Thursday, May 21, 2020

The Great Compromise of 1787

The Great Compromise of 1787, also known as the Sherman Compromise, was an agreement reached during the Constitutional Convention of 1787 between delegates of the states with large and small populations that defined the structure of Congress and the number of representatives each state would have in Congress according to the United States Constitution. Under the agreement proposed by Connecticut delegate Roger Sherman, Congress would be a â€Å"bicameral† or two-chambered body, with each state getting a number of representatives in the lower chamber (the House) proportional to its population and two representatives in the upper chamber (the Senate). Key Takeaways: Great Compromise The Great Compromise of 1787 defined the structure of the U.S. Congress and the number of representatives each state would have in Congress under the U.S. Constitution.The Great Compromise was brokered as an agreement between the large and small states during the Constitutional Convention of 1787 by Connecticut delegate Roger Sherman.Under the Great Compromise, each state would get two representatives in the Senate and a variable number of representatives in the House in proportion to its population according to the decennial U.S. census. Perhaps the greatest debate undertaken by the delegates to the Constitutional Convention in 1787 centered on how many representatives each state should have in the new governments lawmaking branch, the U.S. Congress. As is often the case in government and politics, resolving a great debate required a great compromise—in this case, the Great Compromise of 1787. Early in the Constitutional Convention, delegates envisioned a Congress consisting of only a single chamber with a certain number of representatives from each state. Representation The burning question was, how many representatives from each state? Delegates from the larger, more populous states favored the Virginia Plan, which called for each state to have a different number of representatives based on the state’s population. Delegates from smaller states supported the New Jersey Plan, under which each state would send the same number of representatives to Congress. Delegates from the smaller states argued that, despite their lower populations, their states held equal legal status to that of the larger states, and that proportional representation would be unfair to them. Delegate Gunning Bedford, Jr. of Delaware notoriously threatened that the small states could be forced to â€Å"find some foreign ally of more honor and good faith, who will take them by the hand and do them justice.† However, Elbridge Gerry of Massachusetts objected to the small states’ claim of legal sovereignty, stating that â€Å"we never were independent States, were not such now, and never could be even on the principles of the Confederation. The States and the advocates for them were intoxicated with the idea of their sovereignty.† Shermans Plan Connecticut delegate Roger Sherman is credited with proposing the alternative of a bicameral, or two-chambered Congress made up of a Senate and a House of Representatives. Each state, suggested Sherman, would send an equal number of representatives to the Senate, and one representative to the House for every 30,000 residents of the state. At the time, all the states except Pennsylvania had bicameral legislatures, so the delegates were familiar with the structure of Congress proposed by Sherman. Sherman’s plan pleased delegates from both the large and small states and became known as the Connecticut Compromise of 1787, or the Great Compromise. The structure and powers of the new U.S. Congress, as proposed by the delegates of the Constitutional Convention, were explained to the people by Alexander Hamilton and James Madison in the Federalist Papers. Apportionment and Redistricting Today, each state is represented in Congress by two Senators and a variable number of members of the House of Representatives based on the state’s population as reported in the most recent decennial census. The process of fairly determining the number of members of the House from each state is called apportionment. The first census in 1790 counted 4 million Americans. Based on that count, the total number of members elected to the House of Representatives grew from the original 65 to 106. The current House membership of 435 was set by Congress in 1911. Redistricting to Ensure Equal Representation   To ensure fair and equal representation in the House, the process of â€Å"redistricting† is used to establish or change the geographic boundaries within the states from which representatives are elected. In the 1964 case of Reynolds v. Sims, the U.S. Supreme Court ruled that all of the congressional districts in each state must all have roughly the same population. Through apportionment and redistricting, high population urban areas are prevented from gaining an inequitable political advantage over less populated rural areas. For example, if New York City were not split into several congressional districts, the vote of a single New York City resident would carry more influence on the House than all of the residents in the rest of the State of New York combined.

