Read Emma Watsons 2016 U.N. Speech on Gender Equality

Actress Emma Watson, a United Nations Goodwill Ambassador, has used her fame and activism to shine a spotlight on gender inequality and sexual assault at universities and colleges around the world. In September 2016, the Harry Potter star delivered a speech about the gender double standards that many women encounter when they study and work at universities.   This address was a followup to a speech she made two years earlier after launching a gender equality initiative called HeForShe at the U.N. headquarters in New York. Then, she focused on global gender inequality and the role that  men and boys must play to fight for justice for girls and women. Her 2016 speech echoed these concerns while specifically focusing on sexism in academia. Speaking Out for Women A feminist, Emma Watson used her September 20, 2016, appearance at the U.N. to announce the publication of the first  HeForShe IMPACT 10x10x10 University Parity Report. It documents the pervasiveness of gender inequality across the globe and the commitment 10 university presidents made to fight this problem. During her speech, Watson linked the gender disparities on college campuses to the widespread problem of sexual violence that many women experience while pursuing higher education. She said: Thank you all for being here for this important moment.  These men from all over the world have decided to make gender equality a priority in their lives and in  their universities. Thank you for making this commitment. I graduated from university four years ago. I had always dreamed of going and I know how fortunate I am to have had the opportunity to do so. Brown [University] became my home, my community, and I took the ideas and the experiences I had there into all of my social interactions, into my workplace, into my politics, into all aspects of my life. I know that my university experience shaped who I am, and of course, it does for many people. But what if our experience at university shows us that women dont belong in leadership? What if it shows us that, yes, women can study, but they shouldnt lead a seminar? What if, as still in many places around the world, it tells us that women dont belong there at all? What if, as is the case in far too many universities, we are given the message that sexual violence isnt actually a form of violence? But we know that if you change students experiences so they have different expectations of the world around them, expectations of equality, society will change. As we leave home for the first time to study at the places that we have worked so hard to get, we must not see or experience double standards. We need to see equal respect, leadership, and pay. The university experience must tell women that their brain power is valued, and not just that, but that they belong among the leadership of the university itself. And so importantly, right now, the experience must make it clear that the safety of women, minorities, and anyone who may be vulnerable is a right and not a privilege. A right that will be respected by a community that believes and supports survivors. And that recognizes that when one persons safety is violated, everyone feels that their own safety is violated. A university should be a place of refuge that takes action against all forms of violence. Thats why we believe that students should leave university believing in, striving for, and expecting societies of true equality. Societies of true equality in every sense, and that universities have the power to be a vital catalyst for that change. Our ten impact champions have made this commitment and with their work we know they will inspire students and other universities and schools across the world to do better. Im delighted to introduce this report and our progress, and Im eager to hear whats next. Thank you so much. Reaction to Watsons Speech Emma Watsons 2016 U.N. speech on gender equality on college campuses has netted more than 600,000 YouTube views. In addition, her words garnered headlines from publications such as Fortune, Vogue, and Elle. Since the actress, a Brown University graduate, gave her speech, new challenges have emerged. In 2016, Watson was hopeful that the United States would elect its first female president. Instead, voters elected Donald Trump, who appointed Betsy DeVos as his education secretary. DeVos has overhauled how colleges respond to sexual assault claims, making procedures more difficult for victims, her critics argue. They say the proposed changes to Obama-era educational policies will make women more vulnerable on college campuses.

Aid, Policy And Growth - 1601 Words

Larry L. Day Aid, Policy and Growth: The Case of St. Lucia Abstract This paper takes a look at aid, policy and growth literature using data from St. Lucia, a country that received $24,000,000 US dollars in 2014. Our findings suggest that aid, in the presence of sound economic policy, does not contribute to growth in St. Lucia. However, this study does find statistical evidence to suggest that democratic governance and openness and monetary policy does impact the effectiveness of aid in St. Lucia. Politics, Governance and institutions in St. Lucia Saint Lucia is a Commonwealth realm; Queen Elizabeth II is the Head of State, represented on the island by a Governor-General. Executive power, however, is in the hands†¦show more content†¦Today, there is a tremendous amount of literature on the relationship between aid and growth (Hudson, 2004). McGilivray provides a recent comprehensive survey of the theoretical and empirical literature on foreign aid and growth. (McGillivray, 2006) A study conducted by McGillivray demonstrates how aid to African countries not only increases growth but also reduces poverty. Furthermore, the author points out the important fact that continuously growing poverty, mainly in sub-Saharan African countries, compromises the MDGs (Millennium Development Goals) main target of dropping the percentage of people living in extreme poverty to half the 1990 level by 2015. His research econometrically analyzes empirical, time series data for 1968-1999. The paper concludes that the policy regimes of each country, such as inflation and trade openness, influence the amounts of aid received. (McGillivray, 2006). Ouattara (Ouattara, 2006) analyzes the effects of aid flows on key fiscal aggregates in Senegal. The paper utilizes data over the period of 1970 – 2000 and primarily focuses on the interaction between aid and debt. The author determined three main outcomes of his study. First, that a large portion of aid flows, approximately 41%, are used to finance Senegal’s debt and 20% of the government’s resources are

Comparing Ways Poets Have Written About Love English Literature Essay free essay sample

