Free Essays on Missullini And Fascism

Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. Fascism seeks to organize an organization led mass movement in an effort to capture the state power. The ideology of Fascism has been identified with totalitarianism, state terror, fanaticism, arranged violence, and blind obedience. Fascism is an authoritarian political movement that developed in Italy and other European countries after 1919 as a reaction against the profound political and social changes brought about from inflation, Benito Mussolini was the man who brought this ideology to Italy. Mussolini had been looking for the perfect opportunity to take complete control of the country and now was the time to do so. Mussolini said "Fascism, which was not afraid to call itself reactionary†¦does not hesitate to call itself illiberal and anti-liberal"Mussolini furthered his popularity by supporting eight hour days, elimination of class privileges, universal suffrage, and tax advantages.... Free Essays on Missullini And Fascism Free Essays on Missullini And Fascism Fascism is a form of counter-revolutionary politics that first arose in the early part of the twentieth-century in Europe. It was a response to the rapid social upheaval, the devastation of World War I, and the Bolshevik Revolution. Fascism is a philosophy or a system of government the advocates or exercises a dictatorship of the extreme right, typically through the merging of state and business leadership, together with an ideology of aggressive nationalism. Celebrating the nation or the race as an organic community surpassing all other loyalties. Fascism seeks to organize an organization led mass movement in an effort to capture the state power. The ideology of Fascism has been identified with totalitarianism, state terror, fanaticism, arranged violence, and blind obedience. Fascism is an authoritarian political movement that developed in Italy and other European countries after 1919 as a reaction against the profound political and social changes brought about from inflation, Benito Mussolini was the man who brought this ideology to Italy. Mussolini had been looking for the perfect opportunity to take complete control of the country and now was the time to do so. Mussolini said "Fascism, which was not afraid to call itself reactionary†¦does not hesitate to call itself illiberal and anti-liberal"Mussolini furthered his popularity by supporting eight hour days, elimination of class privileges, universal suffrage, and tax advantages....

Function Questions on SAT Reading Strategies and Practice

Function Questions on SAT Reading Strategies and Practice SAT / ACT Prep Online Guides and Tips Function questions (also sometimes known as â€Å"meaning in context† questions) make up 17% of all passage-based reading questions, or about 12% of all SAT Critical Reading questions (based on my survey of the four publicly available post-2005 SATs). Answering function questions requires the ability to step back from the text and judge the effect of a phrase in a certain place (as opposed to little picture and vocab in context questions, which are just concerned with meaning). So how are function questions asked on the SAT, and what strategies can you use to answer them? Read on to find out. Note: The advice in this article is still relevant for the new SAT (March 2016 and beyond), but some of the examples have not yet been updated. Feature image credit: What's Your Function In Life? by bixentro, used under CC BY 2.0/Cropped from original. What Are Function Questions? Function questions ask what a phrase, sentence, paragraph does in the context of a passage. They are often framed as â€Å"The author wrote [this thing] in order to..." Answering these questions can be tricky, because the wording of function questions often makes it seem as if they're asking â€Å"Why did the author do this thing?† Invariably, unless you are the author, your first response will probably be along the lines of "How should I know? I can't read the author's mind!"A better way to approach function questions is to rephrase them from "The author uses the phrase "The Great Old Ones" multiple times in order to..." to something more like â€Å"What effect does mentioning "The Old Ones" multiple times have in the context of [the lines, paragraph, or passage]?† A label sometimes given to function questions is "meaning in context" questions, which I find to be a little too imprecise: the questions are asking about the EFFECT of a phrase in context, not what the phrase means (which would be an inference question). Let's say that I lived in a city that got over 100 inches of snow last winter, and just as I finished clearing snow out of the gutters, it started snowing again, prompting me to sing (sarcastically) "It's the most wonderful time of the year" as I smiled through gritted teeth. The MEANING of the words "most wonderful" in this context would be "worst" (as in "It's the worst time of the year"); the FUNCTION of the words "most wonderful" would be "to suggest that the speaker actually feels the opposite is true." Just as with primary purpose questions, function questions usually have answer choices that are in the form of â€Å"verb a noun† (as in "add gravitas to the mythology" or "convey the passing of time"); the main difference between the two is that function questions ask about relatively small amounts of text (phrases or lines), as opposed to the entire paragraphs covered in big picture questions. In fact, having a good understanding of the big picture/main point of a passage can often assist you in answering function questions. Consider this example: you're asked "The phraseâ€Å"the life-or-death cycle of espionage and counterespionage† primarily serves to..." If you know that the main point is, for instance, about deep sea life, you’re unlikely to assume the phrase â€Å"the life-or-death cycle of espionage and counterespionage† promotes the idea that all underwater creatures are potential spies for other countries. Instead, it's far more likely that the function of the statement is to support the idea that in dangerous environments like the deep ocean, species are constantly evolving to win the fight for survival. Here are a few examples of the most common ways you’ll see function questions presented in the SAT (adapted from actual SAT questions): â€Å"The primary purpose of the statements in lines 36-42 (â€Å"Like†¦from the deep†) is to†¦Ã¢â‚¬  â€Å"In lines 58-73, the description of the ocean floor primarily serves to†¦Ã¢â‚¬  â€Å"The author invokes â€Å"Cthulhu the destroyer† chiefly in order to†¦Ã¢â‚¬  â€Å"The author uses spy imagery in lines 84-85 in order to†¦Ã¢â‚¬  â€Å"Jun asks the questions in lines 41-42 (â€Å"Does†¦frightening†) primarily in order to†¦Ã¢â‚¬  â€Å"In lines 27-30, the author uses the word â€Å"ordinary† several times in order to† Ph'nglui mglw'nafh Cthulhu R'lyeh wgah'nagl fhtagn by Thomas Claveirole, used under CC BY-SA 2.0/Cropped from original. This is not in any way to imply that there is something lurking beneath the surface of the water. Why would you even think such a thing? The Best Strategies for Answering Function Questions Below, I’ve gathered the advice that is most helpful for answering function questions. Some of this advice is specific to certain ways of reading the passage (for instance, advice for students who read the whole passage before answering questions may be different from advice for students who read the questions before looking at the passage), while some advice is useful for everyone. Understand What the Question Is Really Asking I believe that this is the single most important part of consistently answering function questions correctly. The fact that function questions are worded in a way that makes it seem like you need to read the mind of the author (or character) can make these questions seem impenetrable. To some extent, I understand why the College Board words SAT Reading function questions the way it does. Questions that say â€Å"What does the mentioning of two sports stars do† are too open to interpretation, as compared to [actual SAT question] â€Å"The author of Passage 1 mentions two sports stars (lines 31-33) in order to.† Understanding the reasoning behind the wording doesn’t make the wording any less confusing at first glance, however. In order to answer function questions successfully, you must first learn to translate the questions into questions that you can actually answer. Here's an example question: The author most likely refers to the â€Å"flea† in line 4 in order to... Wrong way to rephrase it: "Why does the author refer to â€Å"the flea†?" The answer to this question is going to be something like "Because she feels like it? I dunno." Right way to rephrase it: "What does the reference to â€Å"the flea† DO?" The answer to this question: mentioning â€Å"the flea† emphasizes how good Duke Ellington’s listening skills were (his hearing was so sharp that he could even hear a flea). Corollary: Answer in Your Own Words Coming up with the answer in your own words before looking at the answer choices is just as useful for function questions as it is for many other types of SAT Reading questions. Your answer for â€Å"what does mentioning ‘monsters’ DO?† will probably not be as elegant as the answer choices, but your answer should only include relevant and accurate information, which means matching it to the correct answer should be easier (since the wrong answers may have irrelevant info or interpretations that â€Å"seem like they could be true†). Including irrelevant information in answer choices is a way the SAT will trip you up, particuarly on Reading questions – the College Board knows that you’re used to trying to see things from many angles as part of school (which is ordinarily helpful) and plays to that tendency. Because there's only one right answer on the SAT, if you start with the right answer in your own words it’s a lot easier to choose the right answer in their words. But how do you come up with your own answer for what a phrase, line, or sentence does in a passage in the first place? Look for Context Often, the lines that the question gives you are not necessarily the only lines you’ll need to answer the question - you'll need more context to figure out the function. If you’re struggling with a function questions, the best strategy is to look at the sentences before and after the phrase/sentence/lines you’re given in the question and see if they shed any further light on the phrase/sentence/lines in question. Occasionally, you may need even more context than the surrounding lines to answer function questions (like knowing the bigger picture/main point/perspective of the text/author). If you don’t have that context and are struggling to answer the question, circle it and come back to it after you’ve answered relevant big picture questions (questions about the paragraph/section the lines in question are in, or even questions about the whole passage). This leads nicely into my next point... Answer Questions in the Order That Works for You In contrast to the previous strategies, this strategy is heavily dependent upon which way you read the passage. I present three scenarios below. If you read thoroughly first, then answer questions, you could try answering big picture questions first (they might give you information that's useful for answering function questions), then function and inference questions (answer questions about larger amounts of text while it's still fresh in your mind), and end with little picture, author technique, and analogy questions. Honestly, though, if you read quickly enough to get through the passage and have plenty of time to answer the questions, answering all the questions in order is a viable option: it might be less confusing then jumping all over the questions and decreases the chance you’ll miss one/fill in the answer in the wrong spot. Do some trial and error to see what is most effective for you. If you look at the questions first, then go to the passage, I recommend answering little picture and vocab in context questions first. Answers to these questions will provide more information about the author and/or topic being covered, which can help you with function questions. If you end up needing big picture information in order to answer the function questions, you can always come back to them later (after you've answered the relevant big picture questions). If you skim through first, then read the questions, then back to passage, it's better to answer big picture and little picture questions first and get to function questions later. Why? Unless the phrase, sentence, lines being asked about were in the parts of the passage that you paid close attention to (beginning or end of a paragraph/passage), you probably didn’t get the meaning of the phrase/sentence/lines your first time through. Make the most use of skimming by answering questions that would be better served with a quick skim before answering questions that require a closer look (like function questions). Eliminate Answers The most important thing to remember when answering function questions on SAT Reading is that you must eliminate 3 wrong answers. If you’ve already answered the question in your own words successfully, this step might not even be necessary, because only one answer choices should match. However, the answer choices for function questions are often complex. What happens if your answer doesn't match any of the answer choices, and you have to go through them one by one? At first, it might seem daunting, because how do you figure out if the answer is right? There's so much to go through because the answers are so complicated! Actually, the fact that the answer choices are complex makes everything easier. Why? Because if any part of the answer choice does not match with the passage, then you can eliminate it. Let's look at an example: The author’s use of italics in line 20 serves primarily to (A) draw attention to a commonly known hypothesis (B) stress a speculative aspect of two theories (C) support a difficult claim (D) underscore a surprising point (E) emphasize an area of agreement Unlike with primary purpose questions, the verbs in the answer choices to function questions are usually synonymous (or close to), so you can’t really use that as an area of elimination. Instead, you must focus on the second part of the answer choices. For (B), this would be â€Å"a speculative aspect of two theories.† Are there two theories? If not, ELIMINATE. Is there a speculative aspect to these two theories? If not, ELIMINATE Does the use of italics actually stress the speculative aspect of the two theories? If not, ELIMINATE As you can see, there are many chances for elimination – it should be really hard for an answer to qualify as correct. For this question, the correct answer, (D), passes this test: there is a point, the point is surprising (both theories work, yet both cannot be true), and the italics underscores this (the italics emphasize the fact that both can’t be right). Function Questions: A Walkthrough I'll end this article with a walkthrough of a difficult function question. Here it is: The sentence in which â€Å"difficult† appears (lines 54-55) indicates that the author considers the word to be (A) an exaggeration (B) an estimate (C) an understatement (D) a contradiction (E) a preconception Before I even copy and paste the relevant lines, I’m going to rephrase this question in a way that is answerable: What effect does â€Å"difficult† have in lines 54-55? Okay, now it's time to take a look at those lines. The Tanaina live in an environment that could euphemistically be described as â€Å"difficult.† My thoughts: The word "difficult" appears in quotation marks, which makes me think the author doesn’t mean exactly what is written. If I know the word â€Å"euphemistically† (which I do), this will go a lot smoother. But let’s say for argument’s sake that I don’t know what "euphemistically" means. Hmm. The sentence doesn’t provide enough to answer what â€Å"difficult† does, except that there’s probably a hidden meaning. I need to look for more context. Here’s the sentence from the question again, along with the following sentence (since the sentence is at the beginning of a paragraph, it makes more sense to look at the next sentence, rather than the sentence before it): The Tanaina live in an environment that could euphemistically be described as â€Å"difficult.† Survival, especially in the wild, is always precarious. My thoughts: So the sentence in the question is followed by one that says â€Å"It’s hard to live out in the wild.† Author uses the word â€Å"precarious† which I’ve always associated with things hanging off the edge, as in â€Å"Your glass of seltzer is pretty precarious sitting at the edge of the table there, Laura. You might want to move it† (may or may not be a true story). So if survival is precarious that means it’s like something almost falling over the edge. That’s more than difficult – that’s dangerous. Okay. So let me check the question again: â€Å"The sentence in which â€Å"difficult† appears (lines 54-55) indicates that the author considers the word to be† Right right right. So the situation is actually much worse than just â€Å"difficult† for the Tanaina, and putting quotes around it makes it clear that the author thinks â€Å"difficult† is way too mild a word to describe the situation. So, in my own words, the author considers the word to be too mild. Let’s look at the choices again and eliminate some answers: (A) an exaggeration Nope, â€Å"difficult† is, if anything, the opposite of this. (B) an estimate Not really - this doesn’t make sense. If it were an estimate, there’s no reason for it to be in quotes. (C) an understatement Oh yes. This is the word I was looking for. I’ll just check the other answers†¦ (D) a contradiction No, â€Å"difficult† is not a contradiction, it’s just not extreme enough. (E) a preconception Hmm I guess I could double check to see if the word â€Å"difficult† is used earlier in the passage to describe the Tanaina, although I don’t think it was†¦but wait, no, I already have an answer that is correct. Never mind. IMG_1362 by Sasquatch I, used under CC BY 2.0. Fortunately, there is no "difficult" trail. Maybe that's what happens if you try to walk straight up the tree? Function Questions: Practice Time! The following four questions are all on the same passage (taken from an official and publicly available SAT). I’ve excerpted only the paragraphs that are relevant for these questions. 1. The author of the passage uses the quotation in lines 5-6 primarily as a (A) vivid expression of how she views words (B) powerful example of what she sought in Shakespeare (C) scholarly citation linking her to poetic words (D) comical introduction to a problem encountered by every dramatic performer (E) pragmatic assessment of the power of words for beginning drama students 2. By presenting both versions of the grandfather’s words (lines 9-10 and lines 15-16), the author primarily conveys the (A) grandfather’s attempts to play with language (B) grandfather’s enthusiasm in spite of her reaction (C) father’s intervention in a private moment (D) ambivalence she feels toward her grandfather (E) significance of the grandfather’s message 3. The comparisons in lines 26-27 serve primarily to (A) show the similarities that exist between dancing and acting (B) celebrate the broad range of memories that actors learn to draw on (C) justify the author’s adherence to conventional acting theory (D) explain why actors have difficulty interpreting character (E) enhance the author’s credibility as a technically trained actor 4. In lines 29-34 (â€Å"a kind . . . follow†), the author uses the idea of a dance to (A) supply an image for the awkwardness some actors experience (B) illustrate a process that words can set in motion (C) portray the enactment of a character as an exhilarating experience (D) argue that acting requires physical agility (E) show how a word can evoke multiple meanings Answer key (scroll down when ready): 1. A 2. E. 3. B 4. B In Conclusion Function questions ask you â€Å"what effect does this [phrase, sentence, series of lines] have, in context,† or, more simply, â€Å"what does this [phrase, sentence, series of lines] DO?† Make sure you understand the question (and put it in your own words, if necessary/it helps). Answer the question in your own words before looking at the SAT’s answer choices Look for context around the phrases or lines cited in the question to help answer the question. Answer function questions in an order that makes sense Eliminate four wrong answers What’s Next? Want to practice with actual SAT questions? Go to our guide and find links to free SATs and information about what other official tests are out there. Interested in more SAT Reading skills articles like this one? We’ve got a whole series of articles on SAT Reading skills, all linked in our complete guide to SAT Reading prep! Not sure how to finish the SAT Critical Reading section without running out of time? Learn about the different ways to read the passage and figure out which one is right for you. Think more structured help is the answer for you? Then why not try out our very own PrepScholar test prep platform free for five days? Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading 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:

Weekly progress report Coursework Example | Topics and Well Written Essays - 500 words

Weekly progress report - Coursework Example I also spent another 2 days in reading the research paper written by Ibrahim Kushchu, International University of Japan (p. 2- 12). The research paper offers a brief insight over the e-government and m-government along with stating the overall significance and applications of m-government in different countries. This reading will help me in the literature review especially in stating the shift from e-government to m-government and highlighting the importance and relevance of m-government in the social environment. I have not read the entire paper as I just wanted to have an overview of m-government that will be further strengthened as I proceed further with the literature review part I spent 2 more days in searching more articles over the internet on m-government and went through the article published on the website of Mobile Government Consortium International offering an understanding over the m-government In the coming week, I will write the research aim and objectives along with stating the research questions. This will take 2-3 hours of time based on the understanding of the research topic. At the same time, I will go through the research paper based on the adoption of m-government services in developing countries published by International Journal of Information and Communication Technology Research. This will take 2 days of time and will help me in strengthening my knowledge over the importance and relevance of m-government. This will also help me in the literature review chapter I will also search few articles on importance and introduction of m-government in Oman. This will take maximum 2 days of time including searching and a bit of reading. This will help me in forming a perspective over the pros and cons and acceptance and resistance for m-government in the context of Oman. If time permits, I will also form an understanding over the actual applications and advantages of m-government over the e-government in the context of

Neighborhood research assignment Ozone Park Queens Essay

Neighborhood research assignment Ozone Park Queens - Essay Example Later on it was developed by music publisher and developer Benjamin W. Hitchcock and his partner Charles C. Delton. The called the region â€Å"Ozone Park,† because the gentle, fresh air current blew continuously from Jamaica Bay and Atlantic Ocean. The inhabitants are from various ethnic groups such as German, Irish, Eastern European as well as immigrants from Caribbean and Latin America. When the transportation was developed in the region the population started increasing and between the year of 1921 and 1930. As per the data collected in 2010, the population of Ozone Park is 37,087 people. If considered the population growth of this region, it is 3.90 percentages. The average age of the population, is 33.68 years. Population density in Ozone Park, Queens is 33,453/sq.mtr. The population in gender is divided in following way: According to the jobs 74% people are involved in white collar jobs whereas 25% people are involved in blue collar job. In Ozone Park 30% of people are in the age group between 0 and 17, 30% of the population is between 18 and 44 age group and 5% population consists of the people who have crossed the age of 65. The following chart shows the population of various groups of people staying in Ozone Park. The population of Ozone Park, Queens is growing rapidly. ... South border is South Conduit Avenue while the east is 108 Street. Ethnicity of Ozone Park The population of Ozone Park consists of many immigrant groups. The contribution of German and Irish people is substantial in this region. These ethnic groups occupied Ozone Park in the late 19th century and early 20th century. By 1910 Italian people were supposed to be one of the largest ethnic groups in the neighbourhood. They started migrating from New York to Ozone Park. Since the beginning, Ozone Park is captured by the immigrants. At first the Italian people came and settled down there. Ozone Park is known as Little Italy, it is because of its remarkable Italian population. Though the Italians are dominant, in the past few years the other people also are coming and settling down in this region. Among them some immigrants are from South Asia, South America, and West Indies. All of them have brought their cultures with them and thus the land has become cosmopolitan and multi-cultured. Such diversity in culture has made Ozone Park one of the fastest growing as well as ethnically diverse lands in New York City. The African American group also has spread all over the neighbourhood. While describing the ethnic diversity, Jerome Krase and Ray Hutchison say, â€Å"Richmond Hill is the residential and commercial center of a vibrant and expanding Indo-Guyanese and Indo-Trinidadian community concentrated in South Central Queens including neighbouring Ozone Park, South Ozone Park, and Jamaica. Indo Caribbean are descendents of Indian migrants who lived in the Caribbean nations of Guyana, Trinidad and Tobago, for well over 100 years.† (Jerome Krase and Ray Hutchison, 2004) Here in this region one can find the

Inaugural Speech Rhetorical Analysis Essay Example for Free

Inaugural Speech Rhetorical Analysis Essay John F. Kennedy’s inaugural speech is certainly one to remember. It’s memorable not for its length, but for the effective content that it beholds. He entices readers by the use of strong rhetoric techniques. His inaugural analyzes style of writing, such as diction, tropes, schemes, and syntax, and applies the concept of it effectively throughout the speech. A reader performs rhetorical analysis to examine how authors attempt to persuade their audiences by looking at the various components that make up the art of persuasion. Moreover, it is most essential to be able to understand the relationship among the speaker, subject, and audience, which President Kennedy adequately exploits in his speech. It is a necessity to be able to identify the speaker, subject, and audience in a piece of writing, such as John F. Kennedy’s inaugural speech. The ethical appeal, instead refers to the credibility, character, and confidence of a writer. There are a number of ways in which an author may establish ethical appeal. During the time period in which it was written, cold war tensions were still lingering the atmosphere and Kennedy had just won the position as president in a very close election over an accomplished opponent. Therefore, the nation is vulnerable and tense and has reached a turning point in history. The speaker would be classified as the narrator, which in this case is John F. Kennedy. Since he was elected president, the audience views him as an authoritative figure whose speech should be respected. Although Kennedy was young, he still faced critique on his tone and image, whether that be physical or mental. His speech was not aimed toward any particular individual, it was written for the world. So, it was expected of him to exhibit hope, compassion, strength, and loyalty. The speaker, subject, and audience all depend on each other in a piece of work because without them, it would be difficult to identify what the writing is talking about and who would be affected by it. Within President Kennedy’s speech, he utilizes various rhetorical strategies, including diction, tropes, syntax, and schemes, which make it more effective and versatile. For instance, parallelism such as the statement, â€Å"whether it wishes us well or ill, that we shall pay any price, hear any burden, meet any hardship, support any friend, oppose any foe,† gives flavor to the speech by pointing out opposite words within a single sentence but still making it work. A few antimetaboles are used in the speech, such as â€Å"let us never negotiate out of fear. But let us never fear to negotiate† and â€Å"ask not what your country can do for you, ask what you can do for your country,† make the speech more effective by twisting around the order of the words, or syntax, to get people to realize a point. Additionally, what makes Kennedy’s speech so effective is that he can transition from a simple sentence to a more complex, meaningful one in a matter of lines of the speech. In accordance to the diction, the words in his speech (freedom, poverty, devotion, and loyalty) are considered abstract. This is because they all convey a tone of desire and significant qualities held by friends. They strengthen and add more feeling to the speech as well. However, the archaic words, such as writ and forebears, are used in a manner to bring in the old language as well as the new, therefore there is sophistication as well as understanding. Kennedy also uses juxtaposition when he says, â€Å"peaceful revolution,† and this adds spice to the speech because of the contradiction of the two powerful words. Yet another effective rhetoric strategy that he uses is hortative sentences, such as ones using the phrase â€Å"let us† or â€Å"let both sides†, which urges action and attention to the audience the speaker is writing to. Clearly John F. Kennedy has made remarkable use of various rhetorical strategies throughout his inaugural speech, which in turn allows one to develop a superb rhetorical analysis with the different components of the text. His speech is an effective piece of writing because of its style, diction, syntax, tropes, and schemes. Additionally, it all goes back to the understood relationship between speaker, audience, and subject as well as the classical appeals.

Success in College Essay -- essays research papers

Section One Managing Your TIME   Ã‚  Ã‚  Ã‚  Ã‚  The frist thing that a new college student must learn how to do is to stay organized and learn to decipher their priorities. By doing so you will make sure you never; miss an appointment, forget to do a homework assignment, and loose sight of time when doing a project or paper. (Waiting to the last minute never allows for your best work to be done) A planner is the best way to keep everything in order and well organized. Withier it be a monthly schedule or weekly or even daily, the use of a planer is huge tool for your success.   Ã‚  Ã‚  Ã‚  Ã‚  Now you might ask your self, â€Å"what goes into a planner besides, my homework assignments?’ And good answer would be your daily appointments, a list of all your test and quiz’s, even final dates. With every class there is always syllabus and on the syllabus is a list of project and papers and a number of test. If you read closely you will find the dates of ever paper, project and test. This information is very useful in planning out your week and monthly schedule. If you know that you have a test in your history class on Friday and a religion paper due the same day you can plan out time to prepare for both. The best type of planner to use is one that is well equipped with a small month calendar that you can write on and a large weekly and daily schedule that is easy to write on with lots of space. Another easy way to stay organized to keep a semester calendar in your dorm room over your desk with all the important dates on it such as test dates, due dates for papers and project due dates. The purpose to be organized is to make you life a lot easier, and more efficient, with the planner you can now be prepared for what lies ahead at Calvin College. Section Two Reading Your Textbooks   Ã‚  Ã‚  Ã‚  Ã‚  When it comes to textbook reading, preparation is just as important as reading the material. It is easy to find yourself just reading the textbook and then looking back at what your read and not remembering anything you just read. Not every class demands a thorough reading of the textbook, so it is very important to ask the professor to see what he/she will be testing on, either notes in class or the readings form the textbook. For example in a psychology class the professor expects his/her student to know the textbook inside and out... ...great programs reaching out to student in need of proof reading paper to getting coaches to help set up daily plans. Do not let your pride or ego get in the way of asking for help.   Ã‚  Ã‚  Ã‚  Ã‚  One of he biggest stressor can be a computer that doesn’t work, and one of the things you can do is always save as you work, and know that there are computer labs all over on campus that have printers and internet connection. Any and all technical help can be dealt with in our amazing ITC department. If there is any program that you are unfamiliar with just make an appointment and they will be more then happy to help you. Using the tools on campus will help you to relieve the stress that you feel. Section Seven Taking Care of Your Health   Ã‚  Ã‚  Ã‚  Ã‚  It is easy to forget that a huge part of your success in college is staying healthy, keeping a sharp mind and sound body. It is very important to eat right and to maintain a routine sleeping schedule. Staying active and making sure you get enough sleep so that you can keep yourself healthy. A recent study found that walking once a day increase your memorization, which in turn helps you to do better studying.

Why Ban College Football

August 16, 2012 Why Banned College Football? Why banned college football? That’s the real question. College football truly means something to most Americans! Most college football players don’t even get paid to play the sport. Though there are many good arguments and opinions about banning the sport; I have yet to see an argument that considers the players individual situations. All the people who are against keeping college football only consider the academic purposes. The players show their hard work, commitment, and devotion to the sport.They play for the entertainment of Americans and talking it away would be a massive mistake. College football players don’t get a dime for there dedication to the sport. The young men that devote their time to play don’t get paid with money they get paid with an education. Young athletes benefit in the classroom from the sport every year. Some college football players don’t play for the fun of the game. Though ma ny athletes love the sport some don’t have a choice because it’s their only way to get an education for the future.College football is essential to the United States of America. Most people need to reconsider their choice in banning the sport. For example, banning college football is like banning candy from Americans. Of course you don’t actually have to have the candy but, like the sport it’s something majority of Americans want. The thought of banning the sport is a serious subject to countless Americans. If they were to decide to ban collage football they might as well ban the whole sport. There’s really no need in high school athletes to play football if there’s no future in it.On the other end of it, if there’s no college football then there’s no purpose of having the National Football League (NFL). No high school student would truly be physically of mentally ready to come out of high school straight in the NFL. Considerin g the banning of the sport is absolutely ridiculous. Through the good and bad times of America college football has always been around. Most schools are complaining because of funds but in all reality bigger school make good profit off the game. Instead of considering the issue maybe they should view another college sport in certain schools and universities.No offence, but most of the college budget issues don’t only come from football. Look at Cross Country for example; can you name five big name colleges cross country runners? Probably not. Therefore, instead of debating the issue of banning college football they should look at a less popular sport. In all conclusions, college football is important to the United States and probably isn’t going anywhere anytime soon. The arguments and debates will continue but the sport means too much to Americans to just ban it.

Freud and Erikson

This first paper is going to be about a case study on a 7 year old kid named Gary. Gary is wheelchair bound and has Muscular Dystrophy and has been home-schooled until now. He seemed to be doing fine in school, but he has been crying after school and not wanting to go monday mornings. We have to try and figure out why Gary is feeling this way. I will be using and comparing Erikson’s Psychological Theory and Maslows Hierarchy of Needs to analyze why the case study subject might be acting this way. Erikson’s Psychological Theory is based around Freuds’s Stages of Development, but with further stages and not always based around sex and aggression like Freud uses. Erikson’s Theory contains eight stages: Trust v. mistrust (birth to two years of age), autonomy v. shame/ doubt (two to four years), initiative v. guilt (four to six years), industry v. inferiority/ diffusion (six to twelve years), identity v. identity confusion (adolescence), intimacy v. isolation (young adulthood), generatively v. tagnation (middle adulthood), and ego integrity v. despair (late adulthood to death). The first four stages match up pretty well with Freud’s Theory’s stages, with an additional four stages about adulthood at the end. Two big things about Erikson’s Theory is that success builds on previous stages and that failure is cumulative (Morrison, lecture, 2011). I can apply Erikson’s Theory to the case study with Gary in a couple of ways. The first observation I can make is that Gary is his wetting the bed problem. If he hasn’t done it in years, why is he doing it now? Gary has probably failed to succeed in the autonomy v. shame stage of development. It doesn’t say how long Gary has been in a wheelchair, but my guess is quite awhile. Even if it was after his toilet training years, he had to re-learn how to go by himself when he was given a wheelchair. This might have gone smoothly when he was at home with the help of his loving and supportive parents, but he probably doesn’t trust in teachers or aids to help him if he needs it. He feels ashamed of himself for not being able to go flawlessly like at home, and these feelings of shame are causing other problems in school also. This GREATLY affects his self esteem levels and disturbs the rest of his school life. Another angle of looking at Gary’s problems is he isn’t succeeding in the industry v. inferiority stage. This stage is about learning in school and communicating and is a very social stage (Morrison, lecture, 2011). SInce Gary is in a wheelchair, he can’t participate in regular activities in P.  E. classes. He has to have adaptive P. E. based on him not being able to walk. Watching the other kids playing on the basketball courts and playing football and stuff leaves him feeling left out. He isn’t building skills for a teamwork mentality like everybody else. He feels left out of the fun and probably puts himself lower than the rest of his peers. This would greatly hurt his self-esteem and competence. This could be an explanation for him crying after school and just not wanting to go Sunday nights. Although Erikson’s Psychological Theory can explain Gary’s problems in terms of missed of problems in developmental stages, Maslow can explain them more generically with his Hierarchy of Needs. Maslow’s Hierarchy of needs has five stages, starting with the most primitive working towards more finite: biological and physiological needs (food, water, shelter, warmth), safety needs (protection and security), belonging and love needs (family, affection, relationships), esteem needs (achievement, status, responsibility), and self- actualization (personal growth) (Morrison, lecture, 2011). Using Maslow’s hierarchy of needs, I can analyze Gary and determine that it seems as if Gary isn’t fulfilling his esteem needs. He seems to have a low self esteem and a low sense of accomplishment. This is probably because he can’t do the same P. E. activities as the rest of the kids. Just being around a lot of kids that can walk and do things he can’t is probably the main reason for his sadness and not wanting to go to school. When he was at home all day, he had his parents to comfort him if he ever had questions about other kids. His parents might have actually over protected him, as in Gary wasn’t prepared to go to public school because his parents sheltered him from the truth of the real world and wasn’t ready for it. Since Gary is having trouble with his esteem needs, he cannot feel accomplished and move on to his self- actualization needs. He can’t grow as a person until the lower level needs are met. There are a lot of theories that people can use when analyzing peoples’ problems. But looking at Gary’s problems, Erikson’s Psychological Theory and Maslow’s Hierarchy of Needs were the ones I felt like could explain why Gary is having problems the best. Not every theory is applicable to every situation. These two theories made sense to me and I believe explained his problems the best out of all of the theories we have looked at in class. Between the two I used, I believe Erikson’s Psychological Theory explains it better than Maslow’s Hierarchy of Needs, but they both have some good points in this case study.

Tips on Writing a Brilliant Persuasive Essay

Tips on Writing a Brilliant Persuasive Essay The target of any persuasive paper is to convince your audience of your own beliefs. In other words, you have to persuade that your strong idea is more legitimate than all other related thoughts. Usually, authors reach this goal through stating logical arguments and expressing their emotions. Evidence based on the most recent sources also works. A convincing essay can be written in many different ways. So, there is no single correct answer. Introduction Paragraph A persuasive essay also starts with an introduction. Here you can read more about general essay writing tips. Students are taught to divide any essay into three parts: introduction, body, and conclusion. In fact, introduction all alone can be separated into three parts as well. Thus, students have to write an attention-catcher, thesis statement, and preview. The last one figures as a summary, and it’s really hard to make a summary which consists of just one sentence. The first paragraph has to make the greatest impact on your reader. It should not contain any evidence or details, but an argument. Convince your readers to have a look at your presentation from cover to cover in the very first paragraph. Does it sound incredible? Well, a short course in marketing may improve your ability to influence other people’s minds. Actually, you do not have to be an expert to make a reader read your argumentative paper to the end. All you have to do is to: Choose an interesting and up-to-date topic Gather opposing views Collect relevant sources for evidence Arrange all facts in a logical order Take some real-life examples Defend strong viewpoint and state it in your conclusion By coming back to the introduction of your persuasive essay, we should say that reviewing the main points has to be composed of details. It should not be formed without any reasons. It is crucial to understand how to develop the beginning of your persuasive paper as it is the most important part of any school or college writing assignment. Help with Planning a Strong Persuasive Essay First and for most, a student has to select a viewpoint. Take into account what sides of the coin exist. Decide on which argument sounds more objective. Understand the goal of your paper meaning the solution you’re going to offer. Next, you should analyze your target audience. Who is your reader? Also, you’ll have to determine the reader’s position on the given argumentative essay topic. Is it the same as yours, neutral, or opposing? Anyway, you must provide enough evidence based on the credible sources to the entire audience. Research – find all up-to-date and relevant information Are the related issues supporting your point? It’s okay to feel you might be wrong. The main goal of the persuasive essay is to try to convince your reader in your skills even if he truth is laying behind. It is a talent to make people believe in what you say no matter what the facts tell. Go beyond your knowledge and experience – present something new in your paper. You may contact online experts to get more ideas for your persuasive paper. Check the prices right now! Format and organize your persuasive essay in a proper manner The structure is what really matters when you want to ensure people in your ideas and position regarding a specific topic. This is how presidents win elections. You have to keep just three things in mind: Your purpose Your audience Your persuasive essay topic Not to get lost in all those interrelated points, we would recommend making a list of all ideas for the convincing essay. It might be in the shape of bullet point. Create an outline and stick to it. Thus, you’ll never get lost in those bushes. Other Helpful Recommendations Every student must be well informed about the persuasive essay topic. If you have an opportunity to pick one on your own, it is necessary to make sure you have gathered enough primary sources. Also, check whether the topic is fresh and inspiring. The other helpful tips on writing a convincing paper include: Testing your thesis statement. It is the last sentence of the first paragraph which is known as an introduction, and it should sound rather convincing. It should always have two sides of the coin. It must be yet debatable and obvious at the same time. We mean that any good fact should still have an opposing viewpoint to be the main topic of a persuasive essay. Disproving the opposing arguments. You should research and study each opposing view deeply before arguing it in your paper. Moreover, your evidence should sound reasonable. Try to find mistakes and deviations in the words of your rivals. Supporting personal position with the credible evidence. It has to appeal to reason. The last logical action from our team is to share some tips on the evidence. To support the main argument of your persuasive essay, you have to involve several different tools: Arguments and Facts  - A powerful means of convincing. The persuasive essay may be based on your own experience, skills, investigation, and observation. Don’t fear to defend your point of view. Never confuse facts with truths. A "truth" is something many people believe and consider to be dogma. Statistics  Ã¢â‚¬â€œ It is an excellent support for any argumentative essay. Just make sure that your chosen statistics come from the credible and recent sources. Refer to them and cite whatever you consider being persuasive and interesting on the last page known as Bibliography or References. Quotes  - Direct and indirect citations from the topic leading experts that support position stated in your persuasive paper. They are usually invaluable. Examples or Templates  - Samples can turn any of your ideas significant for the society. They serve as the proof for your persuasive essay. Here are some samples of the most  popular persuasive essay topics: Anorexia or standard model body School uniform Encouraged abortions Drug usage These topics for essays are disputable, so they are excellent for the persuasive paper. Finally, remember one truth: it is crucial to pick the topic that is interesting for you. Another truth is that you can order affordable online help with any persuasive essay or another academic assignment at any time of day or night.

Word Choice Rational vs. Rationale - Writing Tips from Proofed

Word Choice Rational vs. Rationale - Writing Tips from Proofed Word Choice: Rational vs. Rationale The words â€Å"rational† and â€Å"rationale† are very easy to mix up. After all, they sound similar and look similar written down. In addition, these words are not hugely common, so you may not be familiar with how they are used. But there is a difference! Let us explain. Rational (Logical or Reasonable) The adjective â€Å"rational† typically means â€Å"logical† or â€Å"reasonable.† We would use it like this: I did research so I could make a rational choice about where to study. It can also mean â€Å"capable of exercising reason,† such as in the following: A rational thinker will always seek other opinions before making a decision. In both of these cases, â€Å"rational† is related to the idea of acting based on reason rather than emotion. The adverbial form of this word is â€Å"rationally,† and the opposite of â€Å"rational† is â€Å"irrational.† â€Å"Rational† also has a very specific meaning in mathematics, where it refers to a number that can be written as a fraction. However, you will only need to know this if you’re studying math! Some rational numbers between 0 and 1. Rationale (A Reason for Doing Something) A â€Å"rationale† is a reason for doing something. It would be used in a sentence like this: The policy was based on an economic rationale. Here, for instance, the term â€Å"economic rationale† refers to using economic factors to explain an action. You might also be asked to write a research rationale for an academic paper. Importantly, this term is a noun (i.e., a naming word). This makes it very distinct from â€Å"rational.† Rational or Rationale? To avoid errors in your writing, remember that â€Å"rational† is an adjective and â€Å"rationale† is a noun. Thus, if you need a descriptive term, it will be â€Å"rational.† If you need a noun, on the other hand, it will be â€Å"rationale.† Rational (adjective) = Reasonable or based on clear thinking Rationale (noun) = A reason for doing something

Hobbes and the State of Nature Essay Example | Topics and Well Written Essays - 1250 words

Hobbes and the State of Nature - Essay Example The concept of what is the nature of man is also unresolvable. Is man ‘evil’ and needs to be controlled? Or, is man ‘good’ and needs to institution or the elimination of institutions to achieve a sense of balance. In the world of Hobbes, man is ‘evil’ and needs to be controlled by a central authority-The Leviathan. When you view other philosophers, particularly Kant, one could say that man is not evil but needs encouragement to be good and cooperate. These are also the two tenets that are present in international politics. These are generally referred to as ‘Realism’-the Hobbesian Approach or ‘Liberalism’-the Kantian Approach. One can see elements of both in the actual practice of international politics. In this short essay, the ideas put forth in the Leviathan will first be discussed, followed by a brief discussion of the state of international politics with a focus on terrorism. It will conclude with a discussion on t he Kantian Approach, as a viable alternative. Concepts of the Leviathan The Leviathan by Thomas Hobbes is based on some common tenets associated with many other political philosophers of this period, particularly John Locke. The basic premise is that there is a natural state of nature where man is without governance. This would be associated with the association of chaos and the common notion of anarchy. In other words, without some kind of authority, man resorts to the most brutal of actions and defends things by brute force with no apparent justice. The following is the basic foundation that Hobbes frames his philosophy: Whatsoever therefore is consequent to a time of war, where every man is enemy to every man, the same consequent to the time wherein men live without other security than what their own strength and their own invention shall furnish them withal. In such condition there is no place for industry, because the fruit thereof is uncertain: and consequently no culture of t he earth; no navigation, nor use of the commodities that may be imported by sea; no commodious building; no instruments of moving and removing such things as require much force; no knowledge of the face of the earth; no account of time; no arts; no letters; no society; and which is worst of all, continual fear, and danger of violent death; and the life of man, solitary, poor, nasty, brutish, and short. (Hobbes, 78) In the Hobbesian world without a central authority, man is in a constant state of warfare to the extent that everything is supplanted to this purpose. Since there is no authority, according to Hobbes, this is the consequences. It is noteworthy that the nation-state system was just recently in place at this time. The era of feudalism was acknowledged as a time of extreme violence that resulted in nothing, but hardship. The idea of a controlling force to stop the violence is an obvious conclusion. However, this extended by Hobbes and others into the idea of rights and those rights being given to an authority by â€Å"contract† for the good of all. Therefore, we have the idea of man in his natural state. In the Hobbesian world this was not a Garden of Eden, but similar to Bruegel’s vision of Hell. It was a world in which individuals were constantly defending themselves against

Organized Crime Group Analysis Essay Example | Topics and Well Written Essays - 500 words

Organized Crime Group Analysis - Essay Example One of the most prominent and oldest gangs in the region is the vice lord gang. The gang consisted mostly of individuals from the African American community and participated in various criminal activities including extortion, drug trafficking, robbery, murder and numerous forms of fraud. The gang came into existence in 1958, where several youths of African American origin from the Chicago neighbourhood of north Lawndale, met during their incarceration at a Chicago juvenile facility. The founding member of the gang was named Edward Perry, and he used the alias Pepalo (Chepesiuk, 2007). The word vice, which is prominent, in the gangs name is said to mean a tight grip. The release of leaders from prison resulted in recruitments, which augmented the gang’s participation in criminal activities, within the city’s confines. Their notoriety increase rapidly and by 1964, they were the primary target of law enforcers in the city. They were known for their violent nature and were feared in their neighbourhood (Diamond, 2009). The gang attempted to repair their public image and the gangs name was changed to conservative gang lords. They further took the approach of being a community outreach organization in the 1970s. This was achieved with the help of a social worker David Dawley who was Caucasian despite the gang’s racial inclination. This guise was successful with the gang receiving positive feedbacks from leaders and politicians in the community. Their rebranding efforts were capped with a grant of $275,000 from the Rockefeller foundation (Diamond, 2009). This period saw the consolidation of numerous gangs into the vice lords leading to an increase of their membership. The community, however, were finally able to see through the gangs disguise discovering they were involved with criminal activities and violence in the community. The gang’s involvement in