A Report On Race And Ethnicity Sociology Essay

A Report On Race And Ethnicity Sociology Essay Bigotry and Ethnicity are two notable subjects in the scholastic world. Despite the fact that not a well known decision of study Racism and Ethnicity can be found in Multicultural instruction, Sociology, Economics, to give some examples. Albeit utilized similarly, Racism and Ethnicity are totally different. The motivation behind this exposition is to characterize and give instances of prejudice, institutional bigotry, and individual bigotry. I will likewise concentrate on the effects that these types of bigotry have on the individuals who are forced to bear prejudice. The Concise Oxford Dictionary characterizes bigotry in two implications: One, â€Å"the conviction that there are attributes, capacities, or characteristics explicit to each race† and two, â€Å"discrimination against or opposition towards other races†. Ethnicity then again has three implications: One, â€Å"relating to a gathering of individuals having a typical national or social tradition† two, â€Å"referring to starting point by birth than by present nationality: ethnic Albanians 3. â€Å"relating to a non-Western social convention: ethnic music. (Oxford Dictionary: fire up 2009). The word â€Å"race† has been around for a few several years. From the outset it was utilized to portray a more distant family through the ages, at that point as times passed it alluded to enormous gatherings of individuals that were not family yet had the equivalent social practices and customs, qualities and segment area. At the point when the Europeans reached individua ls outside their country (America, Asia and Oceania) they would place individuals into classifications that would show contrasts between their way of life and the individuals who were â€Å"new† to them. These classifications as per Pearson were what Banton (an essayist on Evolution) called â€Å"Selectionist hypotheses of evolution†. (Pearson:1990). Banton contended that a people â€Å"physical appearance (phenotype) as well as inbuilt hereditary cosmetics (genotype) clarified human idea and activity (Pearson: 1990) and it was then adequate for individuals to characterize individuals on a â€Å"scale of properties, from second rate compared to predominant, from crude to superior† (Pearson: 1990) all of which has made numerous a researcher question the world and how it is separating individuals into various races. In the eighteenth and nineteenth hundreds of years a chain of command was framed where the individuals who were dark (darker looking) would be at the base and the individuals who were white (lighter looking) small at the top. The individuals who had brown complexion were viewed as less instructed or uneducated, straightforward individuals who were most appropriate to employments that included physical and difficult work. A white individual, remarkably a white male working class male, had knowledge, held down a vocation in administrative job and was monetarily far superior of than those of brown complexion. This was known as â€Å"racial quintessence, to decide the capacities of an individual or a group† (Study Guide: Unit 6). By the mid twentieth century, the investigation of hereditary qualities was turning into a defining moment in humankind. As opposed to focussing on a people skin shading, it turned out to be increasingly satisfactory that having great access to food, trai ning, clean water, and medicinal services added to the advancement in individuals. Pearson (1990), contended ethnicity is â€Å"what individuals do† (Study Guide: Unit 6) and exhibited this by citing a lot of definitions by Anthony Smith regarding ethnic networks. Ethnic people group have: a â€Å"collective name a â€Å"common fantasy of decent† a â€Å"distinctive shared culture† â€Å"an relationship with a particular territory† also, a â€Å"sense of solidarity† This is characterized in Pearsons article as an ethnic network â€Å"as a named human populace with shared lineage, fantasies, accounts, and societies having a relationship with a particular terroritory and a feeling of solidarity† (Pearson: 1990). Institutional prejudice centers around a gathering of individuals who are frequently more â€Å"dominant† than different gatherings and decide to reprimand another gathering for resembling peasants specifically â€Å"radically inferior† (Pearson:1990) that permit a progressively predominant gathering to direct to the less off gathering â€Å"where they live, what language they talk, what school they join in, what work they procure, how they are treated by the police and the courts, how they are depicted by the media, and what type of political and legitimate portrayal they need to plan of action to† (Pearson: 1990). Therefore, the individuals who are a piece of the more prevailing gathering can direct how the less predominant gathering can be utilized and have the supremacist convictions and activities put upon them. A case of instutional prejudice is unmistakable where there are frequently at least two unique ethnicities. In South Africa for instance, â€Å"jud icial rules and guidelines oppressing dark people are a reasonable case point (Pearson: 1990). In New Zealand nonetheless, there is nothing of the sort as unfair enactment and approaches and practices are typically inadvertent than separating towards each other. Singular bigotry then again is increasingly close to home and is focused at people as opposed to a gathering of individuals. Otherwise called individual bigotry, Brislin recognizes four sorts of individual prejudice: 1. Extraordinary bigotry â€Å"the conviction that specific individuals are sub-par, and thus are seen as being of low worth. 2. Emblematic bigotry Dominant gatherings â€Å"feel the out gathering is meddling with significant parts of the way of life making problems†. 3. Tokenism-Dominant gatherings demonstrate that they have occupied with â€Å"token exercises to demonstrate that they have fair the treatment of other races†. 4. A manageable distance People connecting with â€Å"in well disposed constructive practices towards out gathering individuals in some social settings yet treat them the equivalent out gathering individuals with discernibly less warmth and amicability in other settings†. Brislin(2000). Kenan Malik contended that singular bigotry â€Å"imprisons the individuals who are exposed to it while fortifying Western cultures†. Orientalism, which Malik cites is a â€Å"dualism between the east and the west and the Orient and has assisted with characterizing ‘other â€Å"which individuals can see is unique and prohibited in race connections. In rundown I have characterized and give a few instances of bigotry and ethnicity and laid out the ideas of institutional prejudice and individual prejudice. By focussing on these models we can be certain that prejudice influences individuals either as a country or are subjects of individual assaults. By monitoring these biases, comprehend that we ought not feel progressively better than each other in light of the shade of somebody elses skin. Prejudice is in numerous pieces of the world and in spite of the fact that it shows up for some reasons, it ought to be tended to so not to harm a specific culture or a people character.

