Classical Greco Roman Art essays

Classical Greco Roman Art essays During the period of crisis in the Roman Republic when the Greek influence on art became increasingly strong, Roman art began to emerge as an entity in itself. In 146 B.C.E., a sculptural style came into being that is generally known as Greco-Roman, a term which indicates that the two styles cannot be readily separated from each other. Much of the original art of this period was produced by Greek immigrant artists, but the growing Roman fascination with individual traits of personality is most apparent in their portrait sculpture, a field in which Romans artists made one of their most original contributions to Western culture. But the idealism of Greek art continued to captivate the Romans, for great numbers of Greek statues stood in the Roman forums and in public and private buildings. But even while under the spell of Greek art, the Roman portraitists produced works that have no parallel in Greek art. The Roman desire for literalness, together with the custom of keeping works of art in the Roman house, influenced the sculptors to accentuate individual traits still further. For example, The Head of a Roman is striking by virtue of its character, seemingly alive and mask-like. The character in this piece is the result of the artist's painstaking rendition of every facial bulge and fold, being a kind of super-realism. A quite different approach to the portrait subject can be seen in the bust of Pompey the Great. In this piece, it is likely that the artist was very concerned about creating a likeness that would be far more than a mere facial record. The strong lines of the broad forehead and the somewhat flat surfaces of the face are softened by a curiously ambiguous expression. Both of these works also express the sentiments and feelings of the general Roman citizen, for although the Empire was experiencing difficult times in the early ...

Loss of Freedom Through Apathy essays

Loss of Freedom Through Apathy essays We do have freedom in this country but we simply choose to ignore it. We live in a democracy, the most just kind of government, where the people hold supreme power. It is an institution that is a culmination of revolutions, wars, philosophies and heroes. It is the greatest and proudest government in the world. One reason for this is that Americans have a right that citizens of Iraq and China and North Korea only dreamed they could have. It took one of the greatest military epics in history for our Founding Fathers to receive this right. It took the marching of thousands for women to achieve this right. It took 400 years of abuse for blacks too finally win this right. It is the highest and purest form of freedom of speech and as Americans it is our single most powerful instrument of self government. It is the American vote and in this Presidential election it is a right 250 million chose to ignore. This year I had the great opportunity to volunteer my services to the Democratic party. I was excited to work for the Democrats because it was my first ever experience involved with the election. For 17 years I stood as a common bystander to this great American tradition. Volunteering my hours made me feel like I was a part of something important. Mostly my work consisted of random polling. I would call people up between the hours of 7 and 9:00 P.M. and ask them a few questions about the election. With every call I hoped for the best, but it seemed that I was calling people at the time they were most irritable. Most would simply hang up, leaving with a polite "Oh, I'm not interested." Others acted militantly to my calling, slamming the phone in disgust. It startled and in a way disheartened me, the way many of the people I polled seemed totally apathetic to the political world around us. To me, spending a minute answering questions about the future of politics did not seem like to o much to ask at all. Yet ...

Implement Virtualisation in staffordshire university Assignment

Implement Virtualisation in staffordshire university - Assignment Example the local computers no longer have to do all the work that comes with running applications rather, the work is done by the network computers that make up the cloud. The hardware and software that the user requires decreases so that the only thing that the user requires is the cloud computing system interface software that can be as simple as a web browser such as Gmail or Hotmail. Cloud computing dates back to the earlier days of flow charts and presentations whereby the server-farm on the internet was represented as a puffy, white cumulonimbus cloud that accepted connections and doled out information as it floated (HESS and NEWMAN 2010). Virtualization refers to the act of creating a virtual version of something including even though not limited to computer hardware platform, operating systems and storage devices. It began as a method of dividing the system resources provided by mainframes between several different applications, and the term has been widening in use since then. It is now not just about servers, but about the creation of efficient, responsive IT environment through making virtually the entire data center (MIKKELIN et al, 2010). Consider the following illustration that indicates the process of virtualization Some of the benefits attributed to virtualization include improving asset utilization, lowering capital and power as well as cooling costs. In addition, virtualization improves efficiency and accessibility of the resources requisite in an organization. Further, it is helpful in reducing the management touch points and accelerating the delivery of IT services. It is imperative to note that, the virtualization software makes it possible for one to run numerous operating systems on the same server concurrently. The technology of virtual machine monitors is attributed to the whole process. This helps in separating computer environments from the actual physical infrastructure (AHMED & SARKAR, 2013). Of critical importance, virtualization enables

