The Plague Of The Black Death - 1798 Words

There were three major outbreaks of the Black Death pandemic in the world. In the history the Black Plague is also called as the Black Death or Bubonic Plague. This research paper will mainly cover the European outbreak of the 14th century as it is considered to be the era of the worst time of the Black Death period. Many historians would agree that the events of 1300s led to dramatic changes affecting every European country in all the aspects. Creating economic, social, religious, and medical issues, the Black Death caused renovation of the Europe. New circumstances forced Europe to reconsider its political system, improve the medicine and look at the situation from a different perspective, shifting from the medieval to modern society. Paul Slack, in his book The Impact of Plague in Tudor and Stuart England, provides a detailed description of the most affected places and the approximation of the victims, estimating that Europe had lost about one third of its population. Comparing to cholera the number of deaths caused by the Black Plague in England is doubled making The Black Plague the most devastating disease (Slack 174). In the book, The Black Death, Robert Gottfried examines the history of the Black Plague and its political consequences as well as social. He introduces the facts how the European population was affected in both positive and negative ways. From his writing it stood out that the lower class was affected the most as the conditions they lived in were worseShow MoreRelatedDeath by the Black Plague1017 Words   |  4 Pages The plague was the most devastating pandemic in human history, killing around 80-200 million people mostly throughout Europe, leaving most people back then wondering how they and others got sick and died. â€Å"Evidence available from rural continental Europe suggests a slow spread of human mortality across trade and travel routes, patterns consistent† (Carmichael 3), until after multiple inventions such as printing, word spread of this murderer, preventing more deaths and to treat those affected. ThisRead MoreBlack Death : The Black Plague1048 Words   |  5 Pagesbody: without employment, is a disease- the rest of the soul is a Plague, a hell itself† (Smiles, Samuel). The Black Death, also known as the Bubonic Plague, came to existence in the Fourteenth Century. It was transferred from Asia in the late 1340s and caused a mass eruption in Europe. It was a very dark time period of history, which changed the way people viewed religion, fellow citizens, and life. In the 1300s, the century of the Plague, there were many poor conditions. One example was the home itselfRead MoreThe Black Death Plague795 Words   |  3 PagesThe Black Death is one of the worst disease in ancient history. It was an epidemic that killed millions of people between 1349-1351.Many people suffered from lack of care and lack of remedy, also it became difficult to find a medical person to diagnose such a horrible disease. Boccaccio, Tura and Venette describe the physical and social effect of Europe when the Plague had begun. In this selection, they describe how people respond and changed their behaviors .People were so scared from Plague thereforeRead MoreThe Plague Of The Black Death1484 Words   |  6 Pagestriggered not by humans, but by plagues. Plagues, defined as an epidemic with an amazingly high mortality rate according to the Merriam Webster dictionary, have been recorded throughout history, from the Plague of Justinian in Rome, to the Modern Plague of China (CDC). To the common man, all s/he sees is, the plague arrives, kills tens of millions of people, and then disappears into the night. In reality, the plague does not disappear quietly. The outbreak of a plague leaves a lasting legacyRead MoreBlack Death : The Black Plague768 Words   |  4 PagesThe Black Plague is known as the most fatal disease in the worlds history! The disease killed nearly one-third of Europe’s population in the fourteenth century. The Black Plague is also known as the Black Death and was transmitted to humans by rodents such as rats and spread due to extremely unsanitary living conditions. European cities such as Paris and London were most devastatingly affected by the Black Plague The Black Plague is transmitted from fleas to rodents such as rats or mice to humansRead MoreThe Black Death Of The Plague1638 Words   |  7 Pageshave crawled across the globe was called the Black Death. The first known case of The Plague was reported in China in 224 B.C. although this is not the period in time when it would become its most dangerous. It is believed that because China was such an important trade center at the time, diseased animals and their infected fleas were unknowingly transported along with goods via The Silk Road to Western Europe and Asia. Centuries later, the Black Plague would rear its head and swallow nearly halfRead MoreThe Plague Of The Black Death1797 Words   |  8 Pagesthe Black Death, the plague is one of the most disastrous events in Europe’s natural history. England underwent serious modifications concerning it politically, socially, and economically as a result of the contagion. The Black Death, a plague that devastated Medieval Engla nd from 1347 to 1351, tremendously modified the Middle Ages; the pandemic contains a complex history that drastically altered England’s economy and people’s religious views. To start off, the first wave of the Black Death beganRead MoreBlack Death And The Black Plague1234 Words   |  5 PagesThe Black Death, also known as the Black Plague, was one of the most deadliest diseases of all time. This disease came to Europe around 1347 C.E, by merchants from East Asia. The Black Plague then spread all across Europe, and killed over 25,000,000 people. The Black Death had its effect on many things. The peasant and noble differentiation was realized to be bogus, the belief in religious authorities came under question, and poor people actually benefited from the Black Death. After the epidemicRead MoreThe Plague Of The Black Death1035 Words   |  5 Pagesbegin with the most iconic epidemic, The Black Death. It will then discuss some of similar epidemics that have followed after and different treatments. This paper will show the progression of medicine and health around the world and the advancements in technology that have increased the lives of many individu als. The Black Death: The Black Death also known as the bubonic plague is considered a turning point in the development of medicine and science. This plague first occurred in China during the earlyRead MoreBlack Death : The Black Plague1876 Words   |  8 PagesThe Black Plague Sickness times a thousand equals the Black Death. In our world, many disasters have occurred, causing terrible damage emotionally, physically, and mentally. However, I believe that the Black Death is the worst disaster to have occurred throughout our world’s history. It all started in 1348, when trading ships from different countries around Europe settled at the port of Messina, Sicily. Once the ship dropped their anchor many of their sailors were found dead, and the few surviving

Most Dangerous Game Free Essays

Suspense of in â€Å"The Most Dangerous Game† Suspense is when the reader anxiously want to know more but the author waits to give them further information. In â€Å"The Most Dangerous Game†, by Richard Connell, suspense is used in many situations. A big-game hunter named Rainsford, who is from New York, falls aboard and swims to the island. We will write a custom essay sample on Most Dangerous Game or any similar topic only for you Order Now He gets trapped on the island of a sadistic fellow hunter General Zaroff, who bored with conventional prey, has come to see humans as the only quarry worthy of his skill, hunting man. Plays his hunting games with Rainsford. Connell creates suspense through grammar, cliffhangers and holding the resolution until the last sentence. Richard Connell uses grammar to create suspense. For Rainsford, when he was in the water had no other choice than to follow the gunshots he had heard, which bought him to the mansion of General Zaroff. While discussing about the dangerous animal on island, Rainsford asked if it was tiger, the General gives him clues about what animal it was. At the point when Rainsford understand the games being played on the island, he says, â€Å"‘But you can’t mean – ‘ gasped Rainsford†(21). The author uses grammar to create suspense at this situation because he restricts the reader from knowing what Rainsford knows for which he uses hyphen. Finally Rainsford says, ‘†Hunting? General Zaroff, what you speak of is murder†Ã¢â‚¬Ëœ(21). Then the reader understands the animal Zaroff hunts is man. This time Connell uses cliffhangers to create suspense. When the game was being played between Rainsford and the General, the General brought Ivan and his dogs to look for Rainsford. Rainsford thought of a native trick he learned in Uganda. He uses the trick and starts running again, after a while he thought to climb up a tree to see the result of his trick. Rainsford panicked and saw a blue gap between the trees. The author mentions, â€Å"Then he leaped far out into the sea. . . . â€Å"(30). Rainsford got into the sea but the author uses cliffhanger for his suspense this time. He ends the section without providing further information to the anxious readers. Instead of continuing the plot he goes on to talk about General Zaroff restricting the readers from the knowing what Rainsford did and where he went. Connell holds the resolution till the end of the story to create suspense. The most important part the reader looks for is ‘what happens in the end? ‘. When General was approaching his mansion, Rainsford wishes him luck for next time standing up in the balcony of the mansion. The general appreciates him for his way of getting up there and tells him that he has to repay for his dog. But then the author writes, † He had never slept in a better bed decided, Rainsford†(30). The author finally ends the suspense here. It takes until the last sentence of the story to have any resolution. Richard Connell uses grammar, cliffhanger and hold the resolution till the end of the story to create suspense at certain points. First, the author makes the reader wait to know about the animal being hunted on island by using hyphens to create suspense. Then, he ends a section without providing further information of what Rainsford is doing and where did he go. Finally, he ends the story without letting know the anxious readers about what happens to Rainsford. This was a suspenseful story. It provides us knowledge about how suspense can be used in different styles. How to cite Most Dangerous Game, Essay examples Most Dangerous Game Free Essays The Most Dangerous Game† are examples of foil characters with two very different personlaties as well as characteristics. These two characters are on opposite sides of the spectrum. Zaroff is the hunter and Rainsford is the prey in this story. We will write a custom essay sample on Most Dangerous Game or any similar topic only for you Order Now Also, General Zaroff has very unethical ideas and hobbies. This is very different from Rainsford’s humane beliefs. Lastly, Zaroff is far more ostentatious compared to Rainsford, who is more resourceful with his hunting experience. It is clear that their character traits differ greatly. To begin, Zaroff and Rainsford have two very different roles in â€Å"The Most Dangerous Game†. General Zaroff is perceived as the hunter and Rainsford is the prey. Zaroff presents a â€Å"game† where the two characters hunt each other. Although Rainsford wins this â€Å"game†, Zaroff is known as the hunter. This is because he is known for hunting humans. He has also never lost this â€Å"game† to any of his other opponents. Rainsford is seen as the prey (prior to him winning) because he is against hunting humans and considers it murder. He also appears to be afraid of Zaroff in he beginning. † I wish to leave this island at once† (Connel 175). This represents his fear. Knowing this, it is automatically assumed that Zaroff will hunt and kill Rainsford. To continue, the two characters are considered foils because they have different beliefs and morals. General Zaroff is open about his hobby of hunting humans. He even ridicules Rainsford by saying that he â€Å"harbors romantic ideas about the value of human life† (Connel 172). On the other hand, Rainsford’s character hunts animals. He considers it murder to hunt human beings. Zaroffs reason for hunting humans is hat they are able to reason with the hunter, therefore making it more of a challenge to hunt them. One possible reason for this difference of morals are the nationality of the two men. General Zaroff is Russian while Rainsford is American. This could explain the difference because the culture and lifestyle of the two countries could cause its citizens to act in certain ways. Additionally, Zaroff and Rainsford are foil characters because of their behavior and character. In the story General Zaroff is ostentatious while Rainsford is more resourceful. Zaroff shows off his home and lifestyle when Rainsford is there. He also appears bossy in the story. He orders around Ivan and seems to brag about the people he is training in his basement. This might also be a reason that Zaroff loses the â€Å"game†. â€Å"‘To date I have not lost,’ he said† (Connel 174). He underestimates Rainsford’s abilities and is too confident about himself. He is sure that he will win the game. Rainsford is considered resourceful because he uses features of the forest to build traps for Zaroff and his dogs multiple times in the story. He also uses his Knowledge 0T nuntlng to create a trall tnats OITTlcult to Tollow Dy Laron. RalnsTora relies on his talents while Zaroff seems to rely on other sources such as the hounds. In conclusion, General Zaroff and Rainsford represent foil characters in â€Å"The Most Dangerous Game†. They are two extremely different people with different beliefs and traits. Zaroffs character is an amoral one who likes to hunt humans. His character is also depicted as the showy and arrogant hunter. Rainsford on the other hand is ethical compared to Zaroff. He is also seen as the prey of the story. General Zaroff and Rainsford are very obvious examples of foil characters. How to cite Most Dangerous Game, Papers

Sociology Final Exam free essay sample

Social class is a â€Å"class society, a set of concepts in the social sciences and political theory centered on models of social stratification in which people are grouped into a set of hierarchical social categories†( Grant,2001,p. 161). The most common being the upper, middle, and lower classes. The upper class consist of people or families that represent institutional leadership, heads of multinational corporations, foundations, and universities. They are people who have finical stability and are well educated due to their finical income. Most commonly in American society today people fall in the middle class category. Middle class is made of people and families that are involved in clerical work, provide professional support, and engage in data collection. Even though they are educated based on local school systems they are not given the luxury education that you would fine with upper class. Last but not least you have the lower class. The lower class is commonly the hardworking of them all. They work full-time at wages below poverty line and commonly are on some type of social services help such as Medicaid or food stamp program (EBT). Even though they are entitled to education they commonly would rather work to just get by day to day due to finical struggles. Based on these classes’ people in today’s society have certain criteria that are used to determine ones place within the social class scale. Three most common criteria used to measure social class is wealth (property), power and prestige. Wealth consists of the property and income that a person or family possesses. The more finical income you have the higher you move up on the social class scale. With wealth also comes with ownership of material items that influences a persons social standing. Social standing has to deal with the certain amount of power that an individual may have due to his/her finical income. People with power become a great deal in today’s society. It identifies ones individual knowledge of their circumstances such as their reputation amongst certain communities or family’s. Being able to have power comes with the advantage of making others do what you desire, even if they do not want to do it. With power also comes prestige. Prestige is usually the respect people have for a person because of their occupation. Prestige is often derived from property and power as people tend to admire the wealthy and powerful. This is very important because it provides financial rewards, stability and benefits like healthcare. Commonly someone’s occupation such as being a â€Å"doctor† would have more respect rather than someone working at McDonalds making burgers. It’s unfortunate that in today’s society we have to categorize people based on their status of power and finical situation. Everyone is unique in their own way, not because of how much money you have or due to your lack of education. Everyone should be treated equal regardless of their finical situation. 2. ) Define social stratification and discuss the four systems of social stratification. Social stratification is â€Å"the division of large numbers of people into layers according to their relative property, power, and prestige. It affects every society and its members, although some societies having greater stratification than others. In every society in the world gender has been or continues to be a basis for social stratification. However, in no way is gender the sole basis for stratifying people† (Rasmussen,2014). Example of social stratification is the caste system in India. The caste system in India can be described as an elaborately stratified social hierarchy distinguishing India’s social structure. The caste system is used to specify a group of people having a specific social rank. The Indian term for caste is jati, and generally designates a group that can vary in size from a handful to many thousands. There are thousands of jatis each with its own rules and customs. However it is the same when it comes to social stratification here in the U. S. People are divided into different levels of social status according to their wealth. Wealth is usually associated with prestige, but not always. For example, a plumber makes more money than a professor, but a professor has more prestige than a plumber because a plumber is a blue collar worker. When coming up with the division between people there is a system that put individuals in place to categorize ones social stratification. Four major classifications of social stratification is slavery, caste, estate and class. These four major social stratifications come together and form some type of people systematically experience advantages in society while other types of people are systematically disadvantaged in our society. Some members of our society are thought of as haves, and others are thought of as have-nots. It determines who is socially advantaged and who is included among the ranks of the socially disadvantaged is based, in part, on certain characteristics these individuals possess and, in part, on how society values or devalues these characteristics. Slavery is the one characteristic that faces the most disadvantage. Slavery is a system of stratification in which one person owns another, as he or she would own property, and exploits the slave’s labor for economic gain. Slaves are one of the lowest categories in any stratification system, as they possess virtually no power or wealth of their own. Many Americans view slavery as a phenomenon that began with the colonization of the New World and ended with the Civil War, but slavery has existed for a very long time. Slavery appears in the Old Testament of the Bible. It was also a common practice in ancient Greece and Rome. The most common assumption about slavery is that it is generally based on racism. Though racism was the primary cause of slavery in the United States, it was not the main reason that people in other areas were enslaved. Reasons for slavery include debt, crime, war, and beliefs of inherent superiority which can be seen in the new hit movie twelve years. The caste system is a social system based on ascribed statuses, which are traits or characteristics that people possess as a result of their birth. Ascribed statuses can include race, gender, nationality, body type, and age. A caste system ranks people rigidly. No matter what a person does, he or she cannot change castes. People often try to compensate for ascribed statuses by changing their nationality, lying about their age, or undergoing plastic surgery to alter their body type. In some societies, this strategy works; in others, it does not. An ancient stratification system that no longer exists today was the estate system, a three-tiered system composed of the nobility, the clergy, and the commoners. During the middle Ages, much of Europe was organized under this system. Members of the nobility had great inherited wealth and did little or no discernible work. They occupied themselves in what we would term leisure pursuits, such as hunting or riding. Others cultivated interests in cultural pursuits, such as art and music. To ensure that their inherited wealth passed smoothly from one generation to the next without being dispersed to members of the extended family, the nobility of the Middle Ages practiced the law of primogeniture. The word primogeniture comes from Latin and means â€Å"first born. † The nobility’s law of primogeniture stipulated that only a first-born son could inherit his father’s wealth. Members of this stratum developed an ideology to justify their privileged positions, the divine right of kings, which posited that the authority of the king comes directly from God. The king delegated authority to the nobles. Because the king and the nobles were God’s representatives, they had to be obeyed. Clergy is when the oldest son was guaranteed a healthy income upon the death of his father, but other sons had to find their own means of income. Few, if any, were trained for work, so many became members of the Roman Catholic clergy, a body of religious officials. The clergy was very powerful in European society in the Middle Ages, and membership offered long-term job security and a comfortable living. The higher up the ladder a priest went, the more power he had over the masses. The third tier of the estate system consisted of the masses of people known as the commoners. They spent their lives engaged in hard physical labor, with virtually no chance of moving up in society. Final classification system used is class. In a class system, an individual’s place in the social system is based on achieved statuses, which are statuses that we either earn or choose and that are not subject to where or to whom we were born. Those born within a class system can choose their educational level, careers, and spouses. Social mobility, or movement up or down the social hierarchy, is a major characteristic of the class system. The value referred to as the American Dream is indicative of the American social class system. The American Dream reflects what we see as the kind of equality of opportunity that can exist only in a class system. Americans believe that all people, regardless of the conditions into which they were born, have an equal chance to achieve success. Part of the American Dream is the belief that every child can grow up to be president of the United States. Former president Bill Clinton, for example, came from a relatively poor background and grew up in a small town in Arkansas. His father died before he was born, and he was raised by his mother and abusive stepfather. Clinton rose above his humble beginnings to attend prestigious universities, and received a full scholarship to Rhodes,  and enjoy a successful career in politics that began with his election as governor of Arkansas. 3. ) Discuss the eight steps in the research model. With every research project there is a certain model you have to fallow in order to achieve your goal. Even well-known sociologist fallow the steps of the research model in order to achieve their goal on what they are studding in order to provide the world on what they a re thinking. This first step is to selecting a topic. Sociologists choose a wide range of topics, usually those that inspire their curiosity. Example Karl Emil Maximilian (Max Weber) was curious about religion. And wrote a book called The Protestant Ethic and the Spirit of Capitalism. Because of his curiousness on religion and the capitalism of society back then, it drew his attention to research and develop ideas to support his writings. The second step is defining the problem. This includes what the researcher wants to learn about the topic. Example would be a researcher wanting to know more about child obesity in America. What articles and lectures will help him in his research on knowing more about child obesity in America? Third step is to review the literature. What have other researchers published on this topic? What will make yours research different from all the others and what information can be used to support your topic. The fourth step is formulating a hypothesis. This is the chance where the researcher tries to develop a statement about what the researcher wants to find according to predictions from a theory. The fifth step includes choosing a research method. This method is design to help the researcher plan on what information to use to when he’s collecting data for his research topic. The sixth step to the research model is collecting the data. Being able to utilize the method chosen to actually gather information on the topic chosen, keeping in mind that validity and reliability are major concerns when collecting the data. Second to last step is analyzing the results. Testing the researcher’s hypothesis based on the data collected or studying the results to look for similarities, differences, and other patterns. Last but not least sharing the results. After all the hard work ,studding and researching has come to an end it is now to write a report or paper to share with the community and other people who have an interest in the topic that the researcher has studied

Synopsis of Renaissance Play, The Roaring Girl Essay Example For Students

Synopsis of Renaissance Play, The Roaring Girl Essay The Roaring Girl Act 1: Scene 1: Mary Fitzgerald visits her love Sebastian, dressed as a semester. They were betrothed and something has happened to stop the marriage. Sebastian tells Mary about Moll, whom hes pretending to love to trick his father. Scene 2: Sir Alexander (Sebastian Father) is having guests over. He takes them on a tour of his home and then tells them a story of a man who is in love with a Moll! (Mary and Sebastian were betrothed until his father discovered how low the dowry was, and then he decided not to allow the marriage. Sebastian then pretends to be in eve with Moll to trick his father into letting him marry Mary) A monster It comes to light that the story is about his own son and Sebastian gets offended and storms out. Sir Alexander then hires Trapdoor to spy on Moll, track her down, and kill her. Act 2: Scene 1: Scenes opens at a group of stores. Here Lagoon is trying to borrow money from Mrs.. Gallop. He pretends to want to sleep with her when really he is using her to get money. (He acts like they have never had the opportunity) We also find out that Lagoon wants to pay Moll for sex E offers and they agree on a time and place, Gray Inns Fields at 3:00. We have Goshawk who is told a by Mr.. Openwork that he has been seeing a prostitute but sworn to secrecy (Goshawk later in the scene tells his secret because he wants to seduce Mrs.. Openwork) We also see Mrs.. Openwork insult Moll and yell to get out of her store because Moll is considered a where, low class, thief, trash, etc. We also know Moll cross dresses and she pulls a sword on a man who assaulted her at a local tavern. Then Trapdoor approaches Moll and pretends to be her friend, asks to be at her service. We will write a custom essay on Synopsis of Renaissance Play, The Roaring Girl specifically for you for only $16.38 $13.9/page Order now They agree to meet at Gray Inns Fields as well between 3:00-4:00. Scene 2: Sebastian is lamenting to himself saying a free man should marry who he wants. His father is hiding in the room and Sebastian sees him but pretends not too. Then Moll and a Porter enter with a Viol. Sebastian then begs Moll for marriage and she states that she is simply too independent to marry. Sir Alexander is dumbfounded. Moll tells him she could possibly love him, but to rethink his proposal, for he could be being too hasty. Then a tailor enters and takes measurements for Molls manly clothing (pants). Moll and Tailor leave and Sir Alexander makes his presence known. He yells at Sebastian for using bad Judgment, he is bewitched, and badmouths Moll saying their marriage would disgrace him. Sebastian defends her Then Sir Alexander leaves and we hear Sebastian saying how he is using Moll to get Mary. Act 3: Scene 1: Moll meets Lagoon and she takes his money. Then she pulls off her cloak and draws a sword and challenges a duel. She wants to teach him a lesson that not all women are whores. She says if it were not a sin, women would be better off to sleep with men, for they lie about it anyway and treat them with disrespect. They fight and she wins. Lagoon apologizes and leaves. Shortly after, Trapdoor shows (and later he tells Sir Alexander that Moll had met with Sebastian that day) but he doesnt recognize her at first dressed like a man. He then follows Moll. Scene 2: This scene opens with Mrs.. Gallop being somewhat moody and angry before her guests arrive. Mr.. Gallop comes in and asks her if shes pregnant. He unknowingly delivers a love letter from Lagoon (requesting 30 more pounds) Mr.. Gallop walks back in and catches her reading the letter. .uf73ebb1e7cec48fbc2113ee2422580a3 , .uf73ebb1e7cec48fbc2113ee2422580a3 .postImageUrl , .uf73ebb1e7cec48fbc2113ee2422580a3 .centered-text-area { min-height: 80px; position: relative; } .uf73ebb1e7cec48fbc2113ee2422580a3 , .uf73ebb1e7cec48fbc2113ee2422580a3:hover , .uf73ebb1e7cec48fbc2113ee2422580a3:visited , .uf73ebb1e7cec48fbc2113ee2422580a3:active { border:0!important; } .uf73ebb1e7cec48fbc2113ee2422580a3 .clearfix:after { content: ""; display: table; clear: both; } .uf73ebb1e7cec48fbc2113ee2422580a3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uf73ebb1e7cec48fbc2113ee2422580a3:active , .uf73ebb1e7cec48fbc2113ee2422580a3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uf73ebb1e7cec48fbc2113ee2422580a3 .centered-text-area { width: 100%; position: relative ; } .uf73ebb1e7cec48fbc2113ee2422580a3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uf73ebb1e7cec48fbc2113ee2422580a3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uf73ebb1e7cec48fbc2113ee2422580a3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uf73ebb1e7cec48fbc2113ee2422580a3:hover .ctaButton { background-color: #34495E!important; } .uf73ebb1e7cec48fbc2113ee2422580a3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uf73ebb1e7cec48fbc2113ee2422580a3 .uf73ebb1e7cec48fbc2113ee2422580a3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uf73ebb1e7cec48fbc2113ee2422580a3:after { content: ""; display: block; clear: both; } READ: Short Answer Questions Socials RenaissanceShe tears up the letter and to cover up her scheme she tells him that she and Lagoon had a contract to be aired, but she thought he was dead. Now he has tracked her down (at the cost of 30 pounds) and wants to marry her. He doesnt want a court battle so agrees to pay Lagoon. Then the guests arrive, they think Mrs.. Gallop is ill and she should lay down, so they leave. Then Lagoon arrives and he falls into the plan (he did not know until he picked up hints from Mrs.. Gallop). He then acts angry at the fact not being able to marry her He says he would marry her no matter what. He takes the 30 pounds and the Gaslights leave. The scene closes with Lagoon saying women are deceiving. Scene 3: (Sir Alexander acts like Trapdoor owes him money so he can run and talk to him) Scene opens with Trapdoor telling Sir Alexander that he has Moll on the ropes. Trapdoor tells him that Moll meets Sebastian dressed as a man (and says they met that day at three Moll had once again tricked them) Then we see Sir Dad who is Jack Diapers father talking about how bad/wild his son is. He tells his plan to hire policeman to arrest Jack, put him in Jail to teach him a lesson. Sir Dad is talking to the two cops (Curtail and Hanger) and they do not realize they are talking to Sir Dad they insult him to his face and look like fools) The cops go looking for Jack, but Moll and Trapdoor overhear them and warn Jack before they can catch Jack. The cops get angry at Moll, and shes pleased with her good deed. Act 4: Scene 1: Opens again with Trapdoor bragging that he has Moll. Sir Alexander tries to set Moll up by planting expensive items for her to steal. (Gold Chain, money). They exit and Moll, Mary (both dressed as men) enter with Sebastian. They are talking, Moll tells that she has never initiated (or had) sex? Then Moll sings and later sees the gold chain and diamond. Sebastian then plans to give 40 pound to Moll (maybe to pay for enters. And Sebastian covers saying she is a musician and he is paying for her services. Scene 2: This scene opens with Mrs.. Gallop and Mrs.. Openwork talking. Mrs.. Openwork admits to knowing what Goshawk is up to She says she asked her husband about the affair and she also knows Goshawk wants to date her. Mrs.. Gallop then admits that Lagoon was after her too, but she is finally rid of him as well. Goshawk enters and offers to try to trap Mr.. Openwork in an affair(? They put on masks and Lagoon enters. Then so does Mr.. Openwork. He wants them to take off the masks and she lets him know they are angry (Goshawk doesnt know Mrs.. Openwork told Mr.. Openwork that he told his secret, so he gets really nervous thinking she is going to give him away). Mrs.. Openwork then says for her husband to Seek his where and Mr.. Openwork starts asking who told. No one will tell and he confronts Goshawk, it comes out that Goshawk had told and that everything was a trick to teach him a lesson. Mr.. Openwork had set Goshawk up but now forgives him. Next, Mr.. Gallop enters with Greenest disguised as a Sumner and Lagoon. Lagoon is emending more money based on Mrs.. Gaslights lie. Greenest then removes his mask and Mrs.. Gallop tells the truth (and tells that they did not have sex). Lagoon says he was only testing Mrs.. Gallop and was doing it in noble honesty, but says she refused him. Lagoon agrees to pay Mr.. Gallop back in full plus interest for what he did. .u6af6e9009095507c3425b3658792c133 , .u6af6e9009095507c3425b3658792c133 .postImageUrl , .u6af6e9009095507c3425b3658792c133 .centered-text-area { min-height: 80px; position: relative; } .u6af6e9009095507c3425b3658792c133 , .u6af6e9009095507c3425b3658792c133:hover , .u6af6e9009095507c3425b3658792c133:visited , .u6af6e9009095507c3425b3658792c133:active { border:0!important; } .u6af6e9009095507c3425b3658792c133 .clearfix:after { content: ""; display: table; clear: both; } .u6af6e9009095507c3425b3658792c133 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u6af6e9009095507c3425b3658792c133:active , .u6af6e9009095507c3425b3658792c133:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u6af6e9009095507c3425b3658792c133 .centered-text-area { width: 100%; position: relative ; } .u6af6e9009095507c3425b3658792c133 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u6af6e9009095507c3425b3658792c133 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u6af6e9009095507c3425b3658792c133 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u6af6e9009095507c3425b3658792c133:hover .ctaButton { background-color: #34495E!important; } .u6af6e9009095507c3425b3658792c133 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u6af6e9009095507c3425b3658792c133 .u6af6e9009095507c3425b3658792c133-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u6af6e9009095507c3425b3658792c133:after { content: ""; display: block; clear: both; } READ: Leonardo Di Ser Piero Da Vinci Essay SummaryAct 5: Scene 1 : Jack Dapper, Moll (dressed as a man) and Sir Beauteous Ganymede enter. Moll tells them that she knows about Trapdoor being a fraud, and Jack says he knows that he father was the one who sent the cops after him. Then Attract and Trapdoor enter disguised as soldiers (Moll recognizes them) Claimed to have fought in a war that was over 100 years ago. Moll pulls off his patch and reveals him. They still claim to be soldiers and beggars. They give them money. Moll asks Trapdoor if he will still pretend to go along with Sir Alexander plot. Then several structures enter and Moll describes the ways of thieving (busting them), so they leave. Scene 2: Sir Alexander, Goshawk, and Greenest enter. Sir Alexander is still complaining about his son wanting to marry Moll. Sir Guy Fitzgerald enters and taunts him about his sons new choice (? Sir Alexander begs Sir Guy for help, but he is still upset for him not allowing the marriage to happen in the first place. So Sir Alexander agrees to give up half his estate to get rid of Moll. Then Moll enters it is told that she helped to trick Sir Alexander. Sebastian apologized to his father, Sir Alexander apologized to Mary and Moll states that she did them all a favor. Moll then announces that when gallants are not in fear of being arrested for debt, etc Then she will marry (in other words, never) Sir Alexander thanks Moll, Trapdoor confesses, and everyone is happy!

Iguana Facts

Iguana Facts There are over 30 species of iguanas which belong to the class Reptilia. Depending on the species, iguanas’ habitats range from swamps and lowlands to deserts and rainforests. Iguanas are organized into nine broader categories of species: the Galapagos marine iguanas, Fiji iguanas, Galapagos land iguanas, thorntail iguanas, spiny-tailed iguanas, rock iguanas, desert iguanas, green iguanas, and chuckwallas. Fast Facts Scientific Name: IguanidaeCommon Names: Common Iguana (for green iguana)Order: SquamataBasic Animal Group: ReptileSize: Up to 5 to 7 feet (green iguana) and as small as 5 to 39 inches (spiny-tailed iguana)Weight: Up to 30 pounds (blue iguana)Life Span: 4 to 40 years on average depending on speciesDiet: Fruits, flowers, leaves, insects, and snailsHabitat: Rainforests, lowlands, swamps, desertsPopulation: A small number of individuals to several hundred per hectare (green iguana)Conservation Status: Least Concern (green iguana), Endangered (Fiji iguanas), Critically Endangered (Fiji crested iguana)Fun Fact: Marine iguanas are excellent swimmers. Description Iguanas are cold-blooded, egg-laying animals and are some of the largest lizards found in the Americas. Their size, color, behavior, and unique adaptations vary depending on the species. Some, like the Fiji banded iguana, are bright green with white or light blue bands while others have dull colors.  Marine iguanas have black coloration to help warm their bodies after swimming in cold ocean waters. Iguana on a rock. Shikhei Goh / Getty Images The most abundant and well-known type of iguana is the green iguana (Iguana iguana). Their average size is 6.6 feet, and they weigh up to 11 pounds. Their green color helps camouflage them in undergrowth, and they have a row of spines on their body which function as defense. Habitat and Distribution Depending on the species, iguanas live in a variety of habitats including deserts, rocky regions, swamps, rainforests, and lowlands. Green iguanas are found throughout Mexico down to Central America, the Caribbean Islands, and southern Brazil. The iguana species inhabiting the Caribbean islands are collectively known as the rock iguanas. Desert iguanas are found in the southwestern U.S. and Mexico, while two genera of marine iguanas inhabit the Galapagos Islands. Diet and Behavior Most iguana species are herbivores, eating young leaves, fruits, and flowers. Some eat insects like the wax worm, while marine iguanas dive into the ocean to harvest algae from plants. Some species house bacteria in their digestive systems which allow them to ferment the plant material they eat. Green iguanas are omnivores when they are young but shift to almost entirely herbivorous diets as adults. Young green iguanas eat mostly insects and snails and shift to eating fruits, flowers, and leaves as adults. They have sharp teeth that allow them to shred leaves. Green iguanas also live high in the tree canopy and inhabit higher altitudes as they grow older. Another interesting fact about iguanas is that they can detach their tails when in danger and regrow them later. Fiji crested iguana (Brachylophus vitiensis) on Viti Levu Island, Fiji. It is critically endangered species of iguana found on some Fijian islands. Donyanedomam / Getty Images Reproduction and Offspring Iguanas generally reach the age of sexual maturity at 2 to 3 years and can lay anywhere from 5 to 40 eggs per clutch depending on the species. For green iguanas, males establish mating pairs with females during the rainy season and leave the tree tops to fertilize the eggs during the beginning of the dry season. Most iguana species dig a burrow in sunny areas to lay their eggs inside and cover them. The ideal temperature range for incubation of these eggs is between 77 to 89 degrees Fahrenheit. After 65 to 115 days, depending on the species, these young hatch at the same time. After digging out of their burrows, the newly hatched iguanas begin their lives on their own. Species Marine iguana feeding on an algae covered rock. Wildestanimal / Getty Images There are roughly 35 living species of iguanas. The most abundant species is the Common or Green iguana (Iguana iguana). Iguanas are grouped into 9 categories based on their habitats and adaptations: the Galapagos marine iguanas, Fiji iguanas, Galapagos land iguanas, thorntail iguanas, spiny-tailed iguanas, rock iguanas, desert iguanas, green iguanas, and chuckwallas. Threats The Fiji iguanas are an endangered species, with the Fiji crested iguana listed as critically endangered. The biggest factor in the decreasing numbers of Fiji iguanas are predation by feral cats (Felis catus) and the black rat (Rattus rattus) invasive species. Additionally, crested iguanas are critically endangered due to the rapid decrease in their habitat of dry healthy forests in the Fiji Islands. This habitat reduction is due to clearing, burning, and conversion of forests to farmlands. Conservation Status The green iguana is designated as least concern according to the International Union for Conservation of Nature (IUCN). All species of the Fiji iguanas group are designated as endangered according to the IUCN, with the Fiji crested iguana (Brachylophus vitiensis) listed as critically endangered. Iguanas and Humans Green iguanas are the most common reptile pets in the U.S. However, because they are hard to care for, many of these pets die within the first year. In Central and South America, green iguanas are bred on farms and eaten by people. Their eggs are considered a delicacy, often referred to as the â€Å"chicken of the tree.† Sources Green Iguana. National Geographic, 2019, https://www.nationalgeographic.com/animals/reptiles/g/green-iguana/.Green Iguana Facts And Information. Seaworld Parks Entertainment, 2019, https://seaworld.org/animals/facts/reptiles/green-iguana/.Harlow, P., Fisher, R. Grant, T. â€Å"Brachylophus vitiensis†. The IUCN Red List of Threatened Species, 2012, https://www.iucnredlist.org/species/2965/2791620.Iguana. San Diego Zoo, 2019, https://animals.sandiegozoo.org/animals/iguana.Iguana Species. Iguana Specialist Group, 2019, iucn-isg.org/species/iguana-species/.Lewis, Robert. Iguana. Encyclopedia Britannica, 2019, https://www.britannica.com/animal/iguana-lizard-grouping.

A Very Short History of Tanzania

A Very Short History of Tanzania It is believed that modern humans originate from the rift valley region of East Africa, and as well as fossilized hominid remains, archaeologists have uncovered Africas oldest human settlement in Tanzania. From around first Millennium CE the region was settled by Bantu speaking peoples who migrated from the west and north. The coastal port of Kilwa was established around 800 CE by Arab traders, and Persians similarly settled Pemba and Zanzibar. By 1200 CE the distinctive mix of Arabs, Persians and Africans had developed into Swahili culture. Vasco da Gama sailed up the coast in 1498, and the coastal zone soon fell under the control of Portuguese. By the early 1700s Zanzibar had become a center for the Omani Arab slave trade. In the mid 1880s, the German Carl Peters began exploring the region, and by 1891 the colony of German East Africa had been created. In 1890, following its campaign to end the slave trade in the region, Britain made Zanzibar a protectorate. German East Africa was made a British mandate after World War I, and renamed Tanganyika. The Tanganyika African National Union, TANU, came together to oppose British rule in 1954 they achieved internal self-government in 1958, and independence on 9 December 1961. TANUs leader Julius Nyerere became prime minister, and then, when a republic was proclaimed on 9 December 1962, he became president. Nyerere introduced ujamma, a form of African socialism based on cooperative agriculture. Zanzibar won independence on 10 December 1963 and on 26 April 1964 merged with Tanganyika to form the United Republic of Tanzania. During Nyereres rule, the Chama Cha Mapinduzi (Revolutionary State Party) was declared the only legal political party in Tanzania. Nyerere retired from the presidency in 1985, and in 1992 the consitution was amended to allow multi-party democracy.

Equal access to computing technology Case Study Example | Topics and Well Written Essays - 500 words

Equal access to computing technology - Case Study Example But the sad fact is that majority of the people are deprived of this new opportunities. They either do not have physical access to ICTs or do not have the necessary skills to make use of it. To deal with digital divide, the two most important things we need to create are the following. Ensure physical access to ICTs for everybody Whether ICTs are a solution to digital Divide? ICTs may be introduced when they are helpful in meeting the basic requirements of the people. When majority of the world’s population are suffering from poverty and illiteracy, physical access to internet or broadband alone is meaningless to them. So first priority shall be given to satisfying the basic requirements of the people and ICT could be introduced when it could meet some of their requirements. More than simply having physical access, providing various ICT based services could raise the standard of life of poor and illiterate people. Provide education so that everyone could develop skills to live in a digitalized world Education is the most important means through which we can deal with digital divide. Students can learn necessary skills from schools. So children in all schools and colleges should be provided access to computers and broadband connection. Through education we can deal with two types of digital divide.

American History Essay Example | Topics and Well Written Essays - 750 words - 14

American History - Essay Example New England and Chesapeake regions were highly settled by people of English origin prior to 1700. However, by 1700 the regions evolved into two distinct societies due to the diverse reasons that had forced the different societies to flee in the regions by 1700. Religion and economic were the two factors that had motivated the settlers in New England and Chesapeake regions. The settlers in New England had fled to the region for religious freedom from Britain due to the persecution of Protestants and Catholics after the Church of England deviated from Catholicism under Henry VIII. Thus, the reputation of the region for religion tolerance saw the region been settled by a majority of white English people fleeing from religious persecution in England. This implied that the settlers in New England were highly fleeing to the region for religious freedom. In contrast, the English settlers in Chesapeake were motivated by an economic factor due to the thriving tobacco industry, and mining indu stry. The two diverse reasons that prompted the English settlers in the two regions saw two distinct societies evolving by 1700. New England by 1700 was highly dominated by English whites Puritans, Catholics, and Quakers due to the religious freedom reputation. In contrast, the Chesapeake region was predominantly populated by the black slaves. The economic motivation of the Chesapeake settlers had seen the slavery industry growing to provide cheap labor that caused the high number of black slaves in the region.

A Website Review on the American Cultural History 1960-1969 Webpage Essay Example for Free

A Website Review on the American Cultural History 1960-1969 Webpage Essay Kingwood College Librarys American Cultural History 1960-1969 webpage (http://kclibrary. nhmccd. edu/decade60. html) is a webpage dedicated to the dessemination of information regarding the 1960s. It dubs itself a web and library guide, and is hosted and managed by the Kingwood College Library, an educational organization in Kingwood, Texas. Its stated purpose is to â€Å"help the user gain a broad understanding and appreciation for the culture and history of the 1960s† (Goodwin, para. 2). The site itself is authored by Susan Goodwin. Unfortunately, no information in the site listed Ms. Goodwins credentials, and checking the Kingwood College Library for any information regarding the author proved futile as well. The webpage is primarily aimed for the general public, with information that is collected and compiled from different sources which are mostly official or scholarly in nature (some information, however, are linked from Wikipedia, a source generally not accepted by the academia). As such, the information can be considered valid and true, and is presented clearly and matter-of-factly, without any embellishments or personal views and opinions, and without any technical jargon that may confuse the lay reader. At the start of the page, the reader is immediately treated to a fact sheet of the decade, with hard facts about the population, the national debt, and the average salary, among others. Information is also placed in major categories, providing a coherent and easy to follow structure to the whole article. Since content is generally collected from the various sites off the internet and books, information and content ranges from the common to the not-so-common, but all are generally interesting and well-presented. Most of the major points are presented as links which redirect to another website discussing that particular subject matter. This is where most of the webpages problems lie, as a significant number of links (25, to be exact) are either broken or non-existing, redirecting the reader to the main site instead. One of the links even redirects to the wrong article. For an information-driven webpage run by an educational organization, such mistakes reflect poorly on the structure and management of the webpage itself. Another thing some people (especially researchers wanting complete information) might have an issue with is how the webpage cites its sources. After every category, the author lists the books which have more information on the subjects presented in that category. However, the author did not list the specifics of the book, ie. , date of publication, author, actual page information, etc. For a researcher who needs these information, this is a great omission on a website that considers itself a bibliographic essay. Also, the website design can be improved; as it is, it is presented in a simple and drab manner. Inspite of the faults stated above, the webpage gives enough historical information and data for any general aspect of popular culture in the stated era. And with how it is presented, via links and redirects, the reader can just connect on other links on the given website for more information about that particular subject matter. The webpages goal is to give out as much information as it can, in a concise and direct manner. In this regard, it has succeeded rather well. References Goodwin, S. (2006). American Cultural History 1960-1969. Retrieved December 20, 2007, from http://kclibrary. nhmccd. edu/decade60. html

A Hurricane Strikes - Original Writing Essay -- Papers

A Hurricane Strikes - Original Writing It was an ordinary Sunday morning. The rays of golden sunlight shone on the modest but lively village. The constant murmur of chatting filled the morning air. As children played and laughed, the men relaxed with their noses in their Sunday papers and the old ladies gathered to exchange the latest gossip. The huge trees looked protectively down on the village below and their leaves danced proudly in the breeze. In the distance, all the identical cottages had smoke rising from the chimneys. Outside one of these cottages, a tiny tanned sparrow skipped along the concrete path that led up to the welcoming front door. The cottage was set into the grassy bank and branches full with sycamore leaves stretched out from the woodland and occasionally tapped on the old-fashioned window panes. From a cloudless blue sky, the sunlight beamed down onto the cottage’s thatched roof, under which the swallows had happily secreted a nest for their squawking young. Surrounding the cottage was a crooked fence from which dirty-white paint was peeling. Above all the clattering and chattering of the children, the little old lady could be heard, as she shouted at the youngsters to get off the fence. The morning sun disappears as a monstrous, jet-black blanket of cloud suddenly appears; even the wicked and evil ravens hurry to escape the impending storm. The rain lashes down and the shrieking wind hurls itself against the helpless trees, constantly pounding them and quickly removing the remains of the once proud foliage. Everyone immediately senses disaster; suddenly panic-stricken. Screams, shouts and squeals brea... ...ls the boys off for sitting on her fence. The clouds begin to disperse and a frail beam of sunlight marks the boy’s way as he scrambles out of the hole and steps into the world to find an unimaginable sight of destruction. The blissful and cheerful world that he once knew was now just a heap of bricks, rubble and remains of people’s homes. His mind drifts to happier times, when the village was full of rowdy children and the air was filled with constant chit-chat; when there was an essence of life rather than destruction! The boy looks for the fence expecting to see his brother but, to his shock, the fence is amongst the pile of rubble, along with the rest of the town. There, on top of all the ruins he sees a once adored doll. Her sad and lonely marble eyes gazing straight up into the clear, blue sky. Waiting...

High School and Younger Girls Essay

I chose to write this paper on bullying and its effect on school. In my middle school years, after I had moved here from Alaska, I was bullied a lot because I was new to the school and it was such a small town. It had effects on me that still affect me today. For example, if someone says my name or taps me on the back I don’t turn around because when I was younger girls would do that to me and then laugh at me. I feel bullying is a serious subject and that’s why I chose to look further in to it. The article I chose to do was Bullying in School: The Traumatic Effects of Bullying on Children by Dr. Terry Ehiorobo. The beginning of his article starts off by explaining how bullying has gotten out of hand and what is being done about it. For example, a child getting bullied ended up suing his school because on one was doing anything to stop the bullying, and he even won. In his article he explains different types of bullying situations using certain examples. Dr. Ehiorobo says in his article, â€Å"The world of bullying has a life of its own. It takes no prisoners and its effects can be long lasting and endemic in some cases.† Bullying is a very serious issue in today’s society and I’m glad something is being done to put a spotlight on it. If a stop is put to bullying kids will do better in school, therefor having a better effect on the rest of their lives. Works Cited Ehiorobo, Terry Dr. â€Å"Bullying in School: The Traumatic Effects of Bullying on Children.† CPI. n.p. 25 September 2013. Web March 2012. http://www.crisisprevention.com/Resources/Article-Library/Nonviolent-Crisis-Intervention-Training-Articles/Traumatic-Effects-of-Bullying-Children

Discovery Wheel & Multiple Intelligences Essay

While evaluating the data from the discovery wheel, it was noted that for the most part all of the team fell into the same range. Most of the team appeared to score above average in all of the categories on the discovery wheel. All six of us scored high in attitude and purpose and all six of us scored low in tests and time. Money was split. For three of the members it was in the top half of the list and was in the bottom half for the other three. Communication, diversity, and memory are in the top half for two team members and in the bottom half for four members. Reading, notes, and health were in the top half for four members and in the bottom half for two members. We all have a great attitude and know our purpose in life but we all have little time and hate taking tests. After seeing the results for all six of us combined, we all have some the same great qualities and each has their own unique qualities to share which makes the six of us one great team. The information on intelligence shows that the group learns through a variety of methods. Some of these methods are interpersonal, mathematical/logical, bodily/kinesthetic, visual/spatial, rhythmic, and intrapersonal. This data shows that the group is a diverse group of people, whereas the discovery wheel shows that the team is relatively in tune and has close to the same score in all areas. Advantages/Challenges of Diversity A successful diverse team can be achieved by bringing people of varying walks of life and geographic areas together so we can blend ideas and experiences to make an interesting and intriguing final product. Every person is different and brings inherent talents to a team. People are from different places and believe different things. People have different opinions and thoughts on numerous issues. These different ways of thinking can often create conflict in a situation. We believe that individual diversity can create different points of view, both culturally and environmentally, that can be utilized to make a much better and more creative final product for the team. The blending of different learning styles can lead to some amazing discoveries and help a group to think outside of the box. If everyone thought the same and had the same strengths, then nothing new or exciting would be accomplished. As long as the eveloping team can agree and establish good rules for communication and conflict management, determine a team leader, and be able to respect and accept constructive criticism from each other, the end result of the team should be an amazing collaboration of ideas. Cultural issues are another challenge of diversity that can affect team interactions through a different understanding of communication. Culture and life experiences have a great influence on how individuals react to feedback. Age creates the potential for communication problems based on different levels of experience and for prejudicial treatment based on age. Gender can also bring different opinions and perspectives that can often lead to problems. Affects of Diversity, Attitude, Learning, and Work Attitude is the key to any team building. Let’s say that a person on a team has a rotten attitude about an assignment, he or she will not be willing to be a team player and complete the task they are supposed to do. If they do their part with a bad attitude, it will not be done properly. However, if everyone in a group has a good attitude and is enthusiastic about an assignment, we will all pass with flying colors. Diversity is very important in a group effort. We all have different points of view. If we have a whole group from different backgrounds, then we can teach each other different ways to look at the world. Sometimes this can cause problems among the group. We don’t always see eye to eye. Having an open mind is very crucial in teamwork. A person with a different outlook on life will have opinions about someone else’s work that they may or may not like. Being open to criticism will help each of us along the way in the journey to our future. The discovery wheel was very beneficial. It helped us learn that we all have different learning and work styles. Some of us are better at researching while others are better and constructive and fluent papers. Working in a team brings out the best of these in all of us. It is constructive when an assignment requires each of us to do a part. When we all do the part that we are best at, we can’t possibly go wrong. Career Interest Profiler and Competencies The results from the Career Interest Profiler show that Team B is Conventional and Enterprising. Out of the three that were listed, Conventional and Enterprising were amongst the list for all team members. The results also showed that two were Investigative, two were Social, and two were Realistic. Team B likes to work with data and details more than ideas. We prefer having a chain of command in place. Enterprising means we like to lead people and are usually the decision makers. With that being said, we move along to the Competencies results and it was no surprise what answers took the top three. All members of Team B take initiative, can cope with pressure, and follow instructions. The team is comprised of people that can research, write, strategize, and deliver results. Half of the team is goal focused and the other half is innovating. Although the competencies are similar amongst the group, each person has their own unique competencies they bring to the table to help make the best team possible. No two team members has the exact same results but it was good to see out of six team members, all six of us had a lot in common. Using Knowledge for Improvement As we come together as a learning team and begin to develop strategies for completing assignments, having the knowledge gained from experiences like the Career Interest Profiler and Career Plan Building Competencies will be very valuable. For the individual, the results can give us confidence in our strengths as we accept assignments and responsibilities within the learning team, as well as knowing the areas where we may need assistance by other team members. This is the first step in becoming a productive team member. That knowledge is then extended to the learning team and we begin to see the value in each individual. The hope is that the combined competencies and varied interests of the group will overcome any weakness we have as individuals. Even more than just overcoming weaknesses as a team, we can also use the strengths of each member to teach, learn, and grow as individuals, which will impact the quality and performance of the team. Each project we take on as a team will require different skills, learning processes, thought processes, and levels of creativity and innovation, which is the basis for developing teams. The more we understand about ourselves and each other, the more cohesive the learning team will become which will lead to better overall performance. Obstacles from Ethical Perspectives While different ethical perspectives provide the team with diverse strengths, weaknesses also exist. Obstacles may arise from these weaknesses and diversity among the team members. Since team members may be driven by different ethics, the inability for members to understand each other’s motivation may become prevalent. While one team member may be motivated by long term results and successes, another may be driven by what is happening immediately, in the here and now. Along with motivation, differences in priorities between ethical perspectives may arise. There may be several members on the team whose priority primarily involves themselves as an individual while other team members may be driven by what is a priority for the team as a whole or the community in which they are a part. Different ethical perspectives also rely on different tools to solve complex problems. Since team members may rely on different tools, there could be conflict about the best way for the team as a whole to resolve an issue or solve a complex problem. Each ethical lens uses a different process to determine the right action. This different use of processes could be perceived as an obstacle. Ethical perspective also determines how team members interact with each other since each different ethical perspective operates under a different set of values. The differences in values can create huge conflicts between team members. These conflicts can inhibit a team’s ability to be effective in working together, agreeing on the right course of action, and ultimately, the team’s overall success. By understanding their own individual ethical perspectives and those of their team members, the team can mitigate or overcome obstacles that arise. Using Factors to Resolve Conflicts Just as diversity, attitude, learning and work styles, and ethical perspective of the learning team members are applied to collaborative assignments, they can be applied to conflict resolution. We all have different ideas of what conflict is. To some a misunderstanding or comment might appear very serious, when another team member doesn’t even notice it at all. These factors also allow us to draw on each other’s strengths when there is conflict present. One team member may be extremely goal and results driven and can help resolve a conflict by bringing other team members back to being focused on completing the task at hand. Another team member may be focused on enhancing relationships and be able to soothe the tension and pressure created by the conflict. Understanding our differences can be used to create a positive environment just as they are used to create negativity during a conflict. Ethical perspective can help each of us remember how the other team member views the world and will help â€Å"bring the person around† when there is conflict. By understanding and accentuating that all of these things make us individuals and having individuals on the team working together, makes the team successful and conflicts can be resolved.

Sierra Leone essays

Sierra Leone essays The British established a colony at Freetown in 1787 for slaves returning to Africa from Great Britain and the United States and for slaves rescued from shipwrecks. The land of original settlement, where the city later developed, was purchased from local chiefs. The Sierra Leone Company, formed in 1791, administered the settlement until 1808, when it became a crown colony. Britain set up a protectorate over the hinterland of Freetown in 1896. The British were relatively nice towards the people of Sierra Leone. While they provided what they could for the colony, they also illegally smuggled the nations diamonds to other countries. The first elections for the legislative council were held under the constitution of 1924. In 1950 the National Council of Sierra Leone was formed by the Creole (Krio) elite with the purpose of preserving and continuing the elevated status that the Krios enjoyed in the country. One year later Milton Margai helped form the Sierra Leone Peoples Party (Harris pg. 247). The ministerial system was introduced in 1953, and Sir Milton Margai, a former physician and leader of the Sierra Leone Peoples Party (SLPP), was appointed chief minister in 1954 and prime minister in 1960 Sierra Leone gained independence on April 27, 1961. Their independence did not have to be fought for, it was simply given to them by the British. Following the elections of 1962, Margai remained Prime Minister. Margai died in 1964 and was succeeded by his half-brother, Albert Margai (Cutter pg. 60). In 1967, as a result of fake elections, in which Siaka Stevens, leader of the All Peoples Congress (APC), was elected prime minister, the army staged a coup dtat and organized a National Reformation Council (NRC). After another army revolt in 1968, civilian government was restored, and Stevens returned to power. Sierra Leone was declared a republic on April 19, 1971, and ...

The 18 Hardest ACT English Questions Ever

The 18 Hardest ACT English Questions Ever SAT / ACT Prep Online Guides and Tips If you’ve been hard at work studying for the ACT, you’ve mastered the basics of the test. But are you ready to tackle the hardest grammar, punctuation, syntax, and writing logic questions that ACT English will throw at you? Read this article to try your hand at 18 of the toughest, most confusing challenges ACT English poses. Then check out the detailed explanations of what makes each question tick, how to solve it and others like it, and what to watch out for when faced with similar questions on the real test. Why Should You Care About the Hardest ACT English Questions? Of course it is good to be able to answer all the questions you'll see on the ACT. But, how deeply you should be concerned about acing the hardest questions depends on what yourtarget score is. Are you trying to get as close to aperfect ACT score as possible?Getting above a 33 on ACT English leaves almost no room for error, so if you’re aiming for the highest scores, these are the questions you need to be able toanswer correctly. If you’re lessconcerned with getting the best possible score, then it’s good to know what the toughest questions look like because your strategy may be to skip some of them. What Makes ACT EnglishQuestions Hard? Surprisingly, questions aren’t hard because they test new or more complex material.Instead, what makes the hardest questions so challenging is that often, they ask you to do several types of thinking at the same time. Often, questions propose counterfactual ideas, where you have to keep in mind both the original and a completely different version of the text. For example, a regular reading comprehension question would ask what the main point of a passage is. Meanwhile, a difficult reading comprehension question would first present a scenario where the passage was altered in some way, and then ask how its main point would change as a result. (See Question 8 below for how this works in practice.) Also possible are questions that test several different grammar, punctuation, and style issues at once. For instance, each suggested answer choice for a hard grammar-based question could be completely plausible rather than obviously wrong. You would have to comb the sentence for meaning and style, not just grammatical information, in order to answer correctly. (Question 5 does this particular trick.) Finally, questions can add a layer of complexity byswitching from a detail-oriented to a big-picture focus. You could be asked to correctly complete a sentence in a passage - and then realize that your answer changes depending on how you interpret that passage! (Question 7 is an example ofthis.) Complexity is created when many simple things are layered on top of each other. Spoiler Warning! Before I show you the actual hardest questions, I think it's only fair to warn you. These questions are all fromthe official ACT practice tests(the PDF tests, not the online oneon the ACT website)! If you’re the type of person who will see them once and remember them forever, maybe wait to read the rest of the article till after you’ve taken the practice tests in test-day conditions. The Hardest ACT English Questions Since ACT English is an entirely passage-based section, all of these questions come from long passages, which I mostly haven’t included. Try to answer each question in about 35 seconds – that’s how long you’ll have on the test. Once you're done, check out theanswer and explanation that follows each question. Question 1 The county cleared this path and paved it with packed gravel, so they would have a peaceful place to hike and bike. Which of the following alternatives to the underlined portion would NOT be acceptable? path, paving path and then paved path before paving path paved The Challenge This question is hard for two reasons. First, because your brain is trained to assume that most answers are wrong, so this reverse question format - where most of the answers are correct - is challenging. And second,because each suggested option tests your knowledge of a different piece of grammar. Answer: D Explanation To find the unacceptable alternative, let’s first figure out the meaningof the original sentence. Two things happened: first the county cleared the path, and then the county paved it. So any answer choices that express this sequence of events would fit the sentence, and thus not be the "wrong" answer that we are looking for here. Answers A, B, and C all express the same idea in slightly different ways,creating perfectly grammatical phrases. Now let’s see what happens when we plug in answer J. We get this weird sentence: â€Å"The county cleared this path paved it with packed gravel†¦Ã¢â‚¬  This is clearly arun-on sentence, so answer J is our odd man out. Question 2 The first train took twenty-six minutes to complete the route, which ran from City Hall to West 145th Street in under a half an hour. NO CHANGE in the completion of its route. in twenty-six minutes. DELETE the underlined portion and end the sentence with a period. The Challenge Redundancy is sometimes tricky to spot. Especially when, like here, the repeating thing is a concept rather than a word used more than once, and is placed far away in the sentence from whatever it’s duplicating. Answer: D Explanation You first have to realize that 26 minutes is the same thing as "under a than half hour."Once you see this, you know that the question is testing editing out repetition. The original (answer A) doesn’t work, since it’s repeating the route length already described in the beginning of the sentence.Answer C has the same problem – it’s repeating the route time exactly as already expressed.Answer B takes one type of redundancy and replaces it with another, since it’s just a variant of the words â€Å"to complete the route† already in the sentence. So, the only answer that fixes all the redundancies is D. Question 3 The fresco is a dynamic work because, by capturing the energy, humanity, and collective achievement of the Detroit workers, celebrates all working men and women. NO CHANGE that, while, that was, The Challenge By interrupting the sentence with a long aside, the question breaks your concentration and makes it hard to see that although â€Å"because† fits the meaning and logic of the sentence, it isn't grammatical. Answer: B Explanation If you realize that the sentence is being broken in half by a long descriptive phrase, then you can simply take it out! Without the phrase"by capturing the energy, humanity, and collective achievement of the Detroit workers," our sentence simply reads: The fresco is a dynamic work because celebrates all working men and women. That clearly doesn't work, so answer A is out. Now you can simply plug the other answers in to see which of them makes sense. C and D also create nonsense sentences. Answer B is the only choice that gives us a functional sentence with orwithoutthe long descriptive phrase. Question 4 We talked just as easily as we had in the past, when we would sit in the field behind Joan’s house atop the rabbit hutch and discuss our friends and our hopes for the future. NO CHANGE in the field atop the rabbit hutch behind Joan’s house atop the rabbit hutch in the field behind Joan’s house behind Joan’s house in the field atop the rabbit hutch The Challenge This question is all about figuring out how to fixmisplaced modifiers. It's hard because there’s a confusing jumble of three different prepositional phrases that you have to sort into the right order. Answer: C Explanation Let make a mental image of what’s happening, and then zoom out to do the correct placement of bodies. Imagine a movie camera literally zooming out from the conversation to show us where these two people are: There are two people. They are sitting on top of the rabbit hutch (basically a small shed). The hutch is in a field. The field is behind Joan’s house. OK, so now let’s go through the answers to see which describes that reality. The original text (answer A) says, basically: There are two people. They are sitting in a field. The field is behind Joan’s house. Either the field or Joan’s house is on top of the rabbit hutch. That makes no sense. Answer Bgoes: There are two people. They’re sitting in a field. The field is on top of the rabbit hutch†¦ ok, that’s also wrong. Answer Dhas: There are two people. They are sitting behind Joan’s house. They are in a field. The field is on top of the rabbit hutch. That’s the same problem again. Only answer Cfits our mental image of the scene. Don't picture the rabbits in your mental movie, though. Their cuteness is too distracting. Question 5 In some agricultural parts of Japan, for instance, these three stars are commonly referred to as Karasuki and represent a three-pronged plow. Given that all the choices are true, which one provides a detail that has the most direct connection to the information that follows in this sentence? NO CHANGE distant populated historic The Challenge Questions where there is no logically â€Å"wrong† answer are hard because you can’t easily eliminate answers by a quick glance. Here, you have to extract the correct information from the sentence and fit it to thevocabulary offered. Answer: A Explanation Since the question asks us to connect anadjective to what the sentence is about, let’s first figure out what is being described. The bits of information we have are: Something about stars A foreign word for the stars The stars look like a type of plow Now, let’s see whichword choice connects with one of these pieces of information. â€Å"Distant† means far away. Certainly the stars are far away, but in this sentence â€Å"distant† would modify â€Å"parts of Japan† and nothing in the sentence discusses geographic distances of any kind. â€Å"Populated† means inhabited, or where people live. That doesn’t go with anything else in the sentence. â€Å"Historic† means important because of past events that happened there. Again, this doesn’t connect with anything in the sentence. The original word â€Å"agricultural† means having to do with farming. And that goes directly with the fact that the stars represent a â€Å"three-pronged plow,† a type of farming implement. Question 6 Unbricking a kiln after a firing is like a person uncovering buried treasure. NO CHANGE someone a potter OMIT the underlined portion. The Challenge Illogical comparisons can be very tough to spot unless you are familiar with what to look for. Answer: D Explanation The basic rule is that you can only compare things that are alike in some way. For example, you can compare pears and plums (both fruits!), but you can’t compare a pear to a person eating a plum. One trick to spotting illogical comparison questions is to look for words like â€Å"than† or â€Å"is like† that signal that something is about to be compared to something else. This something else needs to immediately follow the words â€Å"than† or â€Å"is like.† So, what’s being compared here? â€Å"Unbricking a kiln.† Even if you don’t know what that means, it’s clearly an action of some sort. The original text (answer A) compares this action to â€Å"a person.† An action is clearly not like a person, so that’s out.Once you realize this, you can see that answers B and C are also out, since all they do is replace the word â€Å"person† with alternate versions. Only answer D removes the illogical comparison, so that the sentence now compares â€Å"unbricking† to â€Å"uncovering† – two similar actions. Question 7 [1] Our son has started playing organized T-ball, a beginner’s version of baseball. [2] â€Å"Organized† is what parents call it, anyway. [3] Joe is seven, living in those two or three years when children can manage to throw a baseball a few feet but when what they’re really interested in are things closer at hand: bugs, butterflies, dirt (if they’re in the infield), grass (if they’re in the outfield). [4] Children of that age still think nothing of doing little dances in the outfield, often with their backs to home plate and, consequently, the batter. [5] It’s not as if the outfielders’ positions matter much, though- the ball never gets hit hard enough to reach there. The writer wishes to add the following sentence in order to emphasize the uncertainty already expressed about an idea in the paragraph: I still have doubts. The new sentence would best amplify and be placed after Sentence: 1. 2. 3. 4. The Challenge This question is hard because you have to recognizethe sarcasm in the sentence before you can figure out that the author doesn’t mean what is written literally. Answer: B Explanation This question is testing your ability to detectauthorial mood and voice. In this case, the sentence â€Å"I still have doubts.† has to back up something that the author disagrees with or doesn’t believe in.The best way to solve this is to go option by option to see which sentence is the one where skepticism is introduced. The first sentence (answer A) is completely factual. The author tells us about her son’s new activity, and explains that T-ball is a type of baseball. None of this is in dispute, so putting â€Å"I still have doubts† after this wouldn’t make sense. Sentence 3 is alsoquite fact-based. We learn the son’s age, and then get the author’s generalization about the inability of young kids to focus on the game. This is an opinion that the author clearly believes in, so putting â€Å"doubts† after this would be wrong. Sentence 4 continues the theme of distractibility, with a funny image of outfielders dancing around while the ball is in play. The author doesn’t doubt that this is the case – it’s clearly a description coming from personal experience. Sentence 2, on the other hand, is riddled with sarcasm and humor. We can tell because the word â€Å"organized† is now in quotation marks, separated out as being untrue. The phrase â€Å"what parents call it† signals that despite being called organized, T-ball is anything but. Finally, the adverb â€Å"anyway† signs the author’s shoulder shrug at the fact that other parents can see any organization on the field – a shrug that is followed by a bunch of evidence of how little attention the kids are paying to the game in progress. Right after sentence 2 is the perfect place to emphasize the author’s disagreement with the sentence â€Å"I still have my doubts.† Baseballs, tennis balls, a stuffed animal - just your basic T-ball chaos. Question 8 Banneker lived and worked on the family farm. After his father died in 1759, Banneker took over the responsibility of the farm and the care of his mother and younger sisters. In addition, he pursued scientific studies and taught himself to play the flute and violin. If the writer were to delete the last part of the preceding sentence (ending the sentence with a period after the word studies), the paragraph would primarily lose: support for the essay’s point about Banneker’s love of learning. a direct link to the previous paragraph. a humorous description of Banneker’s other interests. an extensive digression about music The Challenge The trick here is that it’s difficult to mentally process counterfactual information, like the question expects you to. The fact that answers B and C also sound plausible is an added challenge. Answer: A Explanation This question is checking to see how well you understand sentence-levelauthorial intention – why a writer includes or leaves out particular supporting details or examples. Another way to reframe this question is to ask: what purpose does the phrase â€Å"and taught himself to play the flute and violin† play in this passage?From reading it, we can see that it points to Banneker being interested in things other than just the farm and science.Now, let’s go through the answers to see which fits this description of the phrase. Answer D says that the section is an â€Å"extensive† discussion of music. Music is mentioned in the phrase, but only briefly and without any specific details. This answer is clearly wrong. It’s tempting to pick option C, since the phrase does deal with â€Å"other interests† – that’s what we noted in our own description – but there is nothing â€Å"humorous† about it. So, answer D is out. Answer B is also tempting – much of the longer passage dealt with Banneker’s various talents and skills. But we have an even better option to go with in this case. Answer A describes exactly what the phrase that question suggests cutting out does: it shows that Banneker loved to learn about all sorts of things. Question 9 The two principal types of kayaks are: the easily maneuverable white-water kayak and the largest sea kayak. NO CHANGE very biggest more large larger The Challenge You have to know that you are only comparing two things, so you can’t use thesuperlative form of the adjective. Answer:D Explanation When we compare a specific quality of several things, we can change the form of the adjective we use to show which object has more of that quality. For example, three tiny things can be ranked in size order: Small Smaller (the comparative form of the adjective â€Å"small†) Smallest (the superlative form of the adjective â€Å"small†) The rule is that if three or more things are being compared, then one of them can be labeled with the "-est"form of the adjective.But if only two things are being compared, then only the "-er"form of the adjective can be used. In this case, we are comparing two things: we are ranking the â€Å"white-water kayak† and the â€Å"sea kayak† in size order.Since there are only two things, we can’t use either â€Å"largest† or â€Å"biggest† to describe the sea kayak, so answers Aand Bare out. Some adjectives need the words â€Å"more† and â€Å"most† to indicate comparison. For example, you can’t say â€Å"this actor is woodener than that one,† you have to say â€Å"this actor is more wooden than that one.†But in this case, â€Å"large† does easily take the "-er"form, so answer Cis out, and answer Dis the right one. Question 10 Radioactive pools of toxic waste are okay for others to live in; even acid cannot kill them. NO CHANGE are all right for others to live in; are home to still others; suit others to a tee; The Challenge It can be hard toavoid overly colloquial speech and to modulate language level correctly. Answer: C Explanation Using words that are appropriately formal and avoiding diction that’s too slangy or casual is an important skill on the ACT. In this case, there is nothing grammatically wrong with the underlined phrase,but the sentence is clearly a piece of scientific writing, so this language is just too casual for this context.That means we have to find a version of the phrase that means the same thing, but uses more elevated language. The word â€Å"okay† in particular jumps out as being inappropriate here (so answer Ais wrong).Answer Bproposes changing â€Å"okay† to â€Å"all right† – this doesn’t really raise our diction in any way, so this answer is out.Answer Dreplaces the phrase with theidiomatic phrase â€Å"suit to a tee,† but this kind of folksy expression is still not the right fit. The most neutral and least casually inflected option is answer C, which creates themost compact and formal version of this description. Question 11 As the dancers step to the music, they were also stepping in time to a sound that embodies their unique history and suggests the influence of outside cultures on their music. NO CHANGE are also stepping have also stepped will also step The Challenge Some questions aboutmatching verb tenses are tricky because of the context of the sentence. Here, the words â€Å"time† and â€Å"history† can lead you down the wrong path, as can answer choice C. Answer:B Explanation Usually, verbs in the same sentence should be in the same tense: present, past, or future. Sometimes, though, when a sentence explains a shift in time, verb tenses shift along with it. For example: I think (now, so present tense) in the future we will be (later, so future tense) wearing utilitarian jumpsuits. In this question, the sentence seems to point to something about the dancing taking place in the past, as we connect the dancers dancing now to a â€Å"history.† But you have to realize that the dancing itselfis only happening in the present. This means that both forms of the verb â€Å"step† have to be in the present tense. The original verb (answer A) is in the past tense, whileAnswerDoffers us the future tense - both wrong. Answer Cis tempting because the helping verb â€Å"have† seems to be in the present tense. However, the full verb isâ€Å"have stepped† which is a past tense that'sused for actions that started in the past and are still ongoing. That’s not the case here, so answer Cis out. Answer Bsolves the problem by matching the present tense of the first verb, â€Å"step† with the present continuous â€Å"are stepping.† Question 12 To add to the confusion, every New Year’s Day a person according to this Korean counting system, becomes a year older, regardless of his or her actual birthday. NO CHANGE person, person; person who, The Challenge The many different commas in the sentence can easily throw you off track. You have to seethat the phrase â€Å"according to this Korean counting system† needs to be set off with commas. Answer: B Explanation This sentence is such a confusing jumble of phrases that it’s hard to make heads or tails of what goes with what and which punctuation is appropriate. First, let’s take the sentence apart and connect the pieces that actually go together. â€Å"To add to the confusion,† – prepositional phrase â€Å"every New Year’s Day† – prepositional phrase â€Å"a person† – subject â€Å"according to this Korean counting system,† – verb phrase â€Å"becomes a year older,† – verb â€Å"regardless of his or her actual birthday.† – prepositional phrase Breaking everything down like this shows us that there is a descriptivephrase separating the sentence’s subject and verb, which are: "a person becomes a year older." This means that this separating phrase needs to be set off from the rest of the sentence by commas, so answers A and C are out.Answer D gives us the comma, but it also introduces a dependent clause subject (â€Å"who†). We only have one verb, so we don’t need two subjects, so this answer is wrong. Only B fixes the actual problem, adding a comma to set off the modifier. What if you were born on New Year's Day? Do you get to celebrate twice? No? OK, fine - how about just two slices of cake then? Question 13 Wearing Jeans in School In 1970, the school board in Pittsfield, New Hampshire, approved a dress code that prohibited students from wearing certain types of clothing. The school board members believed that wearing â€Å"play clothes† to school made the students lax and indifferent toward their school work, while more formal attire established a positive educational climate. When twelve-year-old Kevin Bannister wore a pair of blue jeans to school, he was sent home for violating the dress code. Kevin and his parents believed that his constitutional rights had been violated. The United States District Court of New Hampshire agreed to hear Kevin’s case. His claim was based on the notion of personal liberty- the right of every individual to the control of his or her own person- protected by the Constitution’s Fourteenth Amendment. The court agreed with Kevin that a person’s right to wear clothing of his or her own choosing is, in fact, protected by the Fourteenth Amendment. The court noted, however, that restrictions may be justified in some circumstances, such as in the school setting. So did Kevin have a right to wear blue jeans to school? The court determined that the school board had failed to show that wearing jeans actually inhibited the educational process. Furthermore, the board offered no evidence to back up its claim that such clothing created a negative educational environment. Certainly the school board would be justified in prohibiting students from wearing clothing that was unsanitary, revealing, or obscene. The court remained unconvinced, therefore, that wearing jeans would actually impair the learning process of Kevin or of his fellow classmates. Kevin Bannister’s case was significant in that it was the first in the United States to address clothing prohibitions of a school dress code. His challenge initiated a review of students’ rights and administrative responsibility in public education. Suppose the writer’s goal had been to write a brief persuasive essay urging students to exercise their constitutional rights. Would this essay fulfill that goal? Yes, because the essay focuses on how Kevin encouraged other students to exercise their constitutional rights. Yes, because the essay focuses on various types of clothing historically worn by students as a freedom of expression. No, because the essay suggests that the right to wear blue jeans was not a substantial constitutional right in the 1970s. No, because the essay objectively reports on one case of a student exercising a particular constitutional right. The Challenge After spending time examining this passage on a sentence level for all the other questions associated with it, it's pretty challenging tohave to zoom out and think about what is actually being said here. Plus, the answers all hit plausible notes. Answer: D Explanation You’re being tested on how well you understand overallauthorial intention – what the purpose and point of a given piece of writing are. So what features would an essay urging people to act have in it? It might be organized around a bit of activism. It might tell the story of some protest or challenge to the order of the day. It would have a clear point of view of who/what is right and who/what is wrong in a given situation or problem. It would most likely either start or end with a directive to go out there and do something. Does this passage do those things?It does tell the story of a legal challenge to established order.But it doesn’t do any of those other things. And, even if you can’t immediately picture what an essay urging action would sound like, you can check out the descriptions of this passage in the answers to see whether any of them actually fit what you just read. Answer A is wrong because there is no mention of Kevin interacting with other students in any way. Answer B is wrong because aside from jeans, there is no mention made of any other self-expressive clothing choices made by students. Answer C is tempting because it agrees that the essay is not urging anyone to do anything, but the answer also says that the passage picks a side in the fight over whether jeans are a constitutional right. But the essay does no such thing, so this answer is out. Answer D is the only one that actually describes this essay: it’s a simple, chronological, fact-based, neutral account of one court case. Question 14 Some sixty years later, an elderly Frances Griffiths publicly admitted that her and her cousin had staged the photographs as a practical joke. NO CHANGE her cousin and herself she and her cousin her cousin and her The Challenge The question is asking you to correct what is a prettycommon mistake in spoken English, where we don’t pay careful attention to pronoun forms when we use compound nouns. Ifyou're used to hearing people speak this way, you might be caught off guard here. Answer: C Explanation One trick to use, when you’re looking a compound noun (two nouns or pronouns connected with the word "and"), is to take the noun away, leave the pronoun, andsee whether the sentence still works. Here, we would get: "Frances Griffiths admitted that her had staged the photographs,† which is clearly wrong.This means answers A and D are out – both use the â€Å"her† form of the pronoun. Using the trick with answer B, we would get: â€Å"Frances Griffithsadmitted that herself had staged the photographs,† which also doesn’t work. The only answer that works is C, which uses the subject form of the pronoun: â€Å"she.† Question 15 One significant aspect of this relationship was: that Susan was perhaps the only reader of Emily’s poems-in-progress. NO CHANGE was that Susan was, that Susan was that Susan, The Challenge The difficulty here is that there are two types of punctuation rules being tested at the same time. Answer:B Explanation This question is testing how well you know how to punctuate a modifying clause (basically, a part of a sentence that explains the rest of the sentence). The rule is that if the modifying phrase is necessary for the sentence to make sense, then it doesn't need any commas around it. In this case,the modifying clause explains the relationship between the two women-â€Å"that Susan was perhaps the only reader of Emily’s poems-in-progress." Without it, the sentence wouldn't work at all: One significant aspect of this relationship was. This tells us that the correct answer is the one that leaves out any punctuation -answer B. Question 16 A lot of people hate to ride the New York City subways, but I love them because I like to get places fast. A musician balancing a cello case, two Buddhist monks in saffron robes, and a group of stockbrokers in crisp, charcoal gray suits get on at Wall Street. A passenger placidly sews while the subway train flings and jolts. A teenager who’s holding a shoebox containing a kitten as tiny as a gingersnap smiles as a line of girls in frilly white communion dresses file by. About three and a half million people a day ride the subways, and I think maybe I’ve met them all. At this point, the writer wants to provide one reason why she likes to ride the subways. Which choice is most relevant to the information provided in this first paragraph? NO CHANGE I never know what I’ll see there. they are so much cheaper than taxis. they are places of enormous quiet and calm. The Challenge This question challenges you to find the common theme of the paragraph and then circle back to apply it to this sentence. It's easy to get it wrong because eachof the answers is a completely plausible way to end the sentence - if you don't connect it to the rest of the passage. Answer: B Explanation Each answer option would create a totally different topic sentence for this paragraph. Yourjob is to use the paragraph to find clues for what a relevant topic sentence would be here The passage that follows the sentence is basically a long list of different people that the author has seen riding the subway: a musician, monks, stockbrokers, someone sewing, a teenager, and girls. Let’s see whether one of the answer choices sets up this list. Answers A and C are about the advantage of the subway as a mode of transportation. They’re true, but they aren’t what this paragraph is about. Answer D actually is about the environment inside the subway, but the paragraph describes a crazy mishmash of people and things, while â€Å"quiet and calm† are adjectives better suited to a library than public transit. Answer B is the only one that gives us an intro to what is to come in the rest of the paragraph. Then we all took off one shoe and got on the subway together! Question 17 The Navajo language is complex, with a structure and sounds that makes them unintelligible to anyone without extensive exposure to it. NO CHANGE makes it make it make them The Challenge Because this question is testing both subject/verb agreement and noun/pronoun agreement, it's easy to get tripped up by it. Answer:C Explanation We are asked here to figure out two things: whether the verb â€Å"make† should be singular or plural and whether the pronoun "them" should be singular or plural.Let’s take these one at a time. A verb has to match its subject. In other words,a singular subject takes a singular verb, while a plural subject makes the verb plural.In this case, to figure out the right form of the verb "make," you have to first determine what is doing the making. What is making Navajo language complex? The structure and sounds. So, since the subject is plural, the right verb is "make," eliminating answers A and B. Similarly, a pronoun has to match the noun that it's linkingback to. Here, you have to analyze: what is being made complex by the structure and sounds? The Navajo language. Since this noun is singular, the underlined pronoun should be too, making C the correct answer. Question 18 On each wing, all flighted birds have ten primary flight feathers, each one shaped slight different. NO CHANGE slight differently. slightly differently. slightly more different. The Challenge Here, you have to realize that you have to use anadverb to modify a verb and another adverb. Answer: C Explanation Choosing whether to usean adjective or an adverbdepends on what you want to that word to describe. The rule is: nouns can be modified by nouns or adjectives; butadjectives, adverbs, and verbs can only be modified by adverbs. In this case, it’s important to first figure out what function the underlined words are playing.The sentence is explaining that each feather has a different shape from those around it. That means that the verb â€Å"shaped† is being modified by the word explaining variations in form. Since it’s modifying the verb, it needs to be an adverb, so it has to be â€Å"differently.† This means answers A and Dare out. But the sentence also points out that the feathers aren’t all that different from one another – their shapes have mild, not extreme variance.So the adverb â€Å"differently† is being modified by the word expressing the degree of difference. Since it’s modifying an adverb, it has to be â€Å"slightly,† so answer Cis correct. Flight feathers in action. How to Tacklethe Hardest ACT English Questions Now that you've seen what the ACT English section is ready to dish out, how can you get ready to meet its most difficult challenges? TakeComplexity Step By Step. Most of the hardest questions are difficult because they layerseveral rules, ideas, or concepts into one pile. Whenever this happens, your best bet is to untangle each part of the question and solve it on its own. Not only are you less likely to make mistakes if you work in simple steps, but often, solving one part of the question will lead you to find the right answer for the other parts as well. Use the Process of Elimination. Another useful technique is to cross out the answers you know are wrong. After you've done this, look at what's different about the remaining answer choices. Often, you will realize what the question is testing by looking at these left-over answers and comparing the changes they suggest with the original text. Balance Your Time Wisely. Earlier in this article, I told you that you would have only about 35 seconds to solve each ACT English question. But that's only if you spend the same amount of time on each of the questions in this section of the test. A better approach is to do a first pass through the section to solve the easiest questions as quickly as you can while still being precise. Then, you will have more time left to devote to the questions that need extra attention and care. Trust Your Gut.If all else fails, trycovering up all the answer choices (including the underlined originaltext), and read the restof the passage. See ifyou can form your own opinion about: the logical progression of the passage structure the way the different sentences, or the different parts of one sentence, relate to one another how you wouldfill inthe blank space yourself Then, try to find the answer choice that most closely matches your own thoughts, rather than being distractedby the answer choices. The Bottom Line The most challenging questions on ACT English are difficult because they: Check your understanding of more than one grammar, editing, or punctuation skill at the same time. Have several answer choices that seem correct on first glance. Force you to flip between detail-oriented, sentence or phrase-level observation and passage-wide comprehension. Present counterfactual information. Some ways to tackle these hardest questions on the test are: Simplify multi-layered questions by solving each component by itself. Use the process of elimination to cross out obviously wrong answers, and then figure out what the question is testing by comparing the remaining answers to one another. Balance your time wisely to have more time to spend on the most difficult questions. Trycovering up the answer choices and rewriting the underlined piece of the passage yourself. What’s Next? Shooting for the top score on the ACT? Check out our article on 9 strategies to a perfect score on ACT English, our guide togetting a perfect ACT score, and a discussion of how many questions you can miss and still score a 36. Need to study more for ACT English? Check out our guides forthe best way to prepare for ACT Englishandboosting your overall ACT score in 10 days. Wondering how you’ll stack up when you take the test? We’ve gotan explanation ofwhat a good/bad/excellent ACT score looks like, and advice onfinding a target score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT 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. 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