The dreamer free essay sample

Mother – Son Relationship In Flannery O’Connor’s story â€Å"Everything That Rises Must Converge,† he demonstrates the conflicting relationship between Julian and his mother. This conflicting relationship is caused by their contradicting views on not only racism, but also superficiality because Julian’s mother thinks society should be racially segregated and Julian believes in equality of people no matter their race. Julian’s mother thinks the way she looks will make her a better person. Julian, on the other hand, thinks this superficiality simply does not matter. she relies on custom and tradition for her moral sensibility, claiming that â€Å"how you do things is because of who you are. † She is also fiercely loyal to those whom she identifies as part of her proud tradition, especially her son. Julian’s mother may also represent the typical woman who, due to the actual environment and social change, follows the belief systems of segregation. We will write a custom essay sample on The dreamer or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page She is a widow mother who â€Å"had struggled fiercely to feed and clothe and put him through school and who was supporting him still, ‘until he got in his feet. Her attitudes as a mother seem to be like those of any other mother who loves her son and struggles to give him what he deserves. However, this attitude is also comprised with her conservative ways which is her belief that society should racially segregated. On the other hand, In Junot Diaz’s memoir â€Å"The Dreamer† Diaz emphasizes about the struggles his mother faced as a young woman. The mother son relationship between Diaz and his mother is an interesting relationship because he considers his mother to be an inspiration and determination to fulfill her dreams. Although she didn’t become what she dreamed for, she was able to help his son become a good writer.

Brainstorms, Turning to Showers

Brainstorms, Turning to Showers Brainstorms, Turning to Showers Brainstorms, Turning to Showers By Maeve Maddox Until recently I associated only two meanings with the word brainstorm: 1. noun: a brilliant idea. Ex. Hey, guys, I just had a brainstorm! Lets go to the movies. 2, verb: to generate a lot of ideas in a short time. Ex. Before deciding on an essay topic, take the time to brainstorm. According the the Wikipedia, brainstorming is a group creativity technique designed to generate a large number of ideas for the solution of a problem. The method was first popularized in the late 1930s by Alex Faickney Osborn in a book called Applied Imagination. Osborn proposed that groups could double their creative output with brainstorming. Heres what it says in the OED brain-storm, (a) ‘a succession of sudden and severe phenomena, due to some cerebral disturbance’ (Gould 1894); (b) U.S. colloq. = brain-wave (c); (c) U.S., a concerted ‘attack’ on a problem, usu. by amassing a number of spontaneous ideas which are then discussed; also attrib.; so as v., to make such an attack; hence brain-storming vbl. n. and ppl. Apparently some sensitive civil servants in Britain think the expression brainstorm is potentially offensive to people who have epilepsy or some other medical condition that affects the brain. They recommend that we adopt some other figure of speech, such as word storm, thought shower or ideas shower. . . .staff at the Department of Enterprise, Trade and Investment (DETI) in Belfast will use the term thought-showers when they get together to think creatively. A spokeswoman said: The DETI does not use the term brainstorming on its training courses on the grounds that it may be deemed pejorative. The Guardian A spokesman for Tunbridge Wells Borough Council in Kent said: We take diversity awareness very seriously. The majority of staff have taken part in training and been asked to use the term thought showers. The Telegraph It seems that people who actually have the condition of epilepsy arent much bothered by the popular use of brainstorm to mean to generate ideas. The Epilepsy Foundation of Los Angeles named a recent conference The Epilepsy Brainstorm Summit. Gemma Baxter from the National Society for Epilepsy in the U.K. said her organization contacted people with epilepsy in the community and the overwhelming response was that brainstorming implies no offence to people with epilepsy, and that any implication that the word is offensive to people with the condition is taking political correctness too far. quoted in Free Republic Tricia Ward and Sam Delaney have something to say about this well-meaning pre-emptive effort of the language police to spare the feelings of people whose feelings are unknown to them: Tricia Ward Sam Delaney (Update: Article no longer online) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†50 Diminutive Suffixes (and a Cute Little Prefix)Apostrophe with Plural Possessive Nouns

3 Ways To Increase the Pressure of a Gas

3 Ways To Increase the Pressure of a Gas One common science homework question is to list 3 ways to increase the  pressure of a gas container or a balloon. This is an excellent question because answering it helps you understand what pressure is and how gases behave. What Is Pressure? Pressure is the amount of force exerted over a unit of area. P F/A Pressure Force divided by Area As you can see from looking at the equation, two ways to increase pressure are to increase the amount of force or decrease the area over which it is exerted. How exactly do you do that? Thats where the Ideal Gas Law comes into play. Pressure and the Ideal Gas Law At low (ordinary) pressures, real gases behave like ideal gases, so you can use the Ideal Gas Law to determine how to increase the pressure of a system. The Ideal Gas Law states: PV nRT Where P is pressure, V is volume, n is the number of moles of a gas, R is Boltzmanns constant, and T is temperature If we solve for P: P (nRT)/V Three Ways to Increase the Pressure of a Gas Increase the amount of gas. This is represented by the n in the equation. Adding more molecules of a gas increases the number of collisions between the molecules and the walls of the container. This raises pressure.Increase the temperature of the gas. This is represented by T in the equation. Increasing temperature adds energy to the gas molecules, increasing their motion and, again, increasing collisions.Decrease the volume of the gas. This is the V in the equation. By their very nature, gases can be compressed, so if the same gas can be put into a smaller container, it will exert a higher pressure. The gas molecules will be forced closer to each other, increasing collisions (force) and pressure.

Building Successful Brand of Toyota Essay Example | Topics and Well Written Essays - 1250 words

Building Successful Brand of Toyota - Essay Example This paper illustrates that Toyota recognizes the difference between product marketing alone and actual investment in the creation of a company brand. Indeed, Toyota seems to understand and appreciate the value of forming a corporate framework that facilitates the consumer’s preference for its products. As noted, the company faces fierce competition from other brands for the global market, which has meant that Toyota needed to reposition itself using contemporary means to stay ahead of the competition, at which they succeeded. Toyota Motors is responsible for total quality management or TQM, receiving numerous awards for quality management, such as the Japan Quality Control Award and the Deming Application Prize. The TQM strategy at Toyota is based on the Kaizen or customer first concept that stands for continuous improvement, as well as total participation that refers to input and involvement of all its workers. The Creative Idea Suggestion System, for example, seeks to encou rage and support employees in contributing effectively to quality development at the company. The Toyota’s production System has also resulted in quality improvement for work and products. In addition, the Toyota Way, established in 2001, is composed of continuous improvement, also referred to as Kaizen, which strives eliminate overproduction and waste, as well as to allow employees to suggest appropriate changes. Other techniques under Kaizen include eliminating employee fears to report issues, eliminating mistakes through a root cause analysis, eliminating transport and mistakes, creating a satisfying relationship with customers, and using mathematical and intellectual rationalization to create long-term solutions. Integrated marketing communications have been defined as a planning process that is designed to make sure that the customer receives brand contacts for a service, product, or organization that relevant and consistent over time to that customer.

Director of digital strategy for a leading UK estate agency chain Essay

Director of digital strategy for a leading UK estate agency chain - Essay Example This report highlights the tangible characteristics of viral, affiliate and search engine marketing strategies, ultimately selecting one viable marketing strategy to enhance sales volumes and brand visibility of the estate agency chain. In 2007, web-based advertising of properties increased 70 percent from 2004 (Key Note Media 2010). This means that it is becoming common practice for estate agents to utilise the Internet as a means of expanding their brand presence and effectively promoting a variety of properties in this industry. Coupled with this dramatic increase, a recent survey indicated that 57.7 percent of consumers would actively search the Internet as an option when desiring to move into a new home (Key Note Media 2010). Furthermore, in 2010, the volume of consumers sustaining Internet access in the United Kingdom was listed at over 44 million (Digital Age 2012). This represents approximately 70 percent of the entire United Kingdom population (ONS 2012). Because of this dynamic and high volume usage of Internet technologies by many demographics, viral marketing represents a significant opportunity for improving the market position of this leading estate agency. Viral marketing is defined as an amalgamation of marketing tactics that utilise existing social networks and related Internet technologies to achieve specific marketing objectives or increase brand awareness (Boone and Kurtz 2007). It is a strategy that attempts to promote growth in word-of-mouth by passing on a well-developed marketing message that proliferates itself much like a virus to encourage social circulation of a marketing message or organization (NCTU 2011). Viral marketing provides opportunities to create thrill in consumer markets, or buzz, that facilitates positive gossip in desired market groups about the viral content observed or otherwise engaged with on the Internet. Viral marketing efforts generally utilise video clips, images, integrated marketing

Air pollution in large modern cities Essay Example for Free

Air pollution in large modern cities Essay Pollution can be referred to as the scourge of the 21st century. Its effects are felt by the whole world both in the developed and developing countries. The greatest contributor to air pollution is emissions from cars that use fossil fuels. One way of ensuring that motor vehicles reduce the impact of air pollution, is the use of cars that draw on clean fuels for instance bio diesel and ethanol or by use of electric cars. Another way is by use of public transport. Public transport can reduce tremendously the amount of air pollution emitted when people drive in their personal vehicles. In this discussion, I’ll highlight the advantages that come with the use of public transport over personal means in relation to air pollution (David. 2010). Most of the personal cars used in our roads are not fuel efficient. Therefore they contributed greatly to pollution through exhaust emissions. To reduce this, there is need to trim down the number of private cars in our roads. Driving personal cars to work is a mistake that has both health and economic consequences for all the people living in this planet. It has been found out that the greatest contribution an average citizen can make towards air pollution is by driving a car. Thus by use of public transport, the overall air pollution emanating from the many personal vehicles can be reduced when the same number of people use public means (David. 2010). Therefore driving less can contribute positively towards reduced global pollution. In order to achieve this, there is need to improve the public transport in major cities around the world. For instance, introduction of electric trains as a public means can effectively reduce air pollution. This means is fast and environmental friendly and should be adopted by all governments as a measure to curb air pollution from personal vehicles. If implemented, it can act as an incentive towards more people using public transport as a means of commuting (David. 2010). In conclusion, the use of public means of transport is the more immediate solution to the problem of air pollution. But this should be accompanied by efficient modes of public transport. For instance, introduction of electric trains as a means of transport in many countries can greatly reduce pollution. Other modes that are pollutant free should be encouraged as much as possible to minimize air pollution from burning fuels. Car pooling can also be utilized and encouraged through giving priority to car pools. List of reference: David, D. Kemp. (2010). Exploring environmental issues: an integrated approach. New York: SAGE.

Dubious Heros in Julius Caesar :: Julius Caesar Essays

Questionable Heros in Julius Caesar      Ã‚  Ã‚  Ã‚  Ã‚   Julius Caesar, a play written by William Shakespeare, had many characters who could have been questioned in terms of their motives and will.   Some may have had good intentions, but others were not motivated by their concern for the well-being of the Romans.   The aim of this paper is to take a look at why the main people in this tragedy did what they did.      Ã‚  Ã‚  Ã‚  Ã‚   Julius Caesar, the center of the big ordeal, is the first logical person to take a look at.   When he first arrives, he is hailed as a great man and offered the crown numerous times, refusing it each time.  Ã‚   He is clearly the hero of the people for that time.   The question of his heroism comes when his previous actions are looked upon.   He has just returned from killing Pompey and Pompey's sons.   He did this to gain complete control of Rome instead of sticking with the triumvirate that had currently ruled.   He was ambitious, or so it was said, and he wanted only power.   This alone shows that his motives were not as pure as was first thought.      Ã‚  Ã‚  Ã‚  Ã‚   The next person to be looked upon in Mark Antony, apparently Julius Caesar's right-hand man.   He plays the part of the hero as he takes Caesar's side after death and rallies the people against the conspirators.   As he speaks to Octavius, though, he shows that he is mainly after the power also in saying that the third person of their new triumvirate, Lepidus, is not a worthy adversary and is only good enough to carry messages.   Antony goes on to say that they should have him (Lepidus) killed, along with all the other people they were making a list of.   He was going to have them eliminated just because they might stand in their way to gaining complete power.   He also ordered to have figured a way to cut some of the money out of the will to the people and keep it for himself.   His intentions weren't so good after all.      Ã‚  Ã‚  Ã‚  Ã‚   Cassius, the apparent originator of the conspiracy in the first place, is at first hard to figure out if he would take action in good will or in greed

European wars of religion Essay

The 14th century was an era of great crisis for Europe; disorder in the Catholic Church rattled people’s faith in authorities and religion. In this dark period, Europeans desired a new start, or in other words a cultural rebirth. This cultural rebirth was named † The Renaissance† which gives meaning in French â€Å"rebirth† The people who gave this name also thought there was a clear distinction between Dark Ages and their century. They coined the terms â€Å"modern† and â€Å"ancient† and saw Middle Ages as a long break from enlightenment. In addition to that, according to the City University of New York at Brooklyn, â€Å"immense hunger for learning about classical antiquity was reborn† after the Middle Ages.* During the Middle Ages, there was a mentality that individuals should devote their lives to the church above everything. In that time education was exclusively based on religion. Many scholars were fixated on the idea that faith was more important than mind and reasoning. This situation changed when Renaissance thinkers split from medieval tradition and emphasized individual experience and materialistic approach to life instead of religious duties. This philosophy emerged due to Italians exploration and revision of the ancient Roman and Greek texts and scriptures partly because they were surrounded by the remnants of Roman Empire and they have noticed the disastrous place Western culture has landed on. They greatly expanded the ancient works and innovated new ideas. Intellectual people such as writers, sculptors, architects were valued in the society, unlike Middle Age times. There was now a new worldview called humanism which valued human beings and brought attention to the human ma gnificence in both physical and mental areas. Humanism also brought increased enthusiasm in exploring things and quest of knowledge. Renaissance intellectuals at the time were in awe of these fresh ideas. Almost every institution saw great changes and secular arrangements. Education saw improvements. Pupils were now separated by their age and skills. Art now was interested in human proportions and realistic aspects. There was still some religious paintings but Renaissance artist mostly drew from and inspired by real life. With printing press’s invention by Johannes Gutenberg allowed for far-reaching access to important secular books and literature and most importantly Bible. It became normal for common people to read and think in their own language. This meant vernacular-meaning their mother tongue- literature aided with the spread of humanistic ideas beyond intellectuals of the time. Writers like Petrarch and Dante wrote in Italian and believed everyone should be able to read in their languages. Scientists also began to value observation over religious teachings and viewed everything with skepticism. They examined their theories by evidence. Even sometimes some scientists like Galileo Galilei gathered enough courage to speak out against the Church. But Renaissance didn’t exclusively mean separation from religion altogether, rather abandoning old Middle Age values and bringing new insights to the human perception of life, art, and everything. Rhetoric was born as a consequence of this. Renaissance was possible thanks to the recovery of Roman and Greek literature by scholars of that time. Latin was also used that time but it was more academic and monkish. Upon revisiting Latin texts in a more secular view people began to shift their consciousness and appreciate ancient culture. They thought they were alike in a worldly sense. They believed they had the same delicacy over important matters and they both believed in the humanities power to tackle everything. Then they started to study Greek which inspired Romans. The Greek manuscripts were present in Italy because during the fall of Constantinople many Christian scholars fled to Rome. They brought tales of Homer and many other important books. This spur philosophical inquiries. These maniscruptures made people start thinking about virtues of the human soul. They were also interested in the usage of language its effects itself. Historian Bruni once said â€Å"knowledge alone is not enough, we must add the power of exp ression to make effectual use of what we know† implying rhetoric. Ancient writings had the other function too. They offered practical teachings about life. They consisted of not theological but moral grounds with given answers secular in nature. This was at its most basic, a belief in the identity of the human spirit under its all epiphanies. They found that in classical texts there existed an ideal of human life, both moral and intellectual, by which they can profit now. During the Renaissance period, people’s views on mankind changed drastically. Before this era scholars were generally speaking with a single voice praising a similar human type which was frail, poor, withdrawn from life, quiet and needy. With Renaissance, the focus on God and religion as the main character shifted to human himself. During this era, art showed people as god-like creatures who were in their perfect shape. This made people feel graceful and beautiful in a sense that made them proud of themselves. For example, Leonardo Da Vinci’s painting Mona Lisa was done to portray the human beauty and inner mystery in realistic ways. There was also inclination for wealth accumulation and striving for better living conditions. Involvement with everyday life and taking care of themselves was becoming the norm. Public duties for common men were often overlooked and praising of extraordinary men with dreamable qualities was taking place. The goal was the manifestation of hu mans unique powers and showing their ability to steer their circumstances using willpower. Their destiny was not up to some higher being rather people with their own being paving their way to achieving the maximum of everything they get their hands on. Individuality was welcomed and people realized they were different on the inside than everyone else and made sense of themselves in the universe and complicated social structures. This obsession with humans can be even seen in almost every art branch of the time. Instead of focusing on traditional illustrations of religious symbols, artists like Leonardo da Vinci and Michelangelo painted the human frame in every depth possible. With the help of anatomy, they tried to illustrate perfect detail, scale, and dimension. Also to improve upon their realistic values they relied heavily on depth and texture.* Space in their paintings was used to indicate a moving and vivid world with real human beings living ground. They used earthly, meaning tangible, objects to portray a realistic background. While earlier paintings had been 2d objects against white backgrounds and combined many scenes in one painting, Renaissance paintings focused on one particular scene or moment in time in a 3d realistic view like some scenery was localized and frozen in particular time and place. This enabled viewer to enter that artwork. Painters of the Renaissance researched perspective and cre ating the illusion of a three-dimensional area. Art was objectified so every human looking at it can perceive some unchangeable truths about it. It was solidified for the sake of realistic proportions. Artworks represented human as not symbolic or imitation of one another but with their distinct personalities. Architecture and design of most of the constructions had symmetry and ratio to it now. Buildings were built in regarding their luxury and accessibility to aid human use and show off human greatness. Sculptures were made in 3d scale so humans could see it from every direction* Donatello, for example, carved his statues that were meant to stand alone, and be viewed from every angle.* And David created his most well-known sculpture that has the form of the idealistic human body that draws the focus on the individual. In conclusion with Renaissance, Europe, in general, saw a revival of thought, reshaping and secularising every human activity with the wisdom of ancient civilizations and put everything in a realistic, rationalistic foundation. It established human as the center of the universe and found its wonders in this creature. It would change the course of the world for generations to come.

Ethnic Identity and African Americans Essay

Ethnic identity is the sum total of group member feelings about those values, symbols, and common histories that identify them as a distinct group (Smith 1991). Development of ethnic identity is important because it helps one to come to terms with their ethnic membership as a prominent reference group and significant part of an individuals overall identity. Ethnic reference group refers to an individuals psychological relatedness to groups (Smith 1991). These reference groups help adolescents sense, reflect and see things from the point of their ethnic groups in which they actively participate or seek to participate. What is ethnic identity? The establishment of identity is an important, complex task for all adolescents, and is considered a major developmental task for all adolescents. It is particularly complicated for adolescents belonging to ethnic and minority groups. Ethnic identity of the majority group of individuals is constantly validated and reinforced in a positive manner where as the minority group is constantly ridiculed and punished in a negative manner. What does this say for those adolescents who are the minority and not the majority? It is important to study or research ethnic identity because it provides better knowledge to help one understand striving for a sense of unity and connectivenesss in which the self provides meaning for direction and meaning of ethnic identity (Spencer, 1990). It is also important to study or research the differences between these groups due to beliefs and values. Adolescents that are the minority are confronted with their ethnicity at an earlier age then Caucasian adolescents majority and they are constantly aware of ethnic differences, which means it is of greater importance to understand the development of the minority individual. It should lead to different assessments when it comes to ethnic identity. For example, African American adolescents are psychologically compared to Caucasian American adolescence diagnoses, which are sometimes inaccurately assessed. Bronfenberner explains the theoretical perspective such as the ecological perspective by saying, The implications for clinical treatment of African American adolescents, mental health workers must be sensitive to the ecological context of their clients. Mental Health workers must realize that there is no single entity called the black family . The black families compared to the other families established their American family. He suggests that these families vary dramatically in backgrounds, social economic status, values, and degree of acculturation to the norms and values of mainstream America (1990). There are also, significant differences that may exist in preparation of African American adolescent, at the level of rearing family practices and in schools (1990). That is, schools continue to reflect historical values that deal with racial-stereotypes and prejudice and beliefs. At the same time there are families trying to avoid and make light out of such situations. These families and communities continue to show constancy by instilling their own beliefs and values through child rearing which maybe different from Caucasian Americas. Identity and ethnicity as adolescent issues Identity has been defined in many ways. It is the concept used to describe an individual’s sense of who he or she is (Dashefsky and Shapiro, 1976). Changes in identity occur throughout the life cycle, however, the changes in identity are usually most notable during adolescence. Integrating a positive sense of ethnic identity into one’s overall personal identity is an important task of late adolescence (Steinberg, 1996). Ethnic identity has been defined as the aspect of one’s sense of identity concerning ancestry or racial group membership (Steinberg, 1996). Ethnic identity development is an essential human need because it provides a sense of belonging and historical continuity. Ethnic socialization Minority children are confronted with their ethnicity at an earlier age than their majority counterparts (Smith, 1991). Parents can help to speed up the early stages of ethnic identity development by taking an active approach to ethnic socialization. Ethnic socialization, according to Steinberg(1996), refers to the process through which parents teach their children about their ethnicity and about the certain experiences they may have with the broader society. Ethnic socialization consists of three themes: 1) understanding one’s own culture, 2) getting along in mainstream society, and 3) dealing with racism (Steinberg, 1996). Possible outcomes of ethnic identity development. There are four ways to deal with ethnicity (Steinberg, 1996): Â ·Assimilation–adopting the cultural norms of the majority while rejecting the norms of one’s own culture. Â ·Separation–rejecting the majority culture and associating only with members of one’s own culture. Â ·Marginality–living within majority culture but feeling estranged. Â ·Biculturalism–maintaining ties to both cultures. According to Steinberg (1996) many believe that biculturalism is more successful than the other four. With biculturalism minority youth have access to the norms of the majority and minority culture depending on the situation. References. Â ·Smith, Elise J. Ethnic Identity Development: Toward the Development of A Theory within the Context of Majority/Minority Status. Journal of Counseling and Development: JCD. v70. n1. Sept. 1991. p. 181-188. Â ·Spencer, Margaret Beale. Child Development. v61 n2. Apr. 1990. P. 290-310. Â ·Dashefsky, A. (Eds. ). (1976). Ethnic identity in society. Chicago: Rand McNally College Publishing Co. Smith, E. J. (1991). Ethnic identity development: Toward the development of a theory within the context of majority/minority status. Journal of Counseling and Development, 70, 181-187. Â ·Steinberg, L. (1996). Adolescence. New York: McGraw-Hill, Inc.

The Old GRE Exam and the GRE General Test

The Old GRE Exam and the GRE General Test From time to time, standardized tests go through serious revisions. Test makers hope to make the test more relevant, more inclusive, and more in line with what colleges and graduate schools are looking for in their incoming students. A History of GRE Revisions 1949 The GRE, first created in 1949 via the Educational Testing Service (ETS) and administered at Prometric Testing centers, is no exception as it has gone through a number of changes. 2002 The earliest versions of the GRE only tested Verbal and Quantitative reasoning, but after October of 2002, the Analytical Writing Assessment was added.  Ã‚   2011 In 2011, ETS decided that the  GRE needed a  major  overhaul, and decided to create the Revised GRE exam, complete with a new scoring system, new types of questions, and a completely different testing system that not only changed the difficulty of the test as students progress, but allowed students to mark answers to go back to questions previously skipped or change answers. It also allowed for students to select more than one answer as correct if the test question indicated to do so.   2012 In July 2012, ETS announced an option for users to customize their scores called ScoreSelect. After testing, on test day, testers can choose to send just their most recent scores or all of their test scores to colleges and universities to which they would like to apply. Schools who receive the scores will not know whether or not the test-takers have sat for the GRE  once or more than once, if they choose to send just one set of scores.   2015 In 2015, ETS changed the name yet again from the Revised GRE back to the GRE General Test, and reassured testers not to be worried if they encountered test prep materials with one or the other names used. Old GRE vs. Current GRE General Test So, in case you are researching the GRE or happened to have taken the GRE prior to August of 2011, here is  a comparison between the old (between October 2002 and  August 1, 2011) and the current (post August 1, 2011) GRE exams. GRE Exam Old GRE Exam GRE General Test Design Test questions change based on answers (Computer-Based Test) Test sections change based on answers.Ability to change answersAbility to mark answers and come back (Multi-Stage Test)Ability to use a calculator Structure Old Structure Current Structure Time Approx. 3 hours Approx. 3 hours 45 min. Scoring Scores range from 200-800 in 10-point increments Scores range from 130-170 in 1-point increments Verbal Question Types:AnalogiesAntonymsSentence CompletionsReading Comprehension Question Types:Reading ComprehensionText CompletionSentence Equivalence Quantitative Question Types:Multiple Choice Quantitative ComparisonMultiple Choice Problem Solving Question Types:Multiple-choice Questions - One AnswerMultiple-choice Questions - One or More AnswersNumeric Entry QuestionsQuantitative Comparison Questions AnalyticalWriting Old Analytical Writing DetailsOne Issue EssayOne Argument Essay Revised Analytical Writing DetailsOne Issue EssayOne Argument Essay

Adjectives vs Adverbs in SAT Writing Practice + Tips

Adjectives vs Adverbs in SAT Writing Practice + Tips SAT / ACT Prep Online Guides and Tips You may recall the good ol’ days of elementary school when you learned about adjectives and adverbs. If you had realized that you would have to know about these parts of speech for the SAT, perhaps you would have paid better attention instead of daydreaming about Nickelodeon and The Disney Channel. Don’t worry. If you’ve forgotten or never learned about these parts of speech, I’ll teach you everything you need to know about them for the SAT Writing section. In this grammarguide, I'll do the following: Define an adjective. Define an adverb. Review the comparative and superlative forms of adjectives. Explain how adjectives and adverbs are tested in SAT Writing. Provide practice questions to test you on what you've learned. What is an Adjective? Adjectives modify nouns or pronouns. Here are some example sentences with adjectives: He is disgusting. The adjective is "disgusting" because it modifies "he". I turned in my horrendous report. The adjective is "horrendous" because it modifies the report. My cat is docile. The adjective is "docile" because it modifies the cat. You can think of adjectives as words that describe nouns. What is an Adverb? So, in elementary school, you may have learned that adverbs modify verbs, but that’s not all. Adverbs modify verbs, adjectives, or other adverbs. This is an example of an adverb modifying a verb: He writes slowly. The adverb is "slowly" because it modifies the verb "writes". The adverb is used to describe how he writes. Check out this example of an adverb modifying an adjective: Her muscles are extremely large. The adverb is "extremely" because it modifies the adjective "large". The adverb is used to describe the degree of largeness of her muscles. The word "large" is an adjective because it modifies the noun "muscles". Here is an example of an adverb modifying another adverb: The politician speaks very well. The word "very" is an adverb because it modifies the adverb "well". The word "well" is an adverb because it modifies the verb "speaks". From looking at the example sentences, you may have noticed that adjectives and adverbs tend to have different constructions. Adverb Construction Adverbs are usually formed by adding "ly" to the adjective. For adjectives that end in "y", the adverb is formed by adding "ily". So, for example, "slow" becomes "slowly", "quiet" becomes "quietly", "careful" becomes "carefully", and "noisy" becomes "noisily". There are irregularly formed adverbs, such as "good" that becomes "well" in the adverb form. However, the SAT will not specifically test you on irregular adverbs. So, how will adjectives and adverbs be tested on the SAT Writing section? Adjectives Vs. Adverbs on the SAT On the SAT, adverbs and adjectives are switched with one another. Most often, an adjective will be underlined when the wordshouldbe in the adverb form. Less often, but occasionally, an adverb will be underlined when the word should be in the adjective form. This is an example of the type of sentence that may appear on the SAT: When I saw my doctor, he examined me careful. If you aren't reading closely, the example sentence might seem perfectly fine to you. However, the word "careful" is functioning as an adverb in the sentence. Why? The word "careful" modifies the verb "examined". Therefore, "careful" should be in the adverb form. This is the corrected version of the sentence: When I saw my doctor, he examined me carefully. This is an example of an adjective being incorrectly used as an adverb: Because her workout was excruciatingly, she could barely lift her fork to eat her dinner. The word "excruciatingly" is modifying the workout. Because "workout" is a noun, "excruciatingly" is an adjective and should not be in the adverb form. This is how the sentence should read: Because her workout was excruciating, she could barely lift her fork to eat her dinner. Here are some simple strategies to help you determine whether a word should be in the adjective or adverb form. Strategy Determine what word an adjective/adverb is modifying. Then, determine the part of speech of the word that is being modified. If a word modifies a noun, use the adjective form. If a word modifies a verb, adjective, or another adverb, use the adverb form. Let's use what we've learned to tackle some real SAT questions. Real SAT Writing Examples Try to determine if there is an adjective/adverb error in the following sentence. Explanation: At first glance, none of the underlined phrases may seem incorrect to you. However, let's take a look at answer choice C. The word "effective" is in the adjective form, but what is its function in the sentence? The word "effective" is describing how the effects have been described. The word "effective" is modifying the verb "have described". Therefore, "effective" should be in the adverb form, "effectively". Here's one more example from a real SAT. Explanation:So, this question is slightly more difficult. Is there an error? Yes. But where? The answer is A. So, â€Å"clever† is describing how the reservoir was designed. In the sentence, â€Å"designed† is actually a participle. A participle is a form of a verb that functions as an adjective. Here, â€Å"designed† is modifying the reservoir. However, even if you thought â€Å"designed† was a typical verb, the word â€Å"clever† should still be in the adverb form. The reservoir was cleverly designed. Also, "clever" is in the adjective form. The only noun "clever" could possibly modify is "reservoir". Would a reservoir be described as clever? No. The way the reservoir was designed was clever. It was cleverly designed. A cleverly designed reservoir The good news is that you won't see a harder adverb question than that one an your SAT. Now, let's take a look at another rule involving adjectives. Comparatives Vs. Superlatives (aka -er vs -est) Comparatives The comparative form of an adjective is created by adding "er" to the adjective or "more" plus the adjective. Examples of comparatives include "faster", "stronger", and "more exhilarating". You cannot use "more" and the "er" form of a word. You cannot write "more stronger" or "more faster". Also, the comparative form can only be used when you are comparing two things. Here is an example of the comparative form being used incorrectly: Between Britney Spears and Christina Aguilera, Christina is the more better singer. Again, you can't use "more" with the comparative form of a word. The word "better" is the comparative form of good ("better" is irregularly formed). This is the corrected version of the sentence: Between Britney Spears and Christina Aguilera, Christina is the better singer. The comparative form is used when you're comparing two things. What is the proper form to use when you're comparing three or more things? Superlatives When comparing three or more things, use the superlative form. A superlative is formed by adding "est" to the adjective or by putting "most" in front of the adjective. Examples of superlatives include "fastest", "strongest", and "most exhilarating". You cannot use "most" and the "est" form of a word together. You cannot write "most fastest" or "most strongest". Here is an example of an error with a superlative: Of all the breakfast cereals, Apple Jacks is the most tastiest. Be on the lookout for sentences with "most" and the "est" superlative form. You can only use "most" plus the adjective or the superlative "est" form of the adjective. You can never use both together. Apple Jacks are tastier than Cheerios. Comparatives and Superlatives on SAT Writing Most likely, you will only see a maximum of one or two questions on the SAT testing your knowledge of comparatives and superlatives. All you have to remember is proper construction of the comparative and superlative forms, and you need to know to use the comparative form when comparing two things and the superlative form when comparing three or more things. This is an example of the hardest type of comparative/superlative sentence I've seen on an SAT: Between Joe and his brother, Joe is the stronger and more intelligent. Often, students will be tempted to use the superlatives "strongest" or "most intelligent" in this sentence. However, because we are only comparing two things, we have to use the comparative form. The example sentence is correct. Strategy If you see a comparative, make sure only two things are being compared. Also, make sure that "more" and the comparative "er" form are not being used together. If you notice a superlative, make sure three or more things are being compared. Also, make sure that "most" and the superlative "est" form are not being used together. Now, let's check out an example from a real SAT. Real SAT Writing Example Determine whether there is an error in this sentence taken from an actual SAT. Explanation: Do you see the error? Hopefully. Find the incorrectly formed comparative. You cannot write "more stronger". The word "more" does not belong with the comparative "er" form of the adjective "strong". The answer is B. At this point, we've covered all the specific types of questions involving adjectives and adverbs on the SAT Writing section. Here are some tips to help you identify and correctly answer all adjective and adverb questions on the SAT. General Strategies for Adjectives and Adverbs on the SAT #1: If an Adjective or Adverb is Underlined, Make Sure the Word is Being Used Correctly In any of the subsections (sentence improvement, identify the error, paragraph improvement), if an adjective/adverb is underlined, make sure the word is being used correctly. Most adjective/adverb questions are found in the identify the error subsection. Generally, mistakes on adjective/adverb questions are due to carelessness. By checking to see that underlined adjectives/adverbs are being used correctly, you will be less likely to make a mistake. #2: Determine the Part of Speech of the Word that the Adjective/Adverb is Modifying If you know the functions of adjectives and adverbs and you can correctly determine the part of speech that an adjective/adverb is modifying, you should never miss an adjective/adverb question. #3: If a Comparative or Superlative is Underlined, Make Sure the Word is Being Used Correctly Keep in mind that comparatives compare two things and superlatives compare three or more. Comparatives are formed by placing "more" in front of the adjective or by adding "er" at the end of the word, but you can never use "more" with the "er" form. Similarly, superlatives are formed by placing "most" in front of the adjective or by adding "est" at the end of the word, but you can never use "most" with the "est" form of the word. I assume we feel comfortable with adjectives and adverbs now. Let's do some realistic SAT practice questions that I created for you. Additional Realistic SAT Writing Practice Questions Use the general strategies I provided and your knowledge of adjectives and adverbs to answer these practice questions. 1. For(A) most of my life, I have resided in the incredibly(B) diverse city of Los Angeles, a dense(C) populated urban(D) area in California. No Error (E) 2. After seeing(A) my uncle for the first time in ten years, I was shocked(B) by how dramatic(C) he had aged (D). No Error (E) 3. Between(A) the SAT and(B) the ACT, the SAT has more sections(C) and the ACT has the longest(D) sections. No Error (E) 4. When I visited(A) Marc in New York, I entered his filthy(B) room for the first time and was shocked by(C) how overwhelmingly disgusting(D) it appeared. No Error (E) 5. Even though she(A) struggles with grammar, Jamie was able to correctly(B) identify the error in the sentence by looking(C) at the sentence close. (D) No Error (E) Answers: 1. C, 2. C, 3. D, 4. E, 5. D What's Next? Continue your journey to total SAT Writing mastery. Make sure you know what's actually tested on SAT Writing. For detailed strategies on how to get that awe-inspiring perfect SAT Writing score, read about how to achieve perfection on SAT Writing from a perfect scorer. Are you hoping to get a perfect combined SAT score? Learn how to do that from somebody who got a perfect SAT score. 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. 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The Case of Watsons and H&M Consulting Essay Example | Topics and Well Written Essays - 3750 words

The Case of Watsons and H&M Consulting - Essay Example The first and the foremost factor that affects an organisation in its smooth functioning is the structure that exists there. The organizational structure is â€Å"an externally caused phenomenon, an outcome rather than an artefact.† Different types of structures of organisations have been identified to exist. Classically, there are two kinds of structure— Hierarchical Structure and Flat structure. Hierarchical form of structure is referred to that organization where every entity except one, is a subordinate to one entity. Flat Structure is that organisation where there are very few or no levels of intervening management between staff and managers. Furthermore, new forms of structure have since evolved. They are Functional Structure, where employees within the functional divisions of an organization perform a particular set of tasks, leading to operational efficiencies in that group. However, it might result in lack of communication between the functional groups within t he firm, making it slow and inflexible. The other one is Product Structure where all the organizational functions are brought together into a division which contains all the required resources and functions. However, Matrix Structure groups employees by both function and product. It is evident from the case of ‘Watsons’ that their structure is strictly hierarchical with very low flexibility. The Managing Director Gordon Watson takes little interest of the activities on shop floor, and is set to be followed by current Operations Director John Smith, a long-standing friend of Gordon’s. Under this structure hardly any coordination exists between different functions of business. New and innovative ideas from Ahmed Khan, the production manager, are difficult to implement because of immobility of staff on the shop floor between different machines. Also, some of the staff is under-worked while the others are overburdened. Ahmed Khan’s proposed changes in favour o f new computerised production process and shop-floor activities to be organised into multi-skilled, self-managed teams are also lost in disrupted channels of communication. The Marketing Department that handle customer liaison hardly communicates with anyone