Critical Issues in Community Care and care management,In the Assignment

Critical Issues in Community Care and care management,In the perspective of Learning disability - Assignment Example Learning disability is defined as a condition or a label by different societies, showing the discrepancy and conflict in the term itself. In essentiality, it indicates a condition where the affected person has reduced capacity to learn new skills and inability to perform independently and live a life in such a way. Again, the term learning disability lends itself to much debate. Learning disability remains a very different set of conditions in social and medical literatures. The primary difference can be said to exist in the level or severity of learning disability present. Individual assessment needs to take place and each case may vary from another. Other factors that come into play include bodily factors, social, emotional and cultural factors respectively. There are two reasons why learning disabilities occur. These are either the result of syndrome acquired at birth, or due to some form of trauma to the brain during early developmental years. Social inclusion is a primary aspect in diagnosing the condition. The British Institute of Learning Disabilities claims that the term learning disability is a label, and should be avoided. The new emphasis is on creating equality for such persons and giving them an equal social standing in the society. This new emphasis is to reduce the discrimination still held by the UK public against people with learning disabilities. Current statistics state that there is 2% of the population in UK that have some form of learning disability. The statistics are expected to rise with time. More accurate assessments are needed regarding the correct number of persons with learning disabilities. Higher proportion has been found among the South Asian minority groups. Persons with learning disabilities demonstrate difficulty in understanding and comprehending complex information. There is direct relation between the severity of disability and reliance on social support. various social systems are available for this purpose, however, its liking and acceptance is based on many personal factors for the persons with learning disabilities. Most people still personally prefer to have independent accommodation. This is primarily based on the neglect and abuse that is meted out to them in such social accommodations. The health care challenges of such persons are both numerous and large. To highlight these challenges, various papers have been published, most noticeable of these including Valuing People and Treat Me Right respectively. These papers emphasize the role of nurses and how they should be trained to manage persons with disabilities. Inequalities in the delivery of care remain for persons with learning disabilities. This is an issue that must be placed in the policy plans. Laws and regulations have now emerged that provide protection to persons with learning disabilities. Alongside, proper plans and methods should be applied that allow for care of persons who take care of persons with learning disabilities. Social inclusion is another aspect that needs to attention. Persons with learning disabilities need to be given positive environment to ensure they become productive members of the society. the concept of dignity takes more meaning and deeper roots in case of persons with learning disabilities. While many papers and policies exist, there is very little that is practically carried out to respect the dignity of such

