The Nazi Regime Depended More on Its Broad Popularity free essay sample

It can be argued that in order for the Nazi Regime to have stayed in power, it was essential that they maintain high popularity. On the other hand, though popularity is needed, it can be debated that the use of terror was a more important aspect to the regime as it ensured that the German people would not question or speak out against the regimes policy and actions. The view in source four appears to provide the view that the regime was dependant on its popularity and also agrees with the statement provided. However, if you were to compare this with source five then you would see that it gives the impression that the regime depended solely on terror, thus disagreeing with the statement. Furthermore, it would appear that source six provides a balanced view on the subject and to some extent supports both source four and five. It can therefore be debated as to whether or not the Nazi Regime depended more on its broad popularity than on terror in the years 1933-1939. We will write a custom essay sample on The Nazi Regime Depended More on Its Broad Popularity or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some historians have taken up the view point that without the popularity the Nazi Regime would not have been able to survive. Through its policies, it is clear to see that the Regime tried to make it look like they were working for the good of society in order to make Germany a better place. It would appear that the majority of the German people supported the regime; however, as it was a repressive state, it is unclear as to whether this is fully correct. In source four, historian Robert Gellately supports the argument of popularity as he gives the impression that the majority of people agreed with the extensive policing measures that were put in place by the Nazi regime as they believed it was improving German society as a whole. In the defence of source four, historian E. A. Johnson in source 6, to some extent, supports Robert Gellately as he gives the impression that the Nazi Regime gained popularity through the fact that it treated sections of the society differently. On the other hand, it would be clear to note that it would not be accurate to say that all people support the regime as, at this current time, the majority of those who could speak out or didn’t support the regime were receiving the so called ‘work therapy’ at the work camps to which they were sent. Overall, the judgements made by both sources four and five appear to support the statement provided, giving reason to agree. On the other side of the argument, some historians have taken up the view point that the Nazi regime was highly dependent on it use of terror in order to ensure their survival in power. The use of terror was thorough and extensive in the attempt to prevent and remove all of those who could and would most probably speak out against the Regime. This fear forced the German people into supporting the Nazi Regime and thus explains a reason why the majority of the population were so supportive. In source five, historian Richard J Evans supports with this interpretation of the period that terror was of high importance as he gives the view that all areas of society were watched constantly and that the majority of organisations set up provided information to the Gestapo, the Courts and the Prosecutions Services. In supporting Source five, to some extent, historian E. A. Johnson in source six suggests that the Nazi Regimes terror tactics were both brutal and ruthless towards what they considered their enemies. Furthermore, the fact that source six suggests that terror became far more intense towards the end shows the aggressive nature of the regime’s tactics and suggests that the Nazi regime was more dependent on the use of terror. This can be supported by evidence such as the attacks on Jewish communities carried out by SA stormtroopers and civilians in the Kristallnacht, the reason being that, as well as being fed anti-Semitic propaganda, the German people chose to support the Nazi Regime as they did not want to sufferer the same fate as the Jews. There are many Historians who would agree on a balanced judgement to which suggests that both popularity and the use of terror were essential in order for the regime to have survived. It can be argued that the measures take by the Nazi Regime would not have been as effective, or effective at all for that matter, if they did not have popularity or use terror. It is therefore without a doubt that both helped to ensure that the regime had the power and support to rule without question. In source six, historian E. A.Johnson provides a mixed view on the statement as, to some extent, agrees and disagrees. The source gives the impression that the Nazi Regime was able to gain popularity due to the fact of its ‘two-way treatment of different sections of the German population’, thus the use of terror appeared to be a justifiable cause in which was benefitting society. In support of this argument, source four demonstrates how there was wide consensus for the expanding of the work camps in which the state would place all political riminals as well as the various defined socials. However, historians Klaus-Michael Mallmann and Gerhard Paul deemed this popular support to be loyal reluctance, this concept being the idea of unqualified and widespread consent, thus suggesting that terror was what forced people into supporting the Nazi Regime. This is then supported by source five as it shows how a German worker was in fear of the Third Reich, therefore it would appear that the Nazi regime depended more on the use of terror than on its broad popularity in the year 1933-1939. In conclusion, the argument that the Nazi Regime depended more on its broad base of popularity is presented in source four, and to some extent source six, giving the impression that the terror side of Hitler’s dictatorship was created through interpretations made by the German people who passed it on to another, and that the whole population where generally in support toward the expansion of police and work camps. However, there is a counter argument to which suggests that the Nazi Regime depended more on its use of terror. This can be seen in source five, and to some extent source six, which gives the impression that terror was the heart of the regime as it appeared throughout the whole structure of society with organisations providing information to the Gestapo as well as the courts. Each source seems to mentions terror however not all of them mention popularity, furthermore, it can be argued that the majority of people appeared to support the Nazi Regime through the concept of Loyal Reluctance so therefore they did not fully support the Nazi Regime or at least not at their own will. Overall it can be justifiable to say that the statement provided in inaccurate and therefore can not fully agree as it is in my own opinion that the Nazi Regime depended more on the use of terror than its broad base of popularity in the years 1933-1939.

Text and Driving Stop Doing That. For Real.

Text and Driving Stop Doing That. For Real. This weekend I participated in a workshop in Soft Addictions. I expected to focus most of my energy on my sugar addiction, which has been a struggle for me for as long as I can remember. While I did spend some time and energy examining that habit, a different addiction came to the foreground as the weekend progressed: Texting While Driving In the workshop, we were divided into groups of six. When I admitted to them that I texted while driving, one of my group members looked at me with a heartfelt gaze and said, â€Å"Stop doing that. For real.† Later in the weekend, I found out that he texts while driving too- as did every one of the six people in my group. According to the NHTSA, if you’re traveling at 55mph and take your attention away from the road for 5 seconds (the minimum amount of time it takes to check your phone), you will travel the length of a football field without looking at the road! Texting while driving makes a crash up to 23 times more likely. In comparison, dialing makes a crash 2.8 times more likely and talking or listening makes a crash 1.3 times more likely. And while 34% of American drivers say they have texted while driving, I’m sure the number is much higher. In my workshop this weekend, at least two out of 35 participants had been in car crashes which were their fault and had resulted from their texting while driving. And at least one of them did not stop the habit. I started to get real about my own addiction to texting while driving and the true level of risk I’m taking every time I do it. And when it was time to choose one of our addictions and write a â€Å"Dear John† letter to the addiction bidding it farewell, I chose texting while driving as my target. Here’s the poem: Texting while driving, you kept me connected. I’m addicted to you. It’s like I’m infected. Despite all the stories of death and of gore, My phone seems to call to me†¦ LOOK AT ME MORE!! Well, starting right now, I choose to connect To my learning brain rather than gadgets electric. I’ve got options – like language CDs. Books on tape. That message that dinged me? It simply can wait. I yearn to connect†¦ but for that I must LIVE. And texting while driving? You’ve just gotta give.    Brenda Bernstein, November 14, 2014 On the way home from the workshop, I called a friend before starting to drive. When I hung up the phone, I saw that I had emails and messages I could read if I wanted to. I noted my impulse to pull down the menu that would allow me to read my emails, and, instead of checking the messages, checked the impulse. It felt scary and good. If you are a fellow driver while texting, please take a good look at what you’re putting at risk: not just your own life, but the lives of the drivers and passengers around you. Especially as the holidays are approaching- a time when many of us will be driving to see family and friends- let’s make a commitment to kick one of our most dangerous addictions, and DRIVE SAFE. Category:Life and LeadershipBy Brenda BernsteinNovember 17, 2014 3 Comments Scott says: November 17, 2014 at 8:57 pm I have seen this problem from two angles. My friend has a very busy life. Every time I ride as the front seat passenger with her! she is reading email or phone messages. Every single time! Its like they are driving blindfolded, I worry about a serious accident every time that I drive with them. She does it less because they know I will comment about it constantly. I have almost had first hand experience with texting and driving. Two years ago, I was almost rear ended when reading a text on Monona Drive at a stop light when the red changed to green. The car changed lanes and clipped by at fast rate of spend. Just like reading a book and driving would be stupid, this is equally dumb. Log in to Reply J. R. Hollingsworth says: November 18, 2014 at 8:37 am Texting while driving is not at all dangerous, if the passenger does it. Tell your friend that you will insist on your driving if she is texting, and be prepared to get out to make your point. Attorneys in accident cases love to discover that the opposing driver was texting nuff said. The real test is whether you have a smart phone, or it has you the same with any addiction. Log in to Reply Omar says: November 18, 2014 at 11:19 am Brenda, Thanks for sharing this. This is a really important issue, and I now find myself checking the impulse to look at my phone. If I cant let it go, Ill have to wait till the next exit to pull over. Thanks again, Omar Log in to Reply

Topic of your choice Personal Statement Example | Topics and Well Written Essays - 500 words

Topic of your choice - Personal Statement Example I protested each time she called me to a meal where I sat, morosely looking at the bowl of rice. Each time that she found herself on the verge of anger, she would set the ultimatum to finish my food by setting a fifteen minute timer next to me. Fearing her wrath, I would pick up my spoon and swallow a few bites of the offensive dish. Since so much time had already passed, the rice was now cold and soggy, definitely not delicious at all. Sometimes feigning vomiting would make my mother feel guilty and force her to allow me to eat something of my choice. Mealtimes like these often resulted in a battle of wills between my mother and me. I hated Indian food with a passion; however, overtime, I developed a liking for the Basmati rice dish and consider the dish to be one of my favorites these days. My mother helped me finally developed a taste for the Indian delicacy. The time even came when my mom and I finally reached a food compromise. Agreeing that I would eat the Indian food that she cooked, provided that she asked me what I wanted her to cook for me first. In the end, that was actually an agreement that worked well for us. Not only did we bond because we learned to respect each others choices in life, but I also ended up learning how to appreciate Indian delicacies as well. The most important memory from my childhood stems from the times when I would watch English television. I remember my sister and I would spend hours glued to Nickelodeon. Imagine our dismay when we turned on the TV one day to discover that our mother, in an effort to curb the Westernization of our way of life, chose to cancel our American cable subscription and add Indian channels. My sister and I were becoming strangers in our own land. When we complained, our mother explained that she wanted us to be able to understand and speak Hindi, in addition to the Guajarati that we grew

Policing and Minorities Essay Example | Topics and Well Written Essays - 750 words

Policing and Minorities - Essay Example African-Americans and Latinos are the victims of racial profiling in most cases. Certain officials like customs officials and airport officials also do racial profiling, disturbing the passengers. Policing targeting minorities are widespread. Thousands of complaints from African-Americans, Latinos and Asians have proved that racial profiling is a real happening. Victims of racial profiling are not only common people but also famous and rich people, celebrities, sports stars and people from all walks of life. There were cases when respected members of the society, like judges, lawyers, state legislators, and even representatives claimed that they were victims of racial profiling. This discriminatory stopping and checking by the police is disturbing thousands of pedestrians, innocent drivers, and shoppers and other helpless people across the nation. ‘War on Drugs’ as well as ‘War on Terror’ have given the police an excuse to suspect and check people whom they doubt as a terrorist or drug courier. This has resulted in several racial profiling issues. People will get humiliated and will lose their valuable time when they are unnecessarily stopped and checked by the police. Police has got a general belief that non-white people are mostly drug users and sellers. But studies (reports regarding police stops and checking) have revealed that people who are considered to be racially inferior are less likely to be having drugs or weapons with them compared to whites. Law enforcement agents are people who are having the policing authority for private or public purposes. Security guards at main offices or private institutions, police officers, and officers like airport security agents are having policing right which they misuse to create yet another racial discrimination issue. There were cases when airline pilots demanded people to disembark from the flights, as they suspected passengers because of their ethnicity. Nearly 10 million Asians (4 perce nt of the population) have already been victims of policing according to reports. Indians in America also had testified their complaints about stops and searches of local police. They complained about the vehicle check, (demanding license and registrations) and other checks done by police without any reasonable suspicion. Blacks as well as Latino pedestrians are stopped, questioned and checked without any reason (Juarez 2004). Non-white youths traveling in bikes are simply stopped and questioned for doing nothing wrong. There were incidents in which police dogs attacked non white civil rights protesters. Highway patrol canine units unnecessarily stop the vehicles claiming that they carry drugs. There exists a practice of threatening people of color by releasing dogs. Dogs are trained to attack and maul and are sent to attack people. Several hundreds of blacks and Latinos were attacked in different incidents. ‘Driving while black’ is a kind of policing that affects minor ities. This is an act of police haunting African-Americans for traffic stops as they think they are likely to be indulged in criminal activities. Even though racial profiling is illegal, Supreme Court (according to a decision taken in 1996) permits police to stop and examine motorists (their vehicles) to see whether they have weapons or illegal drugs with them (Juarez 2004). Stopping these people frequently will result in large number of arrests,

Shia Islam Essay Example | Topics and Well Written Essays - 2000 words

Shia Islam - Essay Example At the same time, Islam asserts that while in the Gospels and in Torah there originally were correct messages, with time they were misinterpreted and wrongly edited by people. Thus, Koran corrects all those wrongs. Speaking about the other essential characteristics of Islam Sharia should be mentioned, which is the Arabic term for Islamic law interpreted by Islamic scholars, and it is also called the law of Allah. One of the main features of law in Islam is that there is no separation between religious and secular aspects of life. Indeed, Sharia regulates not only religious practices, but as well different aspects of life, like business, economics, general matters of political governance and international relations, social matters, and daily goings-on of people. Again, the Quran is the main source of law in Islam. The second such source is the sunnah, which is the compilation of words and deeds of Mohammed and the early community of Muslims. As the third source of law serves consensus of the Muslim community called Ijma, and the fourth source is the principle of reasoning by analogy, also termed Qiyas. Islamic laws that are explicitly formulated in the Quran are known as hudud laws. Among other things, they ban homicide, non-marital sex, consumption of alcohol, and engagement in gambling. The Quran also spells out laws of marriage, principles of inheritance and compensation for inflicted harm, and of course rules of immediate religious application like prayer, fasting, and charity. At the same time, it should be noted that the mentioned regulations often leave quite a lot of room for interpretation, so their practical realizations may differ. To help with practical utilization of postulates of Islamic law, Muslim scholars, also named the ulema, explicate systems of Muslim law that stem from these general rules, and to exemplify them often refer to the ways in which Mohammed and other religious authorities interpreted the principles of Islamic law. Taking into consideration the fact that today not all Muslims can read the original Arabic Quran, the need in such interpreters is increased (Schimmel 1992). On the basis of what we have discussed, we can see that Islamic law is absolute, because it covers almost every aspect of life of a Muslim, and requires a strict observance of its regulations and instructions. While what we have generally outlined is the common religious ground for all the Muslims, there are still different denominations within the Islamic religion. The largest Islamic denomination is the group professing what is known as the Sunni Islam. In fact, approximately 85% of all the Muslims in the world are of the Sunni denomination, and are called Sunnis. At the same time, a significant portion of followers of Islam, known as Shiites, belong to the denomination of Shia Islam. Actually, around 15% of the wolrds Muslims are of this denomination, and in some countries they constitute the Muslim majority, such as for instance in Iran with its 90% of Shia population and in Yemen, Azerbaijan, Bahrain, and Iraq, where Shiites form a less prominent majority (Esposito 1998, ch.5). Let us concentrate on the exploration of the differences between Shia and Sunni denominations, including the initial divide between them, with the aim to obtain a better understanding of the less numerous Shia group. In order to comprehend the roots

Ethical Issues Of Genetic Enhancement In Humans Philosophy Essay

Ethical Issues Of Genetic Enhancement In Humans Philosophy Essay While genetic engineering is not a topic that is discussed often in the public realm, genetic research and technology is moving forward at an insane pace. Genetics are now found to show massive improvement in a wide array of areas including: manufacturing and materials, energy, species restoration and management, food and agriculture industries, forestry, and pest control. The most controversial use of genetics, and the focus of this paper, is on human genetic intervention. In the case of genetic treatment used to prevent or cure genetic diseases, the procedure is appropriate and ethically moral. However, in the case of genetic enhancement and the concept of designer babies, any procedure is unethical. A line must be drawn between the definition of genetic enhancement and genetic treatment and with both cases, the invasion and risks to the mother of the child should also be considered. Efforts should be focused on social engineering to improve the behavioral aspects that are the targ et of genetic enhancement advocators. The possibilities of genetic engineering are quite limitless, which is scary if those who are able to do so begin to manipulate all aspects of nature and humanity through science. Yet there are truly some beneficial genetic techniques used not regarding human life that would and do improve many aspects of this earth. In their article Genetic Engineering Could Benefit Society, Joseph F. Coates, John B. Mahaffie, and Andy Hines discuss many of these benefits. For example, some researchers are working to develop a microorganism that would be useful in converting crop wastes into biomass energy while others are boosting plants that have higher yields and better resistance to disease and other conditions. Insects carrying diseases will likely be targeted through genetic technologies and the deadly disease malaria may ultimately be eliminated (176-177). A lot of genetic engineering studies for human use are performed on animals, but animals also serve as a target for their own genetic modification purposes. Designer animals can be enhanced in a similar way to humans for food production, recreation, and pet purposes. Livestock can be customized for increased growth, shortened gestation, and greater nutritional value. In order for animals to withstand rough environments, transgenic animals are being created, which share genes of two or more species (Coates, Mahaffie, and Hines 176). Studies should be done on the ethics of manipulating animals through genetics before further interventions are performed. Before even exploring the ethics of using genetic engineering to enhance or treat humans, current technologies and the reality of genetic modification regarding risks and success should be discussed. In her article Genetic Engineering Could be Dangerous, Susan Wright explains that the human body tends to reject anything foreign, so at this point, its not even probable genetic procedures in humans will work effectively and with little risk (188). Stephen A. Phillips discusses some current studies in his article Human Germline Genetic Enhancement and C.S. Lewiss the Abolition of Man As far as success, animals that are producing genetically modified embryos for study are producing mainly defective embryos and very few embryos survive to produce the viable genetically modified animals. This study will help with the modification of humans, but in order to prevent the birth of children with serious defects, human embryos would need to be tested before implantation and those that are defect ive would need to be destroyed. Not only does the conflict greatly with the high moral values placed on human embryos, but the subjects used would have to be followed for their entire lifetime, as well as their descendants lifetimes (Phillips 118-119). Genetic intervention at this point is focused on two possible paths. Somatic cell modifications would impact only the individual being treated while the path of germline modifications actually change the genome of an individual and their descendents (Phillips 118). Gregory Stock and John H. Campbell look in-depth at the latter path in Engineering the Human Germline: An Exploration of the Science and Ethics of Altering the Genes We Pass to Our Children. Germline modifications include injecting genes into a fertilized egg, which extends gene therapy to the germline and automatically introduces genetic changes into every cell of the body without having to intervene in each cell individually (Stock and Campbell 9). In the article, A Not-so-new Eugenics, R. Sparrow presents another technology, preimplantation genetic diagnosis (PGD), which allows parents to discover the genetics of the embryos they have created by way of in vitro fertilization. They can then choose which embryo to implant into a womans womb and try to bring to term. PGD is currently widely used as powerful technique to prevent birth of children with severe disabilities, but this process involves choosing which people are born, instead of enhancing the traits of existing persons. (Sparrow 33). Gene-based pharmaceuticals can be used as treatments as well, which may use antisense DNA to block the body from transmitting genetic instructions for a disease process. Future therapies would allow genes to be removed, turned off, or blocked, with healthy replacement genes able to be directly inserted into fetuses or administered through injection, inhalation, retroviruses, or pills (Coates, Mahaffie, and Hines 180). Suppose that genetic modification becomes widely efficient, successful, and uncostly- if that day comes, then it is critical to draw a line between genetic enhancement and genetic treatment and ban the former, but allow the latter. While most people see the distinction between the two, it is still hard to define. An attempt at defining the difference states that genetic enhancement involves modifications that are not for the purpose of treating or preventing diseases (Phillips 119). Some issues arise in separating these definitions, however. Alcoholism, for example, can be classified as a disease, which would, following my previous suggestion, would be legal and moral to genetically treat. However, some view alcoholism as a choice, not a disease, meaning that to prevent this through modification would be an enhancement not a treatment. Examples of enhancements often used include height, musical talent, athletic ability, and honesty. Genetic intervention in humans is not all bad. When it is used to treat or prevent life-threatening or severely life-altering diseases it is ethical and practical. An estimate for the year 2025 shows almost 2,000 single gene diseases completely eliminated. Genetic predisposition diseases, such as cancer, are also estimated to be cut in half by 2025. Eliminating genetic diseases such as Alzheimers could take centuries through natural selection but only decades through genetic manipulation (Coates, Mahaffie, and Hines 175-177). Health professionals are ultimately estimated to identify, treat, and prevent 4,000 or more genetic diseases and disorders. These diagnostics include both specific diseases such as Down Syndrome AND behavioral dispositions, such as depression (Coates, Mahaffie, and Hines 180). Behavioral dispositions are another thin line to draw, because I wouldnt consider them life-threatening or necessarily harmful. My diagnosed depression has made me who I am today and I can t imagine not having that behavioral disposition, but others with anxiety, attention deficit disorder, and more, may find it a huge impairment to their life. To examine the ethics of genetic enhancement is to examine the issues with genetic engineering and decide for ones self whether those issues are ethically incorrect. Dov Fox introduces a study in his article that 70% of American respondents disapprove of the use of safe technologies to select for non-disease traits in human offspring, so there is clearly some widespread issues preventing support for genetic enhancement (Fox 174). First of all, genetic modifications will be expensive and unequally distributed. This gives additional advantages to the rich and further disadvantages the poor, widening the gap between the rich and poor to an insurmountable division (Phillips 119). Some argue that this is not so different from the expensive and currently widely accepted environmental enhancements like college test preparation and private musical training (Fox 175). I argue that these environmental enhancements are increasingly less expensive and available to all through school systems, soc ial services, and mentors. The financial gap for genetic enhancement, on the other hand, would be hard to close. This issue is lesser in genetic treatment because treatment for disease already is known to be expensive. Those with permanently ill or diseased children must pay large sums for treatment, so genetic technology does not change that factor. An important question raised is whether those who would attempt to enhance human abilities by genetic modification should be trusted with that power. A very elite group of geneticists would suddenly be the shapers of humanity. There has to be some estimate or criteria of virtue and wisdom one would require to even want to be put in this demanding, high-stress position (Phillips 119). The issue of personal identity arises commonly in discussing bioethics. Genetically modified individuals would be de-natured, and their capacities to pursue the truth, build relationships, and preserve their health would be obstructed (Murphy 196). Ones knowledge of having emerged from someone elses design would lead to feelings of genetic confinement as well. Genetically modified people may be confined to a project or pursuit they may have little passion about, or they may not consider themselves as free to shape their dominant values and ends. Some argue that this is irrelevant because its not like the child could have chosen for themselves who or what they wanted to be (Fox 176), but that is a weak argument. Many designed children would have severe conflict with religious beliefs and being created in the image of God for his purposes. Others may have nonreligious issues with destiny and self-discovery that was altered by their parents choices. Still others argue that the personal identity crisis can be avoided by way of fertility clinicians advising parents to not disclose the genetic enhancement to their children, so the children never know (Fox 176). That proposed solution encourages lying to children, which could lead to not only confusion and pain for the children, but a lifetime of deep burden for parents to bear. Human bodies are furthermore like the product of an engineering genius- each one a delicately balanced, completed, well-functioning masterpiece. There is no evidence that these delicately integrated natural bodily powers will take kindly to such impositions (Powell and Buchanan 7). After all, like that familiar car, whose design shows the touch of an intelligent maker, so are the systems built into living creatures also wonders of design (Richards 103). Humans are not just animals that respond instinctively to our appetites. We are actual objective beings capable of perceiving how things ought to be and conforming ourselves to that reality (Phillips 115). It is a shame to take intricate beings and discuss or treat them as non-complex objects meant to be controlled and manipulated. Talents and abilities are sometimes personified as a natural lottery, with those not born with many talents or abilities as victims of the natural lottery. In this frame of mind, using genetic engineering to raise intelligence or increase talents of these victims would be to compensate for their lack of luck in the natural lottery (Holtug 139). Some also suggest that as long as individuals have the choice of whether- and how- to use genetic technologies, then its okay (Sparrow 32). However, the individuals that are making the choices of how to use the genetic technologies are making it for their children, so the decision is not that of the child itself, its the decision of the parents. And in that case, genetic technologies are not ethical, period. An issues arises in the invasion of the mothers body and the risks associated with her compared to the benefits of the child (Hammond 165). Its easy to consider treatment cases of little invasion and great benefit as ethical, but it gets tricky when the procedure is highly-invasive to the mother yet there are clear benefits for the child. A woman may prefer to avoid pain, inconvenience, expense and risks of a medical procedure as well as the emotional ordeal of undergoing a procedure. This may compromise her moral, religious or superstitious beliefs as well, which could cause her long-term suffering and adversely affect her relationship with her child (Hammond 166). This tough conflict between mother and child risks and benefits would have to be evaluated case by case for ethical solutions. Those who favor genetic enhancements provide some disturbing reasons and opinions. Some claim that parents are morally obliged to pursue enhancements or to produce the best children possible (Sparrow 33). Yes, these are common expectations regarding parenting, but to incorporate gene therapy as part of these expectations is taking it to the next level, especially when gene therapy is still very new and very risky. Furthermore, some pessimists worry about elders being warehoused in communities or homes for the genetically impaired (Coates, Mahaffie, and Hines 180). Even the consideration of labeling those born naturally and unique without genetic modification as genetically impaired is disturbing. Genetic enhancement can be classified as behavioral or physical. Physical enhancement is not ethical in that each person was created the way they are for a reason. If it becomes possible to genetically modify height, eye color, and more, then humans will become more and more alike. Individuality will ultimately be completely eliminated and mankind truly will become robots, living in uniform. For those who believe that people with physical inferior qualities have a disadvantage because they are looked down upon, the proposed solution should focus on social engineering to teach people to be less judgmental and less biased as opposed to genetic engineering. Behavioral enhancement, first of all, does not seem possible. Its claimed that by taking genes from two honest parents, the offspring would be honest. Honesty, trustworthiness, kindness- all these traits that are considered in genetic enhancement- are not chromosomes that are installed into people. They are traits that a human develops over time and based on their surrounding. If people want children to develop these outstanding characteristics, genetic intervention is not the answer. The answer is again social engineering- teaching children to develop these traits through discipline and example (Walker 90). The concern with social engineering is that it would take a long time to see change (Holtug 140). Genetic engineering, however, is also going to take a while with many, many more risks and down sides. Genetic engineering only affects those people who can afford it while social engineering goes viral and is free to all. Scientists spending all this time and resources on genetic engineering could instead study how humans best respond to learning social responsibilities and then implementing effective curriculum into schools, organizations, and families. After all, if social engineering is improved upon, these traits will be passed to future generations through parenting in the most natural, nurturing way. An overview of genetic engineering displays many useful, practical techniques to improve upon aspects of this earth. When it comes to human genetic modification, however, there must be a clear establishment between treatment and enhancement and individuals must stand up against enhancement and instead encourage and practice positive social engineering.

Emily Dickinsons Use of Nature Essay -- essays papers

Emily Dickinsons Use of Nature Dickinson’s Use of Nature Emily Dickinson uses nature as a major theme in a lot of her poetry. Quite often, Dickinson overlaps the theme of nature with the theme of death as well as love and sexuality, which were the other major themes in her work. Dickinson describes nature in many different ways. She uses is to describe her surroundings and what she sees as well as a metaphor for other themes. In Dickinson’s poem, â€Å"A narrow Fellow in the Grass†, she describes a snake moving through the grass. Dickinson writes, â€Å"A narrow Fellow in the Grass/ Occasionally rides-/ You may have met him- did you not/ His notice sudden is-/ The Grass divides as with a Comb-†. She describes the shape of the snake, narrow, and how it would be a familiar animal to most people. She goes on to explain what it looks like to see the snake sliding its way through the grass. Dickinson also describes how the snake sneaks up on her. They go almost unnoticed until they are right in front of you because they are so sneaky, low to the ground and so quiet. Dicki...

Alice Walker: The Welcome Table Essay

Through literature we are able to learn about different meanings and other human experiences. â€Å"Literature influences each individual differently† (Clugston, 2010). In Alice Walker’s short story The Welcome Table, it allowed the readers to read and learn about how, and what life was like for an elderly black lady during the 1960s. During these times blacks were discriminated against and the cruel treatment that they endured as human beings was unnatural and unheard of to us in this day and time. In this short story by Ms. Walker, it portrays to the readers how during this time period the African Americans were treated. The reason that this story caught my attention was due to the fact that the elderly lady that is portrayed in the story was so cruelly discriminated against for entering a white church. As you read this story, one cannot help but be intrigued by how the story speaks about the elderly lady and how she has lived her life and had been treated her whole life. Alice Walker starts the story off with the woman getting ready to attend church and the clothes that she is dressed in, you knew she had no money. â€Å"The old woman stood with eyes uplifted in her Sunday~GO~TO~ meeting clothes: high shoes polished about the tops and toes, a long rusty dress adorned with an old corsage, long corsage, long withered, and the remnants of an elegant silk scarf as headrag stained with grease from the any oily ponytails underneath.† (Walker,1967) This poor lady had lived a hard life and it showed on her face and body, so you could tell she knew suffering. The story tells us that this old lady stumbles into an all white church from the freezing cold. The poor white people just stared at her in pure disbelief as though she had committed a crime for entering their church. In the reading it stated â€Å"And so they gazed nakedly upon their own fear transferred; a fear of the black and the old, a terror of the unknown as well as of the deeply known.† (Clugston, 2010) This shows from the sentence, the way the congregation looked at the elderly lady, they were afraid of African-Americans at this time period for no reason that they could even fully understand. They meaning the white community did not like blacks and they were treated unjustly at all times and any cost. The way that the black people were treated back in the 1960s and even before the 1960s, the African-American people were not treated or respected like the white people. To read a story like this, helps me to understand the struggle and pain that the woman endured, as it was told by the narrator or persona of the reading. Some of the people felt as if the beginning of the end of worshipping of the Holy Church and as an invasion of their privacy. Many felt also as if they had lost their privacy now that she had entered their place of Holy Worship. As, I bring this to a close we have to remember that no matter whom or where we are in the world today, we should not pass judgment on another person just because of how they dress, their ethnic background, or where they may live. The story portrayed an elderly black lady who was forgetful and showed her struggle through her eyes and body still walked down the road about a half mile to this church to worship the lord. Even though she was thrown from the church, she did not stop singing and talking to her God. To me, this shows us that no matter our struggle we should never stop believing in what we believe just because someone else does not want us to. Reference Clugston, R.W. (2010). Journey in literature. Retrieved from https://content.ashford.edu Walker, Alice, (1967). The Welcome Table. Retrieved from http://web.ebscohost.com.proxy-library.ashford.edu/ehost/delivery?isd=72e76da8-5292-49 Retrieved 1/16/2013 Walker, Alice, (1967). The Welcome Table. Literary Cavalcade; Feb 2003;55-5; Proquest Central, Retrieved 1/16/2013

Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands of SAT Mathpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Knottyville Case Essays

Knottyville Case Essays Knottyville Case Essay Knottyville Case Essay After completing and discussing this case, you should be able to Evaluate misappropriation risk factors Evaluate internal controls Design new control Governance in non-profit sector Analyze materiality decisions Apply ASS 99, PEPCO ASS, and SAAB 99 Perform cost benefit analysis Knotty,ill Country Club: An Instructional Case on Asset Misappropriation There was a stunned silence in the courtroom as the Circuit Judge was about to announce the sentence. Mimi are sentenced to 15 years in prison for grand theft. Your abominable conduct ran long and deep, and it is now time to pay for it, said the Judge. The judge also suspended an additional 25 years in prison time for Fancy Rockbound. One of the members of the country club told Fancy that she was trusted as a family member by the patrons of the club and that trust was betrayed by Fancy. Overview of the Club: Inattentively Country Club (the Club) caters to the desires of its 1 ,800 dues-paying full members, 800 associate members and their guests. It also rents out its halls and ballrooms for weddings, reunions, and other gatherings. Built on the banks of the Missouri river, Inattentively Country Club offers a variety of exciting , fun-filled activities for its members. The Club was established in 1944 with a nine-hole golf course and an outdoor swimming pool. Since its opening, the Club has steadily continued to expand. It now (in 2007) has one of the most impressive 27-hole golf courses in the upper Midwest, six tennis courts, a spectacular clubhouse with lovely views, two swimming pools, an indoor basketball court, beautiful dining rooms with chandeliers, a restaurant, a bar and other opulent amenities. The Club facilities were in great emend and there was a six-month waiting time to book the halls for company picnics, banquets, family reunions, wedding receptions, and the like. There was also a waiting period to gain full membership. Inattentively Country Club is a member- owned, private country club. The seven member board of directors is elected every two years by the members. It includes four officersthe president, vice president, secretary and treasurer?and is responsible for the day-to-day management of the Club. The board has broad powers to borrow money and to enter into contracts necessary for the normal operation of the Club. The Club has five committees membership committee, the finance committee, the nominating committee, the construction and maintenance committee and the special events committee. The treasurer is an ex-officio member of the finance committee. The finance committee met Just twice a year. The Club was taking in approximately $8 million each year in membership fees alone. In addition, the restaurant, the bar, banquets, rentals and a variety of other programs brought in an additional $18 million each year. The president of the club was a friendly, Jovial fellow and treated everyone with great warmth. He had no accounting or finance background. He was very trusting of people, in general and considered all employees and members as belonging to one big happy family. Shenanigans of the general manager: Fancy Rockbound was employed by the Club in a variety of capacities for twenty-two years including the bookkeeping function. The last six years she served as the general manager and continued to serve as the bookkeeper for the Club. Fancy was also in charge of ordering all supplies. The Club policy required two signatures on each check. As the general manager, Fancy had check signing authority. The other signature had to come from another employee, Sarah or from Robert, who is on the road of directors and is the treasurer. Fancy often asked Sarah to sign blank checks in advance so that she can pay the bills on time and does not have to wait for the second signature. Unsuspecting Sarah would readily oblige and would sign several blank checks from time to time. As the bookkeeper, Fancy was in charge of maintaining the accounting records. She did the monthly bank reconciliation as well. Every three months Fancy would meet with the finance committee of the board and report about the financial situation. She would prepare simple profit and loss statements and a balance sheet. Working with the treasurer, she also presented the annual budget to the finance committee for its approval. Because Fancy was in charge of ordering supplies, she would often insist that they buy alcoholic beverages from a particular supplier who was her college classmate. Members of the Club were allowed to charge their meals and drinks and pay for them later when the monthly statements are mailed to them. Fancy would charge a few dollars extra to some members monthly restaurant/bar bills. If the members did not notice the extra charge, she would keep the money. If the members complained that they did not order that item or were not at the club on that day, she would apologize, blame it on clerical error and give credit to the complaining members. She would then accuse the server of punching in the wrong member number and take small amounts of money ($50, $36, $84 etc. Out of the paychecks of servers. Fannys argument was that the servers had to pay for the mistakes they made. The amounts taken from the servers were quite small when compared to the gigantic amount stolen. Fancy has been spotted by her co-workers at various video lottery parlors over the years. There is a rumor that she had a mild gambling addiction. She had acquired a couple of expensi ve sports cars in recent years and has taken several expensive vacations to exotic places including the French Riviera, Bangkok, and the Bahamas. It was revealed in court that Fancy had paid off large personal credit card debts of her family using the stolen money. The grand theft occurred evenly over a six-year period from 2001 to 2006. Ironically, it was a bank official who got suspicious about some transactions and alerted the president of the club. The bank official did some investigation when he found out that the business account of the Club was overdrawn. His investigation account to take care of the balance. Alarm bells rang. He blew the whistle by informing the Club president about his suspicions. The Club terminated Fannys employment in February, 2007 and ordered an internal investigation. A month later, the Club also filed a police complaint about the grand theft. When Fancy was sentenced to 15 years in prison, she had already paid back $400,000 of the $1. 2 million she had embezzled. She has sold her home and other assets to pay back this money. The Club is unlikely to get any more money from Fancy and the remaining $800,000 is gone. This whole episode has made many club members rather uneasy and 400 of them have already quit the club.

The connection between incisive poverty and environmental degradation Essay

The connection between incisive poverty and environmental degradation - Essay Example In this case, reports such as World Commission on Environment and Development (1987) and another one commissioned by UNEP titled Global Environment Outlook 2000 (Clarke 1999), identify poverty as a major cause of environmental degradation. However, there is little evidence to connect poverty to environmental degradation since the poor suffer from environmental degradation with human activities and behaviours harming and ruining the natural environment. In this case, it is important to dispel this myth and identify the real causes of environmental degradation. According to World Bank’s 2008 estimates, about 1.29 billion people lived on less than USD $ 1.25 a day with more than 75% of this population living in the rural areas (World Bank 2012). On the other hand, the United Nation (1997) estimated 1.9 billion hectares of land as degraded worldwide as a result of human factors related to unsustainable land management practices and other various land management practices. In the c urrent society, about 25% of the world’s population is directly dependent on degraded land, which highlights a worrying trend that requires being adequately addressed (Bai et al. 2008). More worrying is the fact that the world loses about 5-8 hectares of land each year to degradation (Scherr 1999). Significantly, most of this land that is lost to degradation is in developing nations, which have a high number of poor citizens. However, is there evidence that poverty is linked to environmental degradation? Vosti and Reardon (1997) provide a model to study the link between poverty and environmental degradation as shown in Figure 1. From this model, poverty is an asset that is viewed as a combination of various components that include natural resources, human resources, on-farm resources, and community resources, which have a relationship with the sustainability efforts that communities use to manage the environment. The closest this theoretical model goes to  connect environme ntal degradation to poverty is related to the lack of sufficient resources that can help enhance sustainability efforts by investing in conservation efforts. In this case, the model does not associate poverty with high utilisation of non-renewable resources that are scarce, damage of important renewable resources such as forests, and a high generation of non-recyclable waste that cannot be assimilated easily or broken down properly. In effect, the model fails to link poverty with these three factors that contribute to environmental degradation. Consequently, it is important to identify the link, if any, between poverty and these factors that contribute to environmental degradation. (Vosti and Reardon, 1997). With regard to the use of non-renewable resources, it is common knowledge that people living in conditions characterised by incisive poverty live in dwellings that use reclaimed materials from waste and use little, if any, cement to construct their houses considering that cement requires high input of energy input. In addition, people living in incisive poverty rely on public means of transport, or even walk or use bicycles, which do not contribute to environmental degradation. On the other hand, using public transport ensures that the average amount of oil consumed per person is maintained at a low, which is an effective way of conserving non-renewable resources and consequently avoiding environmental degradation. On average, electricity consumption levels of these individuals is low, which consequently makes their consumption of fossil fuel from oil, gas, natural resources, and coal less than the consumption by rich people. With regard to t

Bullying in schools Essay Example | Topics and Well Written Essays - 2500 words

Bullying in schools - Essay Example Before anything can be proactively done about bullying in the schools, the problem must first be fully recognized, its magnitude must be realized, its process of development must be identified and adults in key positions must be aware of potential effective strategies to reduce or eliminate bullying behavior in the schools. The word ‘bullying’ as it is used in this context describes a specific behavior pattern of intimidation and varying, sometimes escalating, use of violence. The objective is often nothing more substantial than the feeling of mastery over another individual making the behavior traditionally associated more with boys than with girls. â€Å"Bullying is characterized by bigger and stronger youngsters’ ‘victimizing’ their peers through the repeated use of negative actions, such as physical, verbal or relational aggression† (Pellegrini & Bartini, 2000: 700). While there remains a marked difference between the number of male versus female bullies, this is changing with the increased number of women expected to enter into the competitive social sphere. According to Maccoby (1998), the traditional gender difference was determined to have been largely the result of a culturally stronger male association with physical aggression as an appropriate means of establishing and maintaining peer status or dominance. Whether victim or bully, though, the patterns for an individual’s later social treatment and behavior in school are typically first established in the home. A study conducted by Schwartz, Dodge, Pettit and Bates (1997) discovered children who grew up to be aggressive victims in elementary school had usually experienced punitive, hostile and abusive family relationships during their preschool years. Children who become involved in aggressive acts have usually witnessed greater incidences of adult aggression at home and act out what they’ve seen as they