Math Paper

Derp college Derp derpington Human Resource Management Research Paper is Business Mathematics 101 first Tri Semester SY 2011-2012 Ms. derpina derp TABLE OF CONTENTS TITLE PAGE ACKNOWLEDGEMENTii TOPICS Simple Discount1 Simple Interest2 Four kinds of Interest available3 Compounded Amount and Compound Interest4 Linear Programming Problems * Maximization6 * Minimization8 Forecasting by Trend Projection10 Acknowledgment I might want to say thanks to God for directing and giving me inspiration to do this math look into paper; my companions for responding to my inquiries regarding this paper; Dr. Masajo for allowing me the chance to acquire information; and my mom to continually remind me to improve in school. I might want to thank my coach, Ms. Effortlessness Chong, for being my guide and to help me in my school life. Straightforward Discount Find the current estimation of $3800 due in a half year at 7% markdown rate. A) F = $3800 d = 7% = . 07 t = 6/12 = 1/2 Formula: D = Fdt Solution: D = $3800 (. 07) (1/2) D = $133 P = F †D P = $3800 †$133 P = $3667 Discount $2056. 80 for 85 days at a rebate pace of 6 ? % B) F = 2056. 80 d = 6 ? % = . 065 t = 85/360 = 17/72 years Formula: D = Fdt Solution: D = $2056. 80 (. 065) (17/72) D = $31. 57 P = F †D P = $2056. 80 †$31. 57 P = $2025. 13 Simple Interest Find basic enthusiasm on $10,000 at the pace of 5% for a long time. Likewise discover the sum for a long time. A) P = $10,000 R = 5% = . 05 T = 5 years = n = 5 I = PRT I = $10,000 (. 05) (5) I = $2500 A = P + I A = $10,000 + $2500 A = $12,500 Find straightforward enthusiasm on $15,600 for 1 ? a long time at the pace of 8% per annum. Likewise discover aggregate sum. B) P = $15,600 R = 8% = . 08 T = 1 ? = n = 1 ? I = PRT I = $15,600 (. 08) (1? ) I = $1872 A = P + I A = $15,600 + $1872 A = $17472 4 Types of Interest Available Locate the diverse enthusiasm on $1000 at 6% from June 23 2011 to September 21 2015. An) Approximate number of days: Year: 2015 †2011 = 4 Month: 8 †6 = 2 Days: 51 †23 = 28 4 x 360 = 1440 2 x 30 = 60 28 = 28 = 1528 Days B) Actual Number of days: 4 years x 365 days = 1463 days January 30 †June 23 = 173 days January 30 †September 21 = 263 days 1463 Days †173 days = 1287 days 1287 Days + 263 days = 1550 days = 1550 days C) Io enthusiasm for surmised number of days: Io = PRT = $1000 (. 06) (1528/360) Io = $254. 67 D) Ie enthusiasm for estimated number of days: Ie = PRT = $1000 (. 06) (1528/365) Ie = $251. 8 E) Io enthusiasm for real number of days: Io = PRT = $1000 (. 06) (1550/360) Io = $258. 33 F) Ie Interest for real number of days: Ie = PRT = $1000 (. 06) (1528/365) Ie = $254. 79 Compounded sum and Compounded intrigue Find the Compounded sum and intensified enthusiasm of $1000 at 7% for a long time A) B) Compounded Annually P = $1000 R = 7% = . 07 T = 3 y ears = N = 3 x 1 = 3 A = P (1+i) ^ n A = $1000 (1+0. 7) ^ 3 A = $1225. 043 I = A †P I = $1225. 043 †$1000 I = $225. 043 C) Compounded Semi †Annually P = $1000 R = 7/2 % = 3. 5 = . 035 T = 3 years = N = 3 x 2 = 6 A = P (1+i) ^ n A = $1000 (1+0. 5) ^ 6 A = $1229. 36 I = A †P I = $1229. 36 †$1000 I = $229. 36 D) Compounded Quarterly P = $1000 R = 7/4% = 1. 75 = . 0175 T = 3 years = N = 3 x 4 = 12 A = P (1+i) ^ n A = $1000 (1+0. 175) ^ 12 A = $1231. 44 I = A †P I = $1231. 44 †$1000 I = $231. 44 E) Compounded Monthly P = $1000 R = 7/12% = . 5833 = . 00583 T = 3 years = N = 3 x 12 = 36 A = P (1+i) ^ n A = $1000 (1+. 00583) ^ 36 A = $1232. 78 I = A †P I = $1232. 78 †$1000 I = $232. 78 Compounded sum and Compounded intrigue Find the Compounded sum and intensified enthusiasm of $1500 at 5% for a long time A) B) Compounded Annually P = $1500 R = 5% = . 05 T = 3 years = N = 3 x 1 = 3 A = P (1+i) ^ n A = $1500 (1+. 05) ^ 3 A = $1736. 4375 I = A †P I = $1736. 4375 †$1500 I = $236. 4375 C) Compounded Semi †Annually P = $1500 R = 5/2 % = 2. 