Realism in On the Waterfront essays

Authenticity in On the Waterfront expositions Despite the fact that the style of authenticity isn't large, garish, or continually moving, it has a kind of lavishness about it that, executive, Elia Kazan accomplishes so precisely in his 1954 great, On the Waterfront. Through his utilization of unpretentious photography, we, as a crowd of people, can split away from the way that we are viewing a film, and spotlight on the connection and feeling of the characters. It seems as though we are remaining in the very live with the characters, watching the scene. Basically nothing is indicated that we wouldnt have the option to see ourselves. Truth be told, for all intents and purposes the main cloud point in the whole film was a slanted edge close to the end when we are demonstrated the seriousness of Terrys wounds through his eyes as he endeavors to stroll up the dock. In any formalistic film, this point and others like it would have been utilized substantially more unreservedly. Like the photography, the altering in On the Waterfront is miniscule. A large portion of the altering methods are coordinate cuts; streaming consistently through the scenes with just a couple of slices to essential characters or places. This moderation turns out to be very apparent in the scene where Terry and Edie about get hit by the truck. In a formalistic movie, the executive may have decided to show the wild eyed turmoil of a second by embeddings different bounce cuts, cutaways and cut-ins. A case of this would be the shower scene in Hitchcocks ghastliness exemplary, Psycho, since he bounces in, out and away all through those couple of seconds of the homicide and the crowd can see precisely what Marion Crane sees. Despite what might be expected, in a reasonable film, for example, On the Waterfront, we should depend on the entertainers response and articulation so as to get a handle on the mind-set or feeling. At the point when Terry pivots and sees that truck set out toward hims elf and Edie, we know by that solidified look of loathsomeness, this is awful. Since On the Waterfront is a reasonable fi... <!

Compensation Coursework Example | Topics and Well Written Essays - 1750 words

Pay - Coursework Example This talk digs into examining these issues moreover, suggests arrangements that the administration needs take to sift through the issue. It is critical for the administration in light of the fact that the cutting edge financial condition represents extra issues that would make the circumstance complex. A few inquiries concerning remuneration of representatives at the work environment produce complex answers. Among them, who handles representative pay, what it involves, just as why it is essential for businesses to do it (Mizell, 2010). This talk dives into clarifying the meaning of representative pay, its components, courses through which establishments fathom the requirements of clients, and reasons clarifying the requirement for remuneration. Essentially, the paper manages moral and lawful issues relating to pay an individual while releasing their obligations. The greatest inquiry encompasses proper issues to consider while undertaking representative pay. Is it legitimate and moral for associations to compensate representatives while they release their obligations? What segments should the establishments consider while setting gauges of compensation? What parts of remuneration are satisfactory both morally and legitimately? Simultaneously, different hypotheses survey whether the representatives have any security over what they gain at while at work. Numerous issues exist to help the protection of representatives terms while at work. In any case, restricting stands on associations conceding rights to workers are similarly solid. The advancement of innovation prompts the need to make new guidelines with the best model being the U.S postal framework. The sort of manager additionally conveys the possibility to decide the assurance reached out to representatives. While lawful issues identifying with worker pay go under extraordinary appraisal, a similar issue brings up numerous moral issues that the talk will address in detail. To guard an effective and work

Zimbardos Stanford Prison Experiment

Zimbardo's Stanford Prison Experiment Theories Behavioral Psychology Print The Stanford Prison Experiment By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on October 25, 2019 Darrin Klimek / Getty Images More in Theories Behavioral Psychology Cognitive Psychology Developmental Psychology Personality Psychology Social Psychology Biological Psychology Psychosocial Psychology In This Article Table of Contents Expand Participants Setting and Procedure Results Criticism View All Back To Top In 1971, psychologist Philip Zimbardo and his colleagues set out to create an experiment that looked at the impact of becoming a prisoner or prison guard. Known as the Stanford Prison Experiment, the study went on to become one of the best-known in psychologys history. Zimbardo, a former classmate of Stanley Milgram (who is best known for his famous obedience experiment, was interested in expanding upon Milgrams research. He wanted to investigate further the impact of situational variables on human behavior. The researchers wanted to know how the participants would react when placed in a simulated prison environment. Suppose you had only kids who were normally healthy, psychologically and physically, and they knew they would be going into a prison-like environment and that some of their civil rights would be sacrificed. Would those good people, put in that bad, evil placeâ€"would their goodness triumph? said Zimbardo in one interview.?? The Participants The researchers set up a mock prison in the basement of Stanford Universitys psychology building and then selected 24 undergraduate students to play the roles of both prisoners and guards. The participants were chosen from a larger group of 70 volunteers because they had no criminal background, lacked psychological issues, and had no significant medical conditions. The volunteers agreed to participate during a one to two-week period in exchange for $15 a day. The Setting and Procedures The simulated prison included three six by nine-foot prison cells. Each cell held three prisoners and included three cots. Other rooms across from the cells were utilized for the jail guards and warden. One tiny space was designated as the solitary confinement room, and yet another small room served as the prison yard. The 24 volunteers were then randomly assigned to either the prisoner group or the guard group. Prisoners were to remain in the mock prison 24-hours a day during the study. Guards were assigned to work in three-man teams for eight-hour shifts. After each shift, guards were allowed to return to their homes until their next shift. Researchers were able to observe the behavior of the prisoners and guards using hidden cameras and microphones. Results of the Stanford Prison Experiment While the Stanford Prison Experiment was originally slated to last 14 days, it had to be stopped after just six due to what was happening to the student participants. The guards became abusive, and the prisoners began to show signs of extreme stress and anxiety. While the prisoners and guards were allowed to interact in any way they wanted, the interactions were hostile or even dehumanizing. The guards began to behave in ways that were aggressive and abusive toward the prisoners while the prisoners became passive and depressed. Five of the prisoners began to experience severe negative emotions, including crying and acute anxiety and had to be released from the study early. Even the researchers themselves began to lose sight of the reality of the situation. Zimbardo, who acted as the prison warden, overlooked the abusive behavior of the jail guards until graduate student Christina Maslach voiced objections to the conditions in the simulated prison and the morality of continuing the experiment. Only a few people were able to resist the situational temptations to yield to power and dominance while maintaining some semblance of morality and decency; obviously, I was not among that noble class, Zimbardo later wrote in his book The Lucifer Effect.?? What Do the Results of the Stanford Prison Experiment Mean? According to Zimbardo and his colleagues, the Stanford Prison Experiment demonstrates the powerful role that the situation can play in human behavior. Because the guards were placed in a position of power, they began to behave in ways they would not usually act in their everyday lives or other situations. The prisoners, placed in a situation where they had no real control, became passive and depressed. Criticisms of the Stanford Prison Experiment The Stanford Prison Experiment is frequently cited as an example of unethical research. The experiment could not be replicated by researchers today because it fails to meet the standards established by numerous ethical codes, including the Ethics Code of the American Psychological Association. Zimbardo acknowledges the ethical problems with the study, suggesting that although we ended the study a week earlier than planned, we did not end it soon enough.?? Other critics suggest that the study lacks generalizability due to a variety of factors. The unrepresentative sample of participants (mostly white and middle-class males) makes it difficult to apply the results to a wider population. The study is also criticized for its lack of ecological validity. While the researchers did their best to recreate a prison setting, it is simply not possible to perfectly mimic all of the environmental and situational variables of prison life. Despite some of the criticism, the Stanford Prison Experiment remains an important study in our understanding of how the situation can influence human behavior. The study recently garnered attention after reports of the Abu Ghraib prisoner abuses in Iraq became known. Many people, including Zimbardo himself, suggest that the abuses at Abu Ghraib might be real-world examples of the same results observed in Zimbardos experiment. The Stanford Prison Experiment: 40 Years Later In 2011, the Stanford Alumni Magazine featured a fascinating retrospective of the famous Stanford Prison Experiment in honor of the experiment’s 40th anniversary. The article contained interviews with several people involved in the experiment, including Zimbardo and other researchers as well as some of the participants in the study.?? Richard Yacco was one of the prisoners in the experiment and now works as a public school teacher. He offered some interesting insights into his experience: One thing that I thought was interesting about the experiment was whether, if you believe society has assigned you a role, do you then assume the characteristics of that role? I teach at an inner-city high school in Oakland. These kids dont have to go through experiments to witness horrible things. But what frustrates my colleagues and me is that we are creating great opportunities for these kids, we offer great support for them, why are they not taking advantage of it? Why are they dropping out of school? Why are they coming to school unprepared? I think a big reason is what the prison study showsâ€"they fall into the role their society has made for them.Participating in the Stanford Prison Experiment is something I can use and share with students. This was one week of my life when I was a teenager and yet here it is, 40 years later, and its still something that had enough of an impact on society that people are still interested in it. You never know what youre going to get involved in that will turn out to be a defining moment in your life. In 2015, the experiment became the topic of a feature film titled The Stanford Prison Experiment that dramatized the events of the 1971 study.