Cohabitation Before Marriage Essay Example for Free

Cohabitation Before Marriage Essay Does living together before marriage help or hurt relationships? This question has plagued couples for the last few decades, as both the numbers of those living together without being married and the rate of divorce has grown. I think living together before marriage can only help people avoid divorce, as they are given the chance to see what it is like to live with either the specific person, or a person for the first time. This also brings up the questions of why divorce rates are up and whether it has anything to do with living together before marriage. I bring certain prejudices about it, believing that living together before marriage does not negatively impact couples’ ability to stay together after marriage, as I have seen it work many times. In the end, I will attempt to make the connection between the two, if there is one, or explain why people think there may be. SOURCES: Hurley, D. (2005, April 19). Divorce Rate: Its Not as High as You Think. The New York Times. Divorce Statistics Collection. Retrieved August 9, 2008, from http://www. divorcereform. org/nyt05. html Knadler, J. (2005, December). Is Five Years the New Forever? Cosmopolitan. Vol. 239, Iss. 6; pg. 149-152. Kramer, E. (2004, October). COHABITATION: JUST A PHASE? Psychology Today. Vol. 37, Iss. 5; pg. 28-29. Whether because of the instinct to procreate, emotional desire, or compulsion to follow social norms, human pair-bonding leads often to marriage. Defined as a social institution, religious sacrament, and personal commitment, marriage continues to evolve, growing to include a more relaxed attitude to divorce and the practice of cohabitation before marriage. Both of these subjects have sparked heated debates, with the issue of cohabitation before marriage being the latest movement in the realm of matrimony. While many opponents of cohabitation before marriage cite a lack of core family and moral values that have sanctified union through marriage for millennia, recent studies have shown that cohabitation before marriage is not only increasing in popularity, but may be beneficial compared to marriage first, as evidenced by the increasing divorce rate among married couples, the decrease of overall marriages, and the ever-changing landscape of marriage throughout history. Marriage between a man and a woman has long been the backbone of social cooperation and society itself. Marriage offered greater economic stability, the opportunity to produce heirs, and was often utilized as a tool to strengthen alliances between groups. Marriage echoed the foundational desire for societal regulations and norms, and like society, marriage continuously evolved, redefining itself and its purpose. From the days ancient Mesopotamia to Greece and Rome, marriage was largely a civic obligation. However, the proliferation of polytheistic religions as ultimate moral authorities transformed marriage into an expression of faith. Until the emergence of modern nation-states, most marriages were conducted under one or another religious regime. Starting with the Protestant Reformation, â€Å"most states took over their dominant religion’s marriage laws; debate has ensued ever since whenever a nation deviates from the still powerful religious rules that sanctify marriage† (Miller, 1999). Despite these dogmatic rules, outlawed actions such as unmarried cohabitation and divorce have become commonplace among couples, and the cause and effects are mixed. According to an analysis of new census figures by The New York Times, married couples, whose numbers have been declining for decades as a proportion of American households, have slipped into a minority in the United States. The American Community Survey, released in October by the Census Bureau, found that â€Å"49. 7 percent, or 55. 2 million, of the nation’s 111. 1 million households in 2005 were made up of married couples — with and without children — just shy of a majority and down from more than 52 percent five years earlier† (Hurley, 2005). This trend shows that less and less heterosexual couples are choosing to get married, instead preferring to cohabitate and have children without marriage. Cohabitation can have many important benefits that marriage cannot, even if it comes with no religious sanctification or government protection. Cohabitation before marriage can be for a variety of reasons. Some couples may use it to see if they can live with the person, while others may do it simply out of convenience, and still others may do it for more practical reasons such as to save money. Susan Sassler, a sociology professor at Ohio State University, interviewed undergraduate and graduate students who had been living with a romantic partner for at least three months and asked them why they decided to move in with their partners. Fewer than a third of interviewees reported discussing their ideas for the future before making the move, and even fewer had mentioned marriage in their discussions with their partners; nearly a fifth specifically stated that they weren’t using cohabitation as a trial for marriage, and the most commonly cited reasons for moving in together were â€Å"saving money, convenience and the need for housing† (Kramer, 2004). This study helps show that cohabitation before marriage is not necessarily anything more than a practical move on the part of the couple. Whether or not the couple gets married seems to be secondary to the mutually beneficial arrangement that can allow many young couples to pursue personal and professional goals more easily with the support system offered by such a thing as marriage, with the freedom offered by being single. In the United States, it is widely believed that one in two marriages will end in divorce, so while many couples live together out of sheer practicality, cohabitation may be a good way to avoid the increasing divorce rate. The rate of divorce today is considered to be roughly 43% by the National Center for Health Statistics but was moved back up to around 50% by the Census Bureau in 2002. Most recently, according to the New York Times, it has been revised downward to just over 40%. (Crouch, 2005) This lower figure could be due to the fact that less people are getting married and choosing instead to cohabitate, but it cannot be denied that less people are getting and staying married than ever before. The proliferation of cohabitation before marriage could be for a great number of reasons, including the increasingly fast pace of society, a more cynical view of traditional morality, or even the more evolved view that couples do not have to sanctify their union through religion or law. Studies on successful cohabitation are difficult to perform, and no concrete statistics such as divorce rates offer clear-cut answers to its ultimate success or failure. However, moving past religious and social dogma that often frowns upon cohabitation before marriage, it would seem to be preferential for young couples to do before getting married, and many have. According to Jessie Knadler of Cosmopolitan Magazine, â€Å"many couples today live together before they marry, roughly 70 percent versus less than 5 percent 40 years ago† (Knadler, 2005). While this number suggests that virtually all couples that marry live together first, it also leads to a pitfall that cohabitating couples must avoid, namely seeing marriage as the next logical step in the relationship. As evidenced in the Sassler study, many of these cohabitating couples are doing it out of practical reasons, sharing money, bank accounts, bills, and such; to move this arrangement into marriage without a strong foundation is a risky mistake that ends in divorce nearly half of the time. The casual acceptance of divorce in today’s society seems to offer couples an easy way out whenever they so choose, unlike a few short decades ago when divorce was considered taboo. Divorce ultimately costs not only the couple, but also society as a whole, in legal fees and wasted court time. While breakups are rarely pleasant, they can prevent many of these personal fights from entering the public arena. The success of any marriage, relationship, or partnership depends on the trust and commitment of those who enter into it. Cohabitation can be a good way to lead to marriage, but it takes work and honesty between both partners. If the partners see a future with each other, marriage is the next logical step. However, if they are living together out of convenience, perhaps marriage is a bad idea. And, while marriage continues to evolve and to some degree evaporate, human relationships will always be too complex and diverse to generalize. REFERENCES Crouch, J. (2005). Divorce Rates. Divorce Reform Page. Americans for Divorce. Retrieved August 9, 2008, from http://www. divorcereform. org/rates. html Hurley, D. (2005, April 19). Divorce Rate: Its Not as High as You Think. The New York Times. Divorce Statistics Collection. Retrieved August 9, 2008, from http://www. divorcereform. org/nyt05. html Knadler, J. (2005, December). Is Five Years the New Forever? Cosmopolitan. Vol. 239, Iss. 6; pg. 149-152. Kramer, E. (2004, October). COHABITATION: JUST A PHASE? Psychology Today. Vol. 37, Iss. 5; pg. 28-29. Miller, M. (1999, March/April). What is Marriage For? : A Conversation with E. J. Graff. UU World Magazine. 37 pars. Retrieved August 9, 2008, from http://www. uua. org/world/0399feat3. html

