Come With

Come With Come With Come With By Maeve Maddox â€Å"I’m going to the movies. Do you want to come with?† A reader in England has noticed that this elliptical use of â€Å"come with† on British television and doesn’t care for it: I find it to be an expression I prefer not to use, as it sounds grammatically wrong and very odd, even though, were I in Germany, I would automatically and happily use the equivalent expression Kommen sie mit. Do you know the age of the English Come with? There is an example in the OED of a 19th century elliptical use of with without an object: in slang use, in reference to liquor means mixed with sugar, having sugar added; usually in phrases hot or cold with. 1836  Ã‚   Dickens Sketches by Boz 1st Ser. I. 84  Ã‚   Two glasses of rum-and-water ‘warm with- ’. 1843  Ã‚   R. S. Surtees Handley Cross I. x. 202  Ã‚   Fatch me up a glass of cold sherry negus with. 1843  Ã‚   R. S. Surtees Handley Cross I. xv. 322  Ã‚   ‘Take a glass of brandy,’ said she ‘hot with? or cold without?’ Where did the modern usage originate? The reader’s mention of German â€Å"Kommen sie mit,† points to the answer. Large numbers of German, Norwegian, Swedish, and Dutch immigrants to the U.S. settled in the midwest, near the Great Lakes. â€Å"Kommen sie mit† migrated into the local English dialect. English is, after all, a Germanic language. Old English mid, meaning â€Å"with,† survived into Middle English and was sometimes spelled mit. Many American speakers dislike the usage as well: Why do people say, â€Å"Can I come with† and â€Å"Do you want to go with†? That â€Å"with† hanging on the end of the sentence has always driven me crazy. That reaction seems a bit extreme. My Chicago relations say it. I find it odd, but endearing. It is, however, a regionalism that has not acquired the status of standard English. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:7 Examples of Passive Voice (And How To Fix Them)Between vs. In Between50 Synonyms for "Song"