Euthanasia Is The Termination Of A Person s Life - 813 Words

1. Background In the societies around the world the term Euthanasia has been refuse during decades. Most of people have made their own opinion about it, based in not liable information like rumours or something that read in somewhere. The purpose of this report is give a brief explanation about Euthanasia, touching the main aspects such as classification, legal, ethical and religious aspects and human rights related with dying people in order to explain this term and allow each person to decide if support it or disapproval it. 1.1 Classification Euthanasia is the termination of a person s life that has been diagnosed with a terminal and/or incurable disease in order to relieve their suffering. The most common classification is: 1.1.1 Voluntary euthanasia or assisted suicide is when someone (relative, doctor, friend or partner) helps a person who is very ill, to die in order to stop them suffering at the request of the person who is dying. 1.1.2 Non-voluntary euthanasia is when a person is unconscious because they are in coma or with brain damage to give their consent to end their life in this case another person takes the decision however there is important that the person had expressed their decision before. 1.1.3 Involuntary euthanasia refers when the life of a person is ended without their consent. (NHS Choices, 2014) 2. Legal Aspects in Australia Euthanasia is illegal in Australia however in the Northern Territory in 1996 a law called the Rights of the TerminallyShow MoreRelatedDeath Of The United States Should Legalize Active Voluntary Euthanasia1200 Words   |  5 PagesStates should legalize active voluntary euthanasia (AVE), active non-voluntary euthanasia (NVAE), and physician-assisted suicide/death (PAS/PAD), in cases where the patient has a terminal illness, unbearable pain, or are in a vegetative state with no chance of being revived. AVE is defined as â€Å"the intentional and painless ‘mercy driven’ termination of a consenting rational person’s life†¦Ã¢â‚¬  NVAE is conjugately defined as â€Å"the termination of an incompetent individual s existence on grounds that it is inRead MoreIs Euthanasia A Criminal Offence?1266 Words   |  6 PagesBy continuing to make euthanasia a criminal offence, it is making it problematic in the legal sense because although there is a lot of significant p ublic support6 euthanasia, doctors are still being punished when they choose to help their patients with ending their lives when they choose to do so. There is a Nigerian case which involves R. v. Johnson (1961), where the presiding judge said that â€Å"I accept the fact that what you did (euthanize the patient) was done without thought for yourself but outRead MoreThe Death Of The Medical Field Essay1598 Words   |  7 Pagesrequest with the understanding that the patient intends to use the medication to end his or her life. Whether or not on to which side you fall, death is an everyday occurrence for humans in general. In discussing whether death is always an evil and life is always good for human beings, it is meant whether death for the person affected by death is bad in itself (Schramme 481). A long lasting fight against one s death under some circumstances including severe pain, terminal illness or neglect to theirRead MoreEuthanasi Voluntary Active Euthanasia, Passive Euth anasia And Physician Assisted Suicide1143 Words   |  5 PagesAmerican Heritage Dictionary euthanasia is defined as the art or practice of ending the life of a person or animal having a terminal illness or a medical condition that causes suffering. Euthanasia should be a individual choice to end a patient s life. This keeps them from going through excruciating pain due to an incurable disease. Some people think euthanasia should be out of the picture while others inquiry the effectiveness of these actions. With effectiveness, euthanasia is classified in threeRead MoreEuthanasia Is The Most Active1548 Words   |  7 Pages Euthanasia is the practice of intentionally ending a life in order to relieve pain and suffering. There are different euthanasia laws in each country. The British House of Lords Select Committee on Medical Ethics defines euthanasia as a deliberate intervention undertaken with the express intention of ending a life, to relieve intractable suffering. In the Netherlands and Flanders, euthanasia is understood as termination of life by a doctor at the request of a patient. Euthanasia is categorizedRead MoreShould Euthanasia Be Legal?1635 Words   |  7 Pagesdignity. Physician-assisted suicide or active, voluntary euthanasia for an adult who is in a rational state of mind and whose suffering happens to be unbearable despite the strongest medical efforts, is an idea that should to be put into action. Euthanasia ought to be put into action to save a patient from experiencing needless pain and suffering; patients should be provided with the alternative of a peaceful and painless way out. Euthanasia is  the intentional killing of a dependent human being byRead MoreThe Legalization Of Physician Assisted Death1173 Words   |  5 Pages The idea of committing euthanasia and physician- assisted suicide (PAS) had a historical root in the nineteenth century and referred as skillful alleviation of suffering1 in Latin transcripts. Recently the theme of the legalization of physician-assisted death (PAD) in Canada boosted in 2012. The decision of the British Columbia Supreme Court in the case of Carter v. Canada (Attorney General) was the threshold of the theme. It ruled that the Canadian Criminal Code 2 prohibition against PADRead MoreEuthanasia Is Painless Killing Of A Patient1435 Words   |  6 PagesEuthanasia is painless killing of a patient suffering from an incurable and painful disease or in an irreversible coma, also means to take a deliberate action with the express intention of ending a life to relieve intractable suffering. Some interpret as the practice of ending life in a mercy killing, assisted suicide, and soft slow suicide. There are two main classifications of euthanasia. There is Voluntary euthanasia which is conducted with consent. Where the patient decides for themselves toRead MoreEuthanasia and the Americans Right To Die Essay706 Words   |  3 PagesEuthanasia and the Americans Right To Die ...no-one is truly free to live, until one is free to die. -Martin Luther King The issue of euthanasia has been hotly debated in America over the past several years. Like drug decriminalization and abortion, such personal liberty issues can be seen from a multitude of viewpoints, and public opinion varies widely. Recent events concerning euthanasia have brought this issue to a higher level of visibility and raised the publics awarenessRead MoreShould Euthanasia Be Legal?1360 Words   |  6 PagesOwadara Adedamola ENG 101 Prof. Skeen 24 November 2015 Legalizing Euthanasia â€Å"Euthanasia is defined as conduct that brings about an easy and painless death for persons suffering from an incurable or painful disease or condition† (Muckart, et al 259). Euthanasia, also dying with dignity, is the practice of the termination of a terminally ill person s life in order to relieve them of their suffering. Euthanasia is one of today’s most controversial health issues with debates on people’s right