The verse form I will discourse in this essay are: My Last Duchess and Porphyria s Lover as my primary comparings and The Passionate Shepherd and The Nymphs Reply to the Shepherd as my secondary verse form. Both of my primary verse forms have been written by Robert Browning. Robert Browning lived from 1812-1889 and he was married to Elizabeth Barrett, another good known poet. Browning s manner of composing reflects the epoch he lived in. Browning s dramatic soliloquies are verse forms in which the words non merely convey puting and action but besides reveal the talker s character. The Passionate Shepherd to his Love was written by Christopher Marlowe who lived from 1564-1593. Marlowe was from Canterbury and he went to analyze in Cambridge and he may hold even been involved in espionage. Marlowe had an interesting but unhappily really short life as a consequence of a suspected bash in a tap house. Some people think that he did non decease in the tap house but he went to populate in Europe, some people besides think that he may hold written some of Shakespeare s work as Marlowe was besides a good known dramatist at the clip. The Nymph s Reply to the Shepherd was written by Sir Walter Raleigh in response to Marlowe s The Passionate Shepherd to His Love . Sir Walter Raleigh was a close intimate of Queen Elizabeth I and his answer to Marlowe s verse form was demoing him being realistic about love and outlooks of love. In both poems a cardinal character refers to the slaying of their married woman or lover. In the verse form it is through their descriptions of this action that the characters are conveyed. In Porphyria s lover the adult males character and presence appears concealed in a province of oblivion until Porphyria arrives I listened with bosom tantrum to interrupt this gives an feeling that he is obsessional about Porphyria and has no control over his life and that the storyteller has strong emotions towards his love. It is Porphyria s presence that lights up his life. It is she who murmurs how she loved me in other words Porphyria appears to be the active spouse. It is Porphyria who is doing the picks. He sees himself when run intoing with Porphyria as silent and passive. When no voice replied she put my arm about her waist , which suggests that she is commanding his actions. It is besides relevant that we know this supporter as Porphyria s Lover he does non even hold his ain name. W hen he is certain that Porphyria worshipped him my bosom swelled and this makes him determined to take control and do her mine it is merely at this point he is able to be active, and this is when he strangles her. It is as if by making so he retrieves himself to experience like a adult male. It is merely after her decease that he can experience content. It is as if he is a character in a fairy narrative and has rescued Porphyria from an evil enchantment. By killing her he has saved her. He is certain that she would be glad it has its uttermost will he still sees this slaying as an action done for her her darling one want would be heard the reader is still unsure as to the talker s ain want, to kill his love or pin down her forever. In a sense he does non look to understand that he has murdered Porphyria. But sees that she has killed herself and he is passively accepting the state of affairs. The supporter s logical thinking makes sense to him, he appears at times exulting. He i s certain that he has power over this adult female as her lover to make up ones mind whether she lives or dies, as so does the duke in My last Duchess , nevertheless, whereas the lover in Porphyria s lover appears weak and wants to recover power the duke is in absolute control. It becomes clear merely in line 45 that the duke gave bids and killed his first married woman. The duke is talking to the minister plenipotentiary of the count who has come to set up the duke s following matrimony and the duke is anticipating a dowery. The fact that the duke is ready to acknowledge that he killed his first married woman because she was excessively nice confirms that the duke is confident that he is above the jurisprudence. It is chilling that the minister plenipotentiary is prepared to sell this immature miss to a liquidator. The duke says .the counts munificence/ is ample warrant that no merely pretension of mine for dowery will be disallowed . This barely disguises his greed and material istic grounds for get marrieding. He is unconvincing when he says that it is his just girl s ego that is his object . Worryingly this future married woman sounds as if she will fall in the other objects in his art gallery as an object . The duke wants for entire control and is happier uncovering a picture of his last married woman than her world. He makes the point that no 1 can open the drape but him and so he has power over the image. The emotion he feels seldom breaks through. He appears wholly cold. In contrast to Porphyria s lover who is unprompted, the duke appears to move intentionally and carefully. His choler surfaces as he describes his last duchess s reaction to an officious sap who dared to offer her a clump of cherries. The duke is outraged by his married woman and expects his hearer to hold. He is most pained that she smiled at retainers as if she ranked my gift of a nine-hundred twelvemonth old name with anyone s gift . From this comment we see that he sees his p osition as most of import. He has a really fixed thought of how he and his married woman should act ; he will non stoop and believes merely inquiring his married woman non to smile would be stooping . The duke is so pretentious that he feels uncomfortable in inquiring person to halt stooping He would prefer her dead. Both these verse forms manage to give a really strong sense of the characters of the adult females they have killed. Both adult females appear faultless. The trigger for Porphyria s lover to strangle Porphyria is when he realises that she loves him. Porphyria enters her lover s bungalow and makes it warm ; she attempts to do him comfy. She acts more like the adult male in the relationship, her hair is moist and she has been outside enduring the cold and wet, whereas he has been indoors waiting for her. The functions are reversed, it is she who murmurs how she loves him. In contrast the duchess appears feminine. As the duke criticizes this adult female, the reader is convinced of her comeliness, to easy impressed . It is as if the duke is falsifying linguistic communication as honest and good words earnest a bosom excessively shortly made sword lily are turned into bad. She is non a prig and does non value herself harmonizing to her name. Whilst Porphyria s lover believes his sla ying to be Porphyria s dearest want , the duke has no involvement in his duchess s want. The thought procedures of the duke and the lover are suggested in the verse form through punctuation. Punctuation creates interruptions and run on lines. In My Last Duchess the punctuation seldom agrees with the beat or rime. This makes the rime and beat less obvious. It sounds more like a address than verse though in fact he speaks in riming pairs and utilizing iambic pentameter. In line 25 for illustration sir, twas all one! My favor at her chests, / the dropping of the twenty-four hours light in the West, / the bow of cherries some interfering fool/ broke in the orchid for her. Here the punctuation varies and the interruptions are non predictable. So they interrupt the formal beat of the verse form. This makes it clear the emotion he seeking to mask through his formal address. The beat and rime in Porphyria s Lover is much more evident and the interruptions less frequent. As we read we are lulled by the beat which is besides iambic. It is as if we are sing the music construct up in a horror film and all of a sudden he says and strangled her the knock of the horror hits you, the rime is broken and the interruption in the line interrupts the beat. This confirms the talker s agitated province. Having killed her, the beat returns to its hypnotic iambic round, which contrasts with his hideous action. The horror of the actions of both supporters is made more convincing by the strong feelings given of the topographic point. In Porphyria s Lover the outside tears the elm tops down for malice . The conditions is cruelly destructive which reflects the lover s ain temper. The bungalow that he sits in rapidly warms up when Porphyria enters. Again the house reflects his ain temper. The Duke and the envoy sit in the Duke s gallery and expression at the art. He points in the beginning to a picture of his married woman and the terminal of the verse form in the same tone points at a sculpture of Neptune. This shows that he looks at his married woman as holding the same importance as his art. Though both the duke and the lover kill their lovers they do so for different grounds. The duke because he does non wish his married woman plenty, as he is Obs and has paranoia over his married woman, and the lover because he loves her excessively much. However both the duke and the lover appear mad. He loved her so much that he go haunted she s mine, mine mine which led him to go brainsick and from going loony he convinced himself that by killing her he was assisting her. Contrastingly, the duke had trouble in get bying with the attitude and personality of his married woman. The duke is really cold he gave commands he did nt even care about killing her he does non see her as homo. He says then all smilings stopped together and so he was satisfied. In The Passionate Shepherd to his Love , Christopher Marlowe instantly shows his stance on his place with his love, Come live with me . This shows merely how eager the shepherd is and so there is a intermission where he goes on to state, aˆÂ ¦and be my love . This is more of a soft tone and softens what has merely been said. In the following line there are two utilizations of initial rhyme, And we will all the pleasances proveaˆÂ ¦ , and the w s and p s add a persuasive definite feel to the poetry. In the last two lines of this stanza, Marlowe lists all the things the Nymph and the shepherd will make together, and by naming them, he is doing it look as though there is an astonishing assortment of landscape to bask. These countries he is naming are all dramatic, natural pleasances and have non been changed by adult male, nil is unreal. When it says, aˆÂ ¦or steepy mountain outputs . The shepherd is demoing that there is an excess sense of freedom and that to gether, the Nymph and himself will bask the natural beauties. The pastoral nature of this verse form shows the tradition of love and shepherd s. The verse form was really successful at the clip because many people related love and the countryside. The Nymph s Reply to Marlowe s verse form is instead flooring. She starts by altering what the shepherd has merely said to what she thinks is world. In the first line, If all the worldaˆÂ ¦ , the Nymph uses the word if as this shows her interior negative dubious feelings about what the shepherd has merely offered. The following line starting, And truth in every shepherd s lingua , shows that the Nymph is connoting that work forces lie and the shepherd is lying to her. She thinks that everything that the shepherd is stating is unreal and bogus and she is seeking to do him see sense. The immature lady speaks sardonically about pretty pleasances , which are words, which she has taken from the shepherd s verse form, but has twis ted them. This is meant to be sarcastic, but without being excessively acrimonious, nevertheless, she is stating it with a sense of sorrow that it is non true. I think that the immature lady would truly wish to populate like that. Besides in pretty pleasances there is an initial rhyme of the p as this emphasises her negative temper by reiterating the initial rhyme that Marlowe used. Raleigh so uses, might me travel , and this is once more based on what the shepherd said. May move and may thee moveaˆÂ ¦ , here there is besides a instance of initial rhyme but with a negative feel from the Nymph, underscoring her uncertainty and sorrow. At the terminal of this line there is an enjambement, as the poet wants there to be a streamlined consequence, to underscore the procedure of traveling in with the shepherd. This highlights the irony and the fact that she will non be populating with him. Raleigh so finishes with, aˆÂ ¦and be my love , as this mimics the beginning of t he shepherd s verse form and underscores that the Nymph is stating she will non be his love. These verse forms are about love but deviant or pervert the thought that love is good. Porphyria s lover s obsessional love where he wants to sublimate his love by taking her life gives a sense that love is destructive instead than good. The duke does non look capable of love and does non anticipate love but because his married woman is capable of loving him and the remainder of the universe he feels bitterness. The Passionate Shepherd to his Love shows true but idealistic love nevertheless the Nymph s Reply quashes the love by being a realist and by stating that the love the shepherd wants is non possible.

