Logic and Correct Answer Essays

Logic and Correct Answer Essays Logic and Correct Answer Essay Logic and Correct Answer Essay The most direct way to gather objective information about children is to observe them in the course of their everyday lives and record what happens. Since the presence of a stranger (that is, the researcher) is likely to be intrusive in many situations, the ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? a parent or teacher, for example. (Michael Cole and Sheila R. Cole, The Development of Children) | | Selected Answer:|   Ã‚   The ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? parent or teacher, for example. | Correct Answer:|   Ã‚   The ideal strategy is to arrange to have the children observed by someone who ordinarily spends time with them? a parent or teacher, for example. | | Question 2 | 3 out of 3 points    | | Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. Whole milk consumed in large quantities can rai se blood cholesterol levels and contribute to heart disease. Studies have indicated a connection between the sugars in milk and ovarian cancer. The proteins in cows milk can cause the body to develop antibodies that can lead to diabetes, and in a fourth of the population milk causes bloating, flatulence, and sometimes diarrhea. (Jane Brody, Debate over Milk: Time to Look at the Facts) | | | | | Selected Answer:|   Ã‚   Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. | Correct Answer:|   Ã‚   Cows milk is hardly the perfect food, as the American Dairy Association would have us believe. | | | | | Question 3 | 3 out of 3 points    | | The significance of meat eating for future human evolution was enormous.

3 Reasons Why The Handmaid’s Tale Remains Relevant

3 Reasons Why 'The Handmaid’s Tale' Remains Relevant The Handmaid’s Tale is the second dystopian work of speculative fiction - after George Orwell’s 1984 - to suddenly appear on top of the bestseller lists years after its release. The renewed interest in Margaret Atwood’s classic story of a post-apocalyptic America dominated by a puritanical religious sect that reduces most women to subjugated breeder status stems from both the current political atmosphere in the United States and the adaptation airing on Hulu starring Elizabeth Moss, Alexis Bledel, and Joseph Fiennes. What’s interesting about The Handmaid’s Tale is how many people assume it’s much older than it actually is. The book was originally published in 1985, and while that’s 32 years ago many people are surprised it wasn’t penned in the 1950s or 1960s; blame this on our tendency to believe that the present and very recent past are fairly enlightened. People assume the book was written during what some see as the final gasp of patriarchy- before birth control and the women’s liberation movement started the slow, agonizing process of pursuing equality for women and raising consciousness around the world. On the other hand, a book written three decades ago still resonates with a particular power. Hulu didnt adapt The Handmaid’s Tale as a revered classic kept behind glass, but rather as a pulsing, living work of literature that speaks to modern-day America. Not many books can retain that kind of power for thirty years, and The Handmaid’s Tale remains a powerfully current story- for three distinct reasons that go beyond politics. Margaret Atwood Just Updated It One aspect of The Handmaid’s Tale that is often overlooked is the author’s dedication to the story. When the author herself regards the story as a living, breathing work and continued to discuss and develop the ideas within it, the story retains some of the immediacy that surrounded it upon publication. In fact, Atwood has actually just expanded the story. As part of the launch of the updated audio version of the novel on Audible (recorded by Claire Danes in 2012, but with a completely new sound design) Atwood wrote both an afterward discussing the book and its legacy, but also new material that extends the story. The book famously ends with the line â€Å"Are there any questions?† The new material comes in the form of an interview with Professor Piexoto, which is the sort of thing fans dream about. The material is performed by a full cast in the Audible version, giving it a rich, realistic feel. It’s also a little mind-bending, since the ending of the novel makes it clear that the good professor is discussing Offred’s story far in the future, long after Gilead has disappeared, based on audio recordings she left behind, which Atwood herself has noted makes the Audible version appropriate. It’s Not Really Science Fiction ... or Fiction First of all, we should note that Atwood dislikes the term â€Å"science fiction† when applied to her work, and prefers â€Å"speculative fiction.† It might seem like a subtle point, but it makes sense. The Handmaid’s Tale doesn’t actually involve any weird science or anything implausible. A revolution establishes a Theocratic dictatorship that severely limits all human rights (and especially those of women, who are even forbidden to read) while ecological factors reduce the fertility of the human race significantly, resulting in the creation of Handmaids, fertile women who are used for breeding. None of that is particularly sci-fi. Secondly, Atwood has stated that nothing in the book is made-up- in fact, she’s said there is â€Å"... nothing in the book that didn’t happen, somewhere.† That’s part of the chilling power of The Handmaid’s Tale. All you need to do is check out some of the darker areas of the Internet, or even some of the legislative bodies around the country, to see that male attitudes towards women haven’t changed nearly as much as we might like. When the Vice President of the United States won’t have dinner alone with a woman who isn’t his wife, it’s not hard to imagine a world not so different from Atwood’s vision coming around... again. In fact, many seem to have forgotten the 1991 film adaptation of the book, with a script written by Harold Pinter and a cast featuring Natasha Richardson, Faye Dunaway, and Robert Duvall- a film that almost didn’t get made despite the power of those names because the project encountered â€Å"a wall of ignorance, hostility, and indifference,† according to journalist Sheldon Teitelbaum as reported in The Atlantic. He goes on to say that â€Å"Movie executives declined to back the project, stating ‛that a film for and about women †¦ would be lucky if it made it to video.’† Next time you wonder if The Handmaid’s Tale is so far-fetched, consider that statement. Theres a reason women in Texas recently dressed as Handmaids as a form of protest. The Book Is Constantly Under Attack You can often judge the power and influence of a novel by the number of attempts that are made to ban it- another ghostly echo when you consider that women in the novel are forbidden to read. The Handmaid’s Tale was the 37th most-challenged book of the 1990s, according to the American Library Association. As recently as 2015, parents in Oregon complained that the book contained sexually explicit scenes and was anti-Christian, and students were offered an alternative book to read (which is certainly better than an outright ban). The fact that The Handmaid’s Tale continues to be on the receiving end of these sorts of attempts is directly related to how powerful its ideas are. It’s a slippery slide from celebrating supposedly â€Å"traditional values† and gender roles to enforcing those roles in a cruel, humorless, and terrifying way. Atwood has stated that she wrote the novel in part to â€Å"fend off† the grim future she laid out in its pages; with the release of the new Audible material and the Hulu adaptation, hopefully a new generation of people will be inspired to fend off that future as well. The Handmaid’s Tale remains a living, breathing work of potential history that’s well worth reading or listening to.

Reflections on the First Amendment Essay Example | Topics and Well Written Essays - 2000 words

Reflections on the First Amendment - Essay Example Law in society is best understood as an endeavor – a living institution performing social tasks. The legal order is more than a system of norms or rules. It is also a set of agencies responding to social needs, pressures, and aspirations. In most human interaction, people have to accept the risk that others will not do what is expected of them. Some expectations are formally recognized and can be the basis of claims of rights. Buchanan (2010, par. 2) averred that the First Amendment â€Å"was written because at Americas inception, citizens demanded a guarantee of their basic freedoms†. As a â€Å"blueprint for personal freedom and the hallmark of an open society, the First Amendment protects freedom of speech, press, religion, assembly and petition† (Buchanan, 2010, par. 3). In this regard, this essay is written to proffer at least one Supreme Court case of significance related to three of the provisions of the First Amendment. In addition, the rights and responsibilities that the Constitution provides an individual as an American citizen would be evaluated. These issues would be discussed in terms of the rationale for determining the need to discuss each case to be heard and interpreted by the Supreme Court. Finally, the essay would determine how the Supreme Court’s decision in each case continues to affect the rights of American citizens today. The First Amendment clearly and explicitly stipulated rights pertinent to speech, assembly and religion. Buchanan presented these provisions in concise and abstracted terms, as quoted to wit: â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances† (Buchanan, 2010, par. 1). The Rosenberger v. Rector & Visitors of the University of Virginia, U.S. (1995, 1) is an example of a Supreme Court

Connection journal about nutrient cycling Assignment

Connection journal about nutrient cycling - Assignment Example Meanwhile, biotic components may refer to various staff or personnel who takes up the nutrients or ideas for publication. Now that we are quite familiar to the connection that we established, let us take nutrient cycling inside the magazine office. Ideas are always present in the atmosphere, just like nitrogen. Ideas can be converted into functional ideas with the help of creative staff. It is comparable to the role of nitrogen-fixing bacteria that converts nitrogen to nitrates. Next, the creative director takes in the ideas of the creative staff and forms the cover and photo concepts. The same goes through with the cycle when plants take in nitrogen and form proteins. The next level of hierarchy goes to the managing director who is constantly in contact with the creative director and consumes the proteins formed within a span of time. In the absence of both the creative and managing director, the tasks may not be completed and eventually phase-out. When both plants (creative director) and animals (managing director) die or become absent in the process, proteins (final ideas) formed decompose into nitr ogen in atmosphere. In this case, the role of the editor-in-chief to oversee the whole process takes effect until the editor-in-chief establish constant contact again with the creative and managing directors or until the cycle starts

Home Based Childcare Essay Example for Free

Home Based Childcare Essay Childminder must handle all information that she has on the child as confidential and should be shared only with the child’s parents and the child. It is essential to handle data about children and families in a confidential way, due to that they have a legal right to privacy. It is equally important that information should not be passed on without written approval of the parents or carer, because they have the right to give or deny their consent before the childminder may take certain action with respect to their child. For example the parents or carer approval is needed to discuss information about the children with professionals such us GP, health visitors or teachers. Therefore it is important also to get permission to share the child’s learning journey with other professionals. In second place confidentiality and data protection also means that all information about children and families should not discussed with a friend or other parents. Therefore there are only two sets of circumstances to share information: * Parents or cares gave the written approval for it. * It is essential to do so in the best of interest of the child, for example safeguarding or medical emergency. All information about children and families is sensitive. So that all documentation, reports, notes about the child should be kept in a safe place such, as in a filing cabinet, which can be locked, and not removed from the childminder’s home. Furthermore all information stored on computer must be password protected. In the same way photographs of the children can only be taken with the written consent of the parents and carers. Data protection Act exist to strike a balance between the rights of individuals to privacy and to use data for the purposes of the business. The purpose of data protection legislation is to make sure that the personal data is not processed without the knowledge of the individuals. The act of data protection introduced basic rules of registration for data users and right of access to that data for the individuals who are related to it. The childminders have data protection responsibilities. First of all they need to protect the children and their families and maintain sense of trust between parent and staff. Most important is that if they keep records of the children’s health, behaviour or development on the computer or takes digital photograph of the children, they â€Å"will be expected to register with the Information Commissioner’s Office (ICO)† (ncma.org.uk, 2013). The points that I may include in my confidentiality and Date protection policy are: Confidentiality Policy * All parents receive a copy of my policies and procedures, which detail how I run my setting. * My certificate of registration is displayed and available to all parents. * I am aware of my responsibilities under the Data Protection Act 1998 and the Freedom of Information Act 2000. * I maintain a record of parents’ and/or emergency contact details, the contact details of the child’s GP and appropriate signed consent forms. * If a child is identified as a child in need (section 17 of the Children Act 1989) I will, normally with the parent’s permission, give appropriate information to referring agencies. * I expect parents to inform me of any changes in the child’s home circumstances, care arrangements or any other change which may affect the child’s behaviour such as a new baby, parents’ separation, divorce, new partner or any bereavement. * All information shared will be kept confidential and will not be disclosed without the parents’ consent, except as required by law, for example, if there appears to be a child protection issue. Please see my Safeguarding Children policy. * I expect parents to keep private and confidential any sensitive information they may accidentally learn about my family, setting or the other children and families attending, unless it is a child protection issue. * Ofsted may require to my see records at any time. * Parents have the right to inspect all records about their child at any time. * All significant incidents are recorded in an incident book and will be shared and discussed with parents so that together we can work to resolve any issues. * As a registered provider I must notify Ofsted of any serious accidents, illnesses or injuries or the death of any child whilst in my care and any action I may have taken within 14 days of an incident occurring. * If I am in need of support or advice regarding a serious illness or incident involving a child in my care I may contact National Childminding Association who will log information regarding the incident with regard to their safeguarding policy. An NCMA designated officer will be assigned to my case and all the information given to them will be kept confidentially unless their appears to be a child protection issue which will be reported accordingly. * If an accident or incident involving a child in my care may result in an insurance claim I will contact my public liability insurance provider to discuss my case and be allocated a claim number. This may involve discussing details of the child in my care with a third party. * If I am using the National Childminding Association (NCMA) public liability insurance, the total life of the policy is 21 years and 4 months to enable the child to make a claim against the policy at a later date. Data Protection Policy * I am aware of my responsibilities under the Data Protection Act 1998 and the Freedom of Information Act 2000. * If I keep records relating to individual children on my computer I will ask for the parent’s permission. The information will be securely stored for example, in password-protected files, to prevent viewing of the information by others with access to the computer. Backup files will be stored on [insert method, for example, a memory stick, DVD or CD] which will be locked away when not being used. * All information on children, families and anyone working with me (if applicable) is kept securely and treated in confidence. Information will only be shared if the parents/carers/co-workers give their permission or there appears to be a child protection issue. All details will be kept confidential and records are kept secure. The details are easily accessible if any information is required for inspection by Ofsted. * All parents will be asked to complete permission forms for use of photos, please see Parent Permission form. Photos will be used for observations. I will be carrying my mobile phone with me when I am on outings to keep emergency contact details and to call for assistance and to contact parents if First Aid is required. My mobile does have a facility to take photo’s (this will done in accordance to parental permissions). * I am registered as a Data Controller with the ICO (Information Commissioners Office). Biography * http://www.ncma.org.uk/childminders/your_business/policies_and_procedures/data_protection.aspx * Riddall-Leech, Sheila (2010): Home-Based Childcare Student Book: Level 3 Unit CYPOP5 * The date protection Act 1998

Of Mice and Men Essay -- Of Mice and Men Essays

Of Mice and Men is a novel written by John Steinbeck. It is set in California during the great depression. The story follows two ranch hands who travel together and are very poor. Throughout the novel we witness many different philosophical references. Many different types of characters from this novel are reused in today’s society. Steinbeck also writes eloquently about the many different emotions, aspirations, and dreams of man. This novel’s title originates from Robert Burn’s poem â€Å"To a Mouse† written in 1785. Steinbeck’s book shows comparisons to this poem. One way it shows this is through the powerless and doomed fate of the mouse that has no control over what could happen to it based on its condition (â€Å"Reith†). Steinbeck had originally titled the book Something That Happened. It was originally intended to be a children’s book. This was mainly because of the childlike innocence given from the characters. It was however proven to be much more complex and adult themed than originally intended ("The Making"). In Robert Burn’s poem he wrote about how the plans and ideas of man can and do often go astray. This gave the inspiration for the theme and title to Steinbeck’s book. This shows that the best plans and thoughts can be thwarted. These plans can be destroyed by many innocent distractions. Even if the best intentions were meant, it still ends in an unpredictable way (Scarseth). Steinbeck got the inspiration to write this book in the summer of 1922 through his experience at Spreckels Sugar Company Ranch. He worked there with Filipino and Mexican labor. The landscape of the book was familiar to where he worked. He worked in an oasis type river and renamed the location to a place called Soledad which meant solitude (Hays)... ...elist John Steinbeck Has Sometimes Been Criticised as a Sentimentalist. Duncan Reith Uncovers the Bleak Political Pessimism Behind His Novel of Ranch Life During the Great Depression, Of Mice and Men." The English Review Nov. 2004: 6+. Literature Resources from Gale. Web. 11 Jan. 2012. Scarseth, Thomas. "A Teachable Good Book: Of Mice and Men." Censored Books: Critical Viewpoints. Ed. Nicholas J. Karolides, Lee Burress, and John M. Kean. Scarecrow Press, 1993. 388-394. Rpt. in Novels for Students. Ed. Diane Telgen. Vol. 1. Detroit: Gale, 1998. Literature Resources from Gale. Web. 11 Jan. 2012. "Stage and Screen." Of Mice and Men: A Kinship of Powerlessness. Charlotte Cook Hadella. New York: Twayne Publishers, 1995. 64-81. Twayne's Masterwork Studies 147. Literature Resources from Gale. Web. 11 Jan. 2012. Steinbeck, John. Of Mice and Men. New York: Penguin, 1993.

Example of Db Post

Christian Ethics Project #2 1. From a Christian perspective, why did Marxist communism fail? From a Christian point of view, Marxist communism failed due to people not being offered a choice of whether or not to distribute riches to everyone. The author states: â€Å"Beginning in the Garden, God gave men and women the freedom to choose to do what is right. This is the heart of democracy† (Stapleford, 2009, p. 98). Clearly, it is Godly for people to have freedom of choice; communism was not Godly and therefore, failed. 2. Which is a more Christian form of government, democratic capitalism or democratic socialism?Current history demonstrates that the majority of countries are progressively supporting democratic capitalism along with reduced government involvement (Stapleford, 2009). From a Christian standpoint, Mr. Stapleford writes: â€Å"the individual comes first – before the state or the social order† (Stapleford, 2009, p. 98). He goes on to say, â€Å"Christi ans are to resist the temptation to use the coercive power of the state to bend society into conformity with our view of the kingdom† (Stapleford, 2009, p. 98). Biblically speaking, we are advised not to be wasteful with what we have, and we should be happy to give freely to those in need.Basic guidelines such as these give biblical confirmation to support democratic capitalism (less government involvement), as opposed to democratic socialism with much more government involvement. 3. What functions does government have to undertake because of fallen human nature? Due to the sin nature of human beings, government has needed to impose taxation on the people in order to implement government spending to help those in need. Government spending to help the needy may include giving food or shelter to the poor, discounted or free child care, health care for our seniors and the poor.Again, Christians are called to help those in need. In this case, the government stepped in to do the sa me thing that we are commanded to do (Stapleford, 2009). 4. Should Christians concern themselves with the regulatory activities of government? If so, what areas of regulation are most significant? Yes, Christians need to be concerned with the regulatory activities of the government. One of the most significant areas of regulation is the prevention of (and prosecution of) discrimination based on economic status, â€Å"gender, race, ethnicity, or age† (Stapleford, 2009, p. 01). Secondly, a significant area of regulation is defending employees from business owners that may force them to work in harmful conditions or â€Å"would steal from their pension funds† (Stapleford, 2009, p. 101). Additionally, we need to ensure that the government is mindful of its regulation and does not over-regulate, as this would be catastrophic to our democratic society. Works Cited Stapleford, J. (2009). Bulls, bears and golden calves. (2 ed. ). Downers Grove, IL: InterVarsity Press. [pic]

Mass media violence and the effects on children Essay

Violence on television has been an issue that has plagued man from the day it was invented. Numerous shows depict violent acts such as rape, murder, and other such acts that many people consider inappropriate for adolescents. According to some studies the average child watches about 27 hours of television week. In some cases it is as much as 11 hours a day on a weekend. With the current amount of violence that is on television today these same studies estimate that the average child sees 8,000 murders and 100,000 acts of violence before finishing elementary school. In 1992, there were over 1,800 acts of violence shown on television a day, over 360 those showed an act involving guns. Media scope’s National Television Violence Study found that 57% of television programs aired in 1994 and 1995 contained some violence most of these were cartoons. So the question is, should we ban violence from the television or should we just leave it the way it is? Some people believe that it should be banned from stations that show children’s programs to prevent the exposure of those children. Sometimes children see a great amount of violence on television, they begin to think that this is right and start to imitate the acts that they see on television, which are not the things that the parents want the children to learn from. One example of this is a thirteen-year-old boy who shot his best friend’s father and then put salt in the wounds. When he was asked why he did this he said that he had seen the same thing on a movie the day before. Psychological research has shown three major effects of seeing violence on television: Children may become less sensitive to the pain and suffering of others. Children may be more fearful of the world around them†¦ Children may be more likely to behave in aggressive or harmful ways toward others. Children who watch a lot of TV are less aroused by violent scenes than are those who only watch a little; in other words, they’re less bothered by violence in general and less likely to anything wrong with it. One example: in several studies, those who watched a violent program instead of a nonviolent one were slower to intervene or to call for help when, a little later, they saw younger children fighting or playing destructively. Children often behave differently after they’ve been watching violent programs on TV. In one study done at Pennsylvania State University, about 100 preschool children were  observed both before and after watching television; some watched cartoons that had a lot of aggressive and violent acts in them, and others watched shows that didn’t have any kind of violence. The first group were less likely to share and more prone to hit or be destructive. Prime time programs average eight hostile acts per hour; children’s shows four times as much. People as a society today tend to over react to incidents where children are involved. The problem arises when some demented child who has serious mental problems and can’t define reality and fiction does a horrendous crime and blames all his problems on a show that he saw where two people kill each other. I can see the relevance of this argument but I can’t honestly believe that 50% of children can’t tell the difference between reality and the images they see on television. Without being taught children make their own assessments of the reality status of television programs. The opposing sides of this issue are the parents whose children are viewing the violent material and the television stations that broadcast the shows. Parents can help by just observing their children. Because there is a great deal of violence in both adult and children’s programming, just limiting the number of hours children watch television will probably reduce the amount of aggression they see. In addition: Parents should watch at least one episode of the programs their children watch.Parents can encourage their children to watch programs that demonstrate helping, caring and cooperation. Parents can protect children from excessive TV violence in the following ways: ï‚ · Point out that although the actor has not actually been hurt or killed such violence in real life results in pain or death. ï‚ · Refuse to let the children see shows known to be violent, and change the channel or turn off the TV set when something offensive comes on, with an explanation of what is wrong with the program. ï‚ · Disapprove of the violent episodes in front of the children, stressing the belief that such behavior is not the best way to resolve a problem. ï‚ · To offset peer pressure among friends and classmates, contact other parents and agree to enforce similar rules that limit the length of time and type of program the children may watch. Studies show that these non-violent types of programs can influence children to become more kind and considerate. Although there are different views on the impact of TV violence, one very strong summary is provided by Eron (1992) in his recent congressional testimony: There can no longer be any doubt that heavy  exposure to televised violence is one of the causes of aggressive behavior, crime and violence in society. The evidence comes from both the laboratory and real-life studies. Television violence affects youngsters of all ages, of genders, at all socio-economic levels and all levels of intelligence. The effect is not limited to children who are already disposed to being aggressive and is not restricted to this country. The fact that we get this same finding of a relationship between television violence and aggression in children in study after study, in one country after another cannot be ignored. The causal effect of television violence on aggression, even though it is not very large, exists. It cannot be denied or explained away. We have demonstrated this causal effect outside the laboratory in real-life among many different children. We have come to believe that a vicious cycle exists in which television violence makes children more aggressive and these aggressive children turn to watching more violence to justify their own behavior.† (p. 1) others believe that violence makes television more interesting and that if you take it off the air that the programs will be more boring and that they will go to the networks that are showing the violent programs that are interesting. The problem with this issue is the right of free speech. The networks have the right to show any thing that they want. The government does regulate some of the programs but they can’t see them all. Television viewers argue that if networks were forced to take the violence off the air that they would lose viewers and then they would lose the sponsors that they depend on. They also believe that this would be denying their freedom. Television stations have received many complaints from the public regarding the content of the violent shows that they show on their networks. A poll was taken in March 1993 showed that 72 percent of Canadians believe that TV entertainment shows contain too much violence. Major networks like NBC and CBS have received a great deal of criticism because there are viewed the most. However the major networks have said that most of the violence is shown on cable networks and not on their networks. Some networks are saying that violence is not the worst thing on TV. They say that sex, drug use, and alcohol abuse on television is more influential than the violence that is shown. As a result, the networks do not think about limiting the violence on  programs is as big a priority as limiting the sexual content or the drug use. The government has the right to cancel or edit any program that they see fit but the problem is that they don’t see all the programs before they are aired to the public. But because of the pressure of society, networks are becoming diligent in keeping a leash on what is said and done on their stations. Modern technology has come up with ways to regulate the violence and the type of television watched by kids. The summer of 1993 marked an important milestone for the issue of television violence. Due to the work of Senator Paul Simon (D-IL), the industry met and discussed the issue media violence with media activists. For the first time the industry leaders acknowledged that there might be some reason for concern. The broadcast industry and the cable industry both agreed to monitor their offerings for levels of violence. UCLA was chosen to monitor broadcast television, while Media scope was contracted to do the same for cable television. The final V-chip may not be a chip, but a modification of existing technology in TV sets, i.e., and the closed-captioning system. According to industry spokesmen, modification to the existing closed-caption to include the V-chip rating would not be difficult. A rating code would be carried within an unused portion of the television signal, the black bar that appears when the horizontal hole on a television set goes out of whack and the picture rolls. It would be an improvement over existing technology that allows parents to block an entire channel, since the V-chip could automatically block-selected programs. The Electronic Industries Association has been working on a V-Chip technical standard for more than 3 years. Many people have comments on the v-chip. President Bill Clinton looks on the V-Chip as giving the remote control back to the parent. The administration supported the V-Chip and has aided in the formation of a means to create a rating system. Senator Paul Simon, a longtime critic of the industry, surprised and disappointed many when he opposed the concept of the V-Chip and the legislation, which incorporates it into new television set. In an article written for Business Wire and also in a speech on the floor of the Senate he argues that: ï‚ · The V-chip is no substituting for the industry disciplining itself ï‚ · in areas of high crime where children watch 50% more TV, the V-chip would not be used ï‚ · Teenagers  will find a way around the V-chip. ï‚ · They will see the programs at the homes of other children ï‚ · it will take years for the V-chip to be in all TV sets TV needs to be cleaned up now. ï‚ · Will the V-chip distinguish between gratuitous, glamorized violence and other types? ï‚ · Will broadcasters shy away from any programming deemed to be violent? ï‚ · It will be a pro for cable and a negative for broadcast television. Yet it is broadcast television that has made the most progress in lessening violence. ï‚ · For 10- to 14- year-old males a negative rating will have drawing effect. ï‚ · In short the V-chip is a gimmick  there are some problems however with the v-chip. Some of these are: ï‚ · There will certainly be problems that are related to the implementation of the rating system and the use of the V-chip. ï‚ · Will the rating be carried just at the beginning of the program or will the rating be carried throughout the program so if a program is turned on in progress the rating will be read by the chip and the program will be blocked? ï‚ · Would each episode of a show be rated or would shows be given just one rating, regardless of content from week-to-week? ï‚ · If â€Å"R† ratings are limited to a post-9PM, would that mean that reruns of those shows could not air in the lucrative 7 PM8 PM time known as prime access, when the studios make their money back on programming? ï‚ · Some worry that a more detailed rating system could be used by pressure groups to target certain television programs. Advertisers could be forced not to advertise certain rating categories. ï‚ · It will be a huge job to rate 300,000 hours a year, plus the programs that are available for re-runs. The violence that is on TV is not the only way that children are exposed to. Video games are more based to violence because they sell more than any other type of game. Music is also a very good way to expose children to violence. Here are some facts related to the topic that I found on the Internet about games, the Internet, TV, and music industry. VIDEO GAMES AND CYBERSPACE VIOLENCE ï‚ · The Internet, a global â€Å"network of networks† is not governed by a government or private entity. This vacuum leaves no checks or limits on the information maintained or made accessible to users. No person or entity owns  the Internet, leaving no one accountable for the accidents, which occur, on its highways. ï‚ · The incidence of violence on the Internet is difficult to quantify because the technology has moved faster than our capability to monitor it. Evidence of violence is anecdotal rather than statistical mainly because communication on the Internet is private. Reported cases of abuse are relatively infrequent, but as the technology continues to advance, there is potential for great harm as well as great good. ï‚ · The Oklahoma bombing suspect obtained a copy of the â€Å"Turner Diaries,† a book which advocates the violent overthrow of government, off the Internet. Whereas before, one would have had to know exactly where to look and be pre-disposed to search for the book, the Internet made it easily accessible to a global audience. ï‚ · Although there has been less research on the effects of violence in video games and the Internet because they are new and changing technologies, there is little reason to doubt that findings from other media studies will apply here too. Young children instinctively imitate actions they observe, without always possessing the intellect or maturity to determine if such actions are appropriate. Due to their role-modeling capacity to promote real world violence, there is deep concern that playing violent video games, with their fully digitalized human images, will cause children to become more aggressive towards other children and become more tolerant of, and more likely to engage in, real-life violence. MUSIC VIOLENCE ï‚ · The Parents Music Resource Center reports that American teenagers listen to an estimated 10,500 hours of rock music between the 7th and 12th grades alone – just 500 hours less than they spend in school over twelve years. ï‚ · Entertainment Monitor reported that only 10 of the top 40 popular CDs on sale during the 1995 holiday season were free of profanity, or lyrics dealing with drugs, violence and sex. ï‚ · A recent survey by the Recording Industry Association of America found that many parents do not know what lyrics are contained in the popular music their children listen to. ï‚ · In September 1995, Warner Music Group bowed to public pressure and announced it was severing its 50% stake in Inters cope Records, home to Nine-Inch Nails and controversial rap artists Snoop Doggy Dog, Dr. Dre. , and Eminem. Rap artists simply turned to a different distribution network and their CDs continue to hit the stores with lyrics, which glorify guns, rape, and murder. Bibliography: http://tvschedules.about.com/tvradio/tvschedules/msubviolence.htm?iam=mt&terms=%2Bchildren+%2Band+%2Bviolence+%2Bon+%2Btelevision http://interact.uoregon.edu/mediaLit/FA/MLArticleFolder/kalin.html http://www.aap.org/advocacy/childhealthmonth/media.htm http://www.nctvv.org/ http://www.sofcom.com.au/TV/violence.html http://www.crtc.gc.ca/eng/social/tv.htm NAESP Homepage, http:/www.owt.com/cheifjo/qtvviolc.html,2000

The Walt Disney Company Research Paper Example

The Walt Disney Company Research Paper Example The Walt Disney Company Paper The Walt Disney Company Paper Disney is one of the most famous names in the animation industry, known for providing entertainment directed to adults and children alike; with international theme parks and a world-class animation studio and business franchise, the company nearly dominates the industry. Famous names such as Mickey Mouse began with Disney, and were the foundation of a company that has now branched out into several entertainment studios, theme parks, products and other media productions. E-commerce has changed the world we live in today. No longer does he or she have to get the car and drive to the store, now the store comes to him or her. From and organizations view-point, development of and e-commerce site can be very difficult to effectively execute. Hours of careful planning and research is needed, because without planning he or she could potentially launch a site which could ruin his or hers chances of ever having a successful e-commerce site. If the site is not successful on the first go, customers probably will not be returning for future purchases. Disney has one of the most successful e-commerce sites out there, and this did not happen without careful planning. With the click of a button Disney can be brought to his or her doorstep. Things like, advance tickets, clothing, interactive games and videos, toys, books and everything else Disney has to offer. How does Disney get he or she to purchase these items? By focusing on customers needs. The first step in developing an effective e-commerce site is by listening to the customer, which for Disney has never been a problem since they have always been devoted to making people happy. Questions like, how can Disney save the customer time and money? What are the customers biggest frustrations with e-commerce sites? These, along with many others, are questions, which need answers before building an e-commerce site. Disneys e-commerce developers also needed to do lots of research on how e-commerce sites function. Things like shopping carts, shipping, payment options, security, search engines, and managing the content. Knowing how these things function and ways to improve upon them will reduce later frustrations. Disney must also stay update on the latest technology, and what their competitors are offering. E-commerce and the Internet have changed the way people do business, and with Disneys careful planning they have evolved successfully with this change. Technology is also a factor in how successful a company will be, and Disney must sure to stay up-to-date with technological advances. The mission of The Walt Disney Company is to be one of the worlds leading producers and providers of entertainment and information. Using our portfolio of brands to differentiate our content, services and consumer products, we seek to develop the most creative, innovative and profitable entertainment experiences and related products in the world.(disney.com) The Walt Disney Company is an Internet pioneer. The planning stage that Disney uses is very well organized in a way that allowed them to launch two of the worlds first major, branded consumer Web sites, ESPN.com and Disney.com, in 1995. Some of the many technology firsts Walt Disney Incorporated Group (WDIG) has achieved include: First Web property to serve over one million pages in its first year (1995) First Internet publishing system (1995) First Internet authentication/registration system (1996) First dynamic content architecture system (1996) First Internet infrastructure management systems (1997) Â  First massively multiplayer online game for kids and families (2002) First cached video delivery system (2003) Each year Disney continues to lead the industry in technology by acquiring companies and being creative with their ideas for the future. Disneys Internet technology places importance on there continuing ability to grow and improve their technology leadership position. The most popular Web properties experience very high volumes of traffic and the technology infrastructure. Disney is the owner and operator of one of the worlds largest Internet infrastructures, with data centers in Seattle and Orlando: More than 2,000 servers handling nearly three billion page views per month Available peak bandwidth of more than eight gigabits per second and well over three gigabits per second sustained Disney Connection is a rich collection of Disney broadband entertainment for families. It includes a regularly updated slate of games, activities and videos, as well as selects access to premium offerings such as Disneys Blast, an ad-free online entertainment service for kids, and Disneys Toontown Online. In addition, the new Digital Showcase provides videos from Disney each week, including cartoon shorts, music videos and movie trailers. (http://disney.com) Disney is focused on its technological objectives of operating better, faster and more efficiently. Disney also provides centralized strategic leadership and operational management and a world-class technology platform for all of The Walt Disney Companies Internet properties. Disney also directly operates Disney.com worldwide, FamilyFun.com, Movies.com, Disney Auctions and the wireless businesses for all. Cultural diversity is becoming the norm in many workplaces, with one out of every four Americans now identifying themselves as a minority, according to the 2000 census-up from one in five in 1990. This shifting cultural landscape requires both managers and their employees to rethink how they work with others. (Drumrie, 2005). Founded in 1923 as a cartoon studio, The Walt Disney Company has grown to become a diversified, international family entertainment and media company.(www.corporate.disney.go.com/careers). A culturally diverse staff is something that the Disney Corporation takes seriously. Starting at the top of the company with the board of directors and the management team, the company has incorporated men, women, and a diverse group of other talented individuals. The company believes in order to foster a culture of creativity; a diverse and innovative team must be in place in every area. Tina Kashlak is the Senior Diversity Representative in Orlando, Florida. She is responsible to provide support in the strategic planning of the professional recruitment team and to help increase the diversity candidate pool.(www.monsterhr.com/qanda/kashlak). The Disney Corporation created a Disney Institute to teach and inspire other business. This is based on their great management style and success. The four functions of management in a diverse group foster a team environment. Instead of the top executives coming up with the planning, Disney uses its young imaginations. For example: Disney uses its Imagineering department to host an imaginations competition to promote diversity for university students to create, design and develop Disney products and earn scholarship money. Students are encouraged to show their creativity by using their technical, artistic, or writing skills to design a ride, attraction, hotel or land within an existing Disney theme park or resort. Or create an entirely new experience; a theme park, resort, themed restaurant, or something completely brand new. (http://disney.go.com/disneycareers/imaginations/home/html). The students do the planning for project and then move into how they will organize the project or ideas. The finalists in both the individual and team categories are brought to the Walt Disney Imagineering in Glendale, California, where they formally present their idea to a panel of Walt Disney Imagineering judges. (http://disney.go.com/disneycareers/imaginations/home.html). The third part of the management process, which is leading is what the actual management team of the Disney Corporation achieves by empowering their employees. Disney accomplishes this by job rotation every three months, cross utilization during peak seasons where salaried and office personnel from behind the scenes work shifts in areas with increased attendance, and lastly through task forces. This is where teams responsible for implementing a project or idea, such as a new attraction may spend up to 100% of their time. Lastly, the controlling stage is where Disney monitors its progress thru increased sales and makes adjustments to products etc. as necessary. In conclusion there are many internal and external factors that contribute to an organizations success. To assure the success he or she must know how the four functions of management affect these factors. The Walt Disney Corporation has obviously used these functions of management to become one of the most successful corporations today and is used a model for other organizations.

What Is SAT Writing and Language 5 Tips to Excel

What Is SAT Writing and Language 5 Tips to Excel SAT / ACT Prep Online Guides and Tips Stephen King once wrote, "To write is human, to edit is divine." Anyone who has written papers for school knows that first, second, and even third drafts can be full of errors. Through editing and revising, youcan polish a piece of writing into its best form. The Writing and Language section of the SAT asks you tobe that "divine" editor. Itasksyou to improve paragraphs that contain both little picture mistakesand big picture weaknesses. Writing and Language will be combined with your Reading score, but it’s a unique section that requires its own specific approach to prep. This guide is your first stop for preparing for the Writing and Language section of the SAT; read on to learn everything you need to know! What's New AboutSAT Writing and Language? The new SAT Writing and Language section differs from the old SAT’s Writing section in a number of ways, one of which is its name. It’s now called Writing and Language, though most people will probably just shorten it to SAT Writing. (As will I, unless I'm differentiating between the old Writing section and the new one.) Since both sections test your understanding of the conventions of the English language, you can consider them to be similar. However, there are someimportant differences between the two sections beyond what they're called. The new Writing sectionhas anexpanded emphasis on how language functions in different contexts(one reason, perhaps, behind the name change). No longer will students answer stand-alone questions about fixing individual sentences. Now, all the questions are passage-based, and many ask you to improve meaning, style, or flow of ideas. Since all the questions are based on passages, that means â€Å"sentence completions† and â€Å"identifying errors† questions have been completely eliminated. You’ll still need to apply rules of grammar - and now rules of punctuation, as well - to fix sentences, but all of these will be contained within the context of a paragraph and passage. I’ll delve into the content of SAT Writing more below, but first I want to point out one more change that distinguishes it from the SAT Writing section of years past. SAT Writing is now combined with Reading to make one verbal score out of 800. Your score report will break down your performance by individual section, but your overall scores that matter for college will be made up of one math score and one combined Reading and Writing score. While the SAT Writing and Language section is similar to its predecessor, the above make up the main changes of which you should be aware. To reiterate them briefly... the Writing section is now called Writing and Language. this section focuses on both little picture editing - grammar, word choice, punctuation - and big picture editing - flow, organization, and tone. all of the questions are passage-based. your Writing score will be combined with your Reading score to make one verbal score, on a range from 200 to 800. Now that you know about the main changes to the SAT Writing and Language section, let’s take a closer look at how this section works, starting with a review of its structure. The Writing section is only35 minutes, so it might just be over before you know it. How Is SATWriting and Language Structured? As you saw above, though, it’s different than the SAT Writing section of past years, so make sure you don’t confuse the old and new SAT Writing sections as exact equivalents. SAT Writing will be your second section on the SAT, right after Reading and a five-minute break. After you’ve stretched and snacked, you’ll get to work on Writing, which asks you 44 questions in 35 minutes. You’ll have about 47 to 48 seconds to answer each question. All of the Writing questions are multiple choice and feature four answer choices, A, B, C, and D. As you read above, every single question on SAT Writing is passage-based. Some questions may be detail-oriented, even asking you about a single word, but they’ll still point to that detail within the context of a longer passage. Within the Writing section, you’ll get four passages of about four to five paragraphs, or 400 to 450 words, each. Every passage will accompany 11 questions. Don’t worry about having to flip back and forth through the test booklet to find your answer. The questions will be lined up alongside the paragraphs to which they refer. Here’s a preview of the format (this passage continues from a previous page): In addition to knowing exactly how many passages and questions you’ll encounter, you’ll also be able to anticipate the broad topics of each passage. One Writing passage will feature a major career field,such as health care, technology, or historical pirate reenactment. What Are the SAT Writing Passages Like? While you won’t know exactly what your Writing passages will look like, you can have a general sense of their topics. According to College Board, these always include careers, social studies, the humanities, and science. Careers - passage might feature trends or debates in major fields, like business, technology, or health care. Social studies - passage might draw from history, anthropology, psychology, political science, sociology, among other areas. Humanities - this passage might focus on arts and literature, feature an author, or describe trends in prose, poetry, art, music, or dance. Science - this passage will explore topics in earth science, biology, chemistry, or physics. Unlike the Reading section of the SAT, the Writing section won’t include any prose. Instead, the passages may take the form of an argument, an informative or explanatory text, or a nonfiction narrative. Additionally, one or more passages might contain an informational graphic, like a chart, graph, or table. These graphics are no longer contained only in math questions, but instead show up throughout the SAT! Now that you have a sense of the structure and format of SAT Writing, let’s discuss the skills it seeks to test. SAT Writing asks you to mow down overgrown details and graze for stray errors. What Skills Does SAT Writing and Language Test? SAT Writing tests a number of skills, from the detail-oriented to the big picture. It wants to make sure you understand sentence structure and punctuation, but it also seeks to measure your ability to organize the information and ideas within a passage. In a nutshell, SAT Writing makes sure you can use language effectively to develop ideas and prove a point. With the inclusion of graphics, it also wants you to be able to describe and back up those ideas accurately with data. Of course, you’re not producing the paragraphs as you wouldbe if you tookthe SAT Essay section. Instead, you need to be able to spot and fix errors within andimprove organizationof pre-written paragraphs. You’ll be asked to revise and edit texts and to show facility with the conventions of grammar, usage, and punctuation. A few questions are also vocabulary-based, asking you about word choice and how it can shape tone and meaning. According to College Board, SAT Writing covers four major skills areas: Command of Evidence, Words in Context, Expression of ideas, and Standard English Conventions.Here's the breakdown: About 24 questions, or 55%, cover Command of Evidence, Words in Context, and Expression of Ideas. These questions ask about development, organization, and effective language use About 20 questions, or 45%, will cover Standard English Conventions. These questions ask about sentence structure, usage, and punctuation. Between 2 and 4% of all questions will also ask you to interpret data from a graphic. These questions often ask you to revise a sentence so that it accurately represents information given in the corresponding graphic. Here’s an example of a typical data interpretation question: Now that you have a sense of the structure and purpose of SAT Writing, let’s delve deeper into each major skill area. Read on to learn about the concepts tested, as well as to see an official sample question for each area. Attention in the courtroom!The first skill areacalls for strong supporting evidence. #1: Command of Evidence Command of Evidence questions ask you to improve the way a passage develops information and ideas. These are â€Å"big picture† questions. You may have to add a supporting detail or choose a sentence that would strengthen the passage’s argument. Because these questions are concerned with overall meaning and function, they usually require that you read the entire passage before answering. The sample question below, for example, represents a Command of Evidence question. It asks you to choose a sentence that, if added to the paragraph, would best introduce its main topic. Answer: C #2: Words in Context Words in Context questions are all about vocabulary and word choice, otherwise known as diction. Based on context, you’ll have to choose the best word or phrase for a sentence. In some cases, you’ll have to correct an error. In others, you’ll replace a word with one that improves the passage’s style or tone. Unlike Command of Evidence questions, Words in Context questions often point to a single line within a passage. You may be able to answer these questions without reading the entire passage first - though having context is always helpful. Just as you need to be able to spot and fix an error, you also must be able to recognize when no error exists. That’s why the first answer choice (A) for these questions will always be, â€Å"No Change.† In the example below, you’re asked to choose the correct word, not improve style or tone. Notice how this question represents the SAT’s focus on more commonly used vocabulary words that may have multiple meanings. Answer:D #3: Expression of Ideas Back to big picture! Expression of Ideas questions ask about the overall organization of a passage or strength of an argument. They may refer to individual sentences and ask you whether or not (and how) they should be rearranged. They also might refer to larger structural changes you could make to improve flow or make the passage more impactful. The following sample question asks about whether a sentence should be kept or deleted and why. You need to demonstrate your understanding of how a sentence functions within its context, as well as provide your reasoning behind your decision. Answer: D #4: Standard English Conventions This last category of questions may be the one that most commonly comes to mind when people think about SAT Writing. These are the detail-oriented questions that ask about sentence structure, usage, and punctuation. You may be asked to fix mistakes in clauses and sentences. Some grammar rules that SAT Writing tests include verb tense, parallel construction, subject-verb agreement, pronoun use, and commas. The following are two examples of Standard English Conventions questions. The first asks about subject-verb agreement and verb tense, while the second tests subject-possessive pronoun agreement and the difference between â€Å"it’s† and â€Å"its.† Answers:18. A; 19. D Your first step in studying for SAT Writing should be familiarizing yourself with exactly what’s on it. If you’ve made it this far in the guide, then congratulations! You’ve completed the first step of your prep. Now, what else can you do to study for the Writing section of the SAT? Most of the passagespresent an argument or describe an argument, so reading the news may help you prep. Just opt for articles and editorials over crossword puzzles and comics. How to Study for SAT Writing In case you had any misconceptions that SAT Writing was only about grammar rules, you should have them cleared up by now! This sectionalso tests your ability to edit entire paragraphs and passages for logical flow, organization, tone, and argument. Studying grammar rules and punctuation is still an important part of your prep, but you’ll also need to sharpen your writing and editing skills and understanding of construction. So how can you develop all the editorial skills you need to excel on SAT Writing? Read on for five useful study tips. #1: Study Rules of Grammar, Punctuation, and Usage As you saw above, about 45% of your SAT Writing questions will cover Standard English Conventions. Thus, a firm grasp of the rules of grammar, punctuation, and usage is essential for answering these questions. Luckily, there’s a plethora (classic old SAT word) of resources for reviewing these rules, both for the updated and old SAT Writing sections. Make sure your study materials break down all the important rules, such as parallel structure, modifier placement, verb tense, subject-verb agreement, pronoun-antecedent agreement, items in a series, end of sentence and within-sentence punctuation. You can find a decent breakdown of the rules on pages 63 and 67 of College Board's guide to the redesigned SAT. As you study these rules, you shouldanswer practice questions. You’ll need to recognize what rule a question is testing and how to apply it. With a solid grounding in grammar, you can know why your answer is correct, rather than simply relying on a risky strategy of going with what sounds right. For the most part, these questions don’t require that you comprehend the entire passage before answering. However, context is important for all these passage-basedSAT Writing questions. You should probably at least skim the relevant paragraph before answering these detail-oriented questions. Did you ever study the "hamburger" structure of paragraphs and essays? It was actually a pretty useful, if hunger-inducing, tool for understanding proper structure. #2: Develop Writing Skills in School Since SAT Writing questions ask you to improve organization, strengthen arguments, and clarify points, you’ll need to possess strong writing skills. Much of the writing and editing you do in school, whether it’s on your own papers or for peers, should help you grow as a writer. Since the Writing section incorporates argument-based, explanatory, and nonfiction narrative texts, you should especially focus on these types of writing. It will also help to go back to basics to ensure you have a strong grounding in structure. Remember the â€Å"hamburger† structure from middle school? The top bun represented the introductory sentence that spoke to the main point of a paragraph. The lettuce, tomato, and burger stood forsupporting details, all of which related to the main topic and flowed logically from one to the next. Finally, the bottom bun symbolizedthe concluding sentence, which wrapped everything up nicely. This structure describes a paragraph, or can be broadened to representan essay as a whole. By recalling this fundamental structure, you can keep a critical eye on the organization of essays you write and read. Then when an SAT Writing question asks about rearranging sentences or adding a topic sentence, you can have a strong sense of what to do and why. It may also remind you to keep an eye out for transitions and how to organize ideasin a logical order. Improving your writing skills may feel harder to pin down than studying concrete grammar rules, but you should feel confident that the more you read and write, the more progress you’ll make. As long as you pay attention to feedback you get on your writing and keep a critical eye as you read and edit, you’ll gain a stronger sense of the mechanics of the written word. #3: Read Essays and Newspaper Articles Just as practicing writing and editing will enhance your grasp of the English language, so too will reading widely. Seek out persuasive, informative, and nonfiction narrative texts, like academic essays or news and magazine articles. As you read, pay attention tostructure and flow. Take notes on how an author introduces her argument and what supporting details she includes to build a case or explain a topic. Also,circle transitional words and phrases that allow one point, sentence, or paragraph to flow into another. Circling back to the last point, you can model your own writing based on what you learn from reading expert works. An SAT word a day keeps the doctor away! #4: Study the Right Kind ofVocabulary The vocabulary questions on SAT Writing won’t ask about particularly obscure or high level words. Instead, they’ll test the meaning of more common words that may have different meanings depending on their contexts. Similarly, they may ask about frequently confused words, such as in the example above that asks you to choose between outdo, outweigh, and outperform. As you study vocabulary, therefore, you should pay attention to nuance and shifts in meaning depending on context. Keep an eye out for words that are used one way in one passage and another way in a different passage. Focusing on more common words that can be used in unusual ways will also help you on the SAT Reading section. #5: Practice Data Interpretation The SAT will feature graphs, charts, and tables in all three sections, Reading, Writing, and Math. Just about 2 to 4% of your Writing questions will refer to a graphic, but you want to make sure you’ve sharpened your data interpretation skills. Some of these questions may ask whether a sentence accurately conveys information represented in a chart. Others may combine skills with a Command of Evidence question by asking if you should insert a sentence based on the graph in order to reinforce a point or strengthen an argument. Again, developing your skills of data interpretation from graphs, tables, and charts won’t just help you on SAT Writing; it will also help you do well on SAT Reading and SAT Math. You can practice with SAT practice questions, as well as some questions from ACT Science. Before you start in on your SAT Writing prep, let’s review the main features of this section. Develop your "eagle eye" for errors in grammar and usage. Fun fact: eagles are one of nature's most literary creatures, second only to bespectacled owls. Key Facts About SAT Writing and Language The SAT Writing sectionasks you to be an editor. This section tasks you with reading passages, fixing mistakes, and improving word choice and organization. You’ll need to develop both your little picture skills of grammar, punctuation, and vocabulary, as well as your big picture skills of paragraph construction and argument development. To answer these multiple choice, passage-based questions, you should develop a strong understanding of the English language, particularly how it functions when constructing an argument, explanation, or nonfiction narrative. Studying grammar rules and vocabulary, along with reading and writing widely, will enhance your facility with language and, ultimately, help you master the SAT Writing and Language section. What’s Next? What other grammar rules do you need to know besides subject-verb agreement? This guide contains the complete list of SAT grammar rules, broken down one by one. Are you aiming for top scores in SAT Writing? In this guide, a full scorer shares his tips, tricks, and strategies for achieving a perfect SAT Writing score. Since your Writing score is combined with your Reading score on the SAT, you’ll have to do well on both sections to achieve a high verbal score. Check out ourultimate study guide forthe SAT Reading section to learn about content, reading strategies, and practice questions. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

New Worlds development Essay Example | Topics and Well Written Essays - 250 words

New Worlds development - Essay Example This is more significant as they all hoped to find the wealth as they responded with a mixture of diplomacy and violence to the native people. In addition, they all had an intention to introduce Protestantism among the Americans as they built churches in their colonial areas. The goals of the Spanish, French, and English differed as they had different reasons for colonizing of America. France focus was on the economic trade in America would have on their nation while the English focused on the deep desire to explore the new world in America and expand its nation’s territory (Cheyney, 2004). The Spanish, on the contrary, concentrated on inhabiting the land, besides achieving economic superiority over other European nations. The Spanish colonies were different from the English and French colonies as it developed large and expensive colonial bureaucracies. These bureaucracies eventually led to individual proprietors that in turn played a large role in development of English and French colonies. On the contrary, English and French colonies played a more significant as they brought change that led to a greater regional variety in economic, social, cultural, and political institutions structure, especially in regions of English colonies (Bulliet & Kyle, 2010). It is therefore, significant that the Spanish, English, and French colonies brought a lot of change during their colonization of America that describes the new world developments. Bulliet, R. & Kyle, P. (2010). Crossley the Earth and its peoples a global history. New York: Cengage Learning. Cheyney, E. (2004). European Background of American History. New York: Kessinger