Free Will And Religion An Epic Hero - 1478 Words

Fated Encounters and Desired Results Throughout history, free will and religion are two concepts often interwoven together. For example, in cultures where religion is a huge influence in an individual’s daily life, one will choose to believe that one’s actions are already determined by an omniscient being. Contrary to this, cultures where religion is less of an influence tend to believe more in the concept of free-will. Fatalism is a concept often used in older literary texts, as it ties in with God’s will and His influence in people’s lives. Such is the case in the epic poem, Beowulf. The story’s protagonist must endure many trials throughout his journey as an epic hero, defeating his opponent each time. However, Beowulf believes it is not his own strength, but the will of God that he is able to become victorious. As his journey through life continues, from warrior to king, fatalism is present time and time again in all his actions. In Seamus Heaney’s translation of Beowulf, th e theme of fate dictates the outcome of each battle Beowulf must overcome in order to continue his journey as an epic hero, as seen before his fights with Grendel, the demon’s mother, and, most important of all, the battle with the dragon that fate decides is his last. Fatalism is a significant theme in the poem, and is present even in the commencement of Beowulf’s epic hero journey. However, God has already decided the outcome of his first trial, as seen when Beowulf and his men are preparing forShow MoreRelatedThe Unexpected Epic Of Bilbo Baggins s The Odyssey 1297 Words   |  6 PagesLiterature October 15, 2015 Period 2 Bilbo Baggins: The Unexpected Epic Hero Praised for his or her brave deeds and noble qualities, a hero has distinguished courage and ability. An epic hero is a unique type of hero who is often depicted in an epic poem. Homer initiated the concept of an epic hero in the person of Odysseus in the epic poem The Odyssey. Through his works and other author s works, the traits of an epic hero emerge. An epic hero embodies certain traits or characteristics; a strong loveRead More John Miltons Epic Poem, Lost Paradise Essays601 Words   |  3 PagesJohn Milton created an epic poem unlike any other. He created the poem while going blind, and recited it in its entirety, after he went completely blind, for his daughters to record. Paradise Lost is arguably the greatest epic poem ever written, though not the most well-known. It is so great because it is so modern. Other epics, such as The Iliad or The Odyssey written by Homer are poems of the past. They incorporate a religion that is no longer followed, and are something of science fiction todayRead MoreAnalysis Of The Epic Of Gilgamesh 932 Words   |  4 Pagesdifferent narrative functions in the Epic of Gilagmesh. It connects three parts of the epic together using the city of Uruk and, most importantly, the rampart that encircles the city. Repetition also gives subtle hints of shifting perspectives. At the beginning of the epic the reader is invited to marvel at the city of Uruk from the height of the wall. The walls of the city act as a framing device, enclosing various aspects of civilization: social, politics and religion. In Tablet IV the repetitive formatRead MoreThe Epic Of Epic Poems1106 Words   |  5 Pages Epic poems played a significant role in maintaining historical events during the Middle Ages. With very little written records, epic poems were memorized and passed down as an oral communication for generations. Beowulf was an example of this type of story that may have existed for a century before it was documented. Unfortunately, due to this type of record keeping, there is no accurate account of the time frame that Beowulf was created or even by what author. It could be deduced that thisRead MoreEvil in Disguise in John Milton ´s Paradise Lost793 Words   |  4 PagesAccording to the Christian religion the Devil, or Satan, is the source of sin and temptation. It is believed that there was a war in heaven against the rule of God and that Satan lead away many of the host of heaven to become fallen angels as God expelled the traitors from the heavens. John Milton wished to write a poem by which he could be remembered as the authors of the odyssey, Iliad, and the Aeneid. He d id this in the form an epic poem about the story of Eden. Milton’s poem is written fromRead MoreComparing Beowulf And Grendel And Beowulf1702 Words   |  7 PagesSince it was first discovered and translated, Beowulf has represented one of the finest examples of heroic poetry. As a tale reflecting the noble deeds of a hero, it uniquely expresses the cultural values of the Anglo-Saxons from whom it originated since heroes often do reflect the best of what their culture deems worthwhile. However, modern adaptations of this work express a different set of cultural values; values unique to modern society. When comparing the translated poem, Beowulf, to theRead More Comparison of Beowulf and Rustam in as Heroes Essay1514 Words   |  7 PagesA COMPARISON OF RUSTAM AND BEOWULF Shahnameh or Epic of the Kings was written about ninth or tenth cetury AD by Iranian epic poet ,Ferdowsi, who was a Muslim . Ferdowsi write about a hero,Rustam whose religion during his time was Zoroastrianism. Zoroastrianism believed in God and the life after death . The religion of the writer and Rustam (Islam and zoroastrianism) have so many things in common . their beliefs about god in life were somehow the same .Rustam fights for his people and his countryRead MoreWho Can Blame The Poor Little Demon?1596 Words   |  7 Pagesor not to eat an apple from the forbidden tree. Milton’s makes Satan an interesting character, almost a hero, although unwilling to repent, simply seeking his rightful place and when he cannot, and will not, he goes after God’s prized creations. Who can blame the poor little demon? Aren’t we accustomed to routing for the underdog? Milton gives Satan the gift of gab, intelligence and our viewpoint, which makes us see his point of view. Of all the poets who have introduced into their works the agencyRead MoreBeowulf: An Analysis1615 Words   |  7 PagesChristians eventually purveyed their religion upon the pagans. However, the ideals of paganism still perpetuate through the most prominent epic poem of this era called Beowulf. Beowulf embodies both epic and Christian poetry, but since the written language of Old English was not fully developed during this period, oral poetry was the basis of passing down important information about their society. Furthermore, in Beowulf, the protagonist, Beowulf, is an epic hero that emerges successful in his triumphsRead MoreA Comparative Analysis of Characters in Oh Brother, Where Art Thou?, Homers Iliad and Odyssey and The Alchemist765 Words   |  3 PagesOne very interesting aspect of the human experience is the manner in which certain themes appear again and again over time, in literature, religion, mythology, and culture regardless of the geographic location, the economic s tatus, and the time period. Perhaps it is the innate human need to explain and explore the known and unknown, but to have disparate cultures in time and location find ways of explaining certain principles in such similar manner leads one to believe that there is perhaps more

Your Shoes Free Essays

Mum, why complain at something that you have caused yourself. Causing this by wanting me to be how your perfect child would be. Well, sorry to say, I am not what you want me to be. We will write a custom essay sample on Your Shoes or any similar topic only for you Order Now You have been paying attention to yourself so much over the years you have actually forgotten what I am, brushing aside all the bad things I have done, making excuses for me. I am alright. Living how I want things to be, to do what I want, when I want. This is life, a life that does not consider you in it at all. I can be myself, without being criticised. Having what I want, instead of someone making choices for me. In actual fact it reminds me of the time you brought me those awful curtains, they just symbolise to me, what you like, I hated them, and the colours, the style I just see your face on them thinking yes these are perfect for me. Yes not me, you, perfect for you. Just think to yourself that we do not have the same tastes in life. You just want to have everything going right. So you can make the family look good. So that whenever anybody comes round, they can comment on how, â€Å"you are the perfect family†. To make people jealous of what you want us to have, but we have not got it. You just want the family with a hard working father with a good job and income, Perfect mother with a good job and who keeps the house tidy and brings up the children to be well behaved and good mannered. With a child who does well at school, always polite and stays out of trouble, you would love that. You have got the father and the mother the child is a bit different, it is me and I am who I am, I do not put a happy face on just cause you want me to and I will express me feelings how I want to. I am feeding myself alright I have a job and people are treating me with respect where I am now, like an adult, how people should be at my age. I feel responsible now, like I have a meaning in life. I am not into prostitution, and I can not believe you even fought that I would consider that path. Guess you just do not know me that well. I have got new friends now so I hope you are happy, what you have made me do, I have changed my lifestyle around. I am independent now, and happy if you saw me you would be proud but I do not want to see you, you just hurt me with thinking I am a failure all the time. Thinking I can not do anything and making me feel my life was worthless? I smoked pot mum because you drove me to it, I was depressed and needed something to take my mind of things. Depressed to know every time I go home I have to act like somebody you want me to be. I have now turned my mind to different things now. I prefer happier things now like socialising without having to get drunk and making a fool out of myself. I prefer my own space, with people that like the things I do. I share a flat now with a girl a few years older than me and she is helping me out, and introducing me to her friends, which are all lovely genuine people. The time father called me a slut was it, I know he may have been upset to find his daughter with condoms in her bag, but mum I had them to protect me, so I couldn’t get pregnant or get diseases, a step that only people that have matured would do, calling me a slut though he does not even know hat he is talking about I have only ever had sex with one person, not like I am going round sleeping with anybody. The person I had sex with as well was my boyfriend of six months, we had something special but I stopped the relationship to move on in life to get away from the misery of living life with you. You just take the pain out on me because you think I am going to be like my grandmother, because that she liked me better than her own daughter. She paid more attention to me than you. You can not bear to think it but it is true and your father only paid interest into you when he found out you had a brain. I am thinking it must have been hard for you but you do not need to take the anger out on me, making me into the person that you just wanted to be when you was in your childhood. All the parties mum is what a normal teenager does and get drunk because then they start to grow up more and realise this is not the life for me and change. It’s a thing that everybody does at some stage in there life. Some would think that you act like a teenager jealous of everything that is better than you. I have realised all these parties aren’t what I want to do I am now going to do a college course and study business studies. This is because I want to do something with my life and make a hit out of it so, if we meet again you and dad can be proud of what I have done. Then if we meet that day you will see I am different to you, I have different ambitions. I like other things than having a simple life, like you. I want to be someone, and stand up and be counted for I want not just sit back and think, things are going to be alright all the time because nothing will ever be perfect. How to cite Your Shoes, Papers