Kate OFlaherty Chopins Biography Essay -- essays research papers fc

Kate O'Flaherty Chopin was born 8 February 1851 into a prominent family in St.Louis, Missouri. Her father, Thomas O'Flaherty, an Irish immigrant, was a successful St. Louis merchant who was killed in a railroad accident when Kate was only five years old. Kate's mother, Eliza was left a wealthy widow and raised Kate in a household "run by vigorous widows: her mother, grandmother, and great-grandmother . . . a community of women who stressed learning, curiosity, and financial independence" (Toth, 187). Kate was formally educated at the Academy of the Sacred Heart in St. Louis where she kept a commonplace book "in which the thoughtful adolescent recorded themes that appear in her later fiction, among them women's roles and the conflict between desire and duty" (Toth, 187). On 9 June 1870, two years after graduating from the Academy, Kate married Oscar Chopin, the son of a planter from Natchitoches Parish, Louisiana. They were married for twelve and a half years, spending nine in New Orleans and three in Cloutierville, Natchitoches Parish. During this time, Kate gave birth to five boys and one girl. "Devoting herself to her family and household, she still managed to reconcile the needs of her own being with the expectations of her conventional milieu. She dressed unconventionally and smoked cigarettes long before smoking was an approved practice among women in her class" (Inge, 91). When Oscar died of malaria in 1882, he left Kate twelve thousand ...