NAVIGATING A SUCCESSFUL PROPOSAL PROCESS PART 1 OF 3 - The Writers For Hire

NAVIGATING A SUCCESSFUL PROPOSAL PROCESS: PART 1 OF 3 To Bid or Not to Bid You’ve just received a Request for Proposal (RFP). You’re elated. It’s a sizable contract; capturing the contract and the customer’s repeat business would be an enormous leap forward for your company. Then you begin to look at the RFP. It’s a 100-page document full of jargon, legalese, and pages upon pages of requirements you may never have fulfilled — at least on this scale — and the elation fades to doubt. When you see the proposal deadline, a mild panic sets in. Where do I begin? Should we even try to tackle this? How should I put the best team together? How can we pull this off with the least stress and the most efficiency? These are the questions we’ll address during this three-part blog series. Take a deep breath, and follow these first steps toward a thorough, well-managed proposal process.   First Things First Remember, a Request for Proposal is just that: a request. You are not obligated to respond, and, depending on the requirements outlined in the RFP, you may not want to respond. The first question to ask is whether this contract will truly benefit your company. Daniel Hewitt, a Process Safety Specialist with a Houston-area engineering firm, emphasizes, â€Å"This is a question you should take very seriously. Not all contracts are worth pursuing. No matter how big the contract, no project is worth pursuing when it is doomed from the start or is likely to damage your reputation.† Answering this question requires a thorough analysis of the RFP and some legwork on your part.   Analyzing the RFP Before making a decision about submitting a proposal, you must begin gathering information. Calmly read the RFP from cover to cover. Use a highlighter, write questions in the margins, take notes, and study it. Be thoroughly familiar with it before taking it to other people in your organization to avoid misinforming anyone involved. Watch for buried requirements. Requirements may be lurking in a footnote, a table, or in very small print beneath a drawing; missing them can cost money or hold up the project. Paul Munger, 30-year employee and project estimator for Dallas-based T W Design, illustrates this point. â€Å"For example, your company may ordinarily paint the machinery for its contracts. An asterisked note in 6-point type says something is to be powder coated. If you were to paint it and then be told by the client it was to have been powder coated, it could be very costly. And your company would have to absorb the costs.† Look for information that is not there. â€Å"Often there is information missing from the RFP that may be critical to project delivery,† Hewitt said. â€Å"Make a list of any questions you have concerning what seems to have been left out. Bring up any concerns you have about missing information with those who may be affected: the estimator, the procurement manager, the person who will head up the project if the contract is won, and the person in charge of company or contract finances.† Note the deadline for asking questions. The company issuing the RFP will typically answer questions and clarify items in the RFP — up to the designated cutoff point. Companies handle these requests for clarification differently. Some answer an individual company’s question(s) independently. Some route the response via email to everyone on the bid list. Others hold a meeting to which all bidders are invited, and questions are answered at the meeting. â€Å"Just be sure to submit your questions prior to the deadline,† Munger said. â€Å"Only rarely will you be able to ask anything afterward.† Scrutinize contract terms and up-front costs. For example, Marion Winsett, a career sales manager in oilfield equipment, said, â€Å"Does the contract require that you or any subcontractor post a performance bond?† Winsett recalls a contract his company bid on and lost. The RFP stipulated that a particular subcontractor be included on the project. It further required that the subcontractor post a $1 million performance bond. The subcontractor refused to agree to the performance bond, and the workaround Winsett’s company offered in its proposal was rejected. â€Å"Our failure to come to an agreement on that single issue cost us a huge contract.† Munger recommends paying attention to any other type of mandated insurance and specifications requiring a longer warranty period than is normally offered. â€Å"Check with the procurement manager regarding the cost of additional warranty coverage,† he advised. â€Å"When you find a company willing to offer an extended warranty, it is likely to cost more or require extra lead time.† Addressing contract terms up front is extremely important, Hewitt said. â€Å"A lump sum or turnkey contract must be examined with a fine-toothed comb. If the RFP is not well thought out, and your questions related to missing information are not resolved early on, that is a huge red flag.† Perhaps you shouldn’t respond, as committing to a poorly defined project could seriously affect project success. Assess the resources required and the contract schedule. Make note of the number of resources and the sequence in which resources will be required. You may want to involve subcontractors rather than increase your workforce or try to expand your services. How many employees and/or subcontractors will be needed at project startup? When will the resource curve be at its height, and how many resources will be needed? What about closeout? â€Å"Ask the contract manager to estimate resource requirements and immediately apprise you of potential roadblocks,† Munger advised.   If subcontractors are required, a team must be assembled to source and select the subcontractors immediately after the determination to bid the contract has been made. This team is often independent of the team writing the proposal team. The subcontractor selection team may be members of your sales force, as they likely have existing relationships with subcontractors. Winsett stresses the importance of working closely with the subcontractor(s). â€Å"The selection team and the subcontractor must agree to the terms in the RFP. Terms stipulated in the RFP that the subcontractor sees as roadblocks must be addressed immediately.†   Understand what it will take to do the job. If the RFP calls for designing, building, repairing, or otherwise providing something that is not an item you normally provide, make sure that your estimate accounts for those things. â€Å"Consult a representative of the labor force to determine how the task might be accomplished,† Munger suggested. Make a list of the materials required and the associated specifications. If your company has an estimator and a purchasing agent, now is the time to seek their input. Give the RFP, the list of standard materials, and the projected labor requirements to the estimator. Ask the estimator to read the RFP and let you know if he or she thinks you’ve underestimated your ballpark resource hours or failed to note some critical materials or equipment. If the RFP calls for any nonstandard items, take your list of nonstandard items to the purchasing agent. Ask the purchasing agent to read the RFP to double-check your list and to let you know immediately if there are issues related to product availability, backorders, and long lead times. If your company doesn’t have a designated estimator or purchasing agent, enlist whatever help you can get so that issues regarding the cost of materials and any nonstandard items can be addressed immediately. It’s Time to Decide As soon as you have read the RFP and received some key players’ assistance, head straight to the person with the purse strings. Discuss the terms of the RFP regarding up-front costs, terms of payment, and additional staffing. After your discussions with the financial officer, the estimator, and the project manager, Hewitt emphasizes that you should have a â€Å"Go/No-Go meeting.† This meeting should include the persons just mentioned and any others you’ve involved who may have foreseen a red flag on the RFP, as well as the top decision-maker for your company or division. Brainstorm how issues in financing, staffing, and materials acquisition might be resolved. â€Å"Set aside your belief in how important this client’s business might be,† Hewitt said. â€Å"Consider whether the roadblocks you’ve identified could actually result in project failure, a damaged reputation, or financial loss.† You must resolve the issues or agree to pass on this one. Next in this series: We’re Going Forward. What Next?   If you’ve struggled with previous proposals — possibly in the form of all-nighters, frustrated teams, and a mess of email miscommunication — then you know just how wrong proposal preparation can go.   Setting up the right team from the start can mean the difference between smooth writing and proposal hell. From sales reps to SMEs, learn who should be on your proposal team to keep the writing on track and help secure a winning bid.

Free Essays on Ellis Island

ELLIS ISLAND Ellis Island has a long history, was needed, and was the "Gateway to America" from 1892 until it closed in 1954, when it began its slow decay. The island was called Gull Island by the Indians and Oyster Island by the Dutch. Later the English erected a gibbet or gallows on the island for hanging criminals and so the island became known as Gibbet Island. The Indians sold it to the Dutch East India Company for trinkets. The company later sold it to Mynheer Paauw who also bought land along the New Jersey coastline. Samuel Ellis, a colonial merchant bought the island and it became at last Ellis Island. After the Revolution, the island was sold to New York State and in 1811, Fort Gibson was built on it in preparation for the War of 1812. No fighting took place at Fort Gibson it was mainly a munitions storage fort. When immigrants began, pouring into New York City, New York State processed them at an old fort known as Castle Clinton on the Battery at the tip of Manhattan. When that facility became too small for the large number of immigrants arriving in the country, they chose Ellis Island as the new immigration center. After erecting new wooden buildings, it opened in 1892 but those buildings burned in 1897. New buildings were erected in 1900 and it reopened. Eventually the control of immigration was turned over to the Federal government. Ellis Island was the principal federal immigration station the â€Å"Gateway to America† in the United States from 1892 to 1954. More than 12 million immigrants were processed here. Over time, the immigration station spread over 3 connected islands with numerous structures including a hospital and contagious disease wards. It is estimated that over 40 percent of all citizens can trace their ancestry to those who came through Ellis Island. In its early years, when the greatest number of immigrants entered the country, Ellis Island mirrored the n... Free Essays on Ellis Island Free Essays on Ellis Island ELLIS ISLAND Ellis Island has a long history, was needed, and was the "Gateway to America" from 1892 until it closed in 1954, when it began its slow decay. The island was called Gull Island by the Indians and Oyster Island by the Dutch. Later the English erected a gibbet or gallows on the island for hanging criminals and so the island became known as Gibbet Island. The Indians sold it to the Dutch East India Company for trinkets. The company later sold it to Mynheer Paauw who also bought land along the New Jersey coastline. Samuel Ellis, a colonial merchant bought the island and it became at last Ellis Island. After the Revolution, the island was sold to New York State and in 1811, Fort Gibson was built on it in preparation for the War of 1812. No fighting took place at Fort Gibson it was mainly a munitions storage fort. When immigrants began, pouring into New York City, New York State processed them at an old fort known as Castle Clinton on the Battery at the tip of Manhattan. When that facility became too small for the large number of immigrants arriving in the country, they chose Ellis Island as the new immigration center. After erecting new wooden buildings, it opened in 1892 but those buildings burned in 1897. New buildings were erected in 1900 and it reopened. Eventually the control of immigration was turned over to the Federal government. Ellis Island was the principal federal immigration station the â€Å"Gateway to America† in the United States from 1892 to 1954. More than 12 million immigrants were processed here. Over time, the immigration station spread over 3 connected islands with numerous structures including a hospital and contagious disease wards. It is estimated that over 40 percent of all citizens can trace their ancestry to those who came through Ellis Island. In its early years, when the greatest number of immigrants entered the country, Ellis Island mirrored the n...

Idioms and Expressions With Make

Idioms and Expressions With Make The following idioms and expressions use make. Each idiom or expression has a definition and example sentences to help you understand these common idiomatic expressions with make. Once you have studied these expressions, test your knowledge with quiz testing idioms and expressions with make. There are many other words that often find their way into common idioms and expressions including have, run, work, and like. Make a Beeline for Someone or Something To go directly to someone or something as soon as you arrive. I got to the party and made a beeline for Susan.He made a beeline for the booth as soon as he arrived. Make a Clean Sweep To get rid of everything or everyone to start anew. Im afraid well have to make a clean sweep and start over.The police made a clean sweep of the area by arresting everyone.   Make a Comeback To become successful again after having been away from the scene or society for a long time The actress made a comeback in her latest movie.Youll have to make a comeback and take over the company. Make a Face Contort your face, make a strange expression often used with at someone. She tasted the soup and made a face. It must have been awful.Dont make a face at me! I know youre not happy. Make a Fool out of Someone To trick someone and make them look bad. She made a fool out of him and then left him for another man.I dont think youll ever make a fool out of me. Make a Fuss To pay a lot of attention to someone or something. She made a fuss the last time we visited, so lets take a gift.Im afraid I make a bit of a fuss over my plants in the garden. Make a Go of It To become successful, have success in business. It took us a few years to make a go of it, but everythings fine now.Bob made a go of it as an opera singer in Europe.   Make a Killing To earn a lot of money. Peter has been making a killing as a hedge fund manager.They made a killing in real estate and retired. Make a Living To earn money in a profession or trade. He makes a living selling insurance to the elderly.Can you make a good living by teaching? Make a Name for Oneself To become famous or well known. Jennifer made a name for herself as an actress on Broadway.One day youll get out into the world and make a name for yourself. Make a Point To make something understood to others. Im trying to make a point about your lack of effort.The presentation made the point that you need to start saving early in life. Make a Run for It To try to escape from a bad situation, or just from the rain or something equally unpleasant. Lets make a run for those trees over there. They should keep us dry.The bank robbers made a run for it, but the police caught them within two hours. Make a Scene To become very upset and vocal so that others notice you. The little girl made a scene every time her mother didnt immediately buy her what she wanted.Dont make a scene about this. Lets go home and talk about it. Make a Stink To complain loudly about something. She made a stink to human resources after she didnt get the promotion.Ill go down to the store and make a stink about this! Make an Example of Someone To do something negative to someone in order that others understand that they should not do the same. The boss decided to fire him to make an example of him to the other employees.Im afraid he made an example of her and she started to cry in front of everybody. Make an Exception To not do something that is usually the rule. Ill make an exception this one time. Next time, dont forget your homework.Can you make an exception and let me take the test next week? Make Arrangements   To do everything needed in order to be sure that something is done properly. Ill make arrangements for this to be shipped to Japan.We made arrangements for the meeting next week. Make Ends Meet To earn enough money to pay the bills. He works as an English teacher to make ends meet.You might not get rich, but youll certainly make ends meet. Make Fun Of   To joke at the expense of someone. He made fun of her makeup and she began to cry.Dont make fun of Peter! Hes a great guy! Make Good on Something To do something you have promised or feel you owe someone. Let me make good on it by taking you out to dinner.Jason made good on the bet after two weeks.   Make Light of Something To joke about something serious. I think you need to make light of the whole situation. What good does it do to worry so much?They made light of the mistake and continued with the job. Make Mischief To do something naughty, to get in trouble. The boys made mischief over the holidays and were grounded for three days.I know youre making mischief. I can see the twinkle in your eye. Make Sense   To try to understand something, to be understandable. Does that make any sense to you?Im trying to make sense of this situation. Make Short Work of Something To do something quickly. Lets make short work of the garden and have a beer.She made short work of the report and moved on to the presentation. Make Someone Tick To be responsible for how someone acts in life. His love of music makes him tick.What makes you tick? What really gets you excited? Make Something Up To invent something that isnt true, to tell a false story. He made up an excuse to get out of work that day.Have you ever made something up? Make the Grade To be good enough. Im afraid your work here doesnt make the grade.Do you think this painting will make the grade at the competition? Make Waves To cause others trouble, often by complaining a lot. Can also mean to become noticed, usually by some type of disruption, which can be good or bad. Many people say its important to not make waves at work. Thats how we get into a mess!Her father made waves until the school decided to give her another chance.

