through its (She had written â€Å"intricacies† here also, but decided not to risk it a second time.) complications. All our planets still revere their memories although centuries have passed. â€Å"Eventually, the Foundation established a commercial system which controlled a large portion of the Siwennian and Anacreonian sectors of the Galaxy, and even defeated the remnants of the old Empire under its last great general, Bel Riose. It seemed that nothing could now stop the workings of Seldon’s plan. Every crisis that Seldon had planned had come at its appropriate time and had been solved, and with each solution the Foundation had taken another giant stride toward Second Empire and peace. â€Å"And then, (Her breath came short at this point, and she hissed the word, between her teeth, but the Transmitter simply wrote them calmly and gracefully.) with the last remnants of the dead First Empire gone and with only ineffectual warlords ruling over the splinters and remnants of the decayed colossus, (She got that phrase out of a thriller on the video last week, but old Miss Erlking never listened to anything but symphonies and lectures, so she’d never know.) there came the Mule. â€Å"This strange man was not allowed for in the Plan. He was a mutant, whose birth could not have been predicted. He had strange and mysterious power of controlling and manipulating human emotions and in this manner could bend all men to his will. With breath-taking swiftness, he became a conqueror and Empire-builder, until, finally, he even defeated the Foundation itself. â€Å"Yet he never obtained universal dominion, since in his first overpowering lunge he was stopped by the wisdom and daring of a great woman (Now there was that old problem again. Father would insist that she never bring up the fact that she was the grandchild of Bayta Darell. Everyone knew it and Bayta was just about the greatest woman there ever was and she had stopped the Mule singlehanded.) in a manner the true story of which is known in its entirety to very few. (There! If she had to read it to the class, that last could he said in a dark voice, and someone would be sure to ask what the true story was, and then – well, and then she couldn’t help tell the truth if they asked her, could she? In her mind, she was already wordlessly whizzing through a hurt and eloquent explanation to a stern and questioning paternal parent.) â€Å"After five years of restricted rule, another change took place, the reasons for which are not known, and the Mule abandoned all plans for further conquest. His last five years were those of an enlightened despot. â€Å"It is said by some that the change in the Mule was brought about by the intervention of the Second Foundation. However, no man has ever discovered the exact location of this other Foundation, nor knows its exact function, so that theory remains unproven. â€Å"A whole generation has passed since the death of the Mule. What of the future, then, now that he has come and gone? He interrupted Seldon’s Plan and seemed to have burst it to fragments, yet as soon as he died, the Foundation rose again, like a nova from the dead ashes of a dying star. (She had made that up herself.) Once again, the planet Terminus houses the center of a commercial federation almost as great and as rich as before the conquest, and even more peaceful and democratic. â€Å"Is this planned? Is Seldon’s great dream still alive, and will a Second Galactic Empire yet be formed six hundred years from now? I, myself, believe so, because (This was the important part. Miss Erlking always had those large, ugly red-pencil scrawls that went: ‘But this is only descriptive. What are your personal reactions? Think! Express yourself! Penetrate your own soul!’ Penetrate your own soul. A lot she knew about souls, with her lemon face that never smiled in its life-) never at any time has the political situation been so favorable. The old Empire is completely dead and the period of the Mule’s rule put an end to the era of warlords that preceded him. Most of the surrounding portions of the Galaxy are civilized and peaceful. â€Å"Moreover the internal health of the Foundation is better than ever before. The despotic times of the pre-Conquest hereditary mayors have given way to the democratic elections of early times. There are no longer dissident worlds of independent Traders; no longer the injustices and dislocations that accompanied accumulations of great wealth in the hands of a few. â€Å"There is no reason, therefore, to fear failure, unless it is true that the Second Foundation itself presents a danger. Those who think so have no evidence to back their claim, but merely vague fears and superstitions. I think that our confidence in ourselves, in our nation, and in Hari Seldon’s great Plan should drive from our hearts and minds all uncertainties and (Hm-m-m. This was awfully corny, but something like this was expected at the end.) so I say-â€Å" That is as far as â€Å"The Future of Seldon’s Plan† got, at that moment, because there was the gentlest little tap on the window, and when Arcadia shot up to a balance on one arm of the chair, she found herself confronted by a smiling face beyond the glass, its even symmetry of feature interestingly accentuated by the short, vertical fine of a finger before its lips. With the slight pause necessary to assume an attitude of bepuzzlement, Arcadia dismounted from the armchair, walked to the couch that fronted the wide window that held the apparition and, kneeling upon it, stared out thoughtfully. The smile upon the man’s face faded quickly. While the fingers of one hand tightened whitely upon the sill, the other made a quick gesture. Arcadia obeyed calmly, and closed the latch that moved the lower third of the window smoothly into its socket in the wall, allowing the warm spring air to interfere with the conditioning within. â€Å"You can’t get in,† she said, with comfortable smugness. â€Å"The windows are all screened, and keyed only to people who belong here. If you come in, all sorts of alarms will break loose.† A pause, then she added, â€Å"You look sort of silly balancing on that ledge underneath the window. If you’re not careful, you’ll fall and break your neck and a lot of valuable flowers.† â€Å"In that case,† said the man at the window, who had been thinking that very thing – with a slightly different arrangement of adjectives- â€Å"will you shut off the screen and let me in?† â€Å"No use in doing that'† said Arcadia. â€Å"You’re probably thinking of a different house, because I’m not the kind of girl who lets strange men into their†¦ her bedroom this time of night.† Her eyes, as she said it, took on a heavy-lidded sultriness – or an unreasonable facsimile thereof. All traces of humor whatever had disappeared from the young stranger’s face. He muttered, â€Å"This is Dr. Darell’s house, isn’t it?† â€Å"Why should I tell you?† â€Å"Oh, Galaxy- Good-by-â€Å" â€Å"If you jump off, young man, I will personally give the alarm.† (This was intended as a refined and sophisticated thrust of irony, since to Arcadia’s enlightened eyes, the intruder was an obviously mature thirty, at least – quite elderly, in fact.) Quite a pause. Then, tightly, he said, â€Å"Well, now, look here, girlie, if you don’t want me to stay, and don’t want me to go, what do you want me to do?† â€Å"You can come in, I suppose. Dr. Darell does live here. I’ll shut off the screen now.† Warily, after a searching look, the young man poked his hand through the window, then hunched himself up and through it. He brushed at his knees with an angry, slapping gesture, and lifted a reddened face at her. â€Å"You’re quite sure that your character and reputation won’t suffer when they find me here, are you?† â€Å"Not as much as yours would, because just as soon as I hear footsteps outside, I’ll just shout and yell and say you forced your way in here.† â€Å"Yes?† he replied with heavy courtesy, â€Å"And how do you intend to explain the shut-off protective screen?† â€Å"Poof! That would be easy. There wasn’t any there in the first place.† The man’s eyes were wide with chagrin. â€Å"That was a bluff? How old are you, kid?† â€Å"I consider that a very impertinent question, young man. And I am not accustomed to being addressed as ‘kid.'† â€Å"I don’t wonder. You’re probably the Mule’s grandmother in disguise. Do you mind if I leave now before you arrange a lynching party with myself as star performer?† â€Å"You had better not leave – because my father’s expecting you.† The man’s look became a wary one, again. An eyebrow shot up as he said, lightly, â€Å"Oh? Anyone with your father?’ â€Å"No.† â€Å"Anyone called on him lately?’ â€Å"Only tradespeople – and you.† â€Å"Anything unusual happen at all?† â€Å"Only you.† â€Å"Forget me, will you? No, don’t forget me. Tell me, how did you know your father was expecting me?