Agnostic

Agnostic Agnostic Agnostic By Maeve Maddox I thought I knew the meaning of the word agnostic until I read this in an article about the Common Core State Standards: Some teachers were angered, not by his pedagogical vision per se but by the fact that the author of the standards seemed to be telling them how to teach, even when the standards themselves are agnostic about pedagogy. Thomas Huxley (1825-1895) coined the word agnostic to describe his attitude towards God and religion. He felt he lacked sufficient knowledge to determine if God existed or not. He formed the word by adding the prefix a- to the word gnostic. The prefix added the sense of â€Å"without, not, -less.† Gnostic means â€Å"knowledge.† Agnostic means â€Å"lack of knowledge.† The word agnostic can be a noun or an adjective. An agnostic is a person who withholds an opinion as to whether or not God exists. As an adjective, agnostic means â€Å"relating to the belief that the existence of anything beyond and behind material phenomena is unknown and (as far as can be judged) unknowable.† The use of agnostic in a nonreligious context led me to uses I’d been unaware of. Here are some examples: Progressive adherents defend the Common Core State Standards Initiative as culturally and morally agnostic.   I had to [think of] a recipe that would be apple agnostic- it had to work no matter if they were sweet or tart, red or green, tender or crisp. Political agnostics are people who ignore politics and current events. The rescues I knew that did foster homes were mostly purebred rescues, like for collies or Persian [cats], says Wootton,I didnt know of any that just took dogs, or just took catsWe are breed-agnostic we dont discriminate. I am coming round to a sugar-agnostic position. The burgeoning use of the word agnostic in nonreligious contexts may derive from its use in the world of technology. A software program that will run on any computer operating system is said to be â€Å"platform agnostic. In extended use, agnostic can mean â€Å"not committed to a particular point of view, â€Å"non-partisan,† or â€Å"equivocal.† To me, the use of agnostic to refer to apples, sugar, and dogs seems more than a little inapt. And a word that can mean â€Å"equivocal† doesn’t seem the best choice to describe educational standards. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†Use a Dash for Number RangesDouble Possessive

