Kokoda Track essays

Kokoda Track essays The Japanese wanted to take Australia out of the war and to do this they had to capture Port Moresby in New Guinea because it could be used as an aircraft base for them. The Japanese advance force first landed in July 1942 with over 10 000 soldiers landing three weeks later. They had to travel south on a very rough pathway called the Kokoda Track. The Kokoda Track was not a single pathway, it was made up of many tracks which joined together to connect villages across the mountains. The Japanese were planning to reach Port Moresby via the Kokoda Track but they had no idea how difficult the terrain was and they had insufficient supplies. They were expecting an easy victory but the Australians matched them in training, experience and morale because the Australians were fighting for their own countrys security. The Japanese were expecting reinforcements by the third week of August. Only a fraction of rations through airdrops were received by Australian soldiers. The Australians fought hard and when they were unable to hold their supply dump they contaminated as much food as possible so the starving Japanese gorged themselves on rotting food. It wasnt until six months later on 22nd January 1943 that the Australians crushed the last resistance of the Japanese at Buna. The Australian soldiers on the Kokoda Track had many hurdles to overcome. One brigade wore desert uniforms as nothing else was available and they soon found out the khaki colour really stood out. Later in the campaign Australian soldiers wore jungle-green uniforms of long trousers and shirts with leather boots and socks. Some tried to dye their khaki uniforms by boiling them in kerosene drums with leaves and tea. They wanted to blend into the rainforest. A soldier carried about 25 kilograms of food, ammunition and other equipment in a haversack on his back. At night if he was lucky he found a patch of level ground and used his ground sheet to lie on ...

5 Cover Letter Mistakes That Will Cost You the Interview

5 Cover Letter Mistakes That Will Cost You the Interview To write a good cover letter is to walk a very fine line between confident salesmanship and not sounding like an arrogant shill. To avoid the common pitfalls, and make sure your great letter isn’t annoying the recruiters for your ideal jobs, eradicate any of the following gaffs from your letter before sending it out again. 1. An Abundance of†Bests† and â€Å"Perfects†Even if you believe it, try not to state that you’re the â€Å"best person for the job,† or even â€Å"a perfect fit.† You don’t need to sell yourself with superlatives. You need to sell yourself with your skills and experience. Come off confident, not cocky. Humble, but not too passive. Figure out what sorts of qualifications you have that make you quote-unquote perfect for the job, then highlight those. Show don’t tell!2. GenericsThe Objective is the thing of the past. Instead of saying what you want (which is the same as what every other candidate wants, by the way), say why you’re uniquely qualified to be an asset to their company and solve all their problems by filling all their needs for this position.3. Unnecessary ExplanationsYou may think it’s a good idea to explain why you left your last job. It isn’t. There’s probably not a way for you to accomplish what you want with this explanation without badmouthing your former employer (bad) or making yourself look bad (worse). Save it for the interview- and only if it comes up. Focus on the positive instead- your forward movement towards increasing your success.4. BuzzwordsYou may be a â€Å"team player.† You may even be â€Å"reliable† and â€Å"a hard worker,† or want to â€Å"maximize your potential.† But these words have become toxic from overuse. Find a new and fresh way to state your case. The recruiter will be both grateful and pleasantly surprised.5. JokesJust assume these aren’t gong to land on paper. They’ll probably have the opposite effect- as in: they won’t be funny. You might even offend someone or come off as unprofessional. Save your witticisms for the interview. Keep the cover letter clean, professional, and surgically precise.

History of Capitalism in Japan Essay Example | Topics and Well Written Essays - 2000 words

History of Capitalism in Japan - Essay Example An economic arrangement is the amalgamation of the many agencies, which make the economic hierarchy that defines the social world. Trade brings the agencies together. Since no single state has made it to where Japan is, Japan is controlled by capitalists elsewhere seen a country to be emulated. Three decades down the line, its war-shattered economy was a little bit higher compared to a third of Britain's (Ihara, 279). Presently the Japanese Gross National Product is much higher than that of Britain and France when added together, and the gap is expected to become wider in the coming years. The Japanese variation of capitalism cannot be easily or precisely emulated, since it has got its roots in a homogeneous, hierarchical society. A lot of history that translates to the present day Japan dominates capitalism in Japan. Civil war that started majorly because of a single leader owned nearly 25% of the land while the other part belonged to his relative. The King at the present was no mor e than a figurehead. Large populations of civilians were not opulent and did not pursue any form of work. Tokugawa Ieyasu Gains Power The era of the Edo started despite the authorized organization of the Tokugawa Shogunate in 1603 and concludes with the Meiji refurbishment. Tokugawa Ieyasu's success over daimyo at the struggle of Sekigahara in 1600 gave power over the largest part of Japan. He accumulated his power in Edo, which is now day Tokyo, shielding himself with honored vassals and introducing military campaigns to destroy those who were against him. Tokugawa allies in Osaka demolished the final important to the newly created Tokugawa Shogunate, which is Toyotomi clan, in 1615. The Tokugawa Shogunate created a firm friendship with the Emperor as well as the Imperial Court by assisting to reconstruct its castles and providing more land. Sealed Region Policies Tokugawa Ieyasu become uncomfortable with the foreigners and implemented firm measures to reduce their number and influ ence in Japan. Christianity was forced to abandon their faith and other groups were sending away from Japan. The Shimabara Rebellion in 1637-1638 was composed of mainly ordinary Christians who were irritated with greater than before taxes and harassment of Christians (Harootunian, 367). The Tokugawa Shogunate, through aid from the Dutch who availed gunpowder and cannons, destroyed the rebellion and beheaded about 37,000 opponents. The rebel leader, young Amakura Shiro, was beheaded and his head taken away to Nagasaki to be put on show. The state spearheaded bullying of Christians that went on up to the 1850 is making some to carry out their belief as a kakura kirishitan. The tightened alien policy measures did not end with hounding of believers. In 1635, the Closed Country Edict banned Japanese from exiting Japan and if somebody left, they would not be allowed to come back. Community position was hereditary and the feudalistic social chain of command from previous periods went on to the Edo period. Land was under the ownership of Imperial family, the Shogun, or local daimyo. Beneath this structure, the Shogun was to in a position to manage local daimyo from rising to power. Keeping kin class was of significant, both in public and lawfully. If a person was found culpable of a crime and released, their close relatives could turn out to

Great Famine in Ireland Essay Example | Topics and Well Written Essays - 2000 words

Great Famine in Ireland - Essay Example Political life for the Irish before the famine had already been considered deplorable.1 According to Dudley Edwards, author of the book 'The Great Famine,' the Penal Law effected on the Irish population in the 18th century 'kept them poor' as more than half of the country's revenues were taken out of Ireland. The novelist Jonathan Swift commented that the Irish 'live[d] worse than English beggars.'2 Farmworkers and their families had to pay exorbitant rents and lived in filthy environment devoid of even a shoe or stocking to protect their feet. 3 This was brought about by the abolition of the Irish Parliament in Dublin and in turn, England administered the country4 whose population live in dire misery of 'poverty and insecurity.'5 Historians contend that reform of the social system could have been instituted during that period so as to advance political and economic security. It is clear therefore that the failure of the British government to introduce legislation, as for instance on , hindering emigration, land reform measures and agricultural improvement only showed the indifference of the British government on the plight of the Irish people. English reformists merely observed in dismay Ireland's doubling population before the advent of the famine. Harvests that were very productive and bountiful showed that people had enough to eat, yet employment opportunities were scarce. The Act of the Union caused Ireland's integration into the British economy as the England utilised Ireland as its 'dumping ground' for it surplus products. The hastening of industrialisation in Britain also resulted to the breakdown of certain industries which used to generate employment. Surveys at that period conducted by the English on the loves of the Irish people depicted a harsh reality of the Irish life. The survey revealed that around 75 percent of Irish laborers were out of regular employment and many begged on the the streets in order to live.6 Moreover, the dominance of the landed elite composed of the Anglo-Irish and the English families asserted their power and authority over their tenants. However, most of these landowners employed middlemen to manage their land for them. Appropriately called absentees, they showed no interest in the development of the land and agricultural areas they owned. The rental fees accrued from the the lands supported and kept the landed elites on their status. The rest of the population meanwhile, all 3 million of them, were left without regular employment.7 The struggle for tenant rights came later when the country trembles on the verge of the famine. Yet these were likewise not easily achieved. Many historians argued that the problem of poverty in Ireland in the 18th and 19th century was the outcome of land tenancy.8 However, Joel Mokyr proposes that neither the land tenure issue nor the issue of population could explain the economic and political failures Ireland had experienced. For Mokyr, violence and lawlessness constituted a major part of the Irish experience in the 19th century, including the period before the famine.9 Mokyr adds that the 'conflict and social unrest' which ensued during the aforesaid centuries could be held responsible for the economic turmoil and

Types of Non-Verbal Communication Essay Example for Free

Types of Non-Verbal Communication Essay It is amazing that 93% of our means of communicating is non-verbal of which 55% are by hand gestures, body posture and facial expressions. Aside from the three mentioned, other non-verbal signals are: touch, eye contact, personal space or distance, tone of voice which is different from the actual speaking, and personal appearance which includes the clothes and the color and also the hairstyle as they give a clue on the mood of the person. With all these non-verbal forms of communication, it will not be surprising at all if one can conduct an entire meeting in non-verbal mode. When everyone is seated in a conference room, the Chair begins by calling the meeting to order. He can do so in a non-verbal way. With a tap on the table, a slight nod of his head, he directs his eyes on the secretary to read the Minutes of the last meeting. He maintains eye contact with all those present, especially the person speaking. This is to acknowledge and assure that person that he is listening and is interested in what he has to say. When the Chair’s tone is earnest and firm, he is telling the Body that the issue must be given top priority. It has been observed that two people engaged in conversation tended to mirror the other’s position. When the Chair matches the body posturing of a proponent, he is very likely to give his approval. When he sits back, plays with his pen, frowns or pouts his lips, he is having some reservations on the proposal. Occasional nodding of his head while maintaining eye contact with the people in the room is his way of keeping the discussion going. A slight raise of his brows and a brief nod at the direction of a person is an invitation for comment. At the end of the meeting, a slight tap on the shoulder is like saying â€Å"Nice job! † Scientific study notes that there are more nerves between the brain and the hands than anywhere else in the body. The activities of the arms, hands and fingers are largely because of the workings of the mind. Non-verbal signals are exactly what the mind wants to say. References Wagner, K. V.. (2008). Types of Non-Verbal Communication. About. Com:Psychology. Retrieved Frebruary 15, 2008, from http://psychology. about. com/od/nonverbalcommunication/a/nonverbaltypes. htm Riding, C. (2005). Establishing and Maintaining Relationships with Customers Retrieved February 15, 2008, from http://www. rsc-necotland. ac. uk/ie/Relationships_with_Customers/Establishing%20and%20maintaining%20relationships%20with%20customers%20version%202-130. htm

Mark Twain :: essays research papers

I chose to do Samuel Langhorne Clemens (Mark Twain) because I believe Twain is the greatest American author of all time. Samuel Langhorne Clemens may have been one of the greatest American authors of all time. Samuel, Son of John and James Clemens, was born on November 30, 1835 in the town of Florida, Missouri. Samuel was born two months premature and it seemed unlikely that Samuel would survive the harsh winter but indeed he did. Death would take other children in the family instead: Margaret in 1836, Benjamin in 1842, and Henry in 1858(Miller, 2&3). According to Miller, Samuel remembered his father as: "A proud, a silent austere man who considered himself to be a member of the professional class both by virtue of his birth and by the fact that he studied law. He was Justice of the Peace in Florida and he owned 3 slaves, inherited by the death of his father." Samuel’s father was the owner of a 75,000 acre estate in Tennessee--land he had purchased for 500 dollars convinced that he was securing his family’s eventual fortune. Despite owning an estate in Tennessee, in 1839 James Clemens moved his family to Hannibal, Missouri where he hoped to find prosperity. 8 years later, Samuel’s father died of pneumonia leaving behind a family of five. Samuel was 11 and was devastated.(Miller, 4&5) Samuel Clemens was a difficult child. He almost drowned on nine separate occasions. Within a year of his fathers death, Samuel was apprenticed to a local printer, Joseph Ament. He worked for nearly two years for Ament, leaving him in October, 1850 in order to join the Hannibal Western Union, a small weekly newspaper that had been bought by his brother Orion Clemens. Orion promised Samuel good wages but was seldom able to pay it(Miller, 5). By 1853, Samuel was ready to try to make his own way. In May of that year, at the age of 17, he left Hannibal for St. Louis, New York, and Philadelphia. For the next two years, he supported himself--often only just barely-- as a typesetter for a variety of newspapers, while enjoying what would prove to be the first of many travels. By the spring of 1855, he was once again working for Orion, now a printer in Keokuk, Iowa.(Sanborn, 89-93) By this time, Samuel Clemens had discovered the joy of seeing his words in print. He wrote simply because he found it easy to write, he had no idea of what he wanted to do in life.

“One Friday Morning” by Langston Hughes Essay

The short story â€Å"One Friday Morning† by Langston Hughes is about a young African American girl, Nancy Lee, who recently moved to the north with her parents so they may provide her with a better life and schooling. Extremely talented in watercolor painting, she aspired to make that her major in college. Because of racial discrimination, she was denied the scholarship that would have been her ticket to a brighter future. Sadly, there are some people in the world that are blinded by race and forget how America was supposed to be a place with equal rights and justice for all. Langston Hughes brings in themes like racism, equal rights between human beings, racial and national pride, and of course the American dream. His biggest aim is to show the world how colored people are treated and that present day America doesn’t fulfill the American dream of all men being equal. Nancy Lee may be a colored girl, but at times she forgets she has a different skin color than the rest of her classmates. Her peers overlook her race as well, they see her as nothing but a young and talented individual. Nancy Lee painted an award winning piece of art worthy of a scholarship to an art institute. The painting was of her grandmother sitting on a park bench looking at the American flag on a bright sunny day. This represents a dream that Nancy Lee wanted to express; that all people are equal and deserve to be treated as such. Unfortunately, the art institute didn’t realize that Nancy Lee was a colored girl at the time they chose her painting. When it was made known, they decided to give the scholarship to a white student. They felt if Nancy Lee were to attend the Institute, it would cause controversy amongst others. On the day Nancy Lee was to receive the award, she was told by her principal Miss O’Shay that she would not be able to accept this essential scholarship solely because of the color of her skin. Miss O’Shay regrettably informed Nancy Lee that â€Å"When the committee learned that you were colored, they changed their plans† (Hughes 5). Miss O’Shay did her best to encourage Nancy Lee not to give up and to fight for her dreams. In the story they compare Miss O’Shay with abolitionists and the first white teachers who went to the Deep South to teach the freed slaves. Nancy Lee looked up at her principal and noticed the bright spring day through the open window that resembled her painting. This is a metaphor for the close proximity of the utopia depicted in her art that would have no discrimination and in which all people would be treated equally. (expand on this idea!) At the weekly assembly, Nancy Lee took her seat along with three thousand other students. She turned her head and said the pledge to the flag, a symbolism of freedom and equal rights with â€Å"†¦liberty and justice for all†. She then decided that even though she’s not receiving the scholarship that was rightfully hers, she’s determined to â€Å"fight to see that these things don’t happen to other girls as this has happened to me. And men and women like Miss O’Shay will help me† (Hughes 6). This shows that Nancy Lee isn’t willing to accept that the scholarship was withdrawn simply because of her race, and that with help from people like Miss O’Shay, she is going to start a revolution to make sure that this won’t happen in the future to people like her. Discrimination is all around us; everyone is discriminated against at one point in his or her life. Langston Hughes, an African-American writer, wrote the short story â€Å"One Friday Morning† to describe the experience of one particular girl who was discriminated in her school because she was colored. Life brings many disappointments, all of which make a person stronger. Unfortunately, there will always be discrimination, as it is a part of life. This story is a great example of seeing someone being discriminated against while putting the reader in the main character’s shoes to feel what it feels like to be them. Discrimination occurs for many reasons. A good reason is we become wiser from it and realize that no one deserves to be treated unfairly. From her personal experiences, Nancy Lee will go on to motivate other people to move closer to achieving the high ideal extolled in the Pledge of Allegiance. â€Å"†¦one nation indivisible, with liberty and justice for all.†

Artistic Nudity

Artistic censorship is the downfall of high school artwork. The classroom is being subjected to rules which limit the subject of students’ work. Censorship creates a naive and uneducated society, which in turn produces more and more generations of naive children. When a person puts their art out in the public to be judged, just that should happen. It should not be covered or hidden, censored or discarded. Art is impractically criticized based on its subject. It should be looked at as one person’s opinion, not a public’s fear.You are lying naked, exposed and vulnerable on a hard, uncushioned wooden floor. Your innermost feelings and opinions are painted out for the world to see; you can do nothing except accept the ruthless opinions of others. Exposing yourself to the public places an indescribable pit in your stomach. It puts you in the most defenseless of positions. Your beliefs are too radical. In turn, the common man suppresses them, and your vulnerability inc reases. You are shut down, pushed aside and hidden in a closet where you will sit to collect dust.Your opinions are there with you. They are unwanted by the outside world, and therefore, censored. Did you hear that dirty word just come out of your mouth? It was appalling; your mother would be ashamed of you. Censored. What were you thinking? Nothing should be censored. Nothing should sit pushed aside. It should all be out for the world to see, and to criticize. Your opinions, your artistic opinions, put into a tangible form should never, ever be hidden. Censorship is best defined as when an individual is forced to â€Å"suppress their own values, attitudes and beliefs. (Anderson and Garoian, 1996). It is the black rectangle that covers nudity, the obnoxious bleep that blocks out profanities and the curtain that discloses art work. In high school classrooms, the issue of art censorship has become increasingly prevalent in the last ten years. (Kushner, 1999). Educators, high school s taff members and community critics have begun to draw a line segregating what is acceptable and what is not. That line is continually getting tighter, meaning the level of acceptability is becoming more and more strict.Technology, warfare, politics and drug use are all maturing; with this, comes the maturity of high school students’ opinions. Then, in turn, comes advancing art: which many older (and often more conservative) people find shocking or offending. Art is created to appeal to or offend different interest groups. Artists intentionally compose their pieces to â€Å"challenge the assumptions of the audience [and] provoke reaction and discussion. † (Anderson and Garoian, 1996). Provocation is the one and only reason to ever create a piece of art.If, for any reason, this provocation is censored, it depletes the entire artistic background of a work of art. Art without meaning is simply decoration. In the classroom, suppression is forcing art to fit into a square bo x, â€Å"devoid of all values. † (Garoian and Anderson, 1996). Radical viewpoints are by far the most effective way for an artist to gain attention from an audience. When these viewpoints are unable to be viewed, people are no longer attracted to art. Censorship eliminates public interest in art and increases the naivety of a society.All over the country and more so all over the world, people are afraid of new ideas. They are afraid of encountering real, exposed-to-the-bone artistic nudity. This fear embeds itself in our entire culture, forcing censors to eliminate things we supposedly don’t want to see. Simply eliminating things that are different creates a very innocent society. Without being exposed to new things, we become victims of the censors, and that is never a good thing. So as the future progresses, my art work will continue to push past the black censor bar.

A List of 100 Examples of Sweet Similes

A List of 100 Examples of Sweet Similes This list of 100 sweet similes (that is, figurative comparisons concerned with the quality of sweetness) has been adapted from an even larger collection in A Dictionary of Similes by Frank J. Wilstach, first published by Little, Brown, and Company in 1916. Although students should have no trouble understanding most of these similes, they may find them a bit old-fashioned or too poetic. If so, encourage them to create some of their own using more contemporary subjects for comparison. Sweet as odorous white lilies are. (Oscar Fay Adams)Sweet as a nut. (Anonymous)Sweet as a rose. (Anonymous)Sweet as a sugar plum. (Anonymous)Sweet as a vial of rose oil. (Anonymous)Kiss as sweet, as cool fresh stream to bruised and weary feet.  (Anonymous)Sweet as a honey bee.  (Anonymous)Sweet as honeysuckle.  (Anonymous)Sweet as lilies in May.  (Anonymous)As sweet as springs first song heard in the groves retreat. (Anonymous)Sweet as sugar.  (Anonymous)Sweet as the harmonies of spring.  (Anonymous)Sweet as the perfume of roses.  (Anonymous)Sweet as the solemn sounds of cherubs, when they strike their golden harps.  (Anonymous)Sweet as that which is forbidden.  (Arabic)Sweet as the last smile of sunset. (Edwin Arnold)Sweet as the honeyed dews that drip from the budding lotus-flower. (George Arnold)Sweet and calm as is a sisters kiss. (P. J. Bailey)Sweet as the infant spring. (Scottish ballad)Sweet as the joy which sorrow hushes. (Honorà © de Balzac)Sweet as new wi ne. (John Baret)Sweet as applause to the actor. (Francis Beaumont and John Fletcher) As sweet as April. (Francis Beaumont and John Fletcher)Sweet as the moonlight sleeping on the hills. (Sir William S. Bennett)Sweet as the light of the stars. (Robert Hugh Benson)Sweet as the look of a lover saluting the eyes of a maid. (Ambrose Bierce)Sweet, as when winter storms have ceased to chide. (William Cullen Bryant)Sweet as the dewy milk-white thorn. (Robert Burns)Sweet as matrimony. (Robert Burton)Sounds sweet as if a sisters voice reproved. (Lord Byron)​Sweet as May. (Thomas Carew)Sweet as the song of the wind in the rippling wheat. (Madison Cawein)Sweet as pity. (Hartley Coleridge)Sweet as the whispered breeze of evening. (Samuel Taylor Coleridge)Sweet as the hopes on which starvd lovers feed. (Sir William Davenant)Sweet as some immeasurable rose, expanding leaf on leaf. (Aubrey de Vere)Sweet as are the orchards, when the fruit is hanging ripe. (Paul Laurence Dunbar)Sweet as the murmur of the brook and the rustle of the corn. (Ralph Waldo Emerson)Sweet as the rosy morn in May. (George Granville) Sweet as a youthful poets dream. (Charles Gray)Sweet as the harps that hung by Babels stream. (Judah Halevi)Sweet as summer days that die when the months are in the bloom. (Will Wallace Harney)Sweet as tropic winds at night. (Paul Hamilton Hayne)Sweet as the blossoms of the vine. (Robert Herrick)As sweet as dewy turf to wayworn feet. (Emily H. Hickey)Sweet as a meadow at noon. (Katherine Tynan Hinkson)Sweet as the dawn star. (Oliver Wendell Holmes)Sweet as the first snow-drop, which the sunbeams greet. (Oliver Wendell Holmes)Sweet as honey. (Homer)Sweet as scarlet strawberry under wet leaves hidden. (Nora Hopper)Sweet as the hills. (Richard Hovey)Sweet as a rosebud crowned with moss. (Victor Hugo)Sweet as music. (Victor Hugo)Sweet as the twilight notes of the thrush. (Helen H. Jackson)Sweet as jasmine. (Jami)Sweet as blue heavens oer enchanted isles. (John Keats)Sweet as love. (John Keats)Sweet as a cat with syrup in its paws. (Vaughan Kester)Sweet as mountain honey. (Charles Kingsle y) Sweet as the sigh of the spring gale. (Letitia Elizabeth Landon)Sweet . . . as the sad spirit of the evening breezes. (Emma Lazarus)Sweet as the sound of bells at evening. (Richard Le Gallienne)Sweet as a bell in the woods. (Amy Leslie)Sweet as morning dew upon a rose. (Thomas Lodge)Sweet as the cadence of a poets song. (John Logan)Sweet was her breath as the breath of kine that feed in the meadows. (Henry Wadsworth Longfellow)Sweet as heavens image in an unrippled lake. (George W. Lovell)Sweet as summers showers. (George MacHenry)Sweet as first love. (Gerald Massey)Sweet as first spring violets. (Gerald Massey)Sweet as Eden. (George Meredith)A secret sweet as songs of dawn / That linnets sing when mists are gone. (Richard Monckton Milnes)Sweet as the sweetest song of bird on summers eve. (D.M. Hervey)Sweet as Angel accents. (James Montgomery)Sweet as every-day sunshine. (John Muir)Sweet, like an angels sigh. (Mary R. Murphy)Sweet, like a silver whistle. (Ouida [Marie Louise Ramà ©] ) Sweet as violet-borders growing over fountains over-flowing. (Ambrose Philips)Music sweeter than the sweetest chime of magic bells by fairies set a-swinging. (Thomas Buchanan Read)Sweet as smiles to the lips that are pale. (Abram Joseph  Ryan)Sweet as the dew-drops that fall on the roses in May. (Abram Joseph Ryan)Sweet as the dreamings of the nightingales. (Charles Sangster)Sweet as damask roses. (William Shakespeare)Sweet as a summer night without a breath. (Percy Bysshe Shelley)Sweet as if angels sang. (Percy Bysshe Shelley)Sweet as a childs heart-lightening laugh to hear. (Algernon Charles Swinburne)Sweet as rest. (Algernon Charles Swinburne)Sweet as running streams to mens way-wearied feet. (Algernon Charles Swinburne)Sweet as forgiveness. (Algernon Charles Swinburne)Sweet as when earth was new. (Algernon Charles Swinburne)Sweet as the voice of a mountain brook. (Arthur Symons)Sweet as childrens prattle. (Pamela Tennant)Sweet as new buds in spring. (Alfred, Lord Tennyson)Sweet as the apple-blossoms. (Celia Thaxter) Sweet as the music of Apollos lyre. (Celia Thaxter)Sweet as the early pipe along the dale. (William Thomson)Sweet as the dawn star. (Wilbur Underwood)Wild and sweet as regret. (Marie Van Vorst)Sweet as the faint, far-off, celestial tone of angel whispers, fluttering from on high. (William Winter)Sweet as the lips that once you pressed. (William Winter)

Full Analysis of SAT Grammar Rules Which Are Most Important

Full Analysis of SAT Grammar Rules Which Are Most Important SAT / ACT Prep Online Guides and Tips When you are planning your study approach for SAT Writing, it’s important to know where your time is best spent. Which grammar rules are really the most important to learn? What can help you make the greatest improvement to your score? Read on to find out exactly how much each grammar rule matters and how you can use this information on the test. What kinds of questions are on SAT Writing? SAT Writing follows an extremely predictable format. There are two Writing sections on the test. (Note: There are always two graded Writing sections, but some tests may have a third one that is experimental and ungraded.) The first Writing section will be between Section 2 and Section 7, and the second will ALWAYS be Section 10. In the first Writing section, you will have three question types. #1: Improving Sentences The first, which accounts for questions 1 – , isImproving Sentences. You will be given a sentence with an underlined portion and 5 answer choices. The first answer choice, A, is always the same as what is given in the original sentence (or Correct As Is). The other answers will re-write the underlined portion of the sentence in various ways. We have written aguide to the best way to approach Improving Sentences Questions. #2: Identifying Sentence Errors The second question type isIdentifying Errors (questions 12 – 29).In this type of question, you will be given a sentence that has four underlined words or phrases labeledA – D. After the sentence you also have the option of E, which is â€Å"No Error†. You have to choose the underlined part of the sentence that has a grammar mistake, or decide that the sentence has no errors and is correct as it is written. #3: Improving Paragraphs The third question type isImproving Paragraphs,which is questions 30 – 35. This section is a little different. You may be asked a grammar question, which oftentimes will look a lot like the Improving Sentences questions. However, you also may be asked questions about style and logic, such as where sentences best fit in the paragraph or what transition to use, and you can also be asked about the author’s rhetorical strategy. This ishow you should attack the Improving Paragraphssection. Section 10 consists of 14 questions which are alwaysImproving Sentences. So to summarize, this is what the breakdown of different question types looks like: But what concepts are tested? And why should you care? Almost as predictable as the question types are the grammar rules that SAT Writing will test you on. SAT Writing heavily favors a few main grammar rules,and lightly touches on a multitude of others. Why should this matter to you? This means that especially if you are aiming for a score in the 500 – 700 range, you shouldfocus your studying on the main grammar rules that are covered. In fact, many of the rules the SAT covers are so infrequently seen that there is a good chance that your testmay not cover them at all. I analyzed almost 700 SAT Writing questions from 14 official SAT tests, and wrote down the grammar concepts tested in each. For most SAT questions, the answer is fairly obvious if you know one main grammar rule. Occasionally, however, more than one rule is tested in the same question. In these circumstances, I counted the question for both grammar rules. And the winners are†¦ The overwhelming winner of the frequency test isverb tense and form.Using the correct form of the verb can mean quite a few different things, including whether or notverbs are used consistently throughout the sentence, knowing when to use gerunds and avoiding them when they are unnecessary, when to use the infinitive, when to use certain tenses, and when past participles are appropriate. These concepts make up over a whopping20% of the questionsin the Improving Sentences and Identifying Errors sections of the test. Not far behind in second place are questions dealing withcorrect use of pronouns.These questions make up12.5% of the questionsin Improving Sentences and Identifying Errors. These concepts include missing and ambiguous antecedents, pronoun case, and making sure that pronouns match their antecedents in number. We have a three-way tie for third place.Subject-Verb Agreement, Run-ons and Fragments,andParallel Structureeach weigh in at around9.5% of the questions asked. If you master these five concepts, you will have all the information you need toover 60% of the questions on SAT Writing. The full breakdown Here is the analysis of the most commonly-tested grammar concepts on SAT Writing, along with brief explanations of what each grammar rule means. #1: Correct Verb Tense and Form: 20.5% Verbs tenses are used consistently and correctly throughout the sentence Gerunds are only used when necessary Infinitives are used correctly Tenses of verbs are formed correctly Past participles are not confused with past tense Wordiness with gerunds To master this section, see our guide onhow verbs are used on SAT Writing. #2: Correct Pronouns and Antecedents: 12.5% Missing and ambiguous antecedents Correct use of singular and plural pronouns Pronoun case Pronoun-antecedent agreement â€Å"He or she† vs. â€Å"they† See our guides onpronoun caseandpronoun agreementto master these concepts. #3: Subject-Verb Agreement: 9.5% Matching singular subjects with singular verbs and plural subjects with plural verbs Sentences with verbs before subjects Sentences with non-essential clauses or prepositional phrases between subject and verb See thisguide to subject-verb agreement. #3: Parallel Structure: 9.5% Items in a list are phrased the same way Phrases connected by a conjunctionhave the same structure See ourguide to parallel structure on SAT Writingfor more on this topic. #3: Fragments and Run-ons: 9.5% Joining independent clauses incorrectly Missing subject and/or verb Recognizing non-essential or dependent clause vs. independent clause Correct use of semicolons and commas This guide breaks downhow to recognize and fix run-ons and fragments on SAT Writing. #6: Misplaced and Dangling Modifiers: 7% Descriptive phrases must be next to the word they describe See theguide to modifiers here. #7: Idioms, Preposition use, and Diction: 6% Knowing which preposition is idiomatically correct in a phrase Recognizing commonly-confused words This guide will teach youall about idioms on the SAT Writing, and here is a guide to diction and word choice. #8: Faulty Comparisons: 4% Comparing two unlike things See theguide to faulty comparisonshere. #10: Logical conjunction use: 3% Using conjunctions correctly according to their meaning: e.g., â€Å"but† for contrast, â€Å"and† for similarity, etc. See more about conjunctions in ourcomplete parts of speech guide. #10: Word pairs: 3% Properly completed word pairs, e.g.either†¦or, neither†¦nor, not only†¦but also, between†¦and, just as†¦so #10: Adjective vs. Adverb: 3% Using adjectives to describe nouns, and adverbs to describe adjectives, verbs, and adverbs See theguide to adjectives and adverbs on SAT Writing here. The above concepts make up 87.5% of the questions on SAT Writing. What about that other 12.5%? In addition to the above, master the following topics if youare aiming for an 800 on SAT Writing.The following concepts each make upless than 2.5% of the questionson SAT Writing, and many of them will not appear on any given test. #: Active or Passive voice: 2.2% Using the active voice when possible to avoid wordiness Passive voice used to correct dangling modifier or in certain constructions #12: Correct relative pronouns: 2% See the guide to relative pronouns formore information #13: Noun agreement: 1.5% Match singular subjects with singular predicate nominatives, and plural subjects with plural predicate nominatives For example: John is a scientist. John and Maria are scientists. #14: Comparative vs. Superlative: 1% Comparative used for comparing two things, superlative used for three or more Correct formation of comparative and superlative #15: Redundancy: 0.8% Repeating the same information twice See theguide to redundancy here #16: Other: 5% These concepts are tested so infrequently that it would be pointless to give them their own category These questions are very unpredictable. They can include: â€Å"noun is because† structure, â€Å"the reason is that†, comma used between subject and verb, general awkwardness, and many more miscellaneous topics How can you use this information? You should use the information above to target your studying. The first step here is to understand what kind of SAT score you are aiming for in order to get into the colleges you are applying to. If you haven’t figured this out yet, take some time to do that first. For Low Scorers If you are currently getting a low score on the SAT Writing, you should use the list above as a checklist to master one grammar concept at a time. Start with Verb Tense and Form, and work your way down. Keep in mind that if you manage to completely master just the first 6 grammar concepts listed above (Verb Tense through Misplaced Modifiers), you will be able to answer close to 70% of the grammar questions on the test correctly. After you have reviewed these concepts, take a practice test. When you correct it, make sure you note what kind of questions you have missed. (Note: If you have The Official SAT Study Guide, you can use their online resource to find answers to the questions, or you can use the appendices in Erica Meltzer’s The Ultimate Guide to SAT Grammar to check which question types you are missing.) If you are missing questions based on the top 6 topics, go back and focus all of your study time on just those question types before moving on. If you want a mid-range score†¦ If you are aiming for a mid-level score (500 – 650), you should focus your attention on learning the grammar concepts that make up the top 87.5% of the questions and ignore the concepts that make up the trickier 12.5% of the test. If you get 87% of the questions correct on SAT Writing, and get a 7 or above on the essay, most curves will put you score in the 500 – 650 range. Take practice tests to check that you have mastered concepts #1 – 10. If you are able to answers those questions comfortably, move on to the more obscure topics. If you are aiming for a high score†¦ You will need to study all of the concepts listed above. The grammar concepts that appear infrequently, such as noun agreement and relative pronoun use, individually don’t count for much. However, enough mistakes in these areas could quickly add up to give you a lower score than you are aiming for. Once you have a good grasp on all of the concepts, you may want to add a bit of strategy to your game to make the test easier to conquer. You can do this by breaking down the test even further and understanding where you will see each type of question so that you know what to expect. Fortunately, I’ve done that work for you. Not All Question Types are Equal The above percentages correspond to the grammar concepts tested across all three question types on SAT Writing, taken as a whole. However, what if we were to break the test down by question type? Though most of the grammar concepts listed above will appear in all of the question types, there are a few grammar concepts that will only appear in certain question types. Others will heavily appear in a certain type of question. Let’s look at the Improving Sentences questions first. As you can see, there are a few concepts that make up a majority of the questions in Improving Sentences: Correct Verb Tense and Form (including gerund use) Sentence Fragments and Run-ons Parallel Structure Misplaced and Dangling Modifiers Correct Pronoun and Antecedent Use There are also some question types that will almost never appear on the Improving Sentences sections. They include: Adjectives vs. Adverbs Relative Pronoun Errors Noun Agreement Comparative vs. Superlative Now let’s look at Identifying Errors. Again, a few question types make up the majority here: Correct Verb Tense and Form Subject-Verb Agreement Correct Pronoun and Antecedent Use And the question types you will almost never see include: Sentence Fragments and Run-ons Active vs. Passive Redundancy Misplaced and Dangling Modifiers How can you use this information? You can use this knowledge of the test to help anticipate what grammar concepts you will see in each type of question. When you approach an Identifying Errors or Improving Sentences question, always look for the most common grammar mistakes first. For example, when you know that over 70% of the Improving Sentences questions will have one of the top five errors listed above, you will have a much better idea what kind of answers to look for, and it will also help you make more educated guesses. What about the Improving Paragraphs section? This sectiontests the same grammar rules as Improving Sentences. However, this section also tests several rules that don’t really fall into the grammar category. Instead, they are based on style and logic, and being able to understand how words and sentences work together in the context of a paragraph. This section will also occasionally test rhetorical strategy.This means that you may be asked what the purpose of a paragraph or sentence is. Here are the types of questions you will see on this section of the test: Sentence Revision (exactly like Improving Sentences): 33% Sentence insertion or deletion: 22% Using transitions: 15% Rhetorical strategy: % Information or word insertion: 7% Combining sentences: 7% Sentence order: 2% Paragraph division: 2% What does this mean for you? Keep in mind that Improving Paragraphs only make up 6 questions on every test. That means that even if you can’t figure out any of the style, logic, and rhetorical strategy questions, but ace the grammar, you will only be missing about 4 questions on the whole SAT Writing. Students aiming for a high score obviously will not want to write off four whole questions. However, if you are aiming for a lower score, you should use your study time wisely by focusing on the grammar concepts listed above instead of worrying about the extra question types that only appear in the Improving Paragraphs section. What about â€Å"No Error† and correct as is? On the Improving Sentences section, answer A is always the same as what’s given to you in the original sentence – meaning if you choose this, you are saying the sentence is correct as is. In Identifying Errors, answer E means there is no error. How often will you see these? Taken as a whole, you will see these answers about 15% of the time. You are slightly more likely to get a no error answer in Identifying Errors (19%) than in Improving Sentences (12.5%). So if you are completing one of these sections and you don’t have any of these answers, know you’ve gone wrong somewhere! Though somequestions don't containan error, they still test you on the above grammar concepts - byseeing if you can tell when they arebeing used correctly. We havea full article on the No Error answer here. What would the statistically perfect test look like? Now that we know everything about how the test breaks down by each question type and grammar concept, let’s see what a theoretically perfect test would look like. Of course, no real SAT would follow these figures exactly, but it’ll give you a decent idea of what to expect. Use this "Perfect Test" list to help guide your studying. After you take a practice test, take note of what kind of questions you have missed. Compare your notes to this list, and start off tackling your problem areas that appear highest up. Improving Sentences: 25 Questions Total 6 questions on Correct Verb Tense and Form 4 questions on Fragments and Run-ons 3 questions on Parallel Structure 3 questions on Misplaced and Dangling Modifiers 3 questions on Correct Pronouns and Antecedents 1 question on Subject-Verb Agreement 1 question on Logical Conjunctions 1 question on Faulty Comparisons 1 question on Correct Use of Active and Passive 1 question on Word Pairs 1 question on Miscellaneous Topics Identifying Errors: 18 Questions Total 4 questions on Correct Verb Tense and Form 3 questions on Correct Pronouns and Antecedents 3 questions on Subject-Verb Agreement 1 question on Idiom, Preposition Use, and Diction 1 question on Parallel Structure 1 question on Faulty Comparisons 1 question on Word Pairs 1 question on Adjectives vs. Adverbs 1 question on Noun Agreement 1 question on Comparative vs. Superlative 1 question on Miscellaneous Topics Improving Paragraphs: 6 Questions Total 2 questions on Sentence Revision (Improving Sentences) 1 question on Sentence Insertion or Deletion 1 question on Using Transitions 1 question on Rhetorical Strategy 1 question on either Combining Sentences OR Word or Information Insertion You would have about seven questions with the answer â€Å"No Error† or Correct As Is. What’s next? Now you knowexactly what is on SAT Writing.Use the above links to master each topic. All too much for you to handle? Never fear, there aresome schools out there who don’t care about SAT Writing at all! If you are aiming to improve a low grade, see our article onhow to score a 600 on SAT Writing. If you are aiming for an 800, you will need to master all of the above concepts, even the infrequently used ones. See our article on top tips forscoring an 800 on SAT Writing. 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:

John D. Rockefeller Research Paper Example | Topics and Well Written Essays - 1500 words

John D. Rockefeller - Research Paper Example She also accommodated with her husband’s  philandering  and double life, which included  bigamy.     Young Rockefeller did his share of the regular household chores, and earned extra money raising turkeys, selling potatoes and candy, and eventually loaning small sums of money to neighbors. In spite of his father’s absences and frequent family moves, young Rockefeller was a polite, sober and diligent boy. His colleagues described him as reserved, serious, pious, logical, and prudent. He was a brilliant debater, and expressed himself appropriately. When he was a boy, his family moved to  Moravia, New York  and, in 1851, to  Owego, where he attended Owego Academy. In 1853, his family moved to Strongsville. Rockefeller attended Clevelands Central High School and then took a ten week business course at  Folsoms Commercial College  where he studied bookkeeping.   Rockefeller became member of the then-new  Republican Party, and a follower of  Abraham Lincoln  and the party’s  abolitionist  wing. A devout Baptist, Rockefeller turned his attention increasingly during the 1890s to charities and benevolence; after 1897 he devoted himself completely to philanthropy. He was a faithful congregant of the Erie Street Baptist Mission Church, where he taught Sunday school, and served as a trustee, clerk, and occasional janitor.  Religion was a main force all his life, and Rockefeller believed it to be the source of his success. In 1859, at age nineteen, he started his first company, Clark and Rockefeller. It was a joint venture with an Englishman, Clark. Clark did the outdoor tasks while Rockefeller controlled office management, bookkeeping, and relationships with bankers. The firm prospered during the Civil War. With the Pennsylvania oil strike in 1859 and the building of a railroad to Cleveland, they branched out into oil refining with Samuel Andrews, who had knowledge of the field. Within two years Rockefeller became senior partner; Clark was

Local practice essay Example | Topics and Well Written Essays - 750 words

Local practice - Essay Example After interviewing the members of the Chinese family, I realized there are numerous misconceptions about the Chinese culture, practices, and family organization. The family has been in the United States for two generations, but none of the members has intermarried with other cultures. The family I interviewed comprises both parents and their five children. This paper is a comparison of the information in books with the local practices of the Chinese people. There is a misconception that Chinese can barely speak English. Although Chinese have limited English proficiency, some of them can communicate considerably well. However, I noticed they have a tendency of using Mandarin even in the presence of persons who do not understand it. Additionally, though some can speak some English, they have poor understanding capability. As we spoke, I realized that they would frequently misunderstand me. However, when discussing issues regarding their culture, they would understand better than when discussing other issues (Ngo-Metzger, et al., 2003; Rastogi, 2002). There is a misconception that the Chinese people do not take a stand in an issue or they are shy. On the contrary, I realized this is not true. In the short period I spent with them, they disclosed a lot of information regarding their past. They would freely talk about their social life. Like explained in the books, the Chinese culture stresses the dedication to family and traditions. I realized that they have some disregard to individualism. They have a tendency of shielding a sick family member from accessing bad medical news. They told me of an example that one of their family member died of cancer without ever knowing what she was suffering from. They argued that disclosing such news to her would only have made matters worse since she was still too young. While dealing with Chinese, it is thus important to ask them of the persons who can