5 = . 025 T = 3 years = N = 3 x 2 = 6 A = P (1+i) ^ n A = $1500 (1+. 025) ^ 6 A = $1739. 540127 I = A †P I = $1739. 540127 †$1500 I = $739. 540127 D) Compounded Quarterly P = $1500 R = 5/4% = 1. 25 = . 0125 T = 3 years = N = 3 x 4 = 12 A = P (1+i) ^ n A = $1500 (1+. 0125) ^ 12 A = $1741. 131777 I = A †P I = $1741. 131777 †$1500 I = $741. 131777 E) Compounded Monthly P = $1500 R = 5/12% = . 41666 = . 00416 T = 3 years = N = 3 x 12 = 36 A = P (1+i) ^ n A = $1500 (1+. 00416) ^ 36 A = $1741. 792 I = A †P I = $1741. 792 †$1500 I = $741. 792 Linear Programming Problems (Maximization) Levi’s Jeans producing organization purchase2 styles of pants, style X and style Y, which sell for $90 and $75 properly. Unit creation test for style X is $40 and for style Y $35. Crude materials accessible month to month are 90 meters while preparing time at a maximum of 70 hours out of every week. Style X pants made 3 meters of materials and 2 for preparing them. For style Y, 2 meters and 2 for handling. Style X showcase request is close to 40 every week. What number of each style ought to be created in every week so as to make benefit most extreme? | Style X| Style Y| Total Available| RM| 3| 2| 90| PT| 2| 70| MD| 40| | Style X| Style Y| USP| $90| $75| UPE| 40| 35| UBM| $50| $40| Composition of straight programming issues: I. Choice Variable X = Number of style X to be created week by week Y = Number of style Y to be delivered week by week II. Target Function Maximum Profit (Z): Z = $50X+$40Y III. Subjects and Constraints: RM = 3X+2Y < 90PT = 2X+2Y < 70 MD = X < 40X; Y > 0 IV. Graphical Solutions A) By block B) Graphical introductions and focuses A crossing point between 2 lines C) Testing the bend of the raised polygon framed structure the target work V. Choice Raw Materials: 3X+2Y < 90 X = 30 Y = 45 Processing Time: 2X+2Y < 70 X = 35 Y = 35 Market Demand: X = 40 A) Z = $50X + $40Y = $50(0) + $40(35) =$1400 B) Z = $50X + $40Y = $50(20) + $40(75) =$1600 C) Z = $50X + $40Y = $50(30) + $40(0) =$1500 Choose B. Choice: The Levi’s fabricating organization must create 20 bits of style X and 50 bits of style Y to have a most extreme benefit of $1600. Straight Programming Problems (Minimization) Mrs. Smith mining organization possesses two mines evaluating metals reviewed into 3 classes. High evaluation (H), Medium evaluation (M) and second rate (L). The organization is attached with an agreement to furnish a refining plant with 12 tons of (H), 8 tons of (M), and 24 tons of (L) every week. It costs $2000 every day to run mine 1 and $1600 every day to run mine 2. In a day activity, Mine 1 produces 6 tons of (H), 2 tons of (M) and 4 tons of (L). While mine 2 produces 2 tons of (H); 2 tons of (M) and 12 tons of (L). How long seven days should every mine activity to satisfy company’s duty most monetarily? | Mine 1| Mine 2| Total Available| H| 6| 2| 12| M| 2| 8| L| 4| 12| 24| Cost| $2000| $1600| | I. Choice Variables: X = Number of days to run mine 1 Y = Number of days to run mine 2 II. Target Functions: Minimum Cost = $2000X + $1600Y III. Subjects to Constraints: H = 6X + 2Y > 12 M = 2X + 2Y > 8 L = 4X + 12Y > 24 X; Y < 0 IV. Graphical Solutions H = 6X + 2Y > 12M = 2X + 2Y > 8L = 4X + 12Y > 24 X = 2 Y = 6X = 4 Y = 4X = 6 Y = 2 P1 (0,6) Min C = $2000(0) + $1600(6) = $9600 P2 (1,3) Min C = $2000(1) + $1600(3) = $6800 P3 (3,1) Min C = $2000(3) + $1600(1) = $7600 P4 (6,0) Min C = $2000(6) + $1600(0) = $12000 Pick P2 V. Choice: Mrs. Smith’s mining organization should run dig 1 for 1 day and Mine 2 for 3 days so as to have a base expense of $6800. Determining by Trend Projection Forecast and chart the creation of rice in the Philippines for the years 2012 and 2015 of the yearly creation of rice from year 2000 to year 2010. Year (N)| Production of Rice (Y)| X| XY| Y’| X^2| 2000| 20| 0| | 0| 2001| 22| 1| 22| | 1| 2002| 18| 2| 36| | 4| 2003| 19| 3| 57| | 9| 2004| 21| 4| 84| | 16| 2005| 24| 5| 120| | 25| 2006| 22| 6| 132| | 36| 2007| 26| 7| 182| | 49| 2008| 28| 8| 224| | 64| 2009| 25| 9| 225| | 81| 010| 30| 10| 300| | 100| | ? (Y) = 255| ? (X) = 55| ? (XY)=1382| | ? (X^2) = 385| 2 Normal Equations: ?