When I got my drivers licences Essay Example | Topics and Well Written Essays - 750 words

When I got my drivers licences - Essay Example I sought the input of friends and relatives, people I could trust, who had been there before me. The advice was good – well, at least it made sense to me. â€Å"Be sure that the car you take the test in is clean and smells good,† my best friend offered, â€Å"Or it’ll really tick the tester off and they’ll knit-pick you to death until you fail the behind the wheel.† He swore that exact scenario happened to someone he personally knew. â€Å"Make sure that you take a vehicle that has good air conditioning,† (I was taking my test in July), â€Å"because if it’s hot and you don’t have air, forget about it. The tester is going to want to get through it really quick and you can bet you’ll have to go back and take the behind the wheel again,† was the advice of my older sister. This too made sense to me. The day arrived when I was finally ready to take my behind-the-wheel exam. I had convinced my dad to let me use his caddy, instead of mom’s Vovlo. At first my dad was reluctant to let me use the caddy, but by the time I promised to cut the grass, clean the garage, and take out the garbage on time for the rest of my life at home, he gave in and agreed to let me use it. It would be later that night when I would fully realize that I had committed to so much work around the house that I might never have time to drive even if I did pass my test. My mother drove me to the DMV and we parked in a space where I wouldn’t have any trouble backing out of it once the tester was in the car with me. My mother whispered as we were walked up to the building, â€Å"Now remember, for parallel parking, just aim for the curb and as soon as it looks like your back wheels are touching the curb, straighten it out and you’re home free.† Okay, I thought, that sounds good too; but why was she whispering. Was there a law about getting advice from your mother on test day? I hadn’t read anything about that in the manual. Once inside the building

What Does It Take To Lead Change Essay Example | Topics and Well Written Essays - 1500 words

What Does It Take To Lead Change - Essay Example It is the process of exploring one's own self-evaluation, thinking whether the way they acted in a particular situation is correct or not. Reflecting on one’s own actions is important for business development. It is a must to improve our communication style, clarify our expectations and put into practice the various theories learnt. In fact there are many programs like the Ignatius exercises which use role modelling to focus on various critical issues, kindle the emotions of a person, get a response and help them reflect on the same. These exercises give a person a chance to act with more maturity and calmness if they face the same problem in real life (Moberg & Calkins, 2001, p. 257 - 270). The project we selected to do was ‘Eliminating Job Satisfaction’. Our team believed it will help us to understand the work environment in the corporate industry better and enable us to act as better managers because we will get to know what different types of workers expect fr om their management and superiors. My group project enabled me to talk to various types of people. What we found out was that, nearly half of the people excelling in today's corporate world do so because they did not have a chance to excel in their field of choice. I realized the meaning of the word 'identity workspace' (Petriglieri & Petriglieri, 2010, p. 44 - 60) only by working in this project. The experience made me wonder if these people are so productive and capable in a field they have no like or dislike, how much they would contribute if they were only given a chance to work in their field of choice. Surely, the world would be a much better place with many more inventions then. The aim of our project was to reach out to at least a few people who are totally dissatisfied with their job and make them pursue their passion for their own happiness and the betterment of their passionate field. My team attended a workshop at the end of the project, which enabled us to reflect on wh at we have done so far. I got a chance to reflect on several incidents which took place throughout the project. The workshop instilled in me various reflections regarding the way I communicated to my peers, how I failed to make them understand some of my views and how I acted as a self-elected leader in some instances. The workshop did not teach us anything new, but helped us reflect on the way we acted throughout the project and question ourselves what would have been the outcome, if we have acted differently. There is a general notion that management studies will not be much useful, if a person does not have prior management experience. The idea was stressed by Mintzberg (2004) in his work. No matter how many hours you study volumes and volumes of management theories it isn’t equivalent to one day's experience of managing a team in the real world. Managing this project helped me understand this practically. I tried in every possible way to help my team but it only resulted in building more tension within the team. â€Å"Communication within a group deals with the spoken and the unspoken, the verbal and the non-verbal, the explicit and the implied messages that are conveyed and exchanged relating to information and ideas, and Feelings† (Group Dynamics, 2004). I understood where I went wrong and how communication was limited in our team while playing the reflective exercises in this workshop. I strongly felt the way I acted

Marks of an Educated Person Essay Example for Free

Marks of an Educated Person Essay Holmes describes a liberal arts education as providing â€Å"an opportunity to steward life more effectively by becoming more fully a human person in the image of God.† (The Idea of a Christian College, Pg. 36.) The liberal arts that include subjects such as language, history, speech, philosophy etc. help in making the student a more complete person. Every student approaches learning with a subjective view based on his or her background, beliefs and opinions. A Christian liberal arts education teaches the Christian how to â€Å"be in this world but not of this world† (II Cor. 10:3) It not only addresses the practical aspects of educating for the purpose of career and employment, but it also offers Biblical concepts that help develop the spirit filled and spirit lead life. This adds depth to the liberal arts student that can be applied to the Christian’s witness to the world. The liberal arts education must encompass a broad range of subject matter regardless of the career field. Holmes offer examples such as the healthcare field. Because wellness involves physical as well as mental and emotional and is influenced by such factors as environment and the human spirit, the physician would, according to Holmes benefit from such studies as psychology, sociology in addition to the medical studies. A student’s depth of understanding is dependent on their concepts of communication and speech. For the student to fully integrate their knowledge base they must have basic communication skills. What does the word mean? The Christian liberal arts college incorporates all of these areas into a comprehensive education plan that not only helps to prepare the student to make positive career choices but it also enables the student to broaden his or her spiritual experience as his life witnesses to the world around him. In a world whose values vacillate with whatever is the popular ideology of the day, a Christian liberal arts program helps the student to build on a foundation anchored by God’s Word. As previously stated, we are able to be in this world but not â€Å"of this world.†

Global Warming and the Kyoto Protocol Essay -- environmental pollution

Global Warming and the Kyoto Protocol   Ã‚  Ã‚  Ã‚  Ã‚   In the world today there are talks about why and how the people of this planet are polluting the rivers, lakes, soil, and even air. With these talks countries are coming up with great ways to reduce this problem. They see the effects and they are happy and life goes on but there is another problem, the one the everyday people just can’t solve with their own hands, that problem is the theory of global warming. During December of 1997, a meeting in Kyoto, Japan, started a huge trend to try to improve the world’s greenhouse gas releasing which could cause an unnatural shift in climate throughout the world. This meeting was called the Kyoto Protocol and about thirty- eight industrialized countries agreed to lower their emissions of major greenhouse gases below 1990 levels. (Rowntree) In this research we are trying to find how the Kyoto Protocol is an example of globalization.   Ã‚  Ã‚  Ã‚  Ã‚   Globalization is the integration of world economies. Globalization affects productivity, imports and exports, technology, and growth rates. (Questia) Some of the trends in globalization are an increase in international trade, the use of global telecommunications, an increase in immigration, development of global financial systems, and the development of global business standards. In this case of the Kyoto Protocol, the European Union is one of the strongest advocates of regulations. With this the European Union today is lower than what it was in the ...

