Victorian’s Poetry Research Paper Example

Victorian’s Poetry Research Paper Example Victorian’s Poetry Paper Victorian’s Poetry Paper The Prelude is a long autobiographical poem, and it describes the poets love of nature and the world around him. It is an excellent example of the poet’s style, and makes it possible to distinguish Wordsworth’s stylistic approaches from the style which Browning used in his poetry: Dust as we are, the immortal spirit grows Like harmony in music; there is a dark Inscrutable workmanship that reconciles Discordant elements, makes them cling together In one society. (Wordsworth) The Prelude had a great influence on poetry in general. Wordsworth wrote it in the form of lyrical monologue, which was actually a challenge to traditional poetic monologue and produced new poetic impressions among readers (Wilson 64). In distinction from Browning, Wordsworth was trying to step away from mournful colors in poetic expression, and has actually become the creator of the prose poem. Moreover, The Prelude is actually the call against misery and unhappiness in poetry: â€Å"The calm existence is mine when I / Am worthy of myself! † (Wordsworth). The uniqueness of Browning’s and Wordsworth’s genres remains the critical element which differentiates the two poets and their creative works. In distinction from, and probably even as opposed to Wordsworth, Robert Browning has won the reputation of a dramatic poet and has been able to produce the dramatic monologues. Lyrical dialogues exercised by Wordsworth were not suitable for him to express his thoughts and ideas. Poetic dramatic monologue could be characteristic of modern criticism, but as modern criticism was stressing the dramatic part of writing, the dramatic monologue used by Browning stressed the lyrical characteristics of poetic environment. His works evidently represented the mixture of romantic and dramatic elements (Hassett 40). It seems that Browning saw the dramatic principle in employing the fictional characters who would take the speaking role in his poems. However, as Wordsworth was emphasizing the lyrical, Browning obviously tended towards the dramatic. Both poets could describe similar events, but the use of different poetic emphases and different poetic genres (styles) made their poetry completely different from each other. The Confessional is the revelation of the church’s sins, but as we have already noted, it certainly combines the lyrical and the dramatic moments. â€Å"You think Priests just and holy men! Before they put me in this den I was a human creature too, With flesh and blood like one of you, A girl that laughed in beautys pride Like lilies in your world outside. † (Browning) The girl, about which Browning writes in his poetic expression, is a critical lyrical element of his poem; simultaneously, the poet has introduced a dramatic moment, speaking of priests as human beings with their sins, negative thoughts and earthy desires. â€Å"Dust as we are† (Wordsworth) – this message is also conveyed in Browning’s The Confessional, but the implementation of different literary genres makes these works so different, that an unfamiliar reader would never believe these two poets lived during at the same era. Conclusion Wordsworth and Browning were striving to deliver similar ideas and messages to their contemporary readers, but the difference of their poetic styles has created significant poetic distance between them. The use of different genres is the distinguishing feature in the works of Browning and Wordsworth. Wordsworth was a romantic poet, and has introduced the notion of lyrical dialogue in poetry. The idea of prose poems also belongs to him. Browning, on the contrary, was mostly relying on the elements of drama in poetry, and was keeping to the principles of dramatic monologue. However, even in the light of the described differences, the works of both poets have significantly contributed into the world poetic heritage. Bristow, J. â€Å"Whether ‘Victorian’ Poetry: A Genre and Its Period. † Victorian Poetry 42 (2004): 114-24. Browning, R. â€Å"The Confessional. † 1845. Dramatic Lyrics. February 23, 2008.

The 13 Best College Essay Tips to Craft a Stellar Application

The 13 Best College Essay Tips to Craft a Stellar Application SAT / ACT Prep Online Guides and Tips In many ways, the most labor-intensive part of your college application process is the essay. It’s not just about forwarding transcripts or entering a list of extracurricular activities- you have to craft something personal and compelling to show the admissions committee who you are beyond your resume. In this article, we’ll go over our 13 best tips for writing college essays. We’ll give tips for every step of the process including planning, writing, and editing your essay, as well as some quick and easy tips to boost any essays you already have written! With these college essay tips, you’ll be that much closer to the best admissionsessay ever! 5Tips for College Essay Planning Doing a good job planning makes the college essay process that much easier. These five college essay tips will help you get started and pave the way for a great final product. #1: Make a Plan of Attack for Your Essays The first thing you’ll need to do is identify all the essays you’ll need to write and their deadlines. It may help you to make a spreadsheet with the essay guidelines for each school, the word count, the prompts, the due date, and any special instructions. This will help you figure out: How many essays you’ll need to write, and how long those essays need to be. Whetheryou can reuse any essays: In general, you can reuse essays for prompts that are about your life, broadly similar in theme, and have a similar word count. You probably can’t reuse essays that are very specific to the college, like â€Å"Why This College† essays. Which essay you should write first: You’ll probably want to start first on the essay with the earliest application deadline. Alternatively, if you have plenty of time or the deadlines are close together, you could start with the longest essay (which will take the most time) or the essay that will be used for the most schools (like a Common Application essay). Do what you feel most comfortable with. With all this information gathered, you’ll be able to make a plan of attack for your essays and make sure nothing gets lost in the application shuffle. (In fact, I actually advise keeping track of all necessary components of your application in a spreadsheet for the same reason). #2: Start Early You want to start writing way before the deadline. If possible, give yourself at least two months, and maybe even more time if you can. This will make sure that you have enough time to adequately plan your essay, draft it, and edit it. And, of course, the more essays you have to write, the earlier you should start! Don't worry, you don't need to start this early. #3: Choose the Right Topic Choosing the right topic has two facets: first, choosing the right prompt (if there’s a choice) and second, choosing the right topic to write about for that prompt. The Right Prompt If there’s a choice of prompts, you may want to actually start by brainstorming the specific topic or thing in your life that you want to write about, and then reverse-engineer back to the most appropriate prompt. Most college essay prompts are pretty vague, so a broad range of topics and issues can be applied. You can also use prompts to help you brainstorm if you’re having a hard time figuring out what to write about. Think about the prompt that seems most appealing to you at first. What intrigues you about it? What do you think you could communicate about yourself through that question? Here’s some tailored guidance on some of the most common college essay prompt types. And if you’re writing a Common Application essay, here’s advice on how to choose the right Common App prompt for you. The Right Topic When you’re trying to choose something about your life to write about, consider the following: What are you excited to write about? A good college essay can be about a wide variety of topics, but it should show that you’re passionate about something. This could be anything from a hobby you have to your favorite book or even your most beloved stuffed animal, just so long as you can make it memorable and positive. Also, your writing will be a lot better if you are writing about something you care about and are interested in! Whatever you write about should be primarily about you. You should be the focal point. Even if you’re writing about someone who has influenced you, for example, you need to relate it back to yourself. What does this tell admission officers about you? What makes you stand out? This should be something that goes beyond what’s in the rest of your application. Your test scores and GPA are already there. What really shows something unique about you? Choose a topic you can be honest about. If you’re not being genuine, it will end up coming through in your writing. So don’t write about how much your membership in Youth Group meant to you if you only went to make your mom happy and you actually didn’t care that much. In general, you should avoid topics that are overly controversial, like things that are politically charged, doing things that are illegal, or anything involving graphic descriptions of any bodily function. So if you’re going to write about recovering from hip surgery, probably leave out the gory details of you being constipated and your oozy scars. Check out our 35 brainstorming techniques for college essays for even more help coming up with a topic! If you’re really stumped, consider asking your friends and family what they think could be good topics. They may help you figure out something memorable and interesting. But also, don’t feel like you have to write about a topic just because someone else thinks it would be great. You need to be genuinely interested in what you’re writing about to write an engaging essay! Be as passionate about your topic as this man is about table tennis. #4: Decide on Your Approach In general, there are two main approaches you might take to write your essay. It might primarily take a narrative format, or it might take a thematic format. In a narrative format, you’ll be relating a particular anecdote or experience and what it means to you. In a thematic format, you’ll present a particular theme- say, your love of parakeets or your secret talent for balancing books on your head- and expound on that theme in a descriptive way to reveal more about you and your personality. Sometimes your approach will be determined by the prompt or topic that you choose. For example, if a prompt says to relate a particular event or anecdote, you’ll probably use a narrative approach. By contrast, if you want to write about how your favorite book changed your life, that will probably be a thematic essay. #5: Write an Outline Doing a little bit of outlining before you put fingertips to keyboard to write your essay is always a good idea. You don’t necessarily need to make a super-detailed plan before you starting writing, but a general idea of where you are going and the points you want to make will be very helpful when you start drafting. Otherwise, you may find yourself spending a lot of time staring at a blank Word document. Yes, good, very detailed essay plan. 4 Top College Essay Writing Tips Here are four tips for writing college essays and making sure your workstands out in a good way: #6: Use Specific Details The more details you use, the more your writing will come alive. Try to use words that are vivid and specific, instead of ones that are vague like â€Å"nice,† â€Å"good,† and so on. This will really flesh out the scene and help the reader picture what’s going on. So take something like this: One of my biggest accomplishments in life was teaching my little brother to ride a bicycle. I encouraged him to keep going when he fell down. Now he’s a great cyclist! To something more like this: One of my biggest accomplishments in life was teaching my eight-year-old brother to ride the racy red bicycle he got for his birthday. He wanted to give up when he took a tumble and skidded across the sidewalk. But while I bandaged up his knees with Batman band-aids, I convinced him to give it another try. I told him to think about how he would be able to bike all around the neighborhood exploring. Now I smile whenever I see him zooming down our street- wearing his helmet, of course! See the difference? Wouldn’t you rather read the second one? Think how boring this angel statue would be if it was just kind of vaguely chiseled out of the rock. #7: Be Genuine It’s important to get beyond the superficial in your personal statement. You should be writing about something that’s genuinely important or significant to you, so try to get beyond the surface. Instead of writing vague platitudes about how you really like the violin but it’s hard, really get at the meat: did you ever think about quitting? What’s frustrated you the most? What really keeps you going? This means you shouldn’t try to write about things where it’s too painful to be honest. So if your parents got a divorce last year, it may be too raw to write about, which is perfectly fine. If, however, they got divorced when you were 5 and you can honestly reflect on how it changed your life, go for it. Of course, you want to be honest in a reasonable and appropriate way. If you overshare, it will make it seem like you have bad judgment or don’t understand social norms- not good impressions to give the admissions committee. So probably don’t write about how much you despise your mother and think she is evil since she had an affair with your school librarian. It’s fine to feel how you feel, but there are some things that are a little too charged to write in your college essay. #8: Be Unique, but Not Bizarre You definitely want your writing to set you apart- but you want it to set you apart in a good way. This means you want high-quality writing about unique experiences and qualities you bring to the table that aren’t covered elsewhere in your application. This does not mean you should get really avant-garde with your essay formatting. Don’t send in a piece of art instead of an essay, or make a video, or write a poem instead of an essay, unless those things are explicitly allowed. Similarly, while your essay doesn’t have to be 100% deadly serious in tone, you should be careful with humor. This doesn’t mean absolutely no jokes or tongue-in-cheek moments or that your essay should read like an 18th-century book of sermons. But if your essay relies too much on humor, you’ve got a lot riding on whether or not the person reading your essay â€Å"gets† it. They may well be annoyed. So deploy humor carefully and selectively. Sermons not necessary. #9: Avoid Cliches and Platitudes The more cliches you use in your writing, the more boring and less insightful your essay will be. Cliches are phrases that are so overused that they are essentially meaningless, and they are likely to make any reader roll their eyes. Phrases like â€Å"a dime a dozen,† â€Å"outside the box,† â€Å"cold as ice,† â€Å"dirt cheap,† â€Å"flash in the pan,† and so on are frequently deployed in conversation because they convey a common idea quickly. But you don’t want your essay to be common, so avoid cliches. Try to think about how you can communicate the same idea in a more specific and interesting way. Here’s a list of over 600 cliches. But for the most part, you won’t need a list; you’ll know something is a cliche because you will have heard it a million times already. You should also avoid platitudes or sweeping generalizations about life. These are statements that are so broad and far-reaching as to be both obvious and completely uninsightful. So avoid making statements like â€Å"And that’s how I learned that hard work pays off,† or â€Å"There’s no ‘I’ in team.† You may think you sound sage or wise, but the truth is, platitudes are going to sound immature and poorly-formed to the reader. Similarly, don’t say things that sound like they could come from an inspirational quote account on Instagram. (See, ahem, â€Å"You miss 100% of the shots you never take,† â€Å"Shoot for the moon,† and so on.) How do you avoid the platitude problem? Try to keep what you’re saying specific to you. So instead of saying â€Å"And that’s how I learned that hard work pays off,† try, â€Å"This experience helped me to realize that when I put concentrated effort into something that’s important to me, I can accomplish it even when there are roadblocks.† Keep the focus on what you can and will do in your own life. Avoid saying anything like this at all costs. 2 Tips for Editing Your College Essay You may think that once you’ve gotten a draft done that you’re good to go. Not so! Editing is one of the most important parts of writing the best college essay possible, and here are two essential college essay tips for editing. Tip #10: Ask for Help It’s always wise to get another set of eyes on your college essays. In fact, several sets of eyes is even better! Other people can help you make sure your essay flows, you have enough detail, that everything is relevant, and that you sound as engaging and interesting as you really are! They can also help you catch typos and other minor errors- although you’ll want to double and triple-check for that yourself before submitting. Here’s advice on how to ask for help with all parts of the college essay process, including editing. Tip #11: Be Prepared to Cut a Lot Brace yourself for cutting up your initial draft into tiny little ribbons and rearranging the remaining pieces Frankenstein-style. A first draft is really just a starting place to get your ideas down before you revamp the entire thing into a more streamlined, better organized, highly polished version. So you have to be ready to let go of pieces of your essay, no matter how much you love a particular turn of phrase or analogy. The ultimate goal is to turn the rough stone of your first draft into a polished and clear piece of writing- and that’s going to take a lot of chipping and sanding! Your finished essay is like this duck: many pieces arranged into an amazing whole. 2 Final Tips for College Essay Success Here are two quick but essential college essay tips you can implement easily. Tip #12: Have a Standout First Sentence One thing you can do to give any essay a boost is to make sure that your first sentence is attention-grabbing. If you can pique the interest of the admissions counselor right away, you’ll help keep their attention throughout your essay. Here’s our guide to getting that perfect first sentence! Tip #13: Triple-check for Typos and Errors The most important quick thing you can do for your essay is to make sure there are no typos or grammatical errors. It will make your essay look sloppy and unfinished, and that’s the last thing you want! College admissions officers expect a polished product, and there’s nothing less polished than misspelled words and comma splices. Looking all polished up and mighty fine. 13 College Essay Tips: Key Takeaways for a Great College Essay To recap, here’s our 13 tips for the best college essay ever: College Essay Planning Tips: Create a plan of attack for all of your essays so you can keep track of everything. Start early- at least two months before the due date, if not more. Choose the right prompt and topic for you. Decide between a narrative or a thematic approach to the topic. Outline before you start writing! College Essay Writing Tips: Use vivid, specific details. Be genuine- get beyond the superficial. Be unique, but not bizarre. Avoid cliches and platitudes; they are boring and unimaginative. College Essay Editing Tips: Get other people to look at your essay. Be prepared to change, cut, and rearrange a lot! Final Tips for College Essays: Make sure your first sentence is stellar. Triple check for typos and grammatical errors! Imagine the essay you could write about the time you painted Mr. Lurker's claws. What’s Next? You’ve read our tips for success- now see 10 college essay mistakes to avoid. Looking for some college essay examples? See 133 essay examples and expert analysis here, along with 11 more places to find great college essay examples. Check out our complete guides to ApplyTexas essays, UC Personal Insight questions, and the Common Application essay! 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:

International trade operations Essay Example | Topics and Well Written Essays - 750 words

International trade operations - Essay Example Since 2000 however, although the revenues from exports to EU have increased, its share has decreased with respect to total exports. With respect to the other industries such as cement and manufacturing, the theory is not applied. Therefore, the theory has been able to account for trade patterns with the EU-15 countries until 2000 with respect to the timber industry. The Heckscher – Ohlin theorem explains a country’s production characteristic by taking into account the various factors of labour, land and capital. A country is hypothesized to abundantly produce and export those types of goods that conform to its strengths, being either capital intensive or labour intensive. Moreover, similar to the theory of comparative advantage, the country need not necessarily have a particular resource in abundance; it only needs to be abundant with respect to the other resources. After taking into account, the various features of the country’s economy and resources, the writer applies the theory to the timber industry. Latvia’s high land ratio relative the population is used to explain the high percentage of timber exports as being a land – intensive product. Therefore, it seems to be quite satisfactory. However, when the case of countries such as Sweden and Finland is considered, the theory fails since they have lower population densities than Latvia. Once again, this theory is also not applied to other industries. In addition, both the theories deal with comparative advantage but do not have an account of changing comparative advantage of a nation or the future direction of the economy of a nation with respect to its strengths. 2) While both of the theories are able to explain some of the patterns of trade in a certain time period applied to a single industry, it might be argued that any theory of international trade will be able to do this (Zhang, 2008, p.71). The requirement of a theory is that it must be able to account for a majority of the factors that influence an economy. Its success is therefore determined by its proximity and applicability to practical situations that are very complex rather than explaining simple models. Hence, the theories can be considered as guiding principles upon which more complex theories of international trade are built upon. At the same time, it is not possible for a theory to account for all of the changes over a long period of time and must be constantly updated. The theories have provided a starting point for development of more inclusive models. An important trait of a theory is that it is able to simplify the various factors that it deals with. For this purpose and for academic analysis, complex practical situations are often isolated and studied independently of the other. However, the application of the traditional theories of comparative advantage and that of the Hecksher – Ohlin model has proved that they have been successful only in certain conditions. As economie s around the world and the factors influencing them have become numerous and more complex, a need for a more effective theory(s) that incorporates many of these factors has grown. Therefore, the writer has been ambitious in concluding that the theories have been able to corroborate findings with respect to the Latvian economy and its trade partners. However, the article provides a considerable amount of information that is useful to the Latvian

Challenging Behavior Essay Example | Topics and Well Written Essays - 3500 words

Challenging Behavior - Essay Example Special Educational Needs (SEN) Policy: The Special Educational Needs Policy is the backbone of the policy framework of Hampshire County Council. It serves as a key element for supporting and catering to the needs of children and adolescents between the ages of 0-19 (Hampshire County Council, 2009, p.1-9.). Main Priorities: The main priorities indicated by the policy are the formation of a safer and securer environment of Hampshire for all citizens, the enhancement of the quality of services being provided, responding effectively to the improvements the community wants, meeting the demands of the local people, and maximising well-being and prosperity in the community. SEN provisions of the Special Educational Needs and Disability Act takes account for the appeal of rights of children with special educational needs to study in mainstream schools, a right for nursery education providers, educational institutes to request a statutory evaluation, and assessment of a child and achievement of substantial acts, to ensure the arrangements to provide the parents of children with SEN with services offering advice and necessary information as a means to resolve and refute disputes by enforcing LEA duties. It is a sign of popularity of the policy amongst the community that it has been revised for the period of 2009-2012. This revised policy is responsive to certain changes whilst ensuring that the local authorities fulfil the duties and responsibilities required by the SEN and Disability Act 2001, and improve its standards of quality service provided (Department of Health, 2005, p.2-24). The revised policy focuses upon the progress made by children and young people from their birth to adulthood, in pre-school settings and in schools, and the promotion of their well-being, learning, and achievements. Aims and Objectives: The policy aims to improve and maintain the quality of provision for children with special educational needs wherever it is delivered. It is also striving to recognise further that schools and supporting services collectively provide for the needs of all children in the community. Operating effective assessment systems as early as possible in conjunction and collaboration with other agencies is another objective which has to be reached. Other important aims of the policy include allocation and usage of resources effectively and equitably in an efficient manner, and to assure that partnerships and associations with children, parents/carers and other stakeholders, work effectively (Hampshire County Council, 2009, p.1-9). Mentioned above is the rationale and achievements of SEN, but the following conclusions are obtained on the critical analysis of SEN: Methods: The methodology used involves a review of the related previous literature, a thorough study of the old and revised policies of SEN, Interviews with experts on field and conduction of case studies and surveys. Findings and Recommendations: SEN System lacks in addressing the inacce ssibility of the services to the parents of children with behaviour issues. The parents have to face many challenges in getting the right support for their children. The conflict amongst the local authorities and delay in services has resulted in the undermining of confidence of people. The revised policy is concentrated on the children in the Hampshire County only; the children from other areas are not receiving these privileges and the emphasis on the collaboration of

Pacem in Terris Essay Example for Free

Pacem in Terris Essay 1. Almost forty years ago, on Holy Thursday, 11 April 1963, Pope John XXIII published his epic Encyclical Letter Pacem in Terris. Addressing himself to â€Å"all men of good will†, my venerable predecessor, who would die just two months later, summed up his message of â€Å"peace on earth† in the first sentence of the Encyclical: â€Å"Peace on earth, which all men of every era have most eagerly yearned for, can be firmly established and sustained only if the order laid down by God be dutifully observed† (Introduction: AAS, 55 [1963], 257). Speaking peace to a divided world 2. The world to which John XXIII wrote was then in a profound state of disorder. The twentieth century had begun with great expectations for progress. Yet within sixty years, that same century had produced two World Wars, devastating totalitarian systems, untold human suffering, and the greatest persecution of the Church in history. Only two years before Pacem in Terris, in 1961, the Berlin Wall had been erected in order to divide and set against each other not only two parts of that City but two ways of understanding and building the earthly city. On one side and the other of the Wall, life was to follow different patterns, dictated by antithetical rules, in a climate of mutual suspicion and mistrust. Both as a world-view and in real life, that Wall traversed the whole of humanity and penetrated peoples hearts and minds, creating divisions that seemed destined to last indefinitely. Moreover, just six months before the Encyclical, and just as the Second Vatican Council was opening in Rome, the world had come to the brink of a nuclear war during the Cuban Missile Crisis. The road to a world of peace, justice and freedom seemed blocked. Humanity, many believed, was condemned to live indefinitely in that precarious condition of â€Å"cold war†, hoping against hope that neither an act of aggression nor an accident would trigger the worst war in human history. Available atomic arsenals meant that such a war would have imperiled the very future of the human race. 3. Pope John XXIII did not agree with those who claimed that peace was impossible. With his Encyclical, peace – in all its demanding truth – came knocking on both sides of the Wall and of all the other dividing walls. The Encyclical spoke to everyone of their belonging to the one human family, and shone a light on the shared aspiration of people everywhere to live in security, justice and hope for the future. With the profound intuition that characterized him, John XXIII identified the essential conditions for peace in four precise requirements of the human spirit: truth, justice, love and freedom (cf. ibid., I: l.c., 265-266). Truth will build peace if every individual sincerely acknowledges not only his rights, but also his own duties towards others. Justice will build peace if in practice everyone respects the rights of others and actually fulfils his duties towards them. Love will build peace if people feel the needs of others as their own and share what they have with others, especially the values of mind and spirit which they possess. Freedom will build peace and make it thrive if, in the choice of the means to that end, people act according to reason and assume responsibility for their own actions. Looking at the present and into the future with the eyes of faith and reason, Blessed John XXIII discerned deeper historical currents at work. Things were not always what they seemed on the surface. Despite wars and rumours of wars, something more was at work in human affairs, something that to the Pope looked like the promising beginning of a spiritual revolution. A new awareness of human dignity and inalienable human rights 4. Humanity, John XXIII wrote, had entered a new stage of its journey (cf. ibid., I: l.c., 267-269). The end of colonialism and the rise of newly independent States, the protection of workers rights, the new and welcome presence of women in public life, all testified to the fact that the human race was indeed entering a new phase of its history, one characterized by â€Å"the conviction that all men are equal by reason of their natural dignity† (ibid., I: l.c.,268). The Pope knew that that dignity was still being trampled upon in many parts of the world. Yet he was convinced that, despite the dramatic situation, the world was becoming increasingly conscious of certain spiritual values, and increasingly open to the meaning of those pillars of peace – truth, justice, love, and freedom (cf. ibid., I: l.c., 268-269). Seeking to bring these values into local, national and international life, men and women were becoming more aware that their relationship with God, the source of all good, must be the solid foundation and supreme criterion of their lives, as individuals and in society (cf. ibid.). This evolving spiritual intuition would, the Pope was convinced, have profound public and political consequences. Seeing the growth of awareness of human rights that was then emerging within nations and at the international level, Pope John XXIII caught the potential of this phenomenon and understood its singular power to change history. What was later to happen in central and eastern Europe would confirm his insight. The road to peace, he taught in the Encyclical, lay in the defence and promotion of basic human rights, which every human being enjoys, not as a benefit given by a different social class or conceded by the State but simply because of our humanity: â€Å"Any human society, if it is to be well-ordered and productive, must lay down as a foundation this principle, namely, that every human being is a person, that is, his nature is endowed with intelligence and free will. Indeed, precisely because he is a person he has rights and obligations, flowing directly and simultaneously from his very nature. And as these rights and obligations are universal and inviolable so they cannot in any way be surrendered† (ibid., 259). As history would soon show, this was not simply an abstract idea; it was an idea with profound consequences. Inspired by the conviction that every human being is equal in dignity, and that society therefore had to adapt its form to that conviction, human rights movements soon arose and gave concrete political expression to one of the great dynamics of contemporary history: the quest for freedom as an indispensable component of work for peace. Emerging in virtually every part of the world, these movements were instrumental in replacing dictatorial forms of government with more democratic and participatory ones. They demonstrated in practice that peace and progress could only be achieved by respecting the universal moral law written on the human heart (cf. John Paul II, Address to the United Nations General Assembly, 5 October 1995, No. 3). The universal common good 5. On another point too Pacem in Terris showed itself prophetic, as it looked to the next phase of the evolution of world politics. Because the world was becoming increasingly interdependent and global, the common good of humanity had to be worked out on the international plane. It was proper, Pope John XXIII taught, to speak of a â€Å"universal common good † (Pacem in Terris, IV: l.c., 292). One of the consequences of this evolution was the obvious need for a public authority, on the international level, with effective capacity to advance the universal common good; an authority which could not, the Pope immediately continued, be established by coercion but only by the consent of nations. Such a body would have to have as its fundamental objective the â€Å"recognition, respect, safeguarding, and promotion of the rights of the human person† (ibid., IV: l.c., 294). Not surprisingly therefore John XXIII looked with hope and expectation to the United Nations Organization, which had come into being on June 26, 1945. He saw that Organization as a credible instrument for maintaining and strengthening world peace, and he expressed particular appreciation of its 1948 Universal Declaration of Human Rights, which he considered â€Å"an approximation towards the establishment of a juridical and political organization of the world community† (ibid., IV: l.c., 295). What he was saying in fact was that the Declaration set out the moral foundations on which the evolution of a world characterized by order rather than disorder, and by dialogue rather than force, could proceed. He was suggesting that the vigorous defence of human rights by the United Nations Organization is the indispensable foundation for the development of that Organizations capacity to promote and defend international security. Not only is it clear that Pope John XXIIIs vision of an effective international public authority at the service of human rights, freedom and peace has not yet been entirely achieved, but there is still in fact much hesitation in the international community about the obligation to respect and implement human rights. This duty touchesall fundamental rights, excluding that arbitrary picking and choosing which can lead to rationalizing forms of discrimination and injustice. Likewise, we are witnessing the emergence of an alarming gap between a series of new â€Å"rights† being promoted in advanced societies – the result of new prosperity and new technologies – and other more basic human rights still not being met, especially in situations of underdevelopment. I am thinking here for example about the right to food and drinkable water, to housing and security, to self-determination and independence – which are still far from being guaranteed and realized. Peace demands that this tension be speedily reduced and in time eliminated. Another observation needs to be made: the international community, which since 1948 has possessed a charter of the inalienable rights of the human person, has generally failed to insist sufficiently on corresponding duties. It is duty that establishes the limits within which rights must be contained in order not to become an exercise in arbitrariness. A greater awareness of universal human duties would greatly benefit the cause of peace, setting it on the moral basis of a shared recognition of an order in things which is not dependent on the will of any individual or group. A new international moral order 6. Nevertheless it remains true that, despite many difficulties and setbacks, significant progress has been made over the past forty years towards the implementation of Pope Johns noble vision. The fact that States throughout the world feel obliged to honour the idea of human rights shows how powerful are the tools of moral conviction and spiritual integrity, which proved so decisive in the revolution of conscience that made possible the 1989 non-violent revolution that displaced European communism. And although distorted notions of freedom as licence continue to threaten democracy and free societies, it is surely significant that, in the forty years since Pacem in Terris, much of the world has become more free, structures of dialogue and cooperation between nations have been strengthened, and the threat of a global nuclear war, which weighed so heavily on Pope John XXIII, has been effectively contained. Boldly, but with all humility, I would like to suggest that the Churchs fifteen-hundred-year-old teaching on peace as â€Å"tranquillitas ordinis – the tranquillity of order† as Saint Augustine called it (De Civitate Dei, 19, 13), which was brought to a new level of development forty years ago by Pacem in Terris, has a deep relevance for the world today, for the leaders of nations as well as for individuals. That there is serious disorder in world affairs is obvious. Thus the question to be faced remains: What kind of order can replace this disorder, so that men and women can live in freedom, justice, and security? And since the world, amid its disorder, continues nevertheless to be â€Å"ordered† and organized in various ways – economic, cultural, even political – there arises another equally urgent question: On what principles are these new forms of world order unfolding? These far-reaching questions suggest that the problem of order in world affairs, which is the problem of peace rightly understood, cannot be separated from issues of moral principle. This is another way of saying that the question of peace cannot be separated from the question of human dignity and human rights. That is one of the enduring truths taught by Pacem in Terris, which we would do well to remember and reflect upon on this fortieth anniversary. Is this not the time for all to work together for a new constitutional organization of the human family, truly capable of ensuring peace and harmony between peoples, as well as their integral development? But let there be no misunderstanding. This does not mean writing the constitution of a global super-State. Rather, it means continuing and deepening processes already in place to meet the almost universal demand for participatory ways of exercising political authority, even international political authority, and for transparency and accountability at every level of public life. With his confidence in the goodness he believed could be found in every human person, Pope John XXIII called the entire world to a nobler vision of public life and public authority, even as he boldly challenged the world to think beyond its present state of disorder to new forms of international order commensurate with human dignity. The bond between peace and truth 7. Against those who think of politics as a realm of necessity detached from morality and subject only to partisan interests, Pope John XXIII, in Pacem in Terris, outlined a truer picture of human reality and indicated the path to a better future for all. Precisely because human beings are created with the capacity for moral choice, no human activity takes place outside the sphere of moral judgment. Politics is a human activity; therefore, it too is subject to a distinctive form of moral scrutiny. This is also true of international politics. As the Pope wrote: â€Å"The same natural law that governs the life and conduct of individuals must also regulate the relations of political communities with one another† (Pacem in Terris, III: l.c., 279). Those who imagine that international public life takes place somewhere outside the realm of moral judgment need only reflect on the impact of human rights movements on the national and international politics of the twentieth century just concluded. These developments, anticipated by the teaching of the Encyclical, decisively refute the claim that international politics mustof necessity be a â€Å"free zone† in which the moral law holds no sway. Perhaps nowhere today is there a more obvious need for the correct use of political authority than in the dramatic situation of the Middle East and the Holy Land. Day after day, year after year, the cumulative effect of bitter mutual rejection and an unending chain of violence and retaliation have shattered every effort so far to engage in serious dialogue on the real issues involved. The volatility of the situation is compounded by the clash of interests among the members of the international community. Until those in positions of responsibility undergo a veritable revolution in the way they use their power and go about securing their peoples welfare, it is difficult to imagine how progress towards peace can be made. The fratricidal struggle that daily convulses the Holy Land and brings into conflict the forces shaping the immediate future of the Middle East shows clearly the need for men and women who, out of conviction, will implement policies firmly based on the principle of respect for human dignity and human rights. Such policies are incomparably more advantageous to everyone than the continuation of conflict. A start can be made on the basis of this truth, which is certainly more liberating than propaganda, especially when that propaganda serves to conceal inadmissible intentions. The premises of a lasting peace 8. There is an unbreakable bond between the work of peace and respect for truth. Honesty in the supply of information, equity in legal systems, openness in democratic procedures give citizens a sense of security, a readiness to settle controversies by peaceful means, and a desire for genuine and constructive dialogue, all of which constitute the true premises of a lasting peace. Political summits on the regional and international levels serve the cause of peace only if joint commitments are then honoured by each party. Otherwise these meetings risk becoming irrelevant and useless, with the result that people believe less and less in dialogue and trust more in the use of force as a way of resolving issues. The negative repercussions on peace resulting from commitments made and then not honoured must be carefully assessed by State and government leaders. Pacta sunt servanda, says the ancient maxim. If at all times commitments ought to be kept, promises made to the poor should be considered particularly binding. Especially frustrating for them is any breach of faith regarding promises which they see as vital to their well-being. In this respect, the failure to keep commitments in the sphere of aid to developing nations is a serious moral question and further highlights the injustice of the imbalances existing in the world. The suffering caused by poverty is compounded by the loss of trust. The end result is hopelessness. The existence of trust in international relations is a social capital of fundamental value. A culture of peace 9. In the end, peace is not essentially about structures but about people. Certain structures and mechanisms of peace – juridical, political, economic – are of course necessary and do exist, but they have been derived from nothing other than the accumulated wisdom and experience of innumerable gestures of peace made by men and women throughout history who have kept hope and have not given in to discouragement. Gestures of peace spring from the lives of people who foster peace first of all in their own hearts. They are the work of the heart and of reason in those who are peacemakers (cf. Mt 5:9). Gestures of peace are possible when people appreciate fully the community dimension of their lives, so that they grasp the meaning and consequences of events in their own communities and in the world. Gestures of peace create a tradition and a culture of peace. Religion has a vital role in fostering gestures of peace and in consolidating conditions for peace.It exercises this role all the more effectively if it concentrates on what is proper to it: attention to God, the fostering of universal brotherhood and the spreading of a culture of human solidarity. The Day of Prayer for Peacewhich I promoted in Assisi on 24 January 2002, involving representatives of many religions, had this purpose. It expressed a desire to nurture peace by spreading a spirituality and a culture of peace. The legacy of Pacem in Terris 10. Blessed Pope John XXIII was a man unafraid of the future. He was sustained in his optimism by his deep trust in God and in man, both of which grew out of the sturdy climate of faith in which he had grown up. Moved by his trust in Providence, even in what seemed like a permanent situation of conflict, he did not hesitate to summon the leaders of his time to a new vision of the world. This is the legacy that he left us. On this World Day of Peace 2003, let us all resolve to have his same outlook: trust in the merciful and compassionate God who calls us to brotherhood, and confidence in the men and women of our time because, like those of every other time, they bear the image of God in their souls. It is on this basis that we can hope to build a world of peace on earth. At the beginning of a new year in our human history, this is the hope that rises spontaneously from the depths of my heart: that in the spirit of every individual there may be a renewed dedication to the noble mission which Pacem in Terris proposed forty years ago to all men and women of good will. The task, which the Encyclical called â€Å"immense†, is that â€Å"of establishing new relationships in human society, under the sway and guidance of truth, justice, love, and freedom†. Pope John indicated that he was referring to â€Å"relations between individual citizens, between citizens and their respective States, between States, and finally between individuals, families, intermediate associations and States on the one hand, and the world community on the other†. He concluded by saying that â€Å"to bring about true peace in accordance with divinely established order† was a â€Å"most noble task† (Pacem in Terris, V: l.c., 301-302).. The fortieth anniversary of Pacem in Terris is an apt occasion to return to Pope John XXIIIs prophetic teaching. Catholic communities will know how to celebrate this anniversary during the year with initiatives which, I hope, will have an ecumenical and interreligious character and be open to all those who have a heartfelt desire â€Å"to break through the barriers which divide them, to strengthen the bonds of mutual love, to learn to understand one another and to pardon those who have done them wrong† (l.c., 304). I accompany this hope with a prayer to Almighty God, the source of all our good. May he who calls us from oppression and conflict to freedom and cooperation for the good of all help people everywhere to build a world of peace ever more solidly established on the four pillars indicated by Blessed Pope John XXIII in his historic Encyclical: truth, justice, love, freedom. From the Vatican, 8 December 2002

The Hobbit :: Essays Papers

The Hobbit In this most appealing book, Bilbo gets caught up in an adventure he never dreamed of, that will later change his life. In the beginning Bilbo Baggins runs into an old acquaintance, Gandalf, a wizard, who he had met many years earlier at festivals, where Gandalf had made fireworks with his magic. Bilbo and Gandalf talked for a while and Bilbo being the kind and polite hobbit he was invited him for tea in his hill the next day. There at about the time Bilbo was expecting Gandalf he heard a knock at the door, but when he opened the door it was in fact not Gandalf but a little dwarf. The dwarf introduced himself to Bilbo as Thorin Oakenshield, son of Throror, son of Thrain. He then let himself in. After that many dwarves followed, actually 9 more had come to the little hobbit's doorstep. Then finally after all the dwarves had made themselves comfortable he heard another tap at the door, and sure enough it was Gandalf, but with 3 other dwarves. That night Gandalf and the dwarves spoke of wondrous tales and of a dragon’s gold that had once belonged to Thorin’s father. They also told of an adventure they were about to embark on, and then turning to Gandalf they asked what of the 13th member of the party? Gandalf spoke up and said, "My, the one I have chosen is the burglar Mr. Baggins." Bilbo did not seem pleased, for he had no need of adventure with his pleasant yet simplistic life. Even though he was secretly intrigued, but more so he was very scared. After a bit of chitchat Bilbo agreed to go and they all went to bed. When morning came Bilbo found no one in his hobbit hole, and it’s needless to say that he was very pleased, yet at the same time also a bit disappointed. He found a note from Gandalf on his Mantle telling him to meet them at the inn. So Bilbo embarked on his journey to the inn as well as his adventure. Many divergences transpired during their trip to the lonely mountain where the dragon lay with the adventurers’ soon to be gold. The journey was no walk in the park. Many fights sprung up, traps triggered, dark forests in need of paths appeared, and having to deal with creatures like trolls, goblins, elves, spiders, and many others.

Game Addiction Essay

Gamer Addiction is an obsession with video game playing that usually begins in elementary and middle school. By college, the individual progresses from simple to elaborate games and the student is game-hooked. An activity becomes an addiction when it is used to change an individual’s mood. It becomes abuse when it interferes with ‘one’s work or school, or disrupts personal or family relationships, and becomes increasingly necessary to feel good’ (Orzack, 2005a, p. 1). Addiction takes away from life and reduces motivation to do anything beyond the focus of the addiction (IGDA panel). Niolosi (2002) found that video games are part of the daily routine for 65% of American girls and 85% of American boys. NBC News ( 5-19-05 ) reported that one in eight gamers develops patterns similar to other types of addiction and abuse. Tournemillie (2002) noted that a survey of 1500 teenagers indicated 25% were compulsive video gamers. Fifty per cent of those surveyed used the word ‘addiction’ to describe a friend’s gaming behaviors. Today’s video games are available in a plethora of venues that draw individuals into the world of the game. Games are designed to keep the player riveted to action. Players experience a sense of control when they enter into the fantasy world of speed, realism, violence, new morals, and interoperability. Many games offer on-line anonymous interaction with other people; a ‘hook’ is a sense of family or belonging in the form of a pseudo persona the player develops when repeatedly playing the game. The longer the game is played, the more the pseudo persona can replace reality. – See more at: http://www. nacada. ksu. edu/Resources/Clearinghouse/View-Articles/Gamer-Addiction. aspx#sthash. zdhglFnU. dpuf.

“Midsummer Nights Dream” by Shakespeare Essay

â€Å"A Midsummer Night’s Dream† by William Shakespeare frequently explores the complex types of love. Love is timeless subject. It will forever be the theme of much popular entertainment and the source of conflict for many men and women. No one understands the theme of love greater than Shakespeare and therefore I will look at how conflict is developed through love in â€Å"Midsummer Night’s Dream† At the start of the play, Shakespeare explores the theme of love through the characters Theseus and Hippolyta. Theseus seduces Hippolyta. â€Å"I wound you with my sword and one by love† The quote shows the conflict caused by love between Theseus and Hippolyta in form of a battle. Shakespeare’s purpose was to introduce the idea that love involves conflict through this scene. The audience begins to engage with the theme of love as it creates crises to the plot. This idea that love involves conflict is developed when Hermia and Lycander are bought in front of Theseus. Hermia wishes to marry her romantic love Lysander but her father Igneus has power over her as by law and paternal love. Shakespeare presents for us the conflict between eternal and romantic love. â€Å"The course of true love never went so smooth†-Lysander. This quote proves that love brings hard times and conflicts during its timeless life. The audience develops the theme of love and the conflict that can be caused by inter-relation of love. The conflict between relations of love is developed further as Helena’s love for Demetrius is not returned to her but to her best friend Hermia. Shakespeare shows how the platonic love between Helena and Hermia suffers due to Helena’s obsessive love towards Lysander and Hermia’s romantic love for Lysander. â€Å"Sickness is catching, yours would I catch!†-Helena to Hermia. The effect of this is that the audience presents himself/herself to believe if one love blooms, the other may suffer. In the middle of the play the conflict between love through reason and blind  love are clearly shown through characters Bottom and Titania. Titania, under the influence of the magic potion symbolizes love at first sight and falls in love with Bottom while Bottom symbolizes love for reason and fails to see why she loves him. â€Å"Truth, reason, and love keep little company these days† Through the quote Bottom describes the conflict which the two types of love have in that blind love masks and hides all reasons of love. Shakespeare shows the nonsense and humor of love at first sight. Conflicts in love in â€Å"Midsummer Night’s Dream† are resolved in all happy endings; Theseus marries Hippolyta, 4 nobles married. This is where Shakespeare loses his reality because it is a play. A conflict caused by love lasts for a lifetime in reality but a play must end in with a happy ending as it is purely for entertainment and therefore Shakespeare finishes this way. We can argue that Shakespeare may have done this to show that loves other than reason are more common than reason. The theme of love causes many conflicts. It breaks friendships, paternal love, and romantic love. Even if the love is strong it can be broken. Shakespeare persuades audience that love for reason is less common but it is better for all the right reasons. Shakespeare uses love between characters to develop conflicts throughout â€Å"A Midsummer Night’s Dream†

Raves and Drugs essays

Raves and Drugs essays Generally people associate raves(Underground Techno parties) with designer drugs like Ecstasy(MDMA), Speed(amphetamine) and other acids like LSD. These drugs are called the Techno Drugs for that reason and most of the time have uplifting and sensatory effects. To understand more clearly the relationship between the raves and these drugs, we first have to understand the philosophy behind the Techno era, and a little about the music. Techno, can lift the spirit and become a new world of freedom and peace"(D'Vox Magazine The first electronic music Magazine). Most raves are covered with propaganda about freedom, peace, spirituality and the like. It is no surprise why teens use these specific drugs at raves. "The effects of E, are like a journey to another world, a world of happiness, love and euphoria" (Ecstasy and Mental Health: Nerves or neurosis by Dr. Karl Jansen) These ravers, have many reasons to take E, for example " The music lends itself to the intake of drugs, drugs are co mmon in youth culture, teens need energy to dance all night, the rave scene is bombarded with all kinds of E" (Drug Information Database, www.pharmlink.org/designer/index.html/). "The media has given E and the rave scene a bad reputation, since 30 years ago music has been greatly united with drugs. For example Weed and Rock in the 60's and acid in the 70's." (E for Ecstasy by Nicolas Saunders, ch.1) Ecstasy is just a hard and dangerous as weed, "a drug that 1 out of every 3 highschool students in the American population have had experiences with." (Drug Information Database, www.pharmlink.org/stats/index/main.html/) "Why is E judged so harshly when the ecstasy related deaths can not compare with those related with legal drugs just like tabacco and alcohol." (E for Ecstasy by Nicolas Saunders, ch.2) Of course the media has a lot to do with it, the media takes all the negative effects and doesn't include the positive ones. " 29 volunteers w...

The 12 SAT Grammar Rules You Must Know

The 12 SAT Grammar Rules You Must Know SAT / ACT Prep Online Guides and Tips The SAT Writing and Language section is comprised of questions that test your knowledge of grammar and writing style. By learning the grammar rules that are tested on SAT Writing, you'll be preparing yourself to do exceptionally well on the Writing section, and you'll be one step closer to getting your target score. In this article, I'll explain the most important SAT grammar rules and provide related examples from the official practice tests. How to Use This Guide The SAT Writing and Language section tests you on a multitude of grammatical rules. Based on the content of the practice tests released by the College Board, many of these grammatical rules are likely to be tested on every SAT. In this guide, I’ll provide explanations and examples for the grammar rules that are tested most often on the SAT. In addition to the grammar questions, there are also writing style questions that make up a significant portion of the SAT Writing and Language section. You need to prepare for those questions, too. The information in this guide will be extremely beneficial to you, especially if you’re trying to get a middle score, starting your SAT Writing studying, or you’re reviewing the most important SAT grammar rules. If your target score is above a 700 for Writing and Reading, you should also thoroughly study the rules that are only rarely tested on the SAT. Because this new version ofSAT Writing is very similar to ACT English, I’m linking each rule to our corresponding ACT English article that provides more explanation of the rule, real test examples, and related rules that will help you do well on the SAT Writing section. The Grammar Rules You Must Know for SAT Writing Here are the 12 SAT grammar rules that you need to learn and understand before test day. #1: Select the Correct Word Based on the Context of the Given Sentence Word choice questions are common on the SAT. A word will be underlined, and based on the context, you have to select the best word to complete the sentence. These questions can be difficult because they require knowledge of vocabulary. There are two common types of word choice questions. Type #1: Homophones Homophones are words that sound the same but have different meanings. Here are some examples of homophones that have appeared on the practice SATs: fare/fair, cite/sight/site, then/than, there/their/they're, and its/it’s. You should know what each of these words means and how it's used. SAT Example The sentence is comparing the cafe to a fair. Based on the context, the word â€Å"fair,† which means an exhibition, usually with food and entertainment, is correct. There are multiple meanings of the word â€Å"fare,† but it often refers to the money you pay for transportation, as in â€Å"bus fare.† Clearly, the word â€Å"fare† doesn’t make sense in this context, so you can immediately eliminate answer choice C. Next, we need to determine if we should use â€Å"then† or â€Å"than.† You use the word â€Å"than† to make comparisons and â€Å"then† to refer to time. Because the sentence is comparing the cafe to a fair, the correct answer is B. Type #2: Related Words The second type of word choice error involves synonyms or related words. A word will be underlined and the answer choices will be related words. However, only one word will be correct given the context of the sentence. SAT Example For these types of questions, I like to quickly go through each choice to see which one makes the most sense given the context. Based on the context of this sentence, we’re looking for a word that indicates that the officials gave permission for the cat paintings to be made. The word â€Å"forced† sounds too strong in this context, and generally, you don’t â€Å"license† a painting to be made. The word â€Å"decreed,† which means to order or command, also seems too harsh given the context. The word â€Å"commissioned† can mean hiring an artist to create a work. It’s the only word that’s typically used with artwork, and it’s the most appropriate word for this sentence. The correct answer is B. It’s difficult to prepare for these questions because you don’t know the specific words that will appear on the SAT. However, I recommend using the word choice questions on the practice SATs to help you study. Also, try to identify the subtle differences in the meanings of the words in the answer choices to help select the best word to complete the sentence. #2: Use the Fewest Words Possible Typically, the shortest grammatically correct answer choice that expresses the same information as the original sentence will be the right answer. Shorter sentences are more concise and easier to understand. On the SAT, words or phrases may be unnecessarily added to a sentence. Here’s an example sentence with a redundancy error: Every year, Jane runs the Los Angeles Marathon annually. In this sentence, the word â€Å"annually† means that she runs the marathon every year. Because the sentence starts with â€Å"every year,† the word â€Å"annually† is unnecessary. It doesn’t add any new information to the sentence, and it should be eliminated. Here’s another example of a wordy sentence: George is a person who is angry in nature. This is a corrected version of the sentence: George is an angry person. The corrected sentence conveys the same information as the original but in a much more concise manner. Justin Jackson/Flickr SAT Example Answer choices A, B, and C are redundant. The phrase â€Å"and other countries† already implies that there are other items on the list. The correct answer is D. #3: Use the Correct Idiomatic Expression Idiom questions can be challenging because they don't conform to specific rules. You have to rely on your knowledge of specific phrases and standard English conventions to answer these questions correctly. In most idiom questions on the SAT, you'll be asked to determine which preposition to use in a given sentence. Check out this example sentence with a prepositional idiom error: Incorrect: After getting suspended, Herbert decided to focus at improving his behavior. Correct: After getting suspended, Herbert decided to focus on improving his behavior. There is no rule to learn to help identify this error, but the correct expression is "focus on." SAT Example The correct expression is â€Å"as a means of,† and the answer is B. Study the idiom questions from the practice SATs, and review my article on SAT idioms to prepare yourself. Enokson/Flickr #4: Keep Verb Tenses Consistent The general rule regarding verb consistency is that verbs should remain consistent in tense or form throughout a sentence. Here’s an example of a consistency error: Last week, Frank rented a car and drives to Las Vegas. The verb â€Å"drives† should be in the past tense. Not only should â€Å"drives† be consistent with the past tense â€Å"rented,† but also the phrase â€Å"Last week† indicates that this was something that happened in the past. This is the corrected version of the sentence: Last week, Frank rented a car and drove to Las Vegas. Also, on the SAT, the verb tenses of surrounding sentences can provide context clues for the proper tense to use in a given sentence to maintain consistency. Here’s another example of a consistency error: Trenton lives in a rural area. He enjoyed the peace and quiet. The shift from the present tense â€Å"lives† to the past tense â€Å"enjoyed† doesn’t make sense in context. Here is a corrected version of the sentence: Trenton lives in a rural area. He enjoys the peace and quiet. SAT Example In this sentence, the verbs â€Å"is† and â€Å"serves† indicate that the underlined verb should be in the present tense. Answer choices B and D are not present tense verbs. Answer choice A is wrong because the â€Å"it† is redundant. The correct answer is C. #5: Surround Non-Restrictive Clauses and Appositives With Commas The SAT tests a number of comma rules, and these are two that you need to know. Relative Clauses: Restrictive vs. Non-Restrictive Relative clauses are dependent clauses that describe a noun and start with a relative pronoun or adverb like â€Å"who,† â€Å"that,† â€Å"which,† or â€Å"where.† The basic rule is that restrictive clauses shouldn’t be surrounded by commas and non-restrictive clauses should be. What’s a Restrictive Clause? Restrictive clauses are necessary to the meaning of the sentence. You can’t take a restrictive clause out of a sentence without effectively changing the meaning of the sentence. Here’s an example: Students who read regularly are prepared for the SAT. If you remove the clause â€Å"who read regularly,† the meaning of the sentence would be substantially changed. You’d be left with â€Å"Students are prepared for the SAT.† Because you can’t remove the clause without changing the meaning of the sentence, this clause shouldn’t be surrounded by commas. What’s a Non-Restrictive Clause? A non-restrictive clause isn't essential to the meaning of the sentence. If you got rid of the clause, you'd have less information, but the overall meaning of the sentence would remain the same. Here's an example sentence with the non-restrictive clause underlined. Joe’s parents, who constantly call him, are very overprotective. The clause â€Å"who constantly call him† adds more information about Joe’s parents, but if it were removed, the meaning of the sentence would be the same. There would be less information about Joe’s parents, but they would still be described as overprotective. This is what the sentence looks like after removing the non-restrictive clause: Joe’s parents are very overprotective. What Is an Appositive? An appositive is a descriptive phrase that doesn't include a verb. Similar to a non-restrictive clause, an appositive can be removed without changing the meaning of the sentence. Here's an example with the appositive underlined: Val, a Wisconsin native, loves fried cheese curds. If we get rid of the appositive, the sentence still has the same meaning: Val loves fried cheese curds. Fried cheese curds are rather delicious. Kirk K/flickr SAT Example In this sentence, â€Å"the centerpiece† is an appositive that adds more information about the mural. Because appositives must be surrounded by commas, there should be a comma after â€Å"centerpiece.† Immediately, we know that A and C are wrong. In answer choice D, the dash can be used like a comma, but you can’t separate a clause with a comma and a dash. There would have to be a dash after â€Å"mural† for answer choice D to be right. The correct answer is B. #6: Commas Can't Separate Two Complete Thoughts A comma splice is when two independent clauses, or complete thoughts, are separated by a comma, and comma splices create a grammatical error known as a run-on sentence. A run-on sentence occurs when two or more independent clauses aren't separated by the correct punctuation. Here’s an example of a comma splice: Ken likes Selena Gomez, she is his favorite singer. The clauses before and after the comma are complete thoughts that could stand alone as sentences. There are a few ways to correct a comma splice. You can put a conjunction after the comma: Ken likes Selena Gomez, and she is his favorite singer. Also, you can put a relative pronoun after the comma: Ken likes Selena Gomez, who is his favorite singer. Finally, you can use a semicolon to correctly separate two complete thoughts: Ken likes Selena Gomez; she is his favorite singer. Who doesn't like Selena Gomez? (Lunchbox LP/Flickr) SAT Example This is an example of a comma splice. The sentence up until â€Å"legs† is a complete thought that could stand alone as a sentence, and the rest of the sentence starting with â€Å"they† is also a complete thought. Both A and B are comma splices. Answer choice D is wrong because a conjunction is needed to connect â€Å"are characterized† and â€Å"are covered.† The correct answer is C. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! #7: Semicolons Separate Two Complete Thoughts Semicolons function like periods; they separate two independent clauses. You should be able to replace semicolons with periods. On the SAT, you may find a randomly placed semicolon, or you may need to replace a comma with a semicolon to fix a comma splice. Here are example sentences with semicolons used correctly and incorrectly: Incorrect: Because Teresa wanted to please her family; she became a doctor. Correct: Teresa wanted to please her family; she became a doctor. The second sentence is correct because the clauses on both sides of the semicolon are independent and could stand alone as sentences. SAT Example The clause before the semicolon is not a complete thought; therefore, the semicolon is being used incorrectly. Answer choice C unnecessarily adds â€Å"and,† and answer choice B is wrong because it places a colon after a dependent clause. The correct answer is D. #8: A Colon Must Come After an Independent Clause Colons are usually used to introduce lists or explanations. The key rule for colons is that they must come after a complete sentence. If you end the sentence where the colon is placed, the sentence should make sense and be a complete thought. Incorrect: Meena enjoys multiple genres of music like: alternative, rap, heavy metal, and country. Correct: Meena enjoys multiple genres of music: alternative, rap, heavy metal, and country. The first sentence is incorrect because the part of the sentence that comes before the colon isn’t a complete thought. SAT Example Becausethe clause before the colon is a complete thought and it's setting up a list, the colon is being used correctly. The types of people listed after the colon are the narrator's colleagues. Because "colleagues" isn't part of the list, you can't substitute the colon for a comma. Also, you can't use a semicolon in place of the colon because there isn't a complete thought after the punctuation. The correct answer is A. Colons do more than just form an essential part of the happy face emoji. #9: Use Apostrophes Correctly to Form Possessives The SAT tests you on how to use apostrophes to correctly form possessives. Luckily, the rules for forming possessives are pretty straightforward.If the word is singular or plural but doesn’t end in â€Å"s,† then you add an â€Å"s† after the apostrophe to form a possessive. Here are a couple of examples: I shall be paying a visit to the men’s restroom. My computer’s monitor is rather dirty. To create a possessive for a plural word that does end in â€Å"s,† just add an apostrophe after the â€Å"s.† Check it out: Juan thinks his parents’ rules are too strict. Also, only use apostrophes for possessives or contractions. Contractions are formed when you combine two words. Examples include it’s (it is), don’t (do not), and isn’t (is not).Don’t use apostrophes to create plural nouns. SAT Example Because the body is is being discussed in general terms, we should use the singular possessive in this sentence; the sentence is referring to the biological clocks of the body. We can immediately get rid of A because â€Å"bodies† is a plural noun; it’s not in the possessive form. Also, answer choice B is wrong because bodies’ is the plural possessive form. Additionally, there shouldn’t be an apostrophe after the â€Å"s† in â€Å"clocks.† Don’t use apostrophes to form plural nouns; only use apostrophes for possessives and contractions. Similarly, answer choice D is wrong because of the apostrophe before the â€Å"s† in clocks; the correct answer is C. #10: Subjects and Verbs Must Agree Subjects and verbs must agree, meaning that you must use the singular form of a verb with a singular subject and the plural form of a verb with a plural subject.Here’s an example: Incorrect: High school students loves learning grammar rules. Correct: High school students love learning grammar rules. If the verb is in the present tense and the subject is in the third person (he/she/it/they), the verb usually ends in â€Å"s† in the singular form and doesn’t in the plural form. In the example sentence, the subject is â€Å"students,† which is plural; therefore the verb should be in the plural form. On the SAT, subject verb agreement questions can be more difficult because there may be a phrase separating the subject from the verb. Check out this example: Incorrect: The members of the committee meets every Tuesday. Correct: The members of the committee meet every Tuesday. The subject of the sentence is â€Å"members,† which is plural. Therefore, the verb should be in the plural form. The prepositional phrase â€Å"of the committee† separates the subject from the verb. If a verb is underlined on the SAT, make sure that you identify the subject that corresponds with that verb to ensure that the subject and verb agree. Also, keep in mind that a subject can never be part of a prepositional phrase. SAT Example To determine if there’s a subject verb agreement error, we have to identify the subject that corresponds with the verb â€Å"portrays.† What portrays animals? The works of art do. The phrase in between the commas separates the subject from the verb. The subject is plural because â€Å"works† is plural and â€Å"of art† is a prepositional phrase. The plural form of â€Å"portrays† is â€Å"portray,† and the correct answer is C. Answer choices B and D are not plural verbs; â€Å"portraying† is a gerund that would create a fragment, and â€Å"has portrayed† is the singular form of the present perfect tense. #11: Modifiers Must Be Next to What They're Modifying The general rule regarding modifiers is that they must be next to what they’re modifying.The most common type of modifier error on the SAT is a dangling modifier.When a sentence begins with a modifying phrase, the introductory phrase must be immediately followed by a comma and then the noun the phrase is describing. Here’s an example of a dangling modifier: A determined writer, Jessica’s goal is to get her first novel published this year. The way the sentence is written makes it seem like Jessica’s goal is a determined writer. There are a couple of ways to fix the sentence. You can place the noun that is being modified right after the comma: A determined writer, Jessica has a goal of getting her first novel published this year. Or you can place the subject in the introductory phrase: Because Jessica is a determined writer, her goal is to get her first novel published this year. SAT Example This sentence makes it seem like the visitor was dotted with pin-sized knobs. Logically, the sentence should indicate that the drawers were dotted with pin-sized knobs. Similarly, answer choices B and C are misplaced modifiers that infer that the there was a visitor dotted with knobs. The correct answer is D. #12: Pronouns Must Agree With Their Antecedents in Number This rule means that a plural pronoun must refer to a plural noun and a singular pronoun must refer to a singular noun.Here's an example of a pronoun number agreement error: Kristin sold their car. The pronoun â€Å"their† is referring to the car of Kristin. Because Kristin is one person and â€Å"their† is a plural pronoun, this sentence has a pronoun agreement error. This is the corrected version: Kristin sold her car. SAT Example It’s easy to make a careless mistake on this question because you may see the singular pronoun â€Å"it† and assumed the underlined pronoun should be singular as well. However, the pronouns have different antecedents. The word â€Å"it† refers to 1-MCP, which is singular, and â€Å"their† refers to apples, which is plural. The possessive pronoun agrees with the antecedent, and there’s no error. Answer choice A is correct. Answer choice C is a singular possessive pronoun, D is the contraction of â€Å"it is,† and B is a homophone of the correct answer, but it’s the wrong word. Other SAT Writing Grammar Rules While the rules I explained are the most often tested on SAT Writing, there are some other grammar rules that will be tested. Here are links to other articles that explain the remaining grammatical rules you need to know for the SAT. These are articles for ACT English, but again, because the two sections are so similar, you can use these articles to prepare: Punctuation Everything You Need to Know About Commas Relative Pronouns Pronoun Case Run-ons and Fragments Parallelism What's Next? In addition to the grammar questions on SAT Writing, you need to know how to correctly answer style questions. Learn about add and delete, transitions, and macro logic. Also, because ACT English and SAT Writing are very similar, make sure to read this article about whether to take the ACT or the SAT. Finally, as you're preparing for the SAT, learn the pros and cons of different test prep methods. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Human Resources Case Study Example | Topics and Well Written Essays - 1000 words

Human Resources - Case Study Example It is worth mentioning in this context that an individual is free to do anything as long as he or she does not violate the nation’s constitution. Oiler’s activities, on this basis, can also be argued as the ones that do not violate the nation’s constitution, which lacked any protection for transgender or even did not provide any legal barrier to such activities. Moreover, Peter Oiler has always been punctual, trustworthy, and an exceptionally productive employee. He has always performed his tasks honestly, without giving the management any chance to make any complaints. He has always been working hard for the betterment of the organization and was treated as an asset for the company by his peers. There have been no complaints regarding his discipline or manners at the workplace even before his dismissal. In addition to these facts, even his co-workers did not have any complaints either with his work or with his cross-dressing. It should be noted that Civil rights Acts of 1964, Title VII (Equal Employment Opportunities) prohibits any kind of employee discrimination based on color, sex, race and national origin (National Archives, n.d.). It should be noticed that Peter Oiler was a truck driver in the organization and not the employee of a higher rank; therefore, it can be argued that Winn-Dixie has not only violated the employees’ rights but has also lost one of its loyal and hardworking employees (Texas Woman’s University, 2012). To be precise, the case apparently depicts that the rights of Oiler were violated. Question 2 ‘Employment at-will’ is being followed in many American states by the employers or the organizations to fire their employees and end the employment relationship without any liability, especially in cases which do not involve any defined contract (Texas Woman’s University, 2012). Such practices have often been observed to impose negative impacts on the employees and often de-motivate them fr om giving their best to the organization. It may also result in the decline in their productivity for the organization, distorting its image to a certain extent. In this case, after Peter Oiler’s termination, a fear and a doubt have arose in the minds of the Winn-Dixie’s employees concerning their job security and future – they thought that what had happen with Oiler can also happen to any other employee of the organization. This activity of the organization also raised many questions regarding its trust-worthiness among the employees. It may create tension between the organization and the employees, creating hurdles in the way of the organization to achieve its predetermined missions and objectives. Employees may also stop focusing much on the quality of their performance, which may ruin the overall image of the organization. Even if new ideas are generated among the employees, they may resist communicating them to the management, as they are afraid to lose the ir job. Furthermore, people are likely to resist the interference of any other entity in their personal life without liability. If the organization like Winn-Dixie continues to relate one’s personal life with one’s workplace performances, the employees are likely to consider it as a restriction to their personal space, which can affect the company’