(Y) = NA + B? (X)Equation 1 ?(XY) = A? (X) + B? (X^2)Equation 2 Solve for B) 255 = 11A + 55B (- 5) 1382 = 55A + 385B - 1275 = - 55A †275B 1382 = 55A + 385B 107/100 = 110B/100 B = . 97272727 Solve for A) 255 = 11A + 55B 11A + 55B = 255 11A +55(. 97272727) = 255 11A + 53. 5 = 255 1 1 A = 255 †53. 5 11A/11 = 201. 5/11 A = 18. 31818182 A = 18. 32 B = 0. 97 Formula Y’ = A+Bx Year 2000 = 18. 32 + 0. 97(0) Y’ = 18. 32 Year 2001 = 18. 32 + 0. 97(1) Y’ = 19. 29 Year 2002 = 18. 32 + 0. 92(2) Y’ = 20. 6 Year 2003 = 21. 23 Year 2004 = 22. 2 Year 2005 = 23. 17 Year 2006 = 24. 14 Year 2007 = 25. 11 Year 2008 = 26. 08 Year 2009 = 27. 05 Year 2010 = 28. 02 In the table: Year (N)| Production of Rice (Y)| X| XY| Y’| X^2| 2000| 20| 0| 18. 32| 0| 2001| 22| 1| 22| 19. 29| 1| 2002| 18| 2| 36| 20. 26| 4| 2003| 19| 3| 57| 21. 23| 9| 2004| 21| 4| 84| 22. 2| 16| 2005| 24| 5| 120| 23. 17| 25| 2006| 22| 6| 132| 24. 14| 36| 2007| 26| 7| 182| 25. 11| 49| 2008| 28| 8| 224| 26. 08| 64| 2009| 25| 9| 225| 27. 05| 81| 2010| 30| 10| 300| 28. 02| 100| | ? (Y) = 255| ? (X) = 55| ? (XY)=1382| | ? (X^2) = 385|

A look behind the application curtain COLUMBIA UNIVERSITY - SIPA Admissions Blog

A look behind the application curtain COLUMBIA UNIVERSITY - SIPA Admissions Blog Im often asked what the average applicant looks like. Honestly, theres no set formula to getting in at SIPA. And I mean this literally no single career, academic background, country of origin or volunteer experience is going to earn you a seat at SIPA. Thats something you have to do on your own as an applicant by  playing to your strengths and submitting a superb  application for admission.  But, I do have some interesting stats to share from this years MIA, MPA, MPA-DP applicant pool. Heres a glimpse into a few charts from our application system. The chart  Applications Submitted  is pretty  telling. The Fall 2016 application cycle opened in August 2015, and applications were quietly coming in throughout the early fall. Then you can clearly see spikes in the submission rates right around our application deadlines of    Nov. 2 for the early-action round, Jan. 5 for the fellowship round, and Feb. 5 for the final round. What does this mean? Well, you all really do wait until the last minute to submit your applications. (Thats not a practice I recommend our future applicants to follow.) Not surprisingly, most of you  said you wanted to be reviewed for SIPAs merit  aid. (Blue is yes and green is no.) Thus, that is why  our fellowship (aka scholarship) deadline is a month earlier than our general deadline. (And why we do not  consider anyone for aid past the deadline.) We need the extra time to review your application and consider for fellowship. Generally speaking, the top third of applicants receive funding, but that can vary depending on how strong the applicant pool is; and while awards can go up to full tuition and fees, the average award for incoming students is half tuition and fees.  So if youre still researching funding sources, check out  our External Funding database  today. Heres a look at the concentration breakdown our applicants have applied to this year. I often get asked what the breakdown of our applicants are by concentration. As you can see from the chart above its almost an even six-way split.  The follow-up question usually is  about the  chances of admission increasing or decreasing depending on the concentration  selected. The short answer is absolutely not. (The longer answer is it depends on if youre a good fit for that concentration and if you tailored your application to it or not.) Since were on the blog, I decided to share a breakdown of what our readers look like. Thanks to a fancy stalking tool that links our application system to the blog, I can easily tell  who has visited  the Admissions Blog.  But wait, this chart is broken down by concentration as well. Great catch! Its pretty interesting to see that the  applicants by concentration breakdown closely mirrors that of the ones who have visited the blog. I like to interpret it as meaning the blog is so  popular that  everyone  is reading it! (OK, so its not an exact link, but you get the hint.) When we say our students hail from every corner of the globe, we mean it. This year, our applicants come from 142* different countries. (Depending on who you ask, there are 195 or 196 independent countries in the world today). Our applicants are from: 1. Afghanistan 49.     Greece 97.     Paraguay 2. Albania 50.     Guatemala 98.     Peru 3. Algeria 51.     Guinea 99.     Philippines 4. Andorra 52.     Haiti 100. Poland 5. Argentina 53.     Honduras 101. Portugal 6. Australia 54.     Hong Kong S.A.R. 102. Qatar 7. Austria 55.     Hungary 103. Romania 8. Azerbaijan 56.     Iceland 104. Russia 9. Bahrain 57.     India 105. Rwanda 10.     Bangladesh 58.     Indonesia 106. Saint Lucia 11.     Belarus 59.     Iran 107. Saudi Arabia 12.     Belgium 60.     Iraq 108. Senegal 13.     Belize 61.     Ireland 109. Serbia 14.     Bhutan 62.     Israel 110. Sierra Leone 15.     Bolivia 63.     Italy 111. Singapore 16.     Bosnia and Herzegovina 64.     Jamaica 112. Slovakia 17.     Brazil 65.     Japan 113. South Africa 18.     British Virgin Islands 66.     Jordan 114. South Korea 19.     Bulgaria 67.     Kazakhstan 115. Spain 20.     Burkina Faso 68.     Kenya 116. Sri Lanka 21.     Burundi 69.     Kuwait 117. Sudan 22.     Cameroon 70.     Kyrgyzstan 118. Sweden 23.     Canada 71.     Latvia 119. Switzerland 24.     Chile 72.     Lebanon 120. Syria 25.     China 73.     Liberia 121. Taiwan 26.     Colombia 74.     Lithuania 122. Tanzania 27.     Congo (Brazzaville) 75.     Madagascar 123. Thailand 28.     Congo (Kinshasa) 76.     Malawi 124. The Former Yugoslav Republic of Macedonia 29.     Costa Rica 77.     Malaysia 125. The Gambia 30.     Cote DIvoire 78.     Mali 126. Timor-Leste 31.     Croatia 79.     Mauritania 127. Togo 32.     Cuba 80.     Mexico 128. Trinidad and Tobago 33.     Cyprus 81.     Moldova 129. Tunisia 34.     Czech Republic 82.     Mongolia 130. Turkey 35.     Denmark 83.     Morocco 131. Uganda 36.     Dominican Republic 84.     Mozambique 132. Ukraine 37.     Ecuador 85.     Myanmar 133. United Arab Emirates 38.     Egypt 86.     Namibia 134. United Kingdom 39.     El Salvador 87.     Nepal 135. United States 40.     Eritrea 88.     Netherlands 136. Uruguay 41.     Estonia 89.     New Zealand 137. Uzbekistan 42.     Ethiopia 90.     Nicaragua 138. Venezuela 43.     Finland 91.     Niger 139. Vietnam 44.     France 92.     Nigeria 140. Yemen 45.     Gabon 93.     Norway 141. Zambia 46.     Georgia 94.     Pakistan 142. Zimbabwe 47.     Germany 95.     Palestine 48.     Ghana 96.     Panama And as  always, it is going to take us some time to review all of the applications, so please be patient with us. Admissions decisions will  be  released in  mid-March and rolling thereafter.Alright! Those are all of the insights I have for today. I hope you found this information interesting.  While I cant share any additional details about our application pool at this time, you are welcome to email us at sipa_admission@columbia.edu if you have any questions about the status of your individual application  or the  application requirements. Until next time. [Photo courtesy of  http://imightneedanap.com] *updated list includes self-reported citizenship and mailing and permanent addresses.

Writing Sentences for Beginners

Here are four types of sentences to begin writing in English. Follow the example in each type of sentence. Learn these symbols to understand each type of sentence. These symbols represent parts of speech in English. Parts of speech are the different types of words in English. Key to Symbols S subject   Subjects include I / you / he / she / it / we / they and names of people: Mark, Mary, Tom, etc. or types of people: children, students, parents, teachers, etc. V verb   Simple sentences use the verb ‘be’ such as: I am a teacher. / They are funny. Verbs also tell us what we do:  play / eat / drive etc. or what we think: believe / hope / want etc. N noun   Nouns are objects such as books, chair, picture, computer, etc.  Nouns have singular and plural forms:  book - books, child - children, car - cars, etc. Adj   Adjective Adjectives tell how someone or something is. For example:  big, small, tall, interesting, etc.   Prep P   Prepositional phrase Prepositional phrases tell us where someone or something is. Prepositional phrases are often three words and begin with a preposition: For example:  in the house, at the store, on the wall, etc. ()   Parentheses If you see something in parentheses () you can use the type of word, or leave it out. Start off Easy: Sentences with Nouns Here is the first type of easy sentence. Use the verb to be. If you have one object, use a or an before the object. If you have more than one object, dont use a or an. S be (a) N I am a teacher.She is a student.They are boys.We are workers. Exercise: Five Sentences with Nouns On a piece of paper write five sentences using  nouns. Next Step: Sentences with Adjectives The next type of sentence uses an adjective to describe the subject of a sentence. Do not use a or an when the sentence ends in an adjective. Do not change the form of the adjective if the subject is plural or singular. S be Adj Tim is tall.They are rich.This is easy.We are happy. Exercise: Five Sentences with Adjectives Use adjectives to write five sentences.   Combine: Sentences with Adjectives   Nouns Next, combine the two types of sentences. Place the adjective before the noun it modifies. Use a or an with singular objects, or nothing with plural objects. S be (a, an) Adj N He is a happy man.They are funny students.Mary is a sad girl.Peter is a good father. Exercise: Five Sentences with Adjectives Nouns Use adjectives nouns to write five sentences.   Add Prepositional Phrases to Your Sentences The next step is to add short prepositional phrases to tell us where someone or something is. Use a or an or use the  before a noun or adjective noun if the object is singular and specific. The is used when something specific is understood by the person writing and the person reading the sentence. Notice that some sentences are written with adjectives and nouns, and others without. S be (a, an, the) (adj) (N) Prep P Tom is in the room.Mary is the woman at the door.There is a book on the table.There are flowers in the vase. Exercise: Five Sentences with Prepositional Phrases Use prepositional phrases to write five sentences.   Start Using Other Verbs Finally, use other verbs than be to express what happens or what people think. S V   (a, an, the) (adj) (N) (Prep P) Peter plays the piano in the living room.The teacher writes sentences on the board.We eat lunch in the kitchen.They buy food at the supermarket. Exercise: Five Sentences with Prepositional Phrases Use other verbs to write five sentences.

Alexander Hamilton And The United States Government

Amna Yasin Professor Cockrell HIS-131 April 11, 2017 Alexander Hamilton Alexander Hamilton has played many important roles in developing the United States’ government. He was born on January 11, 1755 on a small island in the Caribbean Sea. It was called Nevis and was a part of an area that was called the British West Indies (Schlesinger, Jr. 16). Hamilton overcame the odds of illegitimacy and impoverishment by rising to fame through his ambitiousness. Hamilton was determined to become successful and his intelligence allowed him to leave New York’s King’s College without a degree and still achieve many great accomplishments. Hamilton influenced the developmental course of the country by promoting a strong federal government to turn the U.S†¦show more content†¦Hamilton decided to resolve the problems through making changes that would increase the power of the Federal government and allow the country to become prosperously successful. Hamilton made several appearances at Continental Congresses to ensure that the governmentâ₠¬â„¢s power as a whole would be prioritized over the power of the states. Hamilton helped the ratification process of the Constitution by the Compromise of 1790, which allowed the south to pick the location of the capital if they passed the bill for creating a national bank and he also created The Federalist papers in which the importance of a powerful government was highlighted. Many compromises were made before the Constitution was finally ratified in 1789, due to the opposing opinions of federalists and anti-federalists, who believed in a weak government and wanted the country to remain functioning as an agrarian society. 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For example, an article called Alexander Hamilton Biography states, â€Å"He drafted many of Washingtons important letters, he was sent on importantRead MoreAlexander Hamilton990 Words   |  4 PagesAlexander Hamilton When producing something as important as the document outlining an entire nation’s culture, it is helpful to have inventive and innovative thinkers; however, it is necessary to have leaders with experience and knowledge. The United States needed a strong leader who stood for his beliefs and could execute them to their full potential. When Alexander Hamilton entered Independence Hall on May 14, 1787, that was exactly what he was willing to do for his country. He helped withRead MoreHamilton’s Vision Intended for the New Government of United States of America1269 Words   |  6 Pagesthe United States of America Constitution was ratified by two-thirds of the states. The Constitution created a new government in the United States of America that was constructed around the idea of separation of power by the three branches of government with a system of checks and balances. These branches include the executive branch, the bicameral legislative branch and judicial branch. In order to ensure that no branch were to overpower the other two branches, the forefathers of the United StatesRead MoreAlexander Hamilton ( 1755-1804 )860 Words   |  4 PagesAlexander Hamilton (1755-1804). Born 1755 in the British West Indies In 1774, he wrote his first political article defending the Patriots cause against the interests of pro-British Loyalists.In 1775, at the beginning of the Revolutionary War Hamilton became part of the New York Provincial Artillery Company and fought in the battles of Long Island, White Plains and Trenton.In the year of 1777, Hamilton became General George Washington s official assistant. In 1781 George Washington s granted HamiltonRead MoreAlexander Hamilton s Influence On The Founding As History970 Words   |  4 PagesDid Alexander Hamilton play as important a role in our founding as history portrays? This short paper on Alexander Hamilton will outline his importance in the journey of the United States of America to become a free coun try and will also show the various ways he made this country successful by pioneering the formation of the American government. Alexander Hamilton was born in Charlestown, the capital of Nevis in the British West Indies. There are disputes regarding his actual birth date. In theRead MoreAlexander Hamilton, The Unknown Hero921 Words   |  4 PagesAlexander Hamilton, The Unknown Hero An ordinary teenager or adult would address Alexander Hamilton as an arbitrary founding father on the ten dollar bill, for they do not acknowledge the great achievements that Hamilton completed throughout his short life. Alexander Hamilton changed America. To start with, Hamilton was an immigrant from the Caribbean. At the age of seventeen, a hurricane destroyed his town. Hamilton wrote his way out of the madness he was facing. He wrote his first essay, a testamentRead MoreAlexander Hamilton : The First Secretary Of The United States950 Words   |  4 PagesAlexander Hamilton was born on the Island of Nevis around the 1500s the exact date is unknown. Hamilton was married to Elizabeth Schuyler in 1780 and had family with her. He was a delegated to the constitution Convention and major author of the Federalist paper, he was the first Secretary of Treasure of the United States from 1789-1795. He was well known as a Political Scientist, Government Official, Journalist, Military Leader, Economist and a lawyer. He was George Washington assistant in 1788,Read MoreThe Accomplishments Of Alexander Hamilton1188 Words   |  5 PagesAlexander Hamilton was one of the youngest founding fathers. He was the chief staff aide to George Washington. In his early life, he was born in the West Indies. Alexander had a lot of family problems between his father and mother and had a rough childhood. He wanted to make a change and start his life in a better direction, so he got his first job at the age of 11 as an accounting clerk. He very quickly impressed his employer by his knowledge of international commerce and how to handle money. AtRead MoreEssay The Burr Conspiracy948 Words   |  4 Pagessurrounding the â€Å"Burr Conspiracy† were among the first tests of the effectiveness of the United States democracy. II. Aaron Burr Aaron Burr was born in Newark New Jersey on February 6, 1756, and Burr was educated at what is now Princeton University. Burr joined the Continental Army in 1775, and rose to the rank of Lieutenant Colonel. Burr was appointed attorney general of New York in 1789 and served as a United States senator from 1791 to 1797 (Onager CD-ROM). In the Election of 1800, Aaron Burr wasRead MoreAlexander Hamilton, The Bastard Brat Of A Scottish Peddler1395 Words   |  6 Pages Alexander Hamilton, born on January 11th 1755,â€Å"the bastard brat of a scottish peddler† and then orphaned 13 years later. Hamilton seemed like an unlikely candidate to become one of our nation s most influential founding fathers, a successful lawyer, a major general during the revolutionary war, and even the nation’s first Secretary of the Treasury, but against all odds, he was able to do all of that and more in his brief forty-nine year old life. Hamilton’s true legacy, however, is centered around

Analysis of the opening sequence of ‘To kill a mocking bird’ Free Essays

The film portrays the innocence and world of play of a tomboyish six year-old girl and her ten year-old brother, and their perception of their widowed attorney father. They also fantasise about an outsider who inhabits a mysterious house in their neighbourhood. Abruptly brought out of their carefree world by their father’s unpopular but courageous defence of a black man falsely accused of raping a Southern white woman. We will write a custom essay sample on Analysis of the opening sequence of ‘To kill a mocking bird’ or any similar topic only for you Order Now Although racism dooms the accused man, a prejudiced adult vengefully attacks the children on a dark night – they are unexpectedly delivered from real harm in the film’s climax by the reclusive neighbour, â€Å"Boo† Radley. The opening shot of the film contains the universal international globe spinning, along with a simplistic piano solo. The piano solo loses us in a child’s world, as the music has an element of innocence and simplicity. The camera then pans to an overhead shot of a worn box. The simplistic, childlike music is then accompanied by the child’s effort to make music of which is very basic. The audience is unaware of the gender of the child. However the child’s tone gives the audience the impression that it is a little girl, therefore it may be scout. A young pair of hands appears to open the box revealing a collection of valued treasures, including crayons (new and used), a mechanical pencil, two carved soap doll figurines – one male and one female, an old broken pocket watch, a skeleton key, a broken pocket knife, a medal, a few marbles, jacks, chalk and other minor objects. Each of these items are emphasised, some of these items are related to the storyline, for that reason the producer could have done this to allow the audience a swift summary of the film, however their significance is not appreciated until the end. As she opens the box she sings, hums and giggles to herself, these gestures flow with the music. It’s almost as if the child is expressing her emotions though the music allowing the audience to relate more to her character. She then colours over lined paper with a round crayon, revealing the title of the film in white letters, her tone sounding almost satisfied with the outcome. The camera circles slowly from left to right along various collections of carefully-arranged objects in magnified close-up. After viewing the opening sequence numerous times. A black and a white striped marble are emphasised by the camera, leaving the viewer questioning their relevance. The white ball is then set in motion by the child. The white marbles then collides with the black marble. By this action the producer could be implying the racial tension between blacks and whites. After drawing a simple, stick-figured ‘mockingbird’, the girl shades in the winged creature and then rips the paper through the bird. With this gesture, the girl giggles and sighs pleasingly. This action could also relate to the division in her society. Symbolism plays a large role in the opening sequence; the objects that appear behind the opening credits include a pocket watch, pearl necklace, whistle, marbles and a child’s drawing of a bird – they are all items that gain meaning as the story unfolds. The music is very important in the opening sequence; it begins with a simplistic, childlike piano solo, and then develops by almost expressing the girl’s emotions and actions. The music varies with her every action, when she colours in the music becomes the base tune as the scribbling and the girl’s self satisfaction or dissatisfaction is expressed in her tone of humming and singing. The music almost acts as a teleport taking the audience in to the film; this could assist them, in their understanding of the child and her actions. The way the producer has: angled the cameras, so that the symbols appear all different dimensions it makes the items either fragile and delicate or sturdy and imposing, and the way they have used significant symbols to set the scene make the viewer feel intent on finding out the significance of them in the storyline. Overall the use of music, symbolism, and camera angles set the scene perfectly as there are hidden meanings and hints of what may unravel. The music acts as the child’s emotional state, and allows the audience to relate and experience her little world. While the use of symbolism helps the audience visualise the world of a child and relate to her ability. Finally the way the producer has angled the camera, emphasising the objects that have significance in the storyline helps the audience understand the vulnerability a child has. The use of all of these techniques helps the audience relate to the child and the objects relevance in relation to the film. How to cite Analysis of the opening sequence of ‘To kill a mocking bird’, Papers

The Importance of CCSS (common core state standards) Article Summary

Introduction: About CCSS One of the most essential issues in the sphere of the modern education, the importance of the CCSS still causes unceasing debates. On the one hand, the existing standards prove to be quite satisfying; however, on the other hand, it must be admitted that the CCSS needs considerable amendments. Therefore, it is essential to consider the existing CCSS.Advertising We will write a custom assessment sample on The Importance of CCSS (common core state standards): Article Summary specifically for you for only $16.05 $11/page Learn More The Summary of the Article Offering a completely new vision of the students’ learning program and the means to learn the new information, the CCSS is supposed to provide people with considerably more options in their studying process and at the same time make the latter as less complicated as possible. Clearing all obstacles that stand in the way of the modern students, the CCSS is supposed to offer people a whole new world of studying. However, it must be admitted that the CCSS contains quite a lot of controversial issues. Triggering a number of questions concerning how the CCSS works and what strategies the new system offers to make the studying process more ordered and less confusing, the CCSS is quite a debatable issue. As Watt (2011) himself emphasizes, â€Å"Awareness about a lack of agreement between what standards based education is intended to be and what it actually is led policy makers to determine that common standards offered a solution to this problem† (5). It is also essential to mark that the issue is intertwined with the No Child Left Behind Act. Once created for the needs and wants of numerous students who needed support, the CCSS is now turning into the policy that could satisfy the needs of stakeholders, as Watts (2011) explains. Hence, the reconsideration of the CCSS implementation is strongly required. Government and Education In the current policy concerning the education and the CCSS issues, the involvement of the government is completely evident. Once taking the educational issues as the proper means of solving the economical problems, the government is continuing the above-mentioned policy, which has its negative effect of the system and quality of education. As Altbach (2011) emphasizes, â€Å"For some within higher education, even the mention of state government conjures up negative images† (220). Obviously, the government is supposed to change its policy towards educational establishments, taking them as independent structures.Advertising Looking for assessment on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More However, according to Lardizabal (2005), the government’s partial involvement into the educational issues is one of the foundations of education and its basic principles (72). Therefore, the golden mean between the government’s partaking in the educational sphere reconstruction must be found, otherwise the system of education might be dangerously harmed. Conclusion: The Prospects As it can be seen from the examples above, the offered CCSS system does not substitute the existing one, since it does not comply with the requests and needs of the modern students. In addition, the fact that the government is concerned mainly with the profitability of the educational establishments is another reason for considerable doubts in the new CCSS implication. Even though the current system of education is far from being flawless, the offered changes can harm the sphere of education considerably, which is highly undesirable. Thus, the CCSS proposal must be reconsidered once again and the implementation of the new CCSS strategy must be postponed till it becomes a completely impeccable mechanism. Reference List Altbach, P. G., et al. (2011). American higher education in the twenty-first century:  Social, political and economic challe nges. Baltimore, MD: John Hopkins University Press. Lardizabal, A. S. (2005). Foundations of education (psychological, sociological and  anthropological). Quezon City, PH: Rex Bookstore, Inc. Watt, M. G. (2011). The common core state standards initiative: An overview.  Washington, DC: ERIC. This assessment on The Importance of CCSS (common core state standards): Article Summary was written and submitted by user Alberto Sloan to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.