The Complete Guide toSAT Math Word Problems

The Complete Guide toSAT Math Word Problems SAT / ACT Prep Online Guides and Tips About 25% of your total SAT Math section will be word problems, meaning you will have to create your own visuals and equations to solve for your answers. Though the actual math topics can vary, SAT word problems share a few commonalities, and we’re here to walk you through how to best solve them. This post will be your complete guide to SAT Math word problems. We'll coverhow to translate word problems into equations and diagrams, the different types of math word problems you’ll see on the test, and how to go about solving your word problems on test day. Feature Image: Antonio Litterio/Wikimedia What Are SAT Math Word Problems? A word problem is any math problem based mostly or entirely on a written description. You will not be provided with an equation, diagram, or graph on a word problem and must instead use your reading skills to translate the words of the question into a workable math problem. Once you do this, you can then solve it. You will be given word problems on the SAT Math section for a variety of reasons. For one, word problems test your reading comprehension and your ability to visualize information. Secondly, these types of questionsallow test makers to ask questions that'd be impossible to ask with just a diagram or an equation. For instance, if a math question asks you to fit as many small objects into a larger one as is possible, it'd be difficult to demonstrate and ask this with only a diagram. Translating Math Word Problems Into Equations or Drawings In order to translate your SAT word problems into actionable math equations you can solve, you’ll need to understand and know how to utilize some key math terms. Whenever you see these words, you can translate them into the proper mathematical action. For instance, the word "sum" means the value when two or more items are added together. So if you need to find the sum of a and b, you’ll need to set up your equation like this: a+b. Also, note that many mathematical actions have more than one term attached, whichcan be used interchangeably. Here is a chart with all the key terms and symbols you should know for SAT Math word problems: Key Terms Mathematical Action Sum, increased by, added to, more than, total of + Difference, decreased by, less than, subtracted from − Product, times, __ times as much, __ times as many (a number, e.g., â€Å"three times as many†) * or x Divided by, per, __ as many, __ as much (a fraction, e.g., â€Å"one-third as much†) / or à · Equals, is, are, equivalent = Is less than Is greater than Is less than or equal to ≠¤ Is greater than or equal to ≠¥ Now, let's look at these math terms in action using a few official examples: We can solve this problem by translating the information we're given into algebra. We know the individual price of each salad and drink, and the total revenue made from selling 209 salads and drinks combined. So let's write this out in algebraic form. We'll say that the number of salads sold = S, and the number of drinks sold = D. The problem tells us that 209 salads and drinks have been sold, which we can think of as this: S+D= 209 Finally, we've been told that a certain number of S and Dhave been sold and have brought in a total revenue of 836 dollars and 50 cents. We don't know the exact numbers of S and D, but we do know how much each unit costs. Therefore, we can write this equation: 6.50S + 2D = 836.5 We now have two equations with the same variables (S and D). Since we want to know how many salads were sold, we'll need to solve forD so that we can use this information to solve for S. The first equation tells us what S and D equal when added together, but we can rearrange this to tell us what justD equals in terms of S: S+D= 209 Now, just subtractS from both sides to get what Dequals: D = 209−S Finally, plug this expression in for D into our other equation, and then solve for S: 6.50S+ 2(209 −S)= 836.5 6.50S+ 418− 2S= 836.5 6.50S− 2S = 418.5 4.5S = 418.5 S = 93 The correct answer choice is (B) 93. This word problem asks us to solve for one possible solution (it asks for "a possible amount"), so we know right away that there will be multiple correct answers. Wyatt can husk at least 12 dozen ears of corn and at most 18 dozen ears of corn per hour. If he husks 72 dozen at a rate of 12 dozen an hour, this is equal to 72 / 12 = 6 hours. You could therefore write 6 as your final answer. If Wyatt husks 72 dozen at a rate of 18 dozen an hour (the highest rate possible he can do), this comes out to 72 / 18 = 4 hours. You could write 4 as your final answer. Since the minimum time it takes Wyatt is 4 hours and the maximum time is 6 hours, any number from 4 to 6 would be correct. Though the hardest SAT word problems might look like Latin to you right now, practice and study will soon have you translating them into workable questions. Typical SAT Word Problems Word problems on the SAT can be grouped into three major categories: Word problems for which you must simply set up an equation Word problems for which you must solve for a specific value Word problems for which you must define the meaning of a value or variable Below, we look at each world problem type and give you examples. Word Problem Type 1: Setting Up an Equation This is a fairly uncommon type of SAT word problem, but you’ll generally see it at least once on the Math section. You'll also most likely see it first on the section. For these problems, you must use the information you’re given and then set up the equation. No need to solve for the missing variable- this is as far as you need to go. Almost always, you’ll see this type of question in the first four questions on the SAT Math section, meaning that the College Board consider these questions easy. This is due to the fact that you only have to provide the setup and not the execution. To solve this problem, we'll need to know both Armand's and Tyrone's situations, so let's look at them separately: Armand:Armand sent m text messages each hour for 5 hours, so we can write this as 5m- the number of texts he sent per hour multiplied by the total number of hours he texted. Tyrone:Tyrone sent p text messages each hour for 4 hours, so we can write this as 4p- the number of texts he sent per hour multiplied by the total number of hours he texted. We now know that Armand's situation can be written algebraically as5m,and Tyrone's can be written as4p. Since we're being asked for the expression that represents the total number of texts sent by Armand and Tyrone, we must add together the two expressions: 5m +4p The correct answer is choice (C) 5m +4p Word Problem Type 2: Solving for a Missing Value The vast majority of SAT Math word problem questions will fall into this category. For these questions, you must both set up your equationandsolve for a specific piece of information. Most (though not all) word problem questions of this type will be scenarios or stories covering all sorts of SAT Math topics,such asaverages, single-variable equations, and ratios. You almost always must have a solid understanding of the math topic in question in order to solve the word problem on the topic. Let's try to think about this problem in terms of x. If Type A trees produced 20% more pears than Type B did, we can write this as an expression: x + 0.2x = 1.2x = # of pears produced by Type A In this equation, x is the number of pears produced by Type B trees. If we add 20% of x (0.2x) to x, we get the number of pears produced by Type A trees. The problem tells us that Type A trees produced a total of 144 pears. Since we know that 1.2x is equal to the number of pears produced by Type A, we can write the following equation: 1.2x= 144 Now, all we have to do is divide both sides by 1.2 to find the number of pears produced by Type B trees: x = 144 / 1.2 x = 120 The correct answer choice is (B) 120. You might also get a geometry problem as a word problem, which might or might not be set up with a scenario, too. Geometry questions will be presented as word problems typically because the test makers felt the problem would be too easy to solve had you been given a diagram, or because the problem would be impossible to show with a diagram. (Note that geometry makes up a very small percentage of SAT Math.) This is a case of a problem that is difficult to show visually, since x is not a set degree value but rather a value greater than 55; thus, it must be presented as a word problem. Since we know that x must be an integerdegree value greater than 55, let us assign it a value. In this case, let us call x 56 °. (Why 56? There are other values x could be, but 56 is guaranteed to work since it's the smallest integer larger than 55. Basically, it's a safe bet!) Now, because x= 56, the next angle in the triangle- 2x- must measure the following: 56*2 =112 Let's make a rough (not to scale) sketch of what we know so far: Now, we know that there are 180 ° in a triangle, so we can find the value of y by saying this: y = 180 − 112 − 56 y = 12 One possible value for y is 12.(Other possible values are3, 6, and 9.) Word Problem Type 3: Explaining the Meaning of a Variable or Value This type of problem willshow up at least once.It asks you to define part of an equation provided by the word problem- generally the meaning of a specific variable or number. This question might sound tricky at first, but it's actually quite simple. We know that P is the number of phones Kathy has left to fix, and d is the number of days she has worked in a week. If she's worked 0 days (i.e., if we plug 0 into the equation), here's what we get: P = 108− 23(0) P = 108 This means that, without working any days of the week, Kathy has 108 phones to repair.The correct answer choice, therefore, is (B) Kathy starts each week with 108 phones to fix. To help juggle all the various SAT word problems, let's look at the math strategies and tips at our disposal. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! SAT Math Strategies for Word Problems Though you’ll see word problems on the SAT Math section on a variety of math topics, there are still a few techniques you can apply to solve word problems as a whole. #1: Draw It Out Whether your problem is a geometry problem or an algebra problem, sometimes making a quick sketch of the scene can help you understand what exactly you're working with.For instance, let's look at how a picture can help you solve a word problem about a circle (specifically, a pizza): If you often have trouble visualizing problems such as these, draw it out. We know that we're dealing with a circle since our focus is a pizza. We also know that the pizza weighs 3 pounds. Because we'll need to solve the weight of each slice in ounces, let's first convert the total weight of our pizza from pounds into ounces. We're given the conversion (1 pound = 16 ounces), so all we have to do is multiply our 3-pound pizza by 16 to get our answer: 3 * 16 = 48 ounces (for whole pizza) Now, let's draw a picture. First, the pizza is divided in half (not drawn to scale): We now have two equal-sized pieces. Let's continue drawing. The problem then says that we divide each half into three equal pieces (again, not drawn to scale): This gives us a total of six equal-sized pieces. Since we know the total weight of the pizza is 48 ounces, all we have to do is divide by 6 (the number of pieces) to get the weight (in ounces) per piece of pizza: 48 / 6 = 8 ounces per piece The correct answer choice is (C) 8. As for geometry problems, remember that you might get a geometry word problem writtenas a word problem. In this case, make your own drawing of the scene. Even a rough sketch can help you visualize the math problem and keep all your information in order. #2: Memorize Key Terms If you’re not used to translating English words and descriptions into mathematical equations, then SAT word problems might be difficult to wrap your head around at first. Look at the chart we gave you above so you canlearn how to translate keywords into their math equivalents. This way, you can understand exactly what a problem is asking you to find and how you’re supposed to find it. There are free SAT Math questions available online, so memorize your terms and then practice on realistic SAT word problems to make sure you’ve got your definitions down and can apply them to the actual test. #3: Underline and/or Write Out ImportantInformation The key to solving a word problem is to bring together all thekey pieces of given information and put them in the right places. Make sure you write out all these givens on the diagram you’ve drawn (if the problem calls for a diagram) so that all your moving pieces are in order. One of the best ways to keep all your pieces straight is to underline your key information in the problem, and then write them out yourself before you set up your equation. So take a moment to perform this step before you zero in on solving the question. #4: Pay Close Attention to What's Being Asked It can be infuriating to find yourself solving for the wrong variable or writing in your given values in the wrong places. And yet this is entirely too easy to do when working with math word problems. Make sure you pay strict attention to exactly what you’re meant to be solving for and exactly what pieces of information go where.Are you looking for the area or the perimeter? The value of x, 2x, or y? It’s always better to double-check what you’re supposed to find before you start than to realize two minutes down the line that you have to begin solving the problem all over again. #5: Brush Up on Any Specific Math Topic You Feel Weak In You're likely to see both a diagram/equation problem anda word problem for almost every SAT Math topicon the test. This is why there are so many different types of word problems and why you’ll need to know the ins and outs of every SAT Math topic in order to be able to solve a word problem about it. For example, if you don’t know how to find an averagegiven a set of numbers, you certainly won’t know how to solve a word problem that deals with averages! Understand that solving an SAT Math word problem is a two-step process:it requires you to both understand how word problems work and to understand the math topic in question. If you have any areas of mathematical weakness, now's a good time to brush up on them- or else SAT word problems might be trickier than you were expecting! All set? Let's go! Test Your SAT Math Word Problem Knowledge Finally, it's time to test your word problem know-how against real SAT Mathproblems: Word Problems 1. No Calculator 2. Calculator OK 3. Calculator OK 4. Calculator OK Answers:C, B, A, 1160 Answer Explanations 1. For this problem, we have to use the information we're given to set up an equation. We know that Ken spent x dollars, and Paul spent 1 dollar more than Ken did. Therefore, we can write the following equation for Paul: x + 1 Ken and Paul split the bill evenly. This means that we'll have to solve for the total amount of both their sandwiches and then divide it by 2. Since Ken's sandwich cost x dollars and Paul's cost x + 1, here's what our equation looks like when we combine the two expressions: x + x + 1 2x + 1 Now, we can divide this expression by 2 to get the price each person paid: (2x+ 1) / 2 x + 0.5 But we're not finished yet. We know that both Ken and Paul also paid a 20% tip on their bills. As a result,we have to multiply the total cost of one bill by 0.2, and then add this tip to the bill. Algebraically, this looks like this: (x + 0.5) + 0.2(x + 0.5) x+ 0.5 + 0.2x + 0.1 1.2x + 0.6 The correct answer choice is (C) 1.2x + 0.6 2. You'll have to be familiar with statistics in order to understand what this question is asking. Since Nick surveyed a random sample of his freshman class, we can say that this sample will accurately reflect the opinion (and thus the same percentages) as the entire freshman class. Of the 90 freshmen sampled, 25.6% said that they wanted the Fall Festival held in October. All we have to do now is find this percentage of the entire freshmen class (which consists of 225 students) to determine how many total freshmen would prefer an October festival: 225 * 0.256 = 57.6 Since the question is asking "about how many students"- and since we obviously can't have a fraction of a person!- we'll have to round this number to the nearest answer choice available, which is60, or answer choice (B). 3. This is one of those problems that is asking you to define a value in the equation given. It might look confusing, but don't be scared- it's actually not as difficult as it appears! First off, we know that t represents the number of seconds passed after an object is launched upward. But what if no time has passed yet? This would mean that t = 0. Here's what happens to the equation when we plug in 0 for t: h(0) = -16(0)2 + 110(0) + 72 h(0) = 0 + 0 + 72 h(0) = 72 As we can see, before the object is even launched, it has a height of 72 feet. This means that 72 must represent the initial height, in feet, of the object, or answer choice (A). 4. You might be tempted to draw a diagram for this problem since it's talking about a pool (rectangle), but it's actually quicker to just look at the numbers given and work from there. We know that the pool currently holds 600 gallons of water and that water has been hosed into it at a rate of 8 gallons a minute for a total of 70 minutes. To find the amount of water in the pool now, we'll have to first solve for the amount of water added to the pool by hose. We know that 8 gallons were added each minute for 70 minutes, so all we have to do is multiply 8 by 70: 8 * 70 = 560 gallons This tells us that 560 gallons of water were added to our already-filled, 600-gallon pool. To find the total amount of water, then, we simply add these two numbers together: 560 + 600 = 1160 The correct answer is 1160. Aaaaaaaaaaand time for a nap. Key Takeaways: Making Sense of SAT Math Word Problems Word problems make up a significant portion of the SAT Math section, so it’s a good idea to understand how they work and how to translate the words on the page into a proper expression or equation.But this is still only half the battle. Though you won’t know how to solve a word problem if you don’t know what a product is or how to draw a right triangle, you also won’t know how to solve a word problem aboutratios if you don’t know how ratios work. Therefore, be sure to learn not only how to approach math word problems as a whole, but also how to narrow your focus on any SAT Math topics you need help with. You can find links to all of our SAT Math topic guideshereto help you in your studies. What’s Next? Want to brush up on SAT Math topics? Check out our individual math guides to get an overview of each and every topic on SAT Math. From polygonsandslopestoprobabilitiesandsequences, we've got you covered! Running out of time on the SAT Math section? We have the know-how to help you beat the clock and maximize your score. Been procrastinating on your SAT studying? Learn how you can overcome your desire to procrastinate and make a well-balanced prep plan. Trying to get a perfect SAT score? Take a look at our guide to getting a perfect 800 on SAT Math, written by a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Finance Assignment Example | Topics and Well Written Essays - 500 words