Personal Response To Getting Rid Of George Essays -

Personal Response To Getting Rid Of George Robert Arthur's story, Getting Rid of George is a good gothic story because of it's various examples of required gothic elements. These requirements include atmosphere, psychological state of mind, mystery, romance, and melodrama. All of these combined make this story a good gothic example. To begin, the setting, at one point, takes place at a dark secludes cabin in the mountains. Evidence of this is found when Harry describes: ?It is absolutely deserted up there at this time of year.? As well, the disappearance of George to everyone except Laura and Harry adds to the gloomy atmosphere. Again adding to the gloom and terror of the story is the physical exploitation of cruelty shown by Laura when she repeatedly beats George with a statuette until he lay dead on the floor. Mental exploitation of cruelty is also evident when George returns from the dead and blackmails and once again tries to ruin Laura new found life. We found clear examples of an atmosphere of gloom and terror throughout this story proving that Getting Rid of George is a well written gothic story. Along with a gloomy and terrifying atmosphere, Arthur uses the element of aberrant psychological states of mind to add to his gothic story. An example of irrational behavior is shown when Laura becomes outraged and spontaneously murders George. We thought, as well, that when Laura suffers a fainting spell is also an example of this psychological state of mind. Evidence of this is found when Arthur writes: ?Harry held Laura until the nausea within her subsided.? Lastly, hallucinations were also prevalent in the story as well. We thought a good example was when Harry and Laura were bringing George to the cabin to dispose of his body, Laura claims that George's dead eye slowly opened and gave her a knowing wink. Elements of mystery were also used throughout this story. Many things were hidden or unknown. Some examples are when George walked into Laura's dressing room disguised as part of the press. His real identity, to Laura, was unknown. Also the fact that Laura murdered George and Harry is planning to help her was kept hidden from anyone and everyone. We also found obvious secrecy and obscurity in the story as well. Laura's past was kept as a deep secret as it would more than likely hurt her new career as an actress. We found proof of this when harry tells Laura: ?As soon as Haila learns you've been able to keep your past life a secret from everyone, she'll open a vendetta against you.? It is clearly shown that an element of mystery is used repeatedly throughout the story. Another gothic element that was used is romance. within the element of romance some fictions narrative is used such as when George speaks and acts towards laura as if nothing is or should be wrong. Our example is shown when George says: ?Come on now, kiss lonesome George.? Again: ?Now come to your loving husband like a good woman should.? We found this quite unordinary because Laura obviously wants nothing to do with George, and he is stupid if he doesn't realize that. As well, we noted two romantic relationships. Laura and Harry were desperately in love and had gotten married and George and ?Gloria' were a couple at one point. However along with Laura's new life came a new name and a new husband. Along with this romantic element comes an exotic place or setting. The only one we thought would sort of fit into this category is the cabin up in the mountains where harry brought Laura for their honeymoon. Therefore, many different examples of romance were evident in this story. The last gothic element used is melodrama. Violent physical action is an example of melodrama, we thought the best example of this was when Laura continuously beat George with a silver statuette. Secondly, extravagant emotions produce melodrama as well. The emotions were noticed when Laura described: ?pain and loathing were a white fire in my mind.? She thought this when George had barged into her room looking to ruin her life again. Poetic justice was also served to these characters. George deserved to die

The Role of Body Language Essay

The Role of Body Language Essay The Role of Body Language Essay Communication is one of the essential tools used for the exchange of ideas, feelings, and even visions. It is the activity of passing across the intended information through exchange of signals, writing, thoughts, behavior, and messages (Yates 433). However, for the process to be completed, several elements of the latter must be facilitated. The basic elements of communication include a potential sender, the intended message, and finally the targeted recipient. The way information is being transmitted depends on the medium. Moreover, the medium of transmission entirely rely on whether the communication is verbal or non-verbal. Non-verbal communication makes use of body languages, symbols, and signs as its ways of passing across any message (Yates 501). As per the requirements of the project, my area of specialization builds its concrete foundation on the body language as one of the means of communication. It is a form of physical and mental ability of man’s non-verbal communication that consists of gestures, facial expressions, body posture, and eye movements (Pease Pease 211). Body language is one of the most effective means of relaying very sensitive information and maintaining the confidentiality of the message passed across. The sole reason of my keen interest in this means of communication is the unique nature possessed by the latter as compared to other means. People continue using body language no matter the advancement in technology and development of most effective means. Analytical goals of my project draw its origin from the non-verbal forms of communication. To mention a few, the objectivity of the project was to understand the power and importance of excellent non-verbal communication, discover the necessary listening skills required for checking the shared understanding, modes of repairing the wrong communication and finally, understanding the effects of appropriate non-verbal communication and vocal tone in building rapport (Borg 457). Body language covers most of these objectives and helps in achieving the ultimate goals of communication as intended in this project. Assumptions made in this project can only be achievable if the means of communication put into consideration can be articulated to meet the requirements. Body languages are more advantageous and it can handle situations that cannot be handled by other means. The first advantage is that, this means can handle a situation where the sender or the recipient is handicapped or physically disabled (Borg 244). For example, a dumb person can use signs and facial expressions to relay information. He/she may be unable to utter the real words but the meaning of the message can be effectively understood through the body language. Noisy places may inconvenient verbal means but body language can comfortably be used in such environments. For example, in a factory where there is a lot of noise, the manager can instruct the employees and those under him through body language (Pease and Pease 466). The above means can also be used in passing across any sensitive information whose confidentiality is supposed to be maintained. Signals used between the sender and recipient may only be understood between the two and the third party may not get the real meaning of the information. The final advantage lies under the geographical difference between the sender and the recipient. The means may effectively be applicable if the two are at a visible distance but their spoken words may not be heard clearly. For example, if someone wants to greet a person, (Borg 558). Who is in a moving vehicle, waving a hand will be a more civilized way as compared to shouting. In addition, body language proves to be less expensive as compared to most sophisticated ones. Parties having an intension of cutting down the cost of communication can make use of body language. The above means loses its effectiveness in case the barriers exist in the environment under consideration. The major barrier is the case where both the sender and recipient are uninformed about the meaning of some of the signs and gestures. This will make the latter to be ineffective and therefore reducing its applicability. Common signals and body gestures known to many people cannot be used to relay any confidential information. Body gestures that carry more than one meaning may be difficult to be used as the involved parties may not get the intended message. Individuals lacking the body parts utilized in the communication are automatically excluded from using the means (Pease and Pease 674). This makes the latter to be limited to those people who possess the body parts that are supposed to be used in the process. For example, a blind person cannot use eye movements to relay the message; crippled people may also not use their legs or hands in the process of communication. Most of the time, body language is used by both handicapped and normal people so long as the parties understand the signs and body gestures well. Very large geographical difference may inconvenience use of signs and gestures in passing the meaning. This can only be done through digitized means where signs are being transmitted electronically. The project involved laying down the necessary strategies that will characterize the means of communication to be determined. The first strategy for this work involved testing the effective means of communication that can be used in a noisy environment. Various means of communication were to be tested in the latter environmental conditions and the effective method was to be pointed out. The second strategy was to determine the most appropriate means that can be used in relaying confidential messages (Pease and Pease 688). Almost all available means under the test proved ineffective and the one with the highest degree of confidentiality was determined. The final strategy was to cut down on the cost of communication. This meant to find the cheapest means of communication that can fully satisfy the process. The strategies outlined above almost gave the expected results (Oxford 509). The rhetorical barriers and advantages mentioned earlier in this project gave direct reflections of what was to be done and the ultimate goals were absolutely fulfilled. The first strategy of noisy environmental condition was fully satisfied by the rhetoric advantage of body language as the means of communication. Body language proved communicative under the tested conditions. The second strategy of relaying confidential messages was previously reflected by the rhetoric advantage of body language. The latter gave maximum satisfaction in passing across confidential information. The final strategy of cutting down the cost of the process of communication gave out several means of communication. Some of the verbal means of communication met the standards unexpectedly and the strategy was to be articulated to meet the requirements. However, the adjustments made met the satisfactory standard of making body languag e as the only means of communication. The rhetoric ended up being effective in analyzing the arguments. The rhetoric arguments proved perfect in the analysis and strategies gave full support for the approval of arguments. Documented statistics for the related case study almost projected the same results as the one that were rhetorically reflected in the project (Oxford 599). However, in this project, the strategized conclusion could not have been drawn from the rhetoric barriers and advantages, putting the last strategy into consideration, which almost dissatisfied the expected outcome. The argument of whether to rely on the rhetoric reflections or not, in finding the most appropriate means of communication in the project almost proved effective. However, the rhetoric reflection failed in giving the details of flexibility of the means and the ability of the latter to accommodate the upcoming challenges (Melkote 444). Body language plays many roles in the current society. Considering the technological advancements, this means of communication is seen primitive and cannot be relied on. However, what people are not supposed to forget is that, this means forms part of the most immediate means of communication before other means can be put in place. People who do not have a common communicative language find it hard to communicate with one another (Melkote 408). The only immediate way is by use of body language. In normal life circumstances, emotions find their roots in body language and twisting of some body parts may turn out passing a strong message to the targeted recipient. People around the globe appreciate body language and the roles it plays. Ideas of generating the most sophisticated means of communication are being generated by body language. What is most important is understanding the ideology of communication that is to be achieved by the scientists. Having hopes in the unpromising inventions makes people forget that the effective means lies in our bodies and the only task is to learn how to use it. Learning body Language is one of the most interesting things that one can do and in most cases, it turns out to be more of a fun. Do you need help with writing an essay about Body Language? Just visit our custom writing service to order high-quality customized essays online.

