Tuesday, December 24, 2019

Frankenstein As A Bildungsroman And The Way That People

Greg Repa Dr. Arpaia History 307 12 September 2015 Frankenstein Within the first few years of life, babies gain a sense of self awareness. They start to realize that they are different from the objects and people around them physically. There are many ways that people can feel a sense of self identity or association within a group. People could identify themselves as something small, like the town they are from or the school they attend. Or they could identify as a bigger group of people like their religious beliefs and nationality. This paper will look at â€Å"Frankenstein as a Bildungsroman† and the way that people in Europe during the nineteenth century could gain knowledge and a view of self-awareness and how people gain knowledge today. One thing that is fascinating is that the nameless monster in the book is actually the Frankenstein that people tend to think of, with the big square green head, whereas, his creator’s last name is actually Frankenstein. This is important because as the book progresses, the reader gets a sense that maybe the monster and his creator, are not so different after all. Although Victor (the creator) was born with a family and has friends, he distances himself from them when he finds his love for science. They also both try to help humanity at first but then they both feel depressed and remorse from the recent past. They also both use the weather and nature to indicate their mood and feelings. When it is nice outside he is hopeful andShow MoreRelatedBildungsroman, Literary Genre870 Words   |  4 Pagesend of the novel. Bildungsroman, a literary genre, comprises of this, where it is the term describing the process of the character’s psychological and moral growth in the story. Change in character is the most important characteristic of this genre. For the book in which this is being explored is Frankenstein. The story describes the lessons learnt by Victor and the Creature, how their experiences results in their actions in the book, and how all of these finally produced the people that they were atRead MoreThe Visual Monster And The Growing Creature Essay1909 Words   |  8 PagesThe Visual Monster and The Growing Creature â€Å"Who was I? What was I? Whence did I come? What was my destination?† (Shelley 71). In â€Å"Frankenstein† otherwise known as the â€Å"The Modern Prometheus,† the author Mary Shelley unfolds a gothic tale that at the surface is a cautionary horror on the sin of creating a visual monster but upon close inspection unfolds a framed buildingroman that encapsulates how society can shape one self through the eyes of a growing creature (1). At a fundamental part of creatures

Monday, December 16, 2019

Aspergers Free Essays

Espalier’s Syndrome is a type of pervasive developmental disorder (PAD). These types of disorders (PAD) have delays Is the development of basic skills such as, the ability to socialize, to communicate, and to use Imagination. Children with Espalier’s typically have normal intelligence and language development, but these could change as they get older. We will write a custom essay sample on Aspergers or any similar topic only for you Order Now This disorder was declared official In 1944 by an Austrian doctor, Hans Aspirer. How Is Espalier’s different from Autism? Children with AS don’t have a delay in cognitive development or developing language skills. Children with Autism tend to have difficulty with symbolic thinking and pretend play. Another difference is the severity in symptoms, someone with AS can just be mistaken for a normal person behaving differently. Autistic kids will seem uninterested and stand-offish, where AS you want to fit in and interact with others (NAME). Symptoms of Espalier’s can range from mild to severe, common symptoms are, problems with social skills, eccentric or repetitive behavior, unusual precautions or rituals, limited range of interest, coordination problems, lastly, skilled and talented (WebMD). I wouldn’t necessarily say that the symptoms of AS are normal types of symptoms you would see In other disorders, but beneficial. Normal to above average Intelligence Is normal for AS but they usually have troubles with social Interactions. Anxiety, frustration, and depression are 3 common contributed behaviors. The cause for Aspirer†s remains unknown, but it has been seen to run in families so it could possibly be inherited. This disorder is classified under unique, the exact number of people with this disorder is unknown but they estimate 1 in every 250 children (WebMD). Studies say it is four times for likely to appear in males than females and is usually diagnosed in children between the ages of 2 and 6 years old (WebMD). Diagnosing Espalier’s Is not the easiest, there Is no specific test that can tell you If you have Espalier’s Syndrome, you have to go through a series of test such as, x-rays and blood work. Doctors will also complete a physical examination because It has been see that patients with Espalier’s have low muscle tone and dysphasia. If there is no physical disorder found you may be sent to see a specialist in childhood development disorders. There is no cure for Espalier’s but there is treatment to elf improve. The treatments include special education, behavioral modifications, speech, physical and occupational therapy, and last, social skills therapy (WebMD). With effective treatment, children with Espalier’s can learn to overcome or control their disability and repetitive tendencies. Adults with this disorder work successfully but sometimes still struggle with maintaining an independent life. All treatments work differently for everyone, some not at all. In an article on treatments for AS from Psych Central It stated that â€Å"According to the National Institute of Neurological Disorders and Stroke, the Ideal treatment for Espalier’s coordinates therapies that address the three core symptoms of the disorder: poor communication skills, obsessive or repetitive routines, and physical clumsiness. † Parenting a child with Espalier’s is not easy, it has its difficulties. If you have a child who has been yourself you will be able to help your child grow to their fullest. A daily schedule has shown to help a lot. In the schedule include specific times for therapies, school, meals, and bedtime. If you have to make a change to the schedule, alert your child forehand so they can adjust. Having a â€Å"safe place† in your home will benefit your child because they will have a place to relax and feel secure. Children with Espalier’s tend to get irritated somewhat quickly, causing them to lash out, if your child does so, sending them to their safe place can help them collect, and calm down. A main concern with parents who have a child with AS is their social life at school, â€Å"will my child have friends? † is a common question most parents ask. Most kids still live a normal social life throughout school. They make new friends; it’s Just harder on some Han others. Identifying children with the same interest as yours can make it a lot easier on the child. Encouraging your child to develop their strengths and interest and to Join clubs or participate in any after school activities is a great way for their social skills to become stronger, especially as they grow older and move into middle/ high school. Many people don’t know when a child has AS because it is so hard to see, it’s not like other syndromes or disorders that develop physical traits. When you are the sibling of an AS patient it can also be stressful for you. Some siblings can come Jealous or embarrassed of their brother/sister because the parent(s) focus more of their time and attention on them. Some siblings may need to learn how to look out for themselves because some AS patients have a hard time controlling their frustration or anger. Sticking up for a brother/sister whom suffers from AS is the best thing a sibling could do, it shows that even though you may not always get along, you love them and care for them. This can make them feel accepted or normal because it’s something that a â€Å"normal† sibling would do for another. I have a younger sister who has AS and it can be hard. She is 8 years younger than I so we tend to bicker. When she is put in a situation where she has to be independent, say ask a stranger for directions, she becomes very nervous and her anxiety shoots through the roof. If she is upset and you continuously ask her what is wrong, she will lash out and become violent. Sometimes she won’t remember what she said or did. When she has these tantrums we usually let her calm down and relax until we confront her about them. Sports and horses have been a huge help with her anxiety and AS. By interacting with other kids her age she has learned to be less socially awkward. Medications does play a role in her daily life, she takes medicine once a day at night before bed. The medication is supposed to help with her anxiety and aggressive tendencies. Not only do children struggle with AS but so do adults. An adult with AS may have difficulties understanding other people emotions, they can misinterpret others facial expressions and body language for something else. This can cause someone with AS to come off as selfish, egotistical, or uncaring (Better Health). When a person with AS is notified about their actions they may come off as shocked and set because neurologically they are unable to understand other people’s emotions. Overall adults have a better understanding of their strengths and weaknesses; they are able to learn social skills People think that Just because you have a disability, it means you can’t have a romantic relationship with someone. Adult with AS still have romantic relationships, according to the Better Health Channel â€Å"Studies suggest that many struggle with the myriad of complex skills required to successfully negotiate intimate relationships†. Sometimes they can come off as inappropriate or immature cause they are unaware of what is right and wrong to say or do. When in a relationship, a partner can become frustrated because of unfair distribution of responsibilities. When the partner expresses their feelings of frustration to the AS partner, they come off baffled because they don’t realize what they are doing. Having a career and being an AS patient is very normal, you could be working with someone with AS and not even know it. People with AS can excel in a lot of different areas, such as mathematics, music, or being visually creative. Some careers for AS patients that re visual thinkers are computer programming, drafting, photography, or equipment design (Better Health). If you are a music or math fanatic some career choices may be accounting, telemarketer, pianist, or a Journalist. Working with an AS person is not hard, communicating clearly is a good way for your AS employee to work to their fullest ability. Only expect one project at a time, putting too much stress on them can cause anxiety or them to lash out. Being specific with what you want from them is another way for them to be the best employee. When they know what is expected room them they will give it, Just like any other employee, you Just have to be clear, straight forward, and specific. AS employees are seen to be the most hardworking and dedicated employees a business could have. In conclusion to my research paper, I think that Espalier’s Syndrome is a rare diagnosis that carries beauty. These people are so bright and intelligent that you’d never even know they had AS. They live normal lives and have good Jobs Just like a number of normal people. They may have some social setbacks here and there but with time and the right treatments they can overcome anything. I think that everyone should be given an equal chance no matter what they’re disability may be. My sister being 12 and a AS patient, she is heading into middle school, a stressful time for someone with AS. Between her therapies and medications she has learned to control her symptoms and by participating in after school activates, even though they might stress her out, she has gained so many friends, more friends than I ever did in middle school. I hope this paper helped you learn about Espalier’s Syndrome and can help you understand more of what it really is. How to cite Aspergers, Papers

Sunday, December 8, 2019

Black Panthers Essay Research Paper I free essay sample

Black Panthers Essay, Research Paper : I # 8217 ; m non truly talking in first or 2nd manus but # 8230 ; Many brothers and sisters tend to move like we deserve a interruption in society. The chief ground because # 8220 ; our people # 8221 ; were enslaved and brought over here to the U.S. Now honestly, in my coevals I did non travel through what my ascendants and my older coevalss of household went through. I am merely 19 old ages old. But speaking to all of my household, my female parent and male parent experienced the utmost racism. But my older siblings and I were able to bring forth from the consequence of the Civil Rights motion. It is good to look back on the past and learn from our errors, but in the same case I neer had to endure for it. All I can give to those that did endure is the power to obtain cognition and utilize it to accomplish in my mundane life and in college where I now reside. We will write a custom essay sample on Black Panthers Essay Research Paper I or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Those people that suffered, gave us, the offspring a opportunity to truly obtain the # 8221 ; American Dream # 8221 ; . I know that there are still some racism and there is still a system that that won # 8217 ; t let you to derive anything. But how can black people scream for power when we abuse it merely like any other ethnifc group. Black people will be given to lodge their pes out to trip you quicker than a white adult male. Yes, we need black power, but foremost we need UNITY. We already have white supremacist seeking to eliminate us. And now we are seeking to kill ourselves. They don # 8217 ; t even have to seek to acquire us. We screw up our ain opportunities. Black Power used to be about pride and loving who you truly are underneath the colour of tegument. My female parent will flat out state she is racist. Why? Because she has a right to be angry, but she has seen how all people are towards one another. Maine I was taught that no affair what colour you are there is ever person out at that place seeking to acquire you. But you have to see and be watchful. Choose friends sagely and carefully. B ut most of all don’t halt life. Honestly if we had the power flipped we wouldn’t be any better. There is a film called † White Man’s Burden† . Watch this film because it reallyopens your eyes about things. Just how white people treat us today is the same manner black people treat them in the film. It will do you happy at first or sad nevertheless you view it, but in the terminal you feel no better than they are. Black Power, cool. But kick some integrity foremost. I am a assorted adult female. I have a black male parent and a white female parent. I have friends of all races, I even have gay friends. Peoples are people. A black individual is the same as a white individual. In this twenty-four hours and age everyone has the same jobs. There are hapless and hungering white peolpe merely as there are black. I have a fellow of 7 old ages who is a black adult male. I have seen racism. But he is mature plenty to cognize that if some white individual has a job with his tegument colour than they are merely nescient and non worth the clip and concern. My friend merely got all in up at the Greek field day in philly by a clump of white constabulary officers. Hes non screamin racism. Hes screamin unfairness. The same thing happens to white work forces. I don # 8217 ; t see no ground for black power. I # 8221 ; m assorted, am I supposed to deny my female parent! ? ? Racism is ill, coming from white people and black people. My really ain sister was chased and about crush up by a clump of black cats merely because shes white, or so they thaught because she is really light skinned. ( I was blessed with the dark tegument ) . So you see, racism goes both ways. The lone thing a individual can make is seek at that place best. If they don # 8217 ; t suceed in life its their ain mistake. A hapless individual, black or white, can hold a nice hereafter if they try difficult plenty and their household supports them, skin colour ain # 8217 ; t got a damn thing to make with it. It # 8217 ; s merely an alibi that people use when they don # 8217 ; t have the will to suceed.

Saturday, November 30, 2019

Motion of a sprinter during a 100m run Essay Example

Motion of a sprinter during a 100m run Paper Motion of a sprinter during a 100m run Distance moved (m) Time at this point (sec) Time interval for previous 10m (sec)   The runner starts off slowly and her speed builds up. This is the curve at the bottom of the graph between 0 and 3 seconds it shows that she is accelerating. Her speed is quite consistent between 3 and 9 seconds. This is the relatively straight part in the middle of the graph. After nine seconds her speed reduces slightly until she reaches the end. This is the curve at the top of the graph and it she that she is decelerating. The gradient at 1. 0 seconds is; 51. 6 = 3. 125 The gradient at 5. 0 seconds is; 81. 2 = 6. 6 These values show that he runner is faster at seconds then at 1 second, as the gradient at 5 seconds is much steeper. Section of race (m) Speed for the section (ms-1) Time at the middle (sec) In the first two seconds the performer is rapidly gaining speed. She is accelerating from a still position to a speed of 5.2 (ms-1). Her maximum speed is 7. 7 (ms-1) she reaches this speed at 6. 4 seconds into the race. In the last three-quarters of the run she reaches her maximum speed and it is more consistent between 4. 2 seconds and 7. 4 seconds this is where the curve is almost level. After 7. 4 seconds she gradually slows down. The curve is not as steep as the start of the run because her speed is only decreasing slowly. At the start of the run there is a bigger net force on the athlete because she is starting from a still position this enables her to accelerate. At 0 seconds her speed is 0 ms-1. We will write a custom essay sample on Motion of a sprinter during a 100m run specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Motion of a sprinter during a 100m run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Motion of a sprinter during a 100m run specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At 1 second her speed is 3. 6 meters per second per second, this is her acceleration in the fist second. Acceleration= change of speed per second (ms-2) During the last part of the run the runner is slowing down this could be because she is getting tired. It could also be that she can see that she is reaching the end and so she stops trying as hard and begins to stop so she does not have to run past the last cone. Speed at 2 seconds from the end of the run = 6. 0 Speed at the end of the run = 4. 13 Deceleration = change of speed per second Deceleration = 6. 0 4. 13 Deceleration = 1. 87 ms-2. Newtons second law of motion, Force (in newtons) = mass (kg) x acceleration (ms-2) 45 x 3. 6 = 162 newtons, this if the force at the start of the run The forward force acting on the runner is from the quadriceps, hamstrings, gastrocnemius and the weight of the runner. Friction helps the runner to accelerate quickly as it allows her to grip the ground and push off from the ground. The scales read more than my weight when jump off them because I am applying more force on them from the muscles in my legs. Newtons third law of motion is that for every action there is an equal and opposite reaction. This means that when the athlete pushes hard against the ground during the start, the ground pushes back on the runner with an exactly equal force, but in the opposite direction. Near the end of the run when the runner is moving fastest there is more air resistance acting on her it is greater when she is moving faster. Fluid forces are caused by air and water, when an object moves through water or air it is affected by fluid friction which acts in the opposite direction of the moving body. The amount of air resistance of fluid friction experienced depends upon the shape of the object and the speed at which the object is moving. Air resistance affects most sporting activities, although its affects on performance differ. Air resistance can affect the performer in flight e. g. long jump, Projectiles such as balls, shuttle cocks and javelins, Cyclists and Sprinters. Air resistance on a projectile while in flight may change the parabolic flight path. These are the expected flight paths on different projectiles: Flight paths can be categorised as: Parabolic (a uniform symmetrical shape)   Nearly parabolic   Asymmetrical Flight is governed by the ratio of weight to air resistance. Air resistance is dependant on the size, shape and speed of an object, so all slow moving objects have little air resistance. Faster moving objects have greater air resistance. This causes rapid deceleration and slowing down of the projectile until a point is reached where weight becomes the determining factor, leading to an asymmetric flight path. The shape of an object also affects the air resistance acting upon it. Objects that have an even shape such as a football, travel slowly through the air and the layers of air flow past the object in smooth symmetrical flow lines. This is called laminar flow. This does not happen on fast moving objects because as air travel around the object the layer of air directly in contact with the objects surface is slowed down by surface friction. On a fast moving object, the air is unable to keep in contact with the surface and breaks away to form fast moving swirls of air. This is called turbulent air. Because the air is fast moving at the back of the object, it has relatively low pressure in comparison to that at the front of an object. This causes a force pulling the ball back, since objects will always move from an area of high concentration to an area of low concentration. This is called drag. In speed sports drag must be minimised and this is done by streamlining. At the end of the run there will be less force acting on the runner than at the start of the run as she is moving at a nearly constant speed at the end, while at the start she has to move off from a still position. She is accelerating at the start of her run so according to Newtons first law there will be a net force acting on her.

Tuesday, November 26, 2019

Complete Parts of Speech for SAT Writing and ACT English

Complete Parts of Speech for SAT Writing and ACT English SAT / ACT Prep Online Guides and Tips â€Å"Parts of speech† is a fancy way of saying that every word in the English language can be put into one of eight categories, depending on how it is used. Of these eight parts of speech, only 7 are tested on the Writing SAT and on ACT English. Understanding the different parts of speech is absolutely essential to having a firm grasp of English grammar, and in succeeding on the SAT and ACT. Unfortunately, nowadays many schools no longer focus on teaching this type of grammar. Are you a bit unsure about what, exactly, a preposition is, or can’t tell the difference between an adjective and adverb? Feeling a bit rusty after learning this years ago?This article will provide the foundational information you need before moving on to more complex grammatical concepts.I'll also go over a few important SAT/ACT grammar rules. How Should You Use This Guide? This guide is designed to help you brush up on the basics before you tackle some of the more complicated grammar guides that we have written for the SAT and ACT. Many of the concepts covered here are things you'll already know if you've studied grammar in school. Even if you haven't, many (but not necessarily all) of them will seem natural to native English speakers. However, if you haven't studied grammar extensively, you can use this as a reference to help understand the basic ideas that our other guides will not cover. Check back here if you come across some terms you're unfamiliar with, or if you need to remind yourself of what something means. Many of the concepts in this guide are not directly tested on the ACT and SAT.Instead, these concepts are building blocks that are important for understanding thewhy? behind the concepts that are tested. Therefore,do not worry about memorizing the names of the grammar terms in this guide, just use the concepts. What Parts of Speech Are on SAT Writing and ACT English? The seven parts of speech that are tested on the SAT and ACT are: nouns, pronouns, verbs, adjectives, adverbs, prepositions and conjunctions. Once you understand the different rules for each Part of Speech, you will see that these are relatively straightforward concepts, and they can be used to help you understand more difficult concepts. Nouns Nouns are words that arepeople, places, things,orideas. If you are not sure if something is a noun or not, try putting "a" or "the" in front of it and see if it sounds correct. If it does, then it's probably a noun. Examples "A cat" and "the cat" sound correct. Therefore, "cat" is a noun. "A him" and "the him" sound incorrect. Therefore, "him" is not a noun. Categories of Nouns Common Nounsrefer to non-specific people, places, or things. Proper Nouns refer to specific people, places, or things. Examples Common nouns: girl, city, bridge, university, company Proper Nouns: Mary, San Francisco, Golden Gate Bridge, University of Notre Dame, PrepScholar Concrete Nounsare people, places, or things that you can physically touch. Abstract Nounsare thoughts, subjects, games, or ideals. These are things, but they cannot be touched. Love is an abstract noun. Examples Concrete nouns: water, air, street, person, concrete Abstract nouns: freedom, love, justice, hockey, biology Uses of Nouns Nouns have several possible functions in a sentence. They can be used as the subject, predicate nominative, appositive, direct object, indirect object, or object of the preposition. There are other uses for nouns, but we won't go into them now. Note:Remember that it is not important that you know the names of these functions. But it is important to understand how nouns can be used, so you can recognize when one is being used incorrectly. Subject The subject of the sentence is the person or thing that is doing the action of the verb. Example Mary went to the store. Maryis the subject of the sentence because she is doing the action. Predicate Nominative A predicate nominative comes after a linking verb (see the verb section for more info) and re-states the subject of the sentence. Example Mary is a great friend. Maryis the subject.Friendis the predicate nominative. In this sentence, Mary and friend are the same thing, or Mary = friend. Appositive An appositive is a noun that re-states or gives more information about another noun in a sentence. Unlike a predicate nominative, it does not come after a linking verb. Instead, it's usually right next to the noun it's describing, and is set off by commas. Because appositives are set off by commas from the rest of the sentence, it usually works to remove the appositive and still have a grammatically correct sentence. Example My friend, Mary, is an exceptional human being. Here, Mary is an appositive because it gives more information about who the friend is. If you remove the appositive the sentence still makes sense: My friend is an exceptional human being. Direct Object A Direct Object is a noun that receives the action of a transitive verb (more on these here) Example I got a perfectscoreon the SAT. Ask yourself: I got what? Got ascore. Therefore,score is the direct object. Indirect Object An Indirect Object is a noun that receives the Direct Object. Being the indirect object of brownies is always a good thing. Example I madeKim some brownies. Ask yourself: I made what?Brownies.Therefore,brownies is the direct object. Who received the brownies?Kim. Therefore,Kim is the indirect object. Object of a Preposition All prepositional phrases consist of at least a preposition (see below) and a noun. The noun that comes after a preposition is called the object of the preposition. Example I got a perfect score on the SAT. Here, the preposition ison.On what? On theSAT.Therefore,SAT is the object of the prepositionon. Forming the Plural of Nouns This is another concept that is not directly tested on the SAT and ACT, but occasionally you will need to recognize if a noun is singular or plural in order to match it with the correct verb. Most nouns form the plural by adding-s. Examples cat +-s= cats donkey +-s= donkeys Add-esif the noun ends in -s, -x, -z, -sh, or -ch. This is simply because of pronunciation - it's really difficult to make these sounds followed by "-s" Examples fox +-es= foxes buzz +-es= buzzes brunch +-es= brunches If the last two letters of a noun are a consonant followed by -y, drop the -y and add-ies Examples pony→ ponies fly→ flies Some nouns that end in -f or -fe form the plural by dropping the -f/-fe and adding -ves. Once again, this is all about ease of pronunciation, as it's really difficult to make the -fs sound at the end of a word. Examples leaf→ leaves life→ lives Some nouns form the plural irregularly. Unfortunately, there are no rules for how to form these, and you just have to memorize these words. Fortunately, most of these words are quite common and you should know most of them already. Examples mouse→ mice child→children man→men goose→geese foot→feet Some wordsdon't change at all in the plural. Examples deer→deer fish→fish sheep→sheep NOTE: NEVER FORM THE PLURAL BY ADDING -'S (apostrope +s).This should only be used for showing possession. The people of Leeds are appropriately passionate about misused apostrophes. Forming the Possessive of Nouns The possessive is how we showownership. To form the possessive of a singular noun, always add -'s. Examples Bob's,mouse's, donkey's To form the possessive of a plural noun that ends in -s, just add an apostrophe. Examples purses', monkeys', dogs' To form the possesive of a plural noun that is irregular and does NOT end in -s, add-'s. Examples children's, women's, mice's Special Types of Nouns Are you a grammar pro? If you already knew all of the above about nouns, here are a few special categories of noun you may have been unaware of! Gerunds The-ing form of a verb can be used as a verb as long as it has a helping verb. But did you know that if it's standing on its own, it's called agerundand is used as a noun? Example Baking is a pleasurable hobby. Here,bakingis a noun and is the subject of the sentence. Infinitive as a Noun Similarly, the infinitive form (the "to" form) can be used as a noun. Example He likesto run. Here, "to run" is the direct object of the verb "likes". Therefore, it is being used as a noun. This man loves to run...for president. Pronouns Pronouns are words that can replace nouns. Unlike nouns, pronouns have different cases. What Is a Case? This means that the form the pronoun takes can change depending on what purpose it has in the sentence. Above, we saw that nouns can be used either as a subject/nominative, or as several different types of objects.Personal pronounshave one form when they are used as a subject or predicate nominative, and another form when used in any of the object functions (direct object, indirect object, or object of preposition). NOTE: This actuallyis tested on the ACT! Personal Pronouns Nominative case (subject) Singular Plural First Person I We Second Person You You Third Person He, She, It They Objective case Singular Plural First Person Me Us Second Person You You Third Person Him, Her, It Them What Do These Charts Mean? The nominative case forms should ONLY be used when the personal pronoun is being used as the subject of a clause or as the predicate nominative. (Don't remember what these are? Check out the Noun section above!) Examples She and I went to the store. Michael and he are my best friends. Many people would say â€Å"Michael and him†, but this is incorrect because â€Å"he† is a subject of the clause and therefore must be in the nominative case. When you are not sure, try crossing out the other subject. You would never say, â€Å"Him is my best friend.† Example The winner of the race was he. This construction does not sound correct to most people, but it is. Try flipping the sentence around: He was the winner of the race. This is an example of a personal pronoun being used as aspredicate nominative. The objective case of pronouns should be used for direct objects, indirect objects, and objects of prepositions. Examples He gave her and me great presents. He gave us a great present. The presentation will be given by Tom and me. She loves him.I don’t like you. For more on how to use pronouns in different cases, see our guide. Non-Personal Pronouns These include but are not limited to: this, that, both, some, few, many, either, which, who, and one. These pronouns do not change form between the nominative case and the objective case. Some people do not think that these pronouns look correct standing on their own, but they are. Examples I have two dogs. Both are very lucky. This rose is beautiful. This is my favorite flower. Many people went to search for the treasure. Only some returned. These pronouns can be tricky to use with verbs because it is not very obvious whether they are singular or plural.A good way to figure this out is to try to add the word â€Å"one† after the pronoun. Does it make sense? If so, use a singular verb. Examples This (one) is my favorite. CORRECT That (one) is my sister. CORRECT Few (one) succeeds. INCORRECT If adding â€Å"one† does not work, mentally add â€Å"of them†. If this makes sense, use the plural verb. Examples Many (of them) try to get a perfect SAT score. (CORRECT) Few (of them) succeed. (CORRECT) Exception: The pronoun "one" is always singular, even though "one of them" sounds correct. Always use a singular verb. Forming the Possessive of Pronouns The possessive forms of the personal pronouns are: Singular Plural First Person mine ours Second Person yours yours Third Person his, hers, its theirs Because these are pronouns (not adjectives), they can be used independently. Examples Hers is the chocolate dessert. That report card is yours. Theirs beat out ours. Main Rules for Pronouns on the SAT and ACT The SAT and ACT both frequently test pronouns. Here is a brief summary of what you are most likely to see tested. For more detail, see our article on pronouns on the ACT English and SAT Writing. Rule 1 Always make sure a pronoun has a clear antecedent. The antecedent is the noun that the pronoun is replacing. If there is not an obvious antecedent for the pronoun either in the same sentence, or a sentence very nearby,it is considered an error. Example Mary and Eileen both like strawberries, but she likes them more. This would be considered incorrect because it is not clear who "she" is referring to. Sometimes the antecedent will be in a previous sentence. In this case, it should also be very clear. Example John Wallach, an award-winning journalist who covered conflicts in the Middle East for two decades, founded Seeds of Peace in 1993. He chose the campsite because it is a beautiful natural setting far from the places of conflict. It remains unaffiliated with any nation, organization, or peace group, and although countries may select their campers, they cannot pay for the camp. Here it appears that â€Å"it† refers to â€Å"campsite† in the previous sentence - really it should refer to â€Å"Seeds of Peace† in the first sentence. This would be considered an unclear and incorrect use of a pronoun. Rule 2 Pronouns should always be consistent. For example, if you are using second person pronouns in a sentence, you should use them all the way through the sentence. Examples Before one starts a new class, you should always read the syllabus. INCORRECT Before you start a new class, you should always read the syllabus. CORRECT Before one starts a new class, one should always read the syllabus. CORRECT Before people start a new class, they should always read the syllabus. CORRECT Rule 3 Pronouns should alwaysmatch their antecedents in gender (masculine or feminine) and number (singular or plural). For more examples of this rule, see our guide. Examples The boys all asked her out, but she didn’t like him. INCORRECT They boys all asked her out, but she didn’t like them. CORRECT One of the children painted this portrait. Art is a great talent of theirs. INCORRECT One of the children painted this portrait. Art is a great talent of his or hers. CORRECT Each of the actresses was considered most beautiful when they were in their prime. INCORRECT Each of the actresses was considered most beautiful when she was in her prime. CORRECT Verbs Verbs are words that show actions or states of being. For a more complete guide on how to use verbs on the SAT and ACT, read our grammar guide. Types of Verbs Linking verbs are verbs that show a relationship between the subject and the predicate nominative or predicate adjective. We can think of them as an equals sign. The most common linking verb is the verb â€Å"to be.† Examples I am a human being. I = human being The cake smells delicious. cake = delicious Action verbs are verbs that show an action. Many (but not all) of these verbs will take direct objects. A verb that takes a direct object is called a transitive verb; a verb that does not is called intransitive. Remember, you do not need to know these terms for the test. Examples The car rolled backwards. (No direct object) I ate wonderful toast. (I ate what? I atetoast.Toast is the direct object.) Conjugating Verbs Most verbs follow a simple pattern in the present tense: Present tense Singular Plural First Person (I) walk (we) walk Second Person (you) walk (you) walk Third Person (he/she/it) walks (they) walk Notice that only the third person plural (he/she/it) is different.This will become very important on the ACT and SAT because of†¦ Subject-Verb Agreement When you have a singular noun or pronoun as the subject of a clause, it must be matched by a singular verb. When you have a plural noun as the subject of a clause, it must be matched with a plural verb. While subject-verb agreement seems simple in theory, the SAT and ACT will try to trick you on this by adding extra words and phrases to sentences. This can make it more difficult to see if the verb works with the subject, as opposed to another noun in the sentence. Examples My sister, despite having to carry three children, walk five miles every day. The test will try to trick you with questions like this by putting a plural noun that is NOT the subject next to a plural verb.To avoid falling for this, find the verb, and then ask yourself, â€Å"who is doing this action?† In this case, who is walking five miles? It is my sister, which is a singular noun. Therefore the sentence should read, â€Å"My sister, despite having to carry three children, walks five miles every day. Maria and Joe likes to dance. Here you have two subjects: Maria and Joe. Therefore you need the plural form of the verb. Correct: Maria and Joe like to dance. Verb Tense Tense tells when the action of a verb is taking place. The present tenses tell about things that are happening now: Present no helping verb he sings Present Perfect to have + past participle he has sung Present Progressive to be + present participle he is singing The past tenses express actions that have already happened. Past no helping verb he sang Past Perfect had + past participle he had sung Past Progressive to be + present participle he was singing The future tenses express actions that are going to happen. Future will or shall + verb he will sing Future Perfect will have + past participle he will have sung Future Progressive will + be + present participle he will be singing You should always try to keep tenses consistent in one sentence. This is something the SAT and ACT will frequently test. Example After Mary had eaten the soup, she eats the main course. This sentence matches past perfect with present, and therefore would be considered incorrect. Instead try: After Mary had eaten the soup, she ate the main course. This matches past perfect with past, which is ok for showing progression of time within a sentence. Example The olive oils we tasted yesterday are delicious. This sentence mixespast tense (tasted) with present tense (are). This would be consideredincorrect. The better way would be: The olive oils we tasted yesterday were delicious. Adjectives What Are Adjectives? Adjectives are descriptive words that modify nouns and pronouns. Types of Adjectives Like nouns, adjectives can be common or proper.Some common adjectives include beautiful, short, angry, obese.Proper adjectives are formed from proper nouns. Like proper nouns, they must be capitalized. Examples I like Mexican food. He plays the French horn. Possessive Adjectives These adjectives are formed from the personal pronouns and are used to describe objects that belong to a certain person. Personal Pronoun Possessive Adjective Personal Pronoun Possessive Adjective I/me my we our you your you your he/she/it his/her/its they their Unlike the possessive pronouns discussed above, these possessive adjectives must be used with a noun. Examples That car is mine. vs. That is my car. Running is a great skill of his. vs. Running is his great skill. Ours constantly leaks. vs. Our faucet constantly leaks. Demonstrative Adjectives Demonstrative adjectives include this, that, these and those.When these words are used as adjectives instead of pronouns, they must be modifying a noun. Examples That is the person I hate. vs. I hate that person. These are my best friends. vs. My best friends are these people. Adjectives Formed From Verbs Adjectives that are formed from verbs are calledparticiples. The present participle is formed by adding -ing to a verb stem.The past participle is formed by adding -ed to a verb stem. Examples The burned chicken did not taste very good. The chirping birds woke him up. Adjectives Formed from Nouns Sometimes you will see a noun being used as an adjective: Example The basketball player is tall. Normally, basketball is a noun. But here it is being used as an adjective to tell you what kind of player the person is.You will occasionally see this on the SAT or ACT, usually to describe a person by his or her profession. Remember that when a noun is being used as an adjective, there is no need to put a comma in between it and the noun it is describing. Examples The basketball, player is tall. INCORRECT The basketball player is tall. CORRECT Uses of Adjectives Adjectives are usually used to describe nouns, and are usually placed before the noun they describe. Example The beautiful girl walked down the street. If more than one adjective precedes a noun, they should be separated by a comma if the order of the adjectives is not important. Example The slobbering, feisty dog wagged his tail. The feisty, slobbering dog wagged his tail. If you have a sentence in which the order of the adjectives IS important - meaning if you reversed them, the sentence would not make as much sense - then do not use a comma. Examples She went to the store to purchase spreadable chocolate frosting. CORRECT She went to purchase chocolate, spreadable frosting. INCORRECT - ORDER MATTERS Do not sit in the broken wood chair. CORRECT Do not sit in the wood, broken chair. INCORRECT - ORDER MATTERS Adjectives are also used as predicate adjectives.Like predicate nominatives, this means they come after a linking verb and they describe the subject of the sentence. Examples The cake smells delicious. Delicious describes cake. That runner is very fast. Fast describes runner. Adverbs What Are Adverbs? Adverbs are words that describe or modify verbs, adjectives, and other adverbs. Note: Use of adverbs vs. use of adjectives is tested on the SAT and ACT.Therefore, it's important to be able to understand what the adverb or adjective is modifying, to make sure that it is being used correctly. Examples He ran quickly down the street. Quickly describes how he ran. (Adverb describing verb) She was very happy with the present. Very describes how happy the girl was. (Adverb describing adjective) Stop talking so loudly! So describes how loudly the person is talking. (Adverb describing adverb) How Are Adverbs Formed? Many adverbs are simply formed by adding the ending -ly to an adjective Examples careful → carefully easy → easily quiet → quietly However, some adverbs are formed irregularly: Adjective Adverb good well fast fast hard hard late late early early daily daily straight straight wrong wrong OR wrongly Example The good girl drives very well. Good is an adjective describing the noun girl; well is an adverb describing the verb drives. This is one of the most commonly confused adverbs, so make sure to memorize it. Remember if you see good in a sentence, it must be describing a noun, not a verb. Examples I did good on the test. = INCORRECT I did well on the test = CORRECT I daily receive a daily newspaper. The daily Daily. Of course, nobody would really speak this way because it’s redundant. But it shows that daily can be an adverb describing the verb receive, and also an adjective describing the noun newspaper. Example He woke up late and then had to take a hard test. Late is an adverb describing the verb woke up; hard is an adjective describing the noun test. Example The late boy worked hard on the test. Late is an adjective describing the noun boy; hard is an adverb describing the verb worked. Challenge question: what is the error in this sentence? Because our casserole was smelling surprisingly badly as it baked, the food science teacher A came over to ask us what we had put in it. No error. B C D E The answer is (A). Why? This could be confusing because â€Å"badly† is a correctly formed adverb. However, we don’t need an adverb, we need an adjective. â€Å"was smelling† is here used as a linking verb, and therefore we need a predicate adjective to tell us what it smelled like. â€Å"Surprisingly† is ok as it is because it is an adverb that should be modifying an adjective. Here is how it would look when corrected: â€Å"Because our casserole was smelling surprisingly bad as it baked†¦..† If left as is, badly would have to be describing â€Å"was smelling†, which would imply that the casserole has a poor sense of smell. Prepositions What Are Prepositions? Prepositions are words that show where someone or something is, or tells when something is happening. They can also be used to show a few other relationships, such as to whom you give something, or if you do something with or without something else. Common Prepositions Here are some of the most common prepositions in the English language: about above across after against along amid among around at atop before behind below beneath beside between beyond but (meaning except) by concerning down during except for from in inside into like near of off on onto out outside over past regarding since through throughout to toward under underneath until up upon with within without Prepositional Phrases A prepositional phrase is a phrase (group of words) that includes AT LEAST a preposition and a noun or pronoun, which is known as the object of the preposition. It is not important to know this terminology, but this is an important concept to understand. When using a pronoun as part of a prepositional phrase, make sure that it is in the objective case. Examples Give the cake to me! CORRECT Give the cake to I! INCORRECT Usually this kind of mistake will sound incorrect to native English speakers - hopefully the above example did. But some are trickier, usually those involving I vs. me as part of a compound object. Examples He went to the mall with Sarah and I. INCORRECT He went to the mall with Sarah and me. CORRECT The report was given by him and I. INCORRECT The report was given by him and me. CORRECT If you're having problems, try taking out the other part of the compound object. This can help make the correct form of the pronoun more obvious. Example He went to the mall with Sarah and me. CORRECT Often the SAT and ACT will add unnecessary prepositional phrases to sentences to try to make errors less obvious. Feel free to cross out prepositional phrases in order to make sentences easier to analyze. Here is an example SAT question. Identify the error in this sentence: Anne Tyler’s novel The Accidental Tourist features a character whose obsession with saving A B C time and money are absurd, yet somehow plausible. No error. D E Now look with a prepositional phrase crossed out: Anne Tyler’s novel The Accidental Tourist features a character whose obsession with saving A B C time and money are absurd, yet somehow plausible. No error. D E After crossing out the prepositional phrase, it becomes much more obvious that â€Å"obsession are absurd† is incorrect. Prepositions in Idioms Many prepositions have to be used in a certain way with certain phrases. This is not because one preposition is grammatically more correct, but because certain phrases in English are idiomatically correct because they have always been said a certain way. For example, we would say: â€Å"She fell in love with him.† We would never say, â€Å"She fell towards love at him.† We would say, â€Å"He is hard at work.† We would never say, â€Å"He is hard in work† with the same meaning in mind. For a full breakdown of the how the SAT uses idioms, see this guide. Conjunctions What are Conjunctions? Conjunctions are words that link ideas together. There are three main types of conjunctions: coordinating, subordinate, and correlative. Coordinating Conjunctions Coordinating conjunctions are probably the conjunctions that you are most familiar with. There are seven: for, and, nor, but, or, yet, and so. You can remember these with the acronym FANBOYS: F for A and N nor B but O or Y yet S so Coordinating conjunctions can be used to join similar words, phrases, or clauses. The most commonly used conjunction is â€Å"and." Examples Joining words: John and Kim went to the store. Joining phrases: The mouse ran out the door and through the garden. Joining clauses: The mouse ran out the door, and I followed it. Joining clauses: I love him, but he hates me. A different kind of fanboys (and girl) Coordinating conjunctions can also be used to join two independent clauses. An independent clause is something that can stand on its own as a sentence. Example subject+verb +CONJ + subject+ verb The professor paced, but the student sat quietly. â€Å"The professor paced† and â€Å"The student sat quietly† could both be independent sentences. Subordinating Conjunctions Subordinating conjunctionsare used tojoin a dependent clause to an independent clause.Anindependent clauseis a clause that can stand on its own as a sentence - it expresses a complete thought. Asubordinate clauseis a clause that cannot be a sentence on its own. Usually, asubordinate clausewill describe either thebackground circimstancesof the independent clause or willgive more detailabout one part of the independent clause. There are a lot of subordinate conjunctions, but some of the more common ones include: after although because even though if once since though unless until when whenever where wherever while You can use the following structures to form sentences with dependent and independent clauses: (subordinating conjunction + dependent clause) , (independent clause). Example Since she loved chocolate, she ate the whole box of candy. (independent clause) + (subordinating conjunction + dependent clause). Example She ate the whole box of candy because she loves chocolate. Sometimes, a subordinate conjunction and dependent clause can come in between parts of the independent clause. Example Sonja, because she loves chocolate, eats it every chance she gets. Correlative Conjunctions These are very similar to coordinating conjunctions, but they must always be used in pairs.These pairs are worth memorizing because occasionally the SAT and ACT will test these to see if you know which words belong together. both...and either...or neither†¦nor not only...but also whether...or Examples Both my sister and I went to the park. Do you either want to go dancing or go to the gym? The soup contains neither onions nor garlic. Best Overall Tip for Conjunctions The SAT and ACT like to test parallel structure in sentences. When two or more things are linked by a conjunction, remember that they should have the same general structure. For more information on parallel structure and how it is tested, see this post. Examples Mike likes biking and to swim. INCORRECT Mike likes biking and swimming. CORRECT Mike likes to bike and to swim. CORRECT She searched outside and under the stairs. INCORRECT She searched outside the house and under the stairs. CORRECT What’s Next? You’ve refreshed the basics of grammar, so now it’s time to dive into the harder concepts: See this guide for all the other grammar rules tested on the ACTand on the SAT. Want to know what you are up against? Here is exactly what you will find on the Writing SAT and on ACT English. Want some pointers as you study? Check out 8 key strategies for doing well on SAT Writing, and 5 critical concepts you need to master for ACT English. Aiming high? Read our famous guides for a perfect 800 on SAT Writing and a 36 on ACT English. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Friday, November 22, 2019

Ethics vs. Morals

Ethics vs. Morals Ethics vs. Morals Ethics vs. Morals By Mark Nichol No, there’s no cage match between the two terms, but there is a distinction: Although the words can be considered synonyms, morals are beliefs based on practices or teachings regarding how people conduct themselves in personal relationships and in society, while ethics refers to a set or system of principles, or a philosophy or theory behind them. (Principles, however, is itself is a synonym for morals.) One lives according to one’s morals but adheres to one’s ethics while doing so. Morals are the tools by which one lives, and ethics constitute the manual that codifies them. Moral is most familiar to most people in the sense of â€Å"lesson,† as in the moral of the story in a fable or a parable, or as an adjective, as in â€Å"Moral Majority† or â€Å"moral quandary.† The quality of having qualities consistent with high ethics is referred to as morality, and to teach morals is to moralize (though this term has a negative connotation suggesting self-righteousness). To demoralize is not to do the opposite of moralizing; it denotes erosion not of morals but of morale. Morale, though it looks related to moral, might seem unconnected, but it is actually a synonym for morals, though that sense is rarely applied. Even in its more common meaning, referring to one’s psychological state regarding one’s condition or a group’s esprit de corps (translation: â€Å"spirit of the body†), it fundamentally means an adherence to a belief system: A person’s morale is based on the degree to which the moral standards evinced in their external environment are consistent with their ideals. Two other words related to ethics and morals are ethos and mores. Ethos refers to a system of moral behavior, and mores denotes moral customs the same intellectual and practical distinction present in the two primary terms. A synonym for morals is scruples, although the etymology, interestingly, approaches the issue from the other direction: The Latin precursor, scrupulus, means â€Å"anxiety† or â€Å"pang of conscience,† but the literal meaning is â€Å"small, sharp, stone†; a scruple, in effect, is something that unpleasantly reminds you to be pleasant. And what’s the difference between amoral and immoral? It’s significant: Immoral (â€Å"not moral†) implies a conscious decision to act against societal norms, whereas amoral (â€Å"without morals†) suggests that the person in question operates without any regard to them at all. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Misused Words category, check our popular posts, or choose a related post below:"Because Of" and "Due To" Broadcast vs Broadcasted as Past FormEspecially vs. Specially

Thursday, November 21, 2019

What is cost Assignment Example | Topics and Well Written Essays - 500 words

What is cost - Assignment Example A person that decides to use his time studying for college has the opportunity cost of the money he could make working in the private industry. At a minimum college students have the opportunity cost of the federal minimum salary of $7.25 an hour. Economics can be divided into two time phases which are the long run and the short run. In the short run the quantity of at least one input in fixed and the quantities of the other inputs is varied, but in contrast in the long run the quantities of all inputs are varied (Moffatt, 2010). Two inputs that are usually fixed in the short run are land and capital. The law of diminishing returns takes effects in the short run (Tutor2u, 2010). The production of firms changes in levels of output during the long run. When a person goes to a car dealership having knowledge of economics can help the buyer negotiate a better deal. The car sales business operates in cycle. We are currently in November which implies that the dealership has to get rid of its entire 2010 inventory to make room for the 2011 models. I can argue to the car salesman this point in order to ask for a price reduction. Another argument that I can use in order to obtain a price reduction is to talk about the state of the economy. Due to the fact that unemployment is current close to 10% there are not that many people buying new cars. I deserve a price discount since your company cannot afford to lose my business. A third way to negotiate a better deal is by showing the auto dealership your credit score. I could argue that a person with an excellent credit score deserves a price discount. There are many types of costs that are relevant for a firm. One of the largest expenses accounts in the corporate world is the payroll account. The salaries of employees are a major source of the cost structure of a company. Another cost driver in corporation is the cost of materials. In the retail industry cost of

Tuesday, November 19, 2019

Art and Photography Essay Example | Topics and Well Written Essays - 500 words

Art and Photography - Essay Example Her photographs are a visual testament to her creations which are not subject to the viewers interpretation. One does not have to prefer the work of Laurie Simmons to realize that she is conveying a message. Indeed, "Walking, Talking Lying" exposes her comments on what is happening in society today. Her manipulations are sarcastic and are a haunting reminder of where the world is headed. Her photographs tell the story of interplay between people and objects. For example, in "Walking Talking Lying" there is a black and white photograph of a woman's lower body with a gun as its' head (Simmons 1-160). The gun is a small revolver - one which can be easily be handled by a woman of any size and body is covered by a thin black slip. Even the harshest of critics cannot say that this piece is a mere photograph. It is a statement that is offered by Ms. Simmons which compels the looker to reflect on the state of women today, based upon her recollections of Oftentimes, a viewer may consider artwork to bring pleasurable feelings and that is not necessarily one that emanates from the depictions of Ms. Simmons. I regard art to be a form of communication. It is not an intellectual article, or frothy novella. It is not limited to Monet's pond scenes and Chaucer's prose. Art is something that compels reflection. The photographs of Ms.

Saturday, November 16, 2019

The social impact of the Second World War Essay Example for Free

The social impact of the Second World War Essay The Second World War had a profound effect on white men who lived in the United States during the 1940s. Many volunteered for overseas military service, and many more joined the army in the nations first peacetime draft, which occurred in 1941 as a precursor to the United Statess future involvement in the war. World War II also, however, had a profound impact on the lives of women and ethnic minorities in the United States. Because white men were the primary candidates of the draft, women and minorities were able to fill job openings that were created when over 1 million Americans went to fight the war. This was not true of Japanese-Americans, however, who were treated with high levels of discrimination and were detained on account of their ancestral background, on the grounds that they were perceived as a threat to national security in the United States. Thus, while the average domestic American woman and ethnic minority benefited from the Second World War, Japanese-Americans were often targets of racial profiling and bigotry, suffering greatly during the war. Until the United States became involved in World War II, women were primarily confined to domestic duties. With the Great Depression affecting the lives of all American families prior to the war, there were not enough jobs for women and men to fill, and thus men received priority when jobs were being filled. Once many men left the United States to fight the war, however, women were able to fill jobs that were now vacant. Women were soon found commonly in industrial positions, as searchlight workers, and nurses in the military. One important political figure during World War II was Rosie the Riveter, who was portrayed as a buff-looking woman who represented female factory workers during this time period. This was an important figure for the United States because it convinced women to apply for jobs that were previously considered â€Å"man’s work†, in order to secure a paycheck and support the nation’s wartime effort. Women idolized the idea of supporting the United States by working for companies that produced war supplies and foodstuffs for the military. This shift in gender roles and social changes in the lives of women was only temporary, however, as the role of women in America returned to that of a housewife after victory in Japan was sealed and the men and women who went to fight the war returned home. Many married women and mothers did continue to work, however, and the percentage of working women in the United States remained at its highest in history. This is a profound social impact that  still affects the role of women in American society today. African-Americans and Hispanic-Americans were also socially impacted by World War II. Both ethnic groups migrated toward large cities in the United States and, like women, took jobs previously denied to them because they were already filled by white males. Once the military draft occurred, however, many vacancies appeared and job openings became prominent, even for African-Americans and Hispanic-Americans. In addition, both ethnic groups had a sizeable representation in the United States’s military troops that fought the Second World War. While many soldiers from these groups were drafted into the military, many more volunteered for Allied service. Whether because they felt obligated to serve out of patriotism, or if they hoped to gain additional civic rights as a reward for military service, the importance of these ethnic groups in the military during World War II is not something that can be neglected. During and after, ethnic minorities African-Americans especially rallied much support for the desegregation movement. The people of the United States soon would no longer be legally allowed to socially isolate people based on their race as they had done in the past. All public buildings would have their â€Å"Whites Only† and â€Å"Colored Only† in favor of equality and social integration of all races. These dramatic social benefits for ethnic minorities of the 1940s and the future were all caused, directly and indirectly, by the Second World War. While women, African-Americans, and Hispanic-Americans may have benefited from the outbreak of the war, Japanese-Americans were subject to much bigotry and were detained in internment camps throughout the time that the United States was involved in the Second World War. President Franklin Roosevelt issued Executive Order 9066 approximately 2 months after the Japanese attack on Pearl Harbor. This order stated that the American government had the right to detain anyone in the United States who could compromise national security during the war. While this affected a few hundred people of German and Italian descent, the order was primarily directed toward Japanese-Americans, of whom over 100,000 were detained for the duration of the United States’s involvement in the war. Even before being incarcerated, Japanese-Americans were the subject of much racism and discrimination among other Americans due solely to their heritage. They were labeled as â€Å"Japs†, a common abbreviation for a Japanese person that became an ethnic slur following the attack on  Pearl Harbor. Other Americans treated Japanese-Americans as inferior beings and treated them similarly to how African-Americans had been treated in recent American history. Thus, Japanese-Americans suffered greatly during the Second World War, in contrast to the benefits that women and other ethnic minorities experienced. While white men were the primary participants in the United States’s World War II effort, of whom hundreds of thousands enlisted in the military or were drafted, the Second World War had profound impacts on women and ethnic minorities as well. Opportunities emerged in job fields that now had vacancies since so many men left to fight the war. In addition, women were able to join the war effort by serving as nurses, and colored men were able to enlist and serve the Allies as soldiers. Japanese-Americans, however, were subject to much bigotry and racism from other Americans and were even detained throughout the course of American involvement in the war. Even though the United States government eventually apologized for its actions toward Japanese-Americans, they suffered greatly during the war and did not benefit socially from the Second World War, as did women and other ethnic minorities.

Thursday, November 14, 2019

Bush, Blair and Iraq :: War on Terrorism

On April 9, 2003 United States tanks stormed through Baghdad, Iraq. U.S. troops, then, toppled a giant statue of Iraqi dictator Saddam Hussein in central Baghdad, which sent the Iraqi citizens into jubilee (Rampton 1). The Iraq War, or government's coined 'Operation Iraqi Freedom,' had finally arrived after declaring war on March 19, 2003. The U.S.-British coalition to invade Iraq and dethrone Hussein's dictatorship has been both a beneficial and detrimental political move. A war that originated because of Hussein's reluctance to weapons inspections now has become a messy situation where U.S.-British troops are dying more after major combat has ceased. President George W. Bush declared this war on 'terror' and, as a result, invaded Iraq on the grounds that Hussein had weapons of mass destruction which threatened American and world security. Prime Minister Tony Blair agreed with Bush that the world would be safer when Iraq disarmed its WMDs and pledged British troops fully to t he American war effort against terrorism. Over one year after invading Iraq, Hussein is captured, no weapons of mass destruction have been found, disturbing photos of abuse of Iraqi detainees, Dr. Kelly's mysterious death, and other nations providing troops are withdrawing?what arises out of all this is a question: Was Iraq worth it? Bush and Blair will both argue that even with all the setbacks, Iraqi citizens are better off now than under the Hussein regime, especially with the forthcoming of democracy. Critics dispute Iraq was invaded for financial reasons. Nevertheless, both Bush and Blair have seen their approval rating dip as the war continues, and it may ultimately hurt their reelection chances and prove that Iraq was too costly. Propaganda is a crucial element of a proficient government. However, it must be noted that propaganda is not a tool used for good, rather it is a weapon used to inflict biased views. Hence, propaganda is implemented to all facets of a citizen?s life. Ultimately, the goal of propaganda is to manipulate behavior and behavioral patterns; external rather than internal public opinion is sought. Voting, buying products, selecting entertainment, joining organizations, displaying symbols, fighting for a cause, donating to an organization, and other forms of action responses are sought from the audiences who are addressed by the persuader and propagandist. (Jossett, 45) To become an ?ideal? citizen, one must do all the aforementioned to provide for one?

Monday, November 11, 2019

Helping Your Child Recover from Sexual Abuse

From a parent point of view I ask the question of how you help your child heal from sexual abuse. I have chosen this because I am a parent that is going through trying to help my child heal from her abuse. As I research the Ashford library, Pro Quest, Goggle, and information from the Women’s Center of Houston. I have found that parents play an important role in helping our children recover from sexual abuse. Just as helping those with school work, trying to tie their shoes, picking out their clothes for the day, or even helping them be successful in the future. It’s our duty as parents to give them support, belief, and protection when they have been through a shocking experience. How do you help your child heal from sexual abuse? Caren Adams and Jennifer Fay, University of Washington Press, 1987, ask the same question. Put yourself in parent’s shoes that are going or has been through what we fear each and everyday. Can you wonder how it feel if your child comes to you and says â€Å"it has happen to me†? What do you do after the shocking news? The nightmare of coping with the sexual abuse of your child begins. Will your child get over it? Will your child grow up to be an offender? What do you do in the days to come? Will this affect your child’s life? Parents of child victims are all over the world are asking this question right now. Hundreds of children are being sexual abuse every year. America reports that every 1 in 4 girls will be sexually abused by thee age of 18, and 1 out of 8 boys will be also. There are many different types of abuse that can occur, but the single most traumatizing type is sexual abuse. Sexual abuse is unwanted sexual activity forced on a person by another through coercion or threats. Now no one wants their child to go through a traumatic experience growing up. So when something like this happens to your child the question still stands. How do you help your child heal from sexual abuse? This question may be hard to answer if you never been in this situation before. I didn’t know how to go about to even find ways on healing for my daughter. Her sexual abuse happen when she was 14 year old. I’ve called several hotlines to speak to social workers, of the Child Assessment Center. I just need the first step in talking to someone about my situation in getting some help for my daughter. The social worker was kind enough to tell me that she might need to go to counseling before it gets too late in the future. Counseling for children and teens that has been sexual abuse is good this will help your child to be able to talk about the abuse that he or she has experienced. It really starts from the beginning, when the first thing you need to do is separate your natural reaction to the horrible news from the disbelief of your child. Feeling of disbelief is called denial, and most of the time they wish that all of this is a bad dream. Children hide their feeling from parents and other people around them. Our role is to support our child/children in recovery through reassurance, safety, and love. A parent of a victim of sexual abuse told me that in order to heal from the pain and hurt. â€Å"We need to find a position of recover first†. From that note I realize that it take parents to be able to heal themselves as well, so that they can help their children heal. We must tell our child/children that we believe them, we love them, I’m sorry that this happen to you, It wasn’t your fault; I will be there to take care of you. The subject on helping your child heal from sexual abuse is important because our children are our future. There is life after the abuse. The victims can become what ever they desire to be in the future and put the hurt in the past. This will allow the healing to take over the world and be successful adults.

Saturday, November 9, 2019

Kinds of Musical Instruments Essay

Trumpet A soprano brass wind instrument consisting of a long metal tube looped once and ending in a flared bell, the modern type being equipped with three valves for producing variations in pitch. Trombone A brass instrument consisting of a long cylindrical tube bent upon itself twice, ending in a bell-shaped mouth, and having a movable U-shaped slide for producing different pitches. French Horn A valved brass wind instrument that produces a mellow tone from a long narrow tube that is coiled in a circle before ending in a flaring bell. Tuba A large, valved, brass wind instrument with a bass pitch. A reed stop in an organ, having eight-foot pitch. Euphonium A brass wind instrument similar to the tuba but having a somewhat higher pitch and a mellower sound. Flugelhorn The could produce only the natural harmonics flugelhorn is a valved bugle developed in Germany. It has a conical bore. The bugle had no valves and therefore of the tube. Percussion instruments DRUM SET The first drum sets were put together in the late 1800s sometime after the invention of the bass drum pedal. This invention made it possible for one person to play several percussion instruments (snare drum, bass drum, and cymbals) at one time Bass Drum This drum is the largest member of the set and is played by using a foot pedal attached to a beater which then strikes the drum head. This drum produces a low deep sound. Snare Drum This shallow, cylindrical drum produces a sound that is very distinctive to the drum (higher in pitch than the bass drum). The snares,  which are bands of metal wires, are pulled across the bottom head of the drum. This produces a buzzing or snapping sound when the drum is struck using a variety of techniques. Bell Bells can be made from various materials including clay, glass or metal. It also ranges in shape and size. It may be played by lightly shaking it as in hand bells or by striking it using a metal or wooden striker or mallet. Bongo Drum Another type of drum that is mostly used in world music is the bongo drum. Bongos are played by striking the fingertips and/or the heel of the hand on the drumhead. Castanet For some reason I think of chestnuts when I hear the word castanets. True enough the word castanet was derived from the Spanish word castana meaning chestnuts. Castanets belong to the clapper family of percussion instruments. Conga Drum A conga drum is another type of percussion instrument belonging to the drum family. It is shaped somewhat like a barrel and is played the same way as the bongo drum. Conga also refers to a form of dance of Afro-Cuban origin. A perfect example is the song â€Å"Conga† by Gloria Estefan. Cymbal The player holds the strap attached to each cymbal and brushes it against each other or clash it together. It can either be held horizontally or vertically and played either loudly or softly depending on the music. Glockenspiel Glockenspiels have tuned steel bars or tubes which are struck by the musician using two beaters. The beaters may be made from metal, wood or rubber. Gong Remember that show on NBC during the 70’s hosted by Chuck Barris? It was called â€Å"The Gong Show† and it’s an amateur talent show where the gong was sounded to signal that a contestant was eliminated. Read more about the gong. Maracas The maracas is one of the easiest musical instruments to play; you just need to have a sense of rhythm, timing and a flair for shaking. Maracas are made in various materials including plastic and wood and it ranges from the very simple to the most intricate designs. Metallophone Generally, metallophones differ from xylophones because the tuned bars which are struck with a mallet are made of metal, hence the name metallophones. There are many different kinds of metallophones; here we will focus on those which are used by Indonesian gamelan orchestras. TRIANGLE The triangle is another commonly used percussion instrument. The instrument is made by bending a steel rod into a triangle shape with an opening at one corner. It is suspended by a string and struck with a steel beater to produce a tone. The instrument has been used in Europe since the 14th century. XYLOPHONE The xylophone is a mallet percussion instrument. It consists of a set of graduated wooden bars which are hit with mallets to produce a tone. Xylophones were used in Southeast Asia during the 1300s and spread to Africa, Latin America, and Europe. Woodwind Instruments Saxophone The saxophone is a member of the reed -sounded wind instruments. In its construction, it combines the single reed and mouthpiece of the clarinet, a metal body, and a widened version of the conical bore of the oboe. Bassoon The bassoon is a double reed instrument. It is made up of about eight feet of cylidrical wood tubing. There are four joints in the bassoon: the bass joint, the tenor join, the double joint, and the bell joint. Clarinet The clarinet, a member of the woodwind family, usually consists of a long tube with a mouthpiece at one end and a bell-shaped opening at the other end. Usually made of wood, the clarinet has tone holes that are covered by small metal levers Oboe The oboe is the smallest and highest pitched double reed instrument. It has a cylindrical wooden body with keys along the length of its body. English Horn The English Horn is part of the oboe family. It is also called an alto oboe because it is tuned one-fifth lower in pitch than an oboe. Its shape is similar to that of an oboe and is often played by the third oboe player in an orchestra. Flute The flute is the instrument that serves as the soprano voice in most bands, orchestras, and woodwind groups. Most flutes are made of metal and consist chiefly of a tube with a mouthpiece near one end. Piccolo The piccolo is a type of transverse flute that is pitched an octave above the concert (or standard) flute. It has a range of nearly three octaves and reaches the highest pitches of a modern orchestra. It is usually used for special effects in orchestras but is more widely used in concert and marching bands String Instruments Violin The violin, which is probably the best known orchestral instrument, is a stringed instrument that is played with a bow. The violin is the highest pitched member of the violin family, which also includes the viola, the cello, and the double bass. Viola The viola is the second highest pitched member of the violin family. It  has four strings tuned to the notes c, g, d, and a. Music for the viola is written in the alto clef. Violas vary in size, although they are always larger and tuned lower than violins. Cello The cello, also known as violoncello, is a stringed instrument which is part of the violin family. It is played with a bow much like the violin. It is also shaped liked a violin but is much larger. The cello is about four feet long and one and a half feet across at its widest part and, therefore, this member of the violin family is played sitting down String Bass The double bass (also known as the string bass, bass viol, or contrabass) is the largest and lowest pitched string instrument of the violin family. It is usually six feet high and has four strings.

Thursday, November 7, 2019

Art as Survival in the Holocaust essays

Art as Survival in the Holocaust essays Creation in a world of destruction: Art as survival in the Holocaust The Holocaust in art and the art of the Holocaust are two distinctly different forms of art. The former refers to any art depicting or alluding to the Holocaust. It includes works created both during and after the war, by victims as well as people not directly threatened by the event. Whereas the art of the Holocaust is limited to works created by the victims from 1939 to 1945. What is most important about the art of the Holocaust is its means of reflecting its time both in its subject matter and in what it reveals about the artists themselves and the condition in which they worked. These people who struggled through the most deplorable conditions risked their lives to produce art. Art became their reason to live, and they used their talents to survive. Expressionism was the prevailing artistic force in Germany and Eastern Europe in years preceding Hitlers rise to power. It was a movement born a round the turn of the century, in artistic and social ferment, a rebellion against the formalism and sterility of academic art, which promoted the ideas of the bourgeoisie and the German empire. The Expressionist artist was driven by inner necessity to express his longings and anxieties. As a result the many artists of the Holocaust inherited the traditions of Expressionism and social criticism. When the Nazis came into power they were quick to condemn modern art, which, to them included abstract and Expressionist styles. Such works, along with those produced by Jews and those depicted inferior racial types, were considered evil and degenerate. Three months after Hitler came into power, they were banned from museums and art schools, while Jewish and undesirable political artists were forced to cease working, by 1937, 16,000 works of degene rate art had been confiscated. The Nazis considered art as a tool to use as a service...

Tuesday, November 5, 2019

Calculate Concentration of Ions in Solution

Calculate Concentration of Ions in Solution This worked example problem illustrates the steps necessary to calculate the concentration of ions in an aqueous solution in terms of molarity.  Molarity is one of the most common units of concentration. Molarity is measured in  number of moles  of a substance per unit volume.   Question a. State the concentration, in moles per liter, of each ion in 1.0 mol Al(NO3)3.b. State the concentration, in moles per liter, of each ion in 0.20 mol K2CrO4. Solution Part a.  Dissolving 1 mol of Al(NO3)3 in water dissociates into 1 mol Al3 and 3 mol NO3- by the reaction: Al(NO3)3(s) → Al3(aq) 3 NO3-(aq) Therefore: concentration of Al3 1.0 Mconcentration of NO3- 3.0 M Part b.  K2CrO4 dissociates in water by the reaction: K2CrO4 → 2 K(aq) CrO42- One mol of K2CrO4 produces 2 mol of K and 1 mol of CrO42-. Therefore, for a 0.20 M solution: concentration of CrO42- 0.20 Mconcentration of K 2Ãâ€"(0.20 M) 0.40 M Answer Part a.Concentration of Al3 1.0 MConcentration of NO3- 3.0 M Part b.Concentration of CrO42- 0.20 MConcentration of K 0.40 M

Saturday, November 2, 2019

Tourisme in Dubai Essay Example | Topics and Well Written Essays - 500 words

Tourisme in Dubai - Essay Example In fact, the author quotes that, â€Å"Decisions about tourism were made against a background of falling oil production and a keen sense of the urgency of economic diversity (Henderson 91).† The source relates the growth in tourism in Dubai to heavy investment and extensive marketing. Ultimately, the source discusses the factors, which promote tourism in Dubai and the challenges that might hinder future tourism in Dubai. The article is an effective source of information in studying tourism in Dubai. Indeed, the source is authoritative since it resides in an international journal, International Journal of Tourism Research. As such, the information contained therein is internationally accepted and applicable in research. Moreover, the source uses a simple, international language, which is understandable at my basic level of expertise. At the same time, the information contained in the source addresses tourism in Dubai, which is relevant to the research topic and the thesis statement. Actually, the source quotes that, â€Å"As such, Dubai merits examination and this paper explores the pattern of development there and its underlying dynamics within the context of factors that are critical to destination development and barriers obstructing such a process (Henderson 87)†. Furthermore, the source presents historical and factual data in addressing tourism in Dubai. Notably, the source details information up to 2006 (Henderson 89). Although 2006 may not reflect the current tourism situation in Dubai, the information is true and reasonable for this study. Moreover, the author, Joan C. Henderson is a well-known academician. Indeed, the author derives authority as she works for internationally known schools, Nanyang Business School and Nanyang Technological University as an Associate Professor. Moreover, the author has written other academic books. She holds a Master’s degree in Tourism and has done various researches on Tourism. As such, we can rely on her

Thursday, October 31, 2019

Coca Cola Companys Organization Challenges Essay - 1

Coca Cola Companys Organization Challenges - Essay Example The Coca Cola Co. is an American beverage corporation that is multinational. It delves in the manufacturing, retailing and marketing of non-alcoholic beverage drinks all over the world. It has its headquarters in Atlanta, Georgia (Anders, 2013 p 43). The multinational company is renowned for flagging the Coca-Cola product that was invented in 1889 by a pharmacist known as John Stith Pemberton. The formula of Coca-Cola was developed by Asa Griggs Candler in 1889 and has since then been discrete in the company. Coca-Cola Co. operates what is referred to as a franchised distribution system (Anders, 2013 p 43). The company is responsible for the production of the syrup concentrate that is sold and distributed to the numerous bottling companies spread all over the world that holds exclusive territories. Coca-Coca Co. happens to be an identifiable company. Being attractive is one of the superior strengths that it has. It happens to be known worldwide with a powerful brand. It has a clear logo that is also acknowledged with ease (Anders, 2013 p 47). With no doubt, there is no drink company that meets the heights of Coca-Cola’s social status. Some people buy Coke drink not because of its unique taste but because of the need to conform to the global society that uses Coke. In spite of these advantages, Coca-Cola Co. still encounters challenges. These setbacks are essentially a threat to the popularity and the expansion of the company. The challenges threaten the business. Loss of trust has been a recurrent problem that has rocked the Coca-Cola Co. for a very long time. Each day, the company strives to earn respect from the consumers (Anders, 2013 p 73).

Tuesday, October 29, 2019

Production Management Essay Example | Topics and Well Written Essays - 2500 words

Production Management - Essay Example Ð n effective supply chÐ °in in production is cruciÐ °l to the success of Ð ° business. "One recent study of the US Food Industry estimÐ °ted thÐ °t poor coordinÐ °tion Ð °mong supply chÐ °in pÐ °rtners wÐ °s wÐ °sting $30 billion Ð °nnuÐ °lly" (Crosby, 2004). This cÐ °n be illustrÐ °ted if we consider the trÐ °ditionÐ °l view of Ð ° supply chÐ °in Ð °s similÐ °r to Ð ° pipe thÐ °t cÐ °rries the service or product being provided. When the pipe becomes clogged, the entire system must be flushed to solve the problem. SimilÐ °rly, when Ð ° supply chÐ °in does not work properly, Ð ° business must flush the chÐ °nnel becÐ °use it cÐ °nnot pinpoint where the problem is. This cÐ °uses compÐ °nies to lose profits Ð °nd sÐ °les. Now, however, compÐ °nies Ð °re implementing Ð ° new type of supply chÐ °in mÐ °nÐ °gement, where the firm views the supply chÐ °nnel Ð °s Ð ° whole system insteÐ °d of concentrÐ °ting of eÐ °ch pÐ °rt of the process. The compÐ °ny focuses on Ð °ll efforts, from the procurement of rÐ °w mÐ °teriÐ °ls to the distribution of the finished product, Ð °nd how eÐ °ch effort relÐ °tes to the others (Ð ndrÐ °ski, 1998). This Ð °llows more communicÐ °tion to exist within the pipe Ð °nd problems to be more eÐ °sily identified. In the following pÐ °per I will present fundÐ °mentÐ °ls of effective production mÐ °nÐ °gement thÐ °t consists of the chÐ °in from suppliers to customers Ð °nd the processes such Ð °s people, process Ð °nd plÐ °nt. I will introduce the notion of Ð °vÐ °ilÐ °bility, the single minute exchÐ °nge of die Ð °nd throughput. The production supply chÐ °in is trÐ °ditionÐ °lly chÐ °rÐ °cterized Ð °s Ð ° stÐ °ble system in which components Ð °nd goods move smoothly from suppliers to Ð °ssembly to customers. For exÐ °mple, Ð ° pÐ °ckÐ °ged consumer goods mÐ °nufÐ °cturer, for instÐ °nce, comprises mÐ °nufÐ °cturing, pÐ °ckÐ °ging, distribution, wÐ °rehousing, Ð °nd retÐ °iling. The concept of the customers demÐ °nd chÐ °in, which trÐ °nsfers demÐ °nd from mÐ °rkets to suppliers, is significÐ °ntly less fÐ °miliÐ °r. To give one exÐ °mple, Ð °

Sunday, October 27, 2019

What Is Disturbance In The Natural Environment Environmental Sciences Essay

What Is Disturbance In The Natural Environment Environmental Sciences Essay Disturbance can involve any factor which disrupts ecosystem function by altering environmental conditions (wiki). The Intermediate Disturbance Hypothesis (IDH) states that in order to optimise local species diversity, ecological disturbance must occur at a moderate frequency (wiki). Disturbance can vary in severity, occur at several temporal and spatial scales and be a result of natural or anthropogenic events (www.nature). Natural disturbance (e.g. fires, floods, volcanic eruptions) often prevents populations from reaching their carrying capacity (Wiens 1984; DeAngelis Waterhouse 1987; Pickett et al. 1992 Ecol theory). Anthropogenic disturbance ,however, has a larger detrimental impact on habitat. In the past, the influence of humans on ecosystems has been limited; yet modern impacts have more recently accelerated in gravity and range (wiki). Anthropogenic disturbance can change and damage habitat, alter ecological function and increase the probability of invasive species (invasive Holzner et al. 1983; Mills et al. 1994). Invasive species can cause local species extinction as well as preventing native species from being re-established (Simberloff 1990; Vitousek 1990). Once settled, the removal of these species is often challenging, as they are less affected by competition or predation than native species (ecol theory). Anthropogenic activities can also alter natural disturbance events (e.g. flood p revention methods, control of wildfires; www.nature). The restoration of disturbance regimes may be crucial. Restoration projects should aim to instigate or accelerate recovery after a disturbance, or to re-establish natural disturbance cycles (www.nature). It is essential to determine the level of variability which is tolerated in restored systems (Duarte 1991; Li Reynolds 1994; Horne Schnieder 1995; Palmer Poff 1997; White Walker 1997) and to recognise and minimise the difference between natural and anthropogenic disturbance (wiki). Restored sites must be continually monitored and manipulated accordingly (ecol theory) so once a species has been established, the dimensions of natural disturbance regimes (size/intensity/ duration/seasonality etc) can be established (ecol theory). If this is not possible, restorationists should attempt to initiate deliberate disturbances which best replicate historical disturbances (wiki). It is also important to note that species cannot merely be reintroduced; the manner by which disturbances affect the sustainability of a restored community must also be taken into account (ecol theory). Succession Ecological succession is the progressive change in the composition and interactions of a community over time (Putnam 1994 ecol theory).   After a disturbance occurs, an ecosystem will have a fairly simple level of organisation (few dominant species)(wiki). Given time, the community will develop to be more complex (numerous interdependent species)(wiki). Restoration can occur passively or actively. Passive restoration allows succession to occur naturally, once the origin of disturbance has been eliminated (nature). Active restoration involves more human input. In mildly or moderately disturbed habitats, restorationists may try to increase the rate of natural succession. In other words, allow the community to develop in the same way as it would naturally, but assisting it to reach the final stage more quickly (ecol theory). However, in critically disturbed habitats, more concentrated efforts may be necessary and environmental conditions may need to be recreated to facilitate the processes of succession (wiki). Under these circumstances, restorationists may overlook early stages of succession in order to establish late successional species sooner (ecol theory). In some cases, underlying damage, such as soil damage, may also require restoration before the later stages of succession can begin (Whisenant 1999 ecol of rest). It has been found that succession theory is not always appropriate (Connell Slatyer 1977 ecol theory) Community patterns are often considerably unpredictable due to both disturbances and stochastic events (Fisher 1983; Levin 1989; Roughgarden 1989 ecol theory). As a result, successional theory has been deemed irrelevant in several systems (Roughgarden et al. 1987; Olafsson et al. 1994 ecol theory). Assuming it allows the prediction of community patterns, the knowledge of succession theory may be essential to restoration ecology (ecol theory). In systems with strong interactions between species and rare or highly predictable disturbances this has been found to be particularly true as community progression is principally ruled by local interactions (ecol theory). Species Interactions predation/herbivory/mutualism/competition/ Community Assembly Theory Landscape ecology The study of processes that occur across distinct landscapes and the abiotic and biotic responses to these processes is known as landscape ecology (Turner 1989 linking rest). The need for the study of landscape ecology has arisen due to anthropogenic alterations to habitats (Linking rest). Patch isolation, contiguity, size and shape (in terms of complexity) are all features which can be used to describe a landscape and these have all been found to have a large impact on both animal and plant populations (Turner Gardner 1990; Robbins Bell 1994 linking rest). According to the theory of island biogeography, populations are most likely to become extinct if a habitat is small and/or isolated from other populations. One of the assumptions of this theory states that the area between patches of habitat is both hostile and uniform. This theory assumes that the area between habitat patches (matrix) is both uniform and inhospitable. (Previous studies have suggested that the organisation of habitat types in a matrix can influence the movement of organisms and/or the role of landscapes (Gustafson Gardner 1996 linking rest).) Small and isolated habitats are also more susceptible to the detrimental effects of habitat fragmentation (nature). Habitat fragmentation occurs when a habitat becomes disconnected as a result of anthropogenic or natural events (nature). This causes the formation of small isolated patches of suitable habitat (nature). These habitats have a lower carrying capacity and have decreased species diversity and are therefore more vulnerable to inbreeding and local extinction (nature). As well as this, fragmentation increases the proportion of edge and decreases the gap between edges (nature). Edge effects may alter environmental factors, in turn affecting the flux of organisms and other substances across landscapes (Holland et al. 1991 and references within; Robinson et al. 1992). Systems are sometimes dependent on the flow of individuals between habitats. This sustains the community structure, implying that fragmentation can influence recruitment and therefore affect the resilience of commu nities (Palmer et al. 1997 linking rest). The role of restoration usually involves improving connectivity between patches by constructing or re-establishing links. This may be done with the use of corridors or stepping stones. Ecosystem Function Ecol of rest nutrient and energy fluxes are essential components of ecosystem function and stability at a range of spatial and temporal scales (Ehrenfeld Toth 1997; Aronson et al. 1998; Bedford 1999; Peterson Lipcius 2003). Ecosystem  function describes the foundational processes of natural systems, including nutrient cycles and energy fluxes. These processes are the most basic and essential components of ecosystems. An understanding of the full complexity and intricacies of these cycles is necessary to address any ecological processes that may be degraded. A functional ecosystem, that is completely self-perpetuating (i.e. no management required), is the ultimate goal of restorative efforts. Because these  ecosystem  functions are  emergent properties  of the system as a whole, monitoring and management are crucial for the long-term stability of an ecosystem.