The Ww1 Essay Topics Chronicles

The Ww1 Essay Topics Chronicles The Advantages of Ww1 Essay Topics Instead of just immediately writing about your argumentative essay topic, you should first think about what it is you're likely to put back on your paper through a procedure of brainstorming and pre-writing. When it has to do with writing an argumentative essay, the main matter to do is to select a topic and an argument you can really get behind. After reading lots of essays with the very same topic, the reviewers will naturally locate the topic monotonous and you can be sure this won't work out well for you. On our site you'll find far more useful one of a kind information that will certainly be helpful for junior and higher school kids from, like common home task essay about Hamlet, together with, for instance, application essays for college for future students. Writing research papers is a wearying procedure, and even more so if you don't have a predetermined topic. Don't neglect to write together with your students. Ww1 Essay Topics When you have read and understood all that is expected from you, you'll be in a position to choose a topic that will allow you to attain all of your desired effects. A superb topic is the one which makes you truly feel excited about the searching for interesting info and learning lots of new things. The very best topic for you is the one which you love. When picking an essay topic, learn more regarding the target audience beforehand. Ww1 Essay Topics Options Lots of the impacts of the war continue to be evident in today. The efforts to make sure t he pact work failed. Distinct historians from other situations all have various views on what was the principal reason for the First World War. Irrespective of which war you're likely to write about, whether it's the Civil War, WWI, WW2, Vietnam or Iraq War, you have to first decide on your topic and pick a process of approach to utilize in writing the war essay. Perhaps, you are going to find just what you need in different categories. However, we hope this list has simplified your pick. With the assistance of several keywords that you provide, they can bring in a list of topics which are going to be quite distinctive and interesting. The criteria that determine a great topic aren't numerous. If you would like to introduce an original concept, be more thorough in your search in order to be certain it is truly unique. We are glad to help you in creating a solution, and give you a lengthy collection of nice and intriguing topics and ideas for effortless writing of your masterpiece works! There's so much that may be included that it's important to be sure you incorporate these products. Below, you'll also find such a list that may provide you a bit of inspiration. An excellent topic is among the absolute most essential things in a winning essay. While working on the paper, you've got to make sure reliable sources are readily available to you. Or, a couple sources could possibly be listed at the finish of the essay. If your essay isn't an imaginative narrative, don't forget to do a little research on the topic before you begin prodding your pen on the paper. If you've got to compose your whole essay in 1 day, do your very best to give yourself breaks so you don't burn out. Actually, lots of argumentative essays are in fact persuasive papers. Writing an excellent essay might be a bit of cake if you're feeling inspired. This will reveal the reviewers that you've taken the opportunity to find out more about the college and at precisely the same time that it will prove to the reviewers which you are a focused individual who knows where they're going and how to get there. America would remain neutral except if it had an excellent advantage to the country for a whole like to earn money. In the end, you should locate a topic that will somehow link your aims and aspirations with what's provided in the college that you aspire to join. Television is developing a new variant of culture The senior cl asses ought to be profiled Education for boys and girls ought to be separate Many men and women think the perfect way to travel is by car Activity is the sole means to knowledge The significance of education is underestimated now. Ww1 Essay Topics - the Story You're able to restate your argument, which is a rather common practice amongst essayists. When you are finished with your essay, you must not simply check it for spelling and grammatical errors, but nevertheless, it also has to be checked for logical fallacies. Studying past events, folks develop a better knowledge of the processes which take place on earth so they can construct a bright future. Additionally, you'll be in a position to come up with your critical analysis skills as each historian interprets events differently, so you've got a chance to look at the same event from various perspectives.

Difference Of Architectural Professional Practice Between...

Difference in Architectural Professional Practice between U.S. and China Proposed ARCH 590 Instructor: Selwyn Ting Term: Summer 2015 Student: Congji Li USC ID: 8617 9762 90 Introduction: Since the past two decades, China had experienced continuous growth of economy and captured attention yet announced slowing down by the public media in recent years, the attention from the west Architectural professional practice is a relatively regional field in which architects conduct their comprehensive manner in a specific localized territory. Architectural professional practice is a relatively regional field in which architects conduct their comprehensive manner in a specific localized territory. Due to the current fact that more and more American architects practice in China, it is not an easy time for them to interact or communicate with remote brains on the other side of earth. The different cultural and social backgrounds have become the source of misunderstanding and problems in the process of cooperation, which may lead to unfavorable consequences. As a Chinese architectural student who has studied in America and worked in local projects for the U.S. architectural firm, I have experienced many differences between the two sides. My instructor and professor in the Graduate School of Architecture, University of Southern California, who has practical experience in China, once told me, â€Å"It was totally misunderstood when my Chinese client determined to giveShow MoreRelatedInternational Business - Midterm Review Essa y4115 Words   |  17 Pagesconsumption with only 1/10 of population - B6 economies: China, India, Russia, Brazil, Mexico, South Korea - China is the biggest market for phones, TVs, and cars in 2007 - China and India have more middle class households than all of the households in the United States - Growth in B6 more than 3x the growth in G6 economies 62 Multinationals in Fortune Global 500 20 of these multinationals are in China 12 from South Korea 6 from India 5 from Mexico and 5 from Russia Read MoreInternational Business Strategy: Entry of the Asian Latin-American Firm in the European Manufacturing Sector3359 Words   |  13 Pagestop technological leaders in the industry. This firm hopes to use the technological knowledge gained from the investments in Europe to develop products and product processes in their home base and to use this to expand their exports to Europe and the U.S. This telecommunications device-manufacturing firm has an international joint venture with the leading German MNC in this industry. The German MNC is unhappy with the joint ventures performance due to what it holds as theft of intellectual propertyRead MoreJeff de Bruges in California4798 Words   |  20 PagesContents Introduction†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦3 Jeff de Bruges Description†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..4 US. Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦5-6 Political Environment†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦7 Cultural and Social Differences†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦8 Study of the Economic Market†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..9-10 Competition†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦10-12 Jeff de Bruges Customers†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦12-13 Marketing Plan†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦..14 MarketingRead MoreMall Culture5156 Words   |  21 PagesBusiness Districts turned into slums and the poor moved in trying to survive in abandoned buildings. May be the future would show this paradox as the most distinguished gap between rich and poor. Irrespective of how one look at malls, it is here to stay and it definitely has a very important social significance. Regional differences In many places around the world, the term shopping center (shopping centre in British Commonwealth English) is used, especially inEurope, Australia, and South America;Read MoreMumbai Mall Culture8581 Words   |  35 Pagesone or more anchor or big box stores was pioneered early, with individual stores or smaller-scale  chain stores  intended to benefit from the shoppers attracted by the big stores.[1] ------------------------------------------------- Regional differences In most of the  world  the term  shopping centre  is used, especially in  Europe,  Australasia  and  South America; however  shopping mall  is also used, predominantly in  North America[2]  and the  Philippines. Outside of North America,  shopping precinct  and  shoppingRead Morebiology 125894 Words   |  24 PagesThesis is in bold. She asks 2 questions: 1. How can we reconceptualise race, class and gender as categories of analysis? - analysis of oppression are based on either/or dichotomous thinking (ex. Black/white, man/woman) and these dichotomous differences are usually ranked. Therefore, men are seen as superior to women, whites to blacks, etc. (Collins, 1993/2008, p. 3) this is problematic because it assumes that â€Å"oppression can be quantified, and that some groups are more oppressed more than others†Read MoreEthnic Tourism Essence of India7906 Words   |  32 Pageshealth vacation was 16,000 in 2006. It is estimated that this number could rise up to 100,000 by 2010 and the credit goes to Kerala’s world-class doctors and excellent infrastructure. The bulk of medical tourists are coming from the Middle-East, the U.S, the UK, and the Maldives. In Punjab alone, more than five lakh NRIs make annual visits home. This single largest group of visitors is a big source of revenue, especially for the dental treatment and cosmetic surgery market. The cost of a tummy tuckRead MoreCeramics: Pottery and Clay17443 Words   |  70 Pagessophisticated with the use of wood ash, true porcelain and glass powder. Potters persistently experimented with the material till 700 BC. It was not until 7 AD that elaborate tunnel and climbing kilns changed the look of the material in the Kaolin region of China. The art of manufacturing the base material and products is an integral part of Mediterranean history too. CONTENT or the BODY WHAT IS CERAMICS? A Ceramic is an inorganic, non-metallic solid prepared by the action of heat and subsequent coolingRead MoreEssay on Vietnam6962 Words   |  28 Pagesattitudes toward each other and toward their social system and political order. GENERAL INFORMATION 1 Official Name: Socialist Republic of Vietnam Capital: Hanoi Location: A republic of Southeast Asia, bordered by China on the north, the South China Sea on the east and south, and Cambodia and Laos on the west (see Appendix A). Land Area: Its area is 329,707 sq km (127,301 sq mi); larger than Virginia, North Carolina, and South Carolina combined. Terrain: Varies from mountainousRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pageschronological break points. In the decades that followed the Great War, the victorious European powers appeared to have restored, even expanded, their global political and economic preeminence only to see it eclipsed by the emergence of the Soviet and U.S. superpowers on their periphery and a second round of even more devastating global conflict. The bifurcated international system that resulted from the cold war standoff extended the retreat of globalization, but nurtured the liberation of most of