ACT in 7th Grade

Should You Start Prepping for the SAT/ACT in 7th Grade SAT / ACT Prep Online Guides and Tips Are you a middle schooler starting to think about the SAT or ACT? While 7th grade is early to start prepping, a lot of students canbenefit from prep by reinforcing their content knowledge and developing good study skills. Academically gifted students, furthermore, might take the SAT or ACT to qualify for talent competitions and special programs. Let's consider how test prep could help you as a7th grader, reasons you might take the test, and how it lines up with your middle school classes. First, why do students take the SAT/ACT? Reasons to Prep and Take the SAT/ACT in 7th Grade The main reason students take the SAT/ACT is, of course, to apply and get into college. While 7th grade is yearsaway from college applications, students may still benefit from sitting for the test and gaining insight into the experience. Continuous early exposure to the test will help students master the content and strategies they need to perform well. Apart from their academic goals, somestudents might take the SAT or ACT to qualify for talent competitions and programs. Let's consider both of these compelling reasons to prep for the SAT/ACT in 7th grade in more detail below. To Get Ready for College Taking the SAT or ACT is a requirement for most 4-year colleges in the United States. Considering how competitive admissions are year after year, you can really boost your application with a strong SAT or ACT score. A lot of strategy and training are key for scoring well on these tests, so almost all students who want to achieve their target scores both prep for the test and take it more than once. Once you've learned the secrets and tricks of the SAT and ACT, it stops seeming like such a difficult and unreachable test. Actually, with enough prep most students could become experts and even master the test. If putting in the time and effort to really get to know the SAT or ACT inside and out appeals to you, then you could definitely benefitfrom starting early as a 7th grader. Prep doesn't have to mean signing up for and taking the test, as you can improve a great deal through taking practice tests, analyzing your results, and practicing under timed conditions.At the same time, early exposure to the test can be valuable experience, both for getting yourself ready and getting accustomed to the experience.Taking an official test will definitely be in your plans if you're competing to get into programs for talented and gifted students. For Talent Competitions and Programs There are some programs for academically gifted students that require the SAT or ACT as part of their applications. These programs include the following: Belin-Blank Exceptional Student Talent Search (BESTS) at the University of Iowa Center for Talented Youth (CTY) at Johns Hopkins University Joseph Baldwin Academy (JBA) at Truman State University Midwest Academic Talent Search (MATS) at Northwestern University Talent Identification Program (TIP) at Duke University If you're taking the SAT or ACT to get into one of these programs, you'll probably sign up using one of their entrance forms as a form of identification.Youmight be surprised that some of the material on the SAT/ACT lines up with content you'vealready learned in yourclasses. Other concepts will likely be new and require your attention and focus to learn. Either way,it's important that you devote time and energy to prepping if you want to achieve qualifying scores. So what exactly is tested on the SAT and ACT, and how much of these tests line up with what you're learning in school? Content You Need to Know for the SAT/ACT (and May Not Have Learned Yet) The SAT has three major sections: Math, Reading, and Writing. The ACT, on the other hand, has four sections: Math, Reading (like the SAT's Critical Reading), English (equivalent to the SAT's Writing), and Science. As a 7th grader, you probably have already developed some of the skills and learned some of the concepts that will appear on these two tests. However, don't panic if you don't know what "plethora" meansor have yet to learn the properties of right triangles. These tests are meant to demonstrate high schoolers' college readiness, not middle schoolers'. If you're taking the tests for talent competitions, you should study on your own, as well as think about tutoring so you can really grasp these new concepts. Let's briefly review what's in each section so you can have a sense of what you already know and what skills and knowledge you would need to acquire. First, what's covered in the SAT and ACT math sections? SAT and ACT Math The math section of the SAT covers number and operations, algebra, geometry, and probability and statistics. Almost all the formulas you need to know are provided on the test, though you should still take time to learn them. There's not a lot of time in the math section, so you don't want to waste time flipping through the booklet and consulting formulas that you would be better off having memorized. The ACT math section is similar, but it goes one step more advanced than the SAT by including some trigonometry.If you're in 7th grade, chances are you haven't had too much exposure to geometry or trigonometry yet! If you're studying for a talent competition or want to get a headstart on 8th grade and high school, you could try to tackle one new concept every few weeks. SAT Questions of the Day and ACT Questions of the Day are helpful for gradually trying practice problems, identifying what you know, and figuring out what you still need to learn. You can try official practice tests, online sample questions, books, and/or customized prep programs like PrepScholar's online test prep. While the math covers concrete concepts that you need to learn and practice, the Critical Reading section of the SAT and Reading section of the ACT test skills that are a little more difficult to quantify. SAT and ACT Reading Both the SAT Reading and ACT Reading sections ask you to read passages and answer questions about their content, purpose, vocabulary, and details. These questions may incorporate literary terms like theme, tone, style, symbolism, and metaphor. Most 7th gradershave the raw skills of reading comprehension that they can apply to these sections. Through reading widely and taking the time to really comprehend what you're reading and back up your analysis with evidence from the text, you can improve your reading skills and vocabulary more and more. This takes time, dedication, and hopefully a genuine interest in what you're reading. By approaching these passages and any readings with an open and inquisitive mindset, you can actually retain and understand the words better. A nice consequence of this enhanced understanding would be answering comprehension questions with ever greater accuracy. Just like with the math sections, taking the time to prep for a few hours every few weeks can help you improve your reading comprehension both on the SAT/ACT and in your English classes in school. You can reinforce what you're learning in school, apply it to these tests, and improve your academic skills overall. On a similar note, you can reinforce your understanding of grammar and writing in the context of the SAT/ACT by prepping for the SAT Writing or ACT English sections. Yum! Reading for breakfast, lunch, and dinner. SAT Writing and ACT English Like with your reading skills, you can improve your writing skills (and grasp of English grammar) through practice. The SAT Writing and ACT English sections ask you about grammar and syntax. Studying the most commonly tested rules is very helpful here. Like with the math concepts, you could try to tackle a new rule every few weeks and reinforce it with practice questions. This studying will also help your abilities to express yourself through writing in your English and other classes in school. In terms of the essay, both the SAT and ACT ask you to write a persuasive essay and support your opinion with examples.If you've encountered the 5-paragraph essay structure, then you have a sense of what you need to produce on these tests. SAT and ACT scorers reward structure, so practicing this structure in class and on practice tests will help you improve your score here. Finally, the ACT is unique in that it has a science section. What scientific concepts are tested on the ACT? ACT Science The science section on the ACT is actually less about recall of specific facts and figures, and more about your ability to apply scientific skills to interpret data, read graphs and charts, and understand passages. In this way, it's almost more like the Reading section thananything else. You will develop skills in lab classes that will help you on the science section. It includes some biology, chemistry, physics, and earth/space sciences, but does not require you to have advanced knowledge in any of these realms. This article covers the only actual scientific knowledge you need to have to take the ACT science. The rest is about having skills of comprehension and interpretation, which you can continue to develop in school and with targeted and effective test prep. Above is just a brief overview of the content that comes up on the sections of the SAT and ACT, along with where they intersect and where they differ. You can check out the links above fora much more in-depth breakdown of what's on each of these sections. Familiarizing yourself with the tests will further help you figure out what you already know and what you need to learn to do well on the SAT/ACTand over the coming years of school. So if you are planning to prep in 7th grade, what exactly should be your plan of action? Plan of Action for 7th Grade If you're taking the SAT/ACT to compete for talent competitions, you'll be best served by putting in at least 40 hours of test prep or so. Even more would be helpful for really getting a handle on the test, but you don't want prep time to detract from your schoolwork and any other activities. You might devote 2 to 3 hours a week to prepping for the tests, starting 5 or 6 months before your test date. As mentioned above, you can use official practice questions for the SAT and ACT, answer Questions of the Day, study from books, ortry PrepScholar's customized online test prep program. You definitely want to use official SAT and ACT practice questions, as questions from the testmakers themselvesare the gold standard when it comes tostudying. To make your prep most effective, you might start out by reviewing the content and figuring out what you already know and what you need to learn. If you approach this with a mindset open to learning new concepts and skills, then you'll be much better off than if you're worrying about not knowingenough. As I said above, the SAT/ACT are tests for high schoolers. You can certainly prep and learn new concepts, but bepatient with yourself- there are some areas that you probably haven't studied yet in school. If you're not taking the SAT/ACT for talent competitions and just want to get a headstart on studying and learning, you might dedicate an hour to test prep every one or two weeks. This gradual studying could really add up over time and allow you to develop expertise on the tests. You could even completetaking the SAT or ACT well before the typical test-taking schedule of junior year and have this part of your college application finishedearly. Prepping for the SAT/ACT, and even taking the tests in 7th grade, can give you continued early exposure that will help you achieve high scores. It could also help you develop habits of discipline, effort, and organization. You might get a headstart on yourclasses, as well as a competitive edge when you eventually apply to college. If you take the time to prep for the SAT/ACT in 7th grade, then you'll be well ahead of the curve. What's Next? You might take the SAT or ACT in 7th grade as a launching point and improve your scores from there. So what's a good SAT and ACT score for 7th graders? Read about what makes a good 7th grade score here. If 7th grade feels too early to think about the SAT/ACT, what about 8th grade? This article discussesthe reasons why you might start prepping in 8th grade. The best practice for the SAT and ACT uses official sample questions. Download free official SAT and ACT practice tests here. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Partners in Hiring Essay Example | Topics and Well Written Essays - 500 words

Partners in Hiring - Essay Example The recruiter must then evaluate how relevant the requirements really are. It must also be understood what the expectations from the new employee are and what skills he or she must possess. These must be well communicated to the manager so that he or she can create the perfect candidate profile. The hiring manager must then be explained how to carry out the interview, how to analyze resumes, and how to ask questions about ambiguous phrases such as â€Å"involved in† to get a deeper insight into the candidate. Also the hiring manager must be able to assess responses to questions effectively. Hiring managers must be told not to simply believe what the resume says. For instance, â€Å"good communication skills† need not necessarily mean that the candidate’s communication skills are good enough for the position. Companies should make it a point to test candidates on communication skills through written and oral tests, and must be made to give a short presentation to test their presentation skills as well. Also, personality should be judged following a requirement checklist and should not, merely, be based on personal preferences. Giving managers long forms and brochures to read up on is not the best idea. Chances are, all the reading materials would end up going on top of the shelf and never be opened again. The fact is, managers do not have time to read the forms, brochures, and other materials. Staffing decisions should never be made in a hurry. Staffing requires a lot of costs in terms of training, scheduling, paperwork, background checks, and many more. To make all these costs worthwhile, it must be ensured that due time and importance is given to the hiring process and more focus is given to long term hiring instead of just filling in the

The XX band, album XX review Article Example | Topics and Well Written Essays - 2000 words

The XX band, album XX review - Article Example The album received positive reviews and has just released a second album, â€Å"The Co- Exist.† (Rodgers). History of the XX band The xx band is an indie pop band formed in 2008 based in London. It released their debut album in 2009. The band has four members, Romey Madley Croft, Oliver Sim, Jamie Smith better known as Jamie xx and Baria Qureshi who left the band in 2009 after the first album. The band members studied music together at the Elliot School and have known each other for years. The band was ranked highly in the best of 2009 lists. It was number 1 on the Guardian list and 2nd on the NME. In 2010 the band won the Mercury prize for their debut album. They have just released their second album â€Å"Co-Exist† on 10th September 2012. The name of the band XX is not the chromosomes or kisses but more seen as mysterious marks. Their eponymous debut album in term of music and lyrics has traces of Pixies and Aaliyah. Caius Pawson founder of the Young Turks label an im print of XL signed them up after listening to them perform at various gigs and became their manager. Creativity Making of the Album XX Romney Madley Croft is the singer cum guitarist of the band. She is sweet natured and soft spoken. She is incapable of uttering a line that does not have a ‘come on’. She adores Mariah Carey. In the songs â€Å"Islands† and Basis Space† her voice is pleasant and has a soft vibe. She is reflective about a subject that is something not often associated with teenagers. Oliver Sim, the bassist, feels up through his responsive vocals and ever present bass. His voice is papery and has a sticking point. Oliver is obsessed by Aaliyah and this can be seen in their music. Romy and Sim may not have the best voices but they sing together because they have something to say. They provide plenty of friction to their music and bring a lot of excitement to the music. Baria Qureishi was the guitarist cum keyboard player and responsible for dr ums, but left the band after the band’s debut album under unclear circumstances (Rodgers). Jamie Smith known as â€Å"Jamie xx† is the band’s producer. He created a sound world where the simplest chord change was full of emotion. The first production acquainted listeners to music that expressed the guitar. He is a producer who is adventurous and open minded compared to other young producers. He is hungry to incorporate all manners of sounds and approaches to music. The band’s music is pop music about sex and interpersonal relationships. They are not fashionistas but definitely their influence is potent. They are strongly influenced by R&B. The XX band makes electronic edged music that is ghostly, low key and enigmatic as their curious name. The connections to the different types of music they adore gives their music an atmosphere of simplicity. The group caused a stir during their gigs in London before being signed up by Young Turks (Rodgers). The debut a lbum â€Å"XX† The eponymous debut album was self titled â€Å"xx†. The first album filled a void that most music lovers did not know exist. Their music was new where several currents of music flowed. xx the song was like a whispered secret. It incorporated hushed voices through the process of subtraction with a daring sense of space. Croft’s voice in the first album used gently picked lines that were

The Reluctant Security Guard Essay Example for Free

The Reluctant Security Guard Essay Summary of the Facts:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   David Tuff is a security guard of Blue Mountain. As a security guard, he is required by law to report to the police all serious accidents and crimes, including felonies, occurring within the premises wherein which he is detailed. However, Blue Mountain created a new company policy ordering the security guards to just escort intoxicated persons, including drunk drivers, from the parking lots onto the public road. The company policy prohibited the security guards from reporting such incidents to the police.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuff complained against this new company policy. He says this is contrary to the oath he swore to uphold as required by law. Thus, contrary to another company policy, he revealed to the media this new policy which seemed wrong to him. The result was public disgust against Blue Mountain. Because of this, Tuff was fired. Propriety of Tuff’s Action   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   As a matter of right, Tuff had every right to speak what he spoke to the media. His right springs from the constitutional guarantee to freedom of speech. This means that his right to speak is not just some ordinary right granted by some law. It is one which is inherent in every man from the moment he is born and is protected by the constitution.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   However, when he signed up with Blue Mountain, he agreed not to disclose anything to the media as reflected by company policy. In a sense, he waived a portion of his right to freedom of speech in order to be employed. This is a valid waiver. Since Tuff violated company policy, he violated an agreement he voluntarily entered into. Thus, his act of revealing company policies to the media is, in the final analysis, inappropriate. What he should have done?   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   If I were Tuff, I would have not been so rash as to incite public outcry against my employer. To my mind, such a course of action violates the rules of fair play. In fact, it is a violation of a company policy which I agreed to as a requirement for my employment. There are three things to consider: the law, the company policies and my employment contract. Since it is hard to harmonize all three in determining a proper course of action, the right thing to do is to have gone to a lawyer who will discuss to me my options. A lawyer could tell me how to proceed without violating the law, the company policies, or my employment contract, or at least, in case I should violate one, I will still make a better informed decision. Propriety of Firing Tuff   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Tuff violated company policy. In fact, his violation can be considered as serious misconduct because he did it with utter disregard of specific orders not to talk to the media. His first infraction was forgiven by management. Yet after that, he made the same violation. This serious misconduct makes his termination justified. Alternative to Termination   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The termination of Tuff is not the only remedy available to Blue Mountain. From a certain perspective, such act is too harsh for after all, he was just exercising his right to free speech on what he sees to be wrong. Moreover, the new company policy is contradictory to what the law requires of him. Under the cognitive dissonance theory, he was just having a hard time harmonizing the dissonance. Management should have at least tried to see it this way.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Surely, the company would hate to make a company policy which makes its employees violate the law. Hence, it should have first sat down with Tuff, which it did not do in this case, to discuss a solution for Tuff’s dilemma. They should have sought to employ one of the many alternative dispute resolution methods. A compromise would have been reached. This solution is quiet and amicable and makes everybody happy. Sensationalizing the issue by going to the media or to the court, for that matter, just worsens the situation and makes everybody edgy, including those not involved, making a compromise harder to reach.

Jesse Jackson vs. Dr. Martin Luther King Jr. :: American History Racism Essays

Jesse Jackson vs. Dr. Martin Luther King Jr. There are three ways to feel towards racism: accept it, hate it or be neutral. However, according to Jesse Jackson in his essay â€Å"Jets of Water Blast Civil Rights Demonstrators† and Dr. Martin Luther King Jr. in his â€Å"Letter from a Birmingham Jail† there are only two feelings, for it or against it. They both use the acts of oppression in Birmingham to instigate their feelings. The disparity, though, is that Dr. King experienced the oppressive acts first hand, while Jackson gains passion on the incidents from pictures. Jackson and King share a similar side of extreme anti-segregation, but differ in the way acts of oppression affect them and in their views of who holds the power to control these acts. Pictures to Jesse Jackson are more than just images on a page. In his essay Jackson refers to a picture where innocent kids are being hosed down because of their race. Jackson believes pictures like these made people want to fight back. He feels this particular picture â€Å"made the determination of the African-Americans public† (Jackson 333). The other result of the picture was it left no middle area. There was no place for neutrality on the matter and as a result two positions remained: support of segregation or disapproval of it. Jackson goes on to mention the general importance of pictures. He generalizes that pictures are more powerful than words because they â€Å"live in one’s memory† (334). The picture of the hosed children is why Jackson feels so strongly against separation. This photograph gives him the passion to speak, and when he speaks, he speaks pictures. Dr. King on the other hand finds experience creates passion and determination a gainst segregation. He speaks with emotion in his letter, giving a whole paragraph of detailed reasons why he and others feel the way they do. King mentions that it is easy for those who have not suffered from â€Å"the stinging darts of segregation† to take an inactive role in stopping segregation. King experiences its harshness and cruelties and wishes to take an active role: â€Å"When you have seen vicious mobs lynch your mothers and your fathers at will†¦then you will understand why we find it difficult to wait† (King).

Politics and the English Language Essay

Eric Arthur Blair popularly known as George Orwell is known for his novels â€Å"Animal Farm† (1945) and â€Å"Nineteen-Eighty Four† (1949). He was born in British India on 1903 and he grew up to detest a person’s control over another which is typical in his writings (Microsoft Student, 2007). He wrote in 1950 the essay â€Å"Politics and the English Language† which is a confrontation of the bad writing habits of the British people that has crept into â€Å"Modern English† during his time. Orwell argues that the English language has gotten worse because of â€Å"political and economic† factors and that political collapse has also been affected by the weakening of the English language. He presented five passages from different writings which he describes as ineffective and careless and enumerated the â€Å"bad habits† of â€Å"written English† which has become common in the modern prose of that period. It also pointed out the ambiguity of language caused people to be deceived. In this essay, Orwell appeals to his readers that they can still reverse what is happening to the English language and to politics and that is to avoid the â€Å"bad habits† and to follow the rules he prescribes. The main idea of Orwell’s essay observes the four canons of â€Å"memory†, â€Å"invention†, â€Å"disposition† and â€Å"style† and its controlling idea that the deterioration of the English language is connected with the worsening of politics is a cyclical process may be true but the connection between politics and the incompetence of the English language has not been clearly established because it does not provide sufficient examples from political writings or speeches that will prove this claim. When analyzed, it can be discovered that the essay follows the four canons of â€Å"memory†, â€Å"invention†, disposition† and â€Å"style†. To start with, the essay begins by drawing upon the belief that â€Å"most people† know about the deterioration of â€Å"our civilization† and that language eventually becomes deteriorated in the process. It also includes the general knowledge of the â€Å"British rule in India†, and the bombing in Hiroshima, Japan. Next, the essay does not mention statistics or record of interviews but it employs an analysis of five passages from various writings that the author cited as well as the examples of phrases or words that have become worn-out or have lost its meaning. Orwell also translated a paragraph written in â€Å"good English† into a paragraph written in what he calls â€Å"modern English of the worst sort† which illustrated how something good can turn into bad or even worse. The result of such methods employed by the writer has been effective in understanding the essay. Another, the essay follows a logical pattern in its organization and structure. After the introductory paragraph which mentions a public belief in the essay. The second paragraph of the essay states the controlling idea that the worsening of politics and economics brings about the decline of language and it goes around in a cycle. It elaborates that this is demonstrated by the â€Å"bad habits† that have spread â€Å"by tradition and imitation† at that time. But, he lays down a solution which is to avoid those â€Å"bad habits†. The essay includes five samples of passages that use metaphors that are no longer effective and accurate from the third to the ninth paragraph. It goes on to enumerate the â€Å"bad habits† of â€Å"dying metaphors†, â€Å"operators or verbal false limbs†, â€Å"pretentious diction† and â€Å"meaningless words† of â€Å"Modern English† in the tenth to thirteenth paragraph. He goes on to give his own example of a paragraph in â€Å"good English† translated into bad â€Å"modern English† from paragraphs fourteen (14) to seventeen (17). Paragraph eighteen (18), explains how the selected passages no longer present vivid imagery and accuracy. In the same paragraph, Orwell mentions that writers use those â€Å"bad habits† because it is convenient and is â€Å"easy†. Paragraph nineteen (19) expounds on how â€Å"political writing is bad writing† by citing examples of situations as well as phrases. Paragraphs 20 to 21 continue to explain that â€Å"political language† has been used to hide the truth from the people. Paragraph 22 elucidates that one uses vague, long and ambiguous words so as to blur the details. Paragraph 23 goes back to clarify what the author has already mentioned in the second paragraph that â€Å"thought corrupts language, language can also corrupt thought. † Orwell also recognizes that he has â€Å"committed the very faults I am protesting against. † He asserts that it is only with constant awareness of the â€Å"bad habits† that one can be liberated from it. The essay gives details on the writer’s idea that the decay of language can still be regenerated in paragraphs 24 to 26. The last paragraph recapitulates the controlling idea and the supporting ideas that have been presented in the body of the essay. Lastly, the style of the text is a combination of short and long sentences in its 27 paragraphs. The shortest sentence in the essay consists of 7 words while the longest can consist of 57 words. The average sentence length per paragraph can range from 21 to 38 words. There is a minimum of 4 sentences and a maximum of 8 sentences per paragraph. Its sentence and paragraph length suggests a formal tone that is at the same time analytical and persuasive. Although the essay follows the four canons, there are still inadequacies in the research method, and in the order of some paragraphs. First, the essay does not include interviews of people who have suffered because language was used in a deceitful way during that time of Orwell’s writing. If one has to look back to that period of World War II when this essay was probably written, there are people who survived the so called â€Å"Holocaust† that the author could have cited or interviewed. The â€Å"Holocaust† was the â€Å"almost† complete annihilation of the â€Å"Jews in Europe† by the Nazis and its allies during World War II (Bankier, 2007). The statements of Hitler before the occurrence of World War II could have been a very good example of political language used to deceive people or to hide the truth from them. In addition, the essay should have also included samples of passages that come from political writings or speeches because the readers can hardly see the connection between the degeneration of language and the political disorder without concrete examples. Out of the five sample passages in the essay, only passage (4) can be considered a political writing. Moreover, the order of some of the paragraphs is not effective. For instance, paragraph 18 which is an illumination on the â€Å"bad habits† that the five passages contain, should be placed in between paragraph 13 and 14. When the writer talks about the sample passages then he should move on to explain those and he should not mention a new topic or idea as he did in paragraphs 14 to 17. Furthermore, the second sentence of paragraph 17 is quite ambiguous. It is not at all very clear because it does not specify what those â€Å"several patches of the same kind of English† are. In conclusion, Orwell’s essay on â€Å"Politics and the English Language† follows the four canons and has achieved its purpose in persuading the readers to avoid â€Å"bad habits† of â€Å"modern English† so that they can think clearly for it is with â€Å"foolish thoughts† that language is corrupted. References Bankier, D. (2007). Holocaust. Microsoft ® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation. Orwell, G. (1946). Politics and the English Language. London: Horizon. Ziemke, E. F. World War II. Microsoft ® Student 2008 [DVD]. Redmond, WA: Microsoft Corporation.

Population Trends and Problems of Public Health Essay

The scope and emphasis of a public health program are necessarily influenced by the changing characteristics of the population it serves. The rate of population growth affects long-range planning of community health and medical facilities. Alterations in age composition, internal migration of racial or industrial groups, changes in population density and urban-rural movement require current adaptation of the health program to solve the new problems thus created. Among the various characteristics of recent population trends, aging of the population is one of the most fundamental in its bearing on national health. The social and economic effects of an aging population have long been recognized. Dr. Louis I. Dublin appraised the problem of old age in some detail in 1926, when the provision of economic security for the aged was the dominant theme of contemporary discussion. 1 The passage of the Social Security Act in 1935 represented the fruits of the efforts of this early period. Adjustment of national policy with respect to the health problems associated with aging of the population has been slower in development. Under the terms of the Social Security Act, a limited expansion of activities designed to promote the health of older adults—control of cancer and pneumonia, and industrial hygiene services—has been made This paper was presented at the Eighteenth Annual Conference of the Milbank Memorial Fund, April 2–3, 1940. The Milbank Quarterly, Vol. 83, No. 4, 2005 (pp. 569–608) c 2005 Milbank Memorial Fund. Published by Blackwell Publishing. Reprinted from The Milbank Memorial Fund Quarterly, Vol. 18, No. 4, 1940 (pp. 359–92). Style and usage are unchanged. possible in the cooperating States. However, the Act makes no provision for the solution of such fundamental problems as invalidity insurance and medical care of the aged. During the past five years, the health aspects of old age have received increasing attention in the discussions of public health administrators. It therefore seems appropriate to resurvey this general problem, and to consider, in particular, the nature of future trends in mortality, morbidity, and the receipt of medical care which may be expected solely as a result of changing age structure of the population. The Effect on the Death Rate The effect of a declining proportion of children and an increasing proportion of â€Å"elders† on the future trend of the death rate may be readily predicated from the characteristics of age variation in mortality, which are generally familiar. The period of infancy is characterized by a large proportion of fatally terminating illnesses. Following the high mortality of the first year, the death rate declines rapidly in the succeeding years of early childhood, and the rate among children 5 to 14 years of age is lower than in any period of life. The age curve of mortality remains at a relatively low level in youth and the young adult ages. During the period of middle age, a marked upward trend in the death rate becomes apparent, and the increase thereafter is progressive. The sharp downward trend in the death rate following infancy and the rapid rise which occurs during middle and old age are the most pronounced characteristics of age variation in mortality. The mortality rate in infancy and early childhood has shown a marked reduction in the present century, while the rate at the advanced ages has remained practically unchanged. Thus, the death rate at the older ages has shown an increasing relative excess over the rate in the early years of life. Furthermore, aging of the population has increased the number of older persons exposed to the chance of death. Deaths of persons 45 years of age and over constituted over two-thirds of all deaths in this country in 1935; in the Registration States of 1900, the proportion was approximately two-fifths. It thus results that the diseases which at present are the leading causes of death in the population of all ages are largely those characteristic of middle and old age. Diseases of the heart, cerebral hemorrhage, nephritis, cancer, and diabetes accounted for 65 per cent of the deaths among persons 45 years of age and over, and for 44 per cent of the total deaths

The Last of the Mohicans essays

The Last of the Mohicans essays The film Last of the Mohicans is set near the Canadian border and the New York area in the mid 1700s. The driving force of the movie is to tell the tale of the last surviving Mohican Indian and how this came to be. The movie begins when an Indian war party attacks a group of British soldiers escorting British General Munros daughters, Cora and Alice to Fort William Henry. They are rescued along with a British soldier, Duncan by Hawkeye and his adopted Indian Father, Chingachgook and his adopted Indian Brother, Uncas. The most important character in the movie was Hawkeye, a white man who was raised by a Mohawk Indian after his parents were killed. His character was portrayed with a balance of his white mans education and his Indian fathers skills and values. He appeared to be an honorable man who fell in love with British General Munros daughter Cora. He put his life on the life numerous times to aid others. After rescuing Cora, Alice and Duncan from the raid, he escorted them to Fort William Henry. During their journey to Fort William Henry, they learned that Indians were raiding the colonials in the area. Hawkeye attempted to convince General Munro to release the Colonials to defend their homes and families. His request was denied. It was discovered that Hawkeye helped several colonials escape. He was charged with sedition and sentenced to death by hanging. Before the sentence could be carried out, the French attacked Fort William. The French defeated the British. French General Montcalm requested that the British surrender to avoid the inevitable deaths if the conflict continued. General Munro accepted the offer and the British were to be allowed safe passage to return to Britain. The Colonials were then released to go home. Shortly after the British left Fort William, their party was attacked by a group of renegade Indians led by Magua. Magua had helped the French prior to the ...

Eastern Coral Snake Facts

Eastern Coral Snake Facts The eastern coral snake (Micrurus fulvius) is a highly venomous snake found in the southeastern United States. Eastern coral snakes are brightly colored with rings of red, black, and yellow scales. Folk rhymes to remember the difference between the coral snake and the nonvenomous king snake (Lampropeltis  sp.) include red on yellow kills a fellow, red on black venom lack and red touching black, friend of Jack; red touching yellow, youre a dead fellow. However, these mnemonics are unreliable because of differences between individual snakes and because other species of coral snakes do have adjoining red and black bands. Fast Facts: Eastern Coral Snake Scientific Name: Micrurus fulviusCommon Names: Eastern coral snake, common coral snake, American cobra, harlequin coral snake, thunder-and-lightning snakeBasic Animal Group: ReptileSize: 18-30 inchesLifespan: 7 yearsDiet: CarnivoreHabitat: Southeastern United StatesPopulation: 100,000Conservation Status: Least Concern Description Coral snakes are related to cobras, sea snakes, and mambas (family Elapidae). Like these snakes, they have round pupils and lack heat-sensing pits. Coral snakes have small, fixed fangs. The eastern coral snake is medium-sized and slender, generally ranging between 18 and 30 inches in length. The longest reported specimen was 48 inches. Mature females are longer than males, but males have longer tails. The snakes have smooth dorsal scales in a colored ring pattern of wide red and black rings separated by narrow yellow rings. Eastern coral snakes always have black heads. The narrow heads are nearly indistinguishable from the tails. Habitat and Distribution The eastern coral snake lives in the United States from coastal North Carolina to the tip of Florida and west into eastern Louisiana. The snakes prefer the coastal plains, but also inhabit wooded areas further inland that are subject to seasonal flooding. A few snakes have been documented as far north as Kentucky. Also, there is controversy regarding whether the Texas coral snake (which extends into Mexico) is the same species as the eastern coral snake. Coral snake species and range in the United States. HowardMorland, public domain Diet and Behavior Eastern coral snakes are carnivores that prey upon frogs, lizards, and snakes (including other coral snakes). The snakes spend most of their time underground, usually venturing out to hunt in the cooler dawn and dusk hours. When a coral snake is threatened, it elevates and curls the tip of its tail and may fart, releasing gas from its cloaca to startle potential predators. The species is not aggressive. Reproduction and Offspring Because the species is so secretive, relatively little is known about coral snake reproduction. Eastern coral snake females lay between 3 and 12 eggs in June that hatch in September. The young range from 7 to 9 inches at birth and are venomous. The life expectancy of wild coral snakes is unknown, but the animal lives about 7 years in captivity. Conservation Status The IUCN classifies eastern coral snake conservation status as least concern. A 2004 survey estimated the adult population at 100,000 snakes. Researchers believe the population is stable or perhaps slowly declining. Threats include motor vehicles, habitat loss and degradation from residential and commercial development, and issues with invasive species. For example, coral snake numbers declined in Alabama when the fire ant was introduced and preyed upon eggs and young snakes. Venom and Bites The Mexican kingsnake is a nonvenomous snake that resembles the eastern coral snake. Paul Starosta, Getty Images Coral snake venom is a potent neurotoxin. A single snake has enough venom to kill five adults, but the snake cannot deliver all of its venom at once plus envenomation only occurs in about 40% of bites. Even then, bites and fatalities are extremely rare. The most common cause of snakebite comes from mistaking a coral snake for a similarly-colored nonvenomous snake. Only one death has been reported since the antivenin became available in the 1960s (in 2006, confirmed in 2009). Since then, coral snake antivenin production has been discontinued due to lack of profitability. An eastern coral snake bite may be painless. Symptoms develop between 2 and 13 hours after the bite and include progressive weakness, facial nerve palsy, and respiratory failure. Since antivenin is no longer available, treatment consists of respiratory support, wound care, and antibiotic administration to prevent infection. Pets are more likely than humans to get bitten by coral snakes. They often survive if given prompt veterinary care. Sources Campbell, Jonathan A.; Lamar, William W. The Venomous Reptiles of the Western Hemisphere. Ithaca and London: Comstock Publishing Associates (2004). ISBN 0-8014-4141-2.Davidson, Terence M. and Jessica Eisner. United States Coral Snakes. Wilderness and Environmental Medicine, 1,38-45 (1996).Derene, Glenn. Why Snakebites Are About to Get a Lot More Deadly. Popular Mechanics (May 10, 2010).Hammerson, G.A. Micrurus fulvius. The IUCN Red List of Threatened Species 2007: e.T64025A12737582. doi:10.2305/IUCN.UK.2007.RLTS.T64025A12737582.enNorris, Robert L.; Pfalzgraf, Robert R.; Laing, Gavin. Death following coral snake bite in the United States – First documented case (with ELISA confirmation of envenomation) in over 40 years. Toxicon. 53 (6): 693–697 (March 2009). doi:10.1016/j.toxicon.2009.01.032

French and American Revolution Essay Example | Topics and Well Written Essays - 750 words

French and American Revolution - Essay Example This taxation infuriated them as these taxes were never approved by the parliament of the respective colonies. The colonies stated that they are prepared to pay taxes, but not those which are not based on the principle of ignorance and are not equitable. Similarly, in the France, the monarchy imposed heavy taxes on the ordinary people of France to pay-off their trading debts. One important thing in this was that nobles and rich of France were not obliged to pay these taxes. This angered the ordinary population of France which was toiled and poked hard by the monarchy, they were subject to. Although, the cause of American Revolution is simple and very easily understandable, that is it was triggered due to Britain's greed, whereas the reason behind French revolution is very deeply rooted. Their King had divided the people into two social classes and from there he gave luxuries to the rich class at the expense of poor class. This left the poor class on the verge of Famine and this movement started which was aimed to depose the king. On the other hand, American Revolution also started to get rid of Britain from their homeland and to gain independence. From the above disFrom the above discussion, we can clearly identify that both of these movements were started by the oppressed and abused classes of the respective countries and were able to get rid of the authority which was oppressing them, but the end results were quite different for both of these nations. Americans on one hand were able to get rid of the British and gained independence and constituted their law, but French, on the other hand, were left only to see Napoleon Bonaparte's rise to the position of power. (Mark Steel, 2003) One reason for the difference in the outcomes of the two movements was the lack of organization and planning in French movement as compared to American Revolution. In the American movement, the Congress decided when to start the movement. They had a meeting and decided that they are ready to take over the government from the British, before rebelling against the foreign forces of oppression. The movement was entirely planned and once the Britishers left, Congress took over the government and gave American a gift of constitution for their long struggle against oppression. On the other hand, French were fighting against the upper social class. In the other words, they were not fighting for the self-rule, like the Americans, but they were rebelling against a tyranny that supported rich and nobles at the cost of ordinary people of France. Similarly, French did not have any authority to take over the government once the monarchy is deposed, whereas American had Congress to take over the g overnment after Britishers left. This gave the opportunity to Napoleon Bonaparte to seize the position of power and ultimately he ascended on the throne and once again, the French find themselves in the midst of monarchy. The reason behind this was that Americans were fighting against foreign forces which meant that if they win, the Britishers could be forced out, whereas it was different in the France's case, they were fighting among