Wednesday, May 6, 2020

Banning Books in Schools Essay - 983 Words

The practice of the censorship of books in schools has been prevalent due to the explicit content of them. Parents have been complaining to schools about books that count as required reading because they disapprove with the points made in the book. If a book consists of offensive or sexually explicit material, then parents would challenge the schools about them in order to prevent their children from reading them. Censorship in general has been an intensely debated issue because it is considered an infringement to the First Amendment of the United States Constitution while others argue it is used to conceal inappropriate things (Aliprandini and Sprague). The banning of books in school curriculum has also been debated since parents see†¦show more content†¦In addition, they believe that the content of the book could corrupt their kids’ moral sense. However, there are people that argue against the idea of censoring books in schools. One counterpoint of the argument of the topic is that banning books hinders students from discovering new things and obtaining knowledge. According to the article, â€Å"Banning Books: An Overview†, Michael Aliprandini and Carolyn Sprague state, â€Å"The core arguments against the banning of books have been based on protecting the rights of individuals to free speech as well as to promote intellectual freedom – the rights protected by the First Amendment.† They are basically explaining how arguments of book banning connect to the idea of intellectual freedom and protecting individual rights, which are implied in the First Amendment. Censorship of books can be expressed as violating the rights and freedom of the individuals. Boyd and Bailey support this idea of intellectual freedom by presenting how banning books in schools with the quote from their journal, â€Å"Censors evoke barriers to free thought and speech when they block knowledge acquisition, intellectual development, as well as creative and critical thinking†¦Ã¢â‚¬  (Boyd and Bailey, 655). In other words, students will not be able to develop the academic skills they need in order to succeed in school if books are banned for them. Previously, there have been books banned from the school curriculum because of theShow MoreRelatedEssay about Banning Books in Schools1066 Words   |  5 PagesSchool boards and teachers have a responsibility for protecting the minds of their students and covering age appropriate material. However, does this responsibility cover the extreme act of banning books from school classrooms? Does not the teacher have a duty to introduce to their students world issues in order to better the students ability to cope with problems in the world? How does a school decide which books should be banned from the classroom, and should it be left up to the teacher to decideRead MoreThe Banning of Certain Books in School Libraries/ Classrooms848 Words   |  4 Pages People read books about dystopians all the time, you know those books that have everything possible go wrong. Books like The Hunger games, or Fahrenheit 451, Ect. Some people look at them as just stories, just fictional books. Those books are all about censorship and having the government controlling and watching your every move. What most people dont realize is that there is censorship happening right now, every time you send a text or make a phone call, the government can see/hear itRead MoreBooks Like The Harry Potter Series, Go Ask Alice, Or The Hunger Games1417 Words   |  6 Pageswhat a banned book consist of, is it drugs, sex, racial issues, or witchcraft? The answer is it could be all of the above. Chances are, you have once read and maybe even declared a banned book your favorite book. Books like the Harry Potter series, Go Ask Alice, or The Hunger Games series are all on the banned book list. These books are often removed from schools or public library shelves. â€Å"For many years, American schools have been pressured to restrict or deny students access to books or periodicalsRead MoreThe Controversy Around Banning Books889 Words   |  4 Pagesone, especially the banning of books. Many people believe they must protect themselves and others from the evils of many classic books and works of art because they can be deemed indecent in one way or another. Many believe that this is absurd and censorship in its current form is a violation of our First Amendment right to free speech. Personally, I align myself with the latter, however I do feel there are occasions where censorship is justifiable. The censorship of books is a division of censorshipRead More The Controversy Around Banning Books Essay852 Words   |  4 Pagesespecially the banning of books. Many people believe they must protect themselves and others from the quot;evilsquot; of many classic books and works of art because they can be deemed quot;indecentquot; in one way or another. Many believe that this is absu rd and censorship in its current form is a violation of our First Amendment right to free speech. Personally, I align myself with the latter, however I do feel there are occasions where censorship is justifiable. The censorship of books is a divisionRead MoreBanning Personal Electronic Devices Is Not An Effective Way Of Stop Cyber Bullying997 Words   |  4 Pagesnumber. Recently WMCI has thought of banning personal electronic devices (cell phones, personal laptops etc.,) to combat this issue in our own school, but this ban is not a potent fix. There are many ways to help students from being cyber bullied, but banning personal electronic devices is not an effective way of stopping cyber bullying because cyber bullying can happen outside school, banning personal devices can also have bad effects on the reputation of the school or the academic freedom studentsRead MoreLiterature Be Banned1227 Words   |  5 Pages Literature shouldn’t be banned because literature inspires, advocates, unites, entertains, and informs. By banning books from the classroom, we prevent students from learning about controversial topics in a safe environment. The Menifee school district banned the dictionaries from the students because of one parents complaint. I believe this was a terrible idea because many students need a dictionary to look back at when they think they’re wrong. Dictionaries are helpful in many ways such as learningRead MoreBoard of Education v. Pico600 Words   |  3 Pagesissue of banning â€Å"vulgar and immoral† books from school libraries (Board of Education, Island). The Board of Education of the Island Trees Union Free School District No. 26, including Richard Ahrens (President of the Board of Education), Frank Martin (Vice President), Christina Fasulo, Patrick Hughes, Richard Melchers, Richard Michaels, and Louis Nessim (Board Members), presented the issue of banning books from the Island Trees High School and the Island Trees Memorial Junior High School, afterRead MoreEssay on Censorship - The Negative Consequences of Book Banning1501 Words   |  7 PagesThe Negative Consequences of Book Banning If you were to ask a teacher what they thought the most important source of knowledge was they would probably answer: reading. When I think back to every classroom I sat in at school, I remember at least one poster on the wall promoting reading. Throughout my school years, teachers have pounded into my head how important it is to read. In high school I had a list of books that I was required to read over my summer break so that I would continuouslyRead MoreThe Catcher In the Rye Should Not be Banned Essay789 Words   |  4 Pagesportrays the life of sixteen year old, Holden Caufield. Currently in psychiatric care, Holden recalls what happened to him last Christmas. At the beginning of his story, Holden is a student at Pencey Prep School. Having been expelled for failing four out of his five classes, Holden leaves school and spends 72-hours in New York City before returning home. There, Holden encounters new ideas, people, and experiences. Holdens psychological battle within himself serves as the tool that uncovers the

Pram Lady and Forbidden Clothes Free Essays

An important idea in both â€Å"The Pram Lady† by Vivien Alcock and â€Å"Forbidden Clothes† by Jamila Gavin is how people are unaccepting of differences. This is important to me because people should be able to be themselves without being hassled or excluded, also because people my age are not very accepting of others’ differences. In the â€Å"Pram Lady† Helena does not accept the way her mother dresses and behaves. We will write a custom essay sample on Pram Lady and Forbidden Clothes or any similar topic only for you Order Now She want her mum to be like other mums with â€Å"dyed hair and a perm† because it reflects badly on her. When William, Helena’s new boyfriend, sees Helena’s mother and doesn’t realize who she is he makes a rude comment about her appearance: â€Å"God, what a fright! What a ridiculous creature! † Helena reacts to this by running away from him and telling him she never wants to see or speak to him again. Even though Helena’s mother is â€Å"enormously fat† and wears stained clothes, Helena still will not associate with people who disrespect her mother. This shows us that Helena herself has not accepted her mother for the way she is. From this, I learnt that I should not be so quick to judge others before getting to know them because personality shines through and is the most important thing. Oddly, though Helena doesn’t want people saying rude things about her mother, she says those things herself. Helena’s mother doesn’t mind what people think about her and tells Helena that she should just laugh with her friends when they see her. Helena just wants her mother to be normal, when Helen tells her mum this she responds by saying â€Å"But that’s what you want, isn’t it, Helena? An ordinary mother like your friends have. † Over time Helena gets stressed by the fact her mother forgets to do regular things like wearing unstained clothes. This doesn’t work for either of them because Helena is always worried about her mother and her mother is forced to change into something she isn’t to please Helena. I relate to this because girls my age sometimes don’t except people for their flaws. Reading this short story made me feel that I should wait until I know someone before judging them. As is in â€Å"The Pram Lady†, â€Å"Forbidden Clothes† also shows the way people are made to feel like outsiders because they have differences from their peers. Nasreen, a girl who is living in the UK never felt different in Pakistan, How to cite Pram Lady and Forbidden Clothes, Papers

Saturday, April 25, 2020

Romeo And Juliet Essays (487 words) - Characters In Romeo And Juliet

Romeo And Juliet Lovers are often stopped from falling in love, but lovers have faith to help them love each other. In William Shakespeare's Romeo and Juliet, two star-crossed lovers are paused from falling in love, due to two family feuds. Fate leads Romeo and Juliet to meet and to die. Romeo and Juliet are fated to meet, although they are from different worlds. For example, when Romeo tells Benvolio of his first love, Benvolio tells him that they will soon be together, but Romeo claims ?in that bit you miss. She'll not be hit with Cupid's arrow, she hath plans wit? (I, I, 216-217). Rosaline was not meant for Romeo. Their love shared was unreal. Cupid knows that someone else along the way is destined for him. In addition, when preparing for a party at the Capulets' house, Romeo believes ?his mind misgives some consequences, yet hanging in the stars shall bitterly begin his fearful date,? (I, iv, 113-115) if he attends the party. The stars are predicting Romeo's future. They know that he will meet someone, but something between the two was just not meant to be. Furthermore, when Juliet asks Romeo how he found her, he replies, ?'By love, that first did prompt me to inquire. He lent me counsel, and I lent him my eyes. I am no pilot'? (II, ii, 85-87). Romeo's instincts lead him. Juliet is his true love and his soul knows where to guide him. Even if fate helped the two lovers to be together, it also helped bring them to punishment. Romeo and Juliet's path of love is fated for disaster. For example, when Juliet learns that Romeo is a Montague, she realizes ?[her] only love springs from [her] only hate? (I, iv, 52). Juliet knows inside that falling love with Romeo will only make the family feud even worse. Juliet also knows that the two can be killed for loving across their group. In addition, Juliet believes all men fickle and that Romeo ?be fickle, for [she] hopes thou wilt not keep him long, but send him back? (III, v, 60-64). Juliet hopes that Romeo will plays with her heart. She wants this because she wants the two lovers to end up in grief together, then they can be happy again. Furthermore, Juliet believes that she will meet Romeo ?by leaving earth? [to] comfort [her], counsel [her]? (III, v, 218-220). Romeo and Juliet's love is too strong to be broken down. The only way the two lovers can be happy is in heaven; therefore, death is the answer. Romeo and Juliet rely on death to satisfy them. Because the Montagues and Capulets disapprove of the couple meeting, they must die together to please themselves. They do not care what people say, they just want to be happy. Nowadays, couples still rely on death to help satisfy them, like Romeo and Juliet. Shakespeare

Wednesday, March 18, 2020

The Complete ACT Instructions Expert Guide and Tips

The Complete ACT Instructions Expert Guide and Tips SAT / ACT Prep Online Guides and Tips What exactly are the instructions on the ACT? Do they really matter? We will go over the complete ACT directions, including the main directions and the specific directions for each section. We’ll show how they reveal tips for how to do well on the test. You may be surprised by how many hints there are in the ACT directions! Furthermore, knowing these directions before test day can save you time and stress – so you can just focus on the questions! So read on to be as prepared as possible for the ACT. Overall ACT Directions These are directions that appear on the front of your test booklet and apply to the entire test. Read the complete directions below, and then we’ll discuss the most important points. Directions and sample questions via ACT's Preparing for the ACT Guide. We'll break down our observations into categories for the main directions since they're pretty long! Calculators You can only use a calculator on the math section. While you likely won’t be tempted to pull out your calculator for English or Reading, some students get confused since the Science section also contains numbers, graphs and charts. However, you cannot use your calculator on the Science section. If you pull out your calculator for a non-calculator section, you can be disqualified and your scores invalidated. Make sure to only have the calculator out for math! Notice that the ACT lists this rule before the even more basic ones about how to fill in answers, meaning they’re very serious about it. Marking Answers The mechanism for marking your answers is pretty basic if you’re taken standardized tests before: â€Å"Decide which answer is best, locate on the answer document the number that matches the question you’re on, fill in the oval completely.† This seems basic, but you need to be careful to check your answers every few questions to make sure you didn’t start filling out the bubbles off by one. How awful would it be if you found most of the right answers but bubbled in your test incorrectly? Also, make sure to â€Å"Use soft lead and make your marks heavy and black.† That means no ink or mechanical pencil. Make sure you bring enough sharpened pencils with you so you don’t have to get up and sharpen your pencil during the test. We suggest bringing at least four, one for each section, plus one for the essay if you’re taking the ACT Plus Writing. One other caution the directions bring up: â€Å"Mark only one answer for each question†¦erase completely if you change your mind.† Basically, you want to make sure your answer key is as clear as possible. You might leave time in the last few minutes of the test to double check your answer key to make sure all answers are filled in and neatly marked. Finally, only responses marked on your answer document are scored. Your booklet is not scored in any way. If you’re marking your answers in the booklet and then transferring a few answers at a time to the answer sheet, be very careful to make sure you don’t run out of time. Remember, you can only get credit for an answer bubbled onto the answer sheet. Guessing You might think that the ACT doesn’t care one way or the other how well you do on the test. Think again. Notice that they say in all caps, bold, and italic that â€Å"IT IS TO YOUR ADVANTAGE TO ANSWER EVERY QUESTION EVEN IF YOU HAVE TO GUESS† ! They’re right, of course – since there is no point deduction for wrong answers, you can pick up a few extra points by filling in all the bubbles on each section, even if you’ve run out of time and you have to guess. You can read more about smart guessing strategies over here. But as we learn in the next section, you can only guess or fill in random bubbles while a particular section is being tested – you can’t, for example, fill in random bubbles for Math questions when you’ve moved on to Reading. Only Work on the Section at Hand You can work on a section only after the proctor has told you do so. You cannot go ahead to a different section, and you cannot work on a previous section. You can get disqualified for doing this! When I took the ACT last June, that particular rule was repeated several times during testing, so you can bet it’s important. The reason for the rule is that they want to make sure students only use the allotted time to work on each section. This also means you have to lay down your pencil exactly when time is called. You can’t continue to fill in or erase bubbles. Be extra careful when you are in the last five minutes of the test! It’s not worth the risk of having your whole test thrown out just to bubble in one more question. Not all proctors are going to be super strict on this (they might give you a grace period of a few seconds after they call time), but some are – and you don’t want to risk your entire test being cancelled because you’re trying to sneak in a last answer. Also, do not, do not, do not bubble in more answers for a section after you’ve moved on to a new section! Proctors walk around and mark down the last answer you’ve filled in right after a section, so they’ll notice if more bubbles get filled in later in the test. Again, it's not worth getting your test thrown out. ACT English Instructions Here are the complete directions for the English section, followed by the some important points: The directions say â€Å"The test is broken into five passages, each with 15 questions.† This comes out to 75 questions, meaning you have just 36 seconds per question! You’ll have to keep your pacing up during this section to answer all the questions. (This is why we highly recommend you make carefully-timed practice tests an integral part of your ACT practice, by the way!) As to the format, the directions say â€Å"Certain words and phrases are underlined and numbered, the questions each present alternatives for the underlined portions.† The English test is designed to help you move quickly between the question and the part of the passage it’s asking about. Still, you should do practice sections to get used to this format. Check out some example questions below. The test is designed so it's easy to see the part of the passage each question is asking about. The directions also tell you what kind of answers you should be looking for. â€Å"You are to choose the one that best expresses the idea, makes the statement appropriate for standard written English, or is worded most consistently with the style and tone of the passage as a whole.† So if you get stuck on an English question, choose the answer that seems the clearest to you. (Of course, you should read more about the grammar rules you need to know for English so you're not caught unprepared!) Also, for many questions, the wording in the passage is already correct. â€Å"If you think the original version is best, choose 'No Change.'"This can be more often than you think! Don’t be afraid to choose this answer. Some questions are about a paragraph or the passage as a whole, which is why it’s important to at least skim the whole passage. However, we disagree with this part of the directions: â€Å"Read each passage through once before you answer the questions that accompany it.† You don’t actually have to do this. It’s possible to attack the questions immediately and skim the passage for bigger-picture questions. Try a few practice sections using both methods and use the method that works best for you. Finally, keep in mind that â€Å"For many of the questions, you have to read several sentences beyond to answer it.† This is important to remember. Even if you attack the questions immediately, don’t just read the single sentence. Make sure you have enough context to answer with confidence. Remember, you’re looking for the answer choice that makes the passage as a whole as clear as possible! ACT Math Instructions Read the directions below, and we’ll go over the important points: These are the basics of the math section: â€Å"Solve each problem, choose the correct answer, and then fill in the corresponding oval on your answer document.† Again, this seems obvious, but it’s helpful to think of the math section in terms of solving problems. You’re not just finding the right answer, like on the English questions. Math is a bit more involved. The directions offer some very important advice on this, especially given that you’re solving 60 problems in 60 minutes: â€Å"Do not linger over problems that take too much time. Solve as many as you can; then return to the others in the time you have left for this test.† This is a very important strategy. You have approximately one minute per question on math. If you waste five minutes on one question, you lose the opportunity to work on four other questions. We recommend wearing a watch during the test so you can keep an eye on how long you’re taking on each question. Remember from the overall directions that Math is the only section you can use a calculator on. The directions have some good advice about how to use the calculator, as well: â€Å"You may use your calculator for any problems you choose, but some of the problems may best be done without using a calculator.† This is good advice. If you become over-reliant on your calculator you can waste a lot of time on the test or even make silly mistakes if you enter in a number incorrectly. Again, this is why practice is so important. Practice taking math sections with a calculator, and figure out where using a calculator saves you time – and where you tend to waste time. (Learn about the best calculator for the ACT.) Finally, the ACT lays out some ground rules about how the math problems are presented: â€Å"Unless otherwise stated, all of the following should be assumed. Illustrative figures are not necessarily drawn to scale. Geometric figures lie in a plane. The word line indicates a straight line. The word average indicates arithmetic mean.† So what does all this mean? The first rule, â€Å"figures are not drawn to scale† means you can’t solve problems just by looking at the picture and estimating. Many pictures are actually deliberately not drawn to scale to prevent you from taking a shortcut. Remember: you can’t solve any problems by using your fingers to estimate length or an angle. You have to do the math to solve the problems! "Geometric figures lie in a plane"means you can assume that geometric figures are on a flat surface. â€Å"The word line indicates a straight line† is straightforward, and basically allows the test makers to save space when writing directions. â€Å"Arithmetic mean† is the more precise word for average. It just means the sum of all numbers in a set divided by how many numbers there are. The ACT probably specifies "average means arithmetic mean" just to save space when writing questions. ACT Reading Instructions Check out the complete directions below for ACT Reading: Notice the directions say, â€Å"There are several passages in this test.† Actually, there are exactly four! One each of Literature, Humanities, Social Sciences, and Natural Science. Read more about ACT Reading passage types over here. Also, while the directions say â€Å"Each passage is accompanied by several questions,† there are precisely 10 per passage. In other words, every passage is exactly one-fourth of the Reading test. You can use this info to help budget your 35 minutes! ACT says to approach the reading section like this: â€Å"After reading a passage, choose the best answer to each question and fill in the corresponding oval on the answer document. You may refer to the passages as often as necessary.† Our advice: You can actually decide if you want to read the questions or the passage first. For some people questions first is easier, others prefer to read the passage first. The best way to tell is to do a few practice sections, trying each method. Stick with the one that feels best to you. Also check out our article about different ways to read the passage for more advice on this. ACT Science Instructions The Science section’s directions are quite similar to reading. Check them out and read our advice below. Again, while the directions vaguely note that â€Å"There are several passages in this test,† actually there are seven! Again, use this to budget your time – you have approximately five minutes for each passage. Just like on the Reading section, the ACT advises you to read the passage first: â€Å"After reading a passage, choose the best answer to each question and fill in the corresponding oval on your answer document. You may refer to the passages as often as necessary.† Again, you don’t have to read the passage first, you can jump straight to the questions – try it both ways and stick with the strategy that works best for you. (When I took the ACT last June, I found it was much more effective for me to read the questions first on Science and then turn to the section, even though my strategy on Reading was the opposite. Practice, practice, practice so you can develop the best possible strategies for you!) Finally, remember that â€Å"You are NOT permitted to use a calculator on this test.† As we covered above, keep your calculator put away for every section except math! ACT Writing Instructions If you sign up for the ACT Plus Writing, after you complete all of the multiple choice sections you have to write an essay – in just 40 minutes. While you should prepare for the ACT by taking full practice tests so you can build up the stamina you need, you should also familiarize yourself with the essay directions so you waste no time on test day and get straight to your essay. That 40 minutes goes by fast. Check out the complete directions below. The basics are as follows: â€Å"You will have forty (40) minutes to read the prompt, plan your response, and write an essay in English.† Only essays in English will be graded, even if it’s not your first language. Also make sure you use that time wisely. It goes by fast. Practicing the essay is important so you can get quick at planning, drafting, and editing an essay within such a short period. (Read more about the essay over here. The directions say that â€Å"Before you begin working, read all material in this test booklet carefully to understand exactly what you’re being asked to do.†This is important! A big part of doing well on the ACT essay is responding specifically to the prompt and not getting off-topic. Taking an extra minute to fully digest the prompt is a better use of your time than an extra minute to scrawl down any idea that pops into your head. The directions also provide a good summary of how your essay will be graded: "Analyze and evaluate multiple perspectives on a complex issue, state and develop your own perspective on the issue, explain and support your ideas with logical reasoning and detailed examples, clearly and logically organize your ideas in an essay, effectively communicate your ideas in standard written English." Translation? Take a stance on the position while acknowledging the other side, stay focused throughout your essay on your stance, use logical arguments and good examples to support your stance, use logical organization, and use clear language. In terms of the logistics, remember this: â€Å"You may use the unlined pages in this test booklet to plan your essay. These pages will not be scored.† Be careful not to spend too much time writing your essay outline – you will only be graded based on what makes it to the lined paper. Also, you might not need all the pages, but don’t skip lines when writing the essay! Even if you think writing every other line makes your essay look neater, this could cause you to run out of room. You can write corrections or additions neatly between the lines of the essay, but do not write in the margins. (These directions actually aren't stated, but they were on the previous year's ACT instructions and we think it makes sense to follow them!) Finally, keep in mind that illegible essays can’t be scored – remember the essay is graded by actual humans! So slow down if you notice your handwriting getting messy. That said, if your handwriting is messy but still readable, your score won’t be affected. This isn’t a penmanship test. So write as fast as you can while keeping your writing decently legible. Longer essays tend to be scored higher than short ones, so don’t sacrifice length for neat handwriting. If you finish early, you can review your essay. Put your pencil down as soon as time is called! Bottom Line The ACT reveals some test-taking strategy in the instructions – some helpful, some not so much. But remember the best way to develop a smart ACT strategy is to take complete practice tests. The more you practice before test day, the better prepared you'll be! Also, make sure you know these rules by heart on test day. You’ll save time if you don’t have to worry about the rules and can just dive into the questions. What’s Next? Looking for ACT practice tests? We’ve got ‘em! What else should you know about the ACT? Get a guide to ACT timing and ACT scoring. How can you prepare for the ACT? Start with our guide to ACT Science, a complete guide to grammar rules for English, and learn how to stop running out of time on Reading and Math. What’s a good ACT score? An amazing one? Find out here. Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically.

