The Lottery Shirley Jackson Analysis - 792 Words

â€Å"The Lottery† by Shirley Jackson deals with many themes in very few pages, but the most intriguing are the death and violence, which seem completely unexpected. This short story can be seen as a perfect example of Rene Girard’s theories about sacrifice, desire, and ‘scapegoat’ mechanism, which is what this essay will endeavor to illustrate. One aspect of Girard’s sacrifice theory is that it â€Å"contains an element of mystery† and the participants â€Å"do not and must not comprehend the true role of the sacrificial act.† This so-called mystery is represented in the story by the fact that none of the people currently living in the village seem to know how or why this macabre tradition came about. One of the villagers even remarks: â€Å"There’s always†¦show more content†¦It is a way for the violence of a community to be properly channeled, so that other violent acts do not happen later on. It â€Å"restores harm ony to the community† by preventing â€Å"violent impulses that cannot by mastered by self-restraint.† The village used as the backdrop for Jackson’s story is described as a ‘Mayberry’-type town that is implied to be pure and wholesome. It is not very big and the same families have lived there for generations. The lottery has been carried out every year for hundreds of years, probably in an effort to maintain this type of clichà ©d, but otherwise desired, way of living. According to Ted Bailey, it is the most probable reason that things like jail and police are not mentioned in the description of the village. Because they are not necessary when the tradition, and the village’s outlet for their violence, is maintained (Girard 8, 18) (Jackson 1) (Bailey 39). In order for the village to properly perform and carry out the lottery, a substitute victim, or â€Å"scapegoat,† must be chosen to be a stand-in for the entire community. A scapegoa t must be simultaneously similar to and set apart from the rest of the community. Similarity is imperative or the â€Å"violent impulse would remain unsatisfied,† but separation is necessary because it requires the community to â€Å"choose victims outside itself.† The guilt of the scapegoat, or lack thereof, is completely irrelevant. Tess Hutchinson, the woman who ‘wins’ the lottery, starts out being set apart from theShow MoreRelatedAn Analysis Of The Lottery By Shirley Jackson744 Words   |  3 Pagesâ€Å"The Lottery† - For Analysis 1. There are multiple examples to suggest that â€Å"The Lottery† is a ritualistic ceremony. In several instances â€Å"The Lottery† is referred to as a ritual: â€Å"..so much of the ritual had been forgotten..† and â€Å"†¦because so much of the ritual had been forgotten†¦Ã¢â‚¬ . In addition, the ceremony happens annually on June 27th, a t0:00 a.m., suggesting a ceremonial quality. This happens with such regularity that the citizens â€Å"†¦only half listened to the directions†¦Ã¢â‚¬ . This ceremonyRead MoreThe Lottery By Shirley Jackson Analysis732 Words   |  3 PagesFollowing other people may have a positive or negative effect, but when it reaches a certain point where you blindly follow others it may not have a positive outcome. â€Å"The Lottery† made by Shirley Jackson is about a small community of villagers that gather together every year to perform a tradition. All of the villagers gather together and draw small sl ips of paper from a black wooden box, whoever draws the first slip with the black dot on it, their family has to draw first. Now all of the membersRead More Analysis of The Lottery by Shirley Jackson Essay693 Words   |  3 PagesAnalysis of The Lottery by Shirley Jackson â€Å"The Lottery† by Shirley Jackson was written in 1948. The story takes place in a village square of a town on June 27th. The author does not use much emotion in the writing to show how the barbaric act that is going on is look at as normal. This story is about a town that has a lottery once a year to choose who should be sacrificed, so that the town will have a plentiful year for growing crops. Jackson has many messages about human nature in this shortRead MoreLiterary Analysis Of The Lottery By Shirley Jackson910 Words   |  4 PagesLiterary Analysis of the Short Story â€Å"The Lottery† by Shirley Jackson Shirley Jackson explores the subject of tradition in her short story â€Å"The Lottery†. A short story is normally evaluated based on its ability to provide a satisfying and complete presentation of its characters and themes. Shirley describes a small village that engages in an annual tradition known as â€Å"the lottery†. Narrating the story from a third person point of view, Shirley uses symbolism, foreshadowing and suspense to illustrateRead MoreEssay on The Lottery by Shirley Jackson: an Analysis1522 Words   |  7 PagesKouyialis EN102: Composition II Professor Eklund The Lottery by Shirley Jackson: An Analysis The short story â€Å"The Lottery† by Shirley Jackson was written in 1948 and takes place in a small town, on the 27th of June. In this story, the lottery occurs every year, around the summer solstice. All families gather together to draw slips of paper from a black box. When reading this story, it is unclear the full premise of the lottery until near the end. The heads of households are the firstRead MoreLiterary Analysis Of The Lottery By Shirley Jackson1534 Words   |  7 Pages Literary Analysis: â€Å"The Lottery† by Shirley Jackson â€Å"The Lottery† by Shirley Jackson is a short story written in 1948. Due to World War II ending around this time, her story took some strong criticism. The people at that time wanted uplifting stories, and this story is the very opposite because of its underlying theme of tradition and conformity. â€Å"The Lottery† shows that no matter the tradition or belief, people will not stray from their daily routine because humans are creatures of habitRead MoreAnalysis Of The Lottery By Shirley Jackson773 Words   |  4 PagesIn the short story, The Lottery, written by Shirley Jackson, is about a small village or some type of society with a yearly tradition called, the lottery. From what the reader may read online, they may find out that during the time period Jackson wrote this, she was interested in magic and witchcraft. Not only that she was also rumored to have gotten rocks thrown at her by children who believed she was a witch. One may also say, that the story wa s absolutely unique and the ending completely shockingRead MoreAnalysis Of The Lottery By Shirley Jackson1060 Words   |  5 Pagesthird point of view about other but our view are mostly to always limited, not knowing everything. In a story called â€Å"Charles† by Shirley Jackson, the author creates a limited first point of view of Laurels mother where the reader reads and understand only what Laurie’s mother understand and see. In the other story also written by Shirley Jackson called â€Å"The Lottery†, the story proceed at a limited third point of view where the reader understands more ideas. Although each storied have a differentRead MoreAnalysis of The Lottery by Shirley Jackson993 Words   |  4 PagesSpanish author, When we blindly adopt a religion, a political system, a literary dogma, we become automatons. We cease to grow. Shirley Jackson was born in 1919 in San Francisco, California to Leslie and Geraldine Jackson. She is most well known for her s hort story titled â€Å"The Lottery† which was first published in The New Yorker to overwhelming and mixed reviews. The lottery, as portrayed in the short story, is a religious, annual ceremony in the afternoon of June 27. This event is said to be olderRead MoreThe Lottery By Shirley Jackson Analysis802 Words   |  4 PagesIf everyone else was doing something, would you? Or maybe if someone needed to be stood up for, would you have their back? In The Lottery, people do follow other people blindly. And the consequences are devastating. But in First They Came, not having someone’s back might get you in the same position†¦ The Lottery by Shirley Jackson is a story that takes place in a small village on a warm summer day. Little boy’s run around in boisterous play, collecting small stones into a pile. As the adults gather

Nature of Aggression Essay - 1876 Words

Nature of Aggression Aggression is the quintessential basis for all sociopathic behavior, and a primary concern in the fields of behavioral, developmental, social, and clinical psychology, and is covered to some extent in nearly every other field of psychology. Yet aggression is also necessary for human beings as a way to protect ones individuality, to enhance ones social standing, and often to protect oneself from bodily harm#8212;all purposes very important to the maintenance of ones mental health also. It is therefore a complex phenomenon and, depending on the context, the term aggression can be made to carry positive or negative connotations. It can manifest itself in the form of a behavior that may be self-protective and†¦show more content†¦Freud, the father of psychoanalysis, would have described aggression in terms of the Ego, Super-Ego, and the Id, the three structures of human personality which must invariably clash in order to produce resultant human behaviors. Freudian aggression can also be described through the Pleasure Principle, and the constructs of the Libido (the drive for pleasure) and of Thanatos (the death drive). Jung, the originator of the most prominent variation of Freudian psychodynamics, would have explained aggression through his analytical psychology which comprises the constructs of the Psyche: Consciousness, the Personal Unconscious, the Collective Unconscious, and all of their respective sub-structures. These are the theories by which aggression will be effectively illustrated and explained herein. A Freudian Approach to Aggression The Roles of the Ego, Super-Ego, and Id in Aggression According to Freud, the id is the base of all animalistic instincts, the one thing that humans share in common with their animal brethren. The structures that separate humans from wild animals are those of the Ego and the Super-Ego, which collectively serve to protect man from his own violent nature and thus render him civilized. The Super-Egos role in the psyche is virtually non-descript, containing morals and values applied to everyday life, and thereby serving the role of the human conscience. The Ego and Id are effectively the sub-conscious portion of theShow MoreRelatedAggression Is It ‘Nature’ or ‘Nurture’2434 Words   |  10 PagesAggression is it ‘Nature’ or ‘Nurture’ During our lifetime every one of us feels anger and aggression occasionally, some more than others, maybe as a child in the play ground or later as an adult when somebody cuts you up when you are driving along. But what causes anger and aggression and why do we all suffer from it? Well there are lots of different theories to what causes aggression and where aggressive behaviour comes from. So throughout this essay I will examine the different concepts and theoriesRead More The Nature of Aggression (or is it Nurture?) Essay1462 Words   |  6 PagesThe Nature of Aggression (or is it Nurture?) Every night on the news there are reports about murders, wars, and rapes. But the news isnt the only place where people encounter violent or aggressive behavior. Driving home from work, people get cut off and cussed at on a daily basis. At school, children fight over who will be the first in the lunch line. On the street, people get pushed out of the way if they are not walking fast enough. The list could go on and on and on. The point is that humansRead MoreAggression Is Part Of Our Nature1643 Words   |  7 PagesAbstract Aggression is part of our nature. It is hard to deny that each one of us, at certain point in our lives, have felt an irrational anger that resulted in an aggressive behavior. This behavior, as it the case with any other action, tends to carry consequences. Aggressive behavior can be seen to have its roots in the hunter and gathering process when a distinction had to happen amongst the members of a community. Women had to stay home, take care of the offspring and became gatherers. On theRead MoreEvolution Of Human Aggression ( The Nature Of Things )1869 Words   |  8 PagesAfter viewing Origins of Human Aggression (The Nature of Things), I learned a lot about origins of human aggression. In the first part of the video, it focused on 2 year old children and how aggression is derived. The video states a study shows that signs of aggression start within the first couple months of a newborn’s life (Maher, Origins of Human Aggression (The Nature of Things). This study within the video I believe is accurate. I was told by my parents that as I grew I began to be more aggressiveRead MoreNature Vs. Nurture : Nature Versus Nurture1337 Words   |  6 PagesNature vs. Nurture There are many different ways that behavior can be explained, especially on the terms of nature vs. nurture. Aggression is a behavior that has been extensively analyzed in a complex manner and the causes of it can be explained many different ways. Aggression can be defined as hostile or destructive behavior that can cause injury or destructive outlook especially when caused by frustration. Nature can be defined as aspects of behavior that have been inherited or are genetic, whileRead MorePosition Paper: Aggression847 Words   |  4 PagesPhysical assault and aggression is the second leading cause of death among 14 to 17 year olds, next to vehicular accidents (Loeber). But why are humans so aggressive in the first place? There are two sides of the debate: Nature, and Nurture. Some say that it’s human nature, genetics that cause most behaviors, while others say that we act as we learned during childhood. This argument applies to aggression as well. Aggression is mainly caused by things during childhood and adolescence where peopleRead MoreEssay on Nature vs Nurture: Genetics vs Environment1617 Words   |  7 Pagesresearch about. The nature vs. nurture topic has been a continuing debate for many aspects of human behavior, including aggression/violent behavior and criminal behavior. There have been many studies indicating that chemical relationships between hormones and the frontal lobe of the brain may play a key role in determining aggressive behavior as well as genetics, while other studies have explored environmental and social factors that have been said to control patterns in human aggression. Aggressive/violentRead MorePsychology, Nature Vs. Nurture971 Words   |  4 Pagessuch. In the school settings, kids get bullied on the playground or even in the classroom. All of these are forms of aggression, but does anyone stop and think why we are that way? The answer is found in the classic debate in Psychology, Nature vs. Nurture. Aggression is caused by learned behavior, not through genetics. There are two sides of this debate, Nature and Nurture. Nature refers to something that you’re born with and are not able to change. People that follow this are called Nativists.Read MoreFor My Research Paper, I Have Decided To Explore The Human873 Words   |  4 Pagesdecided to explore the human behavior of aggression. Webster defines aggression as a forceful action or procedure especially when intended to dominate or master. This paper will cover aggression in children, adults, causes and effects of aggression, aggression in relationships and violence. Aggression comes in many different forms and should all be treated and recognized before developing into something bigger. There are many different types of aggression including accidental, expressive, hostileRead MoreAre Humans by Nature Aggressive? Essays1481 Words   |  6 Pagesearly twentieth century, aggression is the primary concern of the XXI century. Aggression has been studied a lot especially in terms of social significance. Most contradictory discussions about human aggression were focused on the innate-acquired main report. Some theories emphasize that aggression is fixed within our genetic code, while others sustain that factors such as education, environment, life experiences leave a mark on our behaviour, sometimes leading to aggression. Anderson and Bushman

Event Management for Melbourne Food and Wine- myassignmenthelp

Question: Discuss about theEvent Management for Melbourne Food and Wine Festival. Answer: Event Brief Type, Dimension and Attraction of the Melbourne Food and Wine Festival The Melbourne Food and Wine Festival is held in the month of March since the year 1993 that helps in promotion of the food along with wine culture of Victoria. The charter of the festival helps in promotion of the talent along with lifestyle of that of Melbourne along with Victoria (Vic.gov.au. 2018). The food along with that of the wine lovers indulge themselves in the events that can fill the labyrinthine network of that of restaurants, basements and the rooftops. The Melbourne Food and Wine Festival helps in bringing to light innovative chefs, expert wine maker along with that of artisan producers (Melbournefoodandwine.com.au 2018) Initially it was a small program but it gradually became known for that of larger events like cooking class and banquet style lunch. The Festival helps in the attraction of food along with wine experts throughout the world including that of chefs, wine makers, wine commentators along with that of critics (Jones and Jones 2014). The Melbourne Food and Wine Festival contributes for the development of a better society. It provides opportunities for eating and drinking that can soothe the mind of the consumer. The dedicated team of Melbourne Food and Wine Festival that comprises of business development manager, gastronomy program manager, program co-ordinator and senior marketing manager help in producing a rich experience to the ones who attend this event (Colombo and Richards 2017). They help in making people enjoy a superlative eating along with drinking experience that everyone can enjoy. The festival provides opportunities for weekend escape and the stunning regions can help one in escaping from the boredom of life. Analysis of the event Form or Content The Melbourne Food and Wine Festival is a cultural event that helps in the celebration of the food along with wine industry of Victoria which attracts around 250,000 attendees. Around 200 events form a part of the program which is run by not-for-profit organization. The cultural festival has emerged to be a pre-eminent food along with wine festival of Australia (Vtic.com.au. 2018). Location and Size The festival is held along that of the Yarra River of Melbourne. The event is massive in scope and helps in showcasing the talent of chefs and wine makers. They can exhibit their skills during the course of this event that can help them in becoming popular within that of the market (Van Niekerk and Getz 2016). Budget Consideration The total budget for the Melbourne Food and Wine Festival project is between Australian Dollar 750,000 and between 800,000 (Liu, Sparks and Coghlan 2017). The budget will be used for building partnership with different kinds of key partners that can help in maintaining the international profile of Melbourne. The budget will be used for different aspects of Melbourne Food and Wine Festival like that of venue, dcor, staffing, programming, marketing, advertising, technology and that of the travel cost. Under venue, the costs incurred will be related to that of rental cost, lighting equipment, security staff and that of catering. Budget will also be required for the advertising along with marketing of an event of such a massive stature like the Melbourne Food and Wine Festival. The event budget will also include that revenue that will be earned from the tickets, sponsors and the vendors (Wood and Kenyon 2018). Number of Participants The number of participants for this event will be around 250,000 attendees. The food along with the wine seminars that will be held will help in featuring the chefs and the wine makers of Melbourne. Event Stakeholders and their involvement The internal stakeholders of Melbourne Food and Wine Festival will include that of Event Director, event manager, site manager, infrastructure manager and that of licensing manager. The external stakeholders will include the sponsors, market stalls, local community, venue owner and that of interest groups (Getz and Page 2016). The Melbourne Food and Wine Festival works with different community partners that helps in celebration of good work within that of the local community. HEAT (Hospitality, Employment and Training Program) is a program that engages the youth and it can help in providing skills to the young people who are aged between that of 16 to 25 (Van Niekerk and Getz 2016). The festival thus serves in helping those people who have been disengaged from that of mainstream education. The festival helps in attracting culture tourists to that of the local community event that can help in the promotion of cultural exchange between that of the tourists along with that of the reside nts. Cultural tourism is greatly facilitated with the help of Melbourne Food and Wine Festival. The festival helps in the creation of a cultural image and it throws up opportunities for that of the local communities so that they can share the culture (Christou, Sharpley and Farmaki 2018). The presenting, government and that of industry partners help in the promotion of the event and it also helps in promoting the services of these partners. The event partners like that of Crown, Victoria Harbour, Lindrum and Tahbilk helps in the advertising of their business that helps them in spreading their business (Getz 2017). The Festival helps in bringing the global food along with the wine talent to that of Melbourne that can help in delivering an unforgettable food along with wine experience to people. References: Christou, P., Sharpley, R. and Farmaki, A., 2018. Exploring the Emotional Dimension of Visitors' Satisfaction at Cultural Events.Event Management,22(2), pp.255-269. Colombo, A. and Richards, G., 2017. Eventful Cities as Global Innovation Catalysts: The Snar Festival Network.Event Management,21(5), pp.621-634. Getz, D. and Page, S., 2016.Event studies: Theory, research and policy for planned events. Routledge. Getz, D., 2017. Developing a Framework for Sustainable Event Cities.Event Management,21(5), pp.575-591. Jones, M.L. and Jones, M., 2014.Sustainable event management: A practical guide. Routledge. Liu, W., Sparks, B. and Coghlan, A., 2017. Event Experiences Through the Lens of Attendees.Event Management,21(4), pp.463-479. Melbournefoodandwine.com.au (2018).Melbourne Food Wine Festival. [online] Available at: https://www.melbournefoodandwine.com.au/ [Accessed 12 Apr. 2018]. Van Niekerk, M. and Getz, D., 2016. The identification and differentiation of festival stakeholders.Event Management,20(3), pp.419-431. Van Niekerk, M. and Getz, D., 2016. The identification and differentiation of festival stakeholders: A new perspective. Vic.gov.au. (2018).Melbourne Food and Wine Festival | Victorian Government. [online] Available at: https://www.vic.gov.au/event/2018/03/melbourne-food-and-wine-festival.html [Accessed 14 Apr. 2018]. Vtic.com.au. (2018).Melbourne Food and Wine Festival 1-17 March 2013 - Victoria Tourism Industry Council (VTIC). [online] Available at: https://www.vtic.com.au/melbourne-food-and-wine-festival-1-17-march-2013/ [Accessed 14 Apr. 2018]. Wood, E.H. and Kenyon, A.J., 2018. Remembering together: the importance of shared emotional memory in event experiences.Event Management,22(2), pp.163-181.

Review Marine Science free essay sample

Describe the abyss and the food web of the abyss. * Immeasurably deep chasm, depth, or void. Explain the difference between the theories of Plate tectonics and Continental drift. * Continental drift: The movement, formation, or re-formation of continents described by the theory of plate tectonics. * Plate tectonics: A theory that explains the global distribution of geological phenomena such as seismicity, volcanism, continental drift, and mountain building in terms of the formation, destruction, movement, and interaction of the earths lithospheric plates. Describe the 3 types of color patterns commonly found in fish. * Counter shading The dorsal or top of the fish is darker than the bottom of the fish, making them difficult to see as they blend into the darkness of the deeper water when viewed from above or blend into the brightness of sunlit waters when viewed from below. Many predators use this form of coloration. * Cryptic Bottom dwelling and reef fish often use chromatophores to blend in perfectly with their surroundings. We will write a custom essay sample on Review Marine Science or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Often, these fish are bottom dwellers that blend in with the stratum they rest on. Disruptive Many fish use their coloration to form strongly contrasting patterns that break up the outline of their body making it difficult for predators to see them at all. Describe divergent, convergent and transform plate boundaries and tell what each results in. * Divergent Plate Movement (plates move away from each other)- Continental and continental, oceanic and oceanic. * Convergent Plate Movement (plates move towards each other)- Continental and Oceanic, Oceanic and Oceanic, Continental and Continental. Transform Plate Movement (plates sliding past each other)- Continental and Continental Explain the difference in planetary alignment and tidal ranges for spring and neap tides. * Neap tides represent the smallest tidal range. This occurs when the sun and moon are at right angles, partially cancelling out their gravitational pull. This reduction in gravitational pull results in a tidal range that is 10 to 30 percent less than the mean tidal range. This occurs twice during the 28-day lunar cycle, when the moon is one-quarter full. Spring tides occur when the Earth, moon and sun are in syzygy and represent the largest tidal range. Syzygy is an astronomical term used to describe the alignment of three or more celestial bodies in a straight line. It is commonly used to refer to the alignment of the Earth, sun and moon. When this occurs, the gravitational pull of the moon and sun are combined, producing the largest tidal ranges. As with the neap tide, spring tides occur twice during a lunar cycle, but at the full and dark moon.

The Molecular Basis Of Cystic Fibrosis Essay Example For Students

The Molecular Basis Of Cystic Fibrosis Essay Biology, Period 8Cystic Fibrosis is a genetic disease that is simple recessive. Thismeans that a child must have two abnormal copies of the gene, one from themother and one from the father, to have cystic fibrosis. If both parentscarry one abnormal copy of the gene, each child has a twenty-five percentchance of inheriting the disease. About thirty thousand children andadults have the disease, and one in every thirty-one Americans carries theabnormal gene. In the nineteen fifties, children with cystic fibrosis diedin their early childhood, but today they are expected to live to theirthirties due to medical treatment. Cystic fibrosis is a chronic, progressive condition that affects thedigestive and respiratory systems. The gene defect causes the body toproduce abnormally thick mucus. The mucus clogs the lungs and leads tolung and sinus infections and difficulty breathing. The thick mucus alsoobstructs the ducts of the pancreas, which prevents digestive enzymes fromreaching the intestines. Those with cystic fibrosis are unable to absorbmuch of the nutrients from food, so they have poor weight gain. Cysticfibrosis also makes the body produce a high amount of sodium and chloridein the sweat. This gives a very salty taste to the skin. The disease alsocauses reduced oxygen in the blood. People with cystic fibrosis can have abarrel shaped chest due to difficulty breathing. We will write a custom essay on The Molecular Basis Of Cystic Fibrosis specifically for you for only $16.38 $13.9/page Order now People can find out if they have cystic fibrosis by taking a sweattest. It is a simple and painless process that measures the amount of saltin the sweat. High amounts of salt in the sweat could mean that person hascystic fibrosis. Patients can treat cystic fibrosis by cleaning mucus fromthe lungs everyday. Chest physical therapy is used to dislodge mucus fromthe lungs. There are also many drugs available to treat lung infection. There is even a drug that can thin out the mucus produced in the lungs. Much research has been done to improve the lives of people withcystic fibrosis. Especially after scientists discovered the cysticfibrosis gene in 1989. Gene therapy, using normal genes to replacedefective ones, has been the main focus of research. Trials have shownthat the normal gene can be transferred into the cystic fibrosis airways,but not efficiently enough to be used. Some ways to insert genes that arestill being tested are nasal drops, and compressing the DNA and hoping thatit will enter the nucleus of cells. Progress in gene therapy is stillcontinuing, but scientists are using their knowledge to develop othertreatments. The main goal of the Cystic Fibrosis Foundation is to find a cure forthe disease. They perform clinical trials to test out new treatments. They also have research programs in top universities to increase awarenessof cystic fibrosis. Duchenne Muscular dystrophy is a sex-linked disorder. It only occursin males, and symptoms are not seen until the boy is about ten years old. There is no way to detect Duchenne muscular dystrophy before birth. Thesymptoms of this disease include muscle weakening, especially in the limbs,and heart problems. It can be treated by physical therapy to reduce muscletightening. Also, the boy may be put in a wheel chair if he cannot use hislegs, and there are many support groups for children with musculardystrophy. The main goal of the Muscular dystrophy association is toresearch to find a cure, especially because it is a fatal disease.

Legalizing Prostitution essays

Legalizing Prostitution essays Wendy slides into a nice pair of slacks, and a long sleeved button down blouse. She carefully applies her make up and curls her hair. She does not portray a prostitute, but instead, a high class businesswoman. She kisses her daughters goodbye and tells them to keep the doors locked. She is a typical woman going to work at night. She walks into one of the more classy hotels and seats herself at an expensive bar. Soon enough, a man comes to her and asks her if she would like to accompany him back to his room. Wendy accepts the offer, and three hours later she comes home with enough money to pay the rent and feed her children for the entire month. She allows the men to come to her. She does not solicit herself. Many prostitutes do not have the patience to wait around, so they work corners and hourly motels. These are the women who give Wendy, and other prostitutes like her, a bad name. Prostitution, in a clean, controlled, environment can be a noble profession, and should therefore be l egalized. Illegal prostitution is unsafe. Many prostitutes who make their money illegally, are addicted to drugs or alcohol, and therefore have little respect for themselves. According to experts in psychology and law, over 84% of illegal prostitutes use drugs. Sharing needles, and having unprotected sex are some habits of drug users. This can be dangerous for other people. If these people are then having sex with others for money, diseases and viruses can easily be passed from one to another. For this reason, there should be more places where prostitution can legally, and safely take place. In Las Vegas, Nevada, there are prostitution houses many miles out of town away from schools, parks, and other public places where prostitution should not be taking place. The women who work in these homes respect themselves, and each other. They are responsible, knowledgeable women. They pay taxes for the money they earn and are providing services to men in a s...

Is recruiting efforts, promotions, prejudice, and retention of Research Paper

Is recruiting efforts, promotions, prejudice, and retention of minority officers a source of stress within a law enforcement agency - Research Paper Example Therefore, the qualification and experience of such individuals take the center stage of considerations. However, the recruitment, promotion and retention of the minority groups calls for further considerations, other than their suitability; in terms of qualifications and experience. In this case, the vulnerabilities of the candidate, which makes them to be in a meager position than the rest, who have qualifications and experiences are considered, with the aim of giving such candidates the opportunity, since they cannot compete with the rest effectively, owing to their vulnerabilities (Shusta, Levine, Wong, & Harris, 2005). This causes stress because; there are chances that such candidates might fail to perform well in the job, despite having been favored over the others. On the event that such candidates fail to deliver as expected, yet they were favored on the basis of their race, gender or origin, it will cause stress to the other partners at work, since they could feel that the best qualified candidates would have been recruited, promoted or retained (Wirth, 2001). More than to the employer who might feel that they did not get the best qualified candidate for the job, the qualified candidates who lost the job to the minority candidate feel more stressed out. Law enforcement agencies are sensitive and particularly prone to great dangers, on the event that they are not run by qualified and the most suitable candidates (Arnesen, 2007). Therefore, the application of affirmative action, requiring that the minority groups are favored during recruitment, promotion or retention serves to put such agencies at risk of having individuals, who may not be as qualified and experienced with the work, as the other candidates who were disqualified to pave way for the minority. The stress will be borne by both the law enforcement agency and the minority candidate; since the candidates will always feel that they are in the job

Immigration and unemployment in canada Term Paper

Immigration and unemployment in canada - Term Paper Example he above figure shows that although Canada has been accommodating immigrants since the late 19th century, yet the number has drastically increased after the mid of the 20th century, specifically in the last two decades. (www.immigrationwatchcanada.org, 200-) mentioned in the same report that recent surveys have discovered that over 2 millions of Canadians are unemployed. The point of consideration is â€Å"if the increasing number of immigrants has influenced the number of employment opportunities for the native Canadians.† There are various factors that play their role in linking immigration and employment status in Canada. Canada is spread on a large piece of land, naturally enriched with natural resources. On the contrary, the low fertility rate of Canadian natives is not compatible with the number of workers required for the establishment and development of industries needed to make use of Canada’s natural resources for the well-being of the country. It is this characteristic feature of the Canadian culture that necessitates the influx of immigrants to overcome the deficiency of skilled workers in order to ensure economic growth and development of the country. This, undoubtedly ma y cause an apparent job-deficit for the native Canadians, yet the practice is likely to bear fruitful results in the long run as a result of a development in the industries followed by increased GDPs in the years to come. Also, the benefits of immigration outweigh the harms it may cause to the native Canadians in that the development in business results in increased facilities in no time and a better life-style for the Canadians to enjoy. Besides, Canadian policies tend to eliminate fears of economic drawback on the part of the native Canadians by creating a difference between the wages of a native and an immigrant working parallel to each other in terms of skill and position. Canadian policies tend to adopt a biased approach when setting wages in favor of the natives, who get higher

Todays Marriages and Families Assignment Example | Topics and Well Written Essays - 250 words - 210

Todays Marriages and Families - Assignment Example The magazine photo that I selected has a young girl roughly four years old reaching her arms out to her father while the mother is seated next to her. I deemed this as a structure-functional perception. It appears like the family brought up their child responsibly, provided emotional security and support. Nevertheless, it also might be the attachment theory since the child appears to develop more attachment to her father rather than her mother (Bruhn, 2005). Â  I am always interested in how the number family members in my house are from my mother’s side, which is my grandmother. The only data collection techniques, which can be used, are interviews and questionnaires (Lamanna & Riedmann, 2011). I asked my mother, my mother’s brothers and my mother’s sisters. I discovered that my grandmother has 15 children. I did not discern that I had so many uncles and aunts. Â  The age group, which is rising as a proportion of the U.S. populace, is the elderly, 65-plus years (Bruhn, 2005). For the following two decades, million Boomers will stop working. There will be roughly 10,000 new retirees included in the Medicare and Social Security rolls every day. Individuals are living longer due to U.S.’s advance health care system and clean food (Schwartz & Scott, 2012).

Removal of Imperfections in the Market Impact

Removal of Imperfections in the Market Impact Assignment question The removal of imperfections in the market leads to an increase in efficiency in the allocation of resources. Discuss whether you agree with this view. (25 Marks) Explain what is meant by normal and abnormal profit and when such profits might occur (12 marks) Discuss the three reasons as to why people demand money, according to the liquidity preference theory. (13 marks) Table of Contents (Jump to) Assignment question List of figures QUESTION 1: The removal of imperfections in the market leads to an increase in efficiency in the allocation of resources. Discuss whether you agree with this view. QUESTION 2: Explain what is meant by normal and abnormal profit and when such profits might occur. QUESTION 3: Discuss the three reasons as to why people demand money, according to liquidity preference theory. References List of figures Figure 1: A perfect competition diagram. Figure 2: Normal profit in a perfect competition and in monopoly market. Figure 3: Abnormal profit in a perfect competition and a monopoly market. Figure 4: Combination of Transactionary , precautionary , speculative demand forming the liquidity preference graph QUESTION 1: The removal of imperfections in the market leads to an increase in efficiency in the allocation of resources. Discuss whether you agree with this view. Efficiency is about how effectively the resources such as time and materials are used to produce an end result. In economic terms, it is concerned with the relationship between scarce inputs and outputs. Different forms of efficiency need to be considered. Allocative efficiency is achieved upon good resource allocation; when no one can be made better off without making someone else worse off. It occurs when the value the consumer puts on a good or service is the same as the cost of the resources used in producing it. The main condition required for allocative efficiency in a given market is that the market price is equal to the marginal cost of supply.Total economic welfare is capitalized in this stance.[1] Productive efficiency strikes in the lead of the lowest production cost against a minimal wastage of resources. A minimal long run unit cost of production leads to productive efficiency also. Dynamic efficiency focuses on changes in the options undertaken in a market together with the quality/performance of products ought to be bought. Economists often link dynamic efficiency with the pace of innovation in a market. In figure 1, at the output Ot, where the Marginal cost (MC) = Marginal revenue (MR) for the firm, the allocative efficiency exists since the firm’s price (P) isthe marginal revenue (that is, it is able to sell any amount at the unchanged price where each extra unit sold at that price provides the marginal revenue), so MC = P. In fact, at that point more equalities subsist, for instance when MC = P= MR = AR. This means clearly to make use of the least resources possible. In turn, the minimum average cost = the bottom of the AC curve. Hence, this proves that both productive and allocative efficiency are potential occurrences in the long run only under perfect competition.[2] Inequity may still prevails in a country despite encompassing allocative efficiencyandproductive efficiency. This negates the odds perfection. Figure 1: A perfect competition diagram. In Figure 2, Imperfect competitions like monopolistic competition, monopoly and oligopoly, when producing profit maximising output, that is where MR=MC, the firm is not at its productive efficient output. That is, there is no productive efficiency since AC is not minimum. Neither is there allocative efficiency since MC is below price. Figure 2: An imperfect competition diagram The market economy and market system (price mechanism) will normally lead to efficiency in terms of lowest cost, minimum price, innovation and quality products (reliable). Efficiency should increase and markets shall boom their performance with the elimination of imperfections. However, removing all imperfections is virtually impossible due to the existence of market failures. The Market mechanism and the price mechanism do not apportion resources efficiently. Unfortunately for markets to achieve efficiency, a few conditions must be satisfied: the market must be competitive with no benefits or costs external to the market and the market buyers and sellers must be aware of all the information concerning prices and alternatives. This is however impractical to achieve and leads to market failure.[3] Market failure is a situation in the free Market system that foils the most efficient allocation of economic resources; For example when a market having being left on its own has failed to allocate resources efficiently in the case of freely-functioning markets operating without government intervention. Therefore, economic efficiency welfare cannot be maximized. This leads to a loss of economic efficiency. The government policy interventions are able to potentially remedy the problem and increase economic efficiency in case of market failure. This can also cause an inefficient allocation of resources. Market failure is a situationwhere the free market fails to pull off an optimum allocation ofresources which is possibly the outcome of market imperfections, externalities and public goods and merit goods.[4]  Market imperfection describes a situation in which the market behaviourdiffers from what it would be under perfect competition. A monopoly oran oligopoly may control the market and prevent other firms fromentering the market, restricting supply, the monopoly and oligopoly firm may be able to fix higher prices than they would be under a freemarket.In imperfect competition, there is likely to be market failure since firms who dominate their markets will attempt to charge high prices in order to make greater profit. An externality exists if a benefit is not included in the demand price or a cost is not included in the supply price. As such, market equilibrium does not achieve an efficient allocation. Positive externalities exist where a society acquires more than the producer. The latter thus produces less than the optimal social amount. Examples are health and education. Examples of negative externalities are smoking and alcohol consumption. Government interventions are vital to adjust or counteract market failure scenarios caused by negative externalities. The government opts to tax those producing in excess. Legal help also is sought in some instances. Despite that market failures can be fixed, Governments are also imperfect since their interventions are also occasionally unable to warranty a remedy or provide an efficient allocation of resources. [5] Even when the market appears to be working perfectly, we can have a problem with some goods. These are the public goods which are collectively consumed and the market may simply not supply them (e.g. street lighting) and the merit goods which areprovided by the market but in smaller amounts than are needed for the good of the state. Health and education are the most obvious ones. These may all be supplied in the â€Å"wrong† amounts, or even not supplied at all. When this occurs, it renders the market system inefficient and it is failing in this area. The free market system is able to allocate scarce economic resourcesefficiently if private costs are the same as social costs, and privatebenefits are the same as social benefits. But in the most cases, theyare not the same. It is then argued that the price mechanism fails totake into account social cost and social benefits, and therefore failsin its role to allocate resources to their optimum use. Market failureis the result of a sub optimal allocation of resources in a country. The market can fail also because of factor immobility (land, labour and capital) and the distribution of wealth and income. Increasing economies of scale may push all producers out of a market if none can charge enough to cover costs. In that case, production ceases even if it benefits society. Hence, markets fail under increasing economies of scale.[6] Hence, it can be said that the removal of imperfections do lead to an increase in efficiency in the allocation of resources. One can try to achieve this concept but can only approach close to perfection and cannot remove all the imperfections in a market system. A market where efficiency is achieved in terms of lowest cost, minimum price, innovation and quality products (reliable) is difficult to obtained and there will always exists some degree of imperfections. QUESTION 2: Explain what is meant by normal and abnormal profit and when such profits might occur. The difference between the Total Cost (TC) and Total Revenue (TR) amounts to the profit of a firm. The payment to factors of production makes up the TC. The sales of the finished good breed the TR. When TR exceeds TC, the firm makes a profit termed in economic theory supernormal or abnormal profit (ANP). When the TR is less than TC, the firm is subject to a loss termed as a sub-normal profit. When TR equals to TC, then the firm makes normal profit (NP).[7] The NP is the minimum level of profit to keep factors in their present employment. It is also equal to the opportunity cost of being in business; the profit that could have been reaped in the next alternative business. Figure 2 illustrates respectively firms in a perfect competition and a monopoly market situation earning only NP: Figure 3: Normal profit in a perfect competition and in monopoly market. The ANP is the profit in excess of NP. It is called producer’s surplus. Diagram 3 and 4 illustrates ANP in a perfect competition and a monopoly market: Figure 4: Abnormal profit in a perfect competition and a monopoly market. The principle characteristic factor between NP and ANP is that the former is the minimum requirement for factors to stay in their present employment. It also aims to competitive market situations: perfect competition and monopolistic competition. ANP points to non-competitive situations: monopoly and oligopoly. It is in fact the compensation for entrepreneur initiative and creativity. In the short-run, both types of profits transpire in any market structure – perfect competition; monopolistic competition, oligopoly or monopoly. However, in the long-run, ANP can arise only in monopoly and oligopoly due to barriers to entry. Firms in perfect competition and monopolistic competition can make only normal profits in the long run again due to the freedom to entry.[8] QUESTION 3: Discuss the three reasons as to why people demand money, according to liquidity preference theory. One can use the theory of Keynesian Liquidity Preference to answer the determinants of the demand for money. The demand for money signifies the demand for money to expend. It is money to be exploited for the immediate exchange of goods and services. The common man demands money to pay one’s daily purchases of goods and services. The daily cash transactions for a person are expected to depend on the size of one’s money income and on institutional arrangements such as the sum remunerated or the bills to be paid. Institutional arrangements have a propensity to remain unaltered. It is thus anticipated that the total demand for money for transaction purposes to depend directly on money national income.[9] Economists spot three motives to clutch money: the transaction motive, the precautionary motive and the asset (speculative) motive. The transaction demand (Tm ) for money is perfectly interest inelastic, that is, it is not responsive to interest rate changes. Whether the interest rate changes, the amount of money a person, household, firm or country holds for transactions will remain more or less unchanged, assuming income and other variables remain constant. Hence, the graph of the demand for money for transactional purpose against the quantity of money demanded is a vertical straight line.[10] The second reason is the precautionary motive. Money is here required to meet one’s unexpected expenditures. The money demanded for precautionary motive also tends to depend on the level of income, as in the case of the transactions demand. Similarly, the precautionary demand (Pm) is also interest inelastic and a vertical straight line graph. The third reason is called the speculative demand for money. Usually the amount of money in existence is more than the sum called for transactionary and precautionary purposes. The excess must be held by someone somewhere. ‘People hold â€Å"idle† cash balances?’- Keynes challenged that it is for tentative purposes. This means being constantly in possession of a stash of cash to create profit at any given opportunity. For instance, it may be lucrative to buy shares or government securities (bonds) if someone is geared up with cash at the given instant. The speculative demand for money is inversely related to interest rate and is elastic. [11] This demand for money will budge according to people’s speculation based on expectations. Secondly, it depends on business optimum. If speculators expect assets price to collapse, the demand of money will augment. Entrepreneurs will demand more money to invest in case of fruitful business. Together the three motives make up the total demand for money in a country, called the liquidity preference (LP). The diagram below illustrates the concept of each motive in a graphical way. Figure 5: Combination of Transactionary, precautionary and speculative demand forming the liquidity preference graph References Anderston, A., 2008. Economics. fifth ed. s.l.:Graficas Estella, Navarra Spain. Anderton, A., 2000. Economics. third ed. s.l.:Causeway Press Limited. Anon., 2013. Short Run And Long Run Profits Trends Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/short-run-and-long-run-profits-trends-economics-essay.php?cref=1 [Accessed 26 March 2015]. Anon., 2013. Theories Of Demand For Money And Empirical Works Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/theories-of-demand-for-money-and-empirical-works-economics-essay.php?cref=1 [Accessed 24 March 2015]. Anon., 2013. What Is Market Failure And Its Causes Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/what-is-market-failure-and-its-causes-economics-essay.php?cref=1 [Accessed 24 March 2015]. Anon., n.d. Profit. [Online] Available at: http://www.economicsonline.co.uk/Business_economics/Profits.html [Accessed 18 March 2015]. Anon., n.d. MARKET FAILURES. [Online] Available at: http://www.AmosWEB.com [Accessed 19 March 2015]. Bà ¦kkeskov, E., 2013. Market failure. [Online] Available at: http://www.britannica.com/EBchecked/topic/1937869/market-failure [Accessed 07 March 2015]. Bamford, C. et al., 2006. AS Level and A level Economics. s.l.:University of Cambridge. Grant, S. Stanlake, G., 2006. Stanlakes Introductory Economics. SJ Grant ed. s.l.:Pearson Education Limited. Lipsey, R. G. Hardbury, c., 2006. First Principles of Economics. second ed. s.l.:Oxford University Press. Vernon, R. Louis T. Wells, J., 1991. The economic environment of international business. fifth ed. s.l.:Englewood Cliffs, NJ : Prentice Hall. Ward, D. B. a. D., n.d. Economics for business. s.l.:Mc Graw-Hill Higher Education. [1] Anderton, A., 2000. Economics. third ed. s.l.:Causeway Press Limited. [2] Lipsey, R. G. Hardbury, c., 2006. First Principles of Economics. second ed. s.l.:Oxford University Press. [3] Anon., n.d. MARKET FAILURES. [Online] Available at: http://www.AmosWEB.com [Accessed 19 March 2015]. [4] Anon., 2013. What Is Market Failure And Its Causes Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/what-is-market-failure-and-its-causes-economics-essay.php?cref=1 [Accessed 24 March 2015]. [5] Anon., 2013. What Is Market Failure And Its Causes Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/what-is-market-failure-and-its-causes-economics-essay.php?cref=1 [Accessed 24 March 2015]. [6] Bà ¦kkeskov, E., 2013. Market failure. [Online] Available at: http://www.britannica.com/EBchecked/topic/1937869/market-failure [Accessed 07 March 2015]. [7] Anon., n.d. Profit. [Online] Available at: http://www.economicsonline.co.uk/Business_economics/Profits.html [Accessed 18 March 2015]. [8] Anon., 2013. Short Run And Long Run Profits Trends Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/short-run-and-long-run-profits-trends-economics-essay.php?cref=1 [Accessed 26 March 2015]. [9] Ward, D. B. a. D., n.d. Economics for business. s.l.:Mc Graw-Hill Higher Education. [10] Anderston, A., 2008. Economics. fifth ed. s.l.:Graficas Estella, Navarra Spain. [11] Anon., 2013. Theories Of Demand For Money And Empirical Works Economics Essay. [Online] Available at: http://www.ukessays.com/essays/economics/theories-of-demand-for-money-and-empirical-works-economics-essay.php?cref=1 [Accessed 24 March 2015].

Is Chocolate Physiologically or Psychologically Addictive? Essay

Is Chocolate Physiologically or Psychologically Addictive? Chocolate is made from the seeds of the tropical tree, Theobroma cacao. Theobroma is the Greek term for 'food of the gods.' In Aztec society chocolate was a food of the gods, reserved for priests, warriors and nobility. The Aztecs used cacao beans to make a hot, frothy and bitter beverage called chocolatl. Chocolatl was a sacred concoction that was associated with fertility and wisdom. It was also thought to have stimulating and restorative properties. The bitter drink was first introduced to Europe in 1528. However, it was not until 1876 that milk, cocoa powder and cocoa butter were combined to form what we now know as chocolate (1). Today, production and consumption of chocolate is a global affair. People crave chocolate more than any other food. In the United States, the typical person eats 11.5 pounds of chocolate annually (2). What makes chocolate the food that is craved more often than any other food? Yes, chocolate tastes good, has a beautiful texture and melts in your mouth, but there must be more to chocolate than what meets the lips. In fact, chocolate is made up of chemicals associated with mood, emotion and addiction. Many people eat chocolate as a comfort food when they are depressed or stressed. The question is, do people crave chocolate because their bodies and brains are addicted to the chemicals in it or do people crave chocolate because they have a psychological attachment to it? Substances found in chocolate, such as phenylethylamine, theobromine, anandamide and tryptophan trigger mood enhancing chemicals and neurotransmitters to be released in the brain. Phenylethylamine is a chemical found in the body that is similar to amphetamine. It he... ...es 1)CHOCOLATE, on the Chocolate web site http://www.chocolate.org/ 2)Prescription-strength chocolate, on the Science News Online-Food for Thought web site http://www.science.org/sn_arch/10_12_96/food.htm 3)Chocolate and Anxiety, on the About the Human Internet web site http://panicdisorder.about.com/cs/shfitness/a/chocolate.htm 4)Theobromine: Chocolate's Caffeine Cousin, on the About the Human Internet web site http://chemistry.about.com/library/weekly/?once=true& 5)Chocolate "addiction" A Fiction?, on the Personal MC web site http://www.personalmd.com/news/a1998121611.shtml 6)Health and Happiness-does chocolate have it all wrapped up?, on the IFIS Hot Topic web site http://www.ifis.co.uk/index.html 7)Chocolate: A heart-healthy confection?, on the CNN web site http://archives.cnn.com/2000/HEALTH/diet.fitness/02/02/chocolate.wmd/

Persuasive Speach – Buy vs. Rent

Project 4 Written Outline Even in this economy it is still better to buy a home then rent. I. Why pay rent and make the landlord richer when you can own your own home for basically the same monthly payment and reap the tax benefits yourself. II. In 2006 I was faced with having to make the decision to buy or rent. After researching found I could buy a 4 bedroom house in a good area for same price of renting a 2 bedroom apartment. Also working for the government I knew the tax advantages I would get so I don’t have to tell you which decision I went with.III. Today I am going to show you that buying a house is a better choice then renting even in this unstable economy. IV. There are many programs that help people purchase a home. First time homebuyers even with bad credit can qualify. Do you know where to look? I will provide you with some internet sights that can be of assistance. V. There are many reasons why home buying is better than renting; the few that I will talk about ar e 1. Long term buying costs less on a yearly basis then renting. 2. Good financial investment and low interest rates and 3.Tax advantages Now that we are coming to a close on the semester some of you are going to be faced with the decision upon graduation as to whether you should buy or rent. I. If you have already decided that you will be staying in a certain area for at least 7 years it is shown that buying is cheaper than renting. a. On April 21st. 2010 the NY Times reported that if you remain in your home for 7 or more years you will save approximately $759/year over renting. b. Did you know you could also use the rent ratio to help determine what areas are better to buy in?To determine rent ratio you look at the average purchase price of a house and divide that by rent of a similar house. If the rate is under 20 it is a good indication to buy i. Some areas that are currently under 20 include Philadelphia, New York. Boston. Washington, Cleveland, Chicago, Dallas, Sacramento and Los Angeles ii. In the 4th quarter of 2005 the rent ratio for Philadelphia was 17. 2, since then it has dropped to 16. 7 (4th quarter of 2009) this shows that now is still a better time to buy then rent in our area.In 2006 I had to evaluate my own circumstances and the Pros and Cons of buying vs. renting. II. I compared what I would pay for a 2 bedroom apt to what I would pay for a home. I found that I could buy a 4 bedroom house in a good area and get a mortgage with a 7. 5% interest rate. My monthly payment would have been the same as renting an apartment. a. Last year I refinanced with all the programs that were being given out because of the financial problems banks were having. I was able to get my interest rate down to 4. % and now my mortgage is only $750/month (and that includes my taxes being escrowed) b. Now where can you rent a 4 bedroom house for $750/month in a good stable area? c. Even though the housing market is on the mend you can still get in on a low interest rate today at about 5. 13%. d. Owning home helps to build equity that you can use later in life for other events like your child going to college; adding an addition to your home. It also lets you be in control of your interior decorating and your outdoor landscaping.No need to sit around waiting on a landlord to come fix something that has broken, or losing a deposit if place isn’t in condition the landlord wants it to be in. Buying a home has tax advantages that renting does not. III. When buying a house certain costs can be deducted on your tax returns giving you benefits instead of a landlord. a. Closing costs and points paid are deductible on Schedule A as Itemized deductions. b. You can also deduct your interest payments on your mortgage as well as School Taxes, County Taxes, etc. c.Also recently added was that you can now claim PMI payments. d. Even if your itemized deductions are lower than the standard deduction you can still reap the tax benefits of being a homeowner. i . If you can not itemize you can claim an additional $500/1000 deduction (single/joint) added to the standard deduction line on the tax return. Today I have shown you that buying a home is better then renting. Conclusion Buying saves you money in the long run. You’re investing in your future and providing yourself with stability and security in your community.Your building up equity in your home as you pay off your mortgage and reaping the tax benefits instead of writing a check to a landlord and watching your money go out the window. You can find more information at the following sites: www. Rentlaw. com, www. smartmoney. com, www. hud. gov/buying. comq. cfm, and to find out current mortgage rates you can visit www. bankrate. com I. So let’s stop making others rich and give yourself the financial security and stability you deserve by owning the American dream. Your own home†¦

Apoclypse Now essays

Apoclypse Now essays This film, from 1979 was directed by Francis Ford Coppula and starred Martin Sheen (Capt. Willard) and Marlon Brando (Col. Kurtz). The film takes place during the 1970's in the middle of the Vietnam War. Coppula was rewarded for his hard work by winning the Academy Award for cinematography. The story is based on the novel "Hearts of Darkness", by Joseph Conrad. The book and film depicts Capt. Willard in the middle of the Vietnam searching for Col. Kurtz, who has gone mad and started his own private war. Apocalypse Now uses its scenes to show three types of horror including psychological, gore, and surprise. Psychological horror plays with human rationalization. Gore shows a stunning or violent action. Surprise horror is instilling fear by catching the viewer off guard. Each type of horror appeals to different parts of human fear and requires different methods to pull it off properly. Psychological horror is the fear of a believable, reasonable force. It outs a mirror in front of the viewer and asks him what he would in the situation. Many scenes in the film utilize this form of horror, but none more clearly than the river boat scene where Willard and his crew emerges from a heavy mist to see a large group of villagers facing them in their own boats. An uncertain grayness covers the screen and suddenly shifts to a vivid image of a group on the river that is staring forward, penetratingly grabs the attention of the viewer. The tension between the two groups is made apparent as the two opposing forces stare at each other. If one side makes any move the other is sure to as well and would mean deaths for both. The viewer is now put into the situation where they must ask themselves if they could handle the tension and not make any move. He also uses close-ups to show the viewer that these villagers are real people that have been made to look like and think like savag es. Coppula uses psychological horror to illustrate the b ...

Example Sentences of the Verb Fly for ESL Learners

Example Sentences of the Verb Fly for ESL Learners Time flies when youre having fun, but memorizing irregular verb forms isnt always fun. This page provides example sentences of the verb fly in all tenses including active and passive forms, as well as conditional and modal forms. Once youve flown through the examples, test your knowledge with the quiz at the end. Examples of "Fly" for All Tenses Base Form fly / Past Simple flew / Past Participle flown / Gerund flying Present Simple I usually fly by Aeroflot. Present Simple Passive Aeroflot is flown by thousands of customers. Present Continuous We are flying to San Diego next week. Present Continuous Passive A 747 is being flown to New York. Present Perfect She has flown many times in her life. Present Perfect Passive A 777 has recently been flown to Chicago. Present Perfect Continuous We have been flying for more than five hours. Past Simple George flew to Miami last week. Past Simple Passive A small airplane was flown to the village. Past Continuous He was flying to Chicago when he telephoned his boss. Past Continuous Passive A small airplane was being flown to the village when I checked. Past Perfect They had just flown to London when they decided to return home immediately. Past Perfect Passive The new jet had been flown many times by the test pilot before it was approved. Past Perfect Continuous They had been flying for four hours when they landed. Future (will) Jack will fly to the meeting. Future (will) passive A small jet will be flown to the meeting. Future (going to) He is going to fly to Houston next week. Future (going to) passive A 777 is going to be flown to Chicago. Future Continuous This time next week we will be flying to Mexico. Future Perfect They will have flown to Toronto by the end of the day. Future Possibility She might fly to Rome. Real Conditional If she flies to Rome, she will stay at the Cosmo. Unreal Conditional If she flew to Rome, she would stay at the Cosmo. Past Unreal Conditional If she had flown to Rome, she would have stayed at the Cosmo. Present Modal Mark should fly to the meeting. Past Modal He must have flown to the meeting. Quiz: Conjugate with Fly Use the verb to fly to conjugate the following sentences. Quiz answers are below. In some cases, more than one answer may be correct. A small airplane _____ to the village last week.We _____ to San Diego next week.We _____ for more than five hours.The new jet _____ many times by the test pilot before it was approved.A small jet _____ to the meeting.They _____ to Toronto by the end of the day.If she _____ to Rome, she will stay at the Cosmo.Jack _____ to the meeting.He _____ to Chicago when he telephoned his boss.George _____ to Miami last week. Quiz Answers fleware going to flyhave been flyingwill have been flownwill flywill have flownfliesis going to flywas flyingflew

Realism vs. Phenomenalism Essay Example | Topics and Well Written Essays - 250 words

Realism vs. Phenomenalism - Essay Example It is also possible for people to perceive qualities under conditions whereby no physical object exists at all. However, Barnes does not agree with this point of view and terms the sense-data argument a myth. According to Barnes, people have the capacity to perceive by seeing, tasting, smelling, feeling, and hearing; it is an indisputable fact. He proceeds to give three arguments that dispel the existence of sense data. For instance, he gives the example of a penny placed on a table. When observed from above, the penny appears circular, but when viewed from miles away, it appears elliptical. The elliptical and circular appearances are not the aspects of the penny, but entities of some kind. Another example is a stick that appears straight in the air, but bent in water. This is an aspect of sense-data. The third argument Barnes presents is that people seem to see objects which do not exist in reality. For example, mirages that appear in the desert (Barnes 92). This suggests that what people observe in some cases are not physical entities. The non-physical entities are what phenomenalists refer to as sense-data. Barnes arguments favor realism. Realism asserts that the existence of physical objects is independent of the human mind; therefore, the universe exists independent of the human mind. Barnes argument is convincing as it follows the tenets of logical reasoning. Therefore, physical objects exist whether human beings perceive them or

Philosophy topic - Persuation paper Essay Example | Topics and Well Written Essays - 500 words

Philosophy topic - Persuation paper - Essay Example to meet I Doc and reason with him, heart to heart, with the argument that, â€Å"evil is to be abandoned and slavery holds no purpose or value compared to the good that can be shared in life.† As Doct Man was riding his bike to I Doc’s lair, the evil villain suddenly appeared in his Doc-mobile and swept him off the road, kidnapping him. When Doct Man awoke, he found himself in the I Doc lair with the villain’s own henchmen guarding his prison door. Suddenly, Doct Man heard the door open and the guards appeared, ordering him to march to dinner to be the guest of I Doc. As all in the tri-state region knew of the reasoning and persuasive power of Doct Man, it seemed that I Doc had also heard of his reputation as a philosopher and wanted to see if he could be convinced under threat of torture to join the mayhem as part of his team. Doct Man, however, was certain of his ability to persuade I Doc to the opposite view. As he sat in his chair at the dinner table, I Doc welcomed Doct Man and apologized for the abduction. He explained his plan to conquer and subjugate the tri-state through the I Slave technology. Doct Man replied that, â€Å"I fear not any man, nor any thing in this earth, for I cannot be harmed by evil.† Surprised, I Doc asked him how this is possible. Doct Man replied by saying, â€Å"I am not identified with this body, and this body is not I. As the universe is eternal, a cycle of cycles, so too am I an eternal being, and will survive whatever evil you can muster without wavering in the slightest. My power comes from my Soul, eternal and wise, and this world is but a moment, a blink of the eye, in the context of my Being. You will exhaust yourself within days in your evil plan. The people will rise. Reinforcements will come from abroad. No matter how much you may wish to repress them with your technology, the will of the people is strong. There are billions ready to assist in the war of resistance to I Slave. But I alone come here in peace and tell you

Faulty forensic science Essay Example | Topics and Well Written Essays - 1250 words

Faulty forensic science - Essay Example ts as to why there is a need for a centralized governing forensic science body to oversee the crime labs, and also look into the possibility that maybe, just maybe, forensic science is not always at fault when it comes to the acquittal or conviction of a criminal. Acknowledging the fact that the forensic field of criminal investigation is not fool-proof, the United States Department of Justice has decided that the time has come to establish a forensic commission that will set the standards and oversee the functions of crime labs nationwide. This commission is expected to set the standards that will be used to determine the forensic guilt of a criminally charged person. through the creation of a â€Å"a professional code for forensic scientists, set certification requirements and advise the Attorney General... In addition, the National Institute of Standards and Technology will double-check existing forensic science standards and develop new ways of making forensic measurements.† (Diep, â€Å"New Commission to Set Standards for Troubled Forensic Sciences†). Currently, there are no uniform rules existing to guide the forensic labs in the discharge of their jobs. The commission is expected to standardize their function and offer a sense of uniformity in their investigation and experimentation procedures. In 2009, the National Academy of Sciences reported that â€Å"much of the â€Å"science† used in crime labs lacks any form of peer review or validation – fundamental requirements for sound science. Such questionable forensic methods include long-established and accepted techniques such as fingerprint comparison, hair and fiber analysis, and bullet matching† (Clarke, â€Å"Crime Labs in Crisis: Shoddy Forensics Used to Secure Convictions†). The creation of this commission will then make the forensic labs answerable to the commission and prevent the failure of the justice system by sending an innocent person to prison or releasing a guilty person back into the general

Business Types of Ownership Essay Example for Free

Business Types of Ownership Essay

Beloved :: essays research papers

Beloved   Ã‚  Ã‚  Ã‚  Ã‚  In regards to the novel Beloved Toni Morrison says, “[The novel] can’t be driven by slavery. It has to be the interior life of some people, a small group of people, and everything that they do is impacted on by the horror of slavery, but they are also people.'; Critics argue that the novel is driven by slavery and that the interior life of the protagonists is secondary. This is true because most of the major events in the story relate to some type of slavery. The slavery that drives the novel does not have to be strictly physical slavery. Morrison’s characters are slaves physically and mentally. Although they are former slaves, they are forever trapped by horrible memories.   Ã‚  Ã‚  Ã‚  Ã‚  The type of slavery the novel initially depicts does not correspond to what really happened to slaves in the 1800s. At Sweet Home, Mr. and Mrs. Garner treated their slaves like real people. Mr. Garner is proud of his slaves and treats them like men, not animals.   Ã‚  Ã‚  Ã‚  Ã‚  . . . they were Sweet Home men -- the ones Mr. Garner bragged about while other farmers shook their heads in warning at the phrase. [He said,] “. . . my niggers is men every one of em. Bought em thataway, raised em thataway. Men every one.';1 The things that occurred at Sweet Home while Mr. Garner is alive are rather conservative compared to what slaves actually suffered during this time period.   Ã‚  Ã‚  Ã‚  Ã‚  Under the management of schoolteacher, things change dramatically. He turns Sweet Home into a real slave plantation. He treats and refers to the slaves as animals. He is responsible for the horrible memories embedded in Sethe and Paul D.   Ã‚  Ã‚  Ã‚  Ã‚  Sethe feels the impact of slavery to its fullest extent. Slavery pushes her to kill her baby daughter. She feels that is the only way to protect her beloved daughter from the pain and suffering she would endure if she became a slave. The minute she sees schoolteachers hat, Sethe’s first instinct is to protect her children. Knowing that slave catchers will do anything to bring back fugitive slaves and that dead slaves are not worth anything, Sethe took matters into her own hands.   Ã‚  Ã‚  Ã‚  Ã‚  On page 164 Sethe says, “I stopped him. I took and put my babies where they’d be safe.'; Paul D asks, “How? Your boys gone you don’t know where. One girl dead, the other won’t leave the yard.

Essay --

The question â€Å"Is this product genetically modified?† has gained increasing popularity among the health concerned and those who worry about where their food comes from over the past couple of years. A decade or two ago, this question had no meaning and has no significance in society. However, thanks to the development of technology and a larger understanding of the underlying properties of foods, down to the molecular scale, humans have created a new field of engineering to combat worries that have plagued the food industry to centuries upon centuries. And as always, the advent of a new a product or procedure that changes the way we think and create will always usher along with it self opinions from every strata of society. The genetic modification of food in the United States of America has become a pertinent topic of debate, just recently gaining its popularity in the past couple of years. To modify or not to modify? There are both pros and cons to whether or not c hange the DNA sequences of foods in order to better them in some way or another. However, like every other major, groundbreaking change in this country comes regulation in hopes to appease everyone in the country and give each participant a fair chance in the race, in particular, the race for the production and distribution of foods. Such regulation in the United States has been done in order to protect and support people that have not devoted their time and money to the biological nuance and also to give every consumer in the country products that are labeled, identifying what they are putting into their systems on a daily basis. As time and society progress, how we view tasks that have been usually kept hidden and now placed onto a pedestal for everyone to se... ...lation. The policy has three priorities at its forefront: (1) U.S. policy would focus on the product of genetic modification (GM) techniques, not the process itself, (2) Only regulation grounded in verifiable scientific risks would be tolerated, and (3) GM products are on a continuum with existing products and, therefore, existing statutes are sufficient to review the products. The framework is also responsible for the governing of specific agencies and their policies, as mentioned briefly before, and also which agency has responsibility for a particular experiment. The delegation of responsibility is laid out in great detail in large tables, showing specifically which agency is to assume responsibility. If two or more agencies have potential jurisdiction, then one agency is considered the lead agency, as the other ones are then subordinate, as mentioned earlier.

Ethical language is meaningless Essay

Twentieth Century ethics has been highly dominated by linguistics. Ethicists now worked to discover the meanings of terms such as â€Å"good† or â€Å"bad†. This goes beyond normative ethics such as Utilitarianism, Kantian ethics or Virtue ethics but rather looks at the usefulness and meaningfulness of ethical language, known as Meta ethics. It also tries to understand the meaning of terms used in descriptive ethics usually used by sociologists. Ethical language can be divided into cognitive language which is realistic and objective, drawing ethical statements from nature and believing it to be true fact. On the other hand it can be non-Cognitive, ethical language which is anti-realist and subjective. Logical Positivists, Ethical Naturalists and Intuitionists believe ethical statements are true as the have a distinct purpose when using a particular word. Ethical Naturalists and Logical Positivists believe only Cognitive ethical language is true as it describes facts. Whereas Descriptivists and Prescriptivists argue, although when referring to ethical language it may be subjective, it still has significance and has meaning. In this essay I will assess to what extent ethical language is meaningful, arguing it is fair to state all ethical language offers some instruction to society and is therefore meaningful. Ethical Naturalists also argue ethical language has an underlined content of purpose. For example a knife is good if it cuts sharply. Therefore ethical language is showing what terms such as ‘good’ mean through the content of purpose within an ethical statement and is therefore meaningful in informing us on ethical terms such as ‘good’ or ‘bad’. However, ethical Naturalists disregard the complexity of ethical language. This critique is put forward by G.E. Moore, an intuitionist. Intuitionist G.E. Moore whose work is influenced by David Hume argues that it is wrong to derive an ‘ought’ from an ‘is’. Although the world may be in a particular state it doesn’t mean we can draw ethical terms from the natural word. Rather ethical language is sometimes used to discuss supernatural concepts such as God and therefore ethical naturalism‘s argument as to why  ethical language is meaningful is absurd. Moore states we can still ask ‘what is good?’ this leads to an open question argument which displays the ethical naturalist argument as to why ethical language is meaningful may not be fully sufficient. However intuitionists do argue ethical language is meaningful but only due to the fact that intuition is used to conduct ethical statements. Moore uses the Simple Notion to suggest although we cannot fully describe what good is, ‘we just know good is good and that’s the end of the fact’. He uses the analogy of yellow, stating just as we can’t describe yellow without giving examples we can’t describe good without referring to good with examples. It is therefore an indescribable truth. On the other hand A. J. Ayer argues ethical language is merely expressions of ones inclinations, emotions and feelings. He worked closely with the Vienna Circle who brought about Logical Positivism. Due to their belief that ethical language was simply expressions of opinion they stated it is of little use. A J Ayer stated that there were only two types of meaningful statements – analytical statements, ones which contain the preposition with the statement e.g a bachelor is an unmarried man, and synthetic statements, which are those that can be tested by sense experience. Ethical statements do not fit into either of these categories and were therefore largely not meaningful to the Logical Positivists. Many may argue that this is a pessimistic and limited view of ethical language. In addition Hare goes beyond descriptivism, stating ethical statements are actually prescriptive and therefore meaningful as they can act as imperatives. Not only are they saying ‘boo’ to murder or ‘hurrah’ to charity but stating ‘I wouldn’t steal, so neither should you’ or ‘I will give to charity so so should you’. In this sense ethical language is meaningful as not only does it provide universal norms or arouse feeling but place imperatives on what one sees as wrong or right, therefore offering some sense of guidelines to act ethically and morally. However one may argue why should one imperative be chosen over another?

Profile of Spanish Dictator Francisco Franco

Profile of Spanish Dictator Francisco Franco Francisco Franco, the Spanish dictator and general, was perhaps Europes most successful fascist leader because he actually managed to survive in power until his natural death. (Obviously, we use successfully without any value judgment, were not saying he was a good idea, just that he curiously managed not to get beaten on a continent which saw a vast war against people like him.) He came to rule Spain by leading the right-wing forces in the civil war, which he won with Hitler and Mussolinis help and came to cling on by surviving against many odds, despite the brutality and murder of his government.   Early Career of Francisco Franco Franco was born into a naval family on Dec. 4  1892. He wanted to be a sailor, but a reduction in admissions to the Spanish Naval Academy forced him to turn to the army, and he entered the Infantry Academy in 1907 aged 14. Upon completing this in 1910, he volunteered to go abroad and fight in Spanish Morocco and did so in 1912, soon winning a reputation for his ability, dedication, and care for his soldiers, but also one for brutality. By 1915 he was the youngest captain in the entire Spanish army. After recovering from a serious stomach wound he became second-in-command and then commander of the Spanish Foreign legion. By 1926 he was brigadier general and a national hero. Franco had not taken part in the coup of Primo de Rivera in 1923, but still became director of a new General Military Academy in 1928. However, this was dissolved following a revolution which expelled the monarchy and created the Spanish Second Republic. Franco, a monarchist, stayed largely quiet and loyal and was restored to command in 1932 - and promoted in 1933 - as a reward for not staging a right-wing coup. After being promoted to Major General in 1934 by a new rightist government, he savagely crushed a rebellion of miners. Many died, but he had raised his national reputation still further among the right, although the left hated him. In 1935 he became Chief of the Central General Staff of the Spanish Army and began to reforms. The Spanish Civil War As divisions between the left and the right in Spain grew, and as the country’s unity unraveled after a left-wing alliance won power in elections, Franco appealed for a state of emergency to be declared. He feared a communist takeover. Instead, Franco was sacked from the General Staff and sent to the Canary Islands, where the government hoped he was too far away to start a coup. They were wrong. He eventually decided to join the planned right-wing rebellion, delayed by his sometimes mocked caution, and on July 18,  1936, he telegraphed the news of a military rebellion from the Islands; this was followed by a rising on the mainland. He moved to Morocco, took control of the garrison army, and then landed it in Spain. After a march towards Madrid, Franco was chosen by the nationalist forces to be their head of state, due in part to his reputation, distance from political groups, the original figurehead had died, and partly because of his new hunger to lead. Franco’s nationalists, aided by German and Italian forces, fought a slow, careful war which was brutal and vicious. Franco wanted to do more than win, he wanted to ‘cleanse’ Spain of communism. Consequently, he led the right to complete victory in 1939, whereupon there was no reconciliation: he drafted laws making any support for the republic a crime. During this period his government emerged, a military dictatorship supported, but still separate and above, a political party which merged Fascists and Carlists. The skill he exhibited in forming and holding together this political union of right-wing groups, each with their own competing visions for post-war Spain, has been called ‘brilliant’. World War and Cold War The first real ‘peacetime’ test for Franco was the start of World War 2, in which Franco’s Spain initially lent towards the German-Italian Axis. However, Franco kept Spain out of the war, although this was less to do foresight, and more the result of Franco’s innate caution, Hitler’s rejection of Franco’s high demands, and a recognition that the Spanish military was in no position to fight. The allies, including the US and Britain, gave Spain just enough aid to keep them neutral. Consequently, his regime survived the collapse and total defeat of his old civil-wartime supporters. Initial post-war hostility from the western European powers, and the US – they viewed him as the last fascist dictator – was overcome and Spain was rehabilitated as an anti-communist ally in the Cold War. Dictatorship During the war, and during the early years of his dictatorship, Franco’s government executed tens of thousands of â€Å"rebels†, imprisoned a quarter of a million, and crushed local traditions, leaving little opposition. Yet his repression loosened slightly over time as his government continued into the 1960s and the country transformed culturally into a modern nation. Spain also grew economically, in contrast to the authoritarian governments of Eastern Europe, although all this progress was more due to a new generation of young thinkers and politicians than to Franco himself, who became increasingly distant from the real world. Franco also became increasingly viewed as above the actions and decisions of subordinates who took the blame went things went wrong and earned an international reputation for developing and surviving. Plans and Death In 1947 Franco had passed a referendum which effectively made Spain a monarchy headed by him for life, and in 1969 he announced his official successor: Prince Juan Carlos, eldest son of the leading claimant to the Spanish throne. Shortly before this, he had allowed limited elections to parliament, and in 1973 he resigned from some power, remaining as head of the state, military, and party. Having suffered from Parkinson’s for many years – he kept the condition secret - he died in 1975 following a protracted illness. Three years later Juan Carlos had peacefully reintroduced democracy; Spain had become a modern constitutional monarchy. Personality Franco was a serious character, even as a child, when his short stature and high pitched voice caused him to be bullied. He could be sentimental over trivial issues, but exhibited an icy coldness over anything serious, and appeared capable of removing himself from the reality of death. He despised communism and Freemasonry, which he feared would take over Spain and disliked both east and west Europe in the post-World War II world.

Dario Fos Political Theatre

Dario Fos Political Theatre Dario Fo's Political Theatre Dario Fo's plays were written in Italy during the 60's and 70's. During this time there was widespread dissatisfaction throughout Italy towards the government and various factions within the country , the nation seethed with discontent.Dario Fo was born in 1926 in the Italian state of Lombardy. During the fifties , Fo , along with his wife Franca Rame , had a succesful career as an actor , director and writer of comedies in conventional theatre. During the sixties , they abondened conventional theatre and chose the working classes as the target audience for their new, left wing plays. Fo's new productions were based upon the Commedia dell'arte of renaissance times. His main influence is the old guillari, wandering performers who would perform for the masses using their own style of satire , a ambiguous disrespect for the authorities (particularly the church).Fo , a dissatisfied citizen of Italy , used theatre to attack and ridicule Italy's governing syste m.Nobel Prize winner Dario Fo in Milan

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Mathscores between 14-24? You're not alone - hundreds of thousands of other students are scoring in this range. But many don't know the best ways to break out of this score range and get 26+on the ACT. Here we'll discuss how to improve ACT Mathscore effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is tailored for lower-scoring students, currently scoring below a 26 on ACT Math. If you're already above this range, my perfect 36 ACT Mathscore articlewill be better for you as it contains advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 26, and then go into ACT Math tips. Stick with me - this is like constructing a building. First you need to lay a good foundation before putting up the walls and windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is to get to a 24 or lower, these tips still equally apply. Understand the Stakes At this ACT score range, improving your low ACT Mathscore to a 26 range will dramatically boost your chances of getting into better colleges. The reason? A 26 puts you well above the national average of all ACT test takers, at about 83%ile. This is roughly equivalent to a 1200 out of 1600 on the SAT. Let's take a popular school, Pennsylvania State University,as an example. Its average ACT score is a 27. Its 25th percentile score is a 24, and 75th percentile is a 29. Furthermore, its acceptance rate is 55%. In other words, a little more than half of all applicants are admitted. Good odds, but the lower your scores, the worse your chances. In our analysis, if you apply with an ACT score of 22, your chance of admission drops to 22.4%, or around a 1 in 4chance. But if you raise your score to a 26, your chance of admission goes up to 46.7% -double the chances of admission, for just 4 points of improvement. And because your ACT Math score factors into your ACT composite score, raising your Math score will really help raise the average of your total score. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACT score? Check out ourexpert college admissions guide for a 26 ACT score. Know that You Can Do It This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 15-21. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are often different from straightforward math questions you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who aren't yet at Calculus level. It can't ask you to analyze quantum physics. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Numbers (integers, fractions), algebra(solve for x), coordinategeometry(lines and slopes), plane geometry (triangles, circles, lines), and other topics like trigonometry. You've learned all of this before in high school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is a classic ACT type question. It tests really simple concepts in a complicated way. The first time you see this, it might be confusing. How do I find the area of the entire area? How do I find the area of A? Why does this look like a brick wall? But you've learned all the concepts you need to solve this. This is a simple question about areas and fractions. As the first sentence tells us, there are three rows of equal area. Each of these rows are split up into two, three or four equal areas. Each region is labeled A, B or C. The question is asking us for the fraction of the square's area in the region labeled A. Notice that there are three regions labeled A -one in each row. Let's use a strategy to solve this - let's plug in a number. We'll use 12 for the area of a row. Because there are 3 rows, the total area is 36. In the first row, there are 2 equal regions - A and B. To divide 12 into 2 regions, each would have area 6. So A in the first row has 6 area. In the next row, there are 3 equal regions - A, B, and C. Once again, to divide 12 into 3 regions, each would have area 4. So A in the second row has 4 area. Finally, in the last row there are 4 equal regions - A, B, C, and D. To divide 12 into 4 regions, each would have area 3. So A in the third row has 3 area. So what's the total area covered by A? 6 + 4 + 3 = 13. What's the total area of the square? We said it above - 36. So the "fraction of the square's area..in a region labeled A" is 13/36. This might have been confusing the first time, but the next time you see a question like this, you'll know what to do. The ACT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the ACT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 26in ACT Math If we have a target ACT score in mind, it helps to understand how many questions you need to get right on the actual test. The ACT Math section has 60 questions on it. Depending on how many questions you get right, you'll get a Scaled score out of 36. Here's the raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Raw Scaled Raw Scaled Raw Scaled Raw 36 60 27 43-44 18 24-26 9 - 35 58-59 26 40-42 17 21-23 8 3 34 57 25 38-39 16 17-20 7 - 33 55-56 24 36-37 15 13-16 6 2 32 54 23 34-35 14 -12 5 - 31 52-53 22 32-33 13 8-10 4 1 30 50-51 21 30-31 12 7 3 - 29 48-49 20 29 5-6 2 - 28 45-47 19 27-28 10 4 1 0 So if you're aiming for a 26, on this test you need to get just 40 questions correct. This is just a 66% on the test! Also, keep in mind that you'll be able to GUESS on a lot of questions. Because there are five answer choices, you get a lot of questions right with a 20% chance! So here's an example. Let's say you know how to solve just 35 questions for sure. You guess on the remaining 25 and get five of them right by chance. This gives you a raw score of 40, or a scaled score of 26! This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. We'll go into more detail below about what this means for your testing strategy below. Whatever you're scoring now, take note of the difference you need to get to a 26. For example, if you're scoring a 22, you need to answer 8-10 more questions right to get to a 26. Once again, if your goal is a score below 26, like a 24, the same analysis applies. Just look up what your Raw Score demands above. 9 Strategies to Improve Your Low ACT Math Score OK - so we've covered why scoring a higher ACT Mathscore is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable ACT Math tipsthat you should use in your own studying to maximize your score improvement. Strategy 1: Skip the Most Difficult Math Questions Here's the strategy I'm starting with, because I believe it can earn you immediate points the very next time you take a practice test. It's also an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 26, you only need a 40 out of 60 raw score. Put in another way - you can completely miss 20 questions (33% of the test) and still score a 26. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you WAYmore time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on ACT Math, this will be a huge help. And this is pretty much everyone - even I (a perfect ACT scorer) feel time pressure on this section. Here's an example. On ACT Math, you get 60 minutes to answer 60 math questions. This is usually pretty hard for most students to get through - it's just 60 seconds to answer each question, and some of these questions take a lot of time. The average student will try to push through ALLthe questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on easy questions they SHOULD have gotten right. And then they spend five minutes on the very last, hardest question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in the math section. This is the last 12 questions.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered by difficulty.The hardest questions are always the questions at the end of the subsection. Let's use an example from real practice tests. This is Question #60, the very last question of the section: Pretty tough, right? It'll take you quite some time just to even READ the question. But here's question 39, a question you should spend more time on: This is just finding the slope, given two points. A lot easier for you to get right. By skipping questions like this, you raise your time per question from 60 to 75 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 27-36 scorers who have mastered all the ACT math skills on the test. If you get to a 26, then you have the right to try these questions. Not before you to get to 26. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some math subjects than others. You might have done better in algebra than geometry. Or maybe you really like trig,but hate probability. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you want to send Snaps toyour friends. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to paint thin layers across a huge span of material. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time fixing their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT math? You need to find the skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. If you had to study 10 hours for ACT Math, wouldn't you rather improve four points than one point? This is how you do it - focusing your attention on what will make the biggest difference for you. Here's our complete mapping of all 24 skills tested on ACT Math: Numbers Integers Rational numbers Statistics Probability Sequences Algebra Operations Single Variable Equations Functions Word Problems Inequalities Matrices Complex Numbers Systems of equations Coordinate Geometry Points Lines Polynomials Conic Sections Reflections Plane Geometry Lines and Slopes Triangles Polygons Circles Misc Topics Solid Geometry Trigonometry I know this is overwhelming. ACT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus On the Most Important Skills, and Ignore the Rest But wait, there's more. Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (numbers-rational numbers) is 56TIMES more likely to appear than the least common skill (complex numbers). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much ACT Math material you need to know, you'll feel a lot better soon. First, hereare the most common ACT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Numbers - Rational Numbers .97% 7 Algebra - Functions 8.76% 5 Algebra - Operations 8.55% 5 Numbers - Integers 7.26% 4 Algebra - Single Variable 6.84% 4 Plane Geometry - Triangles 6.41% 4 Plane Geometry - Polygons 6.41% 4 Coord. Geometry - Lines 5.56% 3 Plane Geometry - Circles 5.34% 3 Algebra - Word Problems 4.91% 3 Trigonometry 4.91% 3 This is great news - with just skills (46% of all 24 skills), you actually cover 77% of the test! This is huge! For example, if you mastered just these skills and got all 45 questions right, that would already bring you up to a 28. In reality, this is unrealistic because some of these 45 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are to getting a great score. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on ACT Math: Skill Frequency # of Q's Coord. Geometry - Points 4.06% 2 Numbers - Statistics 3.85% 2 Numbers - Probability 3.21% 1 Algebra - Inequalities 2.35% 1 Plane Geometry - Lines and Angles 2.35% 1 Geometry - Solid Geometry 2.14% 1 Numbers - Sequences 1.92% 1 Algebra - Systems of Equations 0.85% 1 Coord. Geometry - Polynomials 0.85% 1 Coord. Geometry - Conic Sections 0.64% 1 Coord. Geometry - Reflections, Translations 0.43% 1 Algebra - Matrices 0.21% 1 Algebra - Complex Numbers 0.21% 1 Look at these 13skills. Altogether, they add up to a measly 23% of the entire test. Remember what % of the test you need to get right to get a 26? It's 66%. If you completely ignored these 13 skills, you'd still be able to get a maximum score of 28. So good news! You don't need to study complex numbers, matrices, conic sections,and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study, make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar ACT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Practice UsingOnly Realistic, High Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. A lot of prep programs and books don't have very realistic ACT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the ACT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best source for ACT Math questions is the Official ACT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. Unfortunately, you often need supplemental questions focused on your weaknesses above. For instance, if you're weak in rational numbers, you want to drill those questions over and over again to master your weaknesses. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official ACT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the ACT, have hundreds of hours of ACT teaching experience, and have graduated from Ivy League schools like Harvard. This results in the most realistic, highest quality ACT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your ACT Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 14-24level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's you don't know exactly where to start and how to solve this the algebraic way. In this case, you can plug in sample numbers to see how the surface area changes. Plug in Numbers Let's do something simple: length, width, and height are all equal to 1. Thus, A = 2*1*1 + 2*1*1 + 2*1*1 = 6. Then, we double each of the dimensions, so length, width, and height are all equal to 2. Now, A = 2*2*2 + 2*2*2 + 2*2*2 = 24. 24 is 4 times greater than 6. So the surface area is multiplied by a factor of 4. That was pretty straightforward! Bonus: Algebraicway You can also solve this question by directly plugging in 2l, 2w, and 2h into the equation. The original area = 2lw + 2lh + 2wh The new area = 2*2l*2w + 2*2l*2h + 2*2w*2h You might see that you can factor out a 4 in front: = 4 (2lw + 2lh + 2wh) And thus the area increases by a factor of 4. In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the ACT Math Section Once again, time pressure is a big problem for 14-24scorers. Because many questions are difficult, it's easy to get sucked into a hard problem and spend minutes trying to solve it. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the ACT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the ACT are worth the same as each other. An easy question is worth one point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8: Bubble In Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just three seconds per question, you get back 360seconds on a section that has 60 questions. This is huge! It's six extra minutes, which you can use to solve a lot more questions! Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. The ACT has no guessing penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 20% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your ACT math score. If you're scoring an 18, you can improve it to a 23. If you're scoring a 22, you can boost it to a 26. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give ACT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math QuestionsStrategy 2: Find Your Math Weaknesses and Drill ThemStrategy 3: Focus On the Most Important Skills. Ignore the RestStrategy 4: Use Only Realistic, High Quality SourcesStrategy 5: Understand All Your Math MistakesStrategy 6: Experiment with Different Strategies to Solve Math ProblemsStrategy 7: Monitor Your Time During the Math SectionStrategy 8:Bubble In Your Answers All At OnceStrategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your ACT score. Read my corresponding guides for other ACT Math sections: Get a 26 in ACT English, ACT Reading, and ACT Science. What's a good ACT score for you? Read our detailed guide on figuring out your ACT target score. Want a bunch of free ACT practice tests to practice with? Here's our comprehensive list of every free ACT practice test. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. 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