Comparing between the working class and the middle class

In this section I will be comparing between the working class and the middle class. I will also be looking into the comparisons within the classes. Finally I will be showing evidence that the gap is closing between the classes. The following will also explain the vast differences between the home of Mr Jones the dentist, which is top of the middle class, and the Widow, which is the bottom of the working class. Mr Jones lives in 4 Ravensworth Terrace and the Widow lives in 4 Francis Street Mr Jones's house was situated opposite to the park and near to the town. This was useful for work, because he owned 2 houses. One of them was his living house and the other was his dentistry house. On the other side of the museum there was the colliery village. There was a row of pit cottages here. In number 4 lived the Widow with her 2 children. The house was near the pit; this meant that the air was dusty, smoky and murky. This was also a noisy place to live, all because of one thing, the pit. The pit owned the pit cottages; these were for the families of the pit workers. They were also given free coal for working in the mine. This is a big difference to Mr Jones. He owned both of his houses. This shows that Mr Jones had a beautiful surrounding to his house and that the widow was worse off. Mr Jones lived in a house with a ground floor, first floor and an attic. On the ground floor is where Mr Jones's kitchen, living room and utility room were. On the first floor there was a master bedroom, the bathroom and a nursery. In the attic lived the maid. This is because the Jones's were more important. Outside they had a privy that only the maid used and a coal shed. This is compared to the widow's bungalow, which had a kitchen, living room/bedroom and an attic. In the widow's house there were several uses for the rooms. The front room was used for sleeping and entertaining visitors. This would only be used on special occasions like Christmas or weddings. The kitchen was used for cooking, cleaning, sleeping, bathing and drying clothes. The loft was one room, which was where the children slept. Mr Jones's house is totally different. His kitchen was used purely for cooking and cleaning, the bathroom for sanitation etc. So where as the widow's house was compact Mr Jones's house was spacious. The gardens for Francis Street were large. This is because they needed to grow fruit and vegetables, because they could not afford to buy fresh produce. On the other hand Mr Jones had a small garden because he could afford to buy fresh fruit and vegetables each day. In his garden he was able to grow flowers and shrubs. The sanitation of the houses was different. The widow's toilet was an ash pit privy outside. For toilet paper they used newspaper cut into squares. Mr Jones's was very different. He had a plumbed in bathroom with shower, bath, sink and flushing toilet. They also had an outside privy, which was purely used by the maid. The plumbed in bathroom was for family only. This is compared to the widow who had a tin bath hanging on the wall outside and had a cold-water tap in the utility room. Mr Jones was totally different because he had hot and cold taps inside and a plumbed in bath too. In the widow's house there was only candle light, she also had a fire lit 24 hours a day, six days a week, 365 days a year. The reason for the fire not being on for 7 days a week was so that the family could clean it. This provided heat to cook on and boiled water. It also lights up the kitchen and also heats the house up. Mr Jones on the other hand had electric lighting in every room with electric heaters. He only had one need for an open fire because he needed it for appearances and heating. He also had a cooker fire, which was used for cooking. This shows the vast differences between the top of the middle class and the bottom of the working class. I am comparing 2 and 4 Francis Street. In number 2 lived The Methodist family, and in number 4 lived the Widow. I will explore the main differences between each. The families were both working class and lived in pit cottages. There were a lot of differences between them. Firstly I will be explaining the bedding, which each family had. In both houses they had 3 beds. One in the front room, one in the attic and one in the kitchen. In the widows house 1 child would sleep in the kitchen, the other child would sleep in the loft and the widow would sleep in the double bed in the front room. This was the same for the Methodist Family, except that the Mum and Dad would have slept in the front room. In the widows house she had thin sheets in the kitchen, because of the heat from the fire. The bed in the loft would have thin sheets too; this is because they had an open chimney. The bed in the front room would have a homemade quilt and she had hooky mats for extra warmth. This is compared to the Methodist's, their beds in the kitchen and loft would be the same, but the bed in the front room would have a thick white duvet. This showed wealth, because after the miners came home from work they would be covered in coal dust, so their covers will get dirty more often. Now I will extract the differences between the furniture of each house. The widow had a brass double bed; this was the cheapest at the time, a sofa, and a table; with floor mats as a tablecloth. This shows that the widow didn't have enough money to buy new objects. This is compared to the Methodist's. I will start with their half-tester bed; this was a bed, which had 2 posts with cloth draped over the top. They had a chest with a showcase with pottery and books on show, also a couple of tables with tablecloths, a rocking chair and a fireplace. This shows that they have more money to spend on luxuries. There is a huge difference in the furniture. Now I will look into the different floors in each house. In the widow's house she had stone floors with a lot of hooky mats. These were all different because the family did not have enough money to afford carpets. Now I will look at the Methodist family. They had fitted carpets and carpets up the stairs. This shows the family is well off because they could afford the carpets to be fitted. Now I will evaluate the differences in lighting in each house. The widow has oil lamps; the only problem was that she could not afford to use them. Instead they had to use candles. They could not afford oil because they barely had enough money to get by. This is compared with the Methodist family. They too had oil lamps; they used their oil lamps regularly. This shows they had money to spend. Looking at the income of each household, the widow had to work for extra income just to get by together with the low income from her two mining sons. She made her extra income by making and selling hooky and proggy mats, organising a quilting club in her home where other working class women sat around the fire and made quilts for a small charge. She also took in washing from other people, which added to her income. This compared to the Methodist family who had adequate money from the husband and children who worked down the pit. They needed no extra income to add to their wages. All the information above shows that even though the Methodist family and the widow are in the same social class their lives are totally different. In the next section I will be explaining how different Mr Jones's houses were to Miss Smith's house. Even though they are both in the same class their homes were very different. Mr Jones lives at 4 Ravensworth Terrace and a couple of doors down lived Miss Smith at No 2. First I will be explaining where each houses money came from. Miss Smith's money came from her music teaching. She charged 6d per half hour. This is 2 1/2 pence in today's currency. Whereas the dentist, Mr Jones, charged 15 shillings for a filling; à ¯Ã‚ ¿Ã‚ ½1 7s 6d for a false tooth; and à ¯Ã‚ ¿Ã‚ ½10 10s (10 guinea) for a full set of false teeth. This shows the huge difference in one days work. The difference between both heating and cooking in each household are that in Mr Jones's house he had a gas cooker and a fire range. For heating he had electric heaters around the home. This is being compared to Miss Smith's home where she had an open fire in the front room and her bedroom. This would only be lit if she were ill in bed. Her maid cooked on a coal fire range in the kitchen. The lighting in each house varied because Mr Jones had electric lighting in each room throughout each of his houses. This shows that he was wealthy because he could afford to have this installed. This is compared to Miss Smith who only used oil lamps through her house. The sanitation which each house had was different because Mr Jones had a fully plumbed in bath, flushing toilet and shower in the bathroom as well hot and cold water taps. He also had an outside toilet, which only the maid used. This is a vast difference to Miss Smith. She had an outside toilet and a tin bath hanging from the outside wall. They brought this in front of the fire range. For the morning wash the maid would fetch a hot bowel of water to each bedroom. Mr Jones had several stained glass windows, a gramophone and a nursery for the children. This is compared with Miss Smith's luxuries, which were 7-1/2 octaves piano, carpets fitted up the stairs, biblical plaque readings and a stained glass window. The next comparison area is the servants in each house. Miss Smith had a level maid. This means that the maid lived on the same floor was her. Miss Smith's maid used the same washing and sanitation as herself. This is compared to the maid of Mr Jones. He had a maid, which slept in the attic and could not wash or use his plumbed in bathroom. She had to use a tin bath and the outside toilet. Even though they were in the same social category there were a lot of differences between them. I have explained earlier the vast differences between the top of the middle class (Mr Jones) and the bottom of the working class (the widow). Also I have explained the differences between the two working class houses and the homes of the two middle class houses. I will be looking in more depth between the middle class home of Miss Smith and the working class home of the Methodist family and finding similarities. For example both houses were of Victorian dà ¯Ã‚ ¿Ã‚ ½cor. This was dark colours, dark fabrics for curtains and drapes and bold wallpaper. This was unusual because in 1913 the most common dà ¯Ã‚ ¿Ã‚ ½cor was Georgian. In each of the houses there was a coal fire, this was the heat source for both. This was also used as the method of cooking. They both had fitted carpets up the stairs and around the house. Their ornaments and pictures were also very similar. Each house had two matching china dogs and several portraits of the Royal Family of the time. The lighting for each house was oil lamps. Unlike the widow both families could afford to use it, but they could not afford electricity. The similarities of sanitation were that each house would have a tin bath, cold tap and an outside toilet. From the information I have gathered and presented I have found a hierarchy of families. They are: * Mr Jones the dentist * Miss Smith the music teacher * Methodist family * The Widow Miss Smith could not live like Mr Jones because she had something called â€Å"old money†. This is money, which she inherited when her parents passed away, whilst Mr Jones had â€Å"new money†. This is money, which he had earned. Mr Jones had a constant supply of money from work whereas Miss Smith's money would eventually decrease. The widow could not afford to live in the same condition as the Methodist family because she only had her sons bringing in wages from the pit. If her husband were still alive she would be able to live more like the Methodist family. So, I think that the gaps between the classes were closing at this period of time. This is because their houses were very similar. Their style of decoration, heat, light etc was of the same standards.

What is the crisis in the British family a crisis about? How is the crisis gendered?

The term ‘family' officially evokes the image of a heterosexual, nuclear institution where each member is related to the other by marriage/law or blood, and the state, religion, media and other important institutions in our society encourage this image. However, lived realities are often very different and in recent years this form of the family, which is assumed to be normal and the norm, has been displaced by various other family forms which are labeled as deviant and which are assumed to be the root of current social problems. Hence has risen a ‘crisis' in the British family. This crisis has been highlighted by the various social institutions mentioned above which encourage the heterosexual nuclear family form. Quoting Wright and Jagger, according to them ‘the turn of the century is marked by a growing crisis in the family, a crisis that may prove terminal unless decisive action is taken', and the crisis has been pointed out as the collapse of marriage and the ‘family'. This crisis however is not new and a similar was said to have risen at the end of the 19th century. Like now, the crisis then too had been a rise in social problems and women had been identified as the cause. Single mothers, working mothers, woman opposing the dominant ideology of ‘womanhood' were and are labeled as the cause of the ‘crisis'! As Gittins say, ‘Ideals of family relationships have become enshrined in our legal, social, religious and economic systems, which in turn reinforce the ideology and penalise or ostracise those who transgress it. ‘[Gittins 1992] The crisis in the family can thus be seen as nothing more than a gap between the ideological construction of the family and the diverse realities of family life. [Gittins,1993] The different alternate family forms that have come up and become increasingly common in the last few decades such as the single parent (specially single mother) family, extended families, communes, homosexual families are seen as social threats. This is because they resist the patriarchal ideology that is prevalent in the nuclear family form where the male is all-powerful. Resistance to this form of the family has seen the rise of the gendering of the family crisis with the blame falling on the women. This crisis as mentioned above is not something new and was seen before in the 1890's when the results of it were deemed to be the evils of those times – namely illegitimate children, women not having children, prostitution, homosexuality etc. The family – which by the way was the white, middle class, heterosexist family – was seen to be the buffer against these social evils. In these families the sexual divisions of labor played an important part in the claiming of moral superiority. The industrial Revolution which preceded this period can this be seen as the time when the seeds of change were sown, because even though at this time the ‘domestic ideology' of the middle class was established, working class women became increasingly involved in paid employment working away from home – and hence rose the first crisis. Indeed, the cause of the crisis at this time was seen to be the ‘bad' mother – invariably a working class woman in paid labor. With World War II however, women had to take up jobs and it allowed them more freedom. Gradually the 20th century saw changes in attitudes and legislation – though it did take a very long time. The most important legislative changes were perhaps the right of divorce for women and the decriminalization of gay relationships. These factors were important in the rise in the alternate family forms. The argument that the heterosexual family is the ‘norm' can however no longer be held valid. There is a vast discrepancy between the actual family forms and the ‘cereal-packet family' considered the ideal! In 1961 over half of all households consisted of a married couple with dependent children and in 1992 this proportion had dropped to 24%. In 2001 19% all households consisted of an adult couple and dependent children – the couple not necessarily married. Marriage certainly has become less popular in the last 2 decades. Cohabitation, teen pregnancies, the number of children outside marriage has seen a marked increase. Homosexuality also has become much more widely accepted in society and many homosexual couples live with their children – adopted or from previous relationships. Divorce rates have also shot up dramatically with 1 in every 3 marriages ending in a divorce. These changes have been constructed into a national crisis by the state and the media. The statistics have been used to create moral panic among the people. In Britain, the government whether the New Right or the New Left have supported the ‘traditional family'. In the debates and policies of the New Right or the New Left, there is seen to be a particular connection between deviant family forms and social ills and there can be seen a particular vision of the individual, family and state responsibility. Policy units, the think tanks like the Social Affairs and the Economic Affairs units and the newspapers rather than the academic press stress are the agencies that stress more on the importance of the ‘traditional family values'. [Jagger and Wright, 1999] The lobbyists on behalf of the ‘ normal' family say that government policies and feminist ideologies threaten it. Government policies however far from threatening the nuclear family form strongly support it. In fact the Conservatives called themselves the party of the ‘family' and deviant family forms such as homosexual relationships and cohabitation were actively discouraged. The 1988 Local Government Act stated that it was an offence for local government employees or institutions to promote the acceptability of homosexuality as a family relationship. The Conservatives also shifted away from state provision and the emphasis lay on the family as a source of provision and rhetoric as well as legislation supported this. The moral panic shifted from the unemployed male scrounger to the female lone parent on benefit. The benefits given to single parents were cut down and the Child Support Act was introduced. Refamilisation – by which fathers were tried to be reinserted into the family by being made responsible for his child after separation made life very difficult for those people who had been divorced. This rhetoric of traditional family values however helped the state to back out of much of its fiscal responsibilities! The Labour Governments emphasis has also been on the family. Legislation based on the ‘families role in society' has been passed. As Frazer says, there is ‘an insistent emphasis on ‘the family' as the relevant and significant institution' together with ‘the insistence that rights must be correlated with duties, obligations and responsibilities'. It does seem from the government's emphasis on the family that the terrain of family offers the illusion of a cheap and feasible political program. Other than this emphasizing on family also obscures the failure of the politicians in other spheres such as economics or likewise. The media also plays an important role in this invocation of ‘the family' – the ‘cereal-packet family' being a noteworthy propaganda and the stress on the current ‘crisis'! Religion is another important social institution that encourages the nuclear family maintaining it to be moral and healthier that the other family forms. It has been seen that in all these cases of addressing this crisis by the state, the media or any other institution the focus has been on women as the cause of the crisis and consequently social problems. The single mother is seen as the source of current social evils like poverty, children's indiscipline, crime and juvenile delinquency. Fatherless families are seen to be more of a problem with no one to impose authority and discipline! The discourse of lone/single motherhood as a social threat as it helps to resist close scrutiny of the content of hegemonic masculinity and fatherhood. [Lister, 1996] and conceals the fear that if men lose their relevance to the family life they also lose control over women and children. The traditional nuclear family, which is patriarchal, enforces this ideology through the strict gendered division of labor and other family forms without these gender divisions are not seen as desirable or normal. The traditional family is seen as one in which the male is the breadwinner and the woman is the homemaker – looking after the house and the children. This was in fact the Victorian middle class ideology. Though today women are no longer thought of as not going into paid work, it is still considered that her primary duty lies in looking after the home – thus she has a double burden of her job and housework. Men however have no such responsibilities and the symmetrical family that Young and Willmott talk about in which housework is shared equally between men and women instead of men thinking that they are doing a favour by helping, will take a long time to come if it ever does come at all! These family relationships – the inequality of women in their relationships with men ( in either marriage or cohabitation) is linked to wider social and economic factors and is infact sanctioned by the power of the state. Thus gendered division of labor is a part of the ‘normal' family ideals. The crisis in the family means that this gender division no longer works within a majority of the families anymore. This is the feminist explanation for the rise of a ‘crisis' in the family by the media and the state. The patriarchy that is based on the exploitation of women's unpaid labor at home constructs alternate family forms as a ‘crisis' and blames women as the cause of social problems, advocating the return to the ‘normal, heterosexual, nuclear family' for a better and healthier society!