A Visit From the Goon Squad Essay Example For Students

A Visit From the Goon Squad Essay A Visit From the Goon Squad Who Knew? I generally read books for pleasure that have an exposition, rising action, climax, falling action, and denouement. When I sit down to read, I want to find out what happens next. I have never taken the time during or after reading a book to ask myself, what was the theme of that? What am I taking away from that book other than the chronology of events? But, I have been forced into changing my ways. After reading The History of Love, Extremely Loud and Incredibly Close, and Let the Great World Spin, I have gotten my first taste of something I never knew existed: ostmodernism. Learning about this genre of writing has pushed me into expanding my boundaries and thinking in an abstract way that does not come easy to me. The trademarks of postmodern writing have come to be something I both loathe and love. Another novel that I consider the best example of postmodernism to cross my path yet is A Visit From the Goon Squad, by Jennifer Egan. Egan uses postmodern techniques to tell a story of many characters that get a visit from the good squad. The goon in her novel is time and it treats each character differently, leaving some to flourish and others hopeless. Times a goon, right? Isnt that the expression? Egans novel is a concoction of stories told from different viewpoints covering many years in time that somehow tie together throughout. This postmodern fiction combines a nonlinear timeline, a shifting point of view and mixed media to create multiple stories that loosely hang together and convey a theme of how time relentlessly robs the characters of their success and their lives. Egan uses a nonlinear timeline in a way that provides a looking glass for the reader to create their own reality and interpretation of the characters lives. Across the book Egan takes the reader backward and forward through time, crossing continents and decades with ease. We see Bennie as a young rock star and again as an older, successful record producer. Sasha is seen throughout as a kleptomaniac on a date with Alex and again in the end married and living with her husband in the desert. This form of writing is so non-traditional and so far from modernists writing that it forces me to reassess all preconceptions I had about literary narrative and story telling. Egan attempts to break the frame of all traditional writings that I and a ot of other students have learned about since elementary school. She essentially blows up the preconceived notions about how a story is supposed to be written and puts in her own twists and turns of postmodernism. Even if a book starts in the past tense, I genreally expect that the book will be chronological from its point of origin. But Egan uses postmodernism to show that every person in this book is a combination of the past, present, and future, again contributing to my interpretation of reality within the story. I think this form of narration also emphasizes Egans portrayal of discontent with the state of the human condition. With the use of this nonlinear timeline, Egan also tries to illustrate to the reader that life is somewhat predetermined. She makes it seem like we as humans have a really do not understand why or how we have a fate or destiny but she attempts to explain this concept through her structures. These structures predict in a way what the outcome of a situation will be. Structural incompatibility: A powerful twice- divorced male will be unable to acknowledge, much less sanction, the ambitions of a much younger female mate. Margret Atwood EssayWe do know assume that her son has autism, and he has an obsession with the pauses in songs. I think these pauses that he obsesses over are also part of Egans emphasis on time. The song is still going, but there is a pause, and we do not really know when it is going to end, but it will end. I think Egan is implying that this is how life tends to be, which made a pretty big impact on me when I actually sat down and thought about that. It inspires me to live my life more ften, and not to let the pauses fill my time. This novel uses other postmodern ideas to convey its theme; that postmodernism relies on concrete experience over abstract principles, knowing always that the outcome of ones own experience will necessarily be fallible and relative, rather than certain and universal. In the novel we see inherent helplessness of the characters against the insurmountable force of time. Their helplessness is shown through their degeneration over time, also shown within the nonlinear timeline. There is no way to avoid time. The goon is inevitable. There is almost never an optimistic outlook from he characters. In the book, time strips each person of his or her youth, innocence and success. Bosco questions, how did I go from being a rock star to a fat fuck no one cares about? Lou strips Jocelyn of her innocence, casually forcing oral sex upon her at a concert, and Scotty, stripped of his success as an adolescent, being rejected by Jocelyn and ending up as a Janitor, somehow finds that success again in his older age. The characters see the world in constant motion, but they are standing still. They are slowly becoming part of the past. We, as readers, can see Just how time has changed them through this nonlinear timeline. ou grew up Alex, Just like the rest of In conclusion, I surprised myself with how much I could take away from a book. Now that I know how much can really be behind the story line, I will hopefully keep it in mind to think about what the author is trying to get across to the reader when I finish a book. Egan makes a point to make it obvious to the reader what her main point is as to force them, like I was, into recognizing the more complex structure of postmodern writing. Even though postmodernism does not give all the answers, which I would like to know, it leaves the conclusions up to the readers imaginations. The conclusions I came to about different characters are what I believe to be the real truth, which is a nice change from modernists writing that puts the opinions in my head. I think Egan expects that these postmodern principles should be reinforced in the readers daily lives to teach them to always seek out the truth for oneself based on what one knows to be the truth. Now that I am aware of postmodernism I am going to try and keep broadening my spectrum of reading. And who knows what else I might learn? Egan, Jennifer. A Visit from the Goon Squad. New York: Alfred A. Knopf, 2010. Print.

Mount Everest Essays - Beck Weathers, Mount Everest, Jon Krakauer

Mount Everest The speaker's words silenced the audience as he began, ?On the night of May 10, 1996 a blizzard swept over Mount Everest, striking more than thirty mountain climbers with heavy snow, subzero temperatures, and unbelievably strong winds. In the next twenty-four hours, eight of the climbers, including three professional guides were dead. This night would become the most ill fated attempt ever to summit Mount Everest.? ?Among these climbers was a 49-year old Dallas pathologist and an amateur climber, Dr. Beck Weathers, who was left to die in the icy storm 300 yards from his camp. Miraculously, Dr. Weathers survived and came back from his ordeal to speak of his experiences, and to tell us about some valuable lessons he has learned. Let's welcome Dr. Beck Weathers.? I watched and listened as this man swayed his disfigured arms and explained that he had scaled the world's largest heights and yet, still had not been at peace with himself. He had wanted more ?courageous? success, because he had conquered all but the grand Mount Everest. The drive for more accomplishment and the need to be more ?courageous? had persuaded Beck to follow the 1996 expedition. Beck sobbed as he stated that on May 10, 1996, he had realized, as he was near death, that what he had thought to be courageous was truly a relentless pursuit of success and goals and ambitions. He had risked his life in a cowardly and selfish way for his own fortune. Dr. Weathers had found that his irrational triumph of desire over sensibility was the most pathetic feat he was to face. Risking your life, such as mountain climbers do, is not an act of courage because it is backed by low self-esteem and is in pursuit for irrational goals and selfish success. Courage is denoted by Encarta Encyclopedia '96 dictionary as the quality of the mind that enables one to face danger with confidence and resolution. Danger is defined as exposure to harm and should be faced with self-assurance. Beck Weathers exposed himself to danger because of his lack of self-assurance or inner peace. Beck disclosed to the audience that had he been surer of himself as a person, his ideals of achieving everything might not have been so harsh and ridiculous. Unfortunately it had taken Beck a near death experience to drag out of life what was really important to him. Dr. Weathers explained that the climbers had set out for fame of scaling the highest peak in the world. The climb had been in pursuit of irrational goals that had lead many to their deaths and Beck to eight major operations and several minor ones to rebuild his left hand and nose, while his right hand was amputated from the severe frostbite. Even Jon Krakauer, a fellow climber of Beck's on the 1996 expedition, stated in his novel Into Thin Air that there were many, many fine reasons not to go, but attempting to climb Everest is an intrinsically irrational act. Any person who would seriously consider it is almost by definition beyond the sway of reasoned argument. Beck continued his story and told us that there are blocks of ice the size of multistory buildings that teeter and fall, wiping out everything below them, and the air is so thin that if a person was instantaneously transported there, on Everest, that he or she would immediately die. Climbers eventually reach heights where the lack of air is so great that they cannot eat, drink, or sleep. ?The drive to climb is extremely irrational. It defies logic. ? (Mudge, 2). Encarta ?96 defines selfishness as thinking only of oneself. Dr. Weathers noted that of all the thirty climbers, many had spouses and children, including himself, in which their headstrong desires had forgotten to consider. The determined, stubborn climbers neglected to think of what possible consequences could have or did come, and how they could have effected or did effect their families. Krakauer states in his novel that Everest seems to have poisoned many lives. Relationships have foundered. The wife of one of the victims has been hospitalized for depression, and many families have been torn apart from the strain of coping with the expedition's aftereffects. Instead of