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer

How to Get 800 on SAT Writing 9 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600–750 range on SAT Writing? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Writing score isn't easy. It'll require near perfection and a mastery of both grammar rules and essay writing. But with hard work and my SAT writing strategies below, you'll be able to do it. I've consistently scored 800 on Writing on my real SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT Writing or above (this equates to a Writing Test Score of 30+ out of 40 on the New SAT). If you're below this range, my "How to Improve your SAT Writing Score to a 600" article is more appropriate for you. Follow the advice in that article, then come back to this one once you've reached a 600. Also, the New 2016 SAT now has a single 800 Reading + Writing score, combining the individual Reading and Writing test scores. Technically, when I mention a perfect Writing test score, I'm referring to a perfect 40/40 test score, which is essential to getting an 800 Reading and Writing score. In this guide, I'll use800 and 40 interchangeably to mean a perfect Writing score. We won't talk about Reading here, but if you want to improve your Reading score too, check out my Perfect SAT Reading score guide. Overview Most guides on the internet on how to get an 800 on SAT Writing are pretty low quality. They're often written by people who never scored an 800 themselves. You can tell because their advice is usually vague and not very pragmatic. In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Writing consistently. They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the nine key SAT Writing strategies so you know how to get an 800. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Writing score is useful, since this will fuel your motivation to get a high score. This guide has been updated for the New 2016 SAT Writing and Language section, so you can be sure my advice works for the test you're about to take. Final note: In this guide, I talk mainly about getting to an 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Writing? Let's make something clear: for all intents and purposes, a 1540+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1600 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1560, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and your time is better spent working on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530 or above. There's a big difference between a 1460 and a 1560, largely because it's easy to get a 1460 (and a lot more applicants do) and a lot harder to get a 1560. A 1540 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 in SAT Reading+Writing? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get a perfect 40 in SAT Writing and a perfect 40 in SAT Reading, that means you only need a 750 in SAT Math. This gives you a lot more flexibility. Princeton's 75th percentile for Writing is 800. There's another scenario where an 800 in SAT Writing is really important: if you're planning to apply as a humanities or social science major (like English, political science, communications) to a top school. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a humanities/social science major, you're competing against other humanities/social science folks: people for whom SAT Writing is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, Yale, and Dartmouth, the 75th percentile SAT Reading+Writing score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Writing. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It! This isn't just some fuzzy feel-good message you see on the back of a milk carton. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Writing. The reason most people don't is they don't try hard enough or they don't study the right way. Even if language isn't your strongest suit, or you got a B+ in AP English, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. SAT Writing is Designed to Trick You - You Need to Learn How Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? You've learned grammar before in school. You know some basic grammar rules. But the SAT questions just seem so much weirder. It's purposely designed this way. The SAT can't test difficult concepts because this would be unfair for students who never took AP English. It can't ask you to decompose Dostoevsky's The Brothers Karamazov. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Subject verb agreement, run-on sentences, pronoun choice, etc. You've learned all of this throughout school. But the SAT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Example Question Here's an example: find the grammar error in this sentence: The commissioner, along with his 20 staff members, run a tight campaign against the incumbent. This is a classic SAT Writing question. The error is in subject/verb agreement. The subject of the sentence is commissioner, which is singular. The verb is "run," but because the subject is singular, it should really be "runs." At your level, you probably saw the error. But if you didn't, you fell for a classic SAT Writing trap. It purposely confused you with the interrupting phrase, "along with his 20 staff members." You're now picturing 20 people in a campaign- which suggests a plural verb! The SAT Writing section is full of examples like this, and they get trickier. Nearly every grammar rule is tested in specific ways, and if you don't prepare for these, you're going to do a lot worse than you should. Here's the good news: this might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the subject and the verb, and get rid of the interrupting phrase. So to improve your SAT Writing score, you just need to: Learn the grammar rules that the SAT tests. Study how the SAT tests these grammar rules and learn how to detect which grammar rule you need in a question. Practice on a lot of questions so you learn from your mistakes. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right to get a perfect score. What It Takes to Get An 800 in Writing If we have a target score in mind, it helps to understand what you need to get that score on the actual test. On the Writing section, there are 44 multiple-choice questions. How many questions you get right determines your scaled score out of 40. From theOfficial SAT Practice Tests, I've taken the raw score to scaled score conversion tables from the first four tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated,read this.) Raw Score Test 1 Test 2 Test 3 Test 4 44 40 40 40 40 43 39 39 39 39 42 38 38 38 38 41 37 37 37 37 40 36 36 36 37 39 35 35 35 36 38 34 34 35 35 37 34 33 34 34 These grading scales are harsh.For every test, if you miss just ONE question, you get dropped down to a 39. This means your maximum Reading + Writing score becomes a 790, in the best case. The exact score conversion chart depends on the difficulty of this test. This particular score chart is as strict as it gets- sometimes, you can miss one question and still get a 40. But I've never seen a test allow missing two questions and getting a 40. Sometimes, if you miss two questions, you drop down to a 37. So the safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800, and an essay score of at least 10. It's pretty clear then that you need to try to answer every question. You can't leave any questions blank and expect to get an 800 reliably, which means you need to get to a level of mastery where you're confident answering each question. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 38 raw score now, you need to answer six more questions right to get to a perfect 40. As a final example, here's a screenshot from my exact score report from March 2014, showing that I missed 0 questions and earned an 800. (This was from the older 2400 version of the SAT, but the grading scale was similarly tough back then.) OK- so we've covered why scoring a higher Writing score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll get into the meat of the article: actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Get an 800 on SAT Writing What's your greatest weakness? Strategy 1: Understand Your High-Level Weakness: Time Management, Content, or Essay Score We're deliberately starting high level, before diving into grammar rules, because you need to know what type of game you're playing before you practice. Every student has different flaws in SAT Writing. Some people don't have full mastery of the grammar rules. Others run out of time on the test. Yet others aren't fluent in their essay writing. Here's how you can figure out which one applies more to you: Find an official SAT practice test, and take only the Writing section. We have the complete list of free practice SATs here. For each section, use a timer and have it count down the 35 minutes for the Writing section. Treat it like a real test. If time runs out and you're 100% ready to score your exam, then do so. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. See what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you would get if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time scaled score a 35 or above? If NO (Extra Time score 35), then you have strategy and content weaknesses. All the extra time in the world couldn't get you above a 35, so your first angle of attack will be to find your weaknesses and attack them (We'll cover this later). If YES (Extra Time score 35), then: Was your Realistic raw score a 43 or above? If NO (Extra Time score 35, Realistic 35), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than three points, then you have some big problems with time management. We need to figure out why this is. Are you taking too much time for each question? Or are particular types of questions slowing you down? More on this later. If YES (both Extra Time and Realistic scores 35), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than two points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 40 with extra time, but score a 35 in regular time, you know with certainty that you need to work on time management to get a 40. Strategy 2: Comprehensively Learn the Grammar Rules There's just no way around it. You need to know all the grammar rules tested on the test and how they work. Certain grammar rules, like punctuation usage, appear far more often than other rules. But because we're going for perfection, you'll need to know even the less-common rules. In our PrepScholar program, we've identified the following as the most to least important grammar rules: Punctuation Sentence Structure Conventional Expression (aka idioms) Possessives Agreement Parallel Structure Modifiers Verb Tense Pronouns Within these general categories, there are a lot of rules, but they differ from each other in how often they appear on the test and how hard they are to study. For example, Punctuation is by far the most common grammar rule on SAT Writing, but it only uses a few separate concepts. The Idioms skill is slightly less common, but it uses a wide range of idioms (like "as a means of" or the use of "whereby" vs "from which"), such that each unique idiom appears no more than once on each test. As another example, Punctuation appears 4.12 times as often on SAT Writing as the least common concept, Pronouns. So, assuming you're equally weak across all skills, you get more bang for your buck by studying Punctuation and nailing it. It's therefore important for you to focus your time on studying the highest impact grammar rules. Our PrepScholar program, for example, quizzes you in relation to how common each grammar rule is, so that you focus your efforts on the rules that make the biggest difference to your score. Strategy 3: Get Intimately Familiar With the Rhetoric Question Types Aside from grammar rules, the other major category of questions in SAT Writing is what we call Rhetoric. These questions concern how to make persuasive arguments and construct logical sentences, paragraphs, and essays. The College Board also calls this "Command of Evidence" and "Expression of Ideas." Unlike sentences with incorrect grammar, sentences in rhetoric questions don't usually have anything technically wrong with them. Instead, the SAT is testing you to find more effective ways to construct the sentence or passage. Here's a rundown of the types, from most common to least: Sentence Function "At this point, the writer is considering adding the following sentence...Should the writer make this addition here?" Concision "Which choice most effectively combines the two sentences at the underlined portion?" Transition These questions underline a key transition word in between sentences or phrases. You need to pick the transition that makes the most sense. Example: "This assertion is not supported by scientific research. For instance, one review published in..." Logical sequence "To make this paragraph most logical, sentence 2 should be placed..." These questions require you to order the sentences to get the most logical flow. Precision These questions underline a word or phrase and ask you to pick the best replacement for them. This is as close to a vocab test as the SAT gets. Example: "The reason for Siqueiros's secrecy became clear when the mural was confided." Answer choices: A) NO CHANGE, B) promulgated, C) imparted, D) unveiled. Quantitative These questions are the only ones in SAT writing that deal with graphs and data. You're usually asked to make sense of figures in the context of the text. Note - if you don't consider yourself a math person, don't be scared - the graphs are never super complex. But you do need to be able to read graphs and charts quickly. "Which choice offers an accurate interpretation of the data in the chart?" Style and tone These questions deal with maintaining the tone of the article - if it's a professional science article, it shouldn't use words like "icky" or "okay." Example: "The writer wants to convey an attitude of ___. Which choice best accomplishes the goal?" Even though questions of a single type look the same, they do vary significantly in difficulty. The difficulty depends on how subtle the answer choices are and the passage context. Once again, inour PrepScholar program,we break down every single Rhetoric skill and have thousands of practice questions to drill them to perfection. Which brings us to: Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Writing can knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 4,500+ SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason. If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Writing. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way, even if you answered a question correctly by guessing, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by grammar skill (e.g. Number Agreement, Idioms, Sentence Fragments). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Writing Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Take the Subject/Verb Agreement example I gave above (with the Interrupting Phrase trick). You likely already know how Subject/Verb Agreement works. But if you missed that question, you'd need to think about why you missed it (because the interrupting phrase made you confuse the subject and verb). Then you need to write down a strategy for noticing this in the future. Here are some examples of common reasons you miss a Writing question and how you should take the analysis one step further: Content:I didn't learn the grammar rule needed to answer this question. One step further:What specific rule do I need to learn, and what resources will I use to learn this grammar rule? Overlooked Rule:I knew the grammar rule, but the SAT question was written in a way that made me miss it. One step further:How do I solve the question now? Is there a strategy I can use to notice this grammar rule in the future? Careless Error:I knew the grammar rule and normally would get this right, but I slipped up for some reason. One step further:Why did I make this careless mistake? Was I rushing? Did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice. Many top students take a "soft approach" to SAT Writing. They learn the grammar rules when studying, but on the test they go "by ear": if a sentence sounds off, they'll assume it's wrong without thinking too hard about why. When you've mastered grammar rules, this can serve you well. For example, if I said "The bee fly to the hive." You know this is wrong instantly- it just feels wrong. You know simple subject/verb agreement so well that you can tell something is wrong before you can articulate what exactly it is. However, most students never get to this level of familiarity with all SAT grammar rules. This makes trusting your ear unreliable for many rules. What's the strategy to counter this? Point out the specific error, and justify it to yourself. This isespeciallytrue in rhetoric questions, where the answer choices can be vague and subtly different. Youhaveto understand why one answer is definitely the right answer, and the other three answers are definitely the wrong answers.This is a standardized test. Let's take one of the more difficult questions in an SAT practice test: Try to solve it yourself if you like. Here's what I'm thinking as I read the question (a "stream of consciousness"): " 'Likewise, anyone considering a career as a video game designer must be skilled writers and speakers,' and 'skilled writers and speakers' is underlined. There's no clear glaring problem, but the end of the sentence is funky. 'Anyone' is singular, as is 'video game designer,' but it switches to plural 'skilled writers and speakers.' This is a number agreement error - it should be "a skilled writer and speaker." Let's look at the answer choices. B is exactly what I predicted. C and D both have the same issue of inappropriate plural forms, and, aside from this error, neither is that much better than A. So I'm pretty confident B is the best answer." Now, I'm not literally thinking all these words in my head, but it matches my thinking process as I go through the question and evaluate each answer choice. As you learn the different grammar skills and how they appear on the test, you'll start evaluating answer choices for common ways that the SAT tries to trick you. Is a verb underlined? I'm going to check the subject to see if it follows subject/verb agreement. Then I'll check the verb tense. Is a pronoun underlined? I'm going to check the antecedent to see if it matches. Does an underline come right after a comma? I'm going to check if there's a faulty modifier error. I can justify every one of my answers because I know the grammar rules. This makes my answering more robust, not just based on whether something 'feels' right or wrong. Let's try another example for fun. Try to solve it yourself if you like. I'll start my stream of consciousness after I read the question: "This is a classic illogical comparison error - you're comparing "organically grown crops" with "people." Crops aren't more nutritious than people! We need to compare organic crops with conventionally grown crops.So I need an answer choice that solves this: A: same as original, which is wrong B: "organic crops are safer than the purchase of their conventionally grown counterparts" - no - it's better than comparing crops to people, but it's still not comparing crops to crops C: "organic crops are safer than purchasing their conventionally grown counterparts" - no, same error. This would be fine if the sentence read "they believe purchasing organic crops is safer than purchasing conventionally grown counterparts." But it doesn't. D: "organically crops are safer than their conventionally grown counterparts" - yes! It's crops to crops, perfect. You can see how I first identified the illogical comparison error in the original sentence. That made it very clear to me how I could find an answer choice that fixed this error. Then I went through each answer choice, replacing the text and seeing if it fixed the error. Note that in these questions, the SAT often fixes the original error in an answer choice- but then introduces another error. You need to make sure the answer you choose is 100% correct, in terms of both grammar and logic. Don't be intimidated if you can't do this right now. With practice and reflection, you will get to this point. Once again, it's like "the bee fly to the hive." You want to get to a point where all SAT grammar rules automatically sound as wrong as that sentence. Find patterns to your mistakes, and make sense of the chaos. Strategy 6: Find Patterns to Your Weaknesses and Drill Them Remember Strategy 4 above, about keeping a lot of every mistake? You need to take this even one more step further. If you're like most students, you're better at some areas in SAT Writing than others. You might know pronouns really well, but you'll be weak in sentence constructions and fragments. Or maybe you really like parallel construction, but you have no idea what faulty modifiers are. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of schoolwork, you might be an athlete or have intense extracurriculars, and you have friends to hang out with. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew well, and they didn't spend enough time improving their weak spots. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT Writing? You need to find the grammar rules that you're having most trouble in, and then do enough practice questions until they're no longer a weakness. Fixing up the biggest holes. For every question that you miss, you need to identify the type of question it is and why you missed it. When you notice patterns to the questions you miss, you then need to find extra practice for this grammar rule. Say you miss a lot of misplaced modifier questions. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. This is the best way for you to improve your Writing score. Once again, this is exactly how I designed our PrepScholar online SAT prep program to work. It automatically figures out your greatest weaknesses so you don't have to. We use advanced statistics with data from our thousands of students. With PrepScholar, you don't need to worry about what to study- you just need to focus on learning. Because it's worked for thousands of students, I'm pretty sure it'll work for you too. Click here to learn more. Strategy 7: Be Careful With NO CHANGE Answers In SAT Writing, most questions have a NO CHANGE option. In Improving Sentences types, A is the answer choice that doesn't change the underlined section. The SAT loves tricking students using these answer choices, because it knows that students who don't know grammar rules won't see anything wrong with the sentence. NO CHANGEis a really easy answer to choose. NO CHANGEs are one of the most common careless mistakes- make sure you don't fall for them. Be very careful whenever you choose one of these NO CHANGEanswer choices. Typically, these are correct answers around 25% of the time- not much more. If you find that you're choosing NO CHANGE 40% of the time, you're definitely not detecting grammar errors well enough. Every time you choose NO CHANGE, try to double-check the other answer choices to make sure you're not missing a grammar error. Especially take note of grammar rules that you tend to ignore mistakenly. Like I mentioned in Strategy 2 above, if you write down your mistakes and study your weaknesses, you'll be able to know which grammar rules you're weak at and then pay special attention to them. Personally, this was my most common careless error mistake. When I could see the error, I got the question correct nearly 100% of the time. The only times I missed questions were when I accidentally ignored an error. I solved this by double-checking each of the answer choices to make sure I wasn't leaving any stone unturned. Strategy 8: Think About Grammar in Everyday Life Among all subjects, Writing on the SAT is special because it appears in your everyday life. For school, you have to read a lot and you have to write a lot. Use these experiences as opportunities to notice grammar rules and sentence constructions. This is unique to SAT Writing. SAT Math is so bizarre compared to everyday life that you won't just naturally find ways to apply the Pythagorean theorem at breakfast. SAT Reading similarly requires very specific skills when reading a passage. But you can practice your grammar skills throughout the day. Here are some ideas: Proofread your friends' essays. Challenge yourself to uncover every grammatical error. Notice common errors around you. A lot of people comma splice, for example. Read high-quality, formal publications, like the New York Times or the Economist. These articles go through editors, so they rarely have grammar errors. You'll develop that ear for language I mentioned. Note that this isn't very efficient studying, and I don't recommend this for the sake of improving reading comprehension for SAT Reading. If you read like this for fun anyway, then go for it, but don't spend 100 hours reading for the sake of SAT Reading+Writing - spend that time on practice questions instead. The more you think about grammar as a fundamental skill rather than something specialized for the SAT, the more natural it will feel to you. Strategy 9: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Writing that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish a 35 minute Reading section in 20 minutes or less. I then have 15 minutes left over to recheck my answers two times over. The best way to get faster, as explained above, is to get so fluent with SAT grammar that you rapidly zero in on the grammar mistakes without having to think hard about it. And to get fluent with Rhetoric questions so you can spot the trap answers. Try to aim for a target of spending 35 seconds on each question, reliably. This gives you enough time to doublecheck comfortably. What's the best way to double-check your work? I have a reliable method that I follow: Double-check any questions you marked that you're unsure of. Try hard to eliminate those answer choices. If it's a NO CHANGEquestion, double-check that you're not missing any grammar mistakes. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least two minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go five at a time ("A D E C B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just five seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. In Overview Those are the main strategies I have for you to improve your SAT Writing score to a perfect 40, and to a total 800. If you're scoring above a 30 right now, with hard work and smart studying, you can raise it to a perfect Writing score. Even though we covered a lot of strategies, the main point is still this: you need to understand where you're falling short and drill those weaknesses continuously. You need to be thoughtful about your mistakes and leave no mistake ignored. One last tip: try to keep a steady head while you're taking the test. It's really easy to start doubting yourself because you know you need a near-perfect raw score. Even if you're unsure about two questions in a row, try to treat every question as its own independent test. If you start doubting yourself, you'll perform worse, and the worse you perform, the more you doubt yourself. Avoid this negative spiral of doubt and concentrate on being confident. You'll have studied a lot, and you'll do great on this test. Here's a recap of all the strategies, in case you want to go back and review any: Strategy 1: Understand Your High Level Weakness: Time Management, Content, or Essay Score Strategy 2: Comprehensively Learn the Grammar Rules Strategy 3: Get Intimately Familiar with the Rhetoric Question Types Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake Strategy 5: Justify Every Answer. Point Out Specific Grammar Errors. Justify the Rhetoric Choice Strategy 6: Find Patterns to Your Weaknesses and Drill Them Strategy 7: Be Careful with NO CHANGEAnswers Strategy 8: Think About Grammar in Everyday Life Strategy 9: Finish With Extra Time and Double Check Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect 1600, written by me, a perfect scorer. Read our accompanying guides on how to get an 800 on SAT Math and how to get an 800 on SAT Reading. Learn how to write a perfect-scoring 8|8|8 SAT essay, step by step. Make sure you study SAT vocab using the most effective way possible. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Theater Article Example | Topics and Well Written Essays - 750 words

Theater - Article Example However, acting has numerous similarities with performances, which often take place in a single stage in front of a live audience. Both require professional actors with designed costumes in order to represent the script. Audience refers to the consumers of the works of art. This refers to the people who sit in theaters to watch live performances and refers to the people who either visit cinemas or purchase films to watch at home. The audience is a significant party in the development of films and acting since they constitute the market targeted by developers of such products. The audience often criticize a play or a film thereby challenging he developers to create better works with every of their productions. What is Performance? Performance refers to the art of playing specific scene as developed by a director. Performance requires an adequate number of characters and an effectively developed play. As such, each character therefore plays a significant role as stipulated by the script. Performances vary depending on the nature of the script. Each character plays independently but in tandem with the roles played by other character. Just as is the case with any other form of literatures, effective performances rely on the ability of the developers to create 3effective conflicts among the characters. The characters must relate appropriately and act naturally in order to develop a strategic conflict that sustains the plot of the performance. Most performances take place before an audience or during a shooting thus creating film. Theater refers to the stage where performances occur. The theater therefore forms the scene and setting for the action in a performance. Theaters are strategically constructed and designed in order to enhance the plot of the performances. The theater provides a stage for acting. This implies that a theater has all the

Construction Legal Procedures Essay Example | Topics and Well Written Essays - 1500 words

Construction Legal Procedures - Essay Example At the turn of 1983, the United Kingdom witnessed the surfacing of a radical Society of Construction Law. Thereafter, the European Society of Construction Law was established as an umbrella law governing the entire construction industry in the European continent (Comba, 2013, pp.302-310). The first and foremost is the time taken by the planning departments in processing the permits. Some of these departments may take very long time to give the feedback thus discouraging the investment approach of the construction works.(Nunnally, 2004)recommended a follow up on the progress of the processing of the permit in order to put more pressure on the planning departments to issue permits on time. Procedures associated with regulation, practises and legislation is too cumbersome and weary. These is because the government through its parliament make changes every time concerning the regulation and standards of the construction. This as a result lengthen the procedures associated with permit issuance.Construction permits are always subjected to various reforms and changes which have no proper definition hence not fully implemented. The reforms are always short-lived and before implementing the proposed rules and regulations, others will have come by thereby in the long run lengthening the process of permits(Nunnally, 2004) Another challenge conflict by the local residents and the community in general. The construction will not be granted permit to start the construction work when there are conflicts in the area of construction. This happens in most cases due to failure by the construction company to involve the local community in the project contract. Before any contract project commences, the community must understand well the benefits and impacts of the project in their lives. Involvement can be done through various channels such as communication through print media, meetings, and seminars among many others. When

Essay --

If you knocked someone’s tooth out, do you think it’s fair for that person to hit your tooth out? If so, you agree with a law written by King Hammurabi which states "An eye for an eye, and a tooth for a tooth." Hammurabi was one of the best known Mesopotamian kings, and ruled the Babylon Empire from 1792-50 B.C.E. As his kingdom grew he knew he had to bring together the groups he controlled. He combined all these laws from different places into one big code. Hammurabi was one of the first people to write laws about taxes. The difference between Hammurabi and all these people he took the ideas from, is that Hammurabi’s taxes were not like taxes you know today, he did tax the people for money but he also asked for grain and oils as payment. Hammurabi’s idea was to write laws to bring justice in the land, abolish the bad people, and protect the weak. Hammurabi was convinced that the gods selected him to bring truth and structure to his people, and he took this task very passionately. Shortly after rising to power, he created his Code, 282 laws written to explain all relationships a...

Where is Croydon’s CBD?

A CBD is a central business district of a town/city. This is near to where the city first developed. The obvious characteristics of a CBD are many buildings grouped together. There will be many shops, restaurants and offices. Also there will be some pubs other high rise buildings and entertainment of some description (Cinemas, arcades etc). There will be a wide range of transportation that takes you into of very close to a CBD, in Croydon, trams, trains and buses all come into the CBD. There are also car parks in the CBD to allow access to cars. I expect the following things to be in or near Croydon CBD: * Offices * High rise buildings * Shops * Main roads * Tran stations/bus stations * Old houses * Factories I have shown where I expect Croydon's CBD to be on the base map. I have also chosen categories these categories are: * Retail outlets * Banks and financial services * Restaurants and fast food outlets * Public buildings/ offices * Recreational I have seen that the people driving cars are mostly from the south of Croydon and people coming by public transport are mostly from the north. Businessmen prefer to use their cars or a faster method of transport such as train to commute to work with. The poorer people from the north are mostly using public transport. Unit 2 The services around Croydon are unevenly spread throughout. There are three main shopping retail areas where many people come; these are, The WhitGift Centre, Drummond Centre, and North end/ High Street. I have shown on the map where these places are. Many people would agree that the WhitGift centre / North end are the centre of Croydon. The restaurants and food establishments are situated throughout the centre but the bigger restaurants are located in the south of Croydon. Other restaurants are along George Street and Surrey Street. Both have access via the car but only in the evenings. They also have reasonable access to public transport. Most offices are situated east of Wellesley Road. This is because most access from the south is more accessible on Wellesley road and the wealthy people will be coming from the south to work in the offices. The bigger eating restaurants are located towards the south of Croydon as well because the wealthier people want to eat out. The poorer people would cook their own food. The transport methods into Croydon are: Cars – they can park in the big car parks located towards the south. These car parks can be more easily access from the south because of the roads. If cars where to come from the North they would have to drive all the way down, past the car parks, onto the main road and then drive back up to the car parks. People from the south drive straight in. Train – Fairly even access for all areas. Buses – There are many bus routes to Croydon from the North. There aren't many from the South though only 1 comes to Croydon from Sandstead and 2 from Selsdon etc. there is a poor service of buses from the South. Unequal provision. Trams – Trams come from the areas which lack other modes of transport. New Addington and Wimbledon are good examples. The transport differs for a good reason. Cars come mostly from the wealthier people who can afford more who live in the south. Bus routes from the south are poor because of this. Wealthy people wouldn't want to come on the bus with other people so they would just drive into Croydon. The car parks are located to the south of Croydon and have easy access from roads coming from the south. This makes it easier for the wealthy people coming from the south to get into Croydon. The buses vary a lot because more people would come from the North because generally they are less wealthy and would need to use public transport they do not own cars. There are many more bus services running from the North so they can accommodate the people coming from the North. Overall the large number of bus services for some areas cancels out the lack of tram services in the same place. Thornton heath has 9 bus routes that will take you into Croydon but does not have any tram routes taking you to Croydon. Unit 3 The bigger retail outlets such as the WhitGift Centre and the Drummond centre have easy and fair access to all because it is in the centre of Croydon. However places where you can eat (restaurants and fast food shops) are spread unevenly throughout Croydon. Fast food shops are mostly found in the centre of Croydon and to the North. Main expensive restaurants and places where you can drink are located to the south of Croydon off the main roads. This allows for the richer south to drive straight in and eat food. The location of these restaurants also link in to the whereabouts of banks and building society's which are also located to the south, off of the main road. This is so that the wealthier south can drive in at night, park the car quickly just outside the bank, withdraw cash and spend it in the restaurant. The smaller fast food shops have been located in the middle of Croydon and towards the north because many shoppers will come into the shop and get food quickly because they haven't got the time and money to eat in a restaurant. In conclusion the retail shops are mostly situated evenly in the middle of the CBD. Restaurants are located more to the South of Croydon Banks and financial buildings are located off of main route ways and roads Offices are mainly located in the east of Croydon on Dingwall Road. I have also made maps to show routes of abled and disabled people to compare them to see if they are equal. The hypothesis does say that that it has equal access to all groups of people. Unit 4 The hypothesis says that Croydon has equal access to services from all groups of people. This means that all people can get to wherever they desire in Croydon as such. This means that it wouldn't matter if they are disabled or not, they can still get to the same place as an abled person. If you look back into unit 3 where I constructed the maps to show abled and disabled people's routes. My conclusion is that all people can get around Croydon pretty easily. Disabled people can get to the same destination but it might take a little bit longer. When you look at my work in unit 2 it shows that the provision of transport is unequal but the population of Croydon is also unequal. What we see in Croydon is an answer to that inequality because the different areas have allowed for different methods of transport.

Nutritional Aspects Of Diabetes Mellitus - 2330 Words

Kyunga Lee Professor: Dr. Makuba Lihono Nutrition Aging Mon. May 18th, 2015 Diabetes Mellitus in Older Adults Nutritional Aspects of Diabetes Mellitus The prevalence of diabetes increases with age. Approximately 21% of older adults aged 60 years in the United States have diabetes. According to CDC, from 1980 through 2011, the rate of diagnosed diabetes increased 167% for people aged 0-44 years, 118% for those aged 45-64 years, 140% (9.1% to 21.8%) for those aged 65-74 years, and 125% (8.9% to 20.0%) for those aged 75 years and older. In general, throughout the time period, the rate of diagnosed diabetes increased among people of all age groups. In 2011, the prevalence of diabetes among people aged 65-74 (21.8%) was more than 13 times that of people younger than 45 years of age (1.6%). According to Gambert and Pinkstaff, with advanced age insulin sensitivity in muscle and adipose tissue decline and this can result in hyperinsulimia (2006). Progressive beta cell loss, influence of free fatty acids, and inflammatory adipocytokines result in glucose intolerance and eventually the development of diabetes mellitus type 2. Usually by the time an individual is diagnosed with type 2 diabetes mellitus, 80% of beta cell function is lost (Gambert Pinkstaff, 2006). Elderly people tend to have impaired glucose tolerance, however, only 10% of the difference in total serum glucose response to an oral glucose load is affected. The glucose intolerance of aging is manifested primarily byShow MoreRelatedThe Effects Of Gestational Diabetes1016 Words   |  5 PagesOne of the most common metabolic disorders during pregnancy is gestational diabetes mellitus (GDM) and its occurrence continues to increase (8). The 2004 analysis by the Center for Disease Control and Prevention states that cases of GDM are at 9.2%. 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