Project Plan for Whitbread World Sailboat Race

Project Plan for Whitbread World Sailboat Race Free Online Research Papers The Whitbread World Sailboat Race is a nine month round the world race. Bjorn Ericksen has been chosen to head his country’s crew. This entails development of a design, construction of the vessel, and formation of a crew to train for competition in the upcoming Whitbread Sailboat Race. This project must be completed within a 45 week time frame and maintain a planned budget of $3.2 million. Management of this current project requires analyzing of Ericksen strategy, the plan to reduce project duration, the project closure approach, and completion of the project. This paper will show the advantages of crash time, maintaining of performance, budget overruns cost and completion of the project. First one must begin with the strategy of the project. Bjorn Ericksen Project Strategy Analysis Bjorn Ericksen has been selected to represent his country for the Whitbread World Sailboat Race as the project manager. â€Å"Bjorn is pleased and proud to have the opportunity to design, build, test and train the crew for next year’s Whitbread entry for his country.† (Gray-Larson, 2005, p. 305) To begin compiling his winning team Bjorn has hand picked to key person for the team. He has chosen as his chief design engineer, Karin Knutsen and as his master helmsman, Trygve Wallvik. Both men will have the responsibility of getting next year’s entry ready for the entries parade in the United Kingdom. The parade takes place on the Thames River which signals the beginning of the race. Bjorn sees two parallel path running through the project; design and construction and training of the crew. The new crew will need to train on the previous year’s vessel until this year vessel is complete and ready for trails. The goal is to have the crew ready to compete and a winning vessel within the next 45 weeks, with the cost of $3.2 million. The new vessel must be ready within the 45 weeks to leave port to begin the race in the United Kingdom. The Whitbread Round the World Yacht Race began in England in September 1973. The race itself was conceived by the Royal Naval Sailing Association over a pint of beer some 30 years ago and was sponsored by a London-based brewery company. Each year countries enter sailing vessels in the nine-month Round the World Whitbread Sailboat Race. In years, about 14 countries entered sailboats in the race. Each year’s sailboat entries represent the latest technologies and human skills each country can muster. (Gray-Larson, 2005, p. 304) The race has since changed its name to the Volvo Ocean Race and is run every four years. Karin has slated the first six weeks for the design of the vessel. After the design is finished, projected construction of the hull will take approximately 12 weeks. Accessories such as the mast and sail will arrive in 15 weeks. After the hull, the ballast tank should take two weeks to install. Building of the deck and coating the hull can be completed at the same time. Next all order parts should have arrived and are ready for installation by the crew. When the remaining parts have been installed, testing of the vessel can begin which should take approximately five weeks. The team leaders show a projection of cost starting at $3,152,000 for the race under normal conditions, this would require approximately 50 weeks to complete the project. The team also has a crash time projection and cost of an alternate plan in case of delays or other unforeseen circumstances. However, based on those projections the project could be finished in 42 weeks with a budget around $4.952 million. Based on the first plan from items from the Activity Chart with items A through K, which is from design to testing, the approximate cost is $2,520,000 and will take 36 weeks to complete. The component is selecting a crew, once the crew is selected and equipment purchased. The crew must develop a sailing program as well as a maintenance program must began, this take approximately 15 weeks. After the initial training, the sea trials will take approximately 8 weeks. At this point from M to S of the Activity Chart the cost is approximately $270,000. The operating expense of both boats is $162,000; $60, 000 for the old boat and $102,000 for the new boat. The direct cost of the sea trials will be $200,000 and the indirect cost is $48,000 for the use of the boat. The schedule from design to the sea trials is 44 weeks, the schedule time of 46 weeks from training the crew to the sea trials. This means that scheduled time must be reduced in order to reach the goal and arrive at the starting point on time to begin the race. Plan to Reduce Project Duration The initial cost of the current schedule will cost approximately $3.152 million and will take approximately 50 weeks to finish. The current project estimates are under budget, but the time frame is not acceptable. Bjorn needs to decide which activities need to be crashed, and understand the priorities of the project. The team must define the project’s scope. â€Å"Defining the project scope sets the stage for developing a project plan. Project scope is a definition of the end result or mission of your project- a product or service for your client/customer. The primary purpose is to define as clearly as possible the deliverables for the end user and to focus projects plans.† (Gray-Larson, 2005, p. 100) The project scope is based on independent critical paths, design and construction. The total time for completion of this project is 46 weeks; however, the race begins in 45 weeks. Bjorn, Karin and Trygve spent the first two weeks planning and estimating the cost of the project. This leaves 43 weeks before the vessel must leave for the United Kingdom. After reviewing the Activity Chart items A-S, the project plan is refined by developing a plan to see which cost estimates should be crashed to meet their current deadline. This critical plan runs activities A, B, C, G, R, S, and L, which will take approximately 50 weeks. This is taken in consideration comparing the maximum crash times, still does not reduce the time of the project enough to meet the time frame needed. It does however, increase the cost significantly. In order to reduce project, Bjorn must reduce the activities of the critical path. The goal is a reduction of seven weeks from 50 weeks to 43 weeks. To do so activities A, B, R, S and L must change, doing so will decrease the project time by eight weeks, activities C and G show no signs of change from either normal or crash times. Limiting activity L could save money, it has a crash cost of $250 per unit. â€Å"One of the primary jo bs of a project manager is to manage the trade-offs among time, cost, and performance. To do so, project managers must define and understand the nature of the priorities of the project† (Gray-Larson, 2005, p. 103) this is done by using a project priority matrix. In the case of Whitbread Sailboat Race, time is a fixed factor. The delivery of a crew and vessel are pertinent to the race. The race has a fixed start time that cannot be missed, to do so would mean the project has failed. The cost is higher, the crew and vessel are of higher qualities, which is need for the performance needed to win the race. â€Å"Reducing quality is always an option, but it is rarely accepted or used. If quality is sacrificed, it may be possible to reduce the time of an activity on the critical path.† (Gray-Larson, 2005, p. 287) A two week reduction in the hull design would compromise the performance of the vessel based on the quality used. This reduction could result in a defeat in the race, since the best design was not used and could always increase flaws in the construction of the vessel. To create crash time, the building of the hull should overlap the designs final stages. The overlapping of these activities would provide time for activities outsid e the critical path. The current team is already on hand to save money and avoid hiring other crew. Authorization of overtime would be the easiest way to maintain the time constraints and eliminates the need for personnel that are unfamiliar with the project to be hired. This would provide additional crash time. The project manager must maintain the critical path and crash times to achieve the success of the project. Project Closure Approach To begin the project closure a project audit must be performed. The project audit has three major tasks. 1) Evaluate if the project delivered the expected benefits to all stakeholders. Was the project managed well? Was the customer satisfied? 2) Assess what was done wrong and what contributed to successes. 3) Identify changes to improve the delivery of future projects. (Gray-Larson, 2005, p. 461) The two project audits are in-process project audits or post-project audits. The in-process project audit checks the project progress and performance, and then allows for any change that may be needed. The post-project audit consists of the completed project, making improvements for any future projects. Although these audits cost time and money they should be done quickly, to ensure that resources are not wasted. In-process audit can create friction within the project, so it should be performed carefully to maintain the project team morale. It should provide both positive and constructive feedback, and should be performed by an independent audit group to maintain it’s not bias. After each audit, information has been collected and analyzed to see what needs to be changed and any improvements recommended. As the project comes to the close. The closing stages will begin. After the vessel has been built, the old vessel must be off-loaded. The crew will begin work on the new vessel. The old vessel must be sailed to the home port. After the construction has been completed the building crew can be downsized. Since several were specialist in their craft, their services are no longer needed. The implementation phase of the project, each member of the crew is encouraged to keep working journals. The journals will provide a record of the high and low of the project from beginning to the end. The journals may be used for future information and data for future projects. After the vessel is completed the old vessel must be returned. After the trials are complete, and celebration will be planned to accumulate the closure of the project for the crew and staff. The planned celebration is just the beginning before the crew sets sail to the United Kingdom for the Whitbread Sailboat Race. The new vessel and crew will sail to the Thames River in England. At this point in the project the project has reached completion. The journals have been collected and Bjorn will have to compile a final report with the help of the crew. This report will provide in detail the overall expense of the project. The time table it has taken to complete each step of the project. The report should document best practices and lessons learned by the crew for the duration of the project. These will provide a road map for future project managers to follow. The report should shed light on the time table, and show that the program must be started sooner, because 45 weeks is not enough time to launch the project successfully. Each report will provide pertinent information for future project manager, demonstrating from start to finish the best practice for the Whitbread Sailboat Race. From selecting a project manager, crew, design, to sailing to the end of the race. Project Closure consists of develo ping a plan, selection of a crew, communication of plan and plan implementation. The following questions should be answered. 1) What tasks are required to close the project? 2) Who will be responsible for these tasks? 3) When will closure begin and end? 4) How will the project be delivered? After these questions have been answered, implementation of the close down plan is the next step. The plan includes five activities, 1) Getting delivery acceptance from the customer. 2) Shutting down resources and releasing to new uses. 3) Reassigning project team members. 4) Closing accounts and seeing all bills are paid. 5) Evaluating the project team, project team members, and the project manager. These evaluations are essential to the successful closure of the project. Conclusion Bjorn Ericksen, the project manager has selected the best team possible. With his follow crew members Karin Knutsen and Trygve Wallvik. Bjorn shares his two parallel paths running through the project-design and construction and crew training. This critical path network has developed a time line of 43 weeks; the critical path will take 50 weeks. Bjorn decided to apply crash time to certain activities on the critical path to regain 7 weeks to make the schedule of 43 weeks. If the 7 weeks are not regained the project deadline or beginning of the race will have passed, meaning the project has failed. After the completion of the project the deadline has been met, the project has gone over budget. In some case this would be unacceptable; the cost is not a factor. The successful project used overtime to speed efforts with staffing. After the celebration was complete, Bjorn and his crew prepare for the nine month journey around the world. Bjorn team should be prepared to design build and sai l the vessel to a successful victory. After the race has been finished, performance reviewed, they will be prepared to compete and possibly defend in next year’s race. References Gray, C. and Larson, E. (2005). Project management: the managerial process (3rd ed.). New York: The McGraw-Hill Companies. Gray, C. and Larson, E. (2005). Project management: the managerial process (3rd ed.). Whitbread World Sailboat Race: Case Study New York: The McGraw-Hill Companies. Volvo Ocean Race. Retrieved on September 10, 2008 from volvooceanrace.org/ . Table 1 Optimal Solution Implementation Plan Action Item Deliverable Timeline Who is Responsible Kickoff meeting 7 days Bjorn Ericksen Estimated cost project schedule 14 days after the initial kick-off Bjorn Ericksen, Karin Knutsen, Trygve Wallvik Sailboat design Week 3-9 Karin Knutsen Crew Selection Week 3 Trygve Wallvik Secure Housing Week 3 Crew Construction of Hull Week 12 Karin Knutsen Order Mast Week 8 Karin Knutsen Order Sail Week 6 Karin Knutsen Order Accessories Week 15 Karin Knutsen Routine Sail and Maintenance Week 15 Trygve Wallvik Order Crew Equipment Week 15 Trygve Wallvik Deliver Boat and Crew Week 45 Trygve Wallvik Return Old Boat Week 23 Crew Project Celebration Week 44 Crew Project Closure Week 48 Bjorn Ericksen Research Papers on Project Plan for Whitbread World Sailboat RaceThe Project Managment Office SystemAnalysis of Ebay Expanding into AsiaRiordan Manufacturing Production PlanMoral and Ethical Issues in Hiring New EmployeesResearch Process Part OneLifes What IfsOpen Architechture a white paper19 Century Society: A Deeply Divided EraNever Been Kicked Out of a Place This NiceIncorporating Risk and Uncertainty Factor in Capital

