How to Get 36 on ACT Math 8 Strategies by a Perfect Scorer

How to Get 36 on ACT Math 8 Strategies by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26-34 range on ACT Math? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT Math score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've scored 36 on Math on all my ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT math or above. If you're below this range, my "How to improve your ACT Math score" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview In this article, I'm going to discuss why scoring a 36 is a good idea, what it takes to score a 36, and then go into the 8 key ACT Math strategies so you know how to get a 36 on ACT Math. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Math score is useful, since this will fuel your motivation to get a high score. Then we'll get into the meat of the article. Finally, in this guide, I talk mainly about getting to a 36. But if your goal is a 32, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Math? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT Math? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score moreso than your individual section scores. If you can get a 36 in ACT Math, that gives you more flexibility in your English, Reading, and Science scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. MIT expects a 36 in ACT Math. There are two other scenarios where a 36 in ACT Math is really important. First is if you're planning for a quantitative or science major (like math, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom ACT Math is easy. Really easy. Even though schools don't typically release their ACT scores by section, they do release SAT section scores, so we can take a look at SAT Math scores at top schools. Here are a few examples from schools. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800 (or equivalent to an ACT 36). That means at least 25% of all students at these schools have an 800 in SAT Math, or a 36 on ACT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively, or a 34 on the ACT! This means if you score a 34 on your SAT Math, you'rewell below average for these schools! I'm not going to lie. ACT Math was super easy for me. I got 36 on pretty much every practice test and official ACT I ever took. This was largely because I had a strong math background and competed in math competitions like AMC/AIME. I also worked hard and applied the strategies below to achieve perfection. You're competing against people like me. And if you apply with a 34 or below on Math, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because ACT Math is supposed to be trivially easy for you. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Math. The reason most people don't is they don't try hard enough or they don't study the right way. Even if math wasn't your strongest suit, or you got a B+ in Calculus, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Here's why: the ACT is a weird test. When you take it, don't you get the sense that many questions are nothing like what you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Numbers (integers, fractions, ratios), Algebra (solving equations for x, word problems), Geometry (x-y coordinate geometry, circles squares and triangles), Trigonometry, Probability. You've learned all of this before in high school. But if all the questions were easy and straightforward, then everyone would score too high. So the ACT needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is one of the more difficult problems in ACT Math. You might already know how to solve it. But it's unlikely you ever ran into something like this in school. Finish trying the question? Did you get stuck? Most students try to solve this question by plugging in -3 for x. "If the only possible value for x is -3, then plugging it in makes sense, right?" There's a problem: You can't solve for two variables (m and n) with only one equation. Here's the way to solve this question. It requires integrating multiple concepts together. First, this is a critical clue: "the ONLY possible value for x is -3." Normally when you solve a quadratic equation, you get two different values. For example, x2 + 5x + 6 = 0 factors to (x + 2)(x + 3) = 0. This gives you two values for x, -2 and -3. But this question is telling us that when you factor the equation, you get -3 for both values of x. If x = -3, then x + 3 = 0. Getting (x + 3) twice means squaring (x + 3). This gives us: (x + 3)2 = 0 x2 + 6x + 9 = 0 So the answer to this question is C, m = 6 This question is difficult for many students because you're not trained to think about factoring in this way. If the ACT merely asked you, "what is the value of x if x2 + 6x + 9 = 0?" most students would be able to answer this easily. This is what you did in school. But in this weird format, it's easy to get tripped up. If you don't make the connection that I showed above, it's very hard for you to solve this question. The ACT math section is full of weird examples like this, some of which get even more difficult. But the next time you see a question like this, you already know the trick- and you know exactly what to do. Therefore, to improve your ACT Math score, you just need to: master the types of questions that the ACT tests, like the one above draw on the correct concepts you already know to solve the questions practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right a 36. What It Takes to Get a 36 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Here's a sample raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score Math Raw Score 36 59-60 35 57-58 34 55-56 33 54 32 53 31 52 30 50-51 29 49 28 47-48 Source: ACT In this grading scale, you can miss one question and still get a 36. In other tests, you must get EVERY question correct to get a 36- missing 1 would bring you down to an 35. This all depends on how the particular test you're taking is scored. The harder the math questions are, the more likely you can miss one question and get a 36. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer 10 more questions right to get to a 36. As a final example, here's a screenshot from my exact score report showing that I missed 1 question (oops) and earned a 36. OK- so we've covered why scoring a higher ACT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT Math What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT Math. Some people aren't comfortable with the underlying math material. Others know the math material well, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT Math section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the math section of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 60 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT Math subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 2 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at math across most questions? Or did particular problems slow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than 1 point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2:Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT Math will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have completed 10 practice tests. They've solved over 1,000 math questions, but they're still nowhere near a 36 on ACT Math. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: on every practice test or question set that you take, mark every question that you're even 20% unsure about when you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. in a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory- fractions, algebra- solving equations, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3:If You Have Content Gaps, Be Ruthless About Filling Them Within ACT Math, you have to master a lot of subjects. At the high level, you need to know number operations, algebra, geometry, trigonometry, probability, and more. Even within each subject, you have subskills to master. Within algebra, you need to know how to solve equations, how to deal with word problems, properties of functions, etc. Unless you're a math whiz and are already scoring a 34-36, it's unlikely that you've mastered all of these evenly. You probably have different strengths and weaknesses across these subjects. If from the analysis of mistakes above you find that you have a content problem, you need to improve your understanding of that content. By Content problem, I mean that you're not comfortable with the underlying math concepts in a subject. Maybe you forgot how to solve a type of problem, or you forgot a formula to use, or you just don't remember the subject material. If you've identified one of these issues, you've spotted an opportunity for yourself to improve your score. Fill in the potholes of your understanding. Think of a mistake like discovering a cavity in your mouth. When your dentist fills in a cavity, he doesn't just patch up the hole right away. He cleans out the entire cavity, sterilizes it, then adds a filling. Content mistakes are similar- you have a weakness in a subject, say x-y coordinate geometry. This probably means you have a lot of other weaknesses in that subject, beyond the one identified by that question. Don't just focus on understanding that one question you missed. Take the opportunity to research that subject and get more practice in it. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. In our ACT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in algebra- solving equations, you get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Strategy 4:If You Miss a Question, Try It Again Before Reading the Explanation When you're doing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-E), but don't look at the explanation. Instead, try to resolve the question once over again and try to get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 5: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT Math that you solve every question and have extra time left over at the end of the section to recheck your work. I'll admit, this is hard for the ACT. You have 60 minutes to solve 60 questions, which of course gives an average of a minute per question. But the last, most difficult questions might take you 2 or 3 minutes each. In high school and even now, I can finish a 60 minute section in 40 minutes or less. I then have 20 minutes left over to recheck my answers at least once. The best way to get faster is, as explained above, to do so many questions and get so fluent at the questions that the ways to solve the question become obvious to you. Complicated circle questions become as easy for you as 2+2. What's the best way to doublecheck your work? I have a reliable method that I follow: Try to resolve the question another way. If I solved a question algebraically, I can recheck it by plugging in the solution. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least 2 minutes before time's up, I rapidly doublecheck that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go 5 at a time ("A F E K B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 5 minutes, automatically. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 5 seconds per question, you get back 300 seconds on the 60 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 6: Eliminate Careless Mistakes Careless mistakes are one of the most frustrating types of errors to make, and nearly everyone makes them. You know the underlying material, you know how to solve the question, and you're feeling good. But then you grade the quiz, and you find a careless mistake. Oops- the question asked for the perimeter of the circle and not the area, which is what you calculated. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. This is why finishing the test early, like I mention above, is so helpful. You get extra time to take a breather and doublecheck your answers. If you find that careless mistakes are a recurring problem for you, here are some strategies to get rid of them: In the question, underline what the question is specifically asking you to solve for. It's so easy for the ACT to trick you into solving the wrong thing. If you're solving for a particular value (like length, area, etc), write the units down in the scratch space. Be careful with calculator entry. A missing parentheses makes a big difference. "4 + 9 / 2" is completely different from "(4 + 9) / 2" Avoid bubbling errors by using the Quick Tip above. Here's an example: This question is asking us to solve for y + z. Not x, y, or any other combination of variables. To make sure I remember this, I underline y + z, and I also write "y + z = ?" in the work space so that I remember what I'm solving for. You can bet that in many answer choices, the ACT will have trap answers for other things you can solve for, like x. (This one happens not to, but it's very common). Memorize the ACT Math Formulas. Strategy 7: Memorize All Formulas and Common Math Facts If you're still struggling to remember math formulas to solve questions, you haven't gotten to understand ACT Math well enough yet. Not only does this cost you time, it also indicates that you haven't practiced enough with ACT Math to have the required formulas come to you fluidly. Memorize the formulas at the front of the section and these common math facts: Calculating slope from two points (rise over run) Common right triangles: by angles: 45-45-90 (1-1-√2), 30-60-90 (1-2-√3); and by sides: 3-4-5, 5-12-13 Formulas for arithmetic and geometric sequences Formula for diagonal of a rectangular prism This list isn't complete, but if you study according to my advice above, you'll notice which formulas come up over and over again. You should memorize these. Strategy 8: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on ACT Math. You know that it's critical to get a perfect raw score, or you might score a 35. This makes a lot of students freak out during the test. "I can't solve this question...my 36 is gone...I'm getting more nervous and I have to skip the next question too..." You can see how quickly you can unravel like this. Before you know it, you're scoring way worse than you ever did on a practice test. You need to learn to be mentally strong, like an athlete on game day. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later. You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get a 36. But if you've consistently been getting 36's on the practice tests, you likely won't go much lower than 34- and that's still really good. In Overview Those are the main strategies I have for you to improve your ACT math score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Math score. Notice that I didn't actually teach you that much math content. I didn't point to any specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our complete guide to a perfect 36, written by me, a perfect scorer. Learn how to write a perfect-scoring 12 ACT essay, step by step. Want to improve your ACT score by 4+ points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article- the principles that worked for me and thousands of our students. Check out our 5-day free trial today:

5 Sentences with Misplaced Modifiers

5 Sentences with Misplaced Modifiers 5 Sentences with Misplaced Modifiers 5 Sentences with Misplaced Modifiers By Mark Nichol In each of the following sentences, ambiguity or confusion results from faulty placement of a modifying phrase. Discussion and a revision of each sentence illustrates a solution to the problem. 1. The organization provides youth and adults with disabilities job training and employment services. Does disabilities apply to the youth and adults, or does it refer to the job training and employment services? To clarify the sentence’s meaning, precede the reference to the recipients of what is offered with the description of what is offered: â€Å"The organization provides job training and employment services for youth and adults with disabilities.† 2. Here are some obscure names for everyday things we don’t usually use. Does the list (accompanied by photographs of the object in the source material for this example) pertain to a) names of seldom-used things, or b) seldom-used names of things? The correct answer is b, but the way the sentence is written, the reference is ambiguous. To clarify, write, â€Å"Here are the obscure names we don’t usually use for everyday things.† 3. The man, whose wife and baby still live in the city, did not want his name used for their safety. The sentence reads as if the man did not want his name used to contribute to the safety of his wife and child, or as if he wanted his name used for some reason other than their safety. However, it means that, for fear of reprisal, he was protecting them by not using his name. This revision more clearly conveys that meaning: â€Å"Out of concern for the safety of his wife and baby, who still live in the city, the man did not want his name used.† 4. Smith didn’t endear himself to voters by refusing to participate in a debate scheduled for Monday. This sentence suggests that Smith used some other strategy for endearing himself to voters other than refusing to participate in the scheduled debate. (If so, why is the alternative strategy not described?) Simply inserting a comma after voters (â€Å"Smith didn’t endear himself to voters, by refusing to participate in a debate scheduled for Monday†) will help readers absorb the sentence’s meaning, but it’s an awkward solution; better yet, transpose the subordinate clause and the main clause: â€Å"By refusing to participate in a debate scheduled for Monday, Smith didn’t endear himself to voters.† 5. Incorporate external-risk indicators into analysis, such as economic or industry-specific details. Economic or industry-specific details are examples of external-risk indicators, not of analysis, so the final phrase of the sentence should parenthetically follow indicators, not analysis: â€Å"Incorporate external-risk indicators, such as economic or industry-specific details, into analysis.† 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 Grammar category, check our popular posts, or choose a related post below:20 Computer Terms You Should Know55 Boxing IdiomsSupervise vs. Monitor

Egoism Essay Example | Topics and Well Written Essays - 500 words

Egoism - Essay Example Ethical egoism relate to selfishness since it focuses on people who are self-centered. These people think of themselves before they take any action of assisting others. They focus on the result if it favors their cause of action or not. It is also true to say that those people who are willing to help must think of themselves in whichever way. Such people are always cautious; it is always their wish not to harm other people. These kinds of people are very honest since they always thrive to avoid lying. They really value a good reputation and that is why they will always ensure that they maintain it. On the other hand, these people seek to gain trust from other people as much as they need to trust other people. They also ensure that they keep promises once they commit themselves, for this reason they continue keeping the mutual relationship that existed with their friends. There is human being who does not love and appreciate him or herself. This theory provides that people need to love and appreciate themselves before they can get to assist other people. This love for oneself helps to boost the self-confidence and esteem. It portrays how people always love to be on the winning side. On the other hand, Altruism describes people who are willing to go an extra mile to help other people. Although it is widely believed that human beings have the self-interest recent studies has contradicted this fact by arguing that human beings tend to cooperate before they compete. It is through this cooperation and the helping nature of human beings that has made it possible for the people to survive. Indeed, altruism is a fundamental aspect of social instincts. Apparently, although human beings are not entirely altruistic, they have a tendency of feeling compassion to the needy. It is always a challenge to find the better side of human beings (Christians, 2009). The reasons that suggest why we should practice altruism evidently provide the reason why altruism is as result of

Physical and Chemical Properties of Methylene Chloride Essay

Physical and Chemical Properties of Methylene Chloride - Essay Example The term â€Å"hazardous substance† means any substance or mixture of substances which is toxic, corrosive, an irritant, a strong sensitizer, is flammable or combustible, generates pressure through decomposition, heat or other means, if such substance or mixture of substances may cause substantial personal injury or illness during or as a proximate result of any customary or reasonably foreseeable handling or use, including reasonably foreseeable ingestion by children.2 According to the Occupational Safety and Health Standards of the United States Department of labour, employees exposed to methylene chloride are at an increased risk of developing cancer, adverse effects on the heart, central nervous system and liver, and skin or eye irritation.3 Possibly hazardous short term degradation products are not likely however, long-term degradation products may occur. The products of degradation are more toxic. There is no disturbance or aerobe purifying process at concentrations less than 200 mg/l. Methylene chloride is a stable and non-corrosive chemical in the presence of glass. It is combustible at high temperatures, with an auto-ignition temperature of 556 oC (1032.8 oF). When using methylene chloride, avoid the following: strong acids, alkali metals, and oxidizing agents. In case of fire, use water spray, fog or foam. Do not use a water jet. Fire may liberate toxic and corrosive vapours. In case of skin contact, immediately flush skin with plenty of water. Cover the irritated skin with an emollient. Remove contaminated clothing and shoes. Thoroughly wash and clean shoes before reuse. If it is serious skin contact, wash affected area with disinfectant soap and cover with anti-bacterial cream. Seek medical attention immediately If ingested, avoid inducing vomiting, unless directed to do so by medical personnel. Never give anything by mouth to an unconscious person. If large quantities have been swallowed, call a physician immediately. Loosen tight clothing such as a collar, belt or tie.

Often Imitated Never Duplicated Essay Example for Free

Often Imitated Never Duplicated Essay Never Duplicated Michael Jackson brought a new style to the music scene, changing everything from fashion, videos and dance, which started around the making of the Thriller album and several of it’s music video’s. Men, women, boys, girls, black, or white it did not matter; everyone wanted to be a little like Michael Jackson, he crossed over all races and genres of music. It could have been the red military type jacket, the black pants, patent leather shoes, or the white sequin glove that he wore in the Thriller video. Everyone tried to copy Michael Jackson in some shape, form, or fashion, especially trying to do the moonwalk or robot that Michael Jackson perfected. Everyone stood in front of a mirror to see if they could do the Robot or told someone to watch me as they did the moonwalk. Michael Jackson and the Thriller album have influenced many of the pop artists today in their dance and showmanship. Record executive, producer, and singer Antonio Reid stated this in Rolling Stone Magazine. Michael has influenced so many artists, some of whom are picking up on the grandeur and showmanship of his live performances. You can see his influence in his sister Janet, Justin Timberlake, Usher, Britney Spears, and in Jennifer Lopez and Mariah Carey. You can see his influence in the dance moves—the syncopated choreography—that a lot of young artists use. And a lot of them have picked up his work ethic. When you look at Britney Spears production or a Justin Timberlake production, or it you look at an Usher production, you really see that they took a page out of Michael’s book; they went to rehearsal, and they must have worked eight hours a day, because their shows are flawless, as Michael’s shows were flawless (A. Reid). So many artists are motivated and influence by Michael Jackson that a lot of them even imitate him 25 years after the Thriller album. The imitation runs deeper than just song and dance. His vision and perfection set the example for so many more to follow. Michael Jackson still has musicians in the 21ST century aspiring to be a modern version of him. Not everyone will pick up on how much he influences artist today unless they follow Michael Jackson closely or grew up with him and watched the evolution of Michael; he was the Elvis of his generation [early to mid 80’s]. Of all Michael Jackson’s great qualities, dancing is probably the most imitated or at least it’s the most visible imitation of all, unless you just have a good ear for Michael Jackson’s music and remixes. Michael Jackson perfected the Moonwalk that he learned by watching kids and break-dancers perform in the streets. Once Michael Jackson had it perfected it, he debuted the Moonwalk on the Motown 25th Anniversary special, which was on National TV. This made the Moonwalk tremendously popular and notorious worldwide along with the robot that he was famous for. There’s way to many pop artists inspired and influenced my Michael Jackson to cover them all, a few of them are Ginuwine, Justine Timberlake, Sisco, Usher, NSYNC, and Janet Jackson. Justin Timberlake, Usher, Chris Brown and Ginuwine are a few of the many that will be used to show how much influence Michael Jackson has had on the pop music of the 21st Century. In an interview with VH1 the VH1 staffer asked Justin Timberlake â€Å"How have your changing musical tastes influenced your solo work? † and Justin answered with â€Å"My inspirations have been the same since I was 12. I love Stevie Wonder†¦Al Green. And of course, Michael Jackson and Prince and Earth Wind Fire, too† (Lerner). Justin Timberlake has been known to dance like Michael Jackson in his concerts and videos, even wearing a fedora like Michael Jackson. Susan Horsburgh of People magazine did an article on Justin Timberlake covering Justin’s solo debut. â€Å"emerging from a gigantic boom box to sing â€Å"like I Love You,† which, with his fedora and moonwalk moves, he performed in the style of his idol, Michael Jackson† (Horsburgh). Just another example of how Michael Jackson has pop artist today trying to be the new King of Pop. Justin Timberlake is not the only artist that is influenced by Michael Jackson. Chris Brown is another popular pop artist that has been influenced by Michael Jackson when it come to his performances and dancing. Chris Brown took Michael Jackson’s style of dancing and added his on spin or flare to it to make it his own. In the Washington Post journalist Allison Stewart says this about Chris Brown, he’s, â€Å"Fond of modified moonwalking and benign, poppy club jams†¦Michael Jackson without the ick† (Stewart). Which tells the reader that Brown is just like Jackson but with out the ick, can’t get any better than that. Chris Brown has taken Michael Jackson’s moves, practiced them, perfected them, and added his own twist to them making it his own. Chris Brown is another pop artist that is known for his dance as much as his music. As we make comparisons you will be surprised by some of the artist and what they’ve done. One that you might not know that was influenced by Michael Jackson is Ginuwine. Popular RB singer Elgin Baylor Lumpkin or better known as Ginuwine was also influenced by Michael Jackson and took emulating Michael Jackson to a whole new level at an early age. â€Å"Lumpkins interest in music was ignited by Prince and Michael Jackson, especially the latter’s legendary moonwalking performance†¦at the mere age of 12, began performing parties†¦later worked as Michael Jackson impressionist†(biography). Ginuwine went on to further his music career using the influence and experiences of Michael Jackson to become a successful RB artist. Of the many, many artist influenced by Michael Jackson, Usher Raymond, has been influenced by Michael Jackson in so many ways, but mostly in his dancing. During the remaking of the 25th anniversary of the â€Å"Thriller Album† Usher said â€Å"That great choreograph and great energy that Michael puts behind it, try to re-create that feeling. I try to take different kinds of dance and apply it in the same way Michael did in â€Å"Thriller’, ‘Beat It’ and ‘Off the Wall. ’† (Reid, Hiatt, and Yago). Which has brought us to where were at today, even with rap artist like Snoop D O double G. That’s the king right there,† Snopp Dogg said about the love Michael still gets. â€Å"Michael Jackson has always been an inspiration to me as far as his music is concerned. You can’t take nothing from Him† (Reid, Hiatt, and Yago). Not that it’s a bad thing; there are worse people to imitate, emulate or just be influenced by. His dance moves have been imitated in just about everyway from music videos to TV ads. The most recent was the commercial during the Super Bowl with the SoBe drink, which had the lizards doing the thriller dance with one of the singers from Destiny’s child. Shaheem Reid a well known MTV and Hollywood writer points how Michael Jackson’s dance has influenced other artist to include female groups, â€Å"There is Michael Jackson’s dance moves from â€Å"Thriller† in Destiny’s Child’s â€Å"Bootylicious video† (Reid, Hiatt, and Yago). Just another example of how Michael Jackson has influenced pop artist both male and female. Why would any artist imitate, emulate or even use Michael Jackson as an Inspiration? Here’s a few statistics that would explain why the Justin Timberlakes, the Ushers, the Chris Brown’s and the Ginuwines would use Michael’s work ethic, music and dance to guide them. Thriller originally spent 37 weeks at No. 1, a total of 80 consecutive weeks in the Top 10. Its also the only album in American history to be the bestselling album for two years. Seven of the albums nine songs hit the Billboard Top 10 with Billie Jean and Beat It both reaching No. 1† (Gamboa). â€Å"The â€Å"Thriller Album has earned 47 million dollars to date, making it the 2nd best album of all times only after the Eagles Greatest Hits album† (RIAA). If you were to imitate an artist why not Michael Jackson, he has been accepted into the Rock and Roll hall of fame twice, as solo artist and for the work in the Jackson Five. He has the largest selling record of all times; selling more than 40 million copies, double diamond in the United States, not platinum, but diamond. His Thriller album was accepted by the United States as a National treasure, not many music artists can say that. Michael Jackson will go down in history as one of the all time greats, putting him with the likes of Jimi Hendrix’s, the Eagles, the Beatles, Elvis and Bob Dylan. It’s now been 25 years since the release of â€Å"Thriller† one of the greatest albums ever. Various pop artists of today like Fergie, Akon, Will I Am, and more will redo the original songs on the 25th anniversary album. After 25 years the spirit of the â€Å"Thriller album† is still alive and artists all want to be a part of such a historical event. The 25th anniversary of the album was released on 11 Feb 2008, with never recorded songs, behind the scene’s look and the remix songs. Most of the artist doing the remixes admit they can’t live up to the standard that Michael Jackson set years ago and continues to do. It’s hard to believe one album could influence the music industry so much, much less 25 years after it’s debut, but â€Å"Thriller† has done just that. If you don’t think Michael Jackson is often imitated and used as a source of influence in the music world you’re in a real case of denial. These examples have shown that many artists since the album â€Å"Thriller† were influenced by Michael Jackson’s performance and dance. Music and dance has been influenced through years and years of artist and will continue to influence the artist of the future. Many people have formed unbiased opinions of Michael Jackson, but if they take his personal life and separate it from his work they would realize the impact on today’s music and dance. He has influenced so many artists to become the successes they are today and will continue to influence the music of tomorrow. His style of dance has been recreated in so many ways from other music artist actually imitating him to taking his style and trying to make it their own. His dancing from the â€Å"Thriller video has been used in other music videos, commercials and in various other media’s. Some have tried, but none have succeeded on a Michael Jackson level.

Discrimination of Irish Catholic Immigrants During the 1920’s Essay

Discrimination of Irish Catholic Immigrants During the 1920’s   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   During the 1920’s there were many controversial issues.   There was a concern about declining moral and ethical values, which led to restrictions such as prohibition for example.   The concern about these issues seemed most intense when they pertained to religion.   In situations like these it always seems necessary to place the blame somewhere.   One particular group on which this blame was emphasized happened to be the immigrants.   Irish Catholic immigrants were a main focus of discrimination in many ways.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The fight for immigration restriction was fueled by America’s negative view of foreigners.   Protestants especially made it a point to link alcohol with Catholic Irish immigrants.   They were looked upon as immoral and corrupt because of this.   Prohibiting alcohol was an unsuccessful way of trying to counterattack not only the immorality in urban cities, but the immigrants who resided there as well.   This was yet another example of searching for an answer to the deterioration of morals and values.   In an effort to justify prohibition, it was said that Limitation upon individual freedom in matters affecting society is the price that any people must pay for the progress of its civilization.   Personal liberty cannot rightly be claimed for practices which militate against the welfare of others or the interest of the community as a whole.   (http://www.aihs.org.history.htm) The Ku Klux Klan, which was already an established organization increased in number when efforts to prevent and discourage Irish Catholic immigrants from practicing Catholicism were unsuccessful.   The Klan considered itself to be Pro-American, which directly meant anti catholic.... ...for the Irish Catholic immigrants as well as the others, â€Å"the old-stock drive for conformity and community represented attacks on their culture, religion and ethnicity.   Repeatedly their stake in American society, their right to be American citizens, was denied†Ã‚   (Dumenil, 248).   I agree that it was their right to become American citizens.   Discriminating against Irish Catholic immigrants was unjust, especially for the reason that there is no rational or justifiable way to discriminate against which people are allowed to immigrate and which are not. work cited: 1.   http://www.illinoisrighttolife.org/racism.htm.   (7/1/98). 2.   http://www.aihs.org/History/history3.htm.   (6/1/98). 3.   http://www.aihs.org.history.htm.   (3/1/98). 4.   Lay, Shawn.   The Invisible Empire in the West.   Illinois.   1992. 5.   Dumenil, Lynn.   The Modern Temper.   New York.   1995.

Education Through Experience Essay

Education Through Experience How does one learn? Is learning part of the modern day media induced generation? Do we learn by flipping through television channels and reading magazine articles? Or does learning run deeper than that? In todays world we would like to believe that by turning on the Discovery channel or actually finishing a Harry Potter novel we have learned it all. We Justify our media obsession by saying how much we are learning when we stay â€Å"glued to the tube† or nose deep in the latest fashion magazine. It is quite agreeable to say that we do collect many facts and details from reading books, magazines, and from watching television. But after all is said and done, what have you committed to memory? Do you find yourself more interested in the facts or the dramatic plot of the movie you were watching? Television is not a sin. We all watch it from time to time. But when people rush home so that they don’t Jeopardize their TV time, it seems as if it really has become a problem. How can you expect your children to efficiently learn when they are lopped down in front of the TV or are obsessing over what they are reading in their magazines? Education is not gained by becoming obsessed with the media. It is gained through experience. By seeing and doing things, the people of the world can come to know and understand what education is all about. Not about how â€Å"hot† people are, or about how much money you can make from winning a game show, but about how the way things of this world truly work. By being open to new experiences, and new opinions we are able to step outside of our comfort zones and ee things through another perspective. As Plato rightly states in The Allegory of the Cave, an educated person is said to be someone that strives to learn more, and that is open to a variety of beliefs and notions from other people. Another important factor in gaining education through experience is being able to communicate what you have learned to others. Communication is huge in learning new material. We communicate with others in the world every day yet, we rarely â€Å"truly communicate. A conversation should create something in common by making genuine connection, not by being a short or one-sided opinion. By creating something in common and sharing educational experiences, the conversation allows input from all sides no matter how differnt the viewpoint and creates something new (Bohm). Today we run frantically to Google or ask. com when we find we have a question about the way things work. Sure these search engines are helpful, but they prove our generation to be lazy and solely dependent on the technology. What if there were no computers? What if there were no flat-screen televisions to tell us everything? What if, God forbid, we actually had to have a conversation with someone? Communication is the divine way of comparing and contrasting the information we gain from our experiences. You don’t like or agree with what someone says? Great! That is the beauty of communication. We don’t have to believe whatever we see on the television screen or in the pages of a newspaper or magazine. Experience puts us past that. An equally important matter to take into consideration when exploring education

B.Sc Chemistry, Zoology, Botany, English, Pak.Study, Islamiate.

INSTRUCTIONS 1. All entries in the Admission Form must be made in BLOCK LETTERS by the candidate in his/her own handwriting. 2. Incomplete application form will not be accepted. 3. Any candidate who passed intermediate examination from Lahore, Sargodha, Faisalabad, Rawalpindi, Gujranwala and Federal Board can apply for registration without N. O. C (No Objection Certificate). 4. The candidate who want him self to be Registered with the University of the Punjab and has passed Intermediate Examination, B. A/B. Sc. etc. rom other Board/ University, which does not fall under the territorial Jurisdiction of University of the Punjab, will attach original N. O. C. within stipulated time from the concerned Board/ University. 5. The Candidate will obtain Registration number before appearing in any examination of University of the Punjab otherwise his/her admission form will not be entertained. 6. In case of M. A. Student it is necessary to mention the Subject. 7. Punjab University have a right to cancel the Registration Number if educational documents found bogus. 8. The following documents must be attached with the Registration Form. a. Attested photocopy of Matriculation result card. . Attested photocopy c. of Intermediate result card. d. Attested photocopy of B. A/B. Sc result card (if applicable) e. Attested photocopy of N. I. C. f. Attested photocopy of father’s N. I. C. g. Original Migration Certificate. DECLARATION I, SOLEMNLY DECLARE THAT: The entries made in this form are correct. In case of any misstatement I may be held responsible.   (Signature of the Application) : Name of the Applicant SPACE FOR PASTING ORIGINAL BANK CHALLAN RECEIPT LIST OF AUTHORIZED HABIB BANK LTD. BRANCHES FOR COLLECTION OF UNIVERSITY FEES. | | |LOCAL BRANCHES |Gujrat, Circular Road Branch | | |Islamabad, Board of Intermediate and Secondary Education Branch | |Lahore, University of the Punjab, New & Old Campus |Jaranwala, Grain Maket Branch | |Lahore, Rewaz Garden Branch |Jauhar abad, Main Branch | |Lahore, Bilal Park Branch |Jhang, Saddar Shaheed Road Branch | |Lahore, Cricket House Branch |Jhelum, Machine Mohalla Branch | |Lahore, D. P.S Model Town Branch |Kamaliya, Railway Road Branch | |Lahore, Dharampura Branch |Kasur, Railway Road Branch | |Lahore, Keerkallan Branch |Mandi Baha ud Din, Main Branch | | |Mianwali, Zaka Centre Branch | |MOFUSSIL BRANCHES |Okara, Grain Market Branch | | |Pind Dadan Khan, Market Branch | |Attock, City Branch |Rabwah, Main Branch | |Bhakkar, Main Branch |Rawalpindi, Liaquat Bagh Branch | |Bhalwal, Muslim Bazar Branch |Rawalpindi, Raja Bazar Branch | |Chakwal, Railway Road Branch |Rawalpindi, Faiz abad Branch | |Chiniot, Main Bazar Branch |Sialkot, City Branch | |Faisalabad, Circular Road Branch |Samundri, Ghalla Mandi Branch | |Faisalabad, Samanabad Road Branch |Sargodha, Fatima Jinnah Road Branch | |Faisalabad, Narwala Road Branch |Sheikhupura, Railway Road Branch | |Gujranwala, Bank Square Branch |Skardu, Main Branch | |G ilgit, Main Branch |Toba Tek Singh, Main Branch | |Gojra, Railway Road Branch |Wazirabad, Main Bazar Branch | FOR OFFICE USE Actual Amount Due |Amount Received |Receipt Number |Date |Amount Still Due | | | | | | | Reference made by the office to the defaulter: |Letter Number | |Date | |Reminder Number | |Date | Important instruction: 1. Money order, Postal Orders, Bank Drafts and Cheques will not be accepted. ———————– Please affix recent sky blue background Photograph Size 1. 5 x 1. 5 [pic] Form Price Rs. 15/-

Examining The Evolution Of Christianits Routes Theology Religion Essays

Examining The Evolution Of Christianits Routes Theology Religion Essays Examining The Evolution Of Christianits Routes Theology Religion Essay Examining The Evolution Of Christianits Routes Theology Religion Essay Christianity s paths can be traced back all the manner back to the Roman Empire and the Empire of Judah. Since so, Christianity has gone through a series of major alterations runing from Emperor Constantine of Constantinople supplying province backing to the Christian Church to Martin Luther who created a new subdivision of Christianity called Lutheranism subsequently known as Protestantism that have transformed Christianity into the faith we know today. Christianity foremost began with the instructions of Jesus Christ, a Jew Born of Mary in the metropolis of Bethlehem. From at that place on, Christianity had non evolved much due to the instructions of Jesus go arounding chiefly around the thought of love and peace. After he was crucified under[ I ]Pontius Pilate, the fifth[ two ]prefect of the Roman Province of Judaea, Christianity began a journey through legion societal and political alterations that alter it sometimes for the good and sometimes for the worse. After Jesus was cruci fied on the cross, his 12 Disciples set out to distribute the message of Christianity which finally reached the Gatess of the Roman Empire, which at the clip had a polytheistic position of faith. Although we do non cognize the exact twelvemonth Christianity was founded in Rome, A missive written by Paul or Saul which was his Judaic name to the Romans show that there was a booming Christian Culture by the early 50s of the first century C.E. The Christian in Rome nevertheless, were non treated with the equality so much described in Rome s Democratic authorities. They were frequently known as whipping boies every clip something bad happened to Rome because of their monotheistic faith. By the 250s C.E Rome had begun a monolithic economic and societal diminution that would last for over 320 old ages. The Romans realized that the decay of the Roman Empire was due to the disregard of their Supreme beings and Goddesses that had made Rome strong in the first topographic point. In order to an tagonize this, Emperor Decius ordered that all of his Roman topics make forfeits to their province Supreme beings. He was particularly rough on the Christians. After Decius s decease, his replacements were even harsher in the enforcing of the edict. They threatened decease to anyone who attended service of the church. The persecutions all ceased during the regulation of Emperor Constantine. Because Constantine s female parent Helena was a devout Christian, Constantine passed the Edict of Milan in 313 C.E which allowed spiritual tolerance and extended it to all faiths. The faith that most benefited from this Edict was Christianity. Constantine being a Christian himself gave the church during his clip province backing which made Christianity church politically and socially a desirable faith to change over to. From at that place on, Christianity splintered into 3 chief subdivisions, The Roman Catholic, Eastern Orthodox and Protestant. Throughout the first 5 centuries Christianity was a booming faith. However with the debut of new faiths, Christianity began a diminution in the figure of followings. For four and a half centuries get downing from 500 to 950C.E, Christianity faced a societal every bit good as a political diminution. This diminution can be attributed to 3 factors. The first factor that attributed to the diminution of Christianity was weakening of the Roman Empire. By the 500s C.E, Rome was fundamentally a Christian Empire. The 2nd factor relates back to the first. The 2nd factor is the invasion of Rome by the savages of the North. The Barbarians were most Germanic and permitted to settle within the confines of the Roman Empire. They did non absorb rapidly or easy nevertheless. Because most of the invading savages were Pagan, they of course spread their faith as they continued to suppress the remainder of Rome. The 3rd and concluding factor in Christianity s decay from the universe was the conquest of the Arabs who bared a faith of their ain, Islam. In the exhaustion and near decay of the Roman Empire, the Arabs took advantage of this and began their conquering and overran most of Syria, Egypt, Palestine, and most of the other states under Roman Empire control. In the lands that the Arabs had conquered, many Christianity to Islam transitions were forced taking to the diminution of the figure of Christianity believers. Although Rome being overrun by the barbarian encroachers, Christianity someway managed to last. The division of Christianity began famously by an Emperor named Diocletian who divided Christianity into east and western disposals in the early 400s C.E. Though subsequent leaders tried to derive control over both sides, the integrity of eastern and western Christianity would finally crumple with the decease of Emperor Theodosius who made Christianity the official faith of Rome in 395 C.E and was the last individual to govern over a sacredly and politically united Rome. Following his decease, a lasting division of Rome into a western and eastern halves each ruled by an independent Roman Emperor took topographic point. Consequently, when Germanic barbarians over ran the western portion of the Roman Empire which was place to the Roman Catholic Church, go forthing the eastern portion of the Roman imperium which was place to the Eastern Orthodox Church unscathed. This farther deepened the spl it between the E and West Christians. Other factors for the split or Great Schism as it was called were differences in civilization. The prevailing linguistic communication in the West was Latin while the prevailing linguistic communication in the E was Grecian. And with the Language barrier intensifying so did the cultural barrier. Christianity so became so detached and diluted that it was virtually gone from the universe. Christianity so underwent another period of transmutation. A period of resurgence by the Scandinavians helped Christianity spread once more. A few decennaries after 950 C.E, the Scandinavians became externally Christian. Slowly but certainly, the Pagan Scandinavians along with the other savages who had laid waste to the Roman Empire began to distribute the word of Christianity. Conversions to Christianity were really common. In 878 C.E Alfred the Great after get the better ofing a Danish Invader required that the encroacher be baptized for the monetary value of peace and finally many of the Danes adopted Christianity as their official faith. In around 1050 C.E, Canute, the King of Denmark and England, gave up his office to distribute the Christian religion. The Roman Catholic Church so unwittingly developed another subdivision of Christianity called Protestantism. Protestantism was a motion that began in the early sixteenth century to conflict against mediaeval Roman Catholic belie fs and patterns. Protestantism unsurprisingly broke off from the Roman Catholic Church after Pope Leo excommunicated Martin Luther a German Priest. Martin Luther was excommunicated for many grounds. He believed that freedom from the penalty of God due to transgress could be bought with money. This belief at that clip went against Catholic belief. He was besides excommunicated because he refused to retreat his Hagiographas despite the demands of Pope Leo X and the[ three ]Imperial Estates of the[ four ]Diet of Worms. Major differences in the beliefs and patterns many people had while Christianity was unified, finally split and splintered Christianity into the 3 chief subdivisions we know today with a many other denominations Those 3 chief subdivisions of Christianity are the Roman Catholic Church, The East Orthodox Church, and Protestantism.

The Crappy Side of Writing

The Crappy Side of Writing I’m staring at a screen, after an extremely frustrating, full day of writing and editing. Mostly editing. Without going into details, I fought with a full manuscript edit for almost eight hours one day this week. I edited an entire novel only for the edits not to save properly. There’s a long story about a corrupted file. Needless to say, I cursed and shed a few sloppy tears on my napkin beside the dinner hub On top of that, I learned my deadline was changing a little bit for Tidewater Murder, which really crimped my style pertaining to a certain speaking engagement. That change sucked the wind right out of my sails for a while. Maybe I shed a couple more tears. Hub So, once I reached a stopping place, and settled down, I made myself write this editorial. Why? Because I’m frustrated and wanted to know how I’d write in that frame of mind . . . and to show those of you who aren’t writing full time that writing for a living can have some seriously catastrophic days that make you want to throw up your hands and simply say â€Å"WHY DO I DO THIS?† I’ve sat at conferences watching the speaker smile, chuckle, and talk about how hard writing is, but then preach/lecture/instruct the audience to just stick it out. (finger snap) Just like that you’re supposed to decide that nothing will stop you. No emotion in the lesson. All tell and no show. I want to wipe that smile off that successful face and ask them to SHOW me. Quit TELLING. I want them to show me through detailed anecdotes. . . 1. How they almost quit one night over a rejection;2. How they wanted to strangle an editor;3. How they behaved when they lost an entire story on the computer;4. How, after ten chapters, they realized the story had no purpose. Or how about answering these questions: 1. How much money did they really make on that self-pubbed book? 2. Did they ever make a fool of themselves with an editor/agent?3. When did they make a bad decision on selling rights?4. After expenses, how much money do they really net after a traditional publisher kept 92% of the print proceeds and 75% of the ebook gross earnings?5. Was there ever a time he was a bad writer?6. How did that one-star review REALLY make him feel? Give me the dirt . . . all of it. Why? Because I need to know what’s coming at me. I need to understand that there will benights like this, where I doubt myself and crave an easier life. We write for the satisfaction. But no one tells us about the nights we feel like our writing sucks, or that the planets are aligned against us. Those are the times that define us in this profession. Coming out on the other side of those bad nights intact, with the shards of our wits swept up off the floor, with lessons painfully learned leaving deep scars behind, makes us decent writers. No pain, no glory. Okay. Big sigh. Excuse me while I return to beat up my keyboard.

Introduction to film 2 Essay Example | Topics and Well Written Essays - 1000 words

Introduction to film 2 - Essay Example Compared with other media, the distinctness of film is verisimilitude (Metz, quoted in Lechte 1994: 78) – creating a definite kind of credible resemblance or similarity to the real world (Kuhn 1985: 269). Unlike theatre, which is too real, film obtains its real power from its ability to produce reality by crossing unreality. Ironically, it is on this basis – creating an illusion of reality – that film achieves its realism, because it is this capacity of film, that the attitude of the spectator of ‘suspension of disbelief’ is achieved and where the power of film depends (Lechte 1994: 78). This â€Å"experience of realism in cinema is intricately tied to the impression, that the events and persons depicted are somehow real† (Riis 2002: 93). Here also lies the paradox of films: despite the knowledge that films are only screened, spectators still genuinely felt the portrayed events are genuinely happening (Riis 2002: 93; Kuhn 1985: 268). Also, thi s ‘impression of reality’ – the film’s defining mark, gives film the privilege to challenge analysis (Lechte 1994: 78). Films usually use three different styles in screenwriting: narrative/linear – tells the story chronologically, non-linear – defies chronology for example Quentin Tarantino’s â€Å"Pulp Fiction† (1994) and documentary – presenting reality in real-time (Niche Express.net 2009: 1-2). Fiction usually utilises linear and non-linear, while documentary film the documentary. Although realism principally characterises both fiction and documentary film (Kuhn 1985: 269), they still differ in their notion of representation, verisimilitude, realism, and reality, distinguishing them from each other. Documentary films are â€Å"strictly speaking †¦ non-fictional, ‘slice of life’ factual works of art †¦ [also] known as cinema verite† (Dirks 2009: 1) – in French means ‘cinema truth’ (Niche

Foster Adoption Agency Research Proposal Example | Topics and Well Written Essays - 1750 words

Foster Adoption Agency - Research Proposal Example The intention of starting the organization was to offer a coordinating body that would link the needy children to the adopting firms or the personalities. Concerning the organization’s qualification to handle the work, the founder has relevant educational qualification and experience in child protection. In addition, the management staff consists of people with impeccable knowledge and dedication to serve the purpose. Therefore, they are at a position to carry out the activities relating to adoption more effectively. The founder of the organization together with other co-founders noticed that there was a vacuum between the needy children and the firms and personalities adopting children. Thus, the decision to start the organization was based on the desire to fill this vacuum, and offer the necessary vacuum to those seeking such services. However, due to financial limitations, the company opted to request for grant from California Community Foundation, to facilitate its activities. The founder had contributed $ 6,000, received grants amounting to $ 2,000 from the government. Therefore, in order to fill the budget deficit, the organization has requested $ 12, 000 from California Community Foundation, which was started with the sole objective of enhancing development for the whole community. Foster Adoption Agency is an organization that will be managed by experts in child health, and those who are knowledgeable in laws governing child protection. The founder has a Master’s Degree in child rights and protection, thus best placed to mange such a sensitive organization. Moreover, the people to manage the task of child transfers and coordinate the activities of the organization have proved that they have passion for children and would do everything to make sure that they are safe wherever they are taken (Zimmerman, 1994). Sometimes, the organization would request the involvement of the