Approval Letters free essay sample

SAE-UMP Chapter Shell Eco-long distance race Asia 2013 Team. 1) Nik Fadhil B Nik Mohammed 24-Jul-1990 23 Year Old EC09051 (Yr. 4) Bachelor of Electrical Engineering (Power System) Faculty of Electrical and Electronics Engineering 2) Muhammad Hisyamuddin b Jaafar 11-Jan-1990 23 Year Old MH09014 (Yr. 4) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 3) Wan Nurul Syahirah Binti Wan Lanang 15-May-1992 21 Year Old FB11041 (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 4) Mohd Najmi Bin Harith 19-Aug-1992 21 Year Old MH11099 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 5) Muhammad Taufiq Bin Taha 6-Feb-1992 21 Year Old FA11025 (Yr. 2) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 6) Nur Aisvah Binti lsmail 2-Jan-1992 21 Year Old MH11062 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 7) Muhammad Haziq Bin Mazlan 4-Sep-1992 21 Year Old MH11042 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering ) Muhammad Najmuddin Bin Moskori 13-Nov-1992 21 Year Old MH11020 (Yr. We will compose a custom article test on Endorsement Letters or on the other hand any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 9) Wan Muhamad lzzudin Bin Wan lbrahim 4-Nov-1992 21 Year Old MH11038 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 10) Loo Fu Hong 6-Dec-1991 22 Year Old MC12051 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 11) Mohd Firdaus Bin Mohd Rosli 20-Nov-1989 24 Year Old MH09086 (Yr. 4) Lone wolf of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 12) Mohammad Hanif Bin Rameli 11-Sep-1992 21 Year Old MH11032 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 13) Tang Shuen Cherng 15-March-1992 21 Year old FB12056 †(Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 14) Muhammad Khaidir B Azman 24-March-1994 19 Year Old MB12061 †(Yr. 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 15) Muhammad Nabil Fikri B Mohamad - Dec-1993 20 Year old MA12070 †(Year 1) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 16) Nor Arina Binti Ali Kangsa 4-Jan-1992 22 Year Old MH11090 †(Year 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 17) Wan Amir Haziq B. Wan Mohd Pandi 15-July-1994 19 Year Old MB12056 Bachelor of Mech anical Engineering with Automotive Engineering Faculty of Mechanical Engineering 18) Ng Yee Shian 25-April-1992 21 Year Old MC12054 †(Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 9) Raja Imran Shah B. Raja Badrin Shah 24-Apr-1992 21 Year Old MH11036 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 20) Muhammad Aiman Safwan B. Jubri 11-Jan-1994 19 Year Old MB12068 †(Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 21) Ng Wei Ming 21-Jan-1992 21 Year Old MC12056 †(Year 1) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 22) Nor Fadilah Binti Ahmad 19-June-1991 22 Year Old MH11097 †(Year 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 23) Lee Shun Jian 25-June-1992 21 Year Old FB12043 †(Year 1) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 24) Chan Chao Shiung 24-August-1989 FB12061 †(Year 1) Bachelor of Manufacturing Engineering Faculty of Manufacturing Engineering 25) Mohd Aiman Bin Mahusin 19-Jan-1990 MH09068 (Yr. 4) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 26) Mohd Amiruddin Bin Alias 14-Jan-1992 MH11076 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 27) Nurul Hasnah binti Awang 24-May-1992 FB11011 (Yr. 2) Bachelor of Mechatronics Engineering Faculty of Manufacturing Engineering 28) Muhamad Syazwan Bin Zolkafli 6-Jul-1991 MH11074 (Yr. 2) Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering 29) Che Wan Abdul Rashid Bin Che Wan Hitam 14-Jan-1992 MH11015 †Yr 2 Bachelor of Mechanical Engineering with Automotive Engineering Faculty of Mechanical Engineering

Coping with Life Challenges Essay

Toni Cade Bambara, conceived March 25, 1939 in New York City; her mom was Helen Brent Henderson Cade. Bambara embraced that last name when she found it on a sketchbook her incredible grandma had. Bambara went through the initial ten years of her life in Harlem, New York. In 1973, she distributed and exposition in Redbook clarifying what she preferred about her mom. Bambara is an extremist, author, essayist, writer, and a producer. Bambara was impacted by her work as a social laborer in the 1960’s. Bambara knew how the dark network had been disregarded and mishandled in the American culture. Bambara got dedicated to her locale; she composed principally for her dark network and in dark lingo. Toni Cade Bambara composed a few short stories, one explicitly was â€Å"The Lesson,† in this short story; she talks on the best way to beat battles and generalizing operating at a profit network. In â€Å"The Lesson,† Toni Cade Bambara, utilizes portrayal, style of language and setting; she additionally shows how she felt about how unjustifiable the American culture was through the eyes of a dark lady. Initially, Bambara utilizes portrayal. In â€Å"The Lesson† Bambara built up a solid and positive character who could show us important exercises throughout everyday life. This character was a solid dark lady named Miss Moore, who showed all the kids in her locale how to beat the battles in their locale. Miss Moore previously took the youngsters to a store on Fifth Avenue, this store was the most costly toy store the name of the store was F. A. O. Schwartz. The main life exercise was a costly high quality boat, â€Å"Hand-made boat of fiberglass at one thousand one hundred and ninety-five dollars. † (Bambara) This exercise was to show the kids the estimation of cash, and how to esteem what they have and not what they need. In the second preliminary Bambara utilizes style of language, Miss Moore scrutinized the kids on how they felt about the costly boat. One of the characters in the story, Sylvia got annoyed with Miss Moore in light of the fact that out of the considerable number of kids, she was the just one to get the point. Sylvia stated, â€Å"I’m frantic, yet I won’t give her that fulfillment. So I slump around bein exceptionally exhausted and state, Let’s go. †(Bambara) Sylvia understood that Miss Moore needed them to perceive what kind of condition they lived in and needed them to consider approaches to beat those battles later on. Last, Bambara utilizes setting, Miss Moore, needed the youngsters to acknowledge how out of line life was in the American culture. Miss Moore needed the kids to see, that they needed to beat the generalizing and turn into something contrary to what life was normal out of them. Miss Moore stated, â€Å"Imagine for brief what sort of society it is in which a few people can spend on a toy what it would cost to take care of a group of six or seven. What do you think? † (Bambara) Bambara’s primary character recognized what life expected out of them and she needed the kids to beat the battles, basically by encountering them. Taking everything into account, the creator felt that living inside your general public, you need to beat the generalizing and turn into something contrary to what life is anticipated from you. Toni Cade Bambara needed her characters in â€Å"The Lesson,† to defeat society’s obstructions, remorselessness, and debasement and to find their qualities, and to encapsulate pride. Toni Cade Bambara is all inclusive and lives on in today’s society.

Motion Creates Emotion 3 Simple Ways To Break Your Pattern

Motion Creates Emotion 3 Simple Ways To Break Your Pattern Its difficult to roll out of bed some days. Sometimes you just dont feel motivated: You dont want to create. You dont want to contribute. You dont want to do anything. Sometimes youd rather sit passively in front of the television and watch the world progress without you. We know, it happens to us, too. Sometimes we procrastinate or we simply dont feel like doing something. But then we do three things that allow us to break our pattern and take action. Good news, theyre all pretty easy: 1. Accountability Partners.  Together, your two authors,  exercise with each other five days a  week. It helps to have someone else there to make sure we show up when we need to show up and to make sure we give it a little extra effort each time. Who is your accountability partner? It can be via phone, in person, or even email or text. Get one. 2. Take the First Step. We tend to put things off, especially boring or mundane tasks (doing the dishes, laundry, writing, etc.), but if we take the first step, we get momentum and we are much more likely to complete the task. Sometimes we just need to take that first stepâ€"as difficult as that might seem at timesâ€"and the rest falls in line. 3. Change Your State. If we dont feel like getting up or doing anything, we will drastically change our physiology (go for a walk, do push-ups, change our breathing, run as fast as we can for 30 seconds, etc.). Motion creates emotion. These three things will get you moving in the right direction. Subscribe to The Minimalists via email.

Gender Inequality A Social Problem - 1728 Words

There are many ways someone can sit and analyze why a social problem exists, came to be and where its future lies. The best explanation on why gender inequality is, always has been, and will continue to be a social problem is from the functionalist perspective. Functionalist focus on how a society creates the social problem and then analyzes how and why the social issue has been maintained over the years. The objective reality is that gender inequality has and always will be a major issue in society. The scope of gender inequality has changed drastically over the years, but there is still a constant struggle for equal rights, pay and respect from society towards women. While organizations like Association for Women s Rights in Development (AWID) are constantly fighting for women’s rights and spreading awareness on the inequality for women, the issue is that it still exists and is in great force. I believe gender inequality to be a pride barrier for men; men were once thought t o be the kings, the providers for the family and the pillar that held everything together. Today, women can provide, and do for herself and don’t need men to keep them stable or hold the roof from collapsing and men find that demasculinizing. Gender inequality started before people even knew it was a thing; it all began with the division of labors and work. Functionalist look as things on a macro level on how society creates a social problem and gender inequality began with dividing men and womenShow MoreRelatedGender Inequality : A Social Problem1016 Words   |  5 PagesGender inequality is a social problem that is widespread in society. It is referred to as the unfair treatment of individuals based on one s gender. Historically, laws have opposed women to go to school, access certain jobs, and purchase property. Gender inequality has been experience through culture – honor-killing, sex-selective abortion, and society – occupation, gender roles, and education . The social expectations of men and women differ between cultures that are constructed socially and culturallyRead MoreHorrific Treatment Women In The Middle East. Spring 2017.1718 Words   |  7 Pagesdifferent ways, and different causes. However, they all lead to dehumanization of the individual. These discrimination problems are usually problems that date way back in time. For example, the labeling of women as the weaker sex, or the gender that must make all the emotional decisions in the house is dehumanizing for them. Segregating women is a social problem, and this problem is more aggressive in some parts of the world. As of matter of fact, women in the entire world have been the subject ofRead MoreThe Construction And Experience Of Gender Inequality1395 Words   |  6 PagesSocial status and structures have definitely shaped the construction and experience of gender inequality. Men and women are constantly analyzed, compared, and grouped together in society. The result of t his yields discrepancies in how sexes are viewed by society. Throughout my examination and explanation of gender inequality, I concluded both men and women are victims to gender inequality. I examined different professional industries in The United States to get a familiar understanding of genderRead MoreInequality Between Men And Women1315 Words   |  6 Pages Inequality between Men and Women Trisha Stafford American Public University System Mrs. Decter Table of Contents Introduction 3 Defining â€Å"Social Problem† 3 Explaining Sociological Viewpoint 3 Chosen Social Problem Introduction 3 Thesis 3 Defining Sexism 3 Why is it a social problem? 3-4 Statistics 4 Identifying and Defining Four Concepts Related to Sexism 4-5 How is this problem being addressed? 5 Conclusion 6 References†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Read MoreGender Inequality863 Words   |  4 PagesDecember 4, 2013 Professor Fischer Gender Inequality in a Global Perspective What is Gender Inequality? Like others, a social problem that is widespread in American society is Gender inequality. It is a problem that has had a negative impact on American society. Gender inequality can be found in many sub-systems of America. It is important to understand what gender inequality is in order to identify and correct the problem. Two sub-systems that gender inequality can be found are in the family andRead MoreFInal Paper1429 Words   |  6 Pagesï » ¿Gender Inequality Within Society Society has conformed our minds to view gender based on one’s role in society. This labels the person as a man or a woman and then classifies them based on the â€Å"roles† that society has assigned for each. Gender inequality is caused by the unequal perceptions or even the way someone is treated, based on them being a man or woman. It tends to be the result of what is seen as socially constructed differences of the typical gender roles. This is a social problem I findRead MoreWest With The Night By Markham Essay1326 Words   |  6 PagesCottin Pogrebin Gender inequality—a social problem that has been an issue in society for more than fifty years, refers to the unequal treatment of individuals based on their gender. Though the definition of gender inequality applies to the mistreatment of either gender, gender inequality has been a social problem targeted towards women; infamously for many years. The questioning of which sociologic perspective theories would apply to the seeking of a solution of the social problem arises. The threeRead MoreGender Inequality Within The Workplace Essay1502 Words   |  7 Pagesmovement of promoting gender equality is exponentially growing every year; however, gender inequality is still a persistent problem in today’s workforce. Each year, gender inequality, especially employment equity, the distinct barrier between genders in the workforce, has become a topic of contention as its affecting working individuals worldwide, especially women. Before examining this problem, we must further un derstand what gender inequality is in the workplace. Gender inequality is an ascriptive factorRead MoreSocial Inequality : A Part Of Sports1080 Words   |  5 PagesThesis: Social inequality is a part of many issues other than sports, but it is a part of sports to do several issues such as gender roles, salary and stereotypes. The Significance: The significance of this topic of inequality in sports is that it does not just occur in sports. It happens all around us, you see social inequality happening at work places, schools, restaurants and many other places. Many people don’t see if because they don’t know what it is. Population: Many people think it onlyRead MoreGender Equality And Gender Inequality921 Words   |  4 PagesAccording to the dictionary, the definition of gender equality is the state in which access to rights or opportunities is unaffected by gender. Gender inequality is happening, where women have less control over resources, less power than males, and fewer opportunities across social, economic, and political life. Gender inequality is happening because of women’s physical difference in education, work pay and job opportunities, family and culture, religion, and government. This is due to the stereotypical

Robert Ross the Anti-Hero - 1017 Words

Robert Ross’ whole life he grew up in a household where they did what was expected of them, rather than what was right. The type of people that Findley place in Robert’s life is what molds him into the type of character he becomes. Timothy Findley manipulates what a hero is supposed to be, by making Robert Ross a distorted kind of hero. Robert Ross exemplifies anti-heroism throughout the text because of his need to be a savior but inability to do so, his morals and his connection with animals. Robert Ross becomes the anti-hero because of his need of to save others but inability to do so; Robert, himself, is not aware of the fact that all he wants to do is save others because he could not save the one person he cared about, Rowena: â€Å"It†¦show more content†¦Countless times Robert follows what he thinks is morally right, disregarding the consequences of his actions. Throughout the book, Robert Ross was dependent on his sister, Rowena, and the animals he felt so connected to. Robert more than anything becomes a person who relies more on animals, than he does people. Robert’s reliance on animals starts because of his sister’s love for her rabbits: â€Å" ‘Can the rabbits stay forever, too?’ ‘Yes, Rowena.’ †(18) His dependence on animals only strengthens as the book goes on, and when Rowena dies, he turns to the animals for guidance and as a replacement for Rowena. On many different occasions, Robert displays his love for animals and disconnection from the real world: â€Å"Robert soon became completely disengaged from the other life on the upper decks. He even went below off duty.† (56) Robert shows his lack of connection with the other soldiers on board, and demonstrates his relationship he developed with the animals in the army. Robert’s connection strengthens with animals so much, th at towards the end of the book he is willing to break military rules and attempt to save them: â€Å"I’m going to break ranks and save these animals.† (183) The heroes, we are custom to today, would not go against the rules to save a bunch of horses. Even though, most would not see Robert as being heroic, because he broke the rules, it was his intentions behind his actions. AsShow MoreRelatedThe Glorified Act Of War By Timothy Findley And Kurt Vonnegut1874 Words   |  8 Pagesthis typical hero archetype in their anti-war novels by portraying the soldiers who fight in the war as the men they are, not as the templates of heroes they are expected to fit, in furtherance of strengthening their anti-war stances. Findley and Vonnegut illustrate their protagonists as a tragic hero and an anti-hero, respectively, in order to juxtapose the atrocities of war with the flawed humanness of man and to challenge the stereotypical image of a soldier. Protagonists Robert Ross and Bill y PilgrimRead MoreThe Marxist Journey in The Wars by Timothy Findley1894 Words   |  8 Pagesexperience (Tyson 277). The protagonist in The Wars ,Robert Ross, is an example of this experience. He is a young man from an elitist family that encounters these ideologies throughout his journey. The archetypal journey of Robert Ross in The Wars contains many elements of political theory from Marxism, showcased through the class system, the distinction between the oppressors and the oppressed, and the revolutionary actions that occur. Robert Ross’ is introduced to characters with varying outlooksRead MoreHippies and the Revolution of a Culture3124 Words   |  13 Pagesdiethylamide), as the key to escaping the ties of society and expanding their individual consciousness. The immediate precursor to the hippies was the so-called Beat Generation of the late 1950s, including the poet Allen Ginsberg, who became a hippie hero. But where the coolly intellectual, black-clad beats tended to keep a low profile and stay out of politics, the hippies were known as much for their political outspokenness as for their long hair and colorful psychedelic clothing. Their oppositionRead MoreCompare Two Western Films Made at Least Twenty Years Apart on the Basis of the Three of the Five Frameworks Studied in the First Block of the Unit, and the Elements of the Western Genre Studied in the Second Block of the Unit.3922 Words   |  16 Pagesthe tone for the Western story. Kitses put’s this succinctly ‘frontier l ife provides the milieu and mores of the western’ (1969, p8). This is strongly represented in True Grit. Bombastic Marshall Rooster Cogburn and spirited justice seeking Mattie Ross set off from civilization (Fort Smith) into the wilderness (Indian Choctaw nation). It is here that they are truly confronted by the grand topography of the wilderness, lawlessness and violence. All are key defining elements of the Western Genre. Read MoreMacbeth9435 Words   |  38 PagesMacbeth  Ã¢â‚¬â€œ Macbeth s wife and later Queen of Scotland * Banquo  Ã¢â‚¬â€œ Macbeth s friend and a general in the army of King Duncan * Fleance  Ã¢â‚¬â€œ Banquo s son * Macduff  Ã¢â‚¬â€œ Thane of  Fife * Lady Macduff  Ã¢â‚¬â€œ Macduff s wife * Macduff s son | * Ross, Lennox, Angus, Menteith, Caithness – Scottish Thanes * Siward  Ã¢â‚¬â€œ General of the English forces * Young Siward – Siward s son * Seyton – Macbeth s servant and attendant * H ecate  Ã¢â‚¬â€œ Queen of the witches * Three Witches  Ã¢â‚¬â€œ make the predictionRead MoreCase5831 Words   |  24 Pagesfrom FedMart were reopened as Target stores. It also founded the Plums off-price apparel specialty store chain with four units in the Los Angeles area, with an intended audience of middle-to-upper income women. In 1984, it sold its Plums chain to Ross Stores after only 11 months of operation, and it sold its Diamonds and John A. Brown department store chains to Dillards.[19][20][21] Meanwhile, Target Stores added nine new units to a total of 215 stores and $3.55  billion in sales. Floyd Hall leftRead MoreChildrens Literature13219 Words   |  53 PagesMiddle Ages [500 to 1500 CE] 31 The European Renaissance [1500-1650 CE] 32 The 17th Century 34 The 18th and Early 19th Centuries 35 The Victorians: The Golden Age 36 Twentieth Century: Widening Worlds 38 9. Bibliography 38 1. Introduction In 1817 Robert Bloomfield, author of The History of Little Davy’s New Hat, wrote: ‘The longer I live †¦ the more I am convinced of the importance of children’s books.’ That similar statements are still being made two hundred years later shows us how much children’sRead MoreMasculinity in the Philippines12625 Words   |  51 Pages(Commonwealth, Bulletin No. 17; Meixsel 1993, 301). So strong was the appeal of military training that four of the countrys leading legislators, including presidential aspirant Manuel Roxas, volunteered for the first Reserve Officers Service School (ROSS) in mid-1936. In this commencement address to this class in September, President Quezon explained that officers were to serve as the nations models for patriotism and new, virile form of citizenry (The Bayonet 1936, 94, 98). The good officer. . .Read MoreThe Cause of Globalization18688 Words   |  75 PagesThere are some reasons to expect that increased international competition could accelerate productivity growth but also some reasons to expect the reverse. (p. 8) Turning to the empirical evidence, many economists have argued that conventional villain-hero characterizations of the decline of Latin America and the east Asian miracle are simply inappropriate. Rodrik (1999) argues that it is wrong to blame import-substitution industrialization for Latin America’s economic problems in the 1970s and 1980s—theRead MoreRastafarian79520 Words   |  319 Pagesdevelopments of Rastafarianism. For instance, very few modern religions have assumed such a signiï ¬ cant place in the mainstream of popular culture through the use of music. Marley is not seen as a religious ï ¬ gure; rather he is seen as a rock star, a pop hero, an icon. And yet his faith is at the core of his music. Rastafarians have dubbed Marley the psalmist and prophet of the movement. This is a crucial part of the wonderful complexity of the Rastafarian movement. Jamaica owes a great debt to the men

A Critique of Theoretical Models Free Essays

In How to help people change, Dr. Jay Adams (1986) does not present a model of counseling per se. Instead, he provides an analysis, better yet and interpretation 2 Timothy 3:16. We will write a custom essay sample on A Critique of Theoretical Models or any similar topic only for you Order Now The interpretation is presented definitively as the sole method of acceptable counseling from a Christian and biblical context. One major flaw in his work is the underlying theological presupposition that only Christian people utilizing the framework he outlines can offer a process for counseling that results in what he calls acceptable change. Another unreasonable position held by Adams is the idea that change is only acceptable if it is â€Å"toward God† (p. 6). While this is certainly true in regards to salvation and the biblical directive to be a living sacrifice before God (NASB, Romans 12:1), even Jesus acknowledged that both the righteous and the unrighteous live under some measure of God’s grace and benefit (Matthew 5:45). It is unsustainable to hold a position that unredeemed persons are not able to observe God’s purpose and design in humanity and offer some level of help, in the context of counseling, even if it is not totally in alignment with God’s Word. I admire Adams stance and value on Scripture. In his book, he presents a view of the Bible that is an essential inhabitant of the Judeo-Christian worldview and value system. Nevertheless, he does not allow for elements of God’s truth to be discovered or evaluated from a perspective outside of the pages of Scripture. Adams says that â€Å"if it is a truth that is necessary to counseling, it will be found already in a purer form in the Bible† (p. 39). Honestly, one nearly has to reject intellectual credibility to formulate this type of statement because the Bible simply does not address a lot of issues tackled in the therapeutic sessions today. I wonder what would be Adam’s solution for a client’s disorderly and unrestrained sexual addictive behavior. The first solution would be to direct them to the Bible verses that as a Christian, they already know. Another solution would be to remind them that they should be reading the Bible and praying more than ever. In reality, if neither of those approaches work, then the nouthetic counseling approach would conclude that a person is one whom God has turned over to their own â€Å"degrading passions† (NASB, Romans 1: 26) thus breaking fellowship with them. Logically, one could see and would reason that sexual addictive behavior is rooted in an intimacy disorder, therefore once that is understood, biblical principles and theological understandings should under-gird the counselor’s approach to helping a counselee work towards healthy healing with the dilemma. According to Adams (1986), â€Å"†¦people must first hear the gospel, believe, and be saved† (p. 12). Seriously, this cannot be the first step in a counseling model. I believe that it would be a desired goal and that it could even be the best. Conversely, the counselor must meet a person where he or she is in life. Furthermore, it may be that a therapeutic relationship of trust must be built before the counselor even has an opportunity to introduce the idea of a relationship with Christ. In addition, even though it sounds unspiritual to say, the counselor must accept that some people are able to adjust and live well as non-Christian persons. They may not end up going to Heaven, but we cannot deny that some non-Christians live seemingly fulfilled lives. Dr. William Backus and Marie Chapian (2000) offer a good biblically based cognitive-behavior resource for dealing with feeling based concerns where cognitive awareness exists or is readily accessible in their book Telling Yourself the Truth. In addition, this writing provides a good dialogue about a Christian perspective concerning a person’s self-worth. However, there are some basic flaws in the model of Christian counseling as presented by Backus and Chapian. It is not acceptable to present the concept of â€Å"attitude† as if it only involves cognition (p. 16). In addition, Backus and Chapian offers a very simplistic understanding regarding triggers. It is doubtful that a counselor who works with persons involved in addictive behavior and sexual brokenness concerns would agree with Backus and Chapian’s etiology of self-hate. The most troublesome aspect of this model is their idea that â€Å"misbeliefs are the direct cause of emotional turmoil and maladaptive behavior† (p. 17). This statement alone demonstrates that Backus and Chapian do not understand developmental processes and that their perception concerning the impending impact of childhood experiences is feeble, at best. It is almost an absurdity to conclude that the primordial mental representations, including feelings, which are the basis for the characterological development of a person, language and socialization, are â€Å"caused by what we tell ourselves about our circumstances† (p. 17). Even with such flaws, it is agreed that Backus and Chapian’s model is useful in a cognitive-behavioral context concerning many adult concerns. In positioning their model of counseling as more appropriate than secular methods, Backus and Chapian state that â€Å"many excellent scientific investigations have demonstrated that it is entirely unnecessary to uncover the childhood antecedents of current behaviors in order to change them† (p. 25). However, there was no citation or reference provided to document existence of such scientific studies. Consistent with Adams, Backus and Chapian ascribe to the theological position that â€Å"Jesus taught that the truth has freeing power† (p. 181). However, Jesus actually said, â€Å"You shall know the Truth and the Truth shall set you free† (NASB, John 8:32). While Jesus was referring to His spoken word, it is also important to remember that according to John 1:1, Jesus is the Word and the context of John 8:32 presents Jesus as the light of the world. Both writings overemphasize the importance of the Word of God to the point of minimizing the importance of a relationship with Jesus. Backus and Chapian’s model, as does Adams’ models, fall short in a range of areas with scores of rationales. One area where the two counseling models are inadequate is in working with trauma-based concerns. There is no consideration for fear-based trauma memories resulting in cynical planning which bypasses cognitive function. Further there is no consideration in either counseling model for understanding concerns where the etiology of a problem is rooted in an attachment disorder. Of course cognitive-behavioral methods are appropriate in dealing with such concerns. However, it is inadequate to conclude that the sole method of treating attachment pathology is a focused effort towards changing one’s thinking process. It is interesting that neither Adams nor Backus attempted to provide a framework for personality organization when presenting their counseling model. Rather, they both expend a great deal of effort in standing against the writings and views of others. It would be desirable that evangelical authors would stop writing about what everyone in the Psychology field is doing wrong. Instead, it would be helpful to develop a theory or model of personality and counseling that all Christian persons could work towards maturing and developing. It seems wasteful to continue presenting emotionally charged views against others at the expense of building our own Christian understandings. References Adams, J. E. (1986). How to help people change: The four-step biblical process. Grand Rapids, MI: Zondervan. Backus, W. Chapian, M. (2000). Telling yourself the truth: Find your way out of depression, anxiety, fear, anger, and other common problems by applying the principles of misbelieve therapy. Minneapolis, MN: Bethany House Publishers. How to cite A Critique of Theoretical Models, Papers

Business Law Misrepresentation Law

Question: Define the Business Law for Misrepresentation Law. Answer: Issue: (Tom and Steve) Based on the facts, the issue that arises here is whether Steve can be held liable for misrepresentation of facts in the contract and whether the contract between Steve and Tom is voidable or not? Relevant Rule There have been many cases in the contract law that relates to contract formation and breach of contract. To make a distinction between a valid contract and an invalid contract it is important to determine the existence of the formalities needed to make a contract valid. For making a contract enforceable in the eyes of law, offer, acceptance, consideration and legal capacity of a contract should be determined. If these elements are present, a contract becomes valid. However, there are certain situations that make a contract voidable, such as misrepresentation, fraud or coercion. Misrepresentation means stating facts of the case in a wrongful manner, to such an extent, that the other party enters into a contract depending on the facts that were stated to him. Misrepresentation makes the contract voidable if the person suffers a loss or harm resultantly (Furmston et al., 2012). Application: In the case of Tom and Steve, the contract may become voidable at the option of Tom, as he was the one who suffered loss of 5000 dollars profit per day. Steve gives assurance to Tom that his truck is capable of carrying 12 tons of cargo. He does not check with the specifications and gives assurance to Tom. Conclusion: The legal position in the case of Steve is not strong and if Tom wishes, he may make the contract voidable that is either reject the contract or affirm the same. Issue: (Steve and Pamela) Based on the facts, the issue that shall be discussed here is, whether Steve shall be liable for non-performance of contractual obligation to Pamela. Relevant Rules: If one of the parties to the contract, voluntarily performs an act, and the other party makes a promise that based on the voluntary action of the person, such a consideration shall be deemed to be past. For example, A voluntarily gives lift to B on his car. At the time of arriving B promises that he shall pay 15 pounds to A. However, later B fails. This is a non-enforceable consideration as it took place in the past (Schwartz Scott, 2016). However, there are exceptions to the simple rule of past consideration such as: Request Business transactions If the act of the party is done at the request of the other party to the contract then the contract shall based on past consideration and it shall make the contract enforceable. Likewise, even in business transactions the contract, even if on past consideration, shall be considered as enforceable (Burrows, 2016). Application: In the case of Steve and Pamela the contract between them becomes non-enforceable as it was done voluntarily and not at the request of Steve. If Steve would have requested Pamela to water his garden in his absence, the contract could have become enforceable. However, since Pamela on her own wish watered his garden and Steve failed to act on his promise, the contract cannot be enforced later. Conclusion: The legal position of Steve, in this case is strong as his contract is not enforceable and he shall not be considered liable for non-performance of contractual obligation. Issue (Steve and Danny): Depending on the facts provided in the case study, the issue that shall be discussed here is, whether the contract becomes non-enforceable on the doctrine of frustration. Relevant Rules: If any event takes place that is beyond the control of parties to the contract and if due to the occurrence of such an act, it becomes impossible to fulfil the contractual obligations then the contract is discharged and none of the parties can be held liable for non-performance. In the case of Taylor v. Caldwell, the Court opined that it was important for the existence of the music hall for the parties to fulfil their contractual obligations. Since the music hall was destroyed the contract was discharged making none of the parties liable. This is called doctrine of frustration (Campbell, 2014). Application: In the case of Danny and Steve also the subject matter of the contract was destroyed, that is, Toyota Corolla. The destruction of the car was beyond the control of both the parties to the contract and none of the parties to the contract was aware about the destruction. Thus, the contract between Danny and Steve was discharged due to destruction of the subject matter of the contract. Conclusion: The legal position of Steve in this case is strong as the contract was discharged between them due to destruction of subject matter of the contract. Issue (Steve and Cool It Aircon Ltd): Based on the facts, the issue that arises here is, whether Steve can be held liable for non-performance of contractual obligation and can the contract be enforced on Steve. Relevant Rules: As per the receipt rule of contract law, an offer is said to complete its stage of acceptance, the moment the accepted is faxed to the other person, even if it does not reach the offeror or the offeree sends it by mistake. The contract shall become enforceable the moment the acceptance is posted. The offeror often use the defence that he was unaware of the acceptance that was faxed to him or that he did not receive it, likewise, the offeree may also use the defence that he faxed the acceptance by mistake (McKendrick, 2014). Under both the circumstances, the contract becomes enforceable as acceptance was duly carried out (Adams v. Lindsell). Application: Applying the receipt rule in the case of Steve and Trisha, one may conclude that the contract that existed between them was enforceable as the stage of offer and acceptance was carried out formally. Though, Steve sent his acceptance by mistake, the contract shall be enforceable as Trisha acted on the belief that the offer is accepted by Steve. Thus, in this case, Steve is bound by contractual obligations that existed between Trisha and Steve Conclusion: In this case, the legal position of Steve is not strong, as he has to perform his contractual obligations even if the acceptance was posted by mistake. References: Burrows, A. (2016).A Restatement of the English Law of Contract. Oxford University Press. Campbell, D. (2014). Review of C. Mitchell, Contract law and contract practice.Law Quarterly Review,130, 526-529. Furmston, M. P., Cheshire, G. C., Fifoot, C. H. S. (2012).Cheshire, Fifoot and Furmston's law of contract. Oxford University Press. Kenny, C. S. (2014).A Selection of Cases Illustrative of the Law of Contract. Cambridge University Press. McKendrick, E. (2014).Contract law: text, cases, and materials. Oxford University Press (UK). Schwartz, A., Scott, R. E. (2016). The Common Law of Contract and the Default Rule Project.Virginia Law Review, Forthcoming.

Bay Of Pigs Invasion Essays - CubaUnited States Relations

Bay Of Pigs Invasion Essays - CubaUnited States Relations Bay Of Pigs Invasion The Bay of Pigs Invasion. The story of the failed invasion of Cuba at the Bay of Pigs is one of mismanagement, overconfidence, and lack of security. The blame for the failure of the operation falls directly in the lap of the Central Intelligence Agency and a young president and his advisors. The fall out from the invasion caused a rise in tension between the two great superpowers and ironically, years after the event, the person that the invasion meant to topple, Fidel Castro, is still in power. To understand the origins of the invasion and its ramifications for the future it is first necessary to look at the invasion and its origins. The Bay of Pigs invasion of April 1961, started a few days before on April 15th with the bombing of Cuba by what appeared to be defecting Cuban air force pilots. At 6 a.m. in the morning of that Saturday, three Cuban military bases were bombed by B-26 bombers. The airfields at Camp Libertad, San Antonio de Los Baos, and Antonio Maceo airport at Santiago de Cuba were fired upon. Seven people were killed at Libertad, and forty-seven people were killed at other sites on the island. Two of the B-26s left Cuba and flew to Miami, apparently to defect to the United States. The Cuban Revolutionary Council, the government in exile, in New York City released a statement saying that the bombings in Cuba were . . . carried out by 'Cubans inside Cuba' who were 'in contact with' the top command of the Revolutionary Council . . . . The New York Times reporter covering the story alluded to something being wrong with the whole situation when he wondered how the council knew the pilots were coming if the pilots had only decided to leave Cuba on Thursday after . . . a suspected betrayal by a fellow pilot had precipitated a plot to strike . . . .. Whatever the case, the planes came down in Miami later that morning, one landed at Key West Naval Air Station at 7:00 a.m. and the other at Miami International Airport at 8:20 a.m. Both planes were badly damaged and their tanks were nearly empty. On the front page of The New York Times the next day, a picture of one of the B-26s was shown along with a picture of one of the pilots cloaked in a baseball hat and hiding behind dark sunglasses, his name was withheld. A sense of conspiracy was even at this early stage beginning to envelop the events of that week. In the early hours of April 17th the assault on the Bay of Pigs began. As in the spirit of a movie, the assault began at 2 a.m. with a team of frogmen going ashore with orders to set up landing lights to indicate to the main assault force the precise location of their objectives, as w ell as to clear the area of anything that may impede the main landing teams when they arrived. At 2:30 a.m. and at 3:00 a.m. two battalions came ashore at Playa Girn and one battalion at Playa Larga beaches. The troops at Playa Girn had orders to move west, northwest, up the coast and meet with the troops at Playa Larga in the middle of the bay. A small group of men were then to be sent north to the town of Jaguey Grande to secure it as well. When looking at a modern map of Cuba it is obvious that the troops would have problems in the area that was chosen for them to land at. The area around the Bay of Pigs is a swampy marsh land area which would be hard on the troops. The Cuban forces were quick to react and Castro ordered his T-33 trainer jets, two Sea Furies, and two B-26s into the air to stop the invading forces. Off the coast were the command and control ship and another vessel carrying supplies for the invading forces. The Cuban air force made quick work of the supply ships, sinking the command vessel, the Marsopa, and the supply ship the Houston, blasting them to pieces with five-inch rockets.

What Is the SSAT Expert Guide to the 3 Levels

What Is the SSAT Expert Guide to the 3 Levels SAT / ACT Prep Online Guides and Tips Are you interested in going to private school? If so, you might need to take the SSAT to get in. But what is the SSAT? It'san admissions test that independent schools throughout the U.S. and the world use to assesstheir prospective students. The testis available in three levels, so students in elementary, middle, and high school can take it. This comprehensive guide will go over each level of the SSAT so you can learn all about its purpose, structure, and questions. You’ll also find six usefultips for test prep. To start, let’s go over the purpose of the test. What Is the SSAT and Who Takes It? The SSAT is designed for students in grades 3 through 11 who are seeking admission to private schools. It’s available in three levels: elementary for students in grades 3 and 4, middle for students in grades 5 through 7, and upper for students in grades 8 through 11. Students take the test according to their current grade, not the one to which they’ll be applying. If you’re in 7th grade, for instance, you'd take the middle level test, not the upper level one. Similarly, 4th graders applying to 5th grade would take the elementary level, not the middle level. Since you’ll have to wait several weeks for your score report, you should take the test well ahead of any school application deadlines. Students can take the test more than once on variousSaturdays throughout the school year. If you need to arrange a different testing date, then you can set up a â€Å"Flex Test.† Unlike the regularly scheduled SSAT tests, you can only take one Flex Test per year. For most students, the most convenienttesting center will bea nearby private school. There are independent schools that administer the SSAT in countries all over the world. You can find the full list of private elementary, middle, and high schools that give the teston its official website. The SSAT, like the SAT for colleges, is just one piece of a student’s private school application. Along with strong grades and extracurriculars, the student should aim to present competitive test scores. With this in mind, let’s take a closer look at what the SSAT tests at all three levels. The SSAT offers three delicious levels for elementary, middle, and high school students. What Does the SSAT Test? Questions and Skills Despite their differences, all levels of the SSAT share the same goal, to measure your verbal, quantitative, and reading comprehension skills. The verbal sections of the testask about vocabulary, verbal reasoning, and relationships between ideas. The quantitative sections will ask you to solve problems with mathematical concepts. Finally, the reading sections present passages and ask questions about their content. All three levels of the SSAT also have a writing section. This section is unscored, but your written response will be sent to score recipients. This means that admissions officers might read your response and use it as a sample of your writing skills. Younger students answer a creative writing prompt, while older students have a choice between writing a story or a more traditional essay. Now that you have a general answer to the question of what the SSAT is, let’s take a closer look at each level, starting with elementary. All of the sample questions are borrowed from the official website. SSAT: Elementary Level The elementary level is geared toward students in grades 3 and 4. The test at this level is unique since it’s further divided into sublevels, one that’s slightly easier for third graders and one that’s a bit more advanced for fourth graders. Both tests, though, share the same format and structure. The elementary level SSAT lastsone hour and 50 minutes and has a math, verbal, reading, and writing section. You can see the complete structure in the chart below. Section Number of Questions Time Math 30 30 Verbal 30 20 Break - 15 Reading 28 30 Writing 1 prompt 15 Total: 89 110 minutes (1 hour, 50 minutes) With this overall structure in mind, let’s take a closer look at each individual section, starting with Math. Elementary Level Math Section The Math section features all multiple choice questions that ask about a variety of concepts. They might involve addition, subtraction, multiplication, and division. You couldbe asked to put numbers in order from least to greatest, or vice versa. You’ll also encounter some basic geometry, measurement, and graphs. The fourth-grade version of the test may also have a question or two about angles. Below are a couple of sample questions fromthe math section of the elementary level test. The first is a word problem testing comprehension and multiplication while the second is straightforward subtraction. 1. The Smith family drove 300 miles every day for 4 days. How far did they drive on their trip? 75 miles 304 miles 600 miles 1200 miles 1500 miles 2. 922 − 157 = 753 765 776 835 1079 After the 30-minute math section, students will start on a20-minute verbal section. Elementary Level Verbal Section The verbal section asks two main types of questions: vocabulary questions and analogy questions. It tests vocabulary by presenting a word and asking you to choose its synonym from five options. The questions feature words from various subjects, including science, technology, and social studies. Here’s an example of a typical vocabulary question that asks you to choose the presented word’s synonym. COOPERATE: join help delay finish support Analogy questions ask test-takers to make comparisons between two words or phrases. The relationship might be that of synonyms, antonyms, homonyms, or part to whole, to give just a few examples. The words may also fall into similar categories or share certain characteristics. Here’s an example of a typical analogy question. Minute is to hour as men is to our week is to day cow is to milk month is to year man is to woman The third and fourth grade tests share the same kind of questions, but, just as in the math section, the fourth grade test may be slightly more advanced. Simply put, the fourth grade test may feature more advanced vocabulary. Moving onto the third section, read on to see how the elementary SSAT tests reading comprehension. Elementary Level Reading Section On the Reading section, you’ll get seven short passages of poetry, prose, fiction, or nonfiction. After each passage, you’ll answer four multiple choice questions about what the passage’s mean. The questions might ask you to summarize the main idea, to locate specific information, or to define words in context. The slightly more advanced fourth grade test may additionally feature questions that ask about theme. Below is an example of a typical nonfiction passage, followed by a question about the main idea and a word in context. A hiker’s foot dangling from a boat sets the crocodile in motion. When saltwater crocodiles sense food, it can start a "feeding frenzy." Crocs race in from all directions. They go wild, attacking all within reach, including humans. They have been known to jump out of the water and attack humans or dogs on land. Crocodiles are highly territorial, especially females with babies. It is not wise to approach baby croquettes. They may look cute and harmless, but they are not. Smaller freshwater crocodiles might attack if bothered. A camper poked what he thought was a sleeping crocodile with a stick. Suddenly the crocturned and bit off his leg. 1. This passage is primarily about hiking safety rules the dangers of fishing why crocodiles attack dangers of baby crocodiles different kinds of crocodiles 2. In line two, "frenzy" most closely means race time calm furor mental illness After Reading, students will move onto the last section, Writing. Elementary Level Writing Section This final section asks students to write a story based on a picture. The prompt reminds students to make sure their story includes a beginning, middle, and end. Remember that this writing sample isn’t scored, but schools will receive a copy of it. Below is an example of a Writing prompt on the elementary level test. Look at the picture and tell a story about what happened. Make sure your story includes a beginning, a middle, and an end. Once students finish the Writing section, they’ll be all done with the test! Cheer up, melancholy knight. The SSAT also has a test for the middle ages. SSAT: Middle Level If you’re in grade 5, 6, or 7 applying for grades 6, 7, or 8, then you’ll take the middle level SSAT. The middle level test is much longer than the elementary level at three hours and five minutes. Its Writing section, while still unscored, comes at the beginning of the test. It also features an unscored experimental section with 16 multiple choice questions. The chart below shows the full structure of the middle level test. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes Likethe Writing section, the experimental section is unscored. It will ask six verbal, five reading, and five math questions to test out material for future tests. Now that you have a sense of the test’s overall structure, let’s examine each individual section in more detail, just as we did with the elementary level above. First up is Writing. Middle Level Writing Students taking the middle level SSAT will choose from one of two creative prompts. Based on one of two â€Å"story starters,† they’ll write a story in 25 minutes. Below are typical instructions for the Writing section, followed by two story starters. Directions: Schools would like to get to know you better through a story you tell using one of the ideas below. Please choose the idea you find most interesting and write a story using the idea as your first sentence. Sample Topics: The classroom was empty. I looked into its eyes and suddenly... Again, the story is unscored, but score recipients will get a copy of the response. The next section, however, is definitely scored. After a five-minute break, students will continue on to the Math section. Middle Level Math The Math section asks you to solve problems that fall into four main conceptual categories: number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra includes algebraic word problems, line equations, patterns, absolute value, and exponents. Geometry/measurement asks about area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Finally, data analysis/probability involves interpreting tables and graphs, trends, inferences, and probability. Below are a couple sample problems from the math section of the middle level test. Both fall into the number concepts and operations skill area. 1. In a class of 25 students, 8 received a grade A on a math quiz. What percent of the students did not receive an A? 8% 25% 32% 68% 78% 2. An elevator is on the first floor. It goes up 8 floors, then down 5 floors, and then up 4 floors. What is the final position in terms of the first floor? 3rd floor 4th floor 5th floor 7th floor 8th floor Since students in grades 5 through 7 take the middle level test, some may find this section easier than others. Younger students might need to learn new concepts before taking the SSAT, while older students likely have had more more experience with the tested concepts in school. After Math, you’ll move immediately onto Reading. Middle Level Reading The 40-minute Reading section contains passages of 250 to 350 words taken from literary fiction, humanities, science, and social studies. These passages might be narrative or argument-based. The multiple choice questions ask about main idea, details, words and phrases in context, along with the author’s purpose, attitude, and tone. They might also ask you to make inferences, evaluate arguments, or make predictions. The following is a sample passage taken from literary fiction. The first question is detail-oriented, while the second asks you to make an inference. Little Jim was, for the time, Engine Number 36 and he was making the run between Syracuse and Rochester. He was fourteen minutes behind time, and the throttle was wide open. As a result, when he swung around the curve at the flower bed, a wheel of his cart destroyed a tulip. Number 36 slowed down at once and looked guiltily at his father, who was mowing the lawn. The doctor had his back to the accident, and he continued to pace slowly to and fro, pushing the mower. Jim dropped the handle of the cart. He looked at his father and at the broken flower. Finally, he went to the tulip and tried to stand it up, but it would only hang limply from his hand. Jim could not repair it. He looked again toward his father. 1. According to the passage, Jim's father was a (A) farmer(B) doctor(C) gardener(D) train engineer(E) business executive 2. Jim apparently thought that when his father saw the broken flower his reaction would be one of (A) fear(B) anger(C) curiosity(D) amusement(E) indifference As you can see, a strong grasp of vocabulary is important for doing well on the Reading section. Vocabulary comes directly into play in the next section, the 60-minute verbal. Middle Level Verbal The verbal section tests your understanding of vocabulary and of the relationships between words and ideas with synonym and analogy questions, just like the verbal section in the elementary level. Synonym questions simply present you with a word and ask you to choose its closest synonym, as in the following example. EGREGIOUS: (A) trivial(B) hidden(C) flagrant(D) fragrant(E) contagious Analogy questions ask you to recognize the relationship between two words or phrases, like synonym, antonym, cause/effect, and part/whole. The following, for instance, shows two antonyms. Translucent is to opaque as light is to (A) sun(B) dull(C) lamp(D) candle(E) darkness As you can tell, the elementary level and middle level SSAT are very similar in terms of skills tested and question types. The similarities continue into the upper level test, which simply incorporates more advanced material for older students. Read on for its full structure, along with a breakdown of each individual section. Are you hoping to attend a private high school? If so, you'll be taking the upper level SSAT. SSAT: Upper Level The upper level testis geared toward students in grade 8 to 11 who are applying to private high schools. It has the same structure as the middle level test, but again, it features more advanced material. This chart shows the test’s format as a whole. Section Number of Questions Time Writing 1 25 minutes Break - 5 minutes Math 25 30 minutes Reading 40 40 minutes Break - 10 minutes Verbal 60 30 minutes Math 25 30 minutes Experimental 16 15 minutes Total: 167 3 hours, 5 minutes The experimental section asks six verbal, five reading, and five math questions. These questions are unscored and are just given to test out material for future tests. As with the other levels, your response in the writing section is unscored but will be sent to your score recipients. Read on to see what kind of prompts you’ll get in the Writing section. Upper Level Writing Students get two prompts in the writing section and choose just one to answer. One prompt is creative while the other is a more traditional essay question that asks for your personal opinion. Below are the typical directions for the writing response, followed by two sample topics. Remember, you only have to answer one! Directions: Schools would like to get to know you better through an essay or story using one of the two topics below. Please select the topic you find most interesting and fill in the circle next to the topic you choose. Sample Topics: 1. If you could do something over again, what would it be and why? 2. He couldn't believe they wanted his help. Even though this section’s unscored, you’ll want to make sure your response is clear, organized, and features strong grammar and syntax. Admissions officers will likely use it to evaluate your writing. After writing your story or essay, you’ll move on to the Math section. Upper Level Math The concepts that the upper level math section tests match those on the middle level. The questions will just be more complex and advanced. To review, the skill areas are number concepts and operations, algebra, geometry/measurement, and data analysis/probability. Number concepts and operations questions involve addition, subtraction, multiplication, division, arithmetic word problems, ratios, percentages, estimation, sequences, rational numbers, and frequencies. Algebra might involve algebraic word problems, line equations, patterns, absolute value, or exponents. Geometry/measurement asks about the area and circumference of circles, area and perimeter of polygons, volume, properties of triangles, parallel and perpendicular lines, coordinate geometry, and slope. Data analysis/probabilityquestions ask you to interpret tables and graphs, find trends, make inferences, and calculate probability. The following are two official â€Å"number concepts and operations† questions. 1. Which number represents one thousand four hundred and thirteen thousandths? 1,400.13 1,400.013 1,400.0013 10,400.13 100,400.13 2. Find the missing number in the sequence: ___, 29, 35, 41, 47 22 23 24 25 26 After the math section, you’ll move onto Reading. Upper Level Reading The Reading section features narrative or argument-based passages of 250 to 350 words each. They’re taken from literary fiction, humanities, science, and social studies. The subsequent multiple choice questions might ask you to recognize the passage’s main idea, locate details, make inferences, derive the meaning of words or phrases, determine the author’s purpose or tone, evaluate opinions, or make predictions. The following sample question features a passage taken from literary fiction. The questions ask you to interpret a detail and describe the passage as a whole. We had a consuming desire to see a pony rider, but somehow or other all that passed us streaked by in the night, and so we heard only a whiz and a hail, and the swift phantom was gone. But now the driver exclaims: "Here he comes!" Every neck is stretched and every eye strained. Away across the endless dead level of the prairie a black speck appears. Soon it becomes a horse and rider, rising and falling, sweeping nearer and nearer, and the flutter of hoofs comes faintly to the ear. Another instant a whoop and hurrah from our upper deck, a wave of the rider's hand, but no reply, and man and horse burst past our excited faces and go winging away like a belated fragment of a storm! 1. At the driver's call, the people became more eager puzzled hysterical frightened disappointed 2. This passage can best be described as an account of an event a news article a research study an epic poem an advertisement While the reading section tests your vocabulary with words in context questions, the verbal section tests your vocabulary with synonym and analogy questions. Upper Level Verbal If you’ve read about the elementary and middle level verbal sections, then you should be familiar with its question types. The upper level verbal section is no exception and similarly features synonym and analogy questions. The following, for example, is a synonym question; it wants you to choose the answer that most closely matches the presented word in meaning. INCOGNITO: lost replaced concealed uncovered distinguished This next analogy sample question wants you to recognize the relationship between the presented words and then find that same relationship between words in the answer choices. In this case, an epidemic occurs when a disease becomes widespread. Similarly, a famine occurs when hunger becomes widespread. The relationship between the words in answer choice A matches the relationship between epidemic and disease. Epidemic is to disease as famine is to hunger creative is to creation persuasion is to composition mountainous is to climb ache is to gluttony So there you have it, the structure of each level of the SSAT and a breakdown of each section, writing, math, reading, and verbal, with official sample questions. Before considering how you can prep for this important test, let’s go over what you need to know about how the testis scored. Aim for a high percentile to stay ahead ofthe bell curve! How Is the SSAT Scored? Your SSAT score report will tell you how you did on each scored section - verbal, math, and reading - as well as your total score, or the sum of your section scores. You’ll also get percentiles that show how your performance compares to that of other test-takers. Each level is scored on a different scale.Section scores for the elementary level range from 300 to 600. For the middle level, sectionscores range from 440 to 710. Finally, scores for each section range from 500 to 800 for the upper level. Level Minimum Score by Section Maximum Score by Section Elementary 300 600 Middle 440 710 Upper 500 800 As there are three sections per test, verbal, math, and reading, your total scores representyour three section scores added together. Level Total Minimum Score Total Maximum Score Elementary 900 1800 Middle 1320 2130 Upper 1500 2400 At all levels, you’ll get one point for every correct answer, zero for skipped answer, and a deduction of  ¼ point for wrong answers. While you may have personal goals for your SSAT scores, you can also set target scores based on what you need for admission to your private school of choice. Many private schools release data on the average SSAT scores of accepted students. You can research this information and set your target scores above the average. Once you have your goal in mind, you’ll need to prep to achieve those scores. As with the SAT and ACT for college, studying and taking practice tests are important for doing well on the SSAT. Read on for a few tips for preparing effectively for the test. Preparing for the SSAT: 6 Tips Even though the SSAT is a skill-based, rather than content-based test, it still calls for a good deal of studying. Prepping with high-quality materials is a key part of achieving your target scores and getting into your private school of choice. Below are six tips to guide your studying. First, you should consider how much you need to study and when you plan to take the test. 1. Design a Study Schedule and Test-Taking Timeline How much do you need to study? How much time do you have? When do you plan to take the test? All of these are questions you should ask yourself as you start to plan your SSAT prep. The SSAT is offered on eight Saturdays from September to June, and you can take it as many times as you want. If none of the offered test dates work for you, then you might be able to arrange a Flex Test. Remember that you can only take one Flex Test per year. You might take the testfor the first time months ahead of your private school application deadlines so you have the opportunity to take it again if you want higher scores. If your application deadlines are in the winter, for example, you could take your first SSAT in the spring. That way, you have a second opportunity to test the following fall. Once you set your first test date, consider how long you have to study. Ideally, you have at least three to four months to prepare. The best way to meet your studying goals is to build prep into your routine by setting aside specific time each day or week. By designing a study plan and test-taking schedule several months before your first deadline, you can ensure that you have plenty of time to prepareso you can achieve your target scores. Time yourself when you take practice tests so you can get used to the rhythmof the SSAT. 2. Take Lots of Practice Tests and Reflect on your Results The SSAT is a unique test; chances are, you’re not accustomed to answering dozens of synonym and analogy questions anywhere else(to give one example). As a unique test, it’s critical for you to get familiar with its structure, format, and question types. Reading through this guide’s a great first step. Then you should set aside time to take practice tests, especially under simulated testing conditions - time yourself, find a quiet environment, etc. Make sure your materials are high-quality and specific to the level that you’ll be taking. After you take timed practice tests, score your tests and carefully go over your results. Figure out why you got a question wrong. Were you fuzzy on a specific concept? Did you make a careless error? Did you run out of time? By rooting out the reason behind your mistake, you can figure out what to do about it. You may need to review concepts in geometry or try time management strategies for skimming the passages. By pinpointing and addressing your errors, you can fill in any gaps and see improvement the next time. You might begin with a diagnostic practice test to gauge your starting point. Then you could stagger practice tests throughout your prep to measure your progress and readjust your study plan if need be. 3. Study Vocabulary and Word Relationships As you noticed above, all three levels test your verbal skills in the same way, with questions about synonyms and analogies. Studying level-specific vocabulary is an important part of your SSAT prep. Rather than just focusing on the traditional vocab term + definition list, you should look at groups of words with similar meanings. Your prep materials should have vocabulary lists for your level of the test. You can also find vocab lists on the website Quizlet, or even upload your own for review with interactive games. To master analogy questions, make sure your prep materials break down the different relationships that can appear. Some of these might be synonym, antonym, part to whole, or cause/effect. By studying these relationships and pairing them with practice questions, you should be able to recognize the relationship when you answer analogy questions on the test. For the verbal section of the SSAT, don't just study the meanings of words, but also their relationships with each other. 4. Review Tested Math Concepts The math section of the SSAT can be challenging, especially for younger students who haven’t studied as advanced concepts as their older counterparts who are taking the same test. You should make sure your study materials explain all the concepts you’ll need to know. Algebra on the upper level test, for instance, can be broken down into lots of subtopics, includingword problems, line equations, and exponents. If there are concepts that you’ve never encountered, then you may study them from books or find a tutor who can teach them to you. As a younger student, you shouldn’t have to score in as high a percentile as an older student. Still, though, you don’t want to be taking the test and come across problems that look totally unfamiliar. As you review each concept, pair it with lots of related practice questions. While it’s useful to review each rule individually, remember that some questions may require you to combine concepts in order to solve them. The math section may be closely aligned with what you’re doing in math class. The problems are probably more typical to your homework and class tests than the questions in the verbal section, for instance. Still, though, make sure to study with realistic SSAT practice questions so you can get used to their wording and format. 5. Read Widely and Often How can you study for the reading section? To some extent, all of the reading you’ve done over your lifetime will help you on this section. While you’ve developed your reading comprehension skills over the long-term, you can still take a specific approach to this section. First, keep in mind that the reading section tests you on works from various genres, including literary fiction, nonfiction, and argument-based writing. Reading fiction will help, but you should also practice reading articles from areas like science and social studies. As you read, take notes on essential elements like main point, keydetails, and tone. Beyond taking the time to really engage with and analyze a work, you should hone your ability to read quickly and with purpose. Practice your ability to skim a work for its main point and important details. The test is timed, so you need to be able to gather important points under time limits. The more you practice time management strategies with practice SSAT reading sections, the more efficient you’ll become. While math, reading, and verbal skills will get you far, you also want to have some tried-and-true test-taking strategies up your sleeve. 6. Be Strategic with Your Time and Guessing Finally, you should go beyond studying math concepts and vocabulary to develop test-taking and time management strategies. You’ll only get about a minute or less to read, consider, and answer each multiple choice question. The more you practice and try different tactics - like skimming passages or process of elimination - the more efficient you’ll become. Taking timed practice tests will also help you get accustomed to each section’s time limits and how to allocate your time well. As mentioned above, scorers take  ¼ point off for every wrong answer. If a question totally stumps you, then you might consider skipping it. If you can confidently eliminate at least one answer choice as wrong, though, then you might benefit from guessing. The best way to do well on the SSAT is to develop solid quantitative, verbal reasoning, and reading comprehension skills. Since it’s a timed standardized test, though, practicing various test-taking and time management strategies is a useful approach too. In closing, let’s review the key points to remember about this private school admissions test. To Sum Up†¦ If you’ve made it this far in the guide, then you should have a good sense of the structure and skills tested across all three levels of the SSAT. Students in grades 3 through 11 can take the elementary, middle, or upper level of the testto apply to independent schools. The SSATis skills-based and seeks to measure your verbal, math, and reading skills. Each level also includes a writing section, which is unscored but will be available to admissions officers that you indicate as score recipients. The SSAT features similar question types at all three levels, with the upper levels incorporating more advanced concepts and vocabulary. The scoring systems are different, though, so you’ll need to familiarize yourself with the scale, as well as your prospective schools’ expectations, to set your target scores. Once you have a goal in mind, you should set aside time for several months to prepare. The earlier you start, the more time you’ll have to get ready. Plus, you might benefit from retaking the test once or twice to improve your scores. By planning early and studying with high-quality SSAT materials, you’ll see improvement and make progresstoward your target scores. While the SSAT is just one piece of your private school application, it can go a long way toward making you a strong candidate for your school of choice! What's Next? Want more help with SSAT prep? Check out our SSAT study tips and complete collection of SSAT practice tests. One of the best ways to improve your test scores is to analyze your mistakes. This guide explains how to reviewyour errors on practice tests so you can make big improvements for next time. Are you a younger student considering taking the SAT? Before you decide, check out these guides on whether or not you should take the SAT as a 7th grader, 8th grader, or 9th grader. Did you know that test scores are just one piece of your private school applications? You should also show admissions officers who you are and what you're interested in through your extracurricular activities. Check out this comprehensive list to explore hundreds of extracurricular activities! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

The Ascendency of Modern American Art and Culture Coursework

The Ascendency of Modern American Art and Culture - Coursework Example The American society is a transcending one, made up of several components and sectors. When some of these components and sectors of society that are similar and related are put together, there is a visual depiction of the culture of the American people. This is because the culture has been explained to be the ideas, social behavior, and customs that are shared among a group of people (Ashton, 2013). The culture of a group of people is so important that it gives a unique identity to the people and set them apart from other people. It is for this reason that cultural heritage has become an important topic and socio-academic discourse of late. Quite related to culture is art, which also gives the same level of identity to a group of people. For this reason, art could take several forms and could come as either a planned way of life or an unplanned way of life. Examples of art, therefore, include poetry, music, painting, carving, pottery, dance, sculpture, literature, and acting. Art can be described as being socio-academic because it could be used as a part of a social expression or may be advanced as an academic area of study (Bazin, 2009). Modern art in America has currently been on the ascendancy due to the instrumental role that art plays in giving the American culture a global identity.

Macroeconomics Assignment Essay Example | Topics and Well Written Essays - 1500 words

Macroeconomics Assignment - Essay Example 7). B: i. Figure: Labor Market (Parkin, 2012, p. 22) ii. Figure 2: Effect of greater immigration on Real GDP (Parkin, 2012, p. 23) iii. Due to relaxation of immigration laws large number of immigrants enters into the country and started to work as workers in various industries of the country. This increase in the number of immigrants increases the supply of labor in various industries. This increment in the number of labor supplied increases shifts the equilibrium point in the market for labor. At the existing equilibrium real wage rate (R1), there occurs excess supply for labour which causes the real wage rate to fall in the next period. The new equilibrium is achieved with the increased level of labor employment and lower level of real wage rate in the labor market. At the new equilibrium the amount of labor employed increases from L1Â ­ from L2Â ­ and the real wage rate falls from R1 to R2. These facts are evident from Figure 1. Again this increment in the employment of labor, g iven the production technologies and equipments, increases the total amounts of output produced in each industries and hence, given the number of total population in the country the real GDP of the country rises up. With the help of relaxation of the immigration laws the absolute number of workers available to the sector of production of goods and services in the country rises up. ... These technological advancements help producers of various goods and services to use available production techniques more efficiently and the productivity of each worker increases. Hence, the production function shifts up with the result that after the introduction of better and advanced techniques of production each worker produces higher level of output with the given levels of factors of production. With the same amount of labor employed (L) the output level rises up. These facts are clear from Figure 3 (Parkin, 2012, pp. 24-25). Figure 3: Technological change and shifts in Production Function (Parkin, 2012, pp. 35-36) ii. If the total amount of labor force employed in the process of production of goods and service remain constant in the economy, then in the face of technological advancement the efficiency of production of each of the worker will increase. This is because each worker is now given a better technology to work with which will raise the amount of goods and services pr oduced by each worker per hour. Hence, in the production sector of the economy greater amounts of goods and services will be produced at each point of time, in comparison to the previous period with no technological advancement. Hence, the volume of real GDP will rise up in the economy. Also given the total number of population in the economy, the volume of real GDP per person will rise up too (Parkin, 2012, pp. 35-36). iii. After the introduction of new technology in the process of production of various goods and services the real GDP and the real GDP per person rises up. Also the productivity of each worker or laborer rises up. This increase in the productivity plays the crucial role in the process of

A Modest Proposal Analysis

A Modest Proposal Analysis In A Modest Proposal the author, Jonathan Swift, uses techniques such as irony, satire, and sarcasm to mock the Irish government of his time. A Modest Proposal was a heavy-duty social commentary. At the time there was great hand-wringing over what to do about the masses of the poor in England, mainly London. Swift lays out a very well-reasoned solution to the problem. The solution was of course, ridiculous. After reading Swifts masterpiece, I could not believe how graphic and shocking it would be. At times I was sickened in the way he details his feelings. He does this in a letter sarcastically proposing that they sell the children of the poor to the wealthier families, as this will provide food, clothing, and will decrease the population. Throughout the letter he uses remarkable details as to how they should go about eating the children, treating them as nothing more than a new type of livestock. The letter ends with a completely different tone when the author explains the absurdity of his proposal and instead suggests something a bit more realistic like the wealthy giving up some of their luxuries. Swifts annoyance at what he saw as the immoral economic and political policies of the Irish and English governments, and he author uses the assumed voice of the economist. He uses great quantity of thorough, literalized metaphors, and ironic and sarcasm techniques to devastating effect. A Modest Proposal has been judged as an unsurpassed work of rhetorical brilliancy, and it acquires new readers additional critical attention up until now Swift exposes all of the bizarre remarks and ideas he has been discussing about are all a humorous way to make fun of the way the government is run and how they are not serving the terrible state of the country. Afterwards he expresses a proper proposal of taking away some of the wealthier peoples luxuries in order to help their economy. In this essay, I will explain the 3 techniques that I have found in Swifts proposal, such as; I rony, Satire and Sarcasm. Satire is a second technique Swift uses, he states The skin of which artificially dressed, will make admirable gloves for ladies, and summer boots for fine gentlemen (p.286). He is indicating that rich people have a purpose and have the power to full-fill their wishes without any conditions. Swift shows all of his pain for the beggars and as a reader it shows that its all about status. On another note, Swift uses the children as satire, by exaggerating and dramatically grabs the readers attention, such as boiling and brewing of the children would end all the problems. This is a revelation of how Swift persuades the reader on how to help the rich out. Going back, he wants something done. Perhaps this satire isnt spoken as a second person, or someone elses voice, possibly what Swifts tone in this piece is anger and annoyance. Since no one is doing anything about it, in his mind he might as well suggest Eating children. This classic poem is worded completely simple and the most logical thing in the world. Its not to amuse us, but to substitute this phrase should reduce their outgoings with should eat their babies and its just another op-ed piece that is what makes it satire. The wealthy physically kept getting fatter while the poor kept starving. Swift stated that instead of spending money on importing meat, they should eat their own children and as a result to control the population and provide their own food instead of depending on importing. Yes this is sickening, but this is exactly Swifts intentions, by grossing out the public, he hoped to have them take a second look at their society and hopefully reform it. It is mocking the society, predominantly the rich and at the same time suggesting an eccentric solution to a dreadfully real problem that was obvious in London. As a matter of fact he hoped to bring a social transformation with his modest proposal. As we move on to the third technique sarcasm, was greatly involved all over in the poem. In the first paragraph of A Modest Proposal, Swift uses the words melancholy, tears and pity and grievance to sympathise with the poor people while reading and come into view to understand their situation, slowly gaining the readers confidence in preparation for his shocking proposal (p.283). When he sent out his proposal to decrease Irelands population, he only looks at the positive aim in his idea. He is showing that hes serious about his proposal by fabricating proof and figures, which shows that he has planned the dilemma for a very long time. This proposal is written sarcastically to belittle the attitude of the manufactured revolution that saw people as being a product to be exploited; in addition the mindset that the rate of people developed was beyond the rate of food growth so that there could never be enough food. Swift mentions a year old offered in sale to the persons of quality, and fortune, advising the mother to let them suck plentifully, so as to render then plump, and fat for a good table. A child will make two dishes at an entertainment for friends and family (p.285). His ludicrous scheme is to plump up the children and feed them off to the wealthiest. Reading that part, this made me become conscious of Swifts extreme opinion is to point out where the reader should be feeling this is unacceptable and we must put a stop to this ludicrous. This manner shows a lot of antagonism which grabs your attention and wanting to read more of his preposterous language. Swift mentions absurdity quite often, he states that the wives will be treated better now that they are having children to sell on the meat market by their husbands. He illustrates the wives as livestock, and now that they are a source of income, the husbands will treat them better, as they do their cows, pigs, chickens (p.284). This is bizarre with the idea not explored in the passage that a husband is e xceptionally vigilant with his wife and a changed man when she is with the child, because in her belly is his own family, and he wouldnt dare cause his own flesh and blood harm. However, Swift implies an opposed idea to attack the men living in tough economic situations that are cruel to their wives. After thinking it over, I have come to realize that only a true genius could write something as emotive and realistic and be taken seriously. All his techniques used gain the readers confidence and make him seem practical and realistic in an ironic way. He shocks the reader by suggesting infant cannibalism as a solution to social and poverty issues in Ireland. In doing so, Swift highlights the contrast, playing an essential role in classical satire, as well as the hypocrisy of the politicians hes looking to blame. As readers, he wants us to know how can we save Ireland? Swift managed to make it reasonable, by using many techniques, such as; irony, satire and sarcasm. He uses a lot of exaggeration to highlight his points and beliefs, shown through his irony and imagery. Humans are more than just rational beings; we rely on emotions and faith. Swift provides a cultural criticism; he clearly believes that things such as faith, emotion, and religion help our human reason in arriving at t ruths. Without them, there would be no final cause and hope for salvation because there is no sense of data to prove heaven, we would never love, relatives could die and we would not care, and life itself would lack what makes humanity so beautiful, and that is emotion. Swift recognized a problem and was able to offer a resolution in a tongue-tied way. Some were blaming the poor or the rich. Swift was able to point out the errors of both groups by simply using these three techniques.

The Avocado Essay -- Botany

The Avocado The avocado is a member of the Laurel family, Lauraceae. Other members of this family include sweet bay, cinnamon, camphor and sassafras. In Central America several wild species of Persea grow. It has been concluded that cultivated forms must have been developed in Mexico and Guatemala at a very early stage of mans history. Two native names for the avocado are still used in America. The nahuatel term was "ahua-cacua-huitle" from which other Central American names like ahuacatl (which is the common Aztec idiom) alcuahte and aquacate have been either derived or shortened. Corruptions of the original name include "abacata" (Portugese) and "alligator" (English) pear. In South America the fruit is called "Palta" derived from the Indian tribe of Ecuador inhabiting the province Palta. Archeological diggings prove it to have been introduced into the Tehuacan area of S. Central Mexico before 7000 possibly as long as 10,000 BC; from a more humid habitat. Remains of avocados came from almost all levels of the Coxatlan cave, beginning with the phase labeled Ajverado (before ?000 BC). The influence of selection on fruit size is not evident until the Santa Maria phase, represented by artifacts from between 900-200 BC. There was evidence that the tree was not only in cultivation, but that it had been actively selected for increase in the fruits size sufficiently long to prevent the large fruited forms from being completely swamped by the wild, small fruited forms since a System of open pollination must have prevailed at the time. Since it takes about seven years for a seedling avocado to bear fruit and the trees continue to bear for about 70 years or longer, the period of selection prior to the demonstration of larger cotyle... ...estroys small roots and can kill a plant. Avocados have had an important role to play in the history of man since men started leaving some sort of foraging trail. In the last 100 years the evolution of the tree as a crop plant has proven to reward us with a diverse selection of potential traits which will be exploited to their fullest potential, if we are all lucky. References The Prehistory of the Tehuacan Valley Vol. I, Douglas S. Byers, 1967. pg 230-240. Tropical Crops, Purseglove, 1974. pg 193-198. Handbook of Tropical Food Crops, Franklin W. Martin, 1984. pg 247-249. Edible Plants of the World, E. Lewis Sturtevant, 1972. pg 414. Useful Plants of Neotropical Origin and Their Wild Relatives, Heinz Brucher, 1985. pg 229-231. Useful Plants of Brazil, Mors and Rizzini, 1966. pg 25. Origin of Cultivated Plants, DeCandolle, 1959. pg 292.

The Clash of the Titians

The Clash of the Titians The call to Adventure The main character and hero in the film Clash of the Titans is Perseus, his departure is when he becomes forced to set to sea in sea and with nothing but a coffin and his mother, Danae. Soon washing ashore the island of Seriphos, later as Perseus grows older he receives a sign from the gods when he was shifted to the foreign world of Joppa he never new existed. Refusal of the Call Perseus cannot believe he has changed worlds, and suspect’s action. Supernatural Aid] After receiving the acceptance of Godly actions, Perseus gets his share of supernatural aid consisting of a helmet, sword, and shield along with a message from Zeus that they will someday save his life. [Crossing of the First Threshold] Perseus learns of Andromeda and her situation, she cant marry unless her potential husband successfully answers a riddle, and any man who answers the riddle incorrectly is burned crucified in public. He believes he can’t turn back , for he has been on a quest to save the goddess-like princess by the gods. Entering the Belly of a whale] Perseus captures the magical and almighty winged horse Pegasus and follows Princess Andromeda’s spirit on her nightly journey to learn a new riddle from Calibos, a hideous a monster mortal. [Road of Trails] Armed with the answer to the riddle Perseus is nearly killed by Calibos but escapes, losing the helmet in which renders invisible powers within the swamps in the process. Perseus appears at the next ceremony where princess Andromeda’s mother asks for anyone to answer the riddle.With no hesitation, Perseus answers the riddle correctly, presenting Calibos severed hand with the answer of a gold ring. Of course he wins Andromeda’s hand in marriage. [Meeting of the Goddess] At the wedding, Queen Cassiopeia compares Andromeda’s beauty to Thetis herself, which angers the Goddess incredibly and gives her an excuse to fulfill her son’s wish the stat ue of Thetis collapses and its head comes to life, demanding Andromeda as a sacrifice to the Kraken in thirty days, or else Joppa and its people will be destroyed. Temptation] Bubo the owl leads Perseus to the Stygian witches, three blind women who share a single eye. With some effort they tell him the only way to defeat the Kraken is by using the head of another monster. [The ultimate Boon] Zeus tells his Goddess, Athena, to aid Perseus with her owl Bubo as a replacement for his forgotten helmet. Perseus transformed Medusa into a stone statue and cuts her head off with his sword. Perseus can now move forward to get rid of the Kraken. [Return] the hero goes back home he has proven himself worthy.

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