Finance - Assignment Example d) A separate WACC should be calculated based on the project and the costs of the different components of capital and the percentage of each component of capital that is used. Therefore, different weights would be used based on the weights expected to be used for the relevant project Question 2 – Component Cost of Preferred stock a) Western can deduct interest on its debt while there are no similar deductions for dividends. This is so because interest is allowable as a deduction for tax purposes while dividends on common or preferred stocks are not allowable as deductions for tax purposes. b) Given the difference in bond ratings between the utility subsidiaries and the unregulated subsidiary the various units have different costs of preferred stock. The one with the higher bond rating would have the lower cost and the one with the lower bond rating the highest cost. The utility subsidiaries and the unregulated subsidiaries would have different levels of operating risks c) The value at close should be used or the average of the highest and the lowest bid..

The Carter and Reagan Years Essay Example | Topics and Well Written Essays - 1000 words

The Carter and Reagan Years - Essay Example It is more reasonable to discuss Jimmy Carter first since he came before Reagan and it was during his presidency that the world faced the after effects of the oil shock (Walsh, 1997). Of course the present state of the world shows that we are going through another energy crisis and while our solution to the problem might be technological, the solutions thought of by Carter were practical. He wanted to handle the situation by asking the American people to make sacrifices and by asking them to make adjustments to their lifestyles (Shoup, 1979). In 1977, Carter used Congress to create the Department of Energy which was supposed to help America get out of dependence on cheap oil. Not only did Carter support the recommendations of the department, he applied them to his own life. To conserve energy, Carter started wearing sweaters to ward off the cold; he installed solar water headers in the White House and even had a wood burning stove in his living area. He also asked Americans to make sacrifices such as conserving energy, using less heating or cooling equipment, turn off Christmas decorations and place measures on how cool or hot commercial buildings could be (Carter, 1995). Comparatively, the use of force and strong-arm tactics that had become the hallmark of Reagan’s administration might have caused Reagan to attack countries with oil to take over their natural resources for American use. Carter also shifted the American viewpoint of allies and enemies through his focus on human rights. In essence, instead of working with a policy of containing ‘the communist threat’ Carter worked with the idea of human rights violations to suggest that some countries were behaving badly and some were behaving fine. Previously, the viewpoint on human rights was largely ignored but by bringing a focus on human rights, Carter was able to give a human touch to the policies of the government (Shoup, 1979). The practical

Stalin Power Essay Example for Free

Stalin Power Essay Joseph Stalin, the Man of Steel, is one of the most powerful dictators in history. Stalin was the General Secretary of the Communist Party and the Soviet Union’s sole leader from 1924 until his death in 1953. Stalin is one of the most controversial figures in Russian history; he is still the subject of fierce discussions. Stalin was a very powerful leader who had a huge impact on USSR; Stalin consolidated power in the USSR through propaganda, fear and, the five-year plan. Stalins rise to power was methodical and strong. The construction of his image was very well thought of and arranged. Nearly every medium propagandized Stalins image, propaganda was used to build up Stalins image. Like a religious worship, a cult of Stalin was formed. Stalin was like a godlike leader to the people, praised in the newspapers, books and in films, posters and poems. Everything praised his deeds, his skills, his modesty, his wisdom and his brilliance. Censorship was used to censor anything and everything that might reflect badly on Stalin. Leaving, no one a chance to see the bad side of Stalin, hence having everyone love and praise him. â€Å"The soviet education system was geared not to independent thinking but to Stalinist propaganda.† Parents taught their children that Stalin was the wisest and greatest. History books and photographs were changed to make him the hero of revolution, and obliterate the names of purges people. Stalin gave the people no chance to worship any kind of religious path; he did not want the people to have loyalty to anyone but him. Belief in god was replaced by belief in communism and Stalin. Cities and towns were named in his honor. Stalin established and consolidated his power through propaganda, thus gaining the love, respect and trust of the majority of the Russian people. However, propaganda alone was not enough to consolidate full power. Stalin was a paranoid ruler, always feared that political opponents, military officials, even common citizens were plotting against his political position and even his life. Perhaps as self-defense, Stalin was responsible for killing millions. Stalin consolidated his power base with the Great Purges against his political and ideological opponents. â€Å"Under the dictatorship of Joseph Stalin, tens of millions of ordinary individuals were executed or imprisoned in labor camps, that were little more than death camps. The Purge period of Soviet history can be considered the worst period of the twentieth century.† Stalin managed to use purges and violence to make people fear him, and therefore support him. Stalin imprisoned and executed anybody who opposed industrialization, and the kulaks who opposed collectivization. â€Å"Stalin also arrested thousands of his political opponents, they were put on show trials, where they pleaded guilty to impossible charges of treason.† Stalin executed or imprisoned almost all of the admirals and half the Army’s officers. Many people disappeared including teachers, miners, doctors, and ordinary people. Around 18 million were sent to labor camps, ten million died. â€Å"Stalin’s secret police had very effective torture methods. Many of the accused’s families were also killed or tortured in order to provoke confessions.† â€Å"Stalin had succeeded in destroying any sense on independent thinking. Everyone knew that his or her lives depended on thinking exactly as Stalin did.† Stalin accomplished power through fear, by using purges and violence to make people fear him and therefore support him, by having anyone who threatened his leadership, killed or murdered. â€Å"Propaganda and fear are not enough to explain Stalins extraordinary power. No dictator can hope to rule without popular support, and this was also true of Stalin. Power can only be acquired and retained by delivering benefits to significant numbers of people.† In Stalin’s case, this was achieved via five-year plans. Collectivization brought mechanization, rationalization to the many small plots that peasants worked on and put in place the distribution and supply networks needed to modernize agriculture and to produce enough grain for export. This system gave Stalin effective control over the entire economy, and thereby the Soviet people. The most effective means of increasing Stalin’s power was collectivization. â€Å"This involved the elimination of private ownership of agricultural land, and its replacement with a system of state-owned and collectively owned farms. The peasants who worked on these farms were under the control of the Party, which in turn was under the control of Stalin. Collectivization also gave Stalin the opportunity to eliminate large numbers of class enemies, the kulaks, and to steal Party members to wholesale murder.† Serious famines resulted, livestock and grain were destroyed and agriculture never fulfilled its potential. Yet most peasants remained grateful to Stalin for giving them a better standard of living. The Five Year Plans were also an essential part of Stalin’s consolidation of power. Targets were set for coal, iron and electricity production and progress was achieved through propaganda, fear, education, forced labor and socialist competition. â€Å"Stalin had declared that Russia was at least 100 years behind the industrialized world and, in setting out to modernize Russia; he was symbolically breaking with the past.† Stalin consolidated power through the achievements of the fiver year plan; new cities, dams and hydroelectric power, farm machinery, coal; steel, plastic, education and no unemployment and doctors and medicine were available. â€Å"For all the problems and hardship caused by the Five Year Plans, by 1941, Stalin had transformed Russia into a world class industrial power. This was to be vital for Russia as the war was about to test her to the extreme.† Today the role of Stalin in Russian history is the subject of bitter debate, with a number of Russian history textbooks calling him â€Å"an effective manager† and others presenting him as absolute evil dictator. Nevertheless, It can be seen that Stalin succeeded in consolidating power through many factors, mainly from propaganda, fear and terror, and the five-year plan.

Attitudes Towards the War in Regeneration and All Quiet on the Western

"...no nation is rich enough to pay for both war and civilization. We must make our choice; we cannot have both." -- Abraham Flexner "Regeneration" is an anti-war novel, reflecting the issues and the concerns in wartime Britain. "All Quiet on the Western Front" is also an influential anti-war novel and an important chronicle of World War 1. Both are historical fiction set near the end of the war, 1917-1918. The two texts explore similar themes in condemning the war. Remarque’s novel (All Quiet on the Western Front) is a profound statement against war, focusing especially on the ravaging effects of war on the humanity of soldiers. Similarly, Barker (author of Regeneration) offers realistic detail of many abominable war scenes, dwelling upon the destruction that war wreaks upon men’s minds. These details comprise a large portion of the novel. In All Quiet on the Western Front, through the narrative of Paul BÃ ¤umer, a young German soldier, there are constant attacks on the romantic ideals of warfare. The novel dramatizes the disjunction between high minded rhetoric about patriotism and honour, and the actual horror of trench warfare. Remarque continually stresses that the soldiers are not fighting with the abstract ideals of patriotic spirit in mind; they are fighting for their survival. Nothing in this novel makes the actual experience of war look attractive. The overriding theme of All Quiet on the Western Front is the terrible brutality of war, which informs every scene in the novel. It sets out to portray war as it was actually experienced, replacing romanticized versions in preceding novels, with a decidedly unromantic vision of fear, meaninglessness, and butchery. World War 1 completely alter... ... large concepts of duty, sanity, and war. Barker, with her insightful and direct writing style, succeeds in presenting a microcosm of madness that prevails during war. Regeneration recounts many vivid war scenes, and without drawing conclusions, effectively instils a feeling of vexation against the war into the reader. In presenting his grimly realistic version of a soldier’s experience, Remarque strips away the typical romanticism of war narrative in All Quiet on the Western Front, providing an unrelenting portrayal of carnage and gore. It is a novel of social protest; totally rejecting the war and nationalistic policies; and in doing so, successfully depicts the many horrors of World War 1. Works Cited Barker, Pat. Regeneration. New York: Plume, 2003. Remarque, Erich Maria. All Quiet on the Western Front. New York: Ballantine Books, 1984.

The triggering event that led to the Wall Street stock market

The triggering event that led to the Wall Street stock market crash in October 1929 was the result of a steady decline in production, prices and income over the period of three months. Anxiety gave rise to panic thus resulting to the crash.   The stock market crash affected various countries and the effects were intense.   The depression affected greatly the United States because of the absence of welfare benefits for the laid off workers.   Between 1929 and 1933, money income fell by 53 percent and as a consequence, demand fell significantly, which in turn led to lower production and more lay-offs up to 25 percent rate of unemployment in 1933.And yet despite the severity of the stock market crash, the Federal Reserve did not pursue a monetary expansion policy which would have stimulated the economy through lower interest rates and increased the stock of money in circulation. As part of the efforts of the United States to cope with the Depression, the Hawley Smoot Tariff of 193 0 was enacted which made US more protectionist than ever thereby sending import duties to record highs.   As a result, other countries retaliated as the new tariff act hastened the downfall of American trade volume. Since President Hoover has been protective of the tariff act, he failed to see the results of the move.Immediately thereafter, the Depression spread through out the world especially in Europe.   Particularly affected was Germany whose economy was unable to cope with the slow disappearance of American capital. It is also worth discussing that Germany was still paying reparations for World War I which made its position even more delicate. Germany was then forced to borrow from Great Britain and France.   The country had to pursue deficienary policies in order to gain the confidence of investors and attract foreign funds.The problem of devaluation further posed a major problem. Although the United Kingdom was not hit in the same way as Germany, it however experienced a notable decline in its export which was even greater than the decrease in its imports.   Latin America was also greatly affected as it depended heavily in selling raw materials in the US. It could not be surmised that the Wall Street crash was the immediate cause of the decline in world trade.   The decline in world trade was largely due to the protectionist legislation passed by major trading nations.When Hoover was replaced by President Roosevelt in 1932 and brought with him the New Deal which was intended to provide direct relief, recovery and financial reform to the country suffering from the Great Depression. One of Roosevelt’s primary programs was to deal with the country’s banking catastrophe. Since one-fifth of all of the banks in the US were forced to close and many people were already starting to lose their life savings, Roosevelt asked Congress to legislate a law which will protect the saver’s investment in times of the same crisis. This eventua lly restored the people’s trust in the banking system. Perhaps one of the most important legislation and mark left by the New Deal is the Social Security Act which set up a national system of old-age pension and also coordinated relief for the unemployed.   Both agriculture and industry were also supported by policies to restrict output and increase input.Perhaps the most durable   policy left by the New Deal was   the great public works project such as the Hoover Dam and the introduction by the Tennessee Valley Authority of flood control, electric power, fertilizer and education to a depressed agricultural region in the south. However, the New Deal was certainly not a perfect example of economic management as it did not lead to rapid economic recovery.   Income per capita was no higher in 1939 than in 1929, although the government’s welfare and public works policies did benefit many of the most needy people. The big growth in the US economy was, in fact, due t o rearmament. (Modern American Poetry)Despite the promises of the New Deal, it nevertheless reaped various criticisms as the programs were questioned.   For example, the National Industrial Recovery Act of 1933 which was originally intended to make possible â€Å" a great cooperative movement throughout all the industry in order to obtain wider reemployment, to shorten the working week, to pay a decent wage for the shorter week and to prevent unfair competition and disastrous overproduction.† However, the NIRA was attacked because it gave stimulus to the industries that needed it least and ignored the industries that needed it the most. It also gave Roosevelt unprecedented powers over the economy and other businesses.The increase of criticisms against Roosevelt and the New Deal, Roosevelt was forced to look for support elsewhere.   During the presidential campaign in 1936, he built the â€Å"Roosevelt Coalition† a political bloc that made modern politics.   While the Republicans were still relying on their traditional base of political support such as big businesses, farmers and conservatives, Roosevelt and the Democrats turned to small farmers in the Midwest, urban political bosses, even ethnic blue collar workers, the ethnic minorities, Jews and intellectuals.   As evidence by the support of African-Americans, Roosevelt was certainly changing American politics. Thus, it was no surprise that the Democrats won the race in 1936.On the other hand, labor and labor unions played a great role during the 1930s.   In fact, many Americans became alarmed by the labor union’s power which they felt might be irresponsibly used under certain circumstances.   For the labor force, they are responsible in continuing industrialization although many of the workers are divided from each other ethnically, regionally and religiously.   Nevertheless, with mass unemployment and real distress among the workingmen, public opinion, which had long look ed upon unions as â€Å"radical† outfits, came to sympathize with their purposes for the first time. Reflecting that public opinion, the new deal Congresses passed laws which favored organization and recognition of labor unions. Meanwhile, the courts, which had taken a restrictive view of the rights of labor when they seemed to conflict with those of private property, rendered more favorable decisions and upheld the new laws.Reference:Monique Ebell. (2006). Welfare Capitalism, Union Power and the Great Crash of 1929: Toward a Neoclassical Explanation of the Great Depression.†Ã‚   XIV International Economic History Congress, Helinski 2006 Session 20.F. William Engdahl. â€Å"Some Conventional Reflections on the Great Depression and the New Deal.† GeoPolitics-GeoEconomics.   Online http://www.engdahl.oilgeopolitics.net/History/New_Deal/new_deal.html accessed October 1, 2006.Stanley Schultz. â€Å"Dr. New Deal Becomes Dr. Win-the-War.† American History 102: Civil War to the Present. Online http://us.history.wisc.edu/hist102/lectures/lecture20.htmlLabor and Labor_Management. Online https://www.netsafa.navy.mil/ipg/labor_and_labormanagement.htm   accessed October 1, 2006.â€Å"Legacy of the New Deal in Comparison with Other Deals† : http://www.bergen.org/AAST/Projects/depression/legacy.html