Monday, March 2, 2020

Types of Spanish Pronouns

Types of Spanish Pronouns Almost all of us like to take shortcuts, and thats one way to think about what pronouns are: In both Spanish and English, theyre usually a shorter and quicker way of referring to a noun. Common pronouns in English include he, she, what, that and yours, all of which usually would be replaced by longer words or more words if we didnt have the pronouns at our disposal. Spanish and English Pronouns Compared In general, pronouns in Spanish function much as they do in English. They can fulfill any role in a sentence that a noun can, and some of them vary in form depending on whether theyre used as a subject or an object. Probably the biggest difference is that in Spanish most pronouns have gender, whereas in English the only gendered pronouns are he, she, he, and him. If a pronoun has gender, it is the same as that of the noun to which it refers. (In English, gendered pronouns nearly always refer to people are animals, although it is possible to refer to a few personified objects by gender, such as when a ship or a nation is referred to as she instead of it.) In Spanish, there are also a few neuter pronouns that can be used to refer to an unknown object or to ideas or concepts. In the list of pronoun types below, be aware that many of the pronouns can have more than one translation, many English pronouns can have more than one Spanish equivalent, and not all pronouns are listed in the examples. For example, the English me can be translated as both me and mà ­, depending on the context, and the Spanish lo can be translated as him, or it. Not all Spanish pronouns are listed here, but enough to convey how others would be classified. Note also that many of these words that function as pronouns, particularly the indefinite and relative pronouns, can serve as other parts of speech. Types of Pronouns Pronouns can be classified as to how they are used, and all of these classifications apply to both Spanish and English. Note that some pronouns, such as me and ella, can be more than one type of pronoun. Subject pronouns replace the subject of a sentence. Examples include yo (I), tà º (you), à ©l (he), ella (she), ellos (they), and ellas (they). Yo quiero salir. (I want to leave. I or yo replaces the name of the person speaking.) Demonstrative pronouns replace a noun while also pointing to it. Examples include à ©ste (this), à ©sta (this), à ©sa (that), and aquà ©llos (those). Note that many demonstrative pronouns have written or orthographic accents on the stressed vowel. Although such accents used to be considered mandatory, these days they are treated as optional if they can be omitted without causing confusion. Quiero à ©sta. I want this. (Ésta or this replaces the name of the object the speaker is referring to.) Verbal object pronouns functions as the object of a verb. Examples include lo  (him or it), la  (her or it), me (me), and los (them). Lo no puedo ver. (I cant see it. Lo or it replaces the name of the unseen object.) Reflexive pronouns are used when the direct object and the subject of a verb refer to the same person or thing. They are used much more in Spanish than in English. Examples include me (myself), te (yourself), and se (himself, herself, themselves). Juan se baà ±a. (John is bathing himself. John is the subject of the sentence, and he is performing the action of the verb on himself.) Prepositional object pronouns are used as objects of a preposition. Examples include mà ­ (me), ella (her), and nosotros (us). Raà ºl lo comprà ³ para nosotros. (Raà ºl bought it for us. Nosotros and us are the objects of the prepositions para and for, respectively.) Prepositional reflexive pronouns are used when the object of a preposition following a verb refers back to the verbs subject. Examples include mà ­ (myself) and sà ­ (himself, herself, itself, themselves). Marà ­a lo comprà ³ para sà ­ mismo. (Marà ­a bought it for herself. Sà ­ and herself are the objects of para and for, respectively, and refer back to Marà ­a, the sentences subject. Possessive pronouns refer to something owned or possessed by someone or something. Examples include mà ­o (mine), mà ­a (mine), mà ­os (mine), mà ­as (mine), and suyo (his, hers, theirs). La mà ­a es verde. Mine is green. (Mà ­a and mine refer to the object possessed. The feminine form in Spanish is used here because it refers to an object name that is feminine. The possessive pronouns in Spanish are usually preceded by el, la, los, or las, especially when they are subjects.) Indefinite pronouns refer to nonspecific people or things. Examples include algo (something), nadie (nobody), alguien (anybody), todo (all), todas (all), uno (one), unos (some), and ninguno (none). Nadie puede decir que su vida es perfecta. (Nobody can say his life is perfect.) Relative pronouns introduces a clause that gives more information about a noun or pronoun. Examples include que (that, which, who, whom), quien (who, whom), cuyo (whose), cuyas (whose), donde (where), and lo cual (which, that which). Nadie puede decir que su vida es perfecta. (Nobody can say that his life is perfect. The relative pronouns here are que and that. The clause su vida es perfecta gives more information about nadie.) Interrogative pronouns are used in questions. Examples include cul (what), quià ©n (what), and cundo (when). Spanish interrogative pronouns use an orthographic accent. Cul es tu problema? (What is your problem?)

Friday, February 14, 2020

Vodafone's sale of ownership of joint venture to Verizon Assignment

Vodafone's sale of ownership of joint venture to Verizon - Assignment Example It is expected that if the deal goes through successfully then it will be one of the biggest in the history of Merger and Acquisition (Financial Times, 2013). History of Joint Venture In 2004, Vodafone was close to sell their shares to Verizon Wireless but their initiative did not materialize then primarily due to Vodafone’s failure to bid for AT&T Wireless. The Chief Executive officer of Vodafone at that time, Arun Sarin, stated that both Verizon and Vodafone were interested in bigger stakes in their joint venture and both were unwilling to forego majority ownership (Yahoo, 2013). Vodafone entered the United States market in the year 1999 through a series of deals that ultimately resulted in the formation of Verizon Wireless in the year 2000, with Verizon Communications holding majority 55% stake and Vodafone the rest. ... Arun Sarin, who led Vodafone from 2003 to 2008, and the current CEO of Vodafone Vittorio Colao, has resisted the move by Verizon. The resistance of Vodafone was often made in the face of investor that demands for sale. Verizon Wireless became the largest telecom operator in the United States, a growing market that boasts higher prices and margins compared to Europe (BBC, 2013). The subsequent CEO of Vodafone Plc, Vittorio Colao, clearly stated that the company was still interested to sell the stake of Vodafone and dilute ownership but only when they get the right price in the sense that odds seeming favourable to owners of Vodafone Plc. Since then five years have gone by and it seems that Vodafone’s definition of the right time appears to be at present as evident from the official announcement made on the 29th of August 2013. The company has publicly announced that Vodafone Group Plc was officially negotiating with Verizon Communications to sell its stake in Verizon Wireless. In the past when Verizon initially offered to buyout Vodafone through Joint Venture, the company was valued at $ 100 billion. But the deal failed since Vodafone’s offer to sale its stake was valuing the entity at approximately a little over $130 billion. A popular article in The Wall Street Journal stated that Verizon Communications Inc. had lost a golden chance to get full control of one of the most active telecom companies in the world and its wireless joint venture. The company agreed to shell out billions more than it had to if the company had decided to buyout its partner in the past. As Verizon Wireless resumed dividend payouts, Vodafone has received $ 11.5 billion (? 7.34 billion) from the