Parallelism for SAT Writing Tips and Practice

Parallelism for SAT Writing Tips and Practice SAT / ACT Prep Online Guides and Tips We get to add to our grammar knowledge. Get excited! Parallel structure questions on the SAT Writing section are fairly common. Fortunately, parallel structure is a somewhat easy to comprehend grammatical rule. Once you understand the rule, you should be able to correctly answer any parallel structure question on the SAT. So, let’s master another rule and boost your SAT Writing score with these tips and strategies. In this post, I’ll do the following: Explain parallel structure. Detail the types of parallel structure questions on the SAT. Offer strategies to correctly answer parallel structure questions. Provide additional practice questions to test you on what you've learned. What is Parallelism as a Grammar Rule? Parallel structure means using the same pattern of words for two or more words or ideas in a sentence. Using parallel structure shows that the words/ideas have the same level of importance and makes the sentence easier to understand. The basic parallel structure rule is that the things in a list should be in the same grammatical form. If you are listing three things, the construction of that list should benoun, noun, noun,orverb, verb, verb,orgerund, gerund, gerund,etc. Any inconsistency within the list is an error in parallel structure. Here is an example of a sentence with an error in parallel structure: Egya likes laughing, singing, and to write. The sentence is listing three things that Egya likes. The first two are in the gerund form. Gerunds are verbs that function like nouns and end in "ing". The last thing, "to write", is an infinitive. An infinitiveis also a verb that functions like a noun, but it is constructed by using the word "to" plus the verb. In order to make this list parallel, all three items should be in the same grammatical form. The corrected version of the sentence looks like this: Egya likes laughing, singing, and writing. Now all three items on the list are gerunds. So, how is parallel structure tested on the SAT Writing section? Parallel Structure on the SAT There are two primary types of parallel structure questions that appear in SAT Writing. Type #1: Parallel Lists The example from above was a parallel structure list sentence. Generally, in list questions, three things are listed and you have to ensure that all the items in the list are in the same grammatical form. This is another sentence that contains a parallel structure error: Sonia is known for her independence, her honesty, and being intelligent. Do you see the inconsistency in the list? The first two items are nouns, traits that Sonia possesses. In the last item, "being intelligent", the word "being" is a gerund and "intelligent" is an adjective that describes Sonia. We want all three items in the list to have the same construction. After we fix the parallel structure error, this is our sentence: Sonia is known for her independence, her honesty, and her intelligence. Now all the items in the list match. The sentence reads better and all is well in the world of parallel structure. Strategy To correctly answer parallel structure list questions, first identify that there is a list of items. Usually the list will look like this: x, y, and z. Make sure that the commas are separating items in a list and are not just separating clauses. Once you have identified the list, ensure that the items in the list are as consistent with the other items in the list as possible. How do we do that? Break down each item in the list by identifying the parts of speech of the words and make sure that all the items match. We want each item to be in the same grammatical form. After breaking down the list items, there should be no inconsistencies. Once we fixed our previous example sentence, the items in the list included "independence" (noun), "honesty" (noun), and "intelligence" (noun). Let's move on to the second type of parallel structure question. Type #2: Parallel Phrases Parallel structure phrase questions are slightly more complicated than list questions, but they follow the same principle. The parallel structure rule regarding phrases is that the construction of a phrase on one side of a conjunction must match the construction of the phrase on the other side of the conjunction as closely as possible. Definition of a Conjunction Conjunctions are words that connect phrases or clauses. Examples of common conjunctions includeand, or, but,andso.Some of you may be familiar with the acronym FANBOYS. It stands for For, And, Nor, But, Or, Yet, So. Those are all conjunctions. Additionally, there are correlative conjunctions, also known as word pairs. Literally, these words come in pairs. The items correlative conjunctions compare follow each word of the word pair. Examples of word pairs include either...or, not only...but also, as...as, and both...and. Example Sentences Now that we know the rule and the definition of a conjunction, we can check out how this rule should be applied. Here is a sentence with a parallel structure error: The SAT Writing section challengesstudents and frustration is found in them. So, the two items are connected by the conjunction "and". Let's break down each item by its parts of speech. The first item, "challenges students" is VERB+ NOUN. The second item that follows the conjunction is "frustration is found in them". That phrase's construction is NOUN + VERB + ADJECTIVE + PREPOSITION + PRONOUN. Even if you struggle identifying the parts of speech of certain words, you should be able to immediately recognize that the phrases are not consistent and the sentence has a parallel structure error. So, how do we correct the sentence? We change the wording in the phrase following "and" to match the VERB + NOUN construction of the first phrase. This is the corrected version of the sentence: The SAT Writing section challenges students and frustrates them. Do you see that the phrases appear more consistent and the sentence reads better after we fix the error? Also, note that it's fine to use a pronoun in the place of a noun as long as the pronoun has a clear antecedent (coming soon). Let's go through the same process with another example: Rand Paul supports the repeal of the Affordable Care Act as well as that the Department of Education should be eliminated. The two items in the sentence are the two things that Rand Paul supports. Both items are connected by the conjunction "as well as". Let's break down the parts of speech of the words in those things. Phrase #1 Is "the repeal of the Affordable Care Act". Repeal= NOUN +of= PREPOSITION+Affordable Care Act=NOUN. Phrase #1's construction is NOUN + PREPOSITION + NOUN. The basic construction of phrase #2 is PRONOUN(that) + NOUN (Department of Education)+ VERB (should be eliminated). Its construction is PRONOUN + NOUN + VERB.We want the construction of phrase #2 to match the construction of phrase #1. Here is the corrected version of the sentence: Rand Paul supports the repeal of the Affordable Care Act as well as the elimination of the Department of Education. Much better, right So, phrase #2 should now match the NOUN + PREPOSITION + NOUN construction of phrase #1. Let's see if it does. Elimination=NOUN, of=PREPOSITION, Department of Education=NOUN. Boom!! Strategy If you see a conjunction connecting/comparing two items, identify the items. Then, break down the words in each item by their parts of speech and determine the phrase's construction. Make sure that the phrases are parallel. The construction of the phrases should match as closely as possible. Also, a preposition used on one side of a conjunction or word pair must appear on the other side. Look at this example with a parallel structure error. The dancer was praised not only for her strength but also in her agility. The dancer was praised for two things. Those things are connected by the word pair "not only...but also". The two things, which are the phrases before and after "but also", should be parallel in construction. The prepositions should match for the sentences to be parallel. This is the corrected version of the sentence: The dancer was praised not only for her strength but also for her agility. Now let's apply what we've learned to examples from real SATs. Real SAT Writing Examples See if you can identify an error in parallel structure in this first example. Explanation: First, we notice that there is no grammatical error within the underlined phrase. Now, let's look at the phrase's function within the sentence. The phrase "and composing one original work" is one of three things that a student must present to complete the music program. Therefore, the phrase is part of a list and should be parallel in structure to the other two items in the list. The construction of the first two items is "ONE" + ADJECTIVE + NOUN. We want the last item in the list to match the other two items as closely as possible. So, what's the answer? The answer is B. The phrase "and one original composition" matches the construction of "ONE" + ADJECTIVE + NOUN. Answer choice C doesn't work because the word "with" is incorrect given the context of the sentence. Remember the basic list construction of x, y, and z. Here's another real SAT example for you. Explanation: Again, there is nothing grammatically incorrect within the phrase "childhood is glorified". What is the function of that phrase within the sentence? The phrase is one of two things James Barrie is noted for portraying. The two things are connected by the conjunction "and". The first thing he is noted for portraying is "adulthood as unpleasant". What is the construction of that phrase? Its construction is NOUN + "AS" + ADJECTIVE. We want the construction of the second phrase to mirror that of the first. The answer is C. The phrase "childhood as glorious" perfectly matches the construction of NOUN + "AS" + ADJECTIVE and fixes the error in parallel structure. Check out this example of an identify the error parallel structure question. Explanation: Hopefully, you identified the conjunction "and" within the sentence. What is "and" connecting in the sentence? It is connecting two things that eating nuts might help. The first thing it might help is "to lower blood cholesterol levels in humans". The basic construction of that phrase is INFINITIVE + NOUN + PREPOSITIONAL PHRASE. The second thing that eating nuts might help is "reducing the risk of heart disease". Let's break down that phrase by parts of speech. That phrase's construction is GERUND + NOUN + PREPOSITIONAL PHRASE. We know that the infinitive form is correct in the first phrase because the word "to" isn't underlined. Therefore, the word "reducing" should be changed to the infinitive form to fix the error in parallel structure. The answer is C. "Reducing" should be changed to "reduce". The "to" is implied from "to lower". Here are some tips for you to use to help you correctly answer any parallel structure question you may encounter on the SAT Writing section. General Strategies for Parallel Structure SAT Writing Questions #1: Any List Within A Sentence Indicates a Possible Error in Parallel Structure If you see the x, y, and z list construction, make sure that the items in the list have the same grammatical form. #2: Phrases Connected by Conjunctions May Indicate an Error in Parallel Structure The phrase parallel structure questions tend to be more difficult and will most likely appear near the end of the sentence improvement and identify the error subsections. If you see multiple items connected by conjunctions at the end of these subsections, look for errors in parallel structure. #3: Break Down the Construction of Phrases Separated by Conjunctions and Items in a List Identify the parts of speech of words within a list. Also, identify the parts of speech of words within phrases that precede and succeed a conjunction. Make sure the construction of the phrases and list items match as closely as possible. Now we can apply the lessons we've learned. Additional SAT Writing Practice If you've read this article closely, I hope you have a solid grasp on parallel structure and how parallel structure questions are presented on the SAT. I've created some realistic SAT Writing practice problems for you to test your knowledge of parallel structure. Use what you've learned and the strategies I've presentedto help you answer the questions. 1. I like my PrepScholar articles because not only are they informative and entertaining but also because they offer students help. A. they offer students help. B. they offers students help. C. they are helpful for students. D. they are helping students. E. their offering to help students. 2. Because I was hungry, tired, and feeling like I was sad, I did not want to go to my appointment. A. and feeling like I was sad, B. and sad, C. I had feelings of sadness, D. I felt like I was sad, E. to feel sadness, 3. Stand-up comedy, one of the least respected performing arts, is valuable to society because the performer is able to inform the audience and making it laugh uncontrollably. A. making it laugh uncontrollably. B. making them laugh uncontrollably. C. uncontrollable laughter is caused by him. D. make it laugh uncontrollably. E. he makes people laugh uncontrollably. 4. Exercising(A) enabled Joe to strengthen his(B) muscles and releasing(C) his stress. (D) No Error (E) Answers: 1. C, 2. B, 3. D, 4. C What's Next If you want an overview of the topics on the SAT Writing section, read this article about what's tested on SAT Writing. If, specifically, you want to know the grammar rules tested in SAT Writing, check out this guide to SAT grammar. Since I know many of you have lofty goals and aspirations, I assume you may be interested in knowing what to do to get a perfect score on the SAT Writing section. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: