How to Ace the ACT 6 Top Tips for Success

How to Ace the ACT 6 Top Tips for Success SAT / ACT Prep Online Guides and Tips Getting a stellar ACT score isn't easy. You'll have to put in sufficient study time, and you'll have to employ effective study strategies. So what should you be doing to reachthe top ACT score of your dreams? In this article, I'll explain exactly how to ace the ACT from the methods you need to use in your test prep to the best test-taking tips to maximize your score. What Is Acing the ACT? For the purposes of this article, acing the ACT refers to getting a score over a 30. Getting this score will make you competitive for admission to most colleges, and based on past results, if you get a score higher than 30, you’ll likely score better than 95% of students who take the ACT. To get this score, you’ll only be able to miss a handful of questions on each section. You should be aware that for the most selective colleges, you may need a score of 34 or higher for your ACT score to help your chances of getting in. Depending on your college goals, calculate your target score and what a good score would be for you. Regardless of whether you’re aiming for a 30 or a 36, if you follow the advice in this article, you’ll be preparing yourself to reach your goals. If you’re striving for a 20-27, you may want to focus on our posts about improving your Math, Reading, English, and Science scores. How Long Do You Have to Study? Mostly, how long you need to study depends on your starting point and your target score. How much you need to improve will determine the study time you need to achieve your goal. If you haven’t taken the ACT, take an official practice test simulating real testing conditions to determine where you’re at and how much you need to improve. Here’s a rough estimate of how long you’ll have to study based on how many points you need to reach your goal: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours + Keep in mind that this is just an estimate based on our data. However, it should give you a general idea of the amount of time you’ll have to put in to ace the ACT. How to Acethe ACT: Best StudyStrategies You don’t just need to put in the requisite study hours to ace the ACT; you need to study efficiently. Regardless of whether you’re using test prep books, you have a tutor, or you take an ACT prep class, you should be incorporating these practices into your ACT studying. Use Real or Realistic Practice Questions The best questions to study from are those that will most closely resemble the questions that appear on the ACT. The ACT is unlike tests you've taken in school and its format is unique. If you want to ace the ACT, the best way to do so is by knowing you can condfidently answer all of the different types of questions that are likely to appear on the test. A huge flaw of many test prep books is that their practice questions are either much harder or much easier than those you’ll find on the ACT. Also, some books present questions in a different format than that of the ACT. What are good sources for ACT practice questions? Undoubtedly, you should use the released official ACTs. For more real ACT questions, you can purchase The Real ACT Prep Guide. Also, the ACT website has practice questions and offers an online ACT prep program. Furthermore, PrepScholar has thousands of realistic ACT questions written by ACT experts. Focus on Your Weaknesses and Analyze Your Mistakes You’ll make the best use of your study time by focusing on why you’re missing questions and trying to improve your weaknesses. If you just do a ton of practice questions, but you don’t stop to figure out why you’re getting questions wrong, your score won’t improve much. If you want to ace the ACT, you’ll have very little room for error. You must comprehend how to correctly answer every type of question and be able to finish each section in the allotted time. For each practice test or question set you do, mark every question that you’re even 20% unsure about. Then, when you’re reviewing, thoroughly examine each question you got incorrect or guessed on. Make sure you understand how to correctly answer the question and what you didn’t grasp or did wrong. Keep track of all of these questions with specific notes about what you need to improve. Ask yourself why you got questions wrong, and be as specific as possible. Take notes about why you're getting questions wrong. These are the major areas you might need to improve. Content Again, to ace the ACT, you’re going to want to know all of the content well. The ACT tests you on a number of concepts related to reading, writing, science, and math. By identifying the specific types of questions you get wrong, you can identify the topics you need to learn better. For example, on Math, you may notice that you’re missing questions related to coordinate geometry. On English, you may be having difficulty with questions that deal with punctuation. Once you diagnose your content weaknesses, study the content. We have articles on this blog related to every type of question. When you’ve become more familiar with the content, do a ton of related practice questions and understand how to correctly answer each practice question. Time Even if you understand ACT content and how to do each question, you may struggle finishing sections on time. If you're finishing sections with more than 5 minutes remaining and you're making careless mistakes, then you're rushing. If you're consistently struggling to complete sections in the allotted time, then you need to focus on improving your time management. If you’re rushing, all you may have to do is slow down and read the questions more carefully. If you’re having trouble finishing questions on time, monitor your time spent per question during your practice. Also, you may increase your speed as you improve your content knowledge. Additionally, you may be able to better your time management by adopting quality test-taking strategies. For Reading and Writing, you need to figure out the most efficient way for you to read the passages to maximize your score. Drill your approach in your test prep so that you’re comfortable with it. For Math, memorize all formulas you may need to know. Strategy Some students are comfortable with the content and don’t have issues with time management, but they’re still missing questions. Usually, this occurs because of a lack of understanding of ACT strategy. If you’re missing questions because you’re falling prey to common ACT tricks, then you may need to improve your knowledge of ACT strategy. For example, if you know the grammar rules that are tested on ACT English but you’re missing questions because you’re not reading the whole sentence, you need to work on your ACT strategy. Strategy errors occur when you understand the content that’s being tested, but you need to improve your approach or understanding of the questions. Follow these tips for ACT success! Top Test-Taking Tips to Ace the ACT Following these tips will help you avoid strategy errors and enable you to correctly answer questions more quickly and efficiently. Make sure to use these tips when taking practice tests so they become habit for you. Answer Every Question On the ACT, there's no penalty for incorrect answers, so it's in your best interest to answer every single question. Even if you're clueless on a specific question, you should guess because you have a 25% chance of randomly picking the correct answer on the multiple choice questions. This is also why it's important to have good time management; you want to make sure that you're able to answer all of the questions. If you're running out of time and know you won't get to the end of the section, you should still fill in random bubbles to give yourself a chance at getting more right answers. Underline Key Words in the Questions Regardless of the section, underlining key words can help you make sure you understand what the question is asking and avoid careless mistakes. For instance, In Math, you can know for certain whether you should be solving for x or y. In Writing, you can ensure if a question is asking you whether a sentence should be added or deleted. Eliminate Wrong Answers Even though this strategy may sound obvious, it’s important to use, especially if you’re not immediately 100% confident in your answer. In Reading and Writing, there may be answer choices that seem possible, but if anything about the answer choice isn’t correct, it must be eliminated. Similarly, in Math, if you have a rough estimate of the correct answer, you can eliminate any answer that isn’t close to your estimate. Or if you know the answer is positive, you can eliminate any answer that’s a negative number. Eliminating wrong answers will increase your chances of getting questions right and help you arrive at the correct answer. Get rid of wrong answers! Finish with Extra Time to Recheck Your Work You should try to finish each section with approximately 5 minutes remaining. During the remaining time, check any questions you were unsure of. I recommend marking any questions you’re uncertain about while you’re taking the test. Double check how you got your answer. Once you feel comfortable with your answer, go to the next question. If you’re still unsure, stick with your initial guess. After looking over questions you had doubts about, ensure that you did all your bubbling correctly. Final Advice: How to Ace the ACT It’s not easy to ace the ACT, but it’s possible with hard work and a good study plan. If you need help with organization, motivation, or test-taking strategies, you may benefit with the help of a tutor, in-person class, or online program like PrepScholar. For further guidanceand detailed instructions on how to acethe ACT, read our articles for how to get a perfect ACT score, and how to get a perfect score in Reading, English, Science, and Math. What's Next? If you don't have much time to prepare for the ACT, read our guide to cramming for the test. Also, to ace the ACT, you'll want to review our comprehensive ACT prep information. Finally, to help with your test preparation, learn about the best ACT prep books. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Partir Conjugation in French, Translation, and Examples

Partir Conjugation in French, Translation, and Examples Partir  is one of the most common French verbs and it means to leave, though it can take on other meanings as well. In order to use partir  in conversations, you will need to learn how to conjugate it. Partir is an irregular verb, so it does not follow the common patterns found in French. Therefore, you will have to memorize it in all its forms. With time you will learn it and, luckily, partir is so common that youll find plenty of opportunities to practice it. Partir  is not all alone in its conjugations, however. Most French verbs ending in  -mir,  -tir, or  -vir  are conjugated the same way. That means that once you learn one, each new verb becomes a little easier.   In this article you will find the conjugations of partir in the present, present progressive, compound past, imperfect, simple future, near future indicative, the conditional, the present subjunctive, as well as the imperative and the gerund. The Many Meanings of  Partir Partir  most commonly means to leave in the general sense of leaving a place. It is the opposite of  arriver  (to arrive). For example, Je vais partir ce soir (Im going to leave tonight) and Il nest pas parti hier (He didnt leave yesterday). Partir  has a few other meanings as well. For example, it can be used to mean to shoot or to fire: Le coup est parti tout seul (The gun went off (fired) by itself) and Le bouchon est parti au plafond (The cork shot up to the ceiling). Partir can also mean to start or to get off to: Tout à §a est bien/mal parti (It got off to a good/bad start) and On est parti sur une mauvaise piste (We got off on the wrong track, to a bad start). Partir  is a semi-auxiliary, meaning that in some cases it can act in the same way as à ªtre or  avoir.  Ã‚  In this instance, when  partir  is combined with an infinitive verb it means to leave in order to do something: Peux-tu partir acheter du pain  ? (Could you go and buy some bread?) and Il est parti à ©tudier en Italie  (He left to study in Italy). As a euphemism, partir  means  to die or to pass away: Mon mari est parti (My husband passed away). Partir  With Prepositions Partir  is intransitive, which means that it cannot be followed by a  direct object. However, it may be followed by a preposition and an indefinite object (e.g., the destination or point/purpose of departure), or by a day, time, or other modifiers: Ils partent de Paris demain. -  Theyre leaving (from) Paris tomorrow.Quand vas-tu partir la chasse  ? -  When are you leaving to go hunting?Il est parti pour luniversità ©.  -  He left for college / went to college.On va partir demain. -  Were going to leave tomorrow. Additionally,  partir  can have different meanings depending on the preposition that follows it. partir    infinitive means  to start (doing something, usually suddenly): As in,  Il est parti pleurer (He started crying, burst into tears) or  Je suis parti rire  (I started laughing, burst into laughter).partir dans   noun means to start (doing something which interrupts something else): As in, Il est parti dans une digression sans fin (He went off into an endless tangent) and Ne pars pas dans une grande colà ¨re (Dont get all mad).partir de  has two meanings:to begin on or to start from: As in, Le contrat partira du 3 aoà »t  (The contract will begin on August 3rd.) and Cest le deuxià ¨me en partant de la gauche (Its the second from the left).to come from: As in, Ça part du cÅ“ur (It comes from the heart) and Doà ¹ part ce bruit  ? (Where is this noise coming from?).partir pour   infinitive also means to start (and gives the impression of continuing for a long time): As in, Il est parti pour parler pendant une heure (He started talking and looked like hed keep going for an hour) and Elle est partie pour nous raconter sa vie (She started telling us her life story). Expressions With  Partir There are a few common French expressions that rely on  partir. For many of these, you will need to conjugate the verb, using what you learn in this lesson. Practicing these in simple sentences will make them easier to remember. partir de  - from (time, date, place) partir de maintenant  - from now on partir de ce moment-l  - from then on partir du moment oà ¹Ã‚  - as soon as vos marques  ! Prà ªts  ? Partez  !  - On your marks! Get set! Go!cest parti  - here we go, here goes Present Indicative The present indicative in French can be translated to English as the simple present tense I leave or as the present progressive Im leaving. Je pars Je pars tout seul. I leave by myself. Tu pars Tu pars de Paris. You leave Paris. Il/Elle/On part Elle part acheter du pain. She leaves to go buy bread. Nous partons Nous partons pied. We leave on foot. Vous partez Vous partez avec vos amis. You leave with your friends. Ils/Elles partent Ils partent au Canada. They leave for Canada. Present Progressive Indicative As mentioned above, the present progressive in French can be expressed with the simple present tense, but it can also be formed with the present tense conjugation of the verb à ªtre (to be) en train de the infinitive verb (partir). Je suis en train de partir Je suisen train de partir tout seul. I am leaving by myself. Tu esen train de partir Tu esen train de partir de Paris. You are leaving Paris. Il/Elle/On esten train de partir Elle esten train de partir acheter du pain. She is leaving to go buy bread. Nous sommesen train de partir Nous sommesen train de partir pied. We are leaving on foot. Vous à ªtesen train de partir Vous à ªtesen train de partir avec vos amis. You are leaving with your friends. Ils/Elles sonten train de partir Ils sonten train de partir au Canada. They are leaving for Canada. Compound Past Indicative Verbs like partir  require  Ãƒ ªtre  when used in compound tenses  like the  passà © composà ©. To construct this past tense, you will need the auxiliary verb  Ãƒ ªtre and the past participle  parti. Notice that when you form the passà © composà © with à ªtre, the past participle must agree in gender and number with the subject. Je suis parti/partie Je suis parti tout seul. I left by myself. Tu es parti/partie Tu es parti de Paris. You left Paris. Il/Elle/On est parti/partie Elle est partie acheter du pain. She left to go buy bread. Nous sommes partis/parties Nous sommes partis pied. We left on foot. Vous à ªtes parti/partis/parties Vous à ªtes partis avec vos amis. You left with your friends. Ils/Elles sont partis/parties Ils sont partis au Canada. They left for Canada. Imperfect Indicative The imperfect tense is another past tense, but it is usually used to talk about ongoing events or repeated actions in the past, and is normally translated to English as was leaving or used to leave. Je partais Je partais tout seul. I used to leave by myself. Tu partais Tu partais de Paris. You used toleave Paris. Il/Elle/On partait Elle partaitacheter du pain. She used to leave to go buy bread. Nous partions Nous partions pied. We used toleave on foot. Vous partiez Vous partiez avec vos amis. You were leavingwith your friends. Ils/Elles partaient Ils partaient au Canada. They were leavingfor Canada. Simple Future Indicative Je partirai Je partirai tout seul. I will leave by myself. Tu partiras Tu partirasde Paris. Youwill leave Paris. Il/Elle/On partira Elle partiraacheter du pain. She willleave to go buy bread. Nous partirons Nous partirons pied. Wewill leave on foot. Vous partirez Vous partirez avec vos amis. Youwill leave with your friends. Ils/Elles partiront Ils partiront au Canada. Theywill leave for Canada. Near Future Indicative The near future in French is formed with the present tense conjugation of the verb aller (to go) the infinitive (partir). It can be translated to English as going to verb. Je vais partir Je vaispartir tout seul. I am going to leave by myself. Tu vaspartir Tu vaspartir de Paris. Youare going to leave Paris. Il/Elle/On vapartir Elle vapartir acheter du pain. She is going toleave to go buy bread. Nous allonspartir Nous allonspartir pied. Weare going toleave on foot. Vous allezpartir Vous allezpartir avec vos amis. Youare going to leave with your friends. Ils/Elles vontpartir Ils vontpartir au Canada. Theyare going to leave for Canada. Conditional To talk about hypothetical or possible events, you can use the conditional mood. Je partirais Je partirais tout seul si je n'avais peur. I would leave by myself if I were not scared. Tu partirais Tu partiraisde Paris si tu pouvais. Youwould leave Paris if you could. Il/Elle/On partirait Elle partirait acheter du pain si elle avais d'argent. She wouldleave to go buy bread if she had money. Nous partirions Nous partirions pied si ce n'à ©tait pas loin. Wewould leave on foot if it were not far. Vous partiriez Vous partiriez avec vos amis, mais vos amis ne peuvent pas aller. Youwould leave with your friends, but your friends can't go. Ils/Elles partiraient Ils partiraient au Canada s'ils voulaient. Theywould leave for Canada if they wanted to. Present Subjunctive The subjunctive mood is used in situations when the action of leaving is uncertain. Que je parte Mon pà ¨re suggà ¨re que je parte tout seul. My father suggests that I leave by myself. Que tu partes Le juge exige que tu partes de Paris. The judge demands that you leave Paris. Qu'il/Elle/On parte Le patron conseille qu'elle parte acheter du pain. The boss advises that she leave to go buy bread. Que nous partions Charles souhaite que nous partions pied. Charles wishes that we leave on foot. Que vous partiez Jacques prà ©fà ¨re que vous partiez avec vos amis. Jacques prefers that you leave with your friends. Qu'ils/Elles partent Le prà ©sident souhaite qu'ils partent au Canada. The president wishes that they leave for Canada. Imperative When you want to say something like Leave! you can use the imperative verb mood. In this case, theres no need to include the subject pronoun, so simply say, Pars ! Also, to form the negative commands, just place ne...pas around the positive command. Positive commands Tu pars ! Pars de Paris ! Leave Paris! Nous partons! Partons pied ! Let's leave on foot! Vous partez! Partez avec vos amis ! Leave with your friends! Negative commands Tu ne pars pas ! Ne pars pas de Paris ! Don't leave Paris! Nous ne partons pas! Ne partons pas pied ! Let's not leave on foot! Vous ne partez pas ! Ne partez pas avec vos amis ! Don't leave with your friends! Present Participle/Gerund The  present participle  of  partir  is  partant. This was formed by adding the ending  -ant  to the verb stem. One of the uses of the present participle is to form the gerund (usually preceded by the preposition en), which is often used to talk about simultaneous actions. Present participle/gerund ofPartir partant Je pleure en partant Paris. I cry while leaving Paris.

Changing Character of Alien Immigration in Early Modern Period Essay

Changing Character of Alien Immigration in Early Modern Period - Essay Example It is evidently clear from the discussion that the most powerful of European powers ventured into the immigration spree during the Early Modern Period to show specific interests. Nearly through the entire 16th century, the most explorative and dominant figure of alien immigration into the Americas was undoubtedly Spain. Since the turn of the Century, Spanish interests in the New World were perhaps one of the most organized and resolute. As early as 1513, sections of the continent had been identified for settlement by the Spanish explorers as led by Ponce De Leon. Florida was among the settlement areas identified by De Leon, paving way for similar incursions into other American territories by the Spanish. In as much time, Cazabeza de Vaca and his crew had discovered Arizona, New Mexico and Texas in a similar adventure. Discovery and navigation of main American rivers such as Colorado and Mississippi were nigh as exploration continued into the 1500s, soon making it possible to take ove r Florida and California. In the meantime, other explorer countries in Europe were preparing to compete with Spain in the venture and English explorers sooner came on board. Despite the fact that much of the discoveries leading to the immigration of the Europeans were by chance, they took complete advantage of the discoveries and eventually occupied the New World. The English explorers, for instance, were in search of routes to the Indies, making the stumble-upon impact good to their interest in overseas territories. Virginia was taken over in 1607 by the British. The French got interested in the immigration and settlement in 1608 through the assistance of Samuel Champlain in form of identifying and taking over Quebec. By 1670s, interests of expansion of the overseas territory by the French led to exploration and takeover of Louisiana.

Samsung Singapore Essay Example | Topics and Well Written Essays - 1500 words

Samsung Singapore - Essay Example The strategies, projections, and future scenarios of the company are significantly reliant on the tastes, decisions, views, and preferences of the customers. A close attention to the changes in customers’ preferences and opinions is important for the survival of the business. In order to have a competitive advantage Samsung must invest in continuous research practices and maintain feedback mechanisms through social media. This would help the company to carry out necessary changes in line with the market realities. Companies in the telecommunication industry in Singapore have developed strategies for retaining both high-level and low-level clientele through promotions and improved customer care services. Suppliers In the past Samsung has had to contend with the bargaining power of suppliers. Few suppliers operate on the level of standards that meet Samsung thresholds of value. There have been tendencies of these suppliers to use their privileged positions to make arbitrary chan ges in prices, which affect the operations of Samsung precisely because there are no suitable substitutes for the products. In order to survive such eventualities, Samsung would have to cultivate positive working relations with the suppliers or enter into long-term contracts that have the element of stability. This would impact positively on the growth of the company. Economics and Geography Economic and geographical factors have had some significant impact on the performance of Samsung Singapore in the previous financial periods. The growth of the country’s economy has had significant impacts on Samsung Singapore. For instance, the tourism industry and the information and technology sectors have experienced significant growth in the past decade. One of the...56). However, new market realities have emerged demanding some changes in the way, which companies operate their businesses in. Samsung Singapore will have to carry out strategic changes in its operations in order to kee p up with the pressure of competition from emerging competitors and other macro-economic forces that affect the status of the industry. In the recent past global Samsung has taken advantage of the synergies of globalization and liberalization to spur growth and positive performance (Niewwenhuizen, 2009 p. 58). The need for strategic reorganization is based on the necessity of total quality management policies within the company. Competitors The past two decades have witnessed a consistent growth of stiff competition on the mobile telephone sub-sector in Singapore. Favourable government regulation policies and the policies of liberalization are some of the external factors that contribute to the competitive factor on the market. In order to survive, many companies have engaged in promotions, expensive advertisements, and value addition services that are aimed at increasing their influence in the vast mobile telephone market. Samsung utilizes its strong revenue base and modern market practices to maintain its profile on the competitive market environment (Adekola & Sergi, 2007). Multiple strategies ranging from strategic marketing to price modulations have also ensured the growth of the company. The process of planning cuts across the various levels of the organization.

Thy Womb and Missing the Target Essay Example for Free

Thy Womb and Missing the Target Essay Mendoza’s Thy Womb certainly was not lacking in the areas of cinematography and sound quality. Unlike regular masa films that repel higher class moviegoers with their slightly pixelated picture and muffled dubbing, Thy Womb boasts a crisp picture with a fitting scoring. Only complementing that is the breathtaking grandeur of the surroundings which includes a stroke of luck for the director with the appearance of two Whale Sharks. However, eye-candy is not enough to capture the hearts of the audience. A pretty picture is only just a picture when the message being conveyed is not seen by the viewers. That is my concern with Thy Womb. The plot was very slow-paced. Although the conflict was introduced very early in the film, the resolution to this dragged on really long in what Hollywood films would compress into ten minutes or so. For a viewer like me who is used to fast progressing story lines, the sluggish development was quite a turn-off. That is a big issue since the audience today is used to things like instant coffee and fast loading times for web videos. It is possible for the viewers to be focused on how the plot is so dragging that they miss the point of the film. That could be the reason for the film’s poor performance in cinemas. A critical eye however, would find a certain elegance in how the film slowly develops its community and characters. After further analysis, I was able to discern a possible point being driven at by the film. The film seems to dilly-dally with scenes and events that have nothing to do with the actual conflict, the search for a second wife for Bangas-An. These scenes however, have a theme when put together. They feature how the community values tradition and religion. Several festivals, rituals, and practices were featured in the film. Some were performed at the expense of the safety of involved parties. Especially focused on is the tradition of putting the husband’s wishes over the wife and how women are treated as objects in such a patriarchal community. From these it can be said that Thy Womb features a Badjao community in Tawi-Tawi that values tradition above all else. It is this regard for custom that drives each character as the film progresses. The community as a whole is very much immersed in their tradition. One scene shows the village participating in a festival in the sea, racing boats. Then more of their custom is showcased with a wedding ceremony as well as the meeting of wife prospects for Bangas-An. It is evident that so much value is placed on their traditions that it overshadows their concern for their relationships and safety. While fishing, Bangas-An was shot by thieves. Shaleha nursed him to health and they went back to fishing again despite this danger. This shows that their custom and livelihood of fishing there is what they have grown accustomed to and they would rather go through that again than have to change. Another scene that shows such an attitude is the wedding ceremony mentioned previously. While the couple is doing their dance, gunfire is heard and the crowd panics but the couple is told to continue dancing. Their patriarchal mindset is also demonstrated by various scenes. At the beginning, Shaleha expresses her desire to adopt. However, Bangas-An preferred to have his own kids and just remarry. Then women are treated like objects in stores as their hand in marriage would have to be bought using dowries. Bangas-An chose his wife based on the price and beauty, not romantic attachment. This value for custom in a patriarchal environment allows the audience to understand the driving force of the couple’s actions. Bangas-An and Shaleha obviously have a healthy marriage. One scene shows Bangas-An giving Shaleha expensive clothing for no apparent reason. Then the couple make love despite its fruitlessness. But then, Bangas-An’s desire to have a child of his own blood overshadows their marriage and forces them to separate. His new wife tells him that after the first child she bears him, he would have to leave Shaleha. Only reinforcing the point that the community values tradition above all else, he does make the deal and cuts ties with Shaleha after his first child is born. Shaleha does not go against this because of the patriarchy. Throughout the movie, she herself deals with Bangas-An’s remarriage even if she was not comfortable with the whole thing. She  cooperated with all the rituals and negotiations. But then only putting emphasis on the actual place of women in that community, in the end she was put aside by the very man she helped. In the end, the slow pace of the movie actually had purpose. Every part that featured custom showed how the community was very involved and hands-on in tradition and religion. Each scene with the couple only showed how much they loved each other. This only fortified the reasoning for Bangas-An’s decision to take his new wife over Shaleha. With this, the movie actually presents conflicting emotions and sentiment every character feels. It was not a montage of dilly-dallying after all, but a subtle manner of sending a message.

Macbeth Essay -- essays research papers

Does the statement "Fair is foul, and foul is fair" thoroughly expresses the many themes of Shakespeare’s ‘Macbeth’? The first time we hear the statement is very early in the play when the witches say the exact line "Fair is foul, and foul is fair" only for Macbeth himself to repeat it very closely two scenes later. This repetition of the lines shows me that the characters themselves believe that there are many foul events taking place. In this essay I will endeavour to prove that the above statement doesn’t express ‘Macbeth’ thoroughly. Firstly I will show the fair Macbeth himself degrading into a foul inhuman monster. Secondly, I will compare the witches to Macbeth to demonstrate the real foulness in these characters. I will then show why I believe that there simply isn’t any fairness existing in ‘Macbeth’. Then I will point out that there are simply too many themes in Shakespeare’s ‘Macbeth’ to be summed up in one line. Macbeth, in the beginning, is a man of valour, honour and nobility. By his loyal traits he helps maintain Scotland’s stability. Macbeth, on the outside, seems to be the fairest man in all Scotland, however we know better. Under the cloaking shadows of his skin, Macbeth hides his one weakness - that is ambition. His wife knows of his ambition and stirs him to act on it. Macbeth struggles with a choice; should he let the witches prophecies realise themself, or should he take steps to the achieve them. He knows that the latte...

Hamlet’s Infatuation with Death

†An Undiscover’d Country†: Hamlet’s Infatuation With Death Have you ever wondered what happens to you when you kick the bucket? Will you still be the same person? Or is death really the great equalizer? Is it possible we all end up the same? Death is a very scary and lonely thing to think about, and nothing is a greater example of that than William Shakespeare’s famous play Hamlet. Hamlet is infatuated with the idea of death and what it brings. With comments like, â€Å"To die: to sleep; / No more,† (Hamlet 3. 1. 61-62) and â€Å"we fat all/ Creatures else to fat us† (4. 3. 3-24), it is clear Hamlet has a very lonely and depressing view on what happens when you bite the dust. Hamlet’s fascination with death and dismal view on it are all evident throughout the whole play. We start to learn that Hamlet has a bizarre fascination with death when, every other scene, he is talking how everyone will end up in the ground one way or anothe r. â€Å"To be or not to be – that is the question† (3. 1. 57), is where it all starts off. From this famous speech to the end of the play, all Hamlet worries about is death. He continues to go on and on about how we will all become equal and starts to wonder what it is like to die. Hamlet often talks about self-murder, or suicide, and how it will affect his afterlife if he decided to do it. HAMLET. O, that this too solid flesh would melt Thaw, and resolve itself into a dew! Or that the Everlasting had not fix’d His canon ‘gainst self-slaughter! O God! O God! (1. 2. 129-132) Hamlet is obviously contemplating suicide here, but then he realized that he cannot go to Heaven if he commits suicide. Going to Hell is something that Hamlet does not want at all. This is obvious because, throughout the play, Hamlet thinks about killing himself, but he never does because he is scared to die, and even worse, scared to go to Hell. The language that Hamlet uses to express death is very interesting. The way and how Hamlet talks about death all the time is extremely depressing to read and I can only imagine how it made Hamlet depressed. Hamlet often has trouble with expressing his views on death as he often has conflicting statements. Sometimes he will think of death as an adventure, â€Å"The undiscover’d country from whose bourn/ No traveller returns† (3. 1. 81-82), or he will think of it as an extremely gruesome thing, â€Å"A certain/ Convocation of politic worms are e’en at him. † (4. 3. 21-22). The way he talks about death here is cringe-worthy. Just thinking about worms chowing down on Polonius is nauseating. Hamlet does not often talk about death this way in the play, though. He is almost making a joke in this quote, but the joke is true and extremely gross. Hamlet’s view on death is very dark and grim. His believe that death makes us all equal and there is nothing we can do to prevent that. In Act Five, Hamlet is in a graveyard with Horatio and is carrying on a very dark conversation with him. Hamlet has a very interesting quote in this Act, â€Å"Alexander died, Alexander was buried, / Alexander returneth into dust† (5. 1. 189-190). This quote is about Alexander the Great, and his name should go without saying that he was a very important person. It is depressing to think about it because Alexander was a great king. But he ended up like we will all end up, and that is dust in the ground. In the same scene Hamlet drops another interesting quote, â€Å"let her paint an/ Inch thick, to this favor she must come† (5. 1. 170-171). Hamlet happens to be holding the skull of Yorick when he says this. No matter how much make-up, or paint, you put on, no matter how much you dress up and act fancy, you will still end up like Yorick. And the sad part is that there is nothing you can do to prevent it. Mortality is a very commonly thought about in this play. Hamlet is not the only character that worries about the afterlife. Almost every character in the play has a view on life and death. Their views maybe different, most are still depressing. This theme is present because Shakespeare’s view on death was depressing. Hamlet’s view on death is a direct relation to William Shakespeare’s. They both believe we will end up the same; a dead body in the ground.

An Alarming Portrait of the Nuclear Power in the World

Unfortunately, even if someone could wave a magic wand that causes all of the nuclear weapons on earth to disappear, many believe that due to the depletion of natural resources, the earth would still be in danger of catastrophe, and humankind in danger of extinction. Jonathan Schell's book â€Å"Fate of the Earth† is an alarming portrait of the nuclear power in the world. Since the end of World War II, nuclear arms have kept the world's population in a state of constant concern that â€Å"something† could happen, whether by design or accident. As tensions continue to build throughout the Middle East, particularly between India and Pakistan, and more recently the nuclear potential of North Korea and China, the nuclear arms race may have subsided between the United States and Russia however, it is still alive and thriving around the globe. As Schell writes, â€Å"These bombs were built as weapons for war but their significance greatly transcends war and all its causes and outcomes†¦ They grew out of history, yet they threaten to end history† (Schell 3). The potential for nuclear war seems to increase daily as more countries seek to obtain the ultimate weapon of power, the â€Å"Rolls Royce† of combat, the ability to destroy thousands of lives in a flash. Yet with that flash, comes not only the possibility but the probability of more flashes resulting in incalculable damage to life and the earth itself. Schell writes that nuclear weapons â€Å"are a pit into which the whole world can fall – a nemesis of all human intentions, actions and hopes† (Schell 3). Yet, many believe that the earth's future is in peril even without the threat of nuclear wars. They believe that the impact of man upon the environment and the planet's natural resources threatens the earth and humankind as greatly as any nuclear war. Within recent decades, many environmental indicators have moved outside the range in which they have varied for the past half-million years (Wallstrom pp). According to a 2004 article in the International Herald Tribune, â€Å"We are altering our life support system and potentially pushing the planet into a far less hospitable state† and if policies cannot be developed to cope with the â€Å"uncertainty, complexity and magnitude of global change, the consequences for society may be huge† (Wallstrom pp). Although there has been much progress during the last century, such as the eradication of major diseases along with increased life expectancy and standards of living for many, the global population has tripled since 1930 to more than six billion and shows signs of continue growth, and moreover, the global economy has increased more than 15-fold since 1950 (Wallstrom pp). This progress has led to a wide-ranging impact on the environment as human activities have begun to significantly affect the planet and how it functions (Wallstrom pp). Atmospheric composition, land cover, marine ecosystems, coastal zones, freshwater systems and global biological diversity have all been substantially affected,† however, it is the magnitude and rate of this human-driven change that are most alarming (Wallstrom pp). The increase in atmospheric carbon dioxide due to human activity is nearly 100 parts per million and still growing (Wallstrom pp). This is already equal to the entire range experienced between an ice age and a warm period such as today and it has occurred at least ten times faster than any natural increase in the last half-million years (Wallstrom pp). Moreover, human influence extends beyond atmospheric carbon dioxide levels and increases in global mean temperature (Wallstrom pp). During the 1990's, the average area of humid tropical forest cleared yearly was equivalent to roughly half the area of England, and at current extinction rates, humans â€Å"may well be on the way to the Earth's sixth great extinction event† (Wallstrom pp). The Earth is a well-connected system, thus, carbon dioxide emitted in one country rapidly mixes throughout the atmosphere, and pollutants released into the ocean in one location are transported to distant parts of the planet (Wallstrom pp). The impacts of global change are complex, since they combine with local and regional environmental stresses in unexpected ways (Wallstrom pp). For example, coral reefs are now under additional pressure from changing carbonate chemistry in ocean surface waters, a result of the increase in atmospheric carbon dioxide (Wallstrom pp). Moreover, the wildfires that hit Europe, Canada, California and Australia in 2003 were the result of many factors, such as land management, ignition sources and extreme local weather (Wallstrom pp). However, prevailing warm and dry conditions, most likely linked to climate change, amplified fire intensity and extent (Wallstrom pp). Due to poor access to fresh water, more than two billion people now live under what experts call â€Å"sever water stress,† and with population growth and economic expansion, this number is expected to double by 2025 (Wallstrom pp). Biodiversity losses, currently driven by habitat destruction associated with land-cover change, will be further exacerbated by future climate change. Beyond 2050, rapid regional climate change, as would be caused by changes in ocean circulation in the North Atlantic, and irreversible changes, such as the melting of the Greenland ice sheet and the accompanying rise in sea levels of 6 meters, or 20 feet, could have huge economic and societal consequences (Wallstrom pp). Past geological records indicate that never before has the Earth experience the current â€Å"suite† of simultaneous changes and many feel that humans are sailing into â€Å"planetary terra incognita† (Wallstrom pp). According to a 1999 article from Cornell University, â€Å"because population growth can not continue indefinitely, society can either voluntarily control its numbers or let natural forces such as disease, malnutrition, and other disasters limit human numbers† (Pimentel pp). Human population, especially in urban areas, together with the increasing food, water, air, and soil pollution by pathogenic organisms and chemicals, are causing a rapid increase in the prevalence of disease and human deaths (Pimentel pp). Due to current food shortages, more than 3 billion people are malnourished worldwide, the largest number and proportion ever, and according to the World Health Organization, an estimated 40,000 children die each day due to malnutrition and other diseases (Pimentel pp). Humans are responsible for fifty-five percent of all available water run-off (Myers pp). Moreover, greater amounts of nitrogen and phosphorus are mobilized by humans in the form of crop fertilizer than by natural processes, and humans harvest an amount of ocean fish that reflects fully one third of phytoplankton productivity in temperate continental shelves (Myers pp). A NASA study released in April 2005, has revealed the heat exchange between the Earth and space is seriously out of balance, leading researchers to call it the â€Å"smoking gun† discovery that validates forecasts of global warming (Hanley pp). According to computer models of climate change, the global temperatures will rise 1 degree Fahrenheit this century, â€Å"even if greenhouse gases are capped tomorrow† (Hanley pp). And if carbon dioxide and other heat-trapping emissions continue to grow, things could spin â€Å"out of our control† especially as ocean levels rise from melting Greenland and Antarctic ice sheets (Hanley pp). James Hansen of NASA said the research shows that â€Å"for every square meter of surface area, the planet is absorbing almost one watt more of the sun's energy than it is radiating back to space as heat – a historically large imbalance† (Hanley pp). According to a Stanford University study release May 16, 2005, the first signs of spring are appearing earlier each year: robins are arriving several days earlier, woodpeckers are laying their eggs a week earlier, and Washington's cherry trees bloom a month earlier than they did fifty years ago (Borenstein pp). The study says that man-made global warming is clearly to blame, and means that the global environment is changing so fast that the slow evolutionary process of species adaptation cannot keep up (Borenstein pp).

Describe what you may find in Christian Holy buildings Essays

Describe what you may find in Christian Holy buildings Essays Describe what you may find in Christian Holy buildings Essay Describe what you may find in Christian Holy buildings Essay A: The Christian religion is made of many denominations depending on its style of worship. There are many types of Christian holy buildings, Roman Catholic, Church of England, Orthodox, Methodist, Baptist and Quaker. All of these different places of worship contain different furnishings, different size of furnishings and from being very ornate to very simplistic.Some of the main furnishings are:Altar: The altar is a table within the chancel that is used for Communion. It is, literally, the table on which we celebrate Communion. Today, its generally known as the altar, while churches and traditional people tend to call it a Communion table.Baptistery: In a Roman church, the water source was in the inside the front door. The baptistery consists of a stand with a water basin on top.Chancel: The chancel is the front part of the church from which the service is conducted, as notable from the nave, where the congregation sits. The chancel is usually an elevated platform, usually three step s up from the nave. The chancel represents heavenIcons: An icon is a highly conventional religious painting on wood. The icon follows detailed artistic conventions.Iconostasis: In Orthodox churches, the nave is separated by a thin wall that generally does not reach all the way to the ceiling. It is covered with icons whose subject and placement is significant. It is called an iconostasis.Lectern: The stands at the front of church (as viewed by the congregation) are called the lectern. The word lectern comes from the Latin word meaning to read, because the lectern primarily functions as a reading stand. The lectern leads congregation into prayer, in some churches, the positions of the pulpit and the lectern are reversed (that is, pulpit is on the right and the lectern is on the left.Nave: The place where the congregation gathers for worship, as opposed to the front part of the church from which the service is led.Pews: Long backed bench upon which congregants sit.Pulpit: Where the pr eacher stands, it is located in the front of the church. The one on the left (as viewed by the congregation) is called the pulpit. It is used to read the gospel and preach the sermon. Since the gospel is usually read from the pulpit, the pulpit side of the church is called the Gospel side. In some churches, the positions of the pulpit and the lectern are reversed (that is, pulpit is on the right and the lectern is on the left) for architectural or aesthetic reasons.Transept: a space between the chancel and the nave that extends the side walls, giving the church a crucifix floor plan-meaning that it is cross-shaped when viewed from Arial view.In the Church of England you will find a fair amount of the furnishings named above. This is the more elaborate church out of the six along with Roman Catholic. To be precise it would contain a high altar this is where the Eucharist is celebrated and isnt the same as a normal altar its slightly raised to be visible to the congregation, chancel i s area around the altar for the clergy and choir, choir stalls for the choir to assemble and sing hymns, pulpit is an elevated platform or stand used in preaching or conducting a service., lectern a stand upon which a speaker may rest their books.May be standing, which is also used for preaching, nave is the central area of a church where the congregation is seated among the pews, organ is the large wind instrument thats played when entering and leaving a service. Lastly the north and south transept are the two ends of the transept of the church, the back and front of the cruciform plan. You will find other features stained glass windows, Hymn book stands, tabernacles, hassocks, icons of doves, bread and wine, lambs and chi-rho carved into furnishings which all symbolise different things, and inri meaning Nazareth king of Jesus knitted onto hassocks.In the Roman Catholic Church you will also find a fair amount of the furnishings above just like the Church of England, the more ornate churches out of all six denominations. Inside you would find a porch where you enter the service leading into the nave where you will sit among the pews, an altar where the Eucharist or Divine Liturgy takes place its the table in Christian churches where communion is given, a confessional a booth where a priest sits to hear confessions privately, a sanctuary is where the altar is and its slightly raised its where the scared objects are kept, a stoup is a basin filled with holy water where you can bless yourself often just outside the entrance or just inside the entrance, a font which is where you get baptized and the priest enter you into the Christian community, a tabernacle which is a small cupboard built into the wall where the bread and wine is kept, stallions of the cross which are on either side of the nave stallions of the cross on the wall, organ loft is where the organ is played and where the choir may sit and sing hymns, pulpit is where the priest leads and preaches durin g the service, and lastly the lady chapel which is a smallerChapel with an altar to the Virgin Mary within the church often by the north or south transept by the side of the sanctuary. You will find other features stained glass windows, rosary, tabernacles, and icons of doves, bread and wine, lambs, chi-rho carved into furnishings which all symbolise different things, and inri meaning Nazareth king of Jesus knitted onto hassocks .In an orthodox church you will find less furnishings than in a Roman Catholic Church and Church of England, it will also be less ornate and a little smaller in size. The furnishings it will have are, Aisles down either side of the nave to bring bread and wine to the altar, the nave which the central area which is where the pews are situated, there are steps going up to the royal doors, theres an iconostasis which is a screen decorated with icons dividing the sanctuary from the nave. There is a choir but smaller than what you would find in the Roman Catholic and Church of England, theres a curtain behind the royal doors in front of the altar, and on either side of the altar is a Diaconium where garments and service books are kept and on the other side a Prothesis where the bread and wine is kept before consecration.Within a Baptist church which is similar to an orthodox church it contains aisles just like the Orthodox Church however they are two main aisles which separate the pews into there rows, the nave which the central area which is where the pews are situated forming a aircraft aisle formation. It has an organ to play when entering and leaving the service and when the choir are singing hymns, theres a altar or communion table where consecration takes place and just in front theres the baptistery which is designed to accommodate the font for baptism removable floorboards are where a pool is, theres a pulpit situated behind the altar where the priest ill preach and lead services and behind the pulpit is the ministers room where the consecrated bread and wine of the Eucharist is kept, and vestrys on either side of the ministers room to leave garments, books.In a Methodist church which again is similar to the Orthodox and Baptist Churches contains and organ to be played at the beginning and end of services, a pulpit where the priest will preach and lead services this also has steps leading up to it which it doesnt in other churches, a communion table also known as the alter where consecration takes place, pews which are separated into three columns by two aisles just like the Baptist church forming an aircraft formation, cloakrooms at the back to leave books and the priests garments, a ministers vestry to leave the consecration and a choir vestry to leave garments and hassocks, theres is lastly a vestibule at the back of the church which is a large entrance or reception room or areaA Quaker Church is the most simplistic of all six of these churches, its so simplistic Quakers themselves call it a meeting house r ather than a church, it has no signs or symbols, it is a room with a table in the middle with chairs around and a bible on the table.People go to church to worship god, to be close to God, to go and ask for there sins to be taken away, to ask God for something or even to go for the peace and quiet. By taking part Christians are taking on board what Jesus did at the last supper and can reflect on how they can change there actions in their daily lives to be more like Jesus himself, Christians will also go to church to celebrate different seasons such as Pentecost, Easter, Trinity, Weddings, Christmas and funerals.Seasons will also differ what will be inside churches, not necessarily the furnishings but additional objects or decorations. At funerals there will be lots of black and reflecting at such an emotional time, at Christmas and Weddings yellow and gold will be present showing divinity and happiness celebrating the birth of Jesus and the start of a strong marriage. Nativity scene s, advent wreaths, christingle all on Christmas, also Easter Sunday will be celebrated with white and gold colours and eggs will be additional decorations. Wooden crosses, crow of thorns and nails on Good Friday showing Jesus dyeing on the cross. Feats of food at harvest festival, Red representing the Holy spirit at Pentecost and lastly green at trinity.Elaborate and simplistic churches both are close to god and they are just different denominations and styles of being close to god, whether decorations, icons, carvings and stained glass windows signify different things all of these churches and denominations are worshiping God and thats being close to God. Even worshiping god at your own home is being close to God because he is everywhere all the time and respects us all equally, therefore will not listen to those will the most ornate, glamorous, biggest place of worship.

Crime Justice and Criminals Vocabulary

Crime Justice and Criminals Vocabulary These words are used when talking about crime and criminals. Each word is placed in a related category and defined. Crime Types Assault: To hit/injure someone physically. Blackmail: To threaten to reveal incriminating materials if someone doesnt do something. Burglary: To steal or break into a home or car, etc. Fraud: A deception intended to result in financial or personal gain. Hijacking: Unlawfully seizing an aircraft, vehicle, or ship while in transit Hooliganism: Volent or rowdy behavior that occurs (typically) in crowds or gangs. Kidnapping: The act of abducting someone and holding them captive. Mugging: The act of attacking and robbing someone in a public place. Criminal Terms Mugger: A person who attacks and robs another in a public place. Murderer: A person who kills another person. Robber: A person who steals from another person. Shoplifter: A person who steals from a store. Smuggler: A person who imports/exports prohibited goods. Terrorist: A person who uses unlawful violence and intimidation in the pursuit of political aims. Thief: A person who steals. Vandal: A person who defaces property of another person. Justice System Terms Appeal: Asking for a reversal of the decision of a court. Barrister: A British term for a lawyer. Caution: Care taken to avoid danger or mistakes. Cell: An area considered a living space for inmates within a prison. Community service: Voluntary work intended to help people in a particular area. Court: Place where cases and legal matters are conducted. Court case: A dispute between two parties that is decided in a court of law. Death penalty: The punishment of execution. Defense: The case presented by or on behalf of the party being accused. Fine: The payment of money for being caught. Gaol, jail: The place where accused persons and criminals are held. Guilty: Found responsible for wrongdoing or an unlawful act. Imprisonment: The state of being imprisoned. Innocent: Not being guilty of a crime. Judge: An official appointed to decide cases in a court of law. Jury: A group of people (typically twelve in number) sworn to give a verdict in a legal case on the basis of evidence submitted in court. Justice: A judge or magistrate, or, the quality of fairness. Lawyer: Someone who practices or studies law. Offense: A breach of law/illegal act. Sentence: Length of time a prisoner is imprisoned. Prison: A building where people are legally held as a punishment for a crime they have committed or while awaiting trial. Probation: The release of an offender from detention, subject to a period of good behavior under supervision. Prosecution: The legal proceedings against someone in respect of a criminal charge. Punishment: The infliction or imposition of a penalty as retribution for an offense. Capital punishment: The legally authorized killing of someone as punishment for a crime. Corporal punishment: Physical punishment, such as caning or flogging. Remand home: Detention/reform school for juvenile offenders. Solicitor: An officer having charge of a legal business. Trial: A formal examination of evidence before a judge and/or jury, in order to decide guilt in a case of criminal or civil proceedings. Verdict: The legally binding decision on a case. Witness: A person who sees an event, typically a crime or accident, take place. Crime Verbs Arrest: To take someone into custody legally. Ban: To forbid or limit something. Break-in: To enter somewhere without consent or by force. Break-out: To leave somewhere without consent or by force. Break the law: To go against the law. Burgle: To enter (a building) illegally with the intent to commit theft. Charge: To accuse someone of an illegal act. Commit a crime: To do something illegal. Escape: To break free from confinement or control. Getaway: An escape or quick departure, especially after committing a crime. Get away with: To avoid prosecution for a criminal act. Hold up: To point a weapon at someone to make them give them money or a valuable good. Investigate: To look deeper into a matter and gather information about what happened. Rob: To take something forcefully from someone unwilling. Steal: To take (another persons property) without permission or legal right and without intending to return it. Other Crime-Related Words Alibi: A story given to explain that one was not near the location of a crime. Armed: To be in the possession of a firearm (gun). Burglar: Someone who steals from others, a thief. Car alarm: An alarm on a motor vehicle. Alarm: Loud noise meant to draw attention when disturbed. Legal: Pertaining to the law, on the right side of the law, allowed. Illegal: Against the law, criminal. Store detective: Someone who watches over a store to make sure people dont steal from it. Private detective: Someone who is hired to investigate a matter. Weapon: Something designed or used for inflicting bodily harm or physical damage.

An improvement Approach to Quality Education In the United States of Research Proposal

An improvement Approach to Quality Education In the United States of America - Research Proposal Example This essay declares that the common aim of the entire US educational system must be established as the Deming philosophy applied to education suggests that each school in its educational setting is a component of the whole educational system in America and each school is obligated to accomplish the overall aim of the system, rather than focusing exclusively on maximizing its own performance. Otherwise, the effort among schools will be fragmented and the system will be sub-optimized; each and every school must exist to accomplish the common aim – to educate students to be equal American citizens, equal not only in political or social rights but also in educationally determined abilities to be both self-supporting and contributing American citizens. This paper makes a conclusion that the Japanese system did not develop without drawbacks or flaws that have had to be eliminated as the country became able to afford the solutions economically. Nevertheless, the emphasis on co-operation at all levels, a necessity within environments having extremely scarce resources, has contributed tremendously to raising the educational standard of the entire population in Japan. Perhaps for the first time in American experience, resources are becoming scarce and encouraging individuality and competition is incompatible with providing quality education at minimum cost; we must re-evaluate co-operation as a most efficient and cost effective approach to providing quality education equally to all students in American state schools.