† â€Å"Oh, that was easy. Last week, he received a Personal Capsule, keyed to him personally, with a self-oxidizing message, you know. He threw the capsule shell into the Trash Disinto, and yesterday, he gave Poli – that’s our maid, you see – a month’s vacation so she could visit her sister in Terminus City, and this afternoon, he made up the bed in the spare room. So I knew he expected somebody that I wasn’t supposed to know anything about. Usually, he tells me everything.† â€Å"Really! I’m surprised he has to. I should think you’d know everything before he tells you.† ‘I usually do.† Then she laughed. She was beginning to feel very much at ease. The visitor was elderly, but very distinguished-looking with curly brown hair and very blue eyes. Maybe she could meet somebody like that again, sometimes, when she was old herself. â€Å"And just how,† he asked, â€Å"did you know it was I he expected.† â€Å"Well, who else could it be? He was expecting somebody in so secrety a way, if you know what I mean – and then you come gumping around trying to sneak through windows, instead of walking through the front door, the way you would if you had any sense.† She remembered a favorite line, and used it promptly. â€Å"Men are so stupid!† â€Å"Pretty stuck on yourself, aren’t you, kid? I mean, Miss. You could be wrong, you know. What if I told you that all this is a mystery to me and that as far as I know, your father is expecting someone else, not me.† â€Å"Oh, I don’t think so. I didn’t ask you to come in, until after I saw you drop your briefcase.† â€Å"My what?† â€Å"Your briefcase, young man. I’m not blind. You didn’t drop it by accident, because you looked down first, so as to make sure it would land right. Then you must have realized it would land just under the hedges and wouldn’t be seen, so you dropped it and didn’t look down afterwards. Now since you came to the window instead of the front door, it must mean that you were a little afraid to trust yourself in the house before investigating the place. And after you had a little trouble with me, you took care of your briefcase before taking care of yourself, which means that you consider whatever your briefcase has in it to be more valuable than your own safety, and that means that as long as you’re in here and the briefcase is out there and we know that it’s out there, you’re probably pretty helpless.† She paused for a much-needed breath, and the man said, grittily, â€Å"Except that I think I’ll choke you just about medium dead and get out of here, with the briefcase.† â€Å"Except, young man, that I happen to have a baseball bat under my bed, which I can reach in two seconds from where I’m sitting, and I’m very strong for a girl.† Impasse. Finally, with a strained courtesy, the â€Å"young man† said, â€Å"Shall I introduce myself, since we’re being so chummy. I’m Pelleas Anthor. And your name?† â€Å"I’m Arca- Arkady Darell. Pleased to meet you.† â€Å"And now Arkady, would you be a good little girl and call your father?† Arcadia bridled. â€Å"I’m not a little girl. I think you’re very rude – especially when you’re asking a favor.† Pelleas Anthor sighed. â€Å"Very well. Would you be a good, kind, dear, little old lady, just chock full of lavender, and call your father?† â€Å"That’s not what I meant either, but I’ll call him. Only not so I’ll take my eyes off you, young man.† And she stamped on the floor. There came the sound of hurrying footsteps in the hall, and the door was flung open. â€Å"Arcadia-† There was a tiny explosion of exhaled air, and Dr. Darell said, â€Å"Who are you, sir?† Pelleas sprang to his feet in what was quite obviously relief. â€Å"Dr. Toran Darell? I am Pelleas Anthor. You’ve received word about me, I think. At least, your daughter says you have.† â€Å"My daughter says I have?† He bent a frowning glance at her which caromed harmlessly off the wide-eyed and impenetrable web of innocence with which she met the accusation. Dr. Darell said, finally: â€Å"I have been expecting you. Would you mind coming down with me, please?† And he stopped as his eye caught a flicker of motion, which Arcadia caught simultaneously. She scrambled toward her Transcriber, but it was quite useless, since her father was standing right next to it. He said, sweetly, â€Å"You’ve left it going all this time, Arcadia.† â€Å"Father,† she squeaked, in real anguish, â€Å"it is very ungentlemanly to read another person’s private correspondence, especially when it’s talking correspondence.† â€Å"Ah,† said her father, â€Å"but ‘talking correspondence’ with a strange man in your bedroom! As a father, Arcadia, I must protect you against evil.† â€Å"Oh, golly – it was nothing like that.† Pelleas laughed suddenly, â€Å"Oh, but it was, Dr. Darell. The young lady was going to accuse me of all sorts of things, and I must insist that you read it, if only to clear my name.† â€Å"Oh-† Arcadia held back her tears with an effort. Her own father didn’t even trust her. And that darned Transcriber- If that silly fool hadn’t come gooping at the window, and making her forget to turn it off. And now her father would be making long, gentle speeches about what young ladies aren’t supposed to do. There just wasn’t anything they were supposed to do, it looked like, except choke and die, maybe. â€Å"Arcadia,† said her father, gently, â€Å"it strikes me that a young lady-â€Å" She knew it. She knew it. â€Å"-should not be quite so impertinent to men older than she is.† â€Å"Well, what did he want to come peeping around my window for? A young lady has a right to privacy- Now I’ll have to do my whole darned composition over.† â€Å"It’s not up to you to question his propriety in coming to your window. You should simply not have let him in. You should have called me instantly – especially if you thought I was expecting him.† She said, peevishly, â€Å"It’s just as well if you didn’t see him – stupid thing. Hell give the whole thing away if he keeps on going to windows, instead of doors.† â€Å"Arcadia, nobody wants your opinion on matters you know nothing of.† â€Å"I do, too. It’s the Second Foundation, that’s what it is.† There was a silence. Even Arcadia felt a little nervous stirring in her abdomen. Dr. Darell said, softly, â€Å"Where have you heard this?† â€Å"Nowheres, but what else is there to be so secret about? And you don’t have to worry that I’ll tell anyone.† â€Å"Mr. Anthor,† said Dr. Darell, â€Å"I must apologize for all this.† â€Å"Oh, that’s all right,† came Anthor’s rather hollow response. â€Å"It’s not your fault if she’s sold herself to the forces of darkness. But do you mind if I ask her a question before we go. Miss Arcadia-â€Å" â€Å"What do you want?† â€Å"Why do you think it is stupid to go to windows instead of to doors?† â€Å"Because you advertise what you’re trying to hide, silly. If I have a secret, I don’t put tape over my mouth and let everyone know I have a secret. I talk just as much as usual, only about something else. Didn’t you ever read any of the sayings of Salvor Hardin? He was our first Mayor, you know.† â€Å"Yes, I know.† â€Å"Well, he used to say that only a lie*** that wasn’t ashamed of itself could possibly succeed. He also said that nothing had to be true, but everything had to sound true. Well, when you come in through a window, it’s a lie that’s ashamed of itself and it doesn’t sound true.† â€Å"Then what would you have done?† â€Å"If I had wanted to see my father on top secret business, I would have made his acquaintance openly and seen him about all sorts of strictly legitimate things. And then when everyone knew all about you and connected you with my father as a matter of course, you could be as top secret as you want and nobody would ever think of questioning it.† Anthor looked at the girl strangely, then at Dr. Darell. He said, â€Å"Let’s go. I have a briefcase I want to pick up in the garden. Wait! Just one last question. Arcadia, you don’t really have a baseball bat under your bed, do you?† â€Å"No! I don’t.† â€Å"Hah. I didn’t think so.† Dr. Darell stopped at the door. â€Å"Arcadia,† he said, â€Å"when you rewrite your composition on the Seldon Plan, don’t be unnecessarily mysterious about your grandmother. There is no necessity to mention that part at all.† He and Pelleas descended the stairs in silence. Then the visitor asked in a strained voice, â€Å"Do you mind, sir? How old is she?† â€Å"Fourteen, day before yesterday.† â€Å"Fourteen? Great Galaxy- Tell me, has she ever said she expects to marry some day?† â€Å"No, she hasn’t. Not to me.† Well, if she ever does, shoot him. The one she’s going to marry, I mean.† He stared earnestly into the older man’s eyes. â€Å"I’m serious. Life could hold no greater horror than living with what she’ll be like when she’s twenty. I don’t mean to offend you, of course.† â€Å"You don’t offend me. I think I know what you mean.† Upstairs, the object of their tender analyses faced the Transcriber with revolted weariness and said, dully: â€Å"Thefutureofseldonsplan.† The Transcriber with infinite aplomb, translated that into elegantly, complicated script capitals as: â€Å"The Future of Seldon’s Plan.† How to cite Second Foundation 7. Arcadia, Essay examples

Different Leadership Skills-Free-Samples-Myassignmenthelp.com

Question: Discuss What makes a good leader? Answer: Introduction Everybody has a different opinion on the word leadership because some individuals might consider an individual as their leader who has the capability of driving away the problem is, issues difficulties and a few individuals might consider anybody as a leader who is having a charisma or who is capable of showing them the dreams of a great future (Kantharia, 2012). Similarly many people consider a person to be a leader if he is capable of making them grow by creating wise strategies for them etc. Therefore there are different ideas of a leader but there is one thing which is same in all the perspective i.e. people consider anybody to be a leader if that person appears to them as best of the best individuals (Tight, 2010). Nobody would consider an individual to be the leader who doesn't possess any knowledge of demands and desires of his team are who is not capable of bearing hardships etc. (Charteris-Black, 2007). What makes a good leader? As per my opinion, a good leader has to be one who is able to communicate and collaborate, along with inspiring individuals for working to attain the desired objectives (Wheatley, 2009). Leaders have to work closely with other people, listen to their concerns and collaborate with them so that there is a resolution and desirable outcome achieved. Therefore a leader has to be easily accessible so that anybody can reach out to him for solutions, whenever there is any kind of problem (Sadler, 2013).Leading a set of individuals needs a shared sense of trust and understanding among the leader and the team members. Being an initial step on the way to that target, leaders must be trained to connect (Price, 2004). The leader has to process one more quality which is the abilityof identifyingthe appropriate talent in the team, grooming the capabilities and skills and building successful teams. One of the examples of such capabilities is when a company is goingthrough anychange or a merger and there is a task of integrating the team (Charteris-Black, 2007).These teammembers usually have different work experiences and technical backgrounds and they might be sitting across different time zones. So in this casethe leader has to identify the strengths of every new member and assess how his capabilities, skills and qualities can match up with the team. The leader has to carry out different discussions and identify their skill sets and interests (Bhatti et al., 2012).There has to be some strategymade orassignment of work has to be done in such a manner that people are able to pick up the new skills with their work and there can be cross-training within the teams. This way integration of team can be han dled rightly by their leader and the major role of the leader is to motivate the team members and keep them informed along with the provision of support (Deschamps, 2005). The biggest drawback in the leaderis whenhe is being deceitful all makes false promises and skews the facts and information. This way a leader can lose the trust of people (Board Leadership, 2011). A good leader must be capable of communicating factually and setting the practical goals so that his team is inspired. There has been a continuous debate which can be observed in different literature and professional practices, or if the leaders are created or are born (Burns, 2012). This debate is focused on the basis that these traits which form a leader to be successful can't be taught. These skills mightinvolve motivation, great looking ethics and ambition (Johnson, Smith and Strutt, 2006). There is a perception in different literature that these skills are inherited in people who come up as leaders in the places of work. However thetraits or skills related to ambition, working ethics and motivation are not easily measured by themselves (Topalian, 2012). One example of a leader might be of Adolf Hitler who utilised basic leadership practices of transformation and followership. He could be considered as a great leader by his success of rebuilding Germany post World War I (Fitch, 2015). However after the consideration given to his total work, many of the individuals consider him to be a mark off in sult to the profession of leadership. He can be considered as a dictator but not a leader. This comes with the fact that leaders have to be ethical and moral actors. A good leader is one who is ready to serve others, selfless, humble, vice, form and processes different great qualities. There are various characteristics and skills of a great leader but a single person can't possess them all.Leadership is a trait that requires strong mind with the capability to make firm decisions (Decker, 2009). It can also be said that anybody who is capable of satisfying the basic psychological desires of his followers can also be termed as a successful leader. Leadership is the trait which can't be taken from any other person rather it can be attained through self determination of an individual. It can be best described as the personality of the extremely highest capability in terms of thinking, ruling, innovating, influencing, motivating, imagining etc. (Business analysis training helps leaders achieve an enterprise-wide perspective, 2010). The leaders can be categorised as per their work practices. For instance people linked with politics are considered to be political leaders and the leaders who are part of Armed Forces are considered to be leaders of their respective areas. Leadership is significant quality which is needed by political leaders and also by the Armed Forces because they are the ones who keep the country secured and therefore they should be capable of utilising their power and must be attentive all the time (Jillett, 2000). Another quality which is highly important for the leader is alertness and intelligence. The leader has to be alert all the time so that any fraudulent activity or wrongdoing doesn't impact him. By use of alertness and intelligence, leaders can control any difficult situation easily (Verstraeten, 2008). The leaders have to be impartial, positive and action oriented. In case of any partial for any follower, the leader loses trust and confidence of others. It is the duty of a leader to motivate and increase the standards of every follower and not only some of them. A leader has to be an optimistic person with positive attitude and he must not have negative thinking or any plans which reflect negativity. One person who shows negative behaviour can never become a leader. The leader has to be very courageous and he must show his spirits for facing the issues and resolving those rather than putting blames on others or embarrassing others (Rettberg, 2016). For being successful and attain heights, one must avoid being coward, resentment and must become bold, action-oriented and idealistic (Hakimi, Van Knippenberg and Giessner, 2010).A good leader possesses all these attributes. Rather than turning out to be a boss for the followers on the group members, a great leader is always ready to ass ist them by his experiences and help them in changing their minds and motives towards positivism. There are different traits that define a great leadership. The leader has a skill to influence, motivate individuals so that they carry out tasks in such a manner that there able to attain a common goal. Effective leaders have to perform in a ceaseless manner and communicate with individuals for motivating them efficiently. The trait theories put stress on different attributes and dates of the leaders which bring efficiency. However the trait theories were not able to set up the traits which are mutual to each leader. Every leader has different characteristics and as per this theory there are specific characteristics which might be helpful for leaders to be more effective, like charisma, knowledge, trust, confidence etc. depending totally on these traits might not always be useful for motivating the team members in retaining the stated objectives. The other set of leadership theories are behavioral theories which are useful in identifying particular behaviors of leaders that can be helpful in being successful. The leaders might show people-oriented or task-oriented attitude and might take decisions on different styles like authoritarian, laissez faire or, democratic styles. But these theories also ignore the situation aspects and environmental aspects therefore contingency theories are preferred. Contingency theories showed that the fitness of leadership is linked with interplaying of different attitudes, traits, behaviors and environmental factors. Therefore these are the best theories which can be applied to different situations. As per the situation model it is suggested that leadership style must be as per the maturity level of the team members. Therefore the later is free to choose any of the styles from telling, selling, participation, delegating. This different style is very because when the leader has to deal with new entrants in the business then they prefer to apply the telling style and informed them rightly what has to be done and how it is to be done. The leader would also need to apply the delegating approach when he interacts with the team members. Path-Goal model shows that a leader can influence the performance and motivation of the group by providing with the rewards for attaining the performance objectives and making clear path with the removal of any hindrances. Similarly when the leader practices his leadership with knowledge workers then transformational leadership style is the best approach where in the followers and leaders can take one another to the next level of motivating and attacks The leader I could be By carrying out different online tests for revealing the effectiveness as leader, I could assist that there are different rates which leaders need. There are two major areas of personal development which can help in making a great leader which are positive attitude and self-confidence. X in case one is optimistic and has purchase an attitude then he is capable of making the best from all situations and he can easily motivate others to perform at their best. Similarly a self-confident leader is one who can inspire others. I can be self-confident by mastering Key skills and situations and my understanding that one can bring more value by working. One of the best approaches for improving the confidence is to be aware of everything that one has already attained.] Similarly a positive frame of mind is also linked with great leadership. It is important that there is a strong sense of balance Developed and recognised which helps in recognising the issues and hindrances and helps in dealing with the issues in a positive way. The people who are positive in nature have a realistic approach towards different situations and they are ready to bring changes for overcoming issues. I can be a great leader by using stress management techniques, relaxation and exercising therapies which are useful for getting rid of negative feelings. Also, it is the utilisation of the emotional intelligence that is "soft skills", "character" and "communication skills". By emotional intelligence the better understanding of a particular type of human talent is provided and it is the capacity of recognising the feelings of the individual and of other people. It assists in managing the emotions for creating strong relations. I also undertook the VARK test which provided with an insight into the predisposition for a specific learning style. There are different learning styles which dominate an individual and there are different styles which are tertiary, secondary or least preferred ones. Since the learning styles change with time, therefore this test can be undertaken on a regular basis because it shows a personal self-assessment of liked learning mortality. Looking at this kind of test and I could see that most of the team members prefer visual learning and others preferred Kinaesthetic learning thus the leadership approach has to be changed as per the situation. For becoming a great later I have to keep in mind that my actions always set the tone for whatever it issuitableattribute at the place of work. I have to always show directions which I prefer my team to replicate. I was so set of rules for behaviourand expectationsfor the way in which the team members must behave at the workplace. There are various actions which are not tolerated at the workplace. In myopinionthe best approach of encouraging this particular set of actions is to rightly show these behaviours Meissen Being humble is also one of thekeywhere the credit of successful projects is shared with theteam members. In case of any mistake, I usually admit to the same and in case there is a need for apologising then the same can be done. By such admittance of mistakes, and the workers generally feel safe when they have to admit their faults ratherthenusing any "blame game court. By the acceptance that individuals can be at fault, there can be a great atmosphere created at the workplace. For practising effective communication I can let my teamtoknow that they are open to discuss the workplace problems with me and forthisI need to be approachable. It is important that team members are given attention and I keep an open mind while listening to them. It is necessary that the conversation is kept confidential therefore trust can be built in this manner. It is also important that the staff members are aware of the expectations of the leader and the misunderstandings are quickly addressed. To decrease the misunderstandings it is important that there is effective communication and whatever has been discussed is email to the team member, if needed. Confidentleader is one who knows that there is always additional to be learnt and who seeks advice from anybody who is more experienced. It is important that the leader takes feedback from the team members, mentor and peer group. Looking at the different leadership stories, I could be a situational leadership because I feel that it is important to act as per the situations and one approach or style is not suitable to all circumstances. Each leader hasparticularstyle of dealing with individuals. Therefore it is important that I take help of my mentor is in identifying the strengths and weaknesses and get feedback from the team membersashow they live my management style. Since a single style cannot be applied to differentsituations thereforeI can take a lookondifferent leaders of the past and the causes of their success or failure. It is important that the leadership style doesn't need to be same as any previous leader of the business rather it should be the real one. Autocratic style is something that I would not like to be because I don't want to be control freak and being disliked by the subordinates. The autocratic leadership style can be highly useful in case of crisis especially in the need of fast decisions. It is also useful in case of routine processes and jobs that require unskilled workers (Blank, 2011). This leadership style is not my preferred style because it suppresses the creativity and permits the leader in excessive control and abusive of the power. I would rather prefer the bureaucratic style where I would follow the principles and useful for dealing with highly technical workers. This find leadership would be useful in preventing any kind of conflict in ideas with the team members since only the documented principles and rules have to be followed. However this style should not be uploaded every time because the creativity and innovation might get suppressed (Axelrod and Coyle, 2011). Laissez Faire style is better than the previous two sides because in this I would be able to love my subordinates to work on their own and there can be some recommendations provided with the information regarding the deadlines to be achieved. This kind of leadership would be effective when the workers are highly capable and great experience in data. This way the workers and teammates would be capable of doing the task on their own. In case the workers and on skilled and experienced then this styles would not be suitable. The most suitable style is the democratic approach which permits the perfect balance of authority of the later and involvement of team members. This is a collaborative style where in the leaders and teammates work together towards accomplishment of the predefined goals. It is the responsibility of a leader to make sure that the team members stay motivated and the business goals are achieved. For this it is important to Study the place of her and assess which kind of leadership style is most appropriate so that everybody works at the optimal level (Axelrod and Coyle, 2011). There's further to leadership than possessing a high-ranking designation and being in charge of a team. The managers might be authorized to tell individuals what to do, however if a manager is an ineffective leader, he won't be capable of guiding and motivating his team to achieve business objectives (Ingham and Feldman, 2009). The most excellent leaders correspond frequently and are clear in delivery of thoughts. The most excellent leaders also adapt communications to best suit the circumstances and the receiver. This means they take the time to understand which communication style is favoured by every team member (e.g. are they a manuscript individual, email, telephone, or personal communicator?) Moreover theyre good listeners and genuinely pay attention to other individuals (Singh, 2015). Conclusion Ultimately, a superior leader has to be devoted to his group members and practices. This consecutively, will lead to a feeling of assurance amongst the followers. Having trust in self capabilities and the people around him/her, the leader gets inspired and motivates other people in the process too. With a high level of understanding one might embark on a personal development plan for moving toward the objective of being an exceptional leader by building up some of the average strengths to the uppermost levels (Osborne, 2010.). It is important for the leaders to initiate to form a personal development plan with the clear goal of becoming a superior leader. But without any plan, one is dependent on fortune and situation to make oneself more efficient. References Axelrod, W. and Coyle, J. (2011). Make talent your business.Leader to Leader, 2011(62), pp.11-16. Bhatti, N., Maitlo, G., Shaikh, N., Hashmi, M. and Shaikh, F. (2012). The Impact of Autocratic and Democratic Leadership Style on Job Satisfaction.International Business Research, 5(2). Blank, W. (2011).The 108 skills of natural born leaders. New York: AMACOM. Board Leadership. (2011).Board Leadership, 2001(58), pp.1-8. Burns, J. (2012).Leadership. New York, NY: Open Road Integrated Media. Business analysis training helps leaders achieve an enterprise-wide perspective. (2010).Leader to Leader, 2010(58), pp.63-64. Charteris-Black, J. (2007).The communication of leadership. London: Routledge. Decker, B. (2009).Communication skills for leaders. [United States]: Axzo Press. Deschamps, J. (2005). Different leadership skills for different innovation strategies.Strategy Leadership, 33(5), pp.31-38. Fitch, B. (2015). Conflict Management: Strategies and Skills for Law Enforcement Leaders.Law Enforcement Executive Forum, 15(3). Hakimi, N., Van Knippenberg, D. and Giessner, S. (2010). Leader Empowering Behaviour: The Leader's Perspective.British Journal of Management, 21(3), pp.701-716. Ingham, J. and Feldman, L. (2009).Contemporary American business leaders. New York: Greenwood Press. Jillett, R. (2000).Business leader briefings. Harlow: Longman. Johnson, C., Smith, T. and Strutt, P. (2006).Market leader. Harlow: Longman. Kantharia, B. (2012). Servant Leadership: An Imperative Leadership Style for Leader Managers.SSRN Electronic Journal. Osborne, C. (2010.).Leadership. Price, L. (2004). Individual Differences in Learning: Cognitive control, cognitive style, and learning style.Educational Psychology, 24(5), pp.681-698. Rettberg, A. (2016). Need, creed, and greed: Understanding why business leaders focus on issues of peace.Business Horizons, 59(5), pp.481-492. Sadler, P. (2013).Leadership. London: Kogan Page Ltd. Singh, P. (2015). Leaders Lacking Emotional Intelligence: Towards A Theory Of Tobephobic Leaders.Journal of Applied Business Research (JABR), 31(3), p.1179. Tight, D. (2010). Perceptual Learning Style Matching and L2 Vocabulary Acquisition.Language Learning, 60(4), pp.792-833. Topalian, A. (2012). Frontline Roles for Design Leaders in the Multiverses of Business.Design Management Journal, 7(1), pp.29-39. Verstraeten, J. (2008). From Business Ethics to the Vocation of Business Leaders to Humanize the World of Business.Business Ethics: A European Review, 7(2), pp.111-124. Wheatley, M. (2009). When complex systems fail: New roles for leaders.Leader to Leader, 1999(11), pp.28-34.

ACT Sample Questions Every Question Type Explained

ACT Sample Questions Every Question Type Explained SAT / ACT Prep Online Guides and Tips The ACT is daunting. It just is. One of the most intimidating things about it is the average student's initial uncertainty as to what types of questions are going to be asked:Will it test vocabulary? What's tested on the science section? How many formulas do I need to memorize?The best way to clear up the confusion is to look at some ACT sample questions, so you can get a sense ofwhat to expect on test day. As you are most likely aware, there are five sectionson the ACT- English, Math, Reading, Science, and Writing- each of whichhas its own types of questions. In this article, I'll guide you through every type of question you're going to encounter in each of these areas and offer some tips on preparing for them. Why Do I Need to Know All the ACT Question Types? Good question! Well, a big part of being prepared for the ACT is knowing what to expect when you open that test booklet. Increased familiarity with the material will ease your mind as the big day approaches and inform your study habits. Why waste time preparing for a task that doesn't appear on the exam? Instead, you should focus your energy on drilling the types of questions that actually matter. Imagine a vocab quiz.How would you study if you knew you'd be asked to... List the words from memory? Define each word, using a word bank? Use each word in an original sentence? Obviously, your approach would be very different given each scenario. And so it should be! Now, onward, to exploreofficial ACTsample questions. Vocab quizzes: the result of an unholy union between Scrabble and alphabet soup. Sample ACT English Questions All seventy-five English questions are multiple choice. They are all situated within the context of five, fifteen-question passages: no sentence stands in isolation. Most questions require you to determinewhich version of an underlined word or phrase is the best, but some ask about the author's intentions. There are two major categories of questions in the English section. Usage and mechanics - punctuation, sentence structure, and grammar and usage Rhetorical skills - style, organization, and strategy Usage and Mechanics Punctuation questions test your understanding of commas, apostrophes, colons, semicolons, em-dashes, periods, question marks, and exclamation points. Grammar and usage questions test your sense of grammatical agreement, verb use, pronoun use, comparative and superlative modifiers, and idioms. Sentence structure questions test your skill with dependent clause placement; run-ons, fused sentences, and comma splices; fragments; misplaced modifiers; and shifts in tense, voice, person, and number. Rhetorical Skills Writing strategy questions test your recognition of the author's choices and strategies - when and why might an editor add, delete, or modify a given statement? Organization questions test your knowledge of the best order and coherence of ideas as well as your ability to craft skillful introductions, transitions, and conclusions. Style questions test your discernment of tone, clarity, and economy (not using words that you don't need). For a more in-depth discussion of all of these skills, I heartily recommend our complete guide to ACT grammar and our analysis of which rules are most crucial to master. If you want a more detailed explanation of some of the terms and categories I threw around in this section, check out our article on what ACT English really tests- practically speaking. Don't forget our ultimate guide if there's anything else you want to examine in more depth! Math All sixty math questions are multiple choice and have five possible answers. Questions get progressively more challenging throughout the section. This is a general trend, not an exact science. In other words, question 1may not be the single easiest problem, and question 60may not be the single hardest problem, but question 60will be orders of magnitude harder than question 1. As far as content is concerned, the ACT aims to test the following topics: Pre-algebra (14 questions, or 23% of the section) Elementary algebra (10 questions, or 17% of the section) Intermediate algebra (9 questions, or 15% of the section) Coordinate geometry (9 questions, or 15% of the section) Plane geometry (14 questions, or 23% of the section) Trigonometry (4 questions, or 7% of the section) If you want to review any particular topics within these arenas, definitely consult our many guides on subjects from basic integer theory to dealing with functions. The six content areas above can be tested in three different ways: General math questions Math questions in settings Question sets I'm always making my calculator angry. I know exactly which buttons to push. General Math Questions These questions canbe basic in style or more complex. Basic math problems are straightforward: they may test difficult topics, but they're concise and don't give you anyunnecessary information. What you see is what you get. Answers are numeric in nature. The more complex questions shake things up a little bit. Some include too much or too little information. Answers may be numeric, or they may appear as expressions, equations, or statements. There may be figures or diagrams to analyze. As you can see, this is kind of a catch-all category including a range of questions with no other well-defined characteristics. Math Questions in Settings These are what we often refer to as word problems or story problems. They typically describe an everyday situation, and the equation isn't set up for you: you need to convertthe circumstances described into a math problem. Question Sets These are simply groups of questions that relate back to the same set of information:a paragraph, a diagram, or another scenario.These problems are easy to recognize, since they're always preceded by a box that explains how many problems are part of the set. This is yet another reason to read instructions carefully; skimming through the math section is a sure-fire way to miss these cues! For more info on ACT math questions, check out our ultimate guide to ACT math. Reading There are ten questions dedicated to each of the four segments of this test. Each segment consists of one long passage or one pair of shorter passages. All forty questions are multiple choice. There are four genres of literature that will appear on the ACT, always in the following order: Prose fiction:Typically a short story or an excerpt from a novel, prose fiction includes a narrated series of events or a progressive revelation of character. Social studies:Texts within this category discuss anything from anthropology and biography to psychology and sociology- any "soft" science or study of human phenomena. These passages present information gatheredvia rigorous research. Humanities:These texts can draw on arts of any flavor, ethics and philosophy, or personal reflections. The focus is on describing and analyzingarts and ideas. Natural science:This kind of text is rooted in any of the "hard" sciences- biology, chemistry, physics, etc. The aim is simply to explore a significant scientific topic. You'll be asked to complete the following types of questions: Detail Main idea Compare and contrast Inference Cause and effect Vocab-in-context Author intent and tone This cactus has clearly had too much caffeine. I'm never thisexcited to be reading the dictionary! Detail Questions The questions ask you to find information in the passage. For example, in the following question, you need to find a specific detail that was explained in the passage. The question states that it wants one data point that was "described in the passage". Main Idea Questions This type requires you to examine passages globally to determine main ideas. The following question refers to the passage "as a whole" and ask that you characterize its entire arc. We might suppose that the answer is never explicitly stated but derives from the sum of the article's many parts. Compare and Contrast Questions These are exactly what they sound like: you'll need to compare and contrast information given in a single long passage or in the two shorterpaired passages. For instance, the following question asks you to find what's similar across two short passages. (Note, though, that it could just as easily have asked for the primary difference between them.) Inference Questions These are the trickiest type of reading question: they ask you to identify the logicunderlying a claimor extend the implication of a statement. For instance, in the following question, you're asked to describe what the author "implies" about what people "commonly assume." Cause and Effect Questions These are specific type of inference question that require you to analyzecause and effect and sequences of events. You should understand what happened when and which event caused what. The following question asks about why the trap-jaw ant has developed the characteristics it possesses today: i.e. what happened originally to cause this new development in turn. Vocab-in-Context Questions These questions point you towards a specific instance of aword or phrase within the text, then ask you to offer a rough definition based on its use in context. Author Intent and Tone Questions For these, you'll be asked to draw conclusions about the author's voice and method. You should be able to explain the author's view of and attitude towards the topic, and you should also be able to identify why the author made certain salient choices. For instance, the following questions asks about the "author's attitude" and offers various descriptions of possible view points in the answer choices. For good, solid advice on how to attack ACT reading, check outour ultimate guide to the subject. Science The science section consists of seven passages, with forty multiple-choice questions. (Technically,there could be more or fewer passages, but there are almost always seven.) There are four categories of passages, content-wise: Biology:cellular biology, botany, zoology, microbiology, ecology, or genetics Chemistry:properties of matter, pH, kinetics and equilibria, thermochemistry, organic chemistry, biochemistry, or nuclear chemistry Physics:mechanics, thermodynamics, electromagnetism, fluids, solids, and optics Earth/space:geology, meteorology, oceanography, astronomy, and thermodynamics There are also three different passage formats, which I'll explore further below: Data representation Research summaries Conflicting viewpoints Fortunately, you will not be asked to spell deoxyribonucleic acid. Data Representation These passages contain a short introductory paragraph and a fewcharts, graphs, and diagrams. They look like something you might find in a science journal or textbook explaining a naturalphenomenon. You'll be asked to interpret charts and tables, read graphs, evaluate scatterplots, and analyze information in diagrams. Research Summaries These passages describe scientific studies. Generally speaking, you'll see two or three experiments per passage. The design, procedures, and results will all be set down for you. Graphs and tables are likely to be featured, but not guaranteed. You'll be asked to understand, evaluate, and interpret the design and procedures, and analyzethe results of the studies. Conflicting viewpoints This type of passage summarizes atleast two alternative theories, hypotheses, or scientific viewpoints. Each will be based on different premises or a set of incomplete data, and they will be inconsistent with each other. You'll be asked to understand, analyze, evaluate, compare, and contrast several theories, hypotheses, and viewpoints. Don't stop exploring science there! Take a moment to exploreour ultimate guide to this portion of the ACT. You won't actually need all four pencils on test day. Writing The ACT essay is a whole different ballgame from what it used to be.The new, enhanced essay presents you with a summary of some controversial issue and three different perspectives on that issue. You're expected to evaluate and analyze the perspectives; state and develop your own perspective, which may align with any one of the other three or none at all; and explain the relationship between your perspective and the three given. You have forty minutes to plan and write a relevant essay. I urge you to read about the specific types of prompts you're likely to encounter and how to nail this task with a perfect score. What's Next? Now that you know what you've seen every type of sample ACT question and know what you'llencounter on the test, it's time to think about learning some new strategies. Consider this list of 21 tips everyone could use, or these 15 tips designed to boost that score. Also consider picking up one of these ten highly recommended books to help you prepare for the test. If you've already settled on using the official guide, read how to use that tool to its greatest advanatage. Of course, you'll want to augment any book(s) with some of these wonderful websites! Rather than diving right into diverse resources with no sense of where you're headed, though, do make sure you take time to assemble a study plan, whether you're a sophomore or junior, a rising senior, or just really pressed for time. Also be thinking about what you really want out of the ACT. Read about what score you need to get where you want to go, and read about what a good ACT score really means. Finally, consider adding a program with PrepScholar to your study plans. PrepScholar will help you focus in on the exact types of questions that challenge you the most so that your studying is as effective as possible. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Rositas Day of the Dead essays

Rositas Day of the Dead essays This was an entertaining performance; it sent a real message under the guise of a humorous diversion from reality into the perceived (or believed?) world of the previously living, otherwise known as calacas, or the bony ones. The main character Rosita is originally from Mexico; she has since moved far from her birthplace and her family, not as far geographically, but certainly worlds away emotionally. As the story opens, we hear a calaca say levantase! We then see calacas coming from every direction into Rositas kitchen; lively music plays as they seem to discover that they can touch solid objects without passing through them. Some carry suitcases; one sits down and drinks a cup of coffee, another seems fascinated with a sugar dispenser. As sunlight comes, they quickly scurry away, out of sight. Now, as at other times, one is a little slower than the others and narrowly escapes discovery. We get a taste of Rositas sassy side when she greets the customer from Clovis, who becomes part of the audience, thus signifying, in my view, that the character is not as significant as the reason why she is there (Was this really an actor, or merely a patron of the theatre, tapped to be our customer because of the seat she chose?): Rosita tells her story to the customer, the story of her day of the dead. Of course, the story would not be complete without snippets of background, which she provides to the customer, and thus, to the audience. Marisabel, Rositas granddaughter, bounds in with the revelation that she has spoken to her dead grandmother; Rosita doesnt really seem to believe her until Marisabel speaks her grandmothers name. It is then that the series of strange happenings is revealed to us: the nail shop, the travel agency, the produce delivery person, and the trip to the afterlife Mictlan. ...

White River Massacre Essay Example | Topics and Well Written Essays - 500 words

White River Massacre - Essay Example At the same time, White settlers were complaining about Utes for their excessive hunting activities. Meeker got frustrated when Utes refused to follow his order asking them to plow their race track into a farm land. Meeker sought military help from Colorado Governor Frederick Pitkin so as to protect him and his men from the Utes. His request was soon complied with and Major Thornburgh marched with 200 soldiers toward the White River Agency at the distance of 150 miles; however, the troops were first noticed by Utes during their hunting trip. Utes considered this march an invasion on them and asked Meeker to stop their arrival immediately. Meeker agreed and requested Thornburgh that better he keep his battalion outside the Ute reservation territory and only five of them accompany him for a dialogue with Utes representatives (Peters, Mike). Though Thornburgh agreed on this initially but for some reason began entering into Milk Creek. Thornburgh made a grave mistake of crossing Milk Creek and entering into Ute territory, maybe he perhaps assumed that his path would not get blocked. Thornburgh’s entry into Utes territory ignited the conflict between Utes and Whites that finally culminated into a full-fledged war. The battle began in the morning of September 29 1879 and escalated soon that triggered infamous White River Massacre (Peters, Mike). After finishing the dinner of the day Arvilla, the wife of Meeker, was washing dishes when she heard the gun shots. Perhaps Utes heard about the battle at Milk Creek and assumed that troops were marching ahead to kill or push them off the reservation area. Meeker and nine other white men were massacred methodically. Nathan Meeker was fired on the head. Utes hatred against whites was on high pitch on those days and that was evident from the heinous incident of a metal piece pierced into Meeker’s mouth (Peters, Mike). Arvilla, her daughter and one of her companion fled from

Impact of Social Media in International Marketing Research Paper

Impact of Social Media in International Marketing - Research Paper Example This essay declares that the emergence of the social media has had a powerful impact on enterprises. In the coming years, social media has the potential to change the landscape of the business environment and the way organizations conduct their business operations. Companies will have to alter the way they conduct business in order to fully take advantage of the opportunities presented by the emergence of social media. Companies that quickly understand the changes brought about by social media on customer value and customer engagement will be in a good position to realize optimum benefits from the use of social media. This paper stresses that the emergence of new technologies, such as the worldwide web, mobile devices and digital television has created a number of opportunities for businesses to produce and market innovative goods and services. It has also helped customers to get increased value for their money. Traditional marketing approaches limit the number of customers a company can reach to hundreds, thousands or even tens of thousands. These marketing techniques also require a lot of time, effort and cost. In sharp contrast, a business today through the use of computers and the Internet can reach millions of customers with minimal effort and cost. China has gone beyond the United States in terms of the leading country that has the maximum number of Internet users. Asia Pacific will have more than 500 million of the Internet population. In terms of the world Internet population, the percentage of users in the Latin American and South Pacific regions will increase and that of North America an d Europe will decrease even though the actual numbers will continue to increase (Luukka). Social media allows

Vehicle Car service models for DMS Essay Example | Topics and Well Written Essays - 2500 words

Vehicle Car service models for DMS - Essay Example This use case has presented the main business operations performed all through the business. In this use case it is outlined how car servicing business will perform different operations. These operations include the appointment taking, servicing and payment. In this overall system working and handling we need to take different decision and assessment for giving appointment and dealing payments. These use case will offer a better insight into different business operations while development. In this diagram the main procedure and flow of business operations are shown. These diagrams have elaborated the main sequence of operations and procedures that have been performed through the overall business processes regarding the car servicing. This is a decision and action based approach that demonstrates the overall behaviors of the business dealing and operational handling. 1- In this BPMN diagrams for the business use cases I have presented the same scenario of operations as presented in the use case diagram. Here I have outlined the main decision points and areas where we can take the decision before moving to the next level. In the vehicle servicing process the initial step or decision is taken on the basis that the customer is new or old. If customer is old one then we assign him log no and issues the appropriate appointment. In case of new customer we need to take his complete information and feed it into main database and then issue the log and registration number. Then we take the next decision regarding the available working slot. Means time slot for servicing the vehicle. In case of available slot we issue the appointment otherwise we issue next date or time. 2- The scenario is about the detailed analysis of vehicle servicing and estimation of the cost. When a car is serviced and some new components are added in this scenario a

Creating a conducive classroom Enviroment

Creating a conducive classroom Enviroment When I think of a conducive classroom, the first thing that comes to mind is the climate and atmosphere of the room. Is the room inviting? Is the environment set up in such a way that everyone has access to everything in the room? Does the teacher come off as a warm, caring person? In a conducive classroom, it is the teachers role to create such an environment that children can and will succeed regardless of their educational background, their cultural background or even the language they speak. A teacher needs to establish an effective climate where she still maintains authority and organization, where there is mutual respect and good rapport between each other. As an educator of ELL students, the classroom needs to be a place that will influence the childs achievement and help boost their self-esteem, and have planned organized activities at their levels which can produce success. The ELL student can present many problems for a teacher in the classroom if the teacher is not prepare d to teach this type of population. ELL students often come to school with many disadvantages such as learning a new language, learning new content, cultural differences, socioeconomical issues and the list could go on. In his book, The Natural Approach: Language Acquisition in the Classroom, Stephen Krashen often speaks of the different levels for Language- Acquisition-sometimes referred to as The Natural Approach and how it is a natural process for students to learn the language. In fact, some say it is so natural that it requires very little education and planning on the teachers part, for an ELL student to learn a new language. I took this to mean, if you just put them amongst their peers the learning and language-acquisition will happen. But, as an educator for many years, I can honestly say, I have worked very hard to establish the best policies and practices for a successful conducive classroom. But even after many years of working with the ELL population, I can honestly say I can improve on different strategies that would not only make me a better teacher, but would also benefit my ELL students as well. Problems or issues in the classroom: Building Trust If I had to make any improvements working towards a conducive classroom for my ELL students, I would have to say I could work on establishing more trust from my students, and working on my routines in the classroom. Even though I try to establish a sense of trust with every student, sometimes you will not gain every ones trust in the room but a teacher must continue to try. That is why before the school year even begins, I try to get to know my students during the Meet the Teacher Day offered at our school the week prior to the first day of school. It is during this time I start to build trust. This gives us a chance to get to know one another and during this time, I start to get a feel for my students, their parents, and the family situation. From the minute I shake their hand at meet and greet, I try to make them feel as if we have been together an entire school year already. To help gain trust, I begin by letting them explore their classroom, choose what seat they would like, and I ask them a few questions about their likes and dislikes. I want my students to feel as though I care about them as a teacher and a friend. Even though I try to establish a student/teacher trust, a problem I have found over the years is that not all students feel they can trust a teacher or other adults because of their cultural upbringings. Even though I tell them they can come to me for anything, many are hesitate because they do not want to get a family member in trouble, and believe me, I can see how this affects their school work. So, my solution to the problem is to share personal stories that I think the students can relate to and then ask if anyone has had something similar happen to them. Sometimes it works and they trust in me, other times, they simply keep things inside. Another way I try to establish trust is by showing the student that I care and value their language and culture. I start doing this by pairing up a limited English speaking student with an English proficient student that will help them throughout the day or however long they need each other. Research has shown that when students can continue to learn in their own language the non proficient student will actually learn English faster (Cummins, 1991). That is why, as I am teaching my lessons, I will allow my students to speak to each other in their native tongue which helps the non proficient student understand what is being taught and what is expected of them. There is nothing worse than having new students get lost at the beginning of a school year, and then you will have lost them forever. Even though I try to establish trust in this manner, there are still times I may forget about the non proficient student and when I hear talking during a lesson, I sometimes get upset only to real ize they are translating for me. I feel that every teacher needs to get to know their students on a personal basis; they need to build trust and respect for each other. Teachers need to look beyond the students proficiency levels, their cultural backgrounds, their social-economical status, and remember they are people and we need to embrace our differences and teach them as we would any child. By building a relationship of mutual trust, a teacher can help relieve the anxiety many ELL students feel and therefore provide a conducive classroom that is beneficial to all. Research on Building Trust Maslow, (Maslow, 1968) discusses the basic strategies for safety and security for a new student. One of the very first things he says is that every new student should be assigned a personal buddy, preferably one who speaks the same language. This person would help the new student throughout the day to make sure he/she knows the routines and how to navigate around the school. Additional solutions include that of established routines. Research states if a classroom has routines in place, this can help to lower the ELL students anxiety and it helps them become a part of the classroom (Krashen Terrell 1983). Problems or issues in the classroom: Daily Routines Another issue I may face is trying to set-up the perfect routine. To me, there is nothing more conducive in a classroom that has structure that will promote student success. Structure and routines in a classroom can make all the difference in a successful or a non successful room. In the beginning of the year, I have simple routines that everyone, regardless if they speak English or not, can follow. The routines are so basic and they establish what is expected of each and every student. By having such a routine in place, any new student, ELL or otherwise, can come into the room and know what is expected of them after just 1 or 2 days. A well planned routine helps ease the expectations of many new comers. It does not require them to know English to begin fitting into the classroom. My routines also include how groups are made and organized. I have small groups for every subject area and the students know where they are assigned. Even though I like to think I have the perfect routine established, and my students know how to move from one routine to another, that is not always the case, because at a Title 1 school, I have found that routines are made to be broken, which is something I have to learn to deal with. At a Title 1 school on any given day, I receive numerous intercom interruptions from the office or other teachers asking for so and so to be sent to the Counselors office, or nurses office, or reading/writing lab, or my favorite, they are going home, could you make sure they have their homework. Call me old-school, but, I really like a structured classroom, so whenever I am interrupted it throws everything off. I found that I have to monitor and adjust my schedule on a daily basis, so you can imagine how my students feel when I say, OK we need to change this or that, it takes them a lot longer to adjust. So, I guess one problem I have when establishing a conducive classroom is how to deal with change on a daily basis and how to make the transitions easier for my students as not to disrupt the learning going on. Professional Research on Routines Establishing routines in the classroom is one of the easiest strategies to help ELL students lessen their stress and enjoy their days in schools. In their book, 50 Strategies for Teaching English Language Learners, (Herrell Jordan 2008), go so far as to walking a teacher through the process step by step on how to set up a classroom. Other research also mentions that ELL students need cooperative groupings to interact orally with their peers (ESL learners: a guide for classroom teachers). The guide goes on to say that structured learning groups have many positive outcomes in academic achievement, increase in communication skills, race relations, and social development. I am a firm believer in cooperative learning groups. There have been many times I have seen students teach other and explain things to each other, in only ways they understand. Where I am in producing a conducive learning environment As a veteran teacher of 15 plus years, I believe I already have a classroom that is conducive to the ELL student. To me, it takes many years to establish such a room where the ELL student can produce and become successful. I have implemented many strategies to help ensure the success of each and every one of my students. My classroom is arranged in such a way that students have access to everything they need from bilingual dictionaries, technology, manipulatives, realia, learning centers, and small groupings. I also differentiate instruction, have established routines and structure, I embrace and learn all about my students cultures, I create an environment that makes a child feel comfortable and one that helps to relieve all anxieties a child may feel when entering a strange new place. I instill a love of learning through motivation, hands-on activities, and positive feedback. I understand as an educator that every student has different needs, and the ELL population may have even mo re than your typical American student, but I do whatever I have to, to make sure they have everything they need and to make sure they are in a conducive environment that is task-oriented, engaging, and supportive so that they can and will be successful. References Cummins, J. (1991) Language Development and Academic Learning Cummins, J in Malave, L. and Duquette, G. Language, Culture and Cognition Clevedon: Multilingual Matters Herrell, A. L., Jordan, M. (2008). 50 strategies for teaching English Language Learners, 3rd ed. Upper Saddle River, NJ: Pearson Education, Inc. Krashen, S.D. Terrell, T.D. (1983). The natural approach: Language acquisition in the classroom. Oxford: Pergamon Press Maslow, A. H. (1968). Toward a psychology of being. New York: VanNostrand.

Narrator’s Use of Language and Memory in Faulkner’s The Unvanquished :: Faulkner’s The Unvanquished Essays

Narrator’s Use of Language and Memory in Faulkner’s The Unvanquished In the Unvanquished, a version of southern masculinity is developed through the narrator using dialect and the device, or should I say vice of memory. Fairly early in the novel, the reflective standpoint of the narrator becomes obvious, and a certain sense of â€Å"retelling† the story, not just telling it as it happened, prevails. This use of memory is not necessarily selective but it does show the processing of perceptions of the narrator’s childhood. As readers, we first get the sense that we are hearing the story from a much older Bayard when he drops comments like â€Å"I was just twelve then; I didn’t know triumph; I didn’t even know the word† (Unvanquished 5). If he was just twelve then, he could be just fifteen or sixteen when retelling this story, assuming the grandiosity that adolescence creates, leading to such thoughts as â€Å"I was just a kid then.† However, the second part of the statement reveals a much older and wiser voice, the voice of someone who has had time to think out such abstractions as triumph and failure. Furthermore, the almost obsessive description of the father in the first part of the novel seems like the narrator comes to terms, much later in life, with how he viewed his father as a man. â€Å"He was not big† (9) is repeated twice on the same page. He was short enough to have his sabre scrape the steps while ascending (10), yet he appeared large and in command, especially when on his horse (13). The shape and size of a man being an important part in defining masculinity, I think Baynard grappled with his father’s physical presence as well as his tenuous position as a leader in the Confederate Army. Other telling moments are on page 66 when Baynard postulates what a child can accept as true in such incredible situations and on page 95 with his declarations on the universality of war. (Possibly he is an old man now and has lived to see other wars.) Upon realizing the distance between the setting of the story and age of its narrator, the reader is forced to consider how memory and life itself have affected the storytelling. Another way to contemplate the development of masculinity, one that calls upon the southern gentleman to be well educated and verbose, is the use of dialect in the story.