Electronic Devices Essay

Ring! Ring! â€Å"Honey it’s your mother, please pick up your phone†¦ well call me when you get this message.† Two out of five kids get this voicemail daily during the week. The majority of students having a cellphone are only to contact parents and relatives. I think students should be able to have their cellphones and iPods out during school because after school kids should be able to contact their parents for any emergency. Students should also be able to keep their cellphones and iPods out for the resources, many sources including internet access and the use of calculators. I think students should also be able to use their cellphones and iPods for the music, music can change a person’s mood at any given time. While being in middle school I strongly believe that students should be able to use their cellphones and iPods during school and after. However, some people may argue that students shouldn’t have their cellphones and iPods out. They might argue that a student may be able to cheat on a test by texting their friends the answers. Or maybe the student’s phone might get stolen. The child might even get bullied with the use of a phone out. These little mistakes though aren’t something every kid goes through. Their mistakes that no one can control, but if they do happen then there will be consequences. However, I think students should be able to use their cellphones and iPods at appropriate times. I believe students should be able to have their cellphones out because after school they’ll be able to call their parents because someone might be trying to kidnap them. Or simply to just let them know their getting a ride with a friend. Many kids walk to school and from school to home. Meaning they need to be able to contact their points at any moment. Sometimes parents forget to pick up their child just because they’ve had a busy day at work. That’s when having a cellphone is really handy. During the day a cellphone can be useful especially when a student is having problems. Those problems can vary. Students at SVMS have experienced an unexpected problem that a cellphone could have been of good use. I think cellphones should be allowed at school in any case of emergency or if they just need to contact their parent. Additionally, I believe students should be able to have their cellphones and iPods out because they have resources. Using your phone you’d be able to use the internet for many reasons. Maybe you’re in science and a student asks a tough question that the teacher isn’t sure the answer is. By using your cellphone you’d be able to look the answer up on Google, it’s a quick and convenient resource to find an answer quickly to any question. Right after a quiz or test if you want to figure out your score and your teacher only told you how many you got right you would be able to pull out your phone or iPod and calculate your score. I think students should be able to use their cellphone or iPods during any time of the day for the resources. Furthermore, I believe using your iPods and cellphones should be allowed because of music. Music motivates people and can instantly change their mood. If someone is down all day, going to lunch and being able to just sit and listen to music can really bring someone up. Lunch on Fridays ASB plays music because everyone is so excited for the weekend. If you were to take away our cellphones and iPods there wouldn’t be any music to play. Even on Tuesdays during P.E we listen to music, when we run on the blacktop the coaches play music. They know that it pumps us up and helps us run. Some teachers even play music in class, it can either be a way of calming everyone or celebrating a class for their great achievements. I really believe that students should be able to have their phones and iPods for the music purposes. In conclusion I believe students should be able to have their phones and iPods out during school because after school kids should be able to contact their parents for any emergency. Students should also be able to keep their cellphones and iPods out for the resources, many sources including internet access and the use of calculators. I think students should also be able to use their cellphones and iPods for the music, music can change a person’s mood at any given time. While taking your time and reading this I really hope you look into helping us students by not getting our phones and iPods taken away for the various reasons. My reasons for wanting to keep our electronic devices are backed up from proofs from the SVMS student body and their life stories. As speaking for Spring Valley Middle I would like to thank you and hope you are against banding our electronic devices.

Free Essays on Comparitive Themes

Comparitive Themes Of Valerie Martin's Mary Reilly, And Robert Louise Stevenson's â€Å"The Strange Case Of Dr. Jekyll And Mr. Hydeâ€Å" It is common for a writer to take artistic license and apply it to the work of another author. In this situation, the writer will base various elements on the original work, but will then innovate and create a work that is a combination of the ideas of both authors. For some, this is a successful venture, while for others it is not. Valerie Martin is an example of one who has been successful in this quest. In her novel, Mary Reilly, Martin takes the story of The Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson, and gives it a feeling of familiarity. By adding the perspective of a young servant girl, Mary Reilly, Valerie Martin provides into the raw emotion of the fictional story of Jekyll and Hyde. It is the duty of Mary’s character to serve as a bridge over the gap between the reader and Dr. Henry Jekyll. Through the parallels and emotions of Mary and Jekyll, the reader is able to experience a sense of connection to the themes of the story. One theme shared by Mary and Dr. Jekyll is that of restriction by way of social class. In the novel, Mary and Jekyll both feel the limitation of their social positions, though they feel them quite differently. Mary has affections for Dr. Jekyll that she can never express, due to her standing as a servant and his standing as a gentleman. Mary feels that as his servant, she can never be good enough to approach him in a romantic way, examples of which can be found throughout the book. On page nine, for example, â€Å"Yet I could not, I knew, do as he requested for shame of my dirt, and of myself, to be looked at by a gentleman†¦Ã¢â‚¬  Mary expresses on many such occasions her restriction from the affection of the doctor, as she could never be his equal. It is her social class that denies her acquisition of that which her heart truly desires. Dr. Jeky... Free Essays on Comparitive Themes Free Essays on Comparitive Themes Comparitive Themes Of Valerie Martin's Mary Reilly, And Robert Louise Stevenson's â€Å"The Strange Case Of Dr. Jekyll And Mr. Hydeâ€Å" It is common for a writer to take artistic license and apply it to the work of another author. In this situation, the writer will base various elements on the original work, but will then innovate and create a work that is a combination of the ideas of both authors. For some, this is a successful venture, while for others it is not. Valerie Martin is an example of one who has been successful in this quest. In her novel, Mary Reilly, Martin takes the story of The Strange Case of Dr. Jekyll and Mr. Hyde, by Robert Louis Stevenson, and gives it a feeling of familiarity. By adding the perspective of a young servant girl, Mary Reilly, Valerie Martin provides into the raw emotion of the fictional story of Jekyll and Hyde. It is the duty of Mary’s character to serve as a bridge over the gap between the reader and Dr. Henry Jekyll. Through the parallels and emotions of Mary and Jekyll, the reader is able to experience a sense of connection to the themes of the story. One theme shared by Mary and Dr. Jekyll is that of restriction by way of social class. In the novel, Mary and Jekyll both feel the limitation of their social positions, though they feel them quite differently. Mary has affections for Dr. Jekyll that she can never express, due to her standing as a servant and his standing as a gentleman. Mary feels that as his servant, she can never be good enough to approach him in a romantic way, examples of which can be found throughout the book. On page nine, for example, â€Å"Yet I could not, I knew, do as he requested for shame of my dirt, and of myself, to be looked at by a gentleman†¦Ã¢â‚¬  Mary expresses on many such occasions her restriction from the affection of the doctor, as she could never be his equal. It is her social class that denies her acquisition of that which her heart truly desires. Dr. Jeky...

Alligator Facts (A. mississippiensis and A. sinensis)

Alligator Facts (A. mississippiensis and A. sinensis) The alligator is a freshwater crocodilian belonging to the genus Alligator. It is a large reptile with a fearsome set of teeth. In fact, the teeth are one way to tell an alligator from a crocodile. An alligators teeth are hidden when its mouth is closed, while a crocodile still has a toothy grin. The name alligator comes from the Spanish el lagarto, which means the lizard. Alligators are sometimes called living fossils because they have been around about 37 million years, first appearing in the fossil record in the Oligocene epoch. Fast Facts: Alligator Scientific Name: Alligator mississippiensis (American alligator); Alligator sinensis (Chinese alligator)Common Name: Alligator, gatorBasic Animal Group: ReptileSize: 13 feet (American); 7 feet (Chinese)Weight: 790 pounds (American); 100 pounds (Chinese)Lifespan: 35 to 50 yearsDiet: CarnivoreHabitat: Freshwater marshes and grasslandsPopulation: 5 million (American); 68 to 86 (Chinese)Conservation Status: Least Concern (American); Critically Endangered (Chinese) Species There are two alligator species. The American alligator is Alligator mississippiensis, while the Chinese alligator is Alligator sinensis. Several extinct species are found in the fossil record. The Chinese alligator is critically endangered in the wild. reptiles4all, Getty Images Description Alligators range in color from brown to olive green to black with white bellies. Juvenile alligators have orange, yellow, or white marks that fade as they reach maturity. American alligators are much larger than Chinese alligators. The average American alligator is 13 feet long and weighs 790 pounds, but large specimens over 14 feet long and 990 pounds occur. Chinese alligators average 7 feet long and 100 pounds. In both species, males tend to be larger than females. An alligators strong tail makes up over half its length. Habitat and Distribution The American alligator lives in the southeastern United States. It occurs in freshwater and brackish wetlands in Florida, Louisiana, Georgia, Mississippi, South Carolina, North Carolina, East Texas, and southern Arkansas and Oklahoma. The Chinese alligator is found in a short section of the Yangtze River valley. Diet Alligators are carnivores, although they sometimes supplement their diet with fruit. The type of prey depends on the size of the alligator. They are ambush predators that prefer to eat prey that may be consumed in one bite, such as fish, turtles, mollusks, small mammals, and other reptiles (including smaller alligators). However, they can take much larger prey. Larger prey are grabbed and spun around in the water in what is called a death roll. During a death roll, the gator bites off chunks until the target is subdued. Alligators may store prey under the water until it decomposes enough to be eaten. Like other cold-blooded animals, alligators cannot digest prey when temperatures drop too low. Behavior Alligators are excellent swimmers, plus they use three modes of locomotion on land. The sprawl is a walk using four legs with the belly touching the ground. The high walk is on four limbs with the belly above the ground. Alligators can walk on their two legs, but only for short distances. While large males and females tend to be solitary within a territory, smaller alligators form highly social groups. Alligators readily tolerate other individuals of comparable size. Gators are extremely intelligent. They have been known to use tools and find their way home from a distance of 30 miles. Reproduction and Offspring Alligators mature when they reach a length of around 6 feet. In the spring, male alligators bellow, emit blasts of infrasound, and head-slap water to attract mates. Both sexes gather in groups for courtship in what is called an alligator dance. Males mate multiple females, but a female has one mate per season. In the summer, a female builds a nest of vegetation and lays between 10 and 15 hard-shelled eggs. Decomposition supplies the heat needed to incubate the eggs. The temperature of the nest determines offspring sex. Temperature of 86  Ã‚ °F or lower produce females, while temperature above 93  Ã‚ °F produce males. Between 86  Ã‚ °F and 93  Ã‚ °F, a clutch contains both males and females. The young hatch in September using an egg tooth and assistance from their mother. Female hatchlings weigh more than male hatchlings. The female defends the nest and helps the hatchlings reach water. She continues to guard her offspring for a year or two, but will mate each year once she reaches maturity. It is unknown exactly how long alligators live in the wild. Estimates place average lifespan between 35 and 50 years. Alligators in captivity can live long lives. One captive specimen is at least 80 years old. Alligator hatchlings have white or yellow marks. DeSid, Getty Images Conservation Status The IUCN classifies the conservation status of the American alligator as least concern. Approximately 5 million American alligators live in the wild. On the other hand, the status of the Chinese alligator is critically endangered. As of 2018, between 68 and 86 mature individuals lived in the wild, with a stable population trend. At present, more Chinese alligators live in zoos than in the wild. Chinese alligators are protected, plus captive individuals may be successfully reintroduced into the wild. Alligators and Humans Alligators typically do not perceive humans as prey. While attacks sometimes occur, they tend to be provoked when a person encroaches on an alligators territory, in self-defense, or where humans feed alligators and the reptiles have lost their natural shyness. Alligators are hunted and raised commercially for skin and meat. Wild alligators are a popular sight for ecotourists. Alligators offer an economic benefit to humans by controlling muskrat, copypu (nutria), and other pest animal populations. Alligators can be trained, but they do not make good pets because they grow very quickly, escape enclosures, and can be unpredictably aggressive. Fun fact: While an alligator closes its mouth with force, its jaws are too weak to open when the mouth is held closed. Zen Rial, Getty Images Sources Brochu, C.A. (1999). Phylogenetics, taxonomy, and historical biogeography of Alligatoroidea. Memoir (Society of Vertebrate Paleontology). 6: 9–100. doi:10.2307/3889340Craighead, F. C., Sr. (1968). The role of the alligator in shaping plant communities and maintaining wildlife in the southern Everglades. The Florida Naturalist, 41, 2–7, 69–74.Crocodile Specialist Group (1996). Alligator mississippiensis. The IUCN Red List of Threatened Species 1996: e.T46583A11061981. doi:10.2305/IUCN.UK.1996.RLTS.T46583A11061981.enFish, Frank E.; Bostic, Sandra A.; Nicastro, Anthony J.; Beneski, John T. (2007). Death roll of the alligator: mechanics of twist feeding in water. The Journal of Experimental Biology. 210 (16): 2811–2818. doi:10.1242/jeb.004267Jiang, H. Wu, X. (2018). Alligator sinensis. The IUCN Red List of Threatened Species 2018: e.T867A3146005. doi:10.2305/IUCN.UK.2018-1.RLTS.T867A3146005.en

Living Together Before Marriage as a Controversial Topic Research Paper - 7

Living Together Before Marriage as a Controversial Topic - Research Paper Example The people who strongly oppose couples living together prior to marriage stress the significance of adhering to traditional beliefs in the sacrament of marriage. The previous generation has always supported the need for marriage before their children could live with a person not yet considered one’s spouse. The belief marriage is more than a mutual agreement, but more so, a sacrament blessed by Divine Power is prevalent in major religions. Those couples who decide to get married have their unions blessed and are therefore believed to endure challenges and trials ‘until death do them part’. On the contrary, supporters of those who believe that living together is an agreement that is more beneficial indicate that disagreement from various sectors is not fully justified. Although the majority of people believe that living together is, in fact, going against the norm by asserting that â€Å"cohabitors are partially rejecting society's dominant value system. Those peo ple who enter cohabitation relationships tend to perceive social rules in flexible terms† (Cohabitation, par. 11). A glimpse on the research on contemporary generation has proven that â€Å"young couples are most accepting of cohabitation, and it is likely that it will become increasingly popular over time† (Barlow, Duncan, James, and Park, 1). In this regard, there are lesser social pressures or stigma associated with couples who opt to live together prior to marriage. Living together before marriage gives more benefits as long as the couples are physical, emotionally, economically mature to acknowledge the responsibilities and accountabilities that go with the agreement.

We are the champions sports essay media and cultural studies

We are the champions sports media and cultural studies - Essay Example After eating the free hot dogs, he discovered that his bicycle had been stolen. He reported the incident to the police. He was furious and he said he wanted to join the gym because he wanted to beat the person who stole his bike. Few days later he joined boxing in that Columbia gym and he was trained as a professional boxer. He later participated in 1960 Olympics where he won a gold medal. He later became more of a fighter when he started to become voice of civil rights, nation of Islam and also he was known to be one of the anti-Vietnam wars. Many political symbolisms surrounded his boxing career but he still became the greatest fighter in boxing. Throughout his career, he portrait different cultures and the way he was loved by many all over the world. Through many films in which he featured, political and economic issues were portrait. In the documentary called When We Were Kings, different cultures and politics are portrait. This documentary shows Ali’s beliefs on African-A merican and the Africans. Through Mohammad Ali’s films, it explains clearly how sports can be presented on televisions. Presentation of sports in television also brings in many issues pertained to politics, society and economics. Through Mohammad Ali’s life in the ring, it has been found out how boxing has improved the sport broadcasting in terms of finance and other innovations (Wiggins, 2006, pp.56). Boxing has been used to show how sports can be related to a particular race differences. Through boxing, issues of racial conflicts have been reported. This is shown by the relationship between heavyweights champion called Jack Johnson and some black heavyweights like Mohammad Ali and Joe Louis. These racial differences in sport are linked to the colonial traditions that existed long time ago. Racial differences are evidenced in the film When We Were Kings. This film shows how history of racial differences is redeemed. The career of Mohammad Ali is the clear evidence of