Level 2 Unit 6.1.3 Essay

There are lots of different ways of gaining further qualifications, skills or work experience – and the range of options is growing. You could: †¢continue in full-time education, either at school or college †¢continue your learning through work-based training If you’re aged 16 or 17 and coming towards the end of a school or college course, the ‘September Guarantee’ means that you’ll definitely be able to continue learning. Everyone in this age group due to leave education is guaranteed an offer of a place on an appropriate course – and information, advice and guidance to help weigh up their options. Staying in full-time education There is a much wider range of subjects and qualifications that students are able to choose from up until now. As well as A levels, there is a growing range of work-related qualifications. Selected schools and colleges are also offering the Diploma qualification for 14 to 19-year-olds. Depending on what type of study is taken there is an option to stay on at school, or go to a sixth form college, specialist, college or further education college. Students with a disability or learning difficulty, should check how there school or college could provide extra help to ensure that they are assessed fairly. Learning at work If ready to start work then it’s important to pick a job that offers planned training leading to a nationally recognised qualification. There are lots of ways to improve skills and get qualifications, from Apprenticeships to the ‘Entry to Employment’ scheme. Apprenticeships As employees, apprentices earn a wage and work alongside experienced staff to gain job-specific skills. Off the job, usually on a day-release basis, apprentices receive training to work towards nationally recognised qualifications. Anyone living in England, over 16 years-old and not in full-time education can apply. Apprenticeships can take between one and four years to complete depending on the level of Apprenticeship, the apprentices’ ability and the industry sector. The minimum salary is ? 2. 60 per hour; however, many apprentices earn significantly more.

Pangloss and Martin: Fate and Reality

As far as my simple self could deduce from Voltaire's Candide, Pangloss and Martin are as different as they are wise when it comes to the brightness or, in Martin's case, the darkness with which they view the world. Pangloss is evidently a man of knowing and has put much thought Into his philosophy that â€Å"everything Is for the best In the physical as well as the moral universe and nothing could be otherwise†¦ Quite the optimist, he went about life accepting things the way they were, putting up little fight nd attributing everything to the will of God or whatever higher power runs this universe (fate). I'd Ilke to think that Pangloss even looked forward to living life, gathering experiences even If they werent exactly Ideal. Martin on the other hand, finds life very depressing what with having no one to love and nothing to look forward to; he sees no goodness in his fellow man and no happiness in any situation and often expresses exasperation with life.The Interesting thing about him however Is that he carries still this energy, an angry passion if you will. o live as well as he can (i. e. Martin decides to hang around with Candide because he has nothing to his name while Candide is flowing with riches and people treat the rich much better than those who have none); he's actually a dark version of a realist, I think. Personally, find Martin to be a much better companion to be with for rather than Just placidly allow things to run way they do, he decides to take action and make things better in spite of his supposedly being fed up with the way the universe is.

A Critical Study of William Faulkner by Irving Howe

A Critical Study of William Faulkner by Irving Howe As one of the most important figures in 20th-century American literature,  Ã¢â‚¬â€¹Ã¢â‚¬â€¹William Faulkners works include The Sound and the Fury (1929), As I Lay Dying (1930), and Absalom, Absalom (1936). Taking into consideration Faulkners greatest works and thematic development, Irving Howe writes, The scheme of my book is simple. He wanted to explore the social and moral themes in Faulkners books, and then he provides an analysis of Faulkners important works. Search for Meaning: Moral and Social Themes Faulkners writings often deal with the search for meaning, racism, the connection between past and present, and with social and moral burdens. Much of his writing was drawn from the history of the South and of his family. He was born and raised in Mississippi, so the stories of the South were ingrained into him, and he used this material in his greatest novels. Unlike earlier American writers, like  Ã¢â‚¬â€¹Melville and  Ã¢â‚¬â€¹Ã¢â‚¬â€¹Whitman, Faulkner wasnt writing about an established American myth. He was writing about the decayed fragments of myth, with the Civil War, slavery and so many other events hanging in the background. Irving explains that this dramatically different backdrop is one reason his language is so often tortured, forced and even incoherent. Faulkner was searching for a way to make sense of it all. Failure: A Unique Contribution Faulkners first two books were failures, but then he created The Sound and the Fury, a work for which he would become famous. Howe writes, the extraordinary growth of the books to come will arise from his discovery of his native insight: the Southern memory, the Southern myth, the Southern reality. Faulkner was, after all, unique. There has been no other quite like him. He seemed to see the world in a new way forever, as Howe points out. Never satisfied with the familiar and well-worn, Howe writes that Faulkner did something that no other writer except James Joyce has been able to do when he exploited the stream-of-consciousness technique. But, Faulkners approach to literature was tragic, as he explored the cost and heavy the weight of human existence. Sacrifice may be the key to salvation for those who stand ready to bear the cost and suffer the weight. Perhaps, it was only that Faulkner was able to see true cost.

All the SAT Idioms You Need Complete List

All the SAT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the SAT are different than most of the other grammar questions. Why? Idiom questions can't be figured out by applying a specific rule. You have to rely on your general knowledge of English and your familiarity with certain phrases. Because you’re likely to encounter a couple of idiom questions on the SAT Writing and Language subsection, I’ll provide you with some information about idioms that should help you raise your SAT score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common type of idiom questions on the SAT Writing and Language subsection. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough SAT idiom list to help guide your studying. Provide you with practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "at the drop of the hat," "beat around the bush," and "in over (one's) head." However, the SAT does not test you on these colloquial expressions. SAT Writing and Language idiom questions will test you on different types of idioms. How Are Idioms Tested in SAT Writing and Language? While the SAT does not test you on the figurative expressions I referenced above, the SAT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you're "interested in" something, not "interested at" something. You "focus on" something, not "focus at" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Because he laughed when his friend fell down, Justin was accused of being devoid at sympathy. You may encounter a sentence like this on your SAT. In the sentence, there is no violation of a specific grammar rule. However, "devoid at" is an idiom error. Why? Well, the correct phrase is "devoid of." The corrected version of the sentence looks like this: Because he laughed when his friend fell down, Justin was accused of being devoid of sympathy. The expression "devoid of" means without. Familiarity with the given expression greatly helps to identify an idiom error. There is another type of idiom that may be tested on the SAT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include running, jumping, and thinking. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to run, to jump, and to think. What are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable as being." The proper idiomatic expression is "mind being,"not "mind to be."For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it is acceptable to use an infinitive or a gerund. Here's an example: I struggle to do geometry. Or, you can also write: I struggle doing geometry. Both sentences are correct. Here is a sentence with an idiom error: Bob insists at being annoying. Do you recognize the idiom error? Do you know the right idiom? This is the corrected version of the sentence: Bob insists on being annoying. Again, there is no rule to learn that lets you know that the phrase should be "insists on being" instead of "insists at being." This is another example of an idiom error: Julietends being worrisome. Check out the sentence after the idiom error is corrected: Julie tends to be worrisome. The infinitive form should be used with the word "tends" instead of the gerund form. Now let's look at idiom questions from the SAT. Real Examples Here are a couple of idiom questions from the College Board's practice tests. Explanation:The infinitive "to be" is incorrectly used with the verb "serves." In this sentence, the proper idiomatic expression is "serves as." The correct answer is B. See if you can figure out this idiom question: Explanation: The correct idiomatic expression is "as a means of." The answer is B. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Those who have recently learned English have had less exposure to idiomatic expressions and can't learn all of the correct expressions by memorizing a rule. Why They're Easy Idiom questions are one of the few types of grammar questions where solely relying on what "sounds right" is likely to give you the right answer. These questions don't require you to understand and apply a rule. If you're familiar with the specific idioms that appear on your SAT, you can easily spot any idiom errors. SAT Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3:Keep a list of idioms that appear on practice tests. #4: Review and familiarize yourself with the list of idioms below. Complete List of SAT Writing Idioms While there are thousands of idioms in the English language, SAT idiom questions will most likely involveprepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the College Board’s practice tests are listed first. It's not practical for you to memorize every single idiom on this list. There will probably only be a couple of idiom questions on your SAT Writing and Language subsection. Spending numerous hours learning hundreds of idioms wouldn't be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the SAT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. Here's my thorough list of idioms: IDIOMS FROM SAT PRACTICE TESTS as a means of serve as wait for in order to be PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional Practice Congratulations on successfully making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the SAT. I've created some realistic SAT questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. Diligent research performed byeducation scholars indicatesthat moretime spent studying correlates frombetter educational outcomes. A. NO CHANGE B. of C. with D. Delete the underlined portion 2. Because she is extremelyprotective, Renee hopes to preventher younger sister formaking irresponsible decisions atparties. A. NO CHANGE B. to C. from D. at 3.After beinginterrogated bythe police for five hours, Ken admitted to beingguilty of racketeering and money laundering. A. NO CHANGE B. to be C. to having D. is 4.Even thoughshe was expected doingall of the domestic labor, Natasha wasunwilling to conformto traditional gender roles. A. NO CHANGE B. to do C. at D. having done Answers: 1. C, 2. C, 3. A, 4. B What's Next? Now that the maximum score for the SAT is a 1600, find out what's a good score on the new SAT. Find out how to find your target score. Finally, learn whether you should take the SAT or the ACT. Want to improve your SAT score by 160 points? 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Psychology Learned Helplessness Doctor Seligman Essay