Management Information Systems At Access Fulfillment Ltd The WritePass Journal

Management Information Systems At Access Fulfillment Ltd Introduction Management Information Systems At Access Fulfillment Ltd IntroductionManagement Information Systems at Access Fulfilment LimitedManagement Information Systems for Decisions on New Warehouse LocationsManagement Information Systems for Decisions on Alternate FinancingManagement Information Systems for Decisions on Maintaining CompetitivenessManagement Information Systems for Decisions on Employee welfare PoliciesThe Relationship between Management Information Systems and Other Information SystemsConclusionRelated Introduction In an organizational setting, the main application of information is in making sound decisions and finding the best remedies to a problem. These practices are closely related, and form foundations of all successful companies (Oz, 2008: p.8). In order to achieve this, most organizations have embraced different information systems. By definition, an information system is a collection of related company resources, which aid in retrieval, processing and distribution of information that supports the decision making process. (Heijden, H., Heijden, M. and Govardus, 2009: p.3). It obtains data as input and uses it to process and output useful information for decision making. In this paper, we explore on the application of Management Information Systems by Access Fulfilment Limited, a distribution company for a wide range of products, based in Kent, U.K. Management Information Systems at Access Fulfilment Limited According to Sadagopan (2004: p.1), management information systems (MIS) are computer based systems which provide access to data, which is speedy and flexible. There are several management areas where the management information systems have been used to make strategic decisions at Access Fulfilment Ltd. Management Information Systems for Decisions on New Warehouse Locations In an effort to expand the company, new offices and branches are often opened in different locations. To identify the most ideal locations, management information systems often aid in this analysis. Before a final decision is made, internal company information, as well as environmental information is generated by a management information system. This information includes both the shot and long term aspects that should be considered before setting up the new branch. These include the market and changeability, which is a prediction of the possible market response at the tine the branch is set up and the government policy, among others. For the warehouse branches that have been opened in the recent past, which are at Suffolk and Bristol, this system has provided the management team with the necessary information they need to execute the correct strategic decisions. As stated by Sadagopan (2004: p.14), strategic management information systems require mechanisms necessary for the assimilation of environmental information. This is necessary for influencing strategic decisions systematically. Management Information Systems for Decisions on Alternate Financing In every business, the decision for alternate financing is one of several strategic decisions that need sufficient information before being arrived at (Depamphlis, 2010: p.209). At Access Fulfilment Limited, a summary of status information about the internal financial status of the company is made. This summary is then referred to when such decisions are being made. This summary includes details on payrolls, the company budget, overruns, and variance analyses. In addition to this, external information, which is critical to the long-term status of the company, is also considered. The knowledge of these components of the business environment has enabled the managers of the company to make strategic decisions on this issue. This strategic decision, which applies the management information system, has turned out to benefit the company. For more than ten years that Access Fulfilment Limited has been in business, it has experienced substantial growth. One of the contributions towards this is alternate financing decisions. Management Information Systems for Decisions on Maintaining Competitiveness Competition is one of the major challenges faced by every business organizations (Waters, 2010: p.6). For Access Fulfilment Limited, the main sources of competition are other distribution companies that were in business even before it was founded. Having an advantage of a broader customer base as compared to Access Fulfilment Limited, these companies were difficult to compete with. Thus, decisions that had to be made by management to overcome this were very significant for the company. Management information systems aided in making decisions. Through the application of this information system, vital information about these competitors was obtained. This information comprised of the competitors’ present and future strategies for their distribution businesses. This information was quite helpful to the company. Since the managers were aware of what their competitors had planned, strategic decisions about advertisement and all other marketing functions of the company were arrived at. This enhanced Access Fulfilment Limited’s competitiveness in the market. It has also helped the company survive and grow for the period that it has been in the market, as is hopeful for further growth. For this reason, the application of the management information system has been beneficial to Access Fulfilment Limited. Management Information Systems for Decisions on Employee welfare Policies Any decision that concerns an organization’s welfare policy is among the strategic decisions that are taken by personnel management. In order to execute this decision successfully, internal information about the staff members is vital (Sadagopan, 2004: p.15). At Access Fulfilment, the information that influences such decisions includes staff size, quality of staff, their salary enumerations, motivations, and many more. However, what really governs this decision in the organization is the future vision and plans that the managers have. It is also governed by the probable labour market conditions in the business environment. By the application of management information systems, both the internal and external information needed by Access Fulfilment is obtained. This system has been quite resourceful in terms of setting the salaries for employees and motivating them. This strategy has enabled the company to retain most of their pioneer employees. Had the company failed to apply this system, probably the external job market could have been promising for the employees without the knowledge of the management team. Thus, failure or delay in adjusting the welfare of the employees to match or surpass the external market could prompt some of them to leave. The Relationship between Management Information Systems and Other Information Systems At Access Fulfilment Limited, several information systems are applied. Apart from the management information system (MIS), there is the executive support system (ESS), decision support system (DSS) and the knowledge management system (KMS), among others. One common thing about these information systems is that they all contribute towards the making of sound decisions that will see the company grow. What differentiates these systems is the level of management in which they are used and when they are used. The executive support system, for instance, is used by top level executives in decision making (Stair Reynolds, 2011: p.446). Thus, for this company in as much as management information systems are used on various management levels, executive support systems are exclusive to the top management. Decision support systems, on the other hand is a support system for the management, with more capabilities than the management information systems (Janakiraman Sarukesi, 2004: p.26) Conclusion Access fulfilment has been experiencing reasonable growth ever since 2000, when it started business. Although this cannot be entirely attributed to management information systems, it has been shown that these systems have had their contribution to its success. As aforementioned, this support system has been of great aid to the company in terms of strategic decision making. The aim of management information systems is to offer the right information from company reports (Sarukesi, 2004: p.26). Among the several strategic decisions that this system has helped make, this paper has addressed decisions for new locations, employee welfare policies, alternate financing and maintaining competitiveness in the business. On evaluating of this system at Access Fulfilment Limited, it can be concluded that it has been of a positive impact to the company. REFERENCE Depamphlis, D. 2010. Mergers and Acquisitions Basics: All You Need to Know. Oxford: Academic Press. Heijden, H., Heijden, M. and Govardus, J. 2009. Designing Management Information Systems. Oxford: Oxford University Press. Janakiraman, V. S. and Sarukesi, K. 2004. Decision Support Systems. Delhi: PHI Publishers. Oz, E. 2008. Management Information Systems. Massachusetts: Cengage Learning. Sadagopan, S. 2004. Management Information Systems. Delhi: PHI Learning. Stair, R. and Reynolds, G. 2011. Principles of Information Systems. Massachusetts: Cengage Learning. Waters, T.J. 2010. Hyperformance: Using Competitive Intelligence for Better Strategy and Execution. California: John Wiley Sons.

30 Sports Idioms

30 Sports Idioms 30 Sports Idioms 30 Sports Idioms By Mark Nichol This post lists and defines terms derived from two or more distinct sports that by extension serve as idioms in other realms of endeavor outside athletics. (The original meaning is provided in parentheses.) 1. ace: accomplish something with ease (slang term for when an opposing player or team fails to return a serve) 2. bench: keep someone from participating; as a noun, a figurative reference to the members of a group as a whole or to the depth of talent of the group members collectively (seating for players not competing) 3. bench-warmer: a person with a negligible role (slang term for a player who spends most or all of a game sitting on the team bench rather than participating in competition) 4. cheap shot: a hurtful or unfair critical comment (an illegal hit during a contact sport) 5. drop the ball: fail or make a mistake (lose control of a ball and thus give up possession of it in favor of the opposing team) 6. game changer: something that significantly and suddenly changes a situation (a play during a game that abruptly alters the likely outcome) 7. game plan: strategy (the approach athletes practice to achieve victory in a competition) 8–9. get/keep the ball rolling: start an activity or project, or maintain progress on an activity or project, respectively (putting and keeping a ball in motion so that regulation play continues) 10. goal line: an achievement or benchmark considered a success (the line on a playing field across which a ball must cross in order for points to be scored) 11. hat trick: a very clever or deft maneuver (a series of three consecutive achievements in a game or season, based on a tradition in which a cricket player was awarded a hat for such an accomplishment) 12. hotshot: a conspicuously successful or talented person, or one who believes himself or herself to be especially successful or talented; often used sarcastically or derogatorily (a player unusually successful in making shots, or goals) 13. level playing field: an equitable arrangement (a flat surface on which a competition is held so that a slope does not favor one team) 14. long shot: an effort, or a person or thing, with little chance of success (an attempt to score a goal from a far distance) 15. losing streak: a record of a series of failures (a sequence of successive defeats by an athlete or team) 16. make the cut: qualify (having one’s name remain on a roster from which the names of other prospective team members have been removed or struck out, signifying retention of the one who has made the cut and disqualification of the others) 17. on the ball: alert, successful (remaining close to, or gaining possession of, a ball in a competition in order to achieve victory) 18. on the sidelines: having an indirect or insignificant role (the area next to the boundary of the playing area where team members not participating in a competition watch game play) 19. out of bounds: not acceptable or appropriate (outside the field of play, where a ball may not be carried or moved to score a point or goal until it is returned to a prescribed place on the field and play officially resumes) 20. referee: a mediator or arbitrator (an official responsible for overseeing a competition and monitoring that rules are being observed) 21. ringer: a person with a striking resemblance to another person, or an unauthorized substitute (a competitor not authorized to play) 22. score: achieve or obtain something desired, or record outcomes or results; as a noun, the status of a situation, or pertinent information (the tally kept during a competition) 23. sideline: as a noun, an additional pursuit or product line; as a verb, keep or remove from participation; in plural form, the state of observing rather than participating (the line marking the boundary of the playing field) 24. stay ahead of the game: anticipate changes in a series of events or incidents (predicting how a competition will play out and using that knowledge to affect the outcome) 25. take sides: support one faction or position at the extent of the other (forming the prescribed arrangement of team members before a competition begins) 26. team player: someone who gets along well with others or is loyal to a cause (an athlete whose performance supports a team’s success) 17. stage of the game: a point during a series of actions or events leading to an outcome (the notion of a particular interval or moment during a competition) 28. time out: a pause or break to assess a situation or provide time for reflection, or removal of a child from an activity as a form of punishment (one of a prescribed number of interruptions in competition each team is allowed to take to temporarily halt game play to discuss strategy) 29. winning streak: a series of successes (a sequence of successive victories by an athlete or team) 30. workout: an exercise routine, or any strenuous effort (a series of activities or exercises an athlete undergoes to enhance physical conditioning) Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†45 Synonyms for â€Å"Old† and â€Å"Old-Fashioned†13 Theatrical Terms in Popular Usage

Public Health Research Paper Example | Topics and Well Written Essays - 1000 words

Public Health - Research Paper Example Public health also alleviates human suffering, and is practiced by a variety of professionals in the field. As a field of study, I have gained vast knowledge on public health, including all the aspects of public health, and policy and practice. Therefore, this has prepared me to undertake practical tasks in the field, where I will perform effectively, considering the amount and quality of knowledge I have gathered in this course. Through learning this course, I have realized that there are many challenges that face public health today. Therefore, as a professional and leader in this field, I have to contribute to the development of solutions to the challenges. Therefore, learning this course has increased my understanding of the complex challenges, which professionals in the field of public health are faced with. Times have changed, and so have the challenges in Public Health. These are evolving, and becoming more complex. Three major factors are responsible for the changing the natu re of health threats today. These include demographic transition, which occur because of urbanization and ageing, epidemiological transitions, and compromised physiology. In addition, financial insufficiencies have hindered the effective implementation of most public health initiatives. Furthermore, it is challenging for public health practitioners to achieve the desired influence in society, since the main ethos of public health; prevention, is undervalued in society, basing on its invisible benefits. Communication is another major challenge in public health, as the field is highly involved in the education of the public. Finally, because of globalization, public health professionals are expected to adopt a global thinking by local action (Pomerleau & McKee, 2005). Therefore, the aspect of intercultural communication is core to public health, and professionals in this field. Like other any workplace, the field of public health also faces considerable issues at the workplace. These vary in nature, and might involve the company itself or its employees. Therefore, as a leader, it is important to develop strategies that can help in addressing the emerging complex issues. There are various strategies, which managers at the workplace can employ to address workplace issues. The most important strategy is for managers to develop an open-door policy for employees. In this case, employees will consider the manager approachable, thus will feel free to report any pressing issue they experience. Secondly, it is important for a manager to address problems or issues immediately they occur, instead of leaving them unaddressed. Furthermore, fairness at the workplace is of great importance. The culture of fairness helps to prevent major problems, which would have occurred at the workplace. Above all, communication is key, therefore, managers should foster effective communication with employees, as this helps to cut down on difficult situations. In order to increase efficiency at the workplace, as a manager, I must push for the adoption of effective information technology. Today, the technology is highly advanced, and has increased efficiency and performance of tasks. Therefore, present public health managers have a role of ensuring that new technology is adopted at the workplace.  

Different construction insurance mechanisms currently utilized by the Essay

Different construction insurance mechanisms currently utilized by the construction industry - Essay Example Material loss may result from the death of an employee, worker's compensation or defects on construction. Construction insurance although in theory is not very different from any other type of insurance, the main difference lies in the enormous risk a construction company is exposed to while undergoing the project, thus, resulting to a higher premium. As a matter of fact, "the market for general liability insurance has taken a disastrous turn over the past two years. Builders and remodelers in every part of the country are experiencing dramatic increases in premiums and big changes in deductibles and exclusions. In some states, coverage may not be available at any price. If a company's insurance is too costly, it can't be competitive." (Miller) This is the reason why several mechanisms are used in the construction industry to minimize the risk or the amount of premiums to be paid. Some mechanisms are provided for by law whereas some evolved from general practice. Several examples of these mechanisms are the Additional-insured endorsements, Owner Insured Risk Programs, reinsurance and the inclusion of a mediation and/or arbitration clause in the insurance contract. One of the mechanisms used, particularly in Oregon, is the "additional-insured endorsements." These endorsements, "which ... An additional-insured endorsement states that in addition to the insured contractor, another party is an additional insured party under the insurance contract, thus giving the additional party the right to make a claim directly on the policy." (Christensen) This simple mechanism ensures that the insurance is available among the various participants in construction projects including owners, general contractors, subcontractors, and sub-subcontractors. This mechanism in effect lowers the overall cost for risk-allocation on the project. Another mechanism is the Owner Controlled Insurance Program or OCIP. In an OCIP, "the owner purchases insurance for other participants in a construction project." (Thelen Reid Brown Raysman & Steiner LLP) An Owner Controlled Insurance Program will cover the owner, the contractor , the subcontractors and sometimes include the design professionals. The coverage is tailored to the needs of the party applying for it but generally it includes general liability (CGL), builder's risk, worker's compensation, design errors and omissions as well as excess and other special coverages. The OCIP process is pretty complicated, contractors and subcontractors need to be cautious when participating in an OCIP project. "They must ensure that the coverage offered by the OCIP is sufficient to replace their existing insurance coverage. They also must be careful that the bid deduct process by which the cost of insurance deducted from their price is properly and timely performed." (Thelen Reid Brown Raysman & Steiner LLP) The OCIP was generally used in large scale constructions, however, it is slowly becoming popular even with small-scale projects especially in condominium and

How to manage your time Essay Example for Free

How to manage your time Essay Carl Sandberg said â€Å"time is the coin of your life. It is the only coin you have, and only you can determine how it will be spent. Be careful lest you let other people spend it for you.† Therefore, how to control your use of time? First and foremost, look cautious at your priorities and Identify your goals . According to Oxford Brookes University (2012), you have to identify what is important to you and to be realistic and definite about them. People in all walks of life will have different thoughts, each of them will have their own priorities, identify what you need. For instance, friends, family, getting a good degree, or your health. The great way to determine is by giving a rank to them in order from 1-10 that could help you to prioritise the time you give to the things that beneficial to you and things which will help you to achieve your goals. Then you can allocate a realistic amount of time to each. Being more realistic enables you to build in time to relax and can work more effectively. Furthermore, make a timetable, plan for your future. This is the most common way, yet is the most useful way. According to NUS (n.d.), if you have come to university from high school, it can be a shock to find that you are responsible for organising your study time by your own to complete all the assignments given by the lecturers. Making a timetable helps you to identify periods of potential study time. Ensure that this time is quality time where you can really concentrate, away from all the disturbances. According to TimeMan.com (2013), make a daily To-Do List can be make everyday. At the end of each day, you can organize and schedule your next day. In addition, follow your plan. According to TimeMan.com (2013), do not let peer pressure or the quest for short-term gratification dictate what you consider important. You just have to focus on the goals you have set for yourself and follow up on your true top priorities. Align your priorities with your long-term values and goals. Moreover, overcome procrastination. According to TimeMan.com (2013), without a deadline, you will surely procrastinate. For instance, whenever you get an assignment, set a time to start it off to avoid doing last minute works. Once you are given a due date on an assignment, count backwards from the due date to build up a start date. Take into consideration that you will be spending on other items like social events, sports and so on. Bear in mind that every tasks given is always better to start early to avoid from a panic finish. Last but not least, according to NUS (n.d.), take breaks to  relax. No matter how much you have to do, studying continuously without a break will not help you in the long run. You will simply lose your concentration and remember less. Sometimes, you just have to take a break, really chill out and have a deep breath, this will help you feel better. Remember not to stress up yourself !

Hamlets Insanity :: essays research papers

The Darkness of Insanity   Ã‚  Ã‚  Ã‚  Ã‚  Insanity is an ever growing black hole which envelopes the pitiful mind of the its victim. The mental condition of Hamlet has been well debated throughout the years even though in Shakespeare’s tragedy Hamlet does admit that his madness is an elaborate scheme. Many see this fact as a way to discredit the idea of Hamlet’s insanity but one should also take into consideration the amount of proven psychopaths who constantly admit to their sanity. Through his actions and emotions prevalent through the play, Hamlet does indeed prove his insanity despite his denial of it. It is quite obvious that Hamlet possesses a troubled mind resulting from a gross state of melancholy, which later leads to him becoming disillusioned. Another fact to strengthen the idea of his insanity is his treatment of his beloved girlfriend, Ophelia and his loving mother, Gertrude. One might find it difficult to ponder the thought of any sane person denouncing their love for their lover without showing the slightest hint of sadness. However, Hamlet does perform this wicked deed. The protagonist’s mind is also filled with enough incestuous thoughts of his very own mother to disturb the audience. The most troubling and powerful piece of evidence to prove his insanity is that he does not feel the slightest twinge of guilt nor the smallest sliver of remorse after he murders three innocent bystanders in cold blood. The human conscience is what separates humans from animals because human’s have the ability to question evil deeds such as murder yet Hamlet’s conscience remains untouched after the murders of three people. The lack of guilt should be proof enough that Hamlet’s mind is convoluted.   Ã‚  Ã‚  Ã‚  Ã‚  Throughout the play Hamlet continuously shows characteristics that are closely related to madness. One of the more prominently shown characteristic is depression, which is also known to psychiatrists as the gateway to insanity. The depression caused by the murder of his father runs rampant during the course of the play and helps to led him down to his ultimate path of ruin. Hamlet’s depression is so powerful and visible that it begins to disturb his mother: “Good Hamlet, cast thy nighted colour off, And let thine eye look like a friend on Denmark Do not for ever with thy vailed lids Seek for thy noble father in the dust. Thou know’st ‘tis common – all that lives must die, Passing through nature to eternity.'; (Shakespeare 1.

Factors Affecting Academic Performance Essay

Like many Americans caught up in the economic downturn, college students are worried about money. Now research indicates that financial worries may affect their academic performance. This year’s National Survey of Student Engagement, released on Thursday, reveals that more than a third of seniors and more than a quarter of freshmen did not purchase required academic materials because of the cost. Roughly equal shares, around 60 percent, said they worried about having enough money for day-to-day expenses. And 36 percent of freshmen and 32 percent of seniors reported that financial concerns had interfered with their academic performance. Since 2000, Nessie, as the survey is known, has collected wide-ranging data to help colleges develop effective educational practices and promote engagement. Students are asked, for instance, how much time they spend studying, whether they get involved with campus organizations, and how they interact with their professors and peers. This year the researchers, based at Indiana University at Bloomington, also assessed how the economy was affecting students at a subset of the 546 American colleges that participated. The survey examined students’ employment, finding that among freshmen, nearly 20 percent worked on campuses, and about 30 percent worked elsewhere. For seniors, those proportions were about a quarter on campuses and more than half elsewhere. Students working off campuses logged more hours: More than half of seniors working on campuses worked less than 15 hours a week, but 40 percent of full-time seniors in off-campus jobs worked more than 16 hours a week; 20 percent logged 30 or more hours. Other research has found that working up to 20 hours a week can increase students’ engagement and improve their academic performance, but that a greater time commitment can be detrimental. In this year’s survey, more than half of full-time seniors who worked 21 or more hours a week said their work schedule interfered with their studies. Yet 60 percent of those students said they had investigated working even more hours to help cover the cost of college. Related Content Grades and Tests May Miss What Matters Most in Learning Charts: How Financial Worries Are Affecting Students Alexander C. McCormick, director of the survey, says institutions should consider such findings an opportunity to get a better sense of the financial stressors that shape students’ academic experiences. Most colleges, he points out, know which students have on-campus jobs. But administrators could do more to figure out how much time students spend working off-campus, and whether those commitments threaten their academic success. â€Å"You can never do enough to understand who your students are,† Mr. McCormick says. But collecting data is the easy part. â€Å"The really hard work is up to the colleges and universities, to figure out what the data mean and what they want to do in response.†

Gifted And Talented Children Education Essay

What methods of proviso for immature gifted and talented kids can be implemented in Early Old ages scenes, and how good are these methods to the kids ‘s development? The term ‘gifted and talented ‘ ( GAT ) is seldom used in relation to Early Old ages ( EY ) scenes. This is chiefly because proviso for GAT kids has, historically talking, focused preponderantly on higher degrees of instruction ( Gross, 1999 ) . However, the necessity of catering for the societal, emotional and cognitive demands of GAT kids in EY scenes is besides extremely of import, for two chief grounds. First, on a professional degree, all EY practicians must follow with authorities statute law sing the proviso for GAT kids. Second, and every bit significantly, on a personal degree, it is at this early phase of a kid ‘s life that their development progresses the most quickly ( George, 2003 ) . Therefore, if the kid ‘s ability can be foremost identified, and so nurtured through appropriate proviso, so, because the kid ‘s head is more waxy at this clip, the likeliness of successfully developing their precocious gift or endowment will increase as a effe ct. This raises a cardinal issue: the inquiry of what constitutes being ‘gifted and talented ‘ . Harmonizing to the Department for Children, Schools and Families ( DCSF ) , kids classified as being gifted and talented ‘have one or more abilities developed to a degree significantly in front of their twelvemonth group ‘ ( DCSF, 2009 ) . This construct is extended by Renzulli ( 1998 ) , who formulated a ‘three pealing construct of giftedness ‘ based on his research into the discernible features of kids who displayed illustrations of ‘gifted behavior ‘ . He surmised that, in add-on to the above facet of above mean ability, there must besides be elements of creativeness and undertaking committedness displayed by the kid in order for their behavior to be described as ‘gifted ‘ . The above brief definitions of what it means for a kid to be regarded as ‘gifted and talented ‘ , while valid in wide educational footings, do however present cardinal jobs when used to turn to this issue in relation to early old ages scenes. With respect to Renzulli ‘s definition affecting creativeness and undertaking committedness, these elements may non be immediately evident in the kid ‘s actions due to the societal and emotional immatureness of the kid at such a immature age. Harmonizing to Fowler ( 1999 ) , this is because the kid ‘s rational ability has progressed at a much faster rate than other cardinal developmental factors. Consequently, this could take to behavioral, emotional and societal troubles until this instability has been corrected. Furthermore, with respect to the DCSF definition refering above mean ability, because the kid has had small or no experience of formal instruction at this phase, it is hard, on an official degree, to set u p how far in front of the ‘developmental curve ‘ ( Raty et al, 2002 ) the kid is. When a kid first enters an EY scene, their ability will non hold been officially assessed prior to entry, so an EY practician would ab initio be incognizant of the kid ‘s gift or endowment. This leads to an underpinning issue sing the successful holistic development of immature GAT kids: the designation of their peculiar strength ( or combination of strengths ) at this early phase. Some of the indexs that could mean that a kid is gifted and talented include being able to read books intend for much older kids, holding a well wider vocabulary than might be expected at this early phase, or making exceeding graphics for their age, amongst many others. Many of these indexs are comparatively simple to place, even at this early phase of the kid ‘s development. However, troubles could originate for practicians in the early designation of these abilities. It can be argued that some abilities are harder to place than others. For illustration, a kid with extremely advanced verbal accomplishments has an ability that would be more immediately evident to a practician than one with an exceeding memory for their age. However, to take this thought a phase farther, if a kid has, for case, hapless motor accomplishments or a limited vocabulary, the possibility, however, still exists that their gift or endowment prevarications in another developmental country. Sutherland ( 20 06 ) argues that ‘it is this diverseness that makes designation so hard ‘ . In these instances, it is imperative to look beyond the obvious, as these hitherto latent abilities may merely necessitate the right state of affairs or undertaking to trip their outgrowth and subsequent designation. On the other manus, these abilities can frequently attest themselves long before a kid even enters early old ages instruction ( Sankar-DeLeeuw, 2002 ) . During this really early phase of babyhood, the kid may already exhibit marks of advanced reading and speech production accomplishments. These can be ‘a powerful forecaster of remarkably high rational ability ‘ ( Gross, 1999 ) . The of import point to bear in head is that these abilities will already hold been observed by the kid ‘s parents before the kid enters any EY scene. Parents can take an active function in fostering their kid ‘s development, by, for illustration, playing simple word or figure games with them. Furthermore, harmonizing to research by Koshy and Robinson ( 2006 ) , immature GAT kids frequently have sufficient motive degrees to prosecute their involvements with a grade of independency, after the initial parental engagement. These observations and subsequent engagements can go a focal point of treatment between parents and EY practicians refering the continuance of the kid ‘s development in the scene. This besides marks the start of the key relationship between the parents and the practician, who can join forces to seek to guarantee that the kid ‘s demands are met every bit to the full as possible. These parental and professional positions, with the possibility of uniting the two in partnership, are important in the early designation of immature kids ‘s precocious abilities. Although the importance of this procedure with respect to the kid is undeniable, the issue remains that this is merely the first measure towards the kid carry throughing their potency in their country or countries of strength. George ( 2003 ) argues that merely the ‘potential for giftedness ‘ exists in immature kids. In order for this aptitude to be developed every bit to the full as possible, an ‘optimal environment ‘ must be provided by any early old ages puting. This straight illustrates the following measure: the necessity to provide for such kids with child-centred, age-appropriate and individualized proviso. By and large talking, EY scenes do non specifically refer to gifted and talented proviso in their functionary policy certification. This can be attributed to the fact that, harmonizing to the DCSF ( 2009 ) : ‘there is no specific counsel ( sing the gifted and talented ) for the Early Years ‘ . However, all scenes are lawfully obliged to follow with the rules contained within the Early Years Foundation Stage ( EYFS ) Framework. Some of these rules are per se relevant to providing for immature GAT kids: in peculiar, ‘Observation, Assessment and Planning ‘ , ‘Supporting Every Child ‘ and ‘The Learning Environment ‘ . These all autumn under the subject of ‘Enabling Environments ‘ . ( DCSF, 2009 ) These specific criterions entitle all kids, irrespective of ability, to hold their single educational demands met by EY practicians through a procedure of careful planning and individualized proviso in an inclusive scene. In the instanc e of immature GAT kids, this system promotes ‘developmentally appropriate ‘ and child-centred pattern ( Harrison, 2000 ) . This underpins all methods of GAT proviso: by providing for the kids ‘s identified countries of advanced ability, EY practicians can supply acquisition experiences where immature kids can heighten their bing accomplishments, prosecute their single involvements, and besides, to a certain extent, start to take duty for their ain acquisition, even at this early phase of their instruction. There are several different methods of proviso for GAT kids across all educational phases. However, some of these are inappropriate for much younger kids to be put through, and impractical for EY practicians to implement. A noteworthy illustration of this is ability grouping, the use of which is preponderantly restricted to secondary school instruction and the latter phases of primary instruction. This method is clearly impracticable as a probationary scheme for younger kids, for a assortment of grounds. Learning is less curriculum-based and more play-based ; the kids will non hold been officially assessed ; and it is unjust on ethical evidences. Conversely, some methods of proviso are more appropriate for the educational demands of immature GAT kids. Three in peculiar base out: acceleration ( cited in Cuikerhorn et Al, 2007 ) , extension ( cited in Meador, 1996 ; Sankar-DeLeeuw, 2002 ; Distin, 2006 ) , and enrichment ( cited in Gross, 1999 ; George, 2003 ; Koshy and Robinson, 2006 ) . In overall footings, acceleration increases the gait of the kids ‘s acquisition ; extension increases the deepness of larning in a specific country or subject ; and enrichment increases the comprehensiveness of larning across a scope of countries or subjects. Moltzen ( 2006 ) states that these methods of proviso have distinction at their nucleus: acceleration and extension are types of quantitative distinction, while enrichment is a type of qualitative distinction. Each of these methods has advantages and disadvantages non merely for the cognitive development of immature GAT kids, but besides, every bit significantly, for their societal a nd emotional development. It is critical for EY practicians to make a socially and emotionally supportive environment within the puting if any of these methods are to hold any step of success in providing for the kids ‘s educational demands. Acceleration, in wide footings, involves traveling through the course of study at a faster gait than would usually be expected for a kid of that age. It typically involves take parting in activities and undertakings relevant to a higher twelvemonth group, accompanied by traveling to higher twelvemonth groups to work with older kids. These processs are comparatively common in the United States of America, but are rarely used in the United Kingdom at this early phase ( Koshy and Casey, 1997 ) . These procedures of ‘fast-tracking ‘ and ‘accelerated larning ‘ are advocated in the 1997 ‘Excellence in Schools ‘ White Paper* ( cited in DCSF, 2009 ) as a manner to ‘stretch the most able ‘ . However, from an early old ages position, this scheme would merely be used in instances where the kid ‘s ability in a peculiar country is so far in front of their age group that this becomes the lone practical solution, although this step would merely be necessary for a really little per centum of immature GAT kids. For these choice few, the premier benefit of this method of proviso is that they can work at a degree that is tailored to their single demands, which, in bend, will increase their motive and overall educational satisfaction degrees. Harmonizing to research by Gross ( 1999 ) , they accordingly tend to ‘perform every bit good as or better than their older schoolmates ‘ . Another educational benefit is that many immature GAT kids find it easier to associate to older kids because they are more closely matched, both intellectually and in footings of their scope of involvements ( Distin, 2006 ) . However, a contrasting position is held by Cuikerhorn et Al ( 2007 ) , who emphasises that working with a higher age group can take to societal isolation from kids of their ain age. As mentioned before, immature GAT kids, though by and large better developed cognitively and academically than other kids of the same age, are still at the same societal and emotional developmental phase as their equals. Therefore, it is important that they portion experiences, peculiarly play-related 1s, with them excessively: this is an of import facet of childhood. Furthermore, acceleration can increase the force per unit area on kids to move more maturely faster than they are able to get by with, both socially and emotionally. It could be argued that it is unjust to enforce such an outlook on really immature kids. Extension is the 2nd method of proviso to see. Broadly speech production, this involves immature GAT kids take parting in activities and undertakings suited for most kids of that age, but with some distinguishable versions to provide for their more advanced academic demands. One noteworthy type of version is kids ‘s engagement in open-ended activities, devised by the EY practician, that stem from an initial stimulation. A good illustration of such a undertaking was observed by Meador ( 1996 ) in an EY scene. The original activity for all kids was to make their ain ‘ant hill bite ‘ by distributing peanut butter over a vanilla wafer with a fictile knife, so puting three raisin emmets on it, and eventually eating it. The drawn-out activity for the GAT kids was to be after to do ant hills for five kids, so to work out how many vanilla wafers and raisins they would necessitate to make this, and eventually to explicate their reply to the practician. In this case, the draw n-out undertaking is open-ended because there are multiple agencies of happening the replies ( Meador, 1996 ) ; kids could, for illustration, draw images of the wafers and the ‘ants ‘ and number them on the piece of paper, or by utilizing items or their fingers. This highlights a cardinal facet of extension: the manner in which undertakings can be designed to develop and dispute the kids ‘s mind. This issue of challenge is of import for two chief grounds. First, when they are working at a degree that better suits their demands, this can hold a positive consequence on their motive and undertaking committedness. Second, if they are able to finish a more ambitious activity, they can derive a sense of accomplishment from it, which will in bend aid to hike their assurance and self-belief. Extension undertakings besides have the capacity to let GAT kids, even at an early age, to utilize more advanced degrees of thought accomplishments ( Bloom, 1985, cited in George, 2003 ) . Taking the activity above as an illustration, they progress from the relatively simple cognitive procedure of following instructions in the first portion, to the more complex cognitive procedures of job resolution and explicating a pick of attack in the 2nd portion. If these more advanced acquisition accomplishments can be developed through extension at this early phase, the kid will be far better prepared for later degrees of schooling where these accomplishments become a necessity in more formal schoolroom state of affairss ( Goodhew, 2009 ) . However, the method of extension as a method of proviso has some possible drawbacks. If the immature GAT kids are being invariably extended, so the danger exists that this focal point on more ambitious activities may take to the disregard of cardinal accomplishments and rights. In the early old ages, every kid, irrespective of ability, ‘deserves a happy childhood, full of energy, joy, optimism and growing ‘ ( Koshy and Robinson, 2006 ) . Like all other kids, they must be given chances to, for illustration, draw images, drama and communicate with their equals, explore the universe around them, and so on. Consequently, if these extension schemes are non regulated and moderated right, it can do the kid to go socially stray and emotionally detached from their equals. The 3rd method of proviso to see is enrichment. In general footings, it is similar to the extension method as it besides involves immature GAT kids take parting in activities and undertakings suited for most kids of that age. However, it differs in one chief regard. Alternatively of accommodating activities and undertakings and advancing the usage of a assortment of more advanced cognitive procedures and accomplishments, enrichment focuses more on the development of a peculiar kid ‘s single countries of strength or particular involvement. An illustration of such an involvement at an early age is described by Cuikerhorn et Al ( 2007 ) , where one peculiar GAT kid was able to declaim dinosaur names from memory and discourse intricate informations, such as their dimensions and their nutrition, with the EY practicians. They did this merely ‘because the subject excited them ‘ ( Cuikerhorn et al, 2007 ) . In this case, suited enrichment activities could include pulling images of their favorite dinosaurs utilizing felt-tip pens or little pieces of sugar paper, conceive ofing what a typical twenty-four hours in the life of a dinosaur would be like, or making role-plays with dinosaur figures. Such undertakings could be devised by the practician or the kid. Other kids can be involved in these undertakings, the 3rd one in peculiar, and by working together they can portion experiences with each other. The cardinal component here is that these undertakings are matched to the single kid ‘s demands. This has two ch ief benefits to the kid ‘s development. First, because they are already deeply interested in the subject, they will be motivated to go on their assimilation of cognition, and deepness of apprehension of it. Young GAT kids, in peculiar, have a ‘strong appetency for information ‘ ( Sankar-DeLeeuw, 2002 ) ; the enrichment attack can impart this ‘appetite ‘ into activities with meaningful results. Second, the three possible activities mentioned above ( by no agencies an thorough list ) offer originative possibilities for the immature GAT kid in different early developmental countries such as drawing, imaginativeness and coaction, the tierce of which in specific will profit the kid ‘s interpersonal accomplishments and aid to further positive equal relationships. This is a signifier of individualized acquisition, where an single kid ‘s accomplishments and abilities in all countries of development are enhanced by their ain strengths and involvements. This technique is promoted by the 2005 ‘Higher Standards for All ‘ White Paper* ( cited in DCSF, 2009 ) ; it can assist all kids, irrespective of ability, to ‘reach the bounds of their capacity ‘ . However, in order for this rule to be more to the full met in an EY scene, it is of import that enrichment is merely one built-in portion of the whole acquisition procedure for the immature GAT kid. They must besides work and play outside their peculiar country of strength or involvement to develop other cardinal accomplishments that will be required in the hereafter. This will assist to guarantee that their instruction is good balanced during the early old ages. In short, the proviso of enrichment for immature GAT kids should be implemented aboard, non alternatively of, th e regular early old ages course of study. In drumhead, it can be argued that all of these methods of proviso can further the cognitive development of immature GAT kids in EY scenes in different ways. However, the success of each method chiefly depends on each single kid ‘s demands. Some may develop academically through one method ; others may make so through a combination of methods: harmonizing to the 1999 ‘Excellence in Cities ‘ White Paper* ( cited in DCSF, 2009 ) , there is frequently no individual ‘best manner ‘ to run into all of a kid ‘s demands. EY practicians should take the method or methods of proviso based on an designation of the single kid ‘s gifts or endowments, although this is frequently a hard portion of the procedure if the ability is non immediately evident. They should so implement it with a sound consciousness of the kid ‘s societal and emotional development in head. This is peculiarly of import in the early old ages, as these features are, in most instanc es, merely merely get downing to develop at this phase. It is the well-planned, thoughtful and supportive execution of these methods that significantly lessens the opportunity of immature GAT kids sing societal and emotional jobs, while at the same clip assisting them to larn, accomplish, and most significantly enjoy themselves in an inclusive scene at this important early phase of their childhood.— — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — — –* Although these education-related legislative paperss are recommendations made for the proviso of talented and talented students in primary and secondary schools, I felt that the same rules, albeit in different contexts, are besides relevant to early old ages scenes. Therefore, they are included in the text. Reference List / Bibliography Bearne, E. ( erectile dysfunction ) ( 1996 ) Differentiation and diverseness in the primary school. London: Routledge Cuikerhorn, J. R. et Al ( 2007 ) Serving the preschool gifted kid: scheduling and resources. Roeper Review, 21 ( 3 ) , pp. 222-234 DCSF ( 2009 ) National quality criterions in talented and gifted instruction. ( Online ) Department for Education and Skills. Available at: hypertext transfer protocol: //www.standards.dfes.gov.uk/giftedandtalented Accessed: 19th November 2009 DCSF ( 2009 ) The national schemes: early old ages foundation phase. ( Online ) Department for Children, Schools and Families. Available at: hypertext transfer protocol: //nationalstrategies.dcsf.gov.uk/earlyyears Accessed: 18th November 2009 Distin, E. ( erectile dysfunction ) ( 2006 ) Differentiation and diverseness in the primary school. London: Jessica Kingsley Fowler, S. A. ( 1999 ) Perspectives: measuring an early childhood gifted instruction plan. Roeper Review, 21 ( 3 ) , pp. 222-234 George, D. ( 2003 ) Gifted instruction: designation and proviso ( 2nd edition ) . London: David Fulton Goodhew, G. ( 2009 ) Meeting the demands of gifted and gifted pupils. London: Continuum Gross, M. U. M. ( 1999 ) Small poppies: extremely talented kids in the early old ages. Roeper Review, 21 ( 3 ) , pp. 207-221 Harrison, C. ( 2000 ) ‘But three-year-olds can'taˆÂ ¦ ‘ Glass ceilings in early childhood – deductions for talented kids. Australian Journal of Early Childhood, 25 ( 2 ) , pp. 22-30 Hodge, K. & A ; Kemp, C. ( 2002 ) The function of invitational course of study in the designation of giftedness in immature kids. Australian Journal of Early Childhood, 27 ( 1 ) , pp. 33-41 Koshy, V. & A ; Casey, R. ( 1997 ) Effective proviso for able and exceptionally able kids. London: Hodder & A ; Stoughton Koshy, V. & A ; Robinson, N. M. ( 2006 ) Too long neglected: gifted immature kids. European Early Childhood Education Research Journal, 14 ( 2 ) , pp. 113-126 Meador, K. ( 1996 ) Meeting the demands of immature talented pupils. Childhood Education, 73 ( 1 ) , pp. 6-12 Moltzen, R. ( 2006 ) Can ‘inclusion ‘ work for the talented and talented? In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Morgan, A. ( 2007 ) Experiences of a talented and gifted enrichment bunch for students aged five to seven. British Journal of Particular Education, 34 ( 3 ) , pp. 144-153 Raty, H. et Al ( 2002 ) What makes one able? The formation of students ‘ constructs of academic ability. International Journal of Early Years Education, 10 ( 2 ) , pp. 121-135 Renzulli, J. S. ( 1998 ) The three-ringed construct of giftedness. ( Online ) University of Connecticut. Available from: hypertext transfer protocol: //www.gifted.uconn.edu/sem/semart13.html Accessed: 17th November 2009 Sankar-DeLeeuw, N. ( 2002 ) Gifted kindergartners: parent and teacher positions of designation, early admittance, and programming. Roeper Review, 24 ( 3 ) , pp. 172-192 Sternberg, R. J. & A ; Davidson, J. E. ( erectile dysfunction ) ( 2005 ) Conceptions of giftedness ( 2nd edition ) . Cambridge: Cambridge University Press Sutherland, M. J. ( 2006 ) The early old ages puting – an inclusive model. In Smith, C. M. M. ( erectile dysfunction ) Including the talented and gifted: doing inclusion work for more talented and able scholars. Abingdon: Routledge Tomlinson, C. A. ( erectile dysfunction ) Differentiation for gifted and gifted pupils. London: Sage

Battle of Hobkirks Hill in the American Revolution

Battle of Hobkirk's Hill in the American Revolution Battle of Hobkirks Hill - Conflict Date: The Battle of Hobkirks Hill was fought April 25, 1781, during the American Revolution (1775-1783). Armies Commanders Americans Major General Nathanael Greene1,551 men British Lord Rawdon900 men Battle of Hobkirks Hill - Background: Having won a costly engagement against Major General Nathanael Greenes army at the Battle of Guilford Court House in March 1781, Lieutenant General Lord Charles Cornwallis paused to rest his weary men. Though he initially wished to pursue the retreating Americans, his supply situation would not allow for further campaigning in the region. As a result, Cornwallis elected to move towards the coast with the goal of reaching Wilmington, NC. Once there, his men could be re-provisioned by sea. Learning of Cornwallis actions, Greene cautiously followed the British east until April 8. Turning south, he then pressed into South Carolina with the goal of striking at British outposts in the interior and reclaiming area for the American cause. Hampered by a lack of food, Cornwallis let the Americans go and trusted that Lord Francis Rawdon, who commanded around 8,000 men in South Carolina and Georgia, could deal with the threat. Though Rawdon did lead a large force, the bulk of it consisted of Loyalist units which were scattered across the interior in small garrisons. The largest of these forces numbered 900 men and was based at his headquarters in Camden, SC. Crossing the border, Greene detached Lieutenant Colonel Henry Light Horse Harry Lee with orders to unite with Brigaider General Francis Marion for a combined attack on Fort Watson. This combined force succeeded in carrying the post on April 23. As Lee and Marion conducted their operation, Greene sought to strike at the heart of the British outpost line by attacking Camden. Moving quickly, he hoped to catch the garrison by surprise. Arriving near Camden on April 20, Greene was disappointed to find Rawdons men on alert and the towns defenses fully manned. Battle of Hobkirks Hill - Greenes Position: Lacking sufficient men to besiege Camden, Green retreated a short distance north and occupied a strong position on Hobkirks Hill, approximately three miles south of the Camden battlefield where Major General Horatio Gates had been defeated the previous year. It was Greenes hope that he could draw Rawdon out of the Camden defenses and defeat him in open battle. As Greene made his preparations, he dispatched Colonel Edward Carrington with most of the armys artillery to intercept a British column that was reportedly moving to reinforce Rawdon. When the enemy did not arrive, Carrington received orders to return to Hobkirks Hill on April 24. The next morning, an American deserter incorrectly informed Rawdon that Greene had no artillery. Battle of Hobkirks Hill - Rawdon Attacks: Responding to this information and concerned that Marion and Lee might reinforce Greene, Rawdon began making plans to attack the American army. Seeking the element of surprise, the British troops skirted west bank of Little Pine Tree Creek swamp and moved through wooded terrain to avoid being spotted. Around 10:00 AM, British forces encountered the American picket line. Led by Captain Robert Kirkwood, the American pickets put up stiff resistance and allowed Greene time to form for battle. Deploying his men to meet the threat, Greene placed Lieutenant Colonel Richard Campbells 2nd Virginia Regiment and Lieutenant Colonel Samuel Hawes 1st Virginia Regiment on the American right while Colonel John Gunbys 1st Maryland Regiment and Lieutenant Colonel Benjamin Fords 2nd Maryland Regiment formed the left. As these forces took position, Greene held the militia in reserve and instructed Lieutenant Colonel William Washington to take his command of 80 dragoons around the British right to attack their rear. Battle of Hobkirks Hill - The American Left Collapses: Moving forward on a narrow front, Rawdon overwhelmed the pickets and forced Kirkwoods men to fall back. Seeing the nature of the British attack, Greene sought to overlap Rawdons flanks with his larger force. To accomplish this, he directed the 2nd Virginia and 2nd Maryland to wheel inward to attack the British flanks while ordering the 1st Virginia and 1st Maryland to advance. Reacting to Greenes orders, Rawdon brought up the Volunteers of Ireland from his reserve to extend his lines. As the two sides neared, Captain William Beatty, commanding the right-most company of the 1st Maryland, fell dead. His loss caused confusion in the ranks and the regiments front began to break. Rather than press on, Gunby halted the regiment with the goal of reforming the line. This decision exposed the flanks of the 2nd Maryland and 1st Virginia. To make the situation on the American left worse, Ford soon fell mortally wounded. Seeing the Maryland troops in disarray, Rawdon pressed his attack and shattered the 1st Maryland. Under pressure and without its commander, the 2nd Maryland fired a volley or two and began falling back. On the American right, Campbells men began to fall apart leaving Hawes troops as the only intact American regiment on the field. Seeing that the battle was lost, Greene directed his remaining men to retreat north and ordered Hawes to cover the withdrawal. Circling around the enemy, Washingtons dragoons approached as the fighting was ending. Joining the battle, his horsemen briefly captured around 200 of Rawdons men before assisting in evacuating the American artillery. Battle of Hobkirks Hill - Aftermath: Departing the field, Greene moved his men north to the old Camden battlefield while Rawdon elected to fall back to his garrison. A bitter defeat for Greene as he had invited battle and been confident of victory, he briefly thought about abandoning his campaign in South Carolina. In the fighting at the Battle of Hobkirks Hill Green lost 19 killed, 113 wounded, 89 captured, and 50 missing while Rawdon sustained 39 killed, 210 wounded, and 12 missing. Over the next few weeks both commanders reassessed the strategic situation. While Greene elected to persevere with his operations, Rawdon saw that many of his outposts, including Camden, were becoming untenable. As a result, he began a systematic withdrawal from the interior which resulted in British troops being concentrated at Charleston and Savannah by August. The following month, Greene fought the Battle of Eutaw Springs which proved the last major engagement of the conflict in the South.

Pronoun Case on SAT Writing Tips and Practice Questions

Pronoun Case on SAT Writing Tips and Practice Questions SAT / ACT Prep Online Guides and Tips Are you ready for more grammar funPronoun case is a grammar rule that is regularly tested on the SAT. You know the drill: Learn the SAT Writing rule and you'll raise your score. There are multipe pronoun rules that are tested in SAT Writing. This one is relatively straightforward and tends to be tested a little less often than the others. However, you will most likely see at least one or two pronoun case questions on the SAT. Let's master this rule, learn tips and strategies to solve these questions, and get you one step closer to your target score. In this post, I'll do the following: Explain the difference between subjects and objects. Give you a clear understanding of pronoun case. Offer strategies that can help you correctly answer pronoun case questions. Provide you with practice questions so you can test what you've learned. Quick Review: What's a Pronoun? A pronoun is a word that takes the place of a noun. The noun to which the pronoun refers is called the antecedent. Some examples of pronouns include I, he, she, it, me, him, her, their, we, and us. What is Pronoun Case? Case refers to whether a pronoun is being used as a subject or an object. What is a Subject? Simply, a subject is the noun that corresponds with a verb in a sentence. In a sentence where there is an action, the subject is the noun that is doing the action. Here is an example: Justin writes articles. Justin is the subject because he does the writing. In a sentence where there is a description, typically using a form of the verb "to be", the subject is the noun that is being described. Consider this possibly accurate sentence: Justin is odd. Justin is the subject because he is the person who is odd. What is an Object? An object is a noun that receives an action. An object can be a direct object of a verb, an object of a preposition, or an indirect object of a verb. Here is an example sentence with a noun as a direct object of a verb: I ate an orange. The object is "an orange" because that is what I ate. Here's an example sentence in which I bolded the object of the preposition: John spoke to his niece. John's niece is the object because she is the person to whom he spoke. An indirect object comes before the direct object and indicates to whom or for whom the action is done and who is receiving the direct object. Here is an example sentence with the indirect object bolded: I gave my girlfriend a sweatshirt. In the sentence "my girlfriend" is the indirect object because I gave a sweatshirt to her. The sweatshirt is the direct object because that is what I gave. If you're confused by the concept of an indirect object, for the purpose of pronoun case, just remember that the object receives the action, either directly or indirectly. Subject Pronouns Vs. Object Pronouns If a noun is being used as a subject, it can be replaced by a subject pronoun. If a noun is being used as an object, it can be replaced by an object pronoun. Here is a list of subject pronouns: SINGULAR SUBJECT PRONOUNS I You He/She/It/One Who PLURAL SUBJECT PRONOUNS We You They Who Here is a list of object pronouns, corresponding to the ones above: SINGULAR OBJECT PRONOUNS Me You Her/Him/It/One Whom PLURAL OBJECT PRONOUNS Us You Them Whom Now that we've covered all the basics, we are equipped with the necessary knowledge to tackle pronoun case questions on the SAT. Pronoun Case on the SAT The SAT tests you on whether you should use a subject pronoun or an object pronoun. You will be tested on the following subject/object pairs: I Vs. Me She, He Vs. Her, Him We Vs. Us They Vs. Them Who Vs. Whom So, now we'll go through the process of how to decide whether to use a subject or an object pronoun in a given sentence. Strategy Let's go over some example sentences showing how subject pronouns can replace subjects and object pronouns can replace objects. Check out the following sentence: Sonia delivered a spectacular speech. Let's replace "Sonia" with a pronoun. First, we have to determine if Sonia is a subject or an object. Well, because she is the person who did the action, she is the subject. So, we must use a subject pronoun. After replacing "Sonia" with a pronoun, the sentence should read: She delivered a spectacular speech. You cannot replace "Sonia" with an object pronoun. You cannot write "Her delivered a spectacular speech." That is an example of a pronoun case error. Here is another example sentence: Hillary Clinton gave her autograph to Bob. Let's go through the same process and replace "Bob" with a pronoun. Is Bob a subject or an object? Well, he follows the preposition "to" and received the autograph from Hillary Clinton. Bob is an object. So, we have to replace Bob with an object pronoun. The resulting sentence should look like this: Hillary Clinton gave her autograph to him. If we made a pronoun case error when replacing "Bob" with a pronoun, the sentence would read, "Hillary Clinton gave her autograph to he." This rule seems relatively simple, right? Subjects do actions. Objects receive actions. Well, we know the SAT likes to complicate the most basic sentences and truly test your understanding of a grammar rule. Pronoun case questions become more difficult in sentences with compound subjects and compound objects. The Same Rules Apply for Compound Subjects and Compound Objects Compound just means that two nouns are connected with the word "and". In a sentence with a compound subject, there are two nouns that serve as the subject. In a sentence with compound objects, there are two objects of the same verb. Let's look at an example sentence: Ice-T and Justin met at an IHOP. "Ice-T and Justin" are the subject. They are the people who did the meeting. Now, let's replace "Justin" with a pronoun. We know that "Justin" is a subject so we have to use a subject pronoun. Because I am Justin, my sentence would look like this: Ice-T and I met at an IHOP. If you were writing this sentence about me, your sentence would look like this: Ice-T and he met at an IHOP. That sentence probably sounds awkward to you, but it is grammatically correct. Most people would use the object pronoun and write, "Ice-T and him met at an IHOP." That would be a pronoun case error. Remember, always follow the grammar rules and avoid relying on what "sounds right". Let's go through the same process with another example sentence: Mr. T gave gold chains to Marc and Justin. Again, let's replace "Justin" with a pronoun. Are "Marc and Justin" subjects or objects? Well, they received the gold chains. Also, they follow the preposition "to". They are objects. So, we have to replace "Justin" with an object pronoun. Because I am Justin, this would be my sentence: Mr. T gave gold chains to Marc and me. Many students are tempted to write "Marc and I" in this situation. However, in this sentence, that would be a pronoun case error. "I" can only be used as a subject and "me" can only be used as an object. If you were writing the preceding example sentence about me, you would write: Mr. T gave gold chains to Marc and him. Because we are replacing an object with a pronoun, we have to use an object pronoun. The SAT tends to use compound subjects or objects in questions that test pronoun case because the correct answer often sounds wrong to us. So, can we employ a strategy that allows us to more easily identify pronoun case errors in sentences with compound subjects or objects? Yes!!! Strategy If you see a compound subject/object, cross out the other noun and "and". For compound objects, the sentence should still be grammatically correct. Let's do this with the previous example: Mr. T gave gold chains to Marc and me. This sentence probably sounds less awkward to you. Most likely, you would be able to immediately identify a pronoun case error if you saw a sentence that read, "Mr. T gave gold chains to I". If you do the same thing with a compound subject, the sentence will be grammatically correct if you also change the verb from plural to singular, due to subject-verb agreement. However, keep in mind that the singular and plural forms of a verb can be the same. Let's use the cross-out method with a compound subject to help determine if there is a pronoun case error. Look at the following sentence: Nathan and him went to college together. After crossing out the noun and "and", we're left with "him went to college together". Does "him went to college" sound right to you? Probably not. Regardless, let's rely on the rules. In this sentence, is "him" a subject or an object? It's a subject because they did the action. They went together. Because "him" is an object pronoun, there is a pronoun case error. The sentence should read: Nathan and he went to college together. Let's use what we've learned on a real example from the SAT. Real SAT Writing Example This is an example taken from an actual SAT. Try to use your newly acquired knowledge of pronoun case and the appropriate strategy to answer this question. This is an "identify the error" question. Where is the error? Is there an error? Well, let's take a look at answer choice C and determine if "I" is being used correctly. If we use the cross-out strategy we learned to utilize with compound subjects/objects, we're left with "Mary invited I". Perhaps you know the answer at this point. If not, let's take this a step further. Is "I" being used as a subject or object? Well, in the sentence, "I" is receiving the action. "I" is being invited. Therefore, "I" is being used as an object. That is incorrect. The pronoun "I" can only be used as a subject. The answer is C. The sentence should read, "Mary invited Sandhya and me". Here's one more example for you: Is there a pronoun case error in this sentence? Let's look at the phrase "him and his sister Rosa were presented". If we use the cross-out strategy and change the verb from plural to singular, we're left with "him was presented". Would you ever say, "him was presented with an award"? I hope not, because "him" is an object pronoun and it is being used as a subject! In the example sentence, the phrase should be "he and his sister Rosa were presented with awards". The answer is A. Who Vs. Whom Occasionally, the SAT will also test you on whether to use "who" or "whom" in a sentence. These words are known as relative pronouns. Most people have no idea when and how to properly use "who" and "whom". Luckily, the rule is pretty simple. The word "who" is a subject pronoun and "whom" is an object pronoun. Here's a tip to help you more easily answer questions involving "who" or "whom". Strategy In terms of pronoun case, "who" and "whom" function like "he" and "him". The word "who" is a subject pronoun and "whom" is an object pronoun. To determine if there is a pronoun case error, replace "who" with "he" and "whom" with "him". If the antecedent is plural, replace "who" with "they" and "whom" with "them". Here is an example sentence: Justin, who is my teacher, knows when to use "whom" correctly. So, the sentence is saying that Justin is my teacher. "Who" modifies Justin, who is being described as my teacher. If we replace "who" with "he", the resulting sentence is grammatically correct: He is my teacher. Therefore, "who" is being properly used as a subject. Take a look at this sentence: Justin, whom I adore, writes articles for PrepScholar. In the sentence, the clause with "whom" is saying that "I adore Justin". If we replace "whom" with "him", the resulting sentence is also grammatically correct: I adore him. The word "whom" is being properly used as an object. It is modifying "Justin", who is receiving the adoration. Do you get it? Here's one more example: My friend, to whom I wrote a nasty e-mail, is not talking to me. Here, the sentence is saying that "I wrote a nasty e-mail to my friend". If we're replacing "my friend" with a pronoun, would we use the subject or object case? Well, since "my friend" follows the preposition "to" and receives the action, you should use the object form. You would write "I wrote a nasty e-mail to him" and not "I wrote a nasty e-mail to he." Therefore, you would also use the object case of the relative pronoun. The word "whom" is being used correctly in the sentence. Now we can take what we've learned to an actual example from an SAT. Real SAT Writing Example Here is an "identify the error" question from a real SAT. Use our strategy and your knowledge of pronoun case to determine if "who" is being used correctly: In the sentence, "who" is modifying the investors. The antencedent is plural, so with our replacement strategy we should use a plural pronoun. Does the grammatically correct sentence use a subject pronoun? Should it be "They sold stocks"? Or does the grammatically correct sentence use an object pronoun? Should it be "Them sold stocks"? The answer, of course, is that the sentence requires a subject pronoun. The investors did the selling. Therefore, "who" is being used correctly. Actually, the answer to this question is D. The word "exceptional" should be in the adverb form, "exceptionally". Now that we have thoroughly investigated pronoun case and the various types of pronoun case questions on the SAT, here are some general strategies to ensure that you correctly answer any pronoun case question you may encounter. Almost there! General SAT Writing Strategies for Pronoun Case #1: If a Pronoun is Underlined, Check for an Error in Pronoun Case If a pronoun is underlined in any of the writing subsections (sentence improvement, identify the error, or paragraph improvement), make sure there is not a pronoun case error. #2: Determine if the Pronoun is Being Used as a Subject or Object If the pronoun is doing the action or being described, it is a subject. If the pronoun is receiving the action, it is an object. Use subject pronouns for subjects and object pronouns for objects. Use the replacement strategy, if necessary, to help determine if a noun is a subject or object. #3: The Same Rules Apply for Compound Subjects/Objects If you see a compound subject/object, the sentence should be grammatically correct if you get rid of one of the nouns and "and". Change "John and I went to the store" to "I went to the store". The sentence is still correct. So, if you see a compound subject/object on the SAT, use the cross out strategy to help determine if there is a pronoun case error. For compound subjects, also make sure that you change the verb from plural to singular. #4: If a Pronoun Follows a Preposition, It is an Object Pronoun Pronouns that follow prepositions, specifically "to", "for", or "between", should be in the object case. #5: Use the Replacement Strategy for Who Vs. Whom If you are trying to determine whether "who" or "whom" should be used, replace "who" with "he" for singular antecedents and "who" with "they" for plural antecedents. In the spirit of gender equality, you can also replace "who" with "she". The word "whom" should be replaced with "him" for singular antecedents and "them" for plural antecedents. Again, feel free to replace "whom" with "her". Additional Practice Hopefully by this point you understand pronoun case and how to correctly answer any pronoun case question that may appear on the SAT. I've created some realistic SAT Writing practice questionsto test you on what you've learned. Remember to use the general strategies I referenced above. 1. Inside the classroom, my teacher (A) and me (B) have a relationship that (C) inspires me (D) to learn. No error (E) 2.Due to her (A) excellent behavior and kindness to others, (B) she (C) was given the citizenship award by her (D) principal. No error (E) 3. Even after our (A) nasty fight, there is (B) no animosity between (C) our neighbors and we. (D) No error (E) 4.We (A) were surprised to learn (B) that the honor of carrying (C) the torch was bestowed upon she. (D) No error (E) 5.I (A) was excited to hand the coach and they (B) their (C) trophy after they (D) won the championship game. (E) No error Answers: 1. B, 2., E, 3. D, 4. D, 5. B What's Next? Keep honing all the skills you need to do well on SAT Writing. I recommend checking out this article about what's actually tested on SAT Writing. If you're focusing on grammar, read the complete guide to SAT grammar rules. Those who want to challenge themselves and test their mastery of the SAT Writing section should check out this post about the hardest SAT writing questions. Want to improve your SAT score by 240 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 Writing and grammar 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: