My Fair Lady Essays - My Fair Lady, Tony Award For Best Musical

My Fair Lady My Fair Lady is a musical comedy written by Bernard Shaw, which is set in England. The story is about Elisa, who spoke very bad English, with a cockney accent, but she wanted to learn how to speak better English, so she went to a phonetics' teacher, Higgins. Elisa was very poor, so she didn't have the money to pay for the lessons. Then Higgins made a bet with Pickering, another phonetics' teacher, that he could pass Elisa of as a duchess. Then after two months they had to put her on proof. She did great. But they didn't give her any credit for her work, only for Higgins' work. So she went out of Higgins' house. But Higgins' missed her. Later Elisa returned and they stayed together. I think the actors are very good. And Audrey Hepburn as Elisa and Rex Harrison as Higgins were perfect. Stanley Holloway as Pickering was very good too. I learnt that you needn't speak perfectly to be a better person. I would recommend this film to people who like musical, because there's too much singing in the film.

How to Write a Narrative Essay on Nuclear Corrosion

How to Write a Narrative Essay on Nuclear Corrosion Writing a narrative essay generally viewed as an easy task due to the fact that the subject to write about usually revolves around your personal experiences and things you feel strongly about. But when the subject matter to be covered talks about something you have never experienced or have to do some research to understand, then we all would have some difficulties with writing a narrative essay. In order to tackle these difficulties, this article will serve as a guideline detailing some important tips on writing a narrative essay on any and every topic one can come across. 1. Choose a topic you can make a story out of: Although writing about an abstract issue is not similar to writing about personal experiences, but with some research you can learn about different facets of a topic such as nuclear corrosion. This knowledge will definitely provide you with enough data for an interesting story or narrative. For example, choosing a topic such as the Environmental Effects of Nuclear Material Corrosion would give you the chance to tell survivalist stories on places like Fukushima and Chernobyl which were devastated by nuclear disasters. 2. Choose a story with a manageable plot: When narrating your story, it is very important for you to always take into consideration the guidelines of your assignments. When a certain amount of words to be written are part of the guidelines then sticking to that quota is recommended. The best way to keep to your provided word count is by staying on topic and eliminating any rambling thoughts from your narrative. If talking about nuclear corrosion, you can tell a short story using a real nuclear accident situation and then stick to outlining the economic and environmental impact of your chosen case study. 3. Now, structure your essay: The next step to getting you started with your essay is developing a working structure which will get you through the actual essay writing period. A good structural guideline for a narrative essay must outline the plot of your story, ensure you stay on topic and consistent with the facts you integrate into your negotiation. Doing this will ensure you stick to limits and remember the major factors or ingredients you intend to use in cooking up your story. 4. Use Vivid Details: Developing an interesting narrative depends on how well you write and not the subject matter to be discussed. And the fact still remains that good writing has the ability to spice up boring stories. Therefore when narrating your essay tries to make use of vivid details designed to capture the heart of your audience. So here are four important tips on writing a narrative essay on nuclear corrosion and any other obscure topic you may be saddled with. Students can also take advantage of the supporting articles covering nuclear corrosion such as: 10 facts for a narrative essay on nuclear corrosion and 20 topics for a narrative essay on nuclear corrosion.

A Thousand Splendid Suns Journey

This intriguing story is set on the outskirts of the city Herat situated in Afghanistan where a young girl Mariam is born. The story is later moved on to the capital city, Kabul where another young girl Laila is given birth to. Hosseini depicts an image of women’s suffrage that is truly heart filled and effectively shows the inner strength, courage and bravery women had in order to survive and live to fulfill their many hopes and dreams. The author does this through the effective use of characterization, narrative style, the themes and issues portrayed within the text, relationships and emotions. Khaled Hosseini has used strong characterization and use of the technique narrative style in order to depict Mariam and Laila who are the two main characters in Hosseini’s inspiring yet heartbreaking story a thousand Splendid Suns. Hosseini has written this story through the technique of third person in order to effectively show the true feelings of the characters Mariam and Laila. The strong use of third person as the narrative style is a very important part of this text as it clearly emphasizes the emotions and feelings that Mariam and Laila experience whilst they face the many hardships placed upon them. She lived in fear of his shifting moods, his volatile temperament, his insistence on steering even mundane exchanges down a confrontational path that, on occasion, he would resolve with punches, slaps, kicks, and sometimes try to make amends for with polluted apologies, and sometimes not. †Mariam’s thoughts are so clearly depicted in the above lines that it giv es the reader a full insight on how she fears each and every day as to how and what her husband’s mood will be when he arrives home and according to that how she will be treated. This illustrates the unjust behaviour she faces in her married life. The narrative style also is an excellent feature that engages the reader as it is a truly inspiring experience to be able to understand and comprehend what a woman is going through and how many things endlessly roam a mind when overcoming issues in life that we would never even think of let alone need to face in our lifetimes. A Thousand Splendid Suns also incorporates many themes and issues in Afghan society that effect women up until the present day. Hosseini shows the harsh reality of many women whose lives are filled with injustice and cruelty. He illustrates the cultural distinction between marriage and true love. The marriages in the novel are forced arranged marriages that have no likelihood to love. Mariam’s mother, tells her child that marriage cannot hold love, that men are cold heartless creatures, yet later after Nana’s unexpected death Mariam’s first instinct when she was being forcefully married to an elderly man Rasheed, thirty years her senior was of despise but later she thought with an open mind and knew she wouldn’t want to be a burden on anyone as a young unmarried women. Mariam therefore had hope that her marriage would lead to contentment and possible love, but unfortunately the marriage delves into abuse and oppression. At this time she remembers her mother’s words â€Å"A man’s heart is a wreched, wreched thing. It is not like a mother’s womb, it will not bleed for you, it will not stretch to make room for you† these words fill her mind with truth as she looks upon her one sided, disastrous marriage filled with hate and inequity. Another aspect that is shown quite clearly in Hosseini’s text is that of multiple marriages. In this novel Mariam’s husband finds young Laila buried under rubble after a torpedo strikes her street and instantly kills her family. He takes her home and says to his wife to care for her. Once she is recovered he gives her an ultimatum that in order for him to take care of her and live with them she must marry him as she has no other way to live in such a war torn city. She agrees and later in time joins the oppression, abuse and injustice placed on Mariam. Hosseini illustrates the true colors of what these women go through and how life itself becomes a nightmare for them. There are many relationships displayed in Hosseini’s novel, relationships of hate, love, youth, friendships, siblings, marriages and family, but there is one very unique bond formed in this text. Hosseini at first portrays the obvious jealousy Mariam has towards the young girl Laila, as she must share her husband with such competition. Rasheed, husband to two, purposely points all of Mariam’s flaws out to his new wife. He tells her all of Mariam’s deep secrets, and most importantly that she is a harami (illegitimate child) and that she is of no respect in society. Hosseini illustrates the hurt and pain Mariam endures when she realizes all those years of slaving endlessly to please her husband were of no use as he disrespects her in such a demeaning manner. Although Mariam tries her hardest to despise Laila, she realizes that Laila endures the same pain, oppression and hardships she does. Therefore Laila and Mariam begin to bond, share the work load of cleaning and cooking, have an occasional tea together which thus makes them realize that with such a bond anything is possible. Hosseini therefore suggests that women have an extremely strong ability to find strength and support within one another in order to help them overcome the impossible. This bond becomes more than just friendship; to them it seems like an inseparable tie of hope that god created for them through such hardships in life. This relationship effectively gives a positive view on the upcoming events in the novel and illustrates Hosseini’s positive depiction of support in relationships. This novel also shows the emotions used in order to create hope and the reality of which destiny unfolds. The people in this novel strive to believe in hope when going through the harsh realities forced upon them by political and personal oppression. Both Laila and Mariam depend upon somebody in their lives to overcome their problems and give them hope. For Mariam she looks upon the wise and elderly- Mullah Faizullah who taught her every aspect of knowledge of her religion. He never looked down upon her as a harami (illegitimate child) but as a child who was not even in a single way at fault and said to her â€Å"Behind every trial and sorrow that He makes us shoulder, God has a reason. †Ã‚  These simple words gave Mariam the courage to believe and follow her faith as she knew no matter what life threw at her she’d always have her faith. Laila also has her childhood best friend Tariq as her savior, who treats her as his equal. Laila feels that no oppression is laid upon her when she is with Tariq and that he only urges her to follow her hopes and dreams through the roughest of times. When these rough times finally arrive Hosseini shows a cycle where dreams that once were fulfilled are crushed and where hope and success in the near future, which were once visible- began to crumble instantly. In this point of the novel â€Å"Laila has moved on. Because in the end she knows that’s all she can do. That and hope.   This creates suspense and emotional attachment with the characters as those hopes and dreams are flattened in moments just like the Afghan women’s suffrage portrayed through Mariam and Laila’s life, time and time again. As they both raise their hopes and see happiness through all the grim darkness in the war filled Afghanistan, they are only lead to disappointment. Hosseini truly illustr ates the moments of hope and faith in these women’s lives but also gives the reader a thorough depiction on destiny, and how anything can change no matter what hopes and dreams you have. Khaled Hosseini has written a truly heartbreaking yet inspirational novel that any women would be empathetic towards. A thousand Splendid Suns is a story filled with multiple issues that will be present in society forever, it illustrates oppressions placed on women, hardships war-torn countries such as Afghanistan face and the relationships that are torn apart and can never be fixed and are therefore forever estranged. Hosseini truly inspires people to never lose hope even through the worst of times and to hold on to your faith, be true to yourself, think with an open mind and take one step at a time. A Thousand Splendid Suns Journey This intriguing story is set on the outskirts of the city Herat situated in Afghanistan where a young girl Mariam is born. The story is later moved on to the capital city, Kabul where another young girl Laila is given birth to. Hosseini depicts an image of women’s suffrage that is truly heart filled and effectively shows the inner strength, courage and bravery women had in order to survive and live to fulfill their many hopes and dreams. The author does this through the effective use of characterization, narrative style, the themes and issues portrayed within the text, relationships and emotions. Khaled Hosseini has used strong characterization and use of the technique narrative style in order to depict Mariam and Laila who are the two main characters in Hosseini’s inspiring yet heartbreaking story a thousand Splendid Suns. Hosseini has written this story through the technique of third person in order to effectively show the true feelings of the characters Mariam and Laila. The strong use of third person as the narrative style is a very important part of this text as it clearly emphasizes the emotions and feelings that Mariam and Laila experience whilst they face the many hardships placed upon them. She lived in fear of his shifting moods, his volatile temperament, his insistence on steering even mundane exchanges down a confrontational path that, on occasion, he would resolve with punches, slaps, kicks, and sometimes try to make amends for with polluted apologies, and sometimes not. †Mariam’s thoughts are so clearly depicted in the above lines that it giv es the reader a full insight on how she fears each and every day as to how and what her husband’s mood will be when he arrives home and according to that how she will be treated. This illustrates the unjust behaviour she faces in her married life. The narrative style also is an excellent feature that engages the reader as it is a truly inspiring experience to be able to understand and comprehend what a woman is going through and how many things endlessly roam a mind when overcoming issues in life that we would never even think of let alone need to face in our lifetimes. A Thousand Splendid Suns also incorporates many themes and issues in Afghan society that effect women up until the present day. Hosseini shows the harsh reality of many women whose lives are filled with injustice and cruelty. He illustrates the cultural distinction between marriage and true love. The marriages in the novel are forced arranged marriages that have no likelihood to love. Mariam’s mother, tells her child that marriage cannot hold love, that men are cold heartless creatures, yet later after Nana’s unexpected death Mariam’s first instinct when she was being forcefully married to an elderly man Rasheed, thirty years her senior was of despise but later she thought with an open mind and knew she wouldn’t want to be a burden on anyone as a young unmarried women. Mariam therefore had hope that her marriage would lead to contentment and possible love, but unfortunately the marriage delves into abuse and oppression. At this time she remembers her mother’s words â€Å"A man’s heart is a wreched, wreched thing. It is not like a mother’s womb, it will not bleed for you, it will not stretch to make room for you† these words fill her mind with truth as she looks upon her one sided, disastrous marriage filled with hate and inequity. Another aspect that is shown quite clearly in Hosseini’s text is that of multiple marriages. In this novel Mariam’s husband finds young Laila buried under rubble after a torpedo strikes her street and instantly kills her family. He takes her home and says to his wife to care for her. Once she is recovered he gives her an ultimatum that in order for him to take care of her and live with them she must marry him as she has no other way to live in such a war torn city. She agrees and later in time joins the oppression, abuse and injustice placed on Mariam. Hosseini illustrates the true colors of what these women go through and how life itself becomes a nightmare for them. There are many relationships displayed in Hosseini’s novel, relationships of hate, love, youth, friendships, siblings, marriages and family, but there is one very unique bond formed in this text. Hosseini at first portrays the obvious jealousy Mariam has towards the young girl Laila, as she must share her husband with such competition. Rasheed, husband to two, purposely points all of Mariam’s flaws out to his new wife. He tells her all of Mariam’s deep secrets, and most importantly that she is a harami (illegitimate child) and that she is of no respect in society. Hosseini illustrates the hurt and pain Mariam endures when she realizes all those years of slaving endlessly to please her husband were of no use as he disrespects her in such a demeaning manner. Although Mariam tries her hardest to despise Laila, she realizes that Laila endures the same pain, oppression and hardships she does. Therefore Laila and Mariam begin to bond, share the work load of cleaning and cooking, have an occasional tea together which thus makes them realize that with such a bond anything is possible. Hosseini therefore suggests that women have an extremely strong ability to find strength and support within one another in order to help them overcome the impossible. This bond becomes more than just friendship; to them it seems like an inseparable tie of hope that god created for them through such hardships in life. This relationship effectively gives a positive view on the upcoming events in the novel and illustrates Hosseini’s positive depiction of support in relationships. This novel also shows the emotions used in order to create hope and the reality of which destiny unfolds. The people in this novel strive to believe in hope when going through the harsh realities forced upon them by political and personal oppression. Both Laila and Mariam depend upon somebody in their lives to overcome their problems and give them hope. For Mariam she looks upon the wise and elderly- Mullah Faizullah who taught her every aspect of knowledge of her religion. He never looked down upon her as a harami (illegitimate child) but as a child who was not even in a single way at fault and said to her â€Å"Behind every trial and sorrow that He makes us shoulder, God has a reason. †Ã‚  These simple words gave Mariam the courage to believe and follow her faith as she knew no matter what life threw at her she’d always have her faith. Laila also has her childhood best friend Tariq as her savior, who treats her as his equal. Laila feels that no oppression is laid upon her when she is with Tariq and that he only urges her to follow her hopes and dreams through the roughest of times. When these rough times finally arrive Hosseini shows a cycle where dreams that once were fulfilled are crushed and where hope and success in the near future, which were once visible- began to crumble instantly. In this point of the novel â€Å"Laila has moved on. Because in the end she knows that’s all she can do. That and hope.   This creates suspense and emotional attachment with the characters as those hopes and dreams are flattened in moments just like the Afghan women’s suffrage portrayed through Mariam and Laila’s life, time and time again. As they both raise their hopes and see happiness through all the grim darkness in the war filled Afghanistan, they are only lead to disappointment. Hosseini truly illustr ates the moments of hope and faith in these women’s lives but also gives the reader a thorough depiction on destiny, and how anything can change no matter what hopes and dreams you have. Khaled Hosseini has written a truly heartbreaking yet inspirational novel that any women would be empathetic towards. A thousand Splendid Suns is a story filled with multiple issues that will be present in society forever, it illustrates oppressions placed on women, hardships war-torn countries such as Afghanistan face and the relationships that are torn apart and can never be fixed and are therefore forever estranged. Hosseini truly inspires people to never lose hope even through the worst of times and to hold on to your faith, be true to yourself, think with an open mind and take one step at a time.

Writing style Assignment Example | Topics and Well Written Essays - 500 words

Writing style - Assignment Example In this light, the paper is an assessment of my academic writing style, weaknesses and strengths and smart developmental objectives guiding my writing. The undoubted fact that everybody can write but not to academic requirements has never escaped my mind in writing. As a result, I have often made various attempts aimed at improving my style of writing not only in the educational context, but also in the external classroom environment (Lombardino, 2012, pp. 48). Apparently, I can say with confidence that my writing style has greatly improved since elementary school. I have met with different audiences that define my situation and purpose of writing. For instance, I have written different poems and stories regarding life issues. Arguably, my style of writing contains different literary elements in line with writing elements. I have a consistent use of grammar and elicit application of various writing considerations. Most importantly, I have a clear regulation of style, tone, voice, and diction of my writings. I have various strengths with regards to writing. Evidently, this not only relates to my sentence formulation initiatives but also referencing requirements, which have become part of writing. Certainly, MLA, APA, Harvard, Chicago and Oxford writing styles are no longer my writing nightmares but a clear source of my strengths. I have sufficient information on writing techniques as well as requirements from a global perspective. With attention to word choice, I have the ability to weed out unnecessary words in my writings by using precise wordings. I have great touch of sentence fluency ensuring that phrases and wordings do not lead to monotony or reflect parallel ideas. From this perspective, a clear set of strengths that play a vital role in shaping my writing styles. Nevertheless, I have various weaknesses that in many instances have attempted to derail my ability to reach perfection. Looser oral words in many instances affect

Multimedia & design Essay Example | Topics and Well Written Essays - 1250 words

Multimedia & design - Essay Example As programs have integrated with computers, they also need to integrate with human beings (Norman, 2004). Programs need to have a user-friendly graphical interface in order to enhance convenience in their application. If the interface is not user friendly this affects the emotions of the human user negatively, whereby the user finds it frustrating when the program or application is too complex to operate and understand. I strongly agree with Don Norman as he says computers with emotions are necessary in order to facilitate effective operation by human beings. At least computers should have appropriate emotional manifestations. A computer with emotions is able to detect human emotions, which can be used as security features to the computer. In organizations such as banks and security agencies where information is sensitive, computer emotions are highly recommended to be very effective. Features such as facial, voice and fingerprint detection are key security features in the modern soc iety technology. A computer with emotions is able to do most activities, which can be done by human beings (Norman, 2004). It may be costly to purchase a few computers with emotional programs but in the end, it will sum up to being cost effective. Nevertheless, there is a challenge when using computers with emotions in cases whereby the human user lacks the emotions, which the computer has. For instance, human being who does not have fingers or is dump finds it hectic to use the computer. If the password to the computer requires voice or fingerprint recognition, then the human user with disability will not be able to operate the computer. Question 2 Philosophers have in the past come up with various philosophical concepts that people may use to analyze various popular culture. These concepts are what many philosophers consider tools that a philosopher needs to solve various philosophical problems. For each particular category of popular culture, there are specific philosophical tool s that one can use to analyze the culture. If faced with a problem, I would be able to collect various philosophical tools that are displayed in the book to form a philosophical tool kit that will help me in analyzing the problems and dealing with the same problems. The tools are very critical especially in solving day-to-day problems. For a computer scientist, these philosophical tools are vital in making good interfaces. When designing an interface, the developer should ensure that all cultural as well as social factors are considered (Wittkower, 2008). For this small project, I was trying to come up with a tool kit to enable developers to consider some social and cultural aspects of users when designing interfaces. These philosophical tools would provide the developer with a base in which to view model use needs. One of the philosophical tools that I identified to be very critical in designing interfaces is logic. Logic is very essential for the developer to analyze what the user needs. Like when building the iPod interface, the developer needs logic to understand what the user needs (Wittkower, 2008). The other philosophical tool that I identified is Utilitarianism. Developers should use Utilitarianism to come up with the best course of action to take. This is one of the tools that are needed in my kit to ensure that developers consider the best cause of action

The Romantic Movement Essay Example for Free

The Romantic Movement Essay The Romantic Movement was the beginning of a whole new form of poetry and was, in itself, a revolt against the very nature of the aristocracy and political agendas of the people in power. With that said, the Victorian Period was a shift away from Romanticism by its very literal focus on Queen Victoria and her whole reformation agenda, while the poets of the time kept the life of the Romantic Movement well within their writing. Moreover, some critics believe that poetry of the Victorian Period is a continuation into the third and fourth generation of poetry from the Romantic Movement which can be seen in the poetic writings of John Keats, Samuel Taylor Coleridge, Robert Browning, and Alfred Lord Tennyson. To begin with, John Keats’ â€Å"Ode on a Grecian Urn† is perhaps one of the most romantic odes to an inanimate object ever seen. Near the end of the poem, in the final stanza, the speaker muses that â€Å"beauty is truth, truth beauty ,† which can be read as an obvious statement about love and beauty, or as a statement on the elusiveness that both true beauty and truth possess, which actually remarks on the ideals behind the foundation of the Romantic Movement. Either way, â€Å"Ode† is as purely romantic as poetry can get and proved to lay the groundwork for future poetry of the Romantic Movement. Samuel Taylor Coleridge took a different path and worked on the essence of beauty in nature as the speaker in â€Å"The Eolian Harp† goes on about â€Å"white flower’d Jasmin, and the broad-leav’d Myrtle,/(Meet emblems they of innocence and love! ) † and the harp’s â€Å"long sequacious notes/over delicious surges sink and rise/such a soft floating witchery of sound/as twilight Elfins make . † Rarely has a more romantic statement been uttered about a simple harp, but Coleridge is doing more than just personification, here. His poem is making a statement that the aristocracy cannot deny: political norms are out, and strong emotion for the beauty and sublimity of nature is in. Robert Browning takes a bite out of the Victorian aristocracy as well with his poem entitled â€Å"My Last Duchess. † In it, Browning, though well in the Victorian era, weaves a tale of a Duke who had his last wife, the Duchess, killed because of her trampy ways; which he ironically professes to admire as he looks upon her painting. But the Duke isn’t done with his line of many wives and hopes to marry the Count’s daughter with his â€Å"dowry†¦[for] his fair daughter’s self . † Browning is trite and dramatic, giving such personification to a painting, but he too speaks to the aristocracy with pure, delightful historical allusion. Alfred Lord Tennyson’s â€Å"Ulysses† strikes a completely different tune as he takes pure poetic license with his entirely enjambed lines and heroic to the point of transcendent verse. It is the tale of Ulysses (Odysseus) after he has finally returned from his twenty year voyage of hell on earth. It can be read as man’s struggle for existence now that his life has been returned, but strong romantic overtones fight their way to the forefront of this poem because life is not what it used to be for Ulysses. Ulysses is no longer the symbol of man vs. nature, as he has been transformed in this poem into man vs. himself. Perhaps the rise of Queen Victoria and her reign of politics and power had Tennyson parrying man vs. himself in an attempt to show the vain nature of the power players, but it can be seen from the striking emotional outpouring and powerful descriptions of nature that Tennyson remained influenced by the Romantic Movement. Overall, despite the rise of the Victorian Era, the powerful emotions and influence of the writings from the Romantic Movement refused to be replaced by odes to political figures because of the sheer amusement and pleasure poets like Browning and Tennyson found in their writings. Though they attempted to shield their emotional outpourings in allusions and aristocratic themes, their messages were not to be denied.

Definition Essay -- essays papers

Definition Essay The origin of the word myth seems to be a myth in itself. Myths have generally originated from a Greek history that used an oral tradition to explain events that occurred before the written word. Often supernatural beings or fictitious characters were used to explain popular ideas concerning phenomena's of nature or the history of people. The myths that were carried on from generation to generation were often very imaginative in an attempt to spark the interest of young listeners. These would be told at social gatherings. The main purpose of a myth was to relay historical information among groups. Early myths often dealt with the origin of man, customs, religious rights, incidents involving the lives of gods, stories of culture heroes, adaptations of old world myths, or the retelling of biblical stories. From the Webster’s dictionary the real meaning of the word myth is, â€Å"a story or legend† that was created as oral traditions that were told from generation to generation. Often as individuals told the stories, they were changed slightly in context or meaning. One cannot be certain, however, that historically based myths are not historically correct. Exaggeration due to personal vendetta was often the cause for discrepancies of factual or not factual information included in dialect from a mythical standpoint. An instance where this fact was the case is seen in the Old Testament. Even, the Old Testament can be looked upon as being mythical. From a religious perception, the Old Testament may be viewed as the history of Judaism and believed to be completely factual and true, but from a mythical standpoint that selection may be fictitious in context. Mythology suggests that due to the fact that events w... ...ide to them. The mythical side is present because a culture or society does not want to believe the facts that are known in an attempt to give reassurance to ones inner self. A modern example of a myth is the belief that one cannot achieve a pregnancy upon the primal intercourse experience. Research has proven that this is not true, but many believe or are told that this is the case. These types of myths are used today to create reassurance for those believing them. The word myth has been defined by scientific evidence throughout history. As scientific evidence has become clearer, early myths have become less clear to the present day human being. Even though early myths are becoming obsolete, they are still being studied to teach all aspects of life and culture past and present. Also, modern myths are being studied just as well to teach the aspects of the world today.

Development of the Technology (Tank) From WWI through the Employment in WWII

A tank is a trail armored combat vehicle created to employ enemies face-to-face, via straight fire from a large caliber-gun and supporting fire from machine guns. Heavy armor on top a high extent of mobility confer it survival, as the tracks let it to cross even rough land at high speeds. The name tank first came to pass in British factories making the hulls of the first battle tanks: the workmen were given the notion they were making tracked water containers for the British Army, therefore keeping the assembly of a fighting vehicle secret.The process began in World War I. American tank doctrines from the beginning focused on direct support of the infantry. American Expeditionary Forces (AEF) planners paid little attention to futuristic ideas such as those of British Colonel J. F. C. Fuller for a campaign based on fast tanks in deep-penetration roles. With the end of the war, the embryonic Tank Corps was disbanded. Tank units were assigned to the infantry, whose experts increasingly warned against their excessive use as a potential handicap to the rifleman's â€Å"offensive spirit. â€Å"In 1921 the Army possessed about 1,000 copies of the light French Renault FT-17, and 100 or so British Mark VIII heavy tanks assembled at Rock Island Arsenal from parts made for a projected Anglo-American program that died with the Armistice. What the infantry wanted was a light tank of about 6 tons that could be transported on Army trucks and a medium tank of 15 tons, the weight limit of average highway and pontoon bridges. What it got by 1930 were a dozen or so prototypes of various kinds, all too far from meeting branch specifications to be considered for even limited production. Branch rivalry proved less intense than expected.While the cavalry stressed the importance of speed and range, in-house organs such as Infantry Journal published an increasing number of articles emphasizing the potential of tanks for independent missions, as well as in the branch-specific roles of leading and accompanying infantry. There was, however, simply not enough money to pursue separate design tracks of close support and long-range exploitation. Could one vehicle possibly perform both tasks? A potential solution emerged when the fast tank so often discussed in armor circles became reality in the designs of independent inventor J.Walter Christie. The few Christies actually purchased were divided between infantry and cavalry and earned mixed reviews. Their influence was nevertheless perceptible in the M2 light tank and its near sister the M1 combat car. More than 100 of these 7. 5-ton vehicles were acquired in the mid-1930s. The M1 carried only two . 30-caliber machine guns in a rotating turret; the M2 had the same armament in two fixed turrets–a characteristic that promptly earned it the nickname â€Å"Mae West† in honor of the buxom film siren.But the vehicles' reliability made them welcome in the infantry's tank battalions, and the cavalry found its new combat cars an answer to a branch's prayer. In 1932 a mechanized cavalry brigade was authorized for Fort Knox. When the dust raised by advocates of the horse settled, the new force emerged as cavalry yellow through and through. Its missions were defined in traditional cavalry terms: reconnaissance, pursuit and exploitation.Its limited maneuver experience generated little serious discussion of a U. S.  counterpart to the Panzerwaffe emerging in Adolph Hitler's Germany. As late as 1938 both infantry and cavalry remained committed to mobility and reliability, rather than armor and armament, as the fundamental desiderata for tank development. Neither the U. S. government nor the U. S. Army had any reason to believe substantial American forces would be deployed overseas in a high-tech, high-risk environment. Should such an expedition be necessary, shipping space would be at a premium, as would maintenance facilities on arrival.Even medium-weight tanks seemed a correspondingly risky in vestment. The same criteria applied in reverse to any possible invasion of the United States. No enemy in the Western Hemisphere had any tanks to speak of. Armored forces deployed from Europe were hardly likely to reach North America in strength. The United States, moreover, had nothing like the production facilities to introduce new tank designs on any scale. The government arsenal at Rock Island, Ill. , had been responsible for building the small numbers of light tanks authorized under various 1930s programs.Rock Island specialized in artillery. It lacked the room for large tank production lines except by converting from another vital need: guns. Instead, the Army proposed to increase its tank inventory by following plans developed in the 1920s–contracting tank construction to heavy engineering firms, locomotive factories and similar institutions with facilities and experience in heavy assembly work. The emerging doctrines of the new armored force combined domestic heritage and evaluation of foreign experience.Tanks were projected for use in masses, by divisions and in entire corps–as instruments of exploitation, as opposed to breakthrough. More important for operational considerations, both the M3 and its designated successor mounted main guns whose armor-piercing capacity ran a distant second to their ability to fire high-explosive shells. That fact reflected armored force doctrine emphasizing the medium tank's supporting mission. Production factors played a role as well. The projected mediums were complex, incorporating a substantial spectrum of new technologies.Firms were receiving contracts despite the fact that few in their work forces or on their technical staffs had even seen a tank, much less knew how to build one. Even a major company like Chrysler had to construct production facilities. The outstanding successes of those novices–Chrysler was able to deliver the first M3s less than a year after submitting its initial bid œwed not a little to the fact that in those early stages of industrial mobilization the best was not allowed to become the enemy of the good.The first Shermans rolled off newly constructed production lines in 1942 at the Lima Locomotive Works, the Pressed Steel Car Company and the Pacific Car and Foundry Company. By 1943 the Baldwin Locomotive Works, the American Locomotive Company and the Pullman Standard Car Company also were contributing to increasingly impressive production totals. The U. S. armored force had, however, another ace in the hole. None of Europe's armies intended to pit tanks against tanks as a matter of course. The favored counter was the antitank gun.High-velocity weapons, usually 37-50mm, with low silhouettes, shields for their crews and motor traction, they were intended to move quickly to threatened points, in company or battalion strength, and knock out tanks as they came into range. Antitank guns were cost-effective compared to tanks–so easy to mass pr oduce and so simple to operate they might well be considered expendable, and often were. The U. S. Army had added an entirely new version of the weapon to its order of battle. In 1940 the War Department accepted the position of General Andrew D.Bruce that attacking tanks were best countered not by mere battalions but by entire groups and brigades of high-velocity guns on self-propelled carriages. Bruce's long-term concept involved putting a modern 3-inch gun on a modified Sherman chassis. To emphasize their mission of seek, strike and destroy, the new units were called tank destroyers, or TDs. They received their own training center and what amounted to status as a separate arm that at peak strength had more than 100 battalions.The Army fielded no fewer than 15 armored divisions and 37 independent tank battalions in northern Europe. By D-Day, however, only a single armored division deployed in the theater had seen any action at all, and then only briefly. Inexperience, inadequate tr aining and problems of sharing experience, particularly among the constantly transferred independent battalions, took precedence over questions of materiel. For infantry support, machine guns were usually the tank's most important weapon, just as they had been in 1918.Armored divisions in the European Theater of Operations (ETO) were usually distributed among Army corps in a ratio of 1-to-2 or 1-to-3 infantry divisions, and in practice would perform much the same roles as their footslogging partners. The Army's new armored field manual, published in January 1944, neither suggested nor implied a need for new tanks in what was clearly a more modest role than originally envisaged. The question was not whether U. S. factories could retool to manufacture either the M6 or the T20. It was whether a changeover, or even an adjustment, represented the best use of material and technical resources.The M4 was not an optimal armored vehicle. The United States' factories could, however, produce it in numbers enough not only for American forces but also for the British, the Free French and, not least, the USSR, whose Lend-Lease Shermans formed a significant element of the Red Army's armored forces for much of the war. Two Shermans could be embarked for one M6–no bagatelle given the massive demands on Allied shipping in 1942 and 1943. The new M18 Hellcat, introduced in late 1943, could make the incredible top speed of 55 miles per hour, but had nearly no protection and carried the same 76mm gun that encumbered the Sherman.It was possible to maneuver, seeking more vulnerable sides and rears. There were enough German tanks in Normandy, however, relative to the space involved to provide higher and more consistent levels of mutual support than had been common in North Africa and Italy. American crew losses mounted, and crew morale declined. Omar Bradley and then Dwight Eisenhower were sufficiently disconcerted that the supreme commander contacted U. S. Army Chief of Staff G eorge Marshall, demanding that tanks and tank destroyers with 90mm guns be made available as soon as possible. The development of a tank with a 90mm gun followed a more tortuous path.The Ordnance Department had recommended as early as May 1943 that pilot models in the T20 series be tested not only with a heavier gun, but with thicker armor and wider treads than either the M4 or the T20 designs. The T20 series had been conceived as a medium tank. In that version, it offered no significant advantages over the Sherman. The 90mm configurations, the T25 and the T26, amounted to introducing a heavy tank through the back door. Weighing more than 45 tons, with 4. 5 inches of frontal armor, on paper at least they bode fair to compete with, if not match, the German Panthers and Tigers.Work on the new design did not receive high priority. Not until May 1944 was the original order of 50 completed. The first M26, chosen over the T25 for its greater reliability, was not standardized until March 1 945. It was not light tanks that were wanted for the close-gripped fighting of the northern Europe campaign. Even during the post-Operation Cobra days of breakout and pursuit in the summer of 1944, the Shermans' maneuverability and high rate of fire were at best stopgaps against German tanks and assault guns whose armor and firepower were ideally suited to the conditions of a fighting withdrawal.To speak of the failure of U. S. tank policy in World War II is nevertheless a crass overstatement, even if failure is defined in the narrow terms of tank versus tank. Interwar and early-war concepts favoring mobility and reliability, regarding tanks as best suited for exploitation rather than breakthrough and incorporating a counter to mass armor attacks, fitted both the United States' military requirements and most of the then-relevant European experience.The Sherman, its light tank stablemates and the tank destroyers supporting them were developed to fit parameters of doctrine and experie nce. They were also manufactured on a scale and at a pace no other power could hope to match. That process took time even once a doctrinal base existed: that is to say when the users had reasonably clear ideas of what they wanted. The Army's history of tank design and production possibilities reflects the strong elements of improvisation in the U. S. war effort.The German and Soviet doctrines and technologies against which American models are so often compared were products of processes begun in 1919. By 1939 the Wehrmacht and the Red Army both had tank inventories in the thousands. U. S. tanks were counted in three figures well after Pearl Harbor. Commanders, crews and tactics had to be introduced by forced draft, in hopes of high learning curves that were by no means always forthcoming. It made corresponding sense to standardize comprehensively, rather than keep tinkering with systems in search of an optimum.Not until early 1943 did American armor doctrine and equipment have even a limited base of direct experience–which by no means pointed in a single direction. Tunisia, Sicily and Italy offered limited opportunities for using armor on a large scale in exploitation roles. Northwest Europe seemed a different proposition. Force-to-space ratios in that theater were expected to allow the Shermans to maneuver as their design intended–if not quite on the scales envisioned in 1940–once the infantry and its supporting arms had broken German resistance.However, even if the Army and its tankers had been generally convinced by mid- 1943 of the absolute necessity to alter not merely priorities but attitudes and doctrines, bigger guns and heavier armor on new chassis were unlikely to have been in unit strength by D-Day in any number. The German Panther offers a useful benchmark. It was developed in response to the obvious challenge of the superb Soviet T-34 medium tank and the heavy Klimenti Voroshilov. It received as clear a priority as was possibl e in the convoluted administrative structure of the Third Reich.Yet it was 18 months before the first Panthers saw action, and another 10 before the tank was considered satisfactory. Even then Panthers continued to suffer serious problems with engines, suspensions and turret mechanisms. The M26, another wartime design, took a bit over a year to reach operational status, and its bugs were being discovered as late as the Korean War. In terms of doctrine, equipment and mentality, the American armored force of World War II was optimized to win and to defeat Operation Barbarossa.Until the war's final 10 months, its shortcomings nevertheless involved acceptable tradeoffs. Even after D-Day, deficiencies in American armor did not involve the kind of crisis the Germans faced in late 1941 on the Russian Front, when they found themselves drastically overmatched in both numbers and quality. Artillery and fighter-bombers, the superior training and improvisational skill of American tankers, and o verwhelming material imbalances in all categories of armored vehicles combined to maintain a pattern of being good enough. No more was needed. No more was done.

Punctuality

Every person in this world has morals and ethics that are differ from other. If people do not respect their morals and ethics, then obviously they do not respect their selves. For instance, respecting the time or punctuality is surely included in the personal ethics. It is important for each person to be punctual because it is conveys the personal ethics and increases the trusts of others. Academically, not being punctual will cause the student to miss information, failing classes and lose respect.The most significant effect of not being punctual is the student will miss classes, and that’s will cause the students to miss information. This information could range from pop quizzes to homeworks due dates. Furthermore, if the students permanently come late to the classes or misses it, they would not know about the homeworks due date or any information about it. Additionally, the students who are not punctual have a bigger chance of having lower grades on pop quizzes. Consequently , not respecting time will absolutely determine the total grade.Also, if the student has an assigned presentation to do and he/she are not punctual, he/she will fail to present what is assigned for them. Ultimately, the few minutes the students miss means more grades to lose. Secondly, the consequences of losing grades are apparently failing the classes. As a result, the student will have a lower GPA and will be dismissed from the university. The only thing that each student does not want to have is a low GPA, and that is why they study hard and put more effort on it.As a consequence, the A student is always punctual and will never miss any class. Because of having a lower GPA and not respecting punctuality, the student will be dismissed from the university. Surely no student wants to be dismissed from the university but punctuality is one of the unbreakable rules of the university. Accordingly, the student will face a hard time getting accepted from other universities, which most p robably will reject the admission request because of not respecting punctuality.One of the main effects of not being punctual, that the student will lose instructors, classmates and family respect. Firstly, the student who does not respect the class time and always comes late will lose the respect of the instructor. As a result, the instructors won’t be helpful to these students when it comes to the grades. Furthermore, the classmates will lose faith and trust on those who are not punctual. Because of their habits they can’t be trusted especially when it comes to studying and doing a group projects.Also, after being dismissed from the university and basically losing all the opportunities of having a good life, the family will not respect the unpunctual student and will treats them as a child. Because they spent so much money and time, and they are rewarded by being unpunctual. Finally, Punctuality is substantial and it must be respected from all the people. It is a mir ror for people’s ethics and countries culture. Personally, I would not go to the class rather than going late. Each student has to be punctual when it comes to class attendance, because it is one of the keys of academic success. Punctuality Every person in this world has morals and ethics that are differ from other. If people do not respect their morals and ethics, then obviously they do not respect their selves. For instance, respecting the time or punctuality is surely included in the personal ethics. It is important for each person to be punctual because it is conveys the personal ethics and increases the trusts of others. Academically, not being punctual will cause the student to miss information, failing classes and lose respect.The most significant effect of not being punctual is the student will miss classes, and that’s will cause the students to miss information. This information could range from pop quizzes to homeworks due dates. Furthermore, if the students permanently come late to the classes or misses it, they would not know about the homeworks due date or any information about it. Additionally, the students who are not punctual have a bigger chance of having lower grades on pop quizzes. Consequently , not respecting time will absolutely determine the total grade.Also, if the student has an assigned presentation to do and he/she are not punctual, he/she will fail to present what is assigned for them. Ultimately, the few minutes the students miss means more grades to lose. Secondly, the consequences of losing grades are apparently failing the classes. As a result, the student will have a lower GPA and will be dismissed from the university. The only thing that each student does not want to have is a low GPA, and that is why they study hard and put more effort on it.As a consequence, the A student is always punctual and will never miss any class. Because of having a lower GPA and not respecting punctuality, the student will be dismissed from the university. Surely no student wants to be dismissed from the university but punctuality is one of the unbreakable rules of the university. Accordingly, the student will face a hard time getting accepted from other universities, which most p robably will reject the admission request because of not respecting punctuality.One of the main effects of not being punctual, that the student will lose instructors, classmates and family respect. Firstly, the student who does not respect the class time and always comes late will lose the respect of the instructor. As a result, the instructors won’t be helpful to these students when it comes to the grades. Furthermore, the classmates will lose faith and trust on those who are not punctual. Because of their habits they can’t be trusted especially when it comes to studying and doing a group projects.Also, after being dismissed from the university and basically losing all the opportunities of having a good life, the family will not respect the unpunctual student and will treats them as a child. Because they spent so much money and time, and they are rewarded by being unpunctual. Finally, Punctuality is substantial and it must be respected from all the people. It is a mir ror for people’s ethics and countries culture. Personally, I would not go to the class rather than going late. Each student has to be punctual when it comes to class attendance, because it is one of the keys of academic success.

The 12 SAT Grammar Rules You Must Know

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

Prepare a legal brief on the U.S. Supreme Court ruling in Santa Fe Essay

Prepare a legal brief on the U.S. Supreme Court ruling in Santa Fe Independent School Dist. v. Doe, 530 U.S. 290 (2000) - Essay Example They even argued that since these prayers were conducted by the students themselves, these prayers were not anything more than a speech conducted by a student and by no means was a speech that was sponsored by the state itself. This case was a 6 -3 decision in which the court decided that the prayers conducted by students before commencement of football games taking place at a public address system gives an image that the state government is trying to endorse religious activities and due to this such activities were found to be in violation of the Establishment Clause1. The district had failed to persuade the court into believing that prayers conducted before high school level football games were a private matter of the students. These prayers and their content were regulated, administered and monitored by the school and due to this; these prayers were considered as if the government preferred such speeches and prayers which are religious in nature. Secondly, according to the historical background of practices that were religious in nature and were conducted in the district of schools, the policy that was undertaken by the district to elect students seemed to be created to preserve the performance of prayers taking place before the games were held. The court even figured out that the method that was used to elect the prayer participants and to determine whether a particular message should be conveyed or not intensified the issue of violation of Establishment Clause because these voting resulted in rivalry between different individuals who were foll owing different religions. Fourthly, the way the speaker was elected even reflected that prayers of those who were in the majority would take place. Due to all these factors, the court established that such practices were not only perceived to be endorsed by the state, but were actually state endorsed and

Writer's choice Term Paper Example | Topics and Well Written Essays - 750 words

Writer's choice - Term Paper Example With the implementation of effective security mechanism we can gain a great deal of confidence and peace of mind while using these systems at home or marketplace (Shelly, Cashman and Vermaat; Turban, Leidner and McLean). This paper presents some of the security, privacy and ethical aspects regarding information technology and computer systems. There are many issues and threats which are hindering the successful operation and working on information and computer system arrangements. In this scenario, one of the initial risks is security issues from less effectively recruited staff personnel. For instance, any staff member with some illegal aims and objectives can set a virus in the database or hack the overall corporate information. Additionally, this is one of the major ethical dilemmas in information and computer systems (UN; Farshchi, Gharib and Ziyaee). In addition, differences in operating systems, versions and patches can also create various problems and issues regarding defense and protection of information and computer systems. In the absence of such protection strategy the overall information and data can be hacked or deleted. In worst case the business information can be accessed by corporate competitors. Additionally, absence of antivirus software for information and computer systems can also cause a huge problem for personal or business data and information. In case of such situation any virus can simply attack and destroy or stop the overall working of systems. In addition, one of the main issues is about the absence of internal firewalls. In this scenario, any user of systems and web services are open to virus attacks, malware, or Trojan attacks. In such situation overall information and computer systems can be hacked or influenced in case of effective handling and management of operations (UN; Farshchi, Gharib and Ziyaee ). This section discusses how some of the major and critical security, privacy and ethical issues happen.