Psychology Learned Helplessness Doctor Seligman - Essay Example The hypÐ ¾thesized depressive explÐ °nÐ °tÐ ¾ry style is chÐ °rÐ °cterized by internÐ °l, stÐ °ble, Ð °nd glÐ ¾bÐ °l Ð °ttributiÐ ¾ns fÐ ¾r negÐ °tive events, Ð °nd externÐ °l, unstÐ °ble Ð °nd specific Ð °ttributiÐ ¾ns fÐ ¾r pÐ ¾sitive events. Ð lthÐ ¾ugh nÐ ¾t every study exÐ °mining the questiÐ ¾n Ð ¾f whether depressed individuÐ °ls hÐ °ve this explÐ °nÐ °tÐ ¾ry style hÐ °s cÐ ¾rrÐ ¾bÐ ¾rÐ °ted this hypÐ ¾thesis, there hÐ °ve been Ð ° lÐ °rge number Ð ¾f suppÐ ¾rtive studies. Indeed, Sweeney, Ð ndersÐ ¾n, Ð °nd BÐ °iley (1986) cÐ ¾nducted Ð ° metÐ °-Ð °nÐ °lysis Ð ¾f 104 studies Ð °nd cÐ ¾ncluded thÐ °t there wÐ °s strÐ ¾ng suppÐ ¾rt fÐ ¾r the link between the pessimistic explÐ °nÐ °tÐ ¾ry style fÐ ¾r negÐ °tive events Ð °nd depressiÐ ¾n, Ð °nd weÐ °k tÐ ¾ mÐ ¾derÐ °te suppÐ ¾rt fÐ ¾r the link between the pessimistic style fÐ ¾r pÐ ¾sitive events Ð °nd depressiÐ ¾n. LeÐ °rned helplessness is Ð ° phenÐ ¾menÐ ¾n cÐ ¾ntÐ °ining three cÐ ¾mpÐ ¾nents: cÐ ¾ntingency, cÐ ¾gnitiÐ ¾n, Ð °nd behÐ °viÐ ¾r. CÐ ¾ntingency Ð °ddresses the uncÐ ¾ntrÐ ¾llÐ °bility Ð ¾f the situÐ °tiÐ ¾n. CÐ ¾gnitiÐ ¾n refers tÐ ¾ the Ð °ttributiÐ ¾ns thÐ °t peÐ ¾ple mÐ °ke regÐ °rding their situÐ °tiÐ ¾n Ð ¾r surrÐ ¾undings Ð ¾f which they Ð °re Ð ° pÐ °rt. BehÐ °viÐ ¾r Ð °llÐ ¾ws individuÐ °ls tÐ ¾ decide whether they will give up Ð ¾r prÐ ¾ceed with the Ð ¾bstÐ °cle set befÐ ¾re them (PetersÐ ¾n, MÐ °ier, & SeligmÐ °n, 1993). When peÐ ¾ple experience leÐ °rned helplessness, they hÐ °ve Ð ° tendency tÐ ¾ give up eÐ °sily Ð ¾r fÐ °il mÐ ¾re Ð ¾ften Ð °t sÐ ¾mewhÐ °t eÐ °sier tÐ °sks. LeÐ °rned helplessness is mÐ ¾re likely tÐ ¾ result frÐ ¾m situÐ °tiÐ ¾ns where fÐ °ilure is uncÐ ¾ntrÐ ¾llÐ °ble. FÐ ¾r exÐ °mple, GernigÐ ¾n, FleurÐ °nce, Ð °nd Reine (2000) cÐ ¾nducted Ð ° study Ð ¾n fÐ °ilure in cÐ ¾ntrÐ ¾lled Ð °nd uncÐ ¾ntrÐ ¾lled circumstÐ °nces. They fÐ ¾und thÐ °t fÐ °ilure wÐ °s mÐ ¾re likely tÐ ¾ Ð ¾ccur in uncÐ ¾ntrÐ ¾llÐ °ble circumstÐ °nces. Ð nÐ ¾ther study, cÐ ¾nducted by Stiensmieier-Pelster Ð °nd SchurmÐ °nn (1989), Ð °ddressed fÐ °ilure in terms Ð ¾f blÐ °ming the results Ð ¾n internÐ °l Ð ¾r externÐ °l fÐ °ctÐ ¾rs Ð °nd hÐ ¾w perfÐ ¾rmÐ °nce wÐ °s

Jpmorgan income&growth PLC Essay Example | Topics and Well Written Essays - 1500 words - 1

Jpmorgan income&growth PLC - Essay Example The professors further theorized about the market value a any given firm being determined by not only the earning power of the given firm, but also by the risk associated to he underlying assets of the firm with the firms value being independent of the way it chooses to finance its investment or the distribution of the dividends. The capital structure theorists who are perceived to be orthodox are mainly divided into two different groups with the fundamentalists like Modigliani and Miller making arguments bout the world approaching perfection very much closely with the imperfections which might be offsetting to a great extent which consequently makes gearing not to matter in the real sense. Amongst the scholars classified as the revisionists include finance text authors who are famous for writing for a wide group of audience for whom theoretical ingenuity may in real terms not imply to the highest value but instead make attempts towards accommodating, though, within the confines of o rthodoxy in what is described as the stark difference between Modigliani and Millers both theoretical analysis and empirical observations as regards to the importance that has been based on a firms capital structure not only by the firm itself, but by also the investors (Findlay and Williams, 1985). It is therefore evident that what they are in real sense arguing about is the importance of imperfections which further which further attributes to the reason making gearing very important hence they play quite a critical role in making us understand why different firms make the gearing decisions the way they do. This study will therefore critically analyze both the fundamentalist and revisionist positions. The Modigliani and Miller argument is mainly founded on the following basic assumptions; That there is absence of taxes, the absence of the costs of transactions, that there are no costs of bankruptcy, that there exists equivalence in the costs of borrowing not only for the companies, but also the investors, that there exists symmetry in the flow of market information as regards to both the companies and investors being in know how with the given information (Edwards, 1987). Lastly, the theory is based on the assumption that there exists no significant effect as regards the effect of debt on the earnings of the company before interest and taxes (Findlay and Williams, 1985). It must however be noted that the reality existent in the real world is that there are taxes, costs of bankruptcy, the costs of transactions, existence of various differences in not only the costs of borrowing, but also the asymmetries in the flow of information and the effects debts has on earnings. Thus, to gain a better understanding of the failures of Modigliani and Miller (MM) economic models of gearing, we will first briefly look at both prepositions. Modigliani and Miller’s Capital-structure Irrelevance proposition The capital structure irrelevance proposition propagated by Modi gliani and Miller makes assumptions of the lack of both taxes and the costs of bankruptcy. According to the proposition, they argue that the weighted cost of capital of any given company remains constant in disregard to the numerous changes in the structure of any firm’s capital structure. A good example would the rate of borrowing of a given firm which would result in no tax benefits resulting from payments of interest hence resulting to no changes or benefits as regards the companies weighted average cost of