Author Technique on ACT English Passage Strategy

Author Technique on ACT English Passage Strategy SAT / ACT Prep Online Guides and Tips Author technique is a specific type of reading comprehension question that appears frequently on the ACT English section. Author technique questions require you to analyze a specific sentence and determine if it fulfills an author's stated purpose. Read this article for a thorough explanation of author technique and guidance on how to figure out author technique questions. In this post, I'll do the following: Define author technique questions. Provide examples from real ACTs. Offer detailed strategies for correctly answering these questions. What Is Author Technique on ACT English? Author technique questions ask you to determine if a sentence or phrase fulfills the author's stated purpose. Each author technique question is constructed in the same way. Knowing the basic construction of author technique questions will allow you to easily identify them and use the same efficient process for correctly answering them. General Construction of Author Technique Questions Author technique questions are phrased in this way: Which one would best fulfill (some stated purpose)? A portion of a sentence will be underlined, and you have to determine if the given phrase or the other answer choices will best fulfill the purpose given in the question. This type of question requires you to analyze phrases and determine whether they would satisfy the stated goal. Now, let's look at examples of author technique questions from actual ACTs. Real Examples of Author Technique Questions Here are examples of author technique questions from the ACT English section. Example #1 By nightfall a controlled inferno roars in the kiln. The writer would like to indicate that at this point thefire is extremely intense. Given that all the choices aretrue, which one best accomplishes the writer’s goal? F. NO CHANGE G. the fire is stronger than everH. there is more heat being producedJ. a kind of intense blaze takes place Example #2 As the potter takes bricks away to create an opening into the oven, an expanding view of gleaming shapes rewards the artist for months of hard work. The writer would like to suggest the potter’s cautiouspace and sense of anticipation in opening the kiln. Given that all the choices are true, which one bestaccomplishes the writer’s goal? F. NO CHANGEG. removes bricks by handH. removes one brick at a timeJ. experiences great anticipation and removes bricks Example #3 Dickinson stayed in contact with correspondents for many years. Given that all of the choices are true, which one bestdevelops the paragraph’s focus on the roles that lettersplayed in Emily Dickinson’s life? A. NO CHANGE B. Her personal interests also included keen observationof the natural world around her. C. Though she produced volumes of letters, none were shared publicly until after her death. D. She enjoyed hearing their news and reflecting with them on political events. Now, let's go through the process to correctly answer these questions. Follow these steps! Strategy for Author Technique Questions #1: Determine What the Question is Asking Here's our first example question again. Example #1 By nightfall a controlled inferno roars in the kiln. The writer would like to indicate that at this point thefire is extremely intense. Given that all the choices aretrue, which one best accomplishes the writer’s goal? F. NO CHANGE G. the fire is stronger than everH. there is more heat being producedJ. a kind of intense blaze takes place The question is asking which answer choice does the best job of indicating that the fire is extremely intense. The correct answer choice will make it obvious to the readerthat the fire is extremely intense. #2: Check the Answer Choices to See if They Acomplish the Intended Goal For our example, go through each answer choice and determine if it indicates that the fire is extremely intense. The answer choice has to match the goal as closely as possible. The fire can’t be somewhat intense. We’re looking for extremely intense. First, look at the original sentence. Does â€Å"a controlled inferno roars† accomplish the goal of showing that the fire is extremely intense? Yes. An inferno is a large, intense fire. And the verb â€Å"roars† further indicates that the fire is extremely intense. However, go through the rest of the answer choices quickly just to make sure there isn’t a better answer. Answer choice G, â€Å"the fire is stronger than ever,† indicates that the fire is more intense than before, but it doesn’t directly state that the fire is extremely intense. Answer choice H, â€Å"there is more heat being produced,† does not even reference the intensity of the fire. Answer choice J, â€Å"a kind of intense blaze takes place,† is the trap answer. It has the word â€Å"intense† in the phrase, but we’re looking for a phrase that shows that the fire is extremely intense. A â€Å"kind of intense† fire is not extremely intense. #3: Eliminate Wrong Answer Choices Usually, it’s easier to eliminate the obviously wrong answer choices first before eventually arriving at the right answer. For our example, H could be eliminated right away since there isn't even a reference to the fire. Then, after looking more closely at the other answer choices, you should be able to eliminate G and J. #4: Consider the Tone and Conciseness of the Answer Choices Not only should the answer choice fulfill the purpose of the author, but the resulting sentence should be grammatically correct and match the essay’s tone. Typically, sentences in ACT English are moderately formal. They’re not extremely formal or very casual. Also, the ACT stresses that sentences should be as concise as possible. For our example, we didn’t really need to consider tone and conciseness, but if you were considering answer choice F, â€Å"a kind of intense blaze takes place†, itsconstructionmakes the phrase sound awkward and wordy. You could convey the same meaning more succinctly. #5: Select the Correct Answer In our example, we are left with answer choice F, NO CHANGE. Going through all of these steps should take roughly 15-30 seconds. We'll go through this process again with another question from a real ACT. Another Actual ACT English Example Try to figure out the answer to the following author technique question. At one point, Emily sent a draft of her poem â€Å"Safe in TheirAlabaster Chambers† to Susan, who read the poem. Given that all the choices are true, which one wouldmost clearly describe an interaction between Susan andEmily during Emily’s writing process? A. NO CHANGE B. liked the poem tremendously. C. considered and thought about the poem. D. praised the poem but suggested revisions. First, we determine what the question is asking. We need to choose a phrase that suggests interaction between Susan and Emily during Emily’s writing process. Therefore, if a phrase doesn’t show interaction between the two, it can be eliminated. The original phrase, â€Å"read the poem," doesn't show interaction. If Susan â€Å"liked the poem tremendously," that doesn't show interaction between them either, so we can eliminate B. If Susan â€Å"considered and thought about the poem," that doesn't demonstrate any interaction so answer choice C can be eliminated as well. However, if Susan â€Å"praised the poem but suggested revisions†, that does describe an interaction during the writing process. If she â€Å"suggested revisions,† Susan told Emily how to change the poem to make it better. That's an interaction during the writing process. The answer is D. Quick Review of General Strategies for Author Technique Questions #1: Determine What the Question Is Asking #2: Go Through the Answer Choices to See if the Phrase Fulfills the Stated Purpose #3: Eliminate Wrong Answer Choices #4: Consider the Conciseness, Tone, and Formality of Answer Choices, if Need Be. What's Next? If you haven't done so already, I strongly suggest that you check out these articles on the best way to approach ACT English passages and five critical concepts to ace ACT English. Both posts provide you with extremely helpful strategies that will allow you to maximize your ACT English score. For those of you looking to improve your ACT English grammar skills, you may want to read up on punctuation on the ACT. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English 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:

Basic Information About Adult Education

Basic Information About Adult Education With so  many adults  returning to the classroom, the term adult education has taken on new meanings. Adult education, in the broadest sense, is any form of learning adults engage in beyond traditional schooling that ends in their 20s. In the narrowest sense, adult education is about literacy- adults learning to read the most basic materials. Thus, adult education encompasses everything from basic literacy to personal fulfillment as a lifelong learner and the attainment of advanced degrees. Andragogy and Pedagogy Andragogy is defined as the art and science of helping adults learn. Its distinguished from pedagogy,  the school-based education  traditionally used for children. Education for adults has a different focus, based on the fact that adults are: More self-directed and require less guidanceMature and bring more experience to the task of learningReady to learn and primed to learn what they need to knowMore oriented to learning that is problem-centered rather than subject-centeredMore internally motivated to learn Functional Literacy One of the primary goals of adult education is functional literacy. Organizations like the U.S. Department of Education and the United Nations Educational, Scientific and Cultural Organization (UNESCO) work tirelessly to measure, understand, and address adult illiteracy in the U.S. and around the world. Only through adult education can we address the real problems of society- like power sharing, wealth creation, gender and health issues. said Adama Ouane, director of the UNESCO Institute for Lifelong Learning. The programs of the Division of Adult Education and Literacy (part of the U.S. Department of Education) focus on addressing basic skills such as reading, writing, math, English language competency, and problem-solving. The goal is for American adults get the basic skills they need to be productive workers, family members, and citizens. Adult Basic Education In the U.S., each state is responsible for addressing the basic education of their citizens. Official state websites direct people to classes, programs, and organizations designed to teach adults how to read prose, documents like maps and catalogs, and how to make simple computations. Getting a GED Adults who complete basic adult education have the opportunity to earn the equivalent of a high school diploma by taking the General Educational Development, or GED, test. The test, available to citizens who have not graduated from high school, gives them the chance to demonstrate the level of achievement normally achieved by completing a course of study in high school. GED prep resources abound online and in classrooms around the country, designed to help students prepare for the five-part exam. The GED comprehensive exams cover writing, science, social studies, math, arts and interpreting literature. Adult Education and Continuing Education Adult education is synonymous with continuing education. The world of lifelong learning is wide open and covers a variety of circumstances including: Going to college for the first time after age 25Returning to college to finish a degreeWorking toward a graduate degreeLearning a technical skillEarning CEUs for professional certificationTaking classes at your local community center for the sheer fun of it

Young Alumni Trustee, Senior Class Gift, and Bryant Senior Advisory Essay

Young Alumni Trustee, Senior Class Gift, and Bryant Senior Advisory Council - Essay Example Finally, in September 2006 the Young Alumni Trustee was named but the reorganization had left the members of the Senior Class Gift Committee with no clear responsibility The Young Alumni Trustee is a position on the Board of Trustees that is granted to a graduating senior each year. The successful program had been in effect since 1996 and each member that is awarded the position serves a three-year term. By April 2006, the selection committee had settled on two finalists, Cathleen Doan and Brian Levin. The winner was to be announced at commencement ceremonies on May 20. On April 25, 2006, students received an e-mail re-opening the application process and encouraging students to reapply. The selection committee justified their actions based on low student interest and lack of diversity among the applicants. Doan and Levin were still considered finalists, but Laurie Musgrove, Vice President of University Advancement, said they were seeing if "other students should be joining them as finalists". Robin Warde, Interim Director of Alumni Relations, said the concern was the small number of original student applicants. Warde noted that only 5 members of the class of 661 had been interviewed and said, "something different needed to be done". Doan and Levin resigned their position as finalists in protest of the move to reopen the process. In a letter to the administration announcing their withdrawal they noted that, "we are questioned, not on our merit, but on our diversity". While no one on the campus discounted the need for diversity, committee member Michael Oliveri supported Doan and Levin and contended, "we feel it inappropriate at this point in the process to be forcing it in". He felt the changes should have been made in the following year. It was apparent that the board had been remiss in addressing this problem sooner. According to Warde, they had been concerned over lack of participation in previous years. Musgrove and Warde, however, waited until the finalists had been selected to make the last minute changes. Musgrove had some misgivings and expressed the "wish that timing could be different". She continued to encourage Doan and Levin to stay in the process and viewed their withdrawal with "disappointment and dismay". Doan and Levin stated that the controversial process was a, "blatant contradiction to the values, like character, and ethics that the institution stresses to the students in all aspects of the Bryant experience and community". They also made it clear that they would support whatever candidate that was appointed to the important position and asked only that the Young Alumni Trustee recognize the injustice and commit to questioning poorly made top down decisions. Their hope is that they can prevent this situation from occurring in the future. Before commencement ceremonies, the Board of Trustees took control of the nominating process after overriding the previous decisions made by the nominating board. President Ronald Machtley and BOT Chairman Thomas Taylor headed the new selection committee. No winner was announced at that time. In September 2006, the Bryant University Board of Trustees (BOT) named Saddi Williams as the 2006 Young Alumnus Trustee at their annual meeting during Homecoming Weekend. The BOT also established the Bryant Senior Advisory Council (BSA), a 30 member

A critical evaluation of contemporary leadership skills required for a Essay - 1

A critical evaluation of contemporary leadership skills required for a large multi-department organisation. 2,000 words - Essay Example Making decisions and implementing those in organisations is the responsibility of the managers and leaders. Organisations are facing intense challenge in the global market and they are supposed to create more strategies to increase compatibility. In the current study, contemporary leadership skills are critically evaluated on the basis of the multidepartment organisation. Globalised business activities are increasing competition among different firms. Multidepartment firms consist of employees from different backgrounds, so managers face various complexities in order to implement strategies among the team members. Therefore, leaders must implement cross cultural development strategies and increase interaction among the employees. According to Pinnington (2011), trustworthiness is one of the important factors of developing leaders. Some leaders think that trust among the employees will help in merging decisions and strategies for operations of employees. Leaders must treat the employees equally. Such trait of the leaders will remove workplace fatigue among the employees and they will feel more valued2. Dennis (2014) stated that humble behaviour is expected from the leaders so that they can guide employees and discuss strategic goals. However, ego and arrogance of leaders or managers will create complicacy in leading their peoples in multiple departments of the organisation. Dion (2012) has argued that leaders must communicate with the employees and team members to identify problems and develop solutions. Fluent communication will help leaders to reduce the gap between employees and management. Leaders must be activist in nature so that they can present a feasible solution to any problem faced by the organisations3. Allio (2012) stated that analytical skills are required to manage people or team members and different circumstances faced by a multi department firms4. Leaders are taking initiative

Tree of knowledge Essay Example for Free

Tree of knowledge Essay In the Paradise Lost, Milton has created the character of Satan with unparalleled brilliance and heroic energy. Satan, the leader of the fallen angels, rises to the occasion with unusual strength and inspires his comrades with his undying conviction in his own ability and that of his followers. He refuses to accept his defeat with his strong conviction that â€Å"Better to reign in Hell, than serve in Heav’n† (Book -I. line 263). Satan not only convinces his audience but also charms them to plunge into action with his seductive brilliance of verbal persuasion. It is evident in his compelling speech to Beelzebub, his motivational appeal to his legions and in the final seductive speech of Eve. Milton presents Satan with a singularity of grandeur, of suffering and a ruined splendor. He depicts Satan as embodiment of the spirit of pride and ambition- ambition not as a virtue but as the fevered lust for power, which springs from self-exaltation. Satan’s resolve to accomplish the fall of man is because of his jealousy and his desire to assert his supremacy. It is his pride that stands at the back of all his actions. This pride and egotism vitiate all that is noble and good in him. In his compelling speech to Beelzebub he acknowledges their plight but stresses the fact they are strong now as they are still united. His rises himself as a tower of strength and states that they are in a better position to having known the strength of God. Previously it was unknown as it was untried. He declares â€Å"All is not lost; the unconquerable Will, And study of revenge, immortal hate, And courage never to submit or yield: (Book I lines 106-109) Thus, he instills confidence in Beelzebub inspiring him not to yield or surrender. He claims that God’s rule was in danger with imminent revolt from them at any time. He outlines his course of action to fight against God. He expresses his desire to defy God’s authority once again as he is against to ‘bow or sue for grace with suppliant knee’. Obviously, Satan speaks boastfully and words his wishful thinking. Beelzebub understands Satan’s trial of God’s strength, but worries about the loss of Heaven and grieves for the punishment they were given. Satan aptly replies using all his skill and reminding Beelzebub that their task is never to do any good, but always to spoil or pervert what God does. He urges him to leave the lake and join him for reassembling their followers. It is noteworthy that Satan projects himself as infallible though he is actually fallen. He maintains that he neither changes nor fails. On the contrary his is a story of degradation and ultimate failure. As the poem progresses Satan becomes less compelling degrading himself from a heroic warrior to a snake ultimately. Satan’s extraordinary powers of persuasion and oration are best expressed in his most appealing and inspiring speech to the fallen angels. He begins his speech first by soothing them with words of hope. The very beginning of the speech raises the spirit of his followers with his address â€Å"O Myriads of immortal Spirits, O Powers Matchless (Book I, lines 622-23). He empathizes with their suffering by acknowledging their dire situation. He acknowledges that the better part remains with them and stresses that the power of mind. He tells him from his past experience and knowledge that a fitting answer to the God would be taking revenge by working in close design by fraud or guile. He tells them about the creation of new world and the new creatures. Then they build Pandemonium to assert themselves of their power. Being a valiant leader he draws his fallen angels together and instills confidence in them saying stirs them to action with his most inspiring words. Satan is presented with extraordinary powers of oration and persuasion. His words have become the most inspiring quotations in literature. For example the quotations â€Å"the mind is its own place, and in itself / can make a Heaven of Hell, a Hell of Heaven† (Book I lines 254-55). and â€Å"Better to reign in Hell, than serve in Heaven. † (Book I lines 263) are electrifying and haunt the minds of his audience. Milton honestly builds the character of Satan to great heights only to show that all evil is powerful and seems attractive. It is this power and attraction that cause the down fall of all including Satan and his followers. It should be noted that beneath the attraction lies the inherent wickedness and false ambition. Satan’s seductive speech to Eve brings out all the skill and powers of persuasion in him. It involves trickery, flattery and appeal to the commonsense and emotions. The story of the Paradise Lost reaches climax in the Book IX as Satan successfully seduces Eve and takes revenge on God by degrading himself into the form of a serpent finally. Satan, who wished but never hoped to find Eve alone, finds her alone in the rose bower. He feels happy at it as it helps him to convince her easily when she is alone without Adam by her side. He feels he can use all his powers of persuasion without much defense from Eve. He is so overcome by her beauty, that for a moment, he forgets his evil intentions, and is ‘stupidly good. ’ She is gently supporting the stalks of flower plants and she herself is like the ‘fairest unsupported flower, away from her support. The spot where she is working surpasses all those famous gardens in mythology, history and the Bible. But the hot hell always burns in him and that reminds him of his present mission. He recollects his thoughts of mischief and takes advantage of the loneliness of eve as he wants of some marvelously beautiful tricks to engage her attention (Book IX, lines 494-531). He looks like a divine serpent with burnished neck of verdant gold and so on. He stands erect amidst circling spires. He is more beautiful than all the famous of myth and legend. Eve is first attracted by his incomparable beauty and when he starts speaking to her with human voice, she is greatly surprised; Satan begins with flattering the beauty of Eve, which is a method to win her favor. (Book IX, lines 533 -548). He says that such an angelic beauty is wasted in the lonely forest where she is looked at by only one man. She should be served by Goddesses. Eve expresses her sense of wonder at a snake taking sense like a human being. The tempter then fabricates his story. He says that he has obtained a recent promotion to human sense and status after eating and fruits of a tree in the garden, (Book IX, lines 568 -612). His strategy proves successful as Eve is surprised and wants to know where that tree is. The serpent (Satan in disguise) is too happy to lead her to that tree. Thus that leader of the devils leads (or misleads) the first woman to that fateful tree as a wandering fir origins fastuas or will of the wisp conducts a lost traveler into bogs and mires, where he is swallowed up, far from any help (Book IX, lines 634 – 642) . On seeing that tree, Eve immediately recognizes it to be the forbidden tree of knowledge. She tells the serpent that God has commanded them not to eat the fruit of that. So their coming there is fruitless, though the tree is full of fruits. The serpent is astonished that scandal should have been started about so excellent a tree. As if he is greatly concerned with Adam and Eve, he expresses anger at God, who deprived them of the pleasure and profit of eating the fruit. In a great emotional fervor, he begins his lecture, and looks more impressive than all the great orators of the world (Book IX, lines 665 -668). Satan is at his best in his seductive brilliance of persuasion. His words accompanied by his action have a compelling effect on Eve. First, he turns to the tree and plays a tribute to its great virtues. Then he turns to Eve and presents his long drawn argument (Book IX, lines 684 -733). He asks her not to believe in God’s threats of death. â€Å"Ye shall not die’, he declares. The fruit has no killing power, and he himself is the standing example for it. After eating the fruit he says he is not dead but his vital, mental and spiritual faculties are enriched. The serpent (Satan) first surprises her with his physical and intellectual abilities. Then he uses his logical reasons in and pretends very rational in his approach. He says that when it is not forbidden to the beast (the snake), it need not be forbidden to human being as well. God will not get energy for such a minor trespass but will praise the adventurous spirit of Adam and Eve: The fruit gives them knowledge of good and evil. Knowledge of good is desirable, knowledge of evil is also necessary for without knowing it, how can one avoid it? Here anyway, the fruit has to be eaten. God, therefore, cannot hurt them, and still he is just. If he is not a just God, he need not be obeyed at all. Hence, anyway, there is no need to follow God’s word. Satan excels in his brilliance in putting a series of reasons and questions to innocent and helpless Eve. He questions Eve why God has forbidden them from eating the fruit? He does it only to keep them ignorant, low and in his control. The moment they eat the fruit their eyes will be fully opened and become Gods, knowing good and evil. If he, a beast by tasting it, could attain human status, surely she a woman, by tasting the same fruit, ought to become at least a Goddess. If according to God’s words she dies the death only leads to a new birth as a Goddess which is good. Satan goes to the extent of proving that man is not inferior to God in any way and stresses that man also should have every thing as God has. He seems superb when he says that human beings have every right to become Gods for, how are they inferior to Gods? In fact, the earth created for man, is better than heaven, for earth is created later by God himself, with all heavens defects rectified. Above all how does man offend the Gods in eating the fruit? What do they lose if man becomes intelligent? Or if everything goes by Gods intention and Will, how does the tree impart knowledge without His will? (Satan means to say that tree has the intrinsic power and God has no claim or control over it anybody who eats the fruits becomes wise). Thus Satan concludes his speech saying. â€Å"These and many more causes import our need of this fair fruit,† (Book IX, lines 730-731) Satan’s guileful words have won any easy entrance into Eve’s heart. She believes his words to be true. She feels hungry as the lunch time approaches and the attractive color and fragrance of the fruit, in addition to the tempting words of Satan, encourage her to touch and taste them. Yet, she first considered it within herself (Book IX, lines. 745 -779), It is doubtless that the fruit is virtuous (powerful) which made the mute snake speak. God also did not conceal its merits and told them that it is the Tree of knowledge. But his forbidding â€Å"commends thee more. † Human mind runs towards forbidden things. If God has forbidden them from being wise such prohibition binds not. The threat of death also appears false as the serpent still lives. Then ‘For us alone was death invented? † The beast, ‘friendly to man’ has brought news about his good experience. So saying she reaches for the fruit and eats it. Eve falls an easy prey to the enticing words of the Serpent. Satan’s use of trickery, flattery and his seeming logical reasons had their effect on innocent Eve. Had she not been taken by surprise by the charming golden serpent with a human voice, Eve might have found his arguments specious. His reasons are not based on any truth or reality. All his reasons are based on self deception and pride and are aimed at tempting her to eat the fruit. Thus, Satan with his extraordinary powers of persuasion and heroic energy not only convinces his followers but also tempts them for taking revenge against God Obviously, his actions and conviction are based on self-deception and his false ambition. Works Cited Paradise Lost, John Milton http://www. dartmouth. edu/~milton/reading_room/pl/book_1/index. shtml

Teaching Philosophy Statement :: School Education Teachers Essays

Teaching Philosophy Statement â€Å"People rarely succeed unless they have fun in what they are doing.† (Dale Carnegie) This quote best fits my views toward education. I feel that a majority of students, today, dread going to school and no longer look at it with a positive mentality. I believe this attitude toward schools is why overall grade performance has decreased and United States students rank lower when compared to students of foreign countries. I want to change all this, at least, in my classroom. I want to restore the positive energy and ambition that some students have lost in education. I want students in my classroom to thirst for new knowledge and have a productive and enjoyable time doing so. I personally believe that students, at all age levels, do their best work, and get more involved, when they are educated in an interesting, creative, and hands-on environment. My aspect towards which philosophies to use in education is eclectic. I predominately agree with the Progessivist theory because it is student centered and perceives students as individuals. I believe that these individual needs should be expressed and accommodated in the classroom. I also feel its important for the educational environment to include a democratic process, where students have a chance to voice their opinions about the material they will learn and the rules that they must follow. I feel that when students help direct their own path, that they gain more respect in the classroom and increase their drive to learn. Another factor I’m akin to about using Progressivism in the classroom is that it is experience-centered and deals with actual problems that students face in life. I agree with John Dewey’s belief that students learn more by doing because it has meaning. An additional belief that Dewey and myself consider vital is that students should learn how to apply previously learned information and skills to solve new issues. This teaches students’ critical thinking skills and problem solving methods. I also favor the Essentialist’s philosophy because it has a strong curriculum based around the traditional subjects of reading, math, and science. I think core curriculum furnishes students with a strong foundation, which they can build upon as they continue to learn.

A Raisin in the Sun vs. Julius Caesar Essay

In William Shakespeare’s Julius Caesar and Lorraine Hansberry’s A Raisin in the Sun themes, symbols, and characters can be compared. Both A Raisin in the Sun and Julius Caesar were written for the stage; therefore their characters become more obvious and more thoroughly portrayed than in a book, for example. Even though, these works were written by far different authors and in different centuries their similarities and differences are evident. In both A Raisin in the Sun and Julius Caesar themes, symbols, and character development are consistent. Comparing character development in Julius Caesar and A Raisin in the Sun is beneficial in learning more about each and every character. One of the major characters in A Raisin in the Sun is Mama; a character she can be compared to in Julius Caesar is Calpurnia. Despite Mama has a bigger role in Hansberry’s work and Calpurnia’s role in Shakespeare’s work is not as powerful as Mama, similarities are still evi dent. One way they are similar is in their authority over one person or a few people in general, their families to be more specific. In A Raisin in the Sun, Mama has a strong opinion regarding her beliefs. She stands up for them and stresses respect. Mama is also the head of the Younger household. She reminds everyone who is living with her the difference between right and wrong. However, Mama seems to be a bit more concerned with what Walter is always doing. Walter is her eldest son. In the same way, Calpurnia stresses what she believes in. Similar to how Mama watches out for her son Walter, Calpurnia tries to warn her husband, Julius Caesar, against evil and something awful that has a potential of happening. Mama shows her authority over Walter when she gives him the responsibility of putting away a share of the money, â€Å"Listen to me, son. I say I been wrong, son. That I been doing to you what the rest of the world been doing to you. (She turns of the radio) Walter—(She stops and he looks up slowly at her and she meets his eyes pleadingly) What you ain’t never understood is that I ain’t got nothing, don’t own nothing ain’t never really wanted nothing that wasn’t for you. There ain’t nothing as precious to me†¦There ain’t nothing worth holding on  to, money, dreams, nothing else—if it means—if it means it’s going to destroy my boy. (She takes an envelope out of her handbag and puts it in front of him and he watches her without speaking or moving) I paid the man thirty-five hundred down on the house. That leaves sixty-five hundred dollars. Monday morning I want you to take this money and take three thousand and put it in a savings account for Beneatha’s medical schooling. The rest you put in a checking account—with your name on it. And from now on any penny that come out of it or go in it is for you to look after. For you to decide. (She drops her hands a little helplessly) It ain’t much, but it’s all I got in the wor ld and I’m putting it in your hands. I’m telling you to be the head of this family from now on like you supposed to be† (Hansberry 106-107). In a similar way Calpurnia takes authority over Julius Caesar, â€Å"Alas my lord, your wisdom is consumed in confidence. Do not go forth to-day; call it my fear that keeps you in the house, and not your own. We’ll send Mark Antony to the senate-house; and he shall say you are not well to-day; let me, upon my knee, prevail in this† (Shakespeare 2.2). Both Calpurnia and Mama take authority over someone. Due to the fact that both tasks were not taken seriously both Walter and Caesar run into turmoil later in the literary work. In Walter’s case, he doesn’t do as Mama says and loses his and Beneatha’s money as well as people’s trust in him (Hansberry 127-128). In Caesar’s case, him not staying home and returning to the senate against his wife’s will, Caesar is greeted with his death (Shakespeare 3.1). In both works of literature, symbolism is commonly used. Some of the symbols used in A Raisin in the Sun are Mama’s plant, Beneatha’s hair, and the check Mama receives after her husband dies. In Raisin in the Sun, Mama’s plant represents her dreams and the rest of her family’s dreams. A result of this would be Mama always making sure to take extra care of her plant and to nourish it well. On the other hand, Mama’s check represents all of the hard work that her husband achieved and how hard he had to work to actually obtain that amount of money. Beneatha’s hair symbolizes the assimilationist beliefs of the time and how people become inferior to the dominant race. When Beneatha returns her hair to its natural state it symbolizes that she is against common assimilation beliefs. The symbolism of her hair is evident in a conversation between her and Asagai, â€Å"’(Coming to her at the mirror) I shall have to teach you how to drape it properly. (He flings the material  about her for the moment and stands back to look at her) Ah—Oh-pay-gay-day, oh-gaha-mu-shay. (A Yoruba exclamation for admiration) You wear it well†¦very well†¦mutilated hair and all.’ ‘(Turning suddenly) My hair—what’s wrong with my hair?’ ‘(Shrugging) Were you born with it like that?’ ‘(Reaching up to touch it) No†¦of course not. (She looks back to the mirror, disturbed)’ ‘(Smiling) How then?’ ‘You know perfectly well how†¦as crinkly as yours†¦that’s how’† (Hansberry 61-62). The symbols used in Julius Caesar are omens, pain, and the conspirators bathing in Caesar’s blood. In Julius Caesar, omens symbolize evil and warn people against evil and bad things that could happen, possibly fatal things. By the conspirators bathing or washing their hands in Caesar’s blood they are symbolizing that they are taking responsibility for ridding Rome of its ‘terrible’ leader. Portia, Brutus’s wife, uses the symbol of pain to show how much she loves Brutus, that she is loyal to him, and he can trust her. Portia harshly kills herself by swallowing hot coals because Brutus refuses to share anything with her, â€Å"No man bears sorrow better. That tidings came. With this she fell distract and, her attendants absent, swallo’d fire (Shakespeare 4.3 147, 155-156). By using symbolism Hansberry and Shakespeare made their readers and audience think with depth and understanding. In A Raisin in the Sun, several themes are covered throughout the play; the same goes for Julius Caesar. Even though there are many themes in these works of literature there are two that stand out and can be compared. The themes that are similar between A Raisin in the Sun and Julius Caesar are pride and the role of men and women in society and the house. In A Raisin in the Sun pride is theme because the Younger family doesn’t have much but they have their pride. Throughout the play their pride is tested but they never hesitate to speak their minds. When Mama buys a house in a white neighborhood they are a bit hesitant at first but are happy in the end. They show their pride concerning this situation when a representative from Clybourne Park comes and asks them to sell the house back but in the end they don’t and kick Linder out of their house. Pride is very evident in the conversation between Walter, Linder, and Ruth, â€Å"’(Putting on his glasses and drawing a form out of the briefcase) Our association is prepared, through the collective effort of our people, to buy the house from you at a financial gain to your family.’ ‘Lord have mercy, ain’t this the living gall!’ ‘All right, you through?’ ‘Well, I want to give  you the exact terms of the financial arrangement—’ ‘We don’t want to hear no exact terms of no arrangements. I want to know if you got any more to tell us ‘bout getting together?’ ‘(Taking off his glasses) Well—I don’t suppose that you feel†¦Ã¢â‚¬â„¢ ‘Never mind how I feel—you got any more to say ‘bout how people ought to sit down and talk to each other? †¦ Get out of my house, man. (He turns his back and walks to the door) (Hansberry 118-119). Even though pride is a similar theme between Julius Caesar and A Raisin in the Sun, the pride in Julius Caesar is different than that in A Raisin in the sun. Works Cited Hansberry, Lorraine. A Raisin in the Sun. New York: Vintage, 1994. Print. â€Å"Julius Caesar Theme of Pride.† Shmoop. N.p., n.d. Web. 06 Jan. 2013. â€Å"A Raisin in the Sun Theme of Pride.† Shmoop. N.p., n.d. Web. 06 Jan. 2013. â€Å"Play ScriptJulius Caesar.† Full Text / Script of the Play Julius Caesar Act I by William Shakespeare. N.p., n.d. Web. 06 Jan. 2013.

Physical Security †Essay Essay

In the United States everyone is concerned about safety in their homes and in his or her workplace. Individuals go to great lengths to ensure that all their possessions that they own could not be stolen from them. According to the 1999 FBI Uniform Crime Reports, nationwide 408,217 robberies were committed with the estimated amount of losses being reported at $508 million in losses. Many measures can be put in place to prevent such losses. This paper will discuss physical security and other components such as building security, grounds security, access control systems, perimeter security, information systems, and technology security. Physical Security According to Search Security (2011), Physical security is â€Å"Physical security is the protection of personnel, hardware, programs, networks, and data from physical circumstances and events that could cause serious losses or damage to an enterprise, agency, or institution. This includes protection from fire, natural disasters, burglary, theft, vandalism, and terrorism.† Physical security can be described as measures taken to prevent and to deter intruders or attackers from gaining access to facilities, resources, or information stored on physical media. Physical security also provides guidance on ways to design structures to resist various hostile acts. As physical security can have seemed to be this elaborate task, but can be a simple act of locking a home or business door and not given an easy access to an intruder. To keep individuals, families, or employees safe one has to think about the things that are important to them and the things one also wants to protect. Ground Security Ground security can be looked at as ways to protect areas around airports. Since September 11, 2001, airports have gone through many changes to ensure that their passengers are safe and all bags and equipment are safe before the leave the ground and enter the airplane. Before that tragic event there were no major security measures in place except screenings but people could just come and go as they please. As a result of the hijackings security was  beefed up tremendously. Passengers are screened more closely. People are not allowed to carry liquids into the airport and not like before only passengers with boarding passes may enter the terminal. According to USAToday reporter Blake Morrison (2002), Flight attendants report that many ground workers such as airport mechanics, caterers and ramp workers still have access to planes without going through any checkpoints as long as the have their swipe cards. Access Control Systems Access control systems are highly used at most businesses to keep unauthorized people out of places they do not belong. Access control systems are thought of as electronic card readers were badges are needed to unlock a doors, lets individuals gain access to an elevator, or garage. Access control systems also can be as simple as possessing a security guard to stop people from entering a certain area. There are levels of access controls there is the basic system that allows systems to respond to a pin or a card number, there is an intelligent system that controls access to doors locks and also has the capability to store information. The most common breach of this system is that people allow individuals without badges to slip in behind them. For example, nowadays many apartment building or condo complexes have main entrances were they must badge in or have a key to unlock the door. There is always someone waiting at the door to gain entry, and most people will just open the door and let him or her in never thinking that this person should not have access. The person who is let in could be an intruder there to do harm. For this reason many companies/residence complexes stress that authorize users should not let anyone enter unless he or she have followed the appropriate procedure for visitors. Access cards have been proven to have some vulnerability. Hackers are very intelligent and have found ways to copy the cards information. Hackers have become so accomplished that they have created portable readers t hat can capture the card number. No security method can ever be listed as 100% effective. Perimeter Security Perimeter Security can be described as a boundary that separates an area from the rest of the world. The purpose of the perimeter security is to deter,  detect, delay and deny unauthorized access to a perimeter without the owner’s consent to avoid theft, vandalism, or other criminal acts. Many things are used to prevent individual from gaining access to his or her property. Fences or gates are good starting points to protect property. Gates that are high enough and locked keeps intruders out. Another line of defense is security lights. Having an area with good lighting is critical to a security system because people are less likely to commit a crime in a place if they feel they can be seen by someone. Most criminals look for an area that does not have good lighting and is away from by passers. Good lights around a home and an area not hidden by overgrown trees and shrubs provides some protection. Lighting can protect a home or a business from intruder because it provides trickery. Many homes have installed motion sensor lights that come on when someone walks or moves in a certain perimeter around his or her home or business. If the intruder were to set off the sensor and lights come on they will most likely run away as they are not sure if someone is watching either from the home he or she is intruding or from the neighbor’s house. Criminals are also deterred from homes or businesses with outside lighting because they think that if you took the time to install good lighting, this home also has the potential of having an alarm system. Also if it is a business that is being intruded good lighting also helps the use security cameras, if the lighting is good clearer images could be captured. Information Systems and Technology Security Information security means protecting information from unauthorized access, use, disclosure, disruption, modification, perusal, inspection, recording, or destruction. Most companies and homes have intrusion detection systems on their computers. Intrusion detection systems allow companies to monitor unwanted attempts to gain access to their systems. According to Webopedia (2010) these detection devices allow managers to see all activity incoming and outgoing. Intrusion detection is important to keep information systems safe from hackers, disgruntled employees, and others who may want to cause the company trouble or damage their IT systems. Safety Net uses a Reactive Intrusion Detection system. The reason the passive system is used because it logs all activities and then sounds an alert. A reactive system not only  logs the traffic and suspicious use then alerts administrators, but it also logs off a user after suspicious activity is detected (Net Security, 2010). Safety Net feels the passive method is just not protective enough in monitoring suspicious activity. Allowing managers to know who has conducted such activity is great but Reactive stops the activity. The detection system utilized by Safety Net is a Host Intrusion Detection System rather than the Network Intrusion Detection System. Conclusion Physical security is the protection of personnel, hardware, programs, networks, and data from physical circumstances and events that could cause serious losses or damage to an enterprise, agency, or institution. Individuals have the responsibility to make sure that they protect themselves from harm. All measures have to be weighed and applied to ensure that security cannot be breached. References Robbery. (2011). Retrieved fromhttp://www2.fbi.gov/ucr/cius2009/offenses/violent_crime/robbery.html | | | Morrison, Blake. (2002) Attendants question ground security. Retrieved on January 7,2011 from http://www.usatoday.com/news/nation/2002/04/04/ground-security.htm Intrusion Detection. (2012). Retrieved on January 7, 2011 From http://www.webopedia.com/DidYouKnow/Computer_Science/2005 Net Security. (2011). Retrieved on January 7, 2011 From http://netsecurity.about.com/cs/hackertools/a/aa030504_2.htm

The First Shopping Mall in America

The First Shopping Mall in America Malls are collections of independent retail stores and services conceived, constructed and maintained by a management firm. Occupants can include restaurants, banks, theaters, professional offices and even service stations. The Southdale Center in Edina, Minnesota became the first enclosed mall to open in 1956 and several more innovations have come about since to make shopping easier and more efficient for both store owners and customers.   The First Department Stores   Bloomingdales was founded in 1872 by two brothers named Lyman and Joseph Bloomingdale. The store rode the popularity of the hoop skirt to great success and practically invented the department store concept at the beginning of the 20th century. John Wanamaker follwed soon after with the  opening of The Grand Depot, a six-story round department store in Philadelphia in 1877. While Wanamaker modestly declined taking credit for inventing the department store, his store was definitely cutting edge. His innovations included the first white sale, modern price tags and the first in-store restaurant. He pioneered the use of money-back guarantees and newspaper ads to advertise his retail goods.   But before Bloomingdales and The Grand Depot, Mormon leader Brigham Young founded Zions Cooperative Mercantile Institution  in Salt Lake City in 1868. Familiarly known as  ZMCI, some historians credit Youngs shop with being the first department store,  though most give the credit to John Wanamaker. ZCMI sold clothing, dry goods, drugs, groceries, produce, shoes, trunks, sewing machines, wagons and machinery sold and organized in all types of â€Å"departments.† Mail Order Catalogs Arrive Aaron Montgomery Ward sent out the first mail order catalog in 1872 for his Montgomery Ward business. Ward first worked for the department store Marshall Field as both a store clerk and a traveling salesman. As a traveling salesman, he  realized that his rural customers would be better served by mail order, which turned out to be a revolutionary idea. He started Montgomery Ward with only $2,400 in capital.  The first catalog was a single sheet of paper with a price list that advertised  the merchandise for sale along with ordering instructions. From this humble beginning, it grew and became more heavily illustrated and chock full of goods, earning the nickname dream book. Montgomery Ward  was a mail-order-only business until 1926 when the first retail store opened in Plymouth, Indiana. The First Shopping Carts Sylvan Goldman invented the first shopping cart in 1936. He owned a chain of  Oklahoma City grocery stores called Standard/Piggly-Wiggly. He created his first cart by adding two wire baskets and wheels to a folding chair. Together with his mechanic Fred Young, Goldman later designed a dedicated shopping cart in 1947 and formed the Folding Carrier Company to manufacture them. Orla Watson  of Kansas City, Missouri is credited with inventing the telescoping shopping cart in 1946. Using hinged baskets, each shopping cart was fitted into the shopping cart ahead of it for compact storage. These telescoping shopping carts were first used at Floyd Days Super Market in 1947. Silicon Valley inventor George Cokely, who also invented  the Pet Rock, came up with a modern solution to one of the supermarket industrys oldest problems: stolen shopping carts. Its called Stop Z-Cart. The wheel of the shopping cart holds the device which contains a chip and some electronics. When a cart is rolled a certain distance away from the store, the store knows about it. The First Cash Registers James Ritty invented the incorruptible cashier in 1884 after receiving a patent in 1883. It was  the first working, mechanical cash register.  His invention came with that familiar ringing  sound referred to in advertising as the bell heard round the world.† The cash register was initially sold by the National Manufacturing Company. After reading a description of it, John H. Patterson immediately decided to buy both the company and the patent. He renamed the company the National Cash Register Company in 1884. Patterson improved the register by adding a paper roll to record sales transactions. Charles F. Kettering later designed a cash register with an electric motor in 1906 while he was working at the National Cash Register Company.   Shopping Goes High Tech A Philadelphia pharmacist named Asa Candler invented the coupon in 1895. Candler bought  Coca-Cola  from original inventor Dr. John Pemberton, an Atlanta pharmacist. Candler placed coupons in newspapers for free Cokes from any fountain to help promote the new soft drink. Several years later, the patent for the  bar code  Ã¢â‚¬â€œ U.S. Patent #2,612,994 – was issued to inventors Joseph Woodland and Bernard Silver on October 7, 1952.   All this would be for naught, whoever, if people couldnt get inside to shop. So credit goes to Horton Automatics co-founders Dee Horton and Lew Hewitt for inventing the automatic sliding door in 1954. The company developed and sold the door in America in 1960. These automatic doors used mat actuators. AS Horton Automatics explains on its website: The idea came to Lew Hewitt and Dee Horton to build an automatic sliding door back in the mid-1950s when they saw that existing swing doors had difficulty operating  in Corpus Christis winds. So the two men went to work inventing an automatic sliding door that would circumvent the problem of high winds and their damaging effect.  Horton Automatics Inc. was formed in 1960, placing the first commercial automatic sliding door on the market and literally establishing a brand new industry.   Their first automatic sliding door in operation was a unit donated to the City of Corpus Christi for its Shoreline Drive utilities department. The first one sold was installed at the old Driscoll Hotel for its Torch Restaurant. All this would set the stage for megamalls. Giant megamalls werent developed until the 1980s when the West Edmonton Mall opened in Alberta, Canada with more than 800 stores. It was open to the public  in 1981  and featured a hotel, amusement park, miniature golf course, a church, a water park for sunbathing and surfing, a zoo and a 438-foot lake.

Facts About the Order Cetacea

Facts About the Order Cetacea The Order Cetacea is the group of marine mammals that includes the cetaceans - the whales, dolphins and porpoises. Description There are 86 species of cetaceans, and these are divided into two suborders - the mysticetes (baleen whales, 14 species) and odontocetes (toothed whales, 72 species). Cetaceans range in size from just a few feet long to over 100 feet long. Unlike fish, which swim by moving their heads from side-to-side to swing their tail, cetaceans propel themselves by moving their tail in a smooth, up-and-down motion. Some cetaceans, such as the Dalls porpoise and the orca (killer whale) can swim faster than 30 miles per hour. Cetaceans Are Mammals Cetaceans are mammals, which means they are endothermic (commonly called warm-blooded) and their internal body temperature is about the same as a humans. They give birth to live young and breathe air through lungs just like we do. They even have hair. Classification Kingdom: AnimaliaPhylum: ChordataClass: MammaliaOrder: Cetacea Feeding Baleen and toothed whales have distinct feeding differences. Baleen whales use plates made of keratin to filter out large quantities of small fish, crustaceans or plankton from the sea water. Toothed whales often gather in pods and work cooperatively to feed. They prey on animals such as fish, cephalopods, and skates. Reproduction Cetaceans reproduce sexually, and females usually have one calf at a time. The gestation period for many cetacean species is about 1 year. Habitat and Distribution Cetaceans are found worldwide, from tropical to arctic waters. Some species, like the bottlenose dolphin may be found in coastal areas (e.g., southeastern U.S.), while others, like the sperm whale, may range far offshore to waters thousands of feet deep. Conservation Many cetacean species were decimated by whaling. Some, like the North Atlantic right whale, have been slow to recover. Many cetacean species are protected now - in the U.S., all marine mammals have protection under the Marine Mammal Protection Act. Other threats to cetaceans include entanglement in fishing gear or marine debris, ship collisions, pollution, and coastal development.

Religous Profile Report Research Paper Example | Topics and Well Written Essays - 1000 words

Religous Profile Report - Research Paper Example All the next Gurus worked on the teaching of Guru Nanak and developed the faith and trust of Sikhism over next four centuries and made the religious history of approximately 400 years. Fifth Guru, who was named guru Arjan complied the first holy book of Sikhism (BBC Religion). He also established the first estate â€Å"Amritser† for Sikh Community. All ten gurus devoted their lives for the establishment of the Sikh Religion due to their efforts. Sikhism is one of the fastest growing religion in the world. Belief about GOD: The concept of GOD in Sikhism is very clear. Sikh Community believes that there is only one GOD. He is the only creator of the entire Universe. Sikh community believes that GOD has not any specific gender. In addition, they believe that GOD can be accessed by everyone (BBC Religion). Equality: Equality is one the major beliefs of Sikhism. Teachers of Sikhism state that all the human beings are equal. All people have the same rights. None has any priority over other (kwintessential.co.uk). Other Beliefs: Sikhism aims to make the environment peaceful. Sikhism states that the truth is the key of all virtues. The religion encourages that truth and justice is a key for a peaceful life. The Sikhism also state that if a person wants to feel the pure feelings to GOD, then he must switch his attention from all other material things to only one GOD. That is the only way in which human achieves the maximum level of liberation. In addition, the teachings of the Guru Nanak also state that GOD does not have a gender and cannot be understood by everyone easily. Love and worship is the only way to know the real means of GOD. Sikhs believe that their own souls and hearts are the best tools to find the GOD. Sikhs believe that they can feel the real pleasure and travel on the way of liberation by avoiding certain things such as lust, anger, pride and attachment to the things in this world. The

Is it possible to manage peoples values and emotions Essay

Is it possible to manage peoples values and emotions - Essay Example I shall be moving ahead after defining emotions in words of Dess (2010), values and finally the management of these features using the work of Totterwell (2012). In the next section, there would be a description of certain ways in which emotions can be controlled, modified in a workplace and in other environments as well while at the same time creating a distinction between suppression of an emotion its modification (Ostell, Baverstock, Wright 2012). There would be present some explanation of the how Paarlberg and Perry (2007) classify the management of values under the social context along with Willmott’s (1993) study bringing to light the setbacks faced by people over time due to mismanaged emotions in work settings. In the third section of this essay, I shall be elucidating the positive implications of management of emotions and values with reference to the works of Karp, Tanarugsachock (2000) and Shipman, Zeeman, Penza, and Champion (2000) stressing upon the fact that emot ion management has long been used in treating patients of mental disorders like anxiety, post-traumatic stress disorder etc. Emotions are defined as a conscious experience that includes a state of (physiological) arousal and a mediating interpretation (Dess 2010). Keeping in mind this definition, emotion puts emphasis on two factors, arousal and an attempt on part of the experiencing person or animal to label the experience (Dess 2010). Values on the other hand refer to the beliefs of a set of people or a community regarding the ideas of good and bad, just and unjust, righteous and evil. They are the shared beliefs of a culture which guide a person’s manner in which he expresses his emotions in a situation and his attitude towards it. Emotions and values form an integral part of one’s life, both on individual level and at the level of community. Modulating one’s behavior is important in everyday dealings. Raw or untamed emotions