ACT in 8th Grade

Should You Start Prepping for the SAT/ACT in 8th Grade SAT / ACT Prep Online Guides and Tips Are you an 8th grader curious about the SAT and ACT? You might be surprised that you already have a lot of the skills you'll need to do well on these tests, and you're capable of picking up many more. Whether you're prepping to get a headstart for high school or taking the SAT/ACT to qualify for talent competitions, read on for some compelling reasons why you would benefit from prepping in 8th grade. First, why would you take these tests in the first place? Why Would You Take the SAT/ACT? There are a number of reasons why students take the SAT or ACT. The most obvious one would be to get into colleges and universities. Perhaps more immediate for many middle schoolers are the talent competitions and special programs that require the SAT/ACT as part of theirapplication processes. But what if the SAT/ACT is not required for you yet? Is there any reason to start preparing if you don't really have to? Absolutely. Below I'll discuss a bunch of other strong reasons to start prepping for these important tests. First,when are these tests required? For College Most 4-year colleges require the SAT or ACT as part of a student's application, along with a personal essay, teacher recommendations, high school transcript, and other records. Since admissions are so competitive, a strong SAT/ACT score can go a long way to making your application stand out. Prepping for these tests is key to performing well and achieving your target scores. The SAT and ACT are different from most tests you'll take in school, and they require you to be strategic, work efficiently, and demonstrate a variety of skills in a limited, often stressful, amount of time. Because prep is such a significant part of the SAT/ACT experience, many students take the tests several times to gauge their level, identify and overcome their weaknesses, and improve their scores the next time. Some students even build up their overall scores section by section, by focusing intensively on math on one test date and reading on another (to give just one example). Plus gaining familiarity with the test helps students breathe easier and feel less stressed out on test day. So once you understand the power of prep for the SAT/ACT, imagine if you started prepping even before you got to high school. If you devoted just an hour or two weekly or biweekly to learning concepts and applying them to sample test questions in the 8th grade, you'd be well-versed, maybe even an expert, by the time you take the tests. You might even finish taking the tests before junior or senior year, when your friends are scrambling to balance the SAT/ACT, finals, clubs, sports, and college applications. Getting these tests done early could be a welcome relief once you reach junior or senior year. If you're applying to a 4-year college, you're very likely to be taking the SAT or ACT at least once in high school, if not several times to build up your score. The other type of program that might require the SAT/ACT in 8th grade is a talent competition or special academic program. For Talent Competitions The other circumstance where the SAT/ACT is required is when applying for talent competitions. Some special programs for academically gifted and motivated students have application processes similar to those you'd undertake for college. And just like with college applications, you'll want to achieve a strong score to be a competitive candidate for these programs. Some of the programs for middle schoolers are 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 interested in any of these programs, then you'll want to prep and take the SAT or ACT toqualify. If you choose the SAT and want to preserve your scores, you'll have to contact College Board so they don't delete your score reports. With both the SAT and ACT, students applying to these programs can choosea one-step registrationoption. So applying to college and talent competitions are the main reasons why the SAT or ACT are absolutely necessary tests to realize your goals. But what about all the other advantages andbenefits that come from prepping for the SAT or ACT? Slow and steady wins the race! Also, I would love to watch this race. Reasons to Prep for the SAT/ACT in 8th Grade Prepping for the SAT or ACT in 8th grade will not just help you become an expert on the tests, it may also help you prep for other tests like ACT Aspire and thePSAT, as well as develop other academic and organization skills. First, what do I mean about becoming an SAT/ACT "expert"? Boost Your SAT/ACT Scores As I talked about above, prep is extremely important for doing well on the SAT or ACT. Doing well in math class does not necessarily equate to a high SAT/ACT math score, nor does being a lifelong reader guarantee you a high score on the reading sections. That's because these tests are unique in the way theyrequire strategy and time management skills. They also ask strangely worded questions designed to distract you from the correctanswers. Luckily, the way they do this stays the same year after year. This means that with careful studying, you can avoid the pitfalls and arm yourself against these tricky maneuvers. Does this sound like a tall order? It may require effort and focus, but every student is capable of improving their scores on these tests. And because all of this careful studying takes time, starting early, like in 8th grade, may be the best way to reach your goals. If you devote just a few hours every one or two weeks over the school year to SAT or ACT prep, then this studying will really accumulate over time. You'll see a great deal of improvement without having to stress about running out of time or having to study a ton of material all at the same time. As the tortoise and the hare taught us, slow and steady wins the race. Prepping will also help you on tests like the ACT Aspire and the PSAT, which you may choose to take earlier than junior year, when it counts for National Merit distinctions and scholarships. Get Ready for the ACT Aspire and PSAT The ACT Aspire, formerly the ACT Explore, is a computer-based ACT test that, like taking an official practice test, can help gauge your progress and give you a sense of where you need to improve. Since it's so similar to the ACT, prepping for the ACT can help you perform well on this test, as well. Since it's still a relatively new test, keep in mind that there are several variables that might not make it the most accurate predictor of how you'll score on the ACT. All th grade students in high school also take the PSAT, which is used to determine National Merit distinctions and scholarships. If you're looking to improve your scores on the PSAT and qualify for National Merit, then you might want to consider taking the PSAT even earlier, like in 9th or 10 grade. Since the new PSAT is so closely aligned to the new SAT, your prep will help you a great deal on both tests. This is another consideration if you're still deciding between the SAT and ACT and want to determine which one will better reflect your abilities and help you get a high score for your college applications. Apart from applying to college, enhancing your study skills and academic knowledge will help you in general in your 8th grade classes and as you make the transition into high school. Prepping for the SAT or ACT in 8th grade can be hugely beneficial for your academic understanding and performance in school. Get a Headstart on High School By studying SAT/ACT math, reading, and vocabulary, for instance, you can reinforce what you've learned in school. Timing yourself might have the added benefit of allowing you get more homework done in a shorter amount of time. Since the SAT and ACT are meant for high schoolers, you probably haven't learned all of the concepts that appear on these tests yet, like geometry or certain high-level reading. That doesn't necessarily mean that these concepts are out of reach, though. By prepping now, you can get a headstart on material you'll learn in high school. Not only will the SAT and ACT lose some of their mystique and become totally within your reach, but your high school classes won't seem so unknown, either. Instead, you can learn and become more confident in your knowledge by studying independently of your classes in school. Prepping for the SAT or ACT in 8th grade can have beneficial effects on your test scores, learning, time management, and study skills.If you agree that these are all worthy goals, then you're probably now wondering, how can I go about prepping for the SAT/ACT? Give yourself a headstart on high school. How Can You Prep for the SAT/ACT in 8th Grade? While there are lots of resources to help you prep for the SAT and ACT, the ones that you should never leave out are the official practice tests from the testmakers themselves. Official practice questions are the gold standard when it comes to studying, since they are the truest representation of the types of questions and format you will encounter when you take the test yourself. PrepScholar's online test prep can also be exceptionallyhelpful for 8th grade students. Unlike other test prep programs and books, PrepScholar doesn't assume you're already a high school student. Instead, it meets you at your level, determineswhat you know and what you need to learn, and helps you keep track of your progress with a planned out schedule and progress reports. Plus since it's an online program, it can further help you develop the skills you'll need for computer-based tests like the ACT Aspire. Test prep books are also good resources that cover a lot of material, but you've got to be discerning about their quality. They also require a lot of independence and discipline from you to make the time to study, score your own practice tests, and analyze your incorrect answers. One great place to start small and gradually build your test prep is with SAT Questions of the Day and ACT Questions of the Day. You can also find a limited number of practice questions on the College Board and ACT websites. Whiie these resources will offer you direct practice for the SAT or ACT, you can also integrate prep with your studies in school to ensure that you're covering the concepts you'll need. Let's briefly break down what's on the SAT and ACT so you can see how each sectionconnects to your classes. These sections are Math, Critical Reading, and Writing on the SAT, or Math, Reading, English, and Science on the ACT. Math The math section of the SAT covers numbers and operations, statistics and probability, algebra, and geometry. The ACT goes one step further and covers some trigonometry. The major emphasis on both tests is on algebra, with a substantial emphasis on geometry, as well. If you're in 8th grade, you probably haven't studied too much geometry yet, and may have only just started studying algebra. To get more practice, you could introduce yourself to a new concept every couple of weeks and practice it. You could also take the math you're learning in school, whether it's probability or algebra, for example, and seek out related SAT/ACT practice problems. While some of the math section on the SAT/ACT may be new, you likely have a lot of the foundational skills you'll need to do well on the SAT Critical Reading and ACT Reading. Critical Reading / Reading Both the Critical Reading section of the SAT and Reading section of the ACT ask you to read passages and answer questions that demonstrate your understanding and interpretation. Unlike your English classes (probably), these questions are not subjective or open to debate. Instead, there is only one 100% correct answer - the rest have some error or logical flaw in them. Your reading comprehension skills may be less easy to quantify than your understanding of specific math concepts. However, reading widely and practicing with SAT or ACT passages can help you become a more advanced reader over time. Plus you can study vocabulary and get a sense of how the same words may be used differently in various contexts, an important skill for both the SAT and ACT. If you like reading, then practicing these questions may not seem like so much of a chore. The random excerpts can actually have really interesting, unique information, and being a critical reader is a great skill to have for the tests, school, and life in general. The other sectionsthat overlap between the SAT and ACT are the Writing and English section. Writing / English The Writing section of the SAT and English section of the ACT also relate to the skills you develop in your English classes. They test your understanding of grammar and word choice. You may also write the essay, which is meant to be a persuasive essay with a 5 paragraph structure. Paying attention to these skills in your English classes will be beneficial for your SAT/ACT prep. Conversely, practicing with sample questions can help you improve your writing skills, which will help you in 8th grade and all four years of high school. Plus you might get a whole lot speedier at producing essays for class. Finally, the last section that you need to prep for only applies to the ACT: the Science section. Science You might be relieved to hear that the Science section of the ACT doesn't actually test very advanced scientific concepts or require too much specific recall of facts and figures. Instead, the science section is similar to Reading, in that you need to have the skills to comprehend excerpts, data, and graphs. All of this is in the context of biology, chemistry, and earth sciences. As an 8th grader, you can not only develop your science and lab skills with prep, but you can also take an SAT and ACT practice test and determine which one is better for you. That way you can focus all your prep on the test that will allow you to get the highest scores for your college applications. We should all be asprepared as this guy. To Sum Up... If you're starting to think about the SAT or ACT, prepping in the 8th grade can be very valuable. Not only can it help you get prepared for the SAT/ACT and PSAT, but it can also benefit your learning in school. Getting a headstart can also be a great challenge, ease the pressure once you get to high school, and put ahead of the curve in math, English, and maybe even science, if you're taking the ACT. Since you'll have years to prepare, you can start slowly and gradually become an expert on the tests. When you finally sit for the official tests, you'll now exactly what to expect and how to achieve your scores. Plus all your dedication and studying will pay off in a huge way once you get to high school and eventually, to college. What's Next? Are you planning to take the official SAT or ACT in 8th grade? Read about what makes a good score on the SAT and ACT for 8th graders and how you can boost your scores even higher the next time you take the test. Are you prepping for the PSAT, too? These are some good reasons you might consider taking it as a freshman. As you know by now, the best way to prep for the SAT and ACT are with official practice questions from the testmakers themselves. Download free pdfs of SAT practice tests and ACT practice tests here. Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Poetry Essay

Poetry Essay Many of us are studying poetry right now. Poetry is something, which increases our knowledge on literature, history, mental well being, views on everything around us. At least once a year our professor give us a poem, and asks to write an essay on it, or simply asks to write a poetry essay, and lets us to decide the theme and topic of the essay. 9 out of ten students fail to write a good poetry essay due to simple mistakes, which were not explained properly in the past. Here is a list of things you should and should not do when writing a poetry paper, not only poetry essay, but also poetry research paper, and poetry term paper: 1. The poetry you choose is supposed to be familiar to you. You can not write a good poetry paper on a poem which you have not read or read just the cliff notes. 2. The topic must also fulfill the teacher’s requirements. If the teacher asks to write a poetry paper on war, love, etc – you have to choose a good poem which represents love, war, etc. 3. The poem you choose must vividly discuss the themes your teacher suggests to you. It can be either the overall topic of the poem, or certain images, characters, analogies, comparison, metaphors, etc 4. You have to be open to details, and sense the peculiarities of the poem, and the details which differ it from all other poem, such as: and sensory details (The author stresses on all sensors: smell, taste, sight, hear) 5. You have to point out other peculiarities, such as rhythm of the poem, it could be either constant, or changing in order to stress some parts of the poem 6. The rhymes are also very individual. There is no 2 poets who happen to have the same rhymes. Every poet tries to have his own writing style, and you have to analyze it and define it with specific examples. Experts from CustomWritings.com have gained this knowledge through many year experience and are ready to demonstrate their essay writing skills as well as knowledge on the subject on your paper. If you have a need for assistance with your poem analysis – just contact us and we will be more than happ y to assist with any possible assignment. Â  Here is a list of the most popular essay topics on poetry: 1. The Elements of Poetry 2. A Modern Defense of Poetry 3. Arthur Rimbaud poetry analysis 4. Lord Byrons poetry 5. Metaphysical poetrys relevance 6. Langston Hughes poetry 7. Scaldic Poetry 8. Edgar Allen Poe: Poetry Analysis 9. Changes in war poetry 10. Is Eliots poetry appreciated in modern society? 11. Poetry analysis of William Blake 12. The poetry of Fray Luis de Leon 13. Compare and contrast Whitman and Emily Dickinson’s Poetry 14. Poetry of Anne Bradstreet 15. The poetry of Wilfred Owen has, in my opinion, real relevance for students of today. 16. Poetry in Nature vs. Urban Poetry 17. English epic poetry 18. Dorothy Parker poetry 19. Poetry and Puritans 20. Poetry of Derek Mahon 21. Wilfred Owen poetry 22. Bruce Dawes poetry 23. Romantic Poetry 24. The Poetry of Patrick Kavenagh 25. Imagery in Poetry 26. Robert Frost: poetry 27. The Poetry of F. A. Reznikov 28. Anne Bradstreet Poetry Symbolism 29. An analysis into Gwen Harwoods Poetry 30. Australian Poetry 31. Edward Taylors poetry

Lab Report Example | Topics and Well Written Essays - 500 words - 1

Lab Report Example Finally the volumetric efficiency was found to be 60%. It is important to point out that the torque of the engine is dependent on the speed at which the engine turns and it is normally expressed in revolutions per minute (rpm). The curve of the power torque graph for the polo engine slopes smoothly and increases steadily as the revolutions per minute increase. The relationship of torque versus the engine is non linear. This relationship is provided as curve as shown on the torque curve. The exact shape and the height of the curve is specific for each engine type and this is normally determined by engine tests. The curve peaks at approximately 4000 rpm with a torque of about 90.3 N/M. The curves can be defined within the range of 1100-5500 rpm since that is the operating range of the polo engine. If the range is made lower than this, the engine is likely to stall while an increase would damage the engine. For energy balance to occur within the internal combustion engine, it is important that the total power generated by the brake power is kept at its peak. Energy performance is an indication of the degree at which the success of the internal combustion polo engine performs its assigned task. The total power is normally developed by the combustion of the fuel in the combustion chamber is greater than the brake power usually referred to as indicated power. This can be calculated as: The balance of the energy in the internal combustion engine will indicate that approximately 1/3 of the fuel energy that has been input is normally lost to the external environment through transfer of heat. There is also another 1/3 is available as the shaft performs its work. The heat losses must be decreased in order to improve the efficiency of the engine. 3. Exhaust smoke and other emissions: The oxides of nitrogen and any unburned carbons are an indication of the rate of efficiency of the engine. This parameter can be used

Teacher collaboration and student achievemant Research Paper

Teacher collaboration and student achievemant - Research Paper Example The respondents were asked to rate their response using Likert Scale as follows: strongly agree (1), agree (2), disagree (3), and strongly disagree (4). The following variables were used to identify the responses of teachers, to the questions posed above: (1) Informal Conversation; (2) One-on-One Assistance; (3) Routine Sharing of Materials, Methods, Ideas; (4) Routine Team Analyzing Data; and (5) Joint work. Analysis of Data and Interpretation Table 1 The Total Number of Respondents (Teachers) Per Grade Level and Department (Subjects) Grade Level Math Science Social studies Language Arts Total Number of Teachers 6 4 2 2 4 12 7 3 2 2 4 11 8 3 2 2 4 11 From the table, it is deduced that there are more teachers in the Grade 6 level with 35% or 12 out of 34 respondents in that grade level. Overall, there are a total of 34 teachers who responded on the survey aiming to investigate the impacts of teacher collaboration vis-a-vis non-collaboration on student academic achievement. Table 2 Re sults indicating Respondents View on the Variables of Informal Conversation, One-on-One Assistance, Routine Sharing, Routine Team and Joint Work Per Subject Math Science Social Studies Lg. ... 6 disagree Joint Work 10 agree 6 agree 3 agree 3 strongly disagree 6 agree 6 disagree The respondents’ view of the five variables indicated in the table would determine their perceived importance to thereby manifest the extent of teacher collaboration, by favoring its relevance or not. Those who strongly agreed perceived these variables as of utmost importance, in contrast to those who disagreed. From the table above, the results are summarized below: Informal Conversation: Out of 34 respondents, 6 or 18% strongly agreed; 65% agreed, while also 18% disagreed. It can be deduced that majority are in favor of informal conversation increasing teacher collaboration. One-on-One Assistance: From the total respondents, majority or 53% disagreed versus 47% who agreed that one-on-one assistance is a variable that increased teacher collaboration. Routine Sharing of Materials, Methods, Ideas: A total of 88%, or 30 teachers agreed that routine sharing of materials, methods and ideas are ef fective means to increase teacher collaboration. Only 4 respondents or 12% disagreed. Routine Team Analyzing Data: From among those who responded, 74% or 25 teachers acknowledged that routine team analyzing data is contributory to teacher collaboration. Joint work: Finally, a parallel percentage of respondents viewed joint effort as crucial to teacher collaboration where 74% agreed (6 of whom strongly agreed) and the rest of the 26% disagreed. On a per subject basis, the following results are hereby presented: Math: The total number of respondents who agreed that all the variables are crucial to manifest teacher collaboration for the subject of Math is 46 out of 48 (where only 2 disagreed). The results indicate the acknowledgement of Math teachers requiring collaborative efforts manifested

Gay marriages in colorado Research Paper Example | Topics and Well Written Essays - 500 words

Gay marriages in colorado - Research Paper Example How many people would it effect? Why or why should it not be legalized? Evaluate equality standards and the right to marry for everyone. Consider other states that have legalized gay marriage and the effects it has had on their state. Discuss the Minnesota Supreme Courts decision in 1970 about a same sex couple wishing to marry: Jack Baker and Michael McConnell. This was the very first time that government had to ever deal with same sex marriage as an issue. What were the results? How did this start to shape how people think about marriage? Discuss â€Å"All Men are Created Equal,† motto that has been adopted by the United States and how that motto plays a role in gay marriage possibilities not only in Colorado, but throughout the entire country. Discuss how different religions define marriage. As much of the United States history was based on Christianity, discuss how Christians view gay marriage. Discuss any Christian organizations in Colorado that might otherwise recognize gay marriage. Discuss other stigmas of marriage; describe the â€Å"whimsical fairytale† of a husband and wife, two kids and a dog and how that has changed since then. There are other formats that determine what a family is. Traditional roles of a marriage and a family have changed. Discuss why gay marriage is not widely accepted as something that is okay to do in the United States. Look at it from the other direction and discuss why it should be okay. Why are people so opposed to something that does not necessarily affect

Feminism in Top Girls

Feminism in Top Girls The play is one of the most famous works of Churchill in all of hers. Some consider the play as a very radical feministic one, some consider it as anti-feminist. But the matter is that she, by the use of different techniques and strategies has made her play like a globe in which all women are there supporting, discarding each other. The play has a very important historical evidence behind itself and it was the matter of Thatcher that had become prime minister, as Churchill, her self comments that when she wrote top girls: Thatcher had just become prime minister; there was talk about whether it was an advance to have a woman prime minister if it was someone with policies like hers. She may be a woman but she isnt a sister, she may be a sister but she isnt a comrade. And, in fact, things have got much worse for women under Thatcher. (Churchill in Betsko and Koenig 1987, 77) In fact Margaret Thatcher and Edith Cresson, as prime ministers of their own time were really top girls. In top girls, Churchill has had two main idea in her mind: those of dead women coming back and women working. these are in fact two main topics of the play, which are very closely intertwined. the dead women from the past appear in act one, taking place in a restaurant, a celebration that Marlene organizes, because of her recent promotion, we see other characters such as Lady Nijo, Dull Griet, Pope, Joan who celebrate their femininity with each other. during the course of the night they gather together and supposed to speak about their victories, and of course there occurs an epiphany for them because they in fact had lost their own womanly manner in order to achieve mens world. The presence of this empty women is so well epitomized in the character of Marlene, as a kind of gap between past and present, this working class girl pregnant who left her home village to make a new one in London., so the old Marlene has died and no one is born and replaced by a cruel one, so we see here some assembly of dead women, who so naively consider themselves as the most alive ones. The structure of the play so excellently shows the sense of death of its main characters, in other words we can see a kind of parallelism, between their life and the structure of play. the plays denouement is somehow truncated, as the lives of women truncated and crooked. Of course we can consider this kind of techniques used by her as a feminist stances of denying the masculine pattern of plays inherited by Aristotle, I think before the full analyses of the play, thats better to mention some characteristic of it that is so prominent: her adaptation of Brechtian drama by the use of alienation effects,a kind of aesthetic distance, the matter and technique is so excellently showed by successive interruption of waiter and of course their laughter. From the perspective of dramatic shape it consists of three acts. one consists of three scenes and act two of tow scenes. I think the matter and division is because of creation of some chronological disruption, and it is done as a way of fulfilling a very good function in order not to create a kind of identification between the reader/audience and the actor/actress on the stage. Another important thing mentioned here is that, between different layers of this play, we have the working of the ideology. In this way we have a criticism of capitalism and capitalist regimes that the play puts forward.   In another sense, it can be used to exemplify more feminist reading of the play in fact by occurrence of a complete climax and by in fact having a diametrically opposed position to  the structure inherent to tragedy postulated by Aristotle. as Christopher Innes has stated: Combining surreal fantasy with Shavian discussion, documentary case-histories, and naturalistic domestic drama (complete with kitchen sink and ironing-board), Top Girls breaks out of conventional methods of portraying life on the stage, and suggests new ways of seeing reality .. creating a dynamic that is liberated from cause-and effect logic. (Innes 1992, 466),and this matter some how leads us to the next point: looking for a feminist form(or at least a kind of form different from the patriarchal one).the fact that we have in the drama only women and not men, is really vital in comprehension of it. the fact that the actresses in Top Girls have to double or treble roles prevents us from identifying with them and, consequently, focuses the attention of the reader/audience on the political message of the play, that is feminism . Thus, the woman-only cast illustrates the subject matter of Top Girls and reinforces the theme of feminism or thats better to say anti feminism. Although, the play deals with oppression of women by men in a capitalist regime, but we see the oppression of women by women as a result of being part of that regime .It can also means that how women have internalized the rules and privileges of patriarchal societies, however, we dont see a manifest attack of Churchill on men, in other words we dont see the struggle of women but in fact the play turns on the analyses of class strife and economics. An example can be found in the case of Marlene, who sacrifices her own daughter and family in order to escape from her working-class origins, besides, here in this drama we see that all the women somehow have some masculine way of behavior, although they think that they have cut with them, as we see that they have just an illusion that they are successful women or we as a kind of reader find tat its just an illusion to consider the play just as representation of a feminist drama. I think even the naming of character in the play, they exemplify the whole discussion about class struggle and economic strife that underlies it. so we have here a four group classification. First group women of past as we have Isabella Bird, as her name reminds us the matter of travelling. It can also be considered as a reference to the several characters in the play(Marlene, Lady Nijo, Win, Angie, Jeanine and Shona), who long for escape from their reality and fly to other, sunnier lands. here we see on the surface feministic tendency. Another important thing that really needs concentration is the language used by Churchill, she really has done her best to create a kind of distinctive use of the language in the play as Aston and Savona argue that: In Top Girls, the use of overlap is a sign of the female voice. Brechts splintering of the ego is further problematised in Churchills text by the female entry into the symbolic order of language. As a logocentric or phallocentric sign-system (as identified in Derridean or Lacanian terms), language places the female subject in a marginalized relation to its patriarchal order. (Aston and Savona 1991, 70) By destabilizing the linguistic exchange and therefore unfixing identity, but at the same time giving predominance to a female voice, Churchill seems to be stressing in a radical way the destabilization and displacement of the female subject in relation to language (Aston and Savona 1991, 70), and consequently in relation to occupying a position in a  patriarchaliy-defined society. All the women of top girls have conformed themselves to the male standards of behavior and that shows the theatricality of their works and glories. They are never satisfied with this new brand of gender, at least before they were just women now not men and not women belonging to one of them. From Lacanian point of view and as a confirmation of what I mentioned in the previous paragraph that all their actions are nothing but facade, we see that all of the characters are confined in the symbolic stage with the role of father. Since language is given in and by a system dominated by men, womens access to it is going to be clearly mediated. According to this, womens voice, their identity, will be totally artificial, a construct defined by patriarchy. This is  precisely what Gret purports to destroy in her powerful speech, in which she equals the Symbolic Order to hell. A hell where all the devils are male. As I mentioned in the previous paragraphs, Caryl Churchill in her marvelous play Top Girls has inserted a lot of messages some say that it is basically a play about capitalism and sexism: About capitalism in the sense that it analyses labor and social relations constituted by a capitalist economy, about sexism in that these relations are seen from a female point of view, which explores how female identity is put down by the politics of patriarchy. Top Girls is also a socialist-feminist play. It can be defined as socialist in that it takes a clear position against any sort of capitalist ideology, and it can be defined as feminist because it presents us with a parallel between socio-economic, by the use oppression and gender oppression. In fact, as we have seen, Churchill herself is a firm believer in the inseparability of feminism and socialism(Kritzer 1991, 149).besides, her uses of characters are true to life, she really generalize the theme of her feministic play, by use of characters of different classes to connote that it is a play about all women. Different strategies of her to create a feminine setting is really of paramount importance, although in this play she showed women who have achieved the highest level of social life but they are not really satisfied. I think the main message of her is that women should know the limits, as she is a social feminist and she is criticizing the bourgeois feminists. References: Jstore: Titol de la testi: Gender, Politics, Subjectivity: Reading Caryl Churchill

What Are We Fighting For? :: Essays Papers

What Are We Fighting For? â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.† This is the First Amendment of the Constitution of the United States of America. This is the contract we have with our leaders to ensure that tyranny and injustice never take the power away from the people. This is the freedom we fight for when we send our military into foreign countries to overthrow oppressive regimes. And this is the soul of the nation which we must protect from anyone or anything that stands in its way. Recently, events have united the nation in a way that has not been seen in several years. We often take for granted how good we have it here. To be an American is a privilege that many fight for and never have. We are the most diverse country in the world. We have African Americans, Latin Americans, Asian Americans Christians, Jews, Muslims, Buddhists, Scientologists: you name it, we’ve got it. Consisting of people of every background, race, ethnicity, and religion, often we do not have a single thing in common, except for one thing: we’re all Amer icans. We all live here with the trust that we have as much freedom as our neighbors to do what we want and live how we want. However, we still have obstacles we must overcome to fully achieve this freedom. Throughout our history, short as it may be, Americans have overcome many social obstacles that would diminish our human rights. We have given women equal rights, a concept that many nations would scoff at. We have fought a war to abolish slavery, an institution that would hold whites over blacks. We continue to fight for our Declaration of Independence, which states, â€Å"We hold these truths to be self-evident, that all People are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the Pursuit of Happiness.† How soon we forget what all the fighting is for. While blacks have their rights, and women can vote, our nation is beginning to realize that there is a new minority slowly emerging into the public view.

Lord of the Flies as a Religious Allegory Essay

There are many ways to read  «Lord of the Flies ». To some it is simply an adventure story about a group of boys stranded on a desert island, others interpret it, and see the boys as metaphors for important aspects of our everyday lives. Several different theories have been presented, claiming to explain Golding’s symbolism. What many seem to have overlooked, is that the answer is right there in front of them. It is in the title:  «Lord of the flies », a translation of the greek word  «Beelzebub ». And what do most people think about when they hear this name? The Devil, Satan himself†¦  «Lord of the Flies » is an allegory showing the fight between Christian and Pagan values. The character that more than anyone represents Christianity in the book is Simon. The first time you read through the story, he is probably the character that is the hardest to describe and find a purpose for. He is different and does not fit in among the other boys, But if you go deep er into the book, it becomes more and more obvious that Simon’s life on the island is strikingly similar to the life of another person that did not fit in. A person that lived some 2000 years ago in Israel. Just like Jesus Christ Simon cared about the small and vulnerable, he loved nature and all living. Simon is also a prophet. He knows that Ralph will come back to civilization alive. He does not say anything about himself or Piggy. Neither Simon nor Jesus are ever scared, because they are certain that what is meant to happen will prevail. They were both able to challenge the unknown and conquer it. Jesus won over death, Simon faced the Beast and came back alive. Jesus did it for all the people living on Earth, Simon for the other boys. What is so puzzling and sad is that they were both killed when they tried to share what they had found out. They were both killed in anger and in the belief that they were evil. On the other side, representing paganism and hedonism, we see Jack and his hunters. All they care about are themselves. They do not want to live by any rules and they do not have any respect for the island, They burn and kill without worries, all to please themselves. The tribe loses all features of civilization, the only thing that influences them, except for their own will, is the fear of the Beast. None of them have  ever seen an actual monster, but it is a fear of the unknown. In many ways the Beast becomes a religion for the boys. As we know hunters did in ancient times, the choirbboys start to sacrifice part of their prey, They leave meat so that the Beast shall like them and leave them alone. The most abstract and symbolic incident in the book occurs when Simon sees this sacrifice. The symbol of Christianity, and what is good, meets the symbol of the Devil, and all that is evil. We know that Simon is only hallucinating because of his epilepsy, but a lot of what he sees make sense. The sow’s bloody head convinces him that  «Ã¢â‚¬Ëœeverything is bad business’†¦ The half shut eyes were dim with the infinite cynisism of adult life. » The Lord of the Flies says  «Fancy thinking the beast was something you could hunt and kill†¦ I’m part of you†¦ I’m the reason why it’s no go†¦ Why things are what they are. » What Golding is saying is that the Devil is hidden somewhere deep inside of all people. Without morals, law and order it will eventually surface and come out. http://www.malvik.vgs.no/engelsk/allegory.htm (1 of 2)4/20/2005 5:55:48 PM  allegory http://www.malvik.vgs.no/engelsk/allegory.htm (2 of 2)4/20/2005 5:55:48 PM

fascism

What truths, if any, regarding man and society do you consider to be expressed in conservative doctrine? Conservatism, as an ideology is a relatively new phenomenon. It developed mainly in opposition to the French Revolution in 1789 and to the ‘enlightenment’ that preceded it. This ‘enlightenment’, which led to the revolution, was based on the perceived rationality of mankind and of mankind’s ability to reconstruct society according to abstract ideals. Conservatives fundamentally reject mankind’s rationality and tend to be guided more by the principles of tradition, hierarchy, and reform over revolution. According to O’Sullivan, in his work Conservatism, three broad schools of conservative thought are identified. This essay will concentrate primarily on the ‘French Reactionary School’, and particularly, but not exclusively on the thoughts of Joseph De Maistrà ©, Maurice Barrà ¨s, and Charles Mourras. The French Reactionary School has been chosen as it offers several differences from almost all other Schools of thought, to the extent that some have seen it as a precursor to fascism. Also, due to restrictions of this essay and the immense diversity of conservative doctrine, a worthwhile account of more than one school of thought would not be possible. This essay will evaluate and analyse the claims made by members of the French Reactionary School relating to the ‘truths’ about man and society found in their key works and thoughts. Firstly, this essay will discuss the ‘truths’ about mankind found in the writings of Joseph de Maistrà © and Charles Mourras. It will be shown how these views came about through both a historical view of the nature of man and a belief in the infallibility of God in the first case and a more sociological perspective in the other. A discussion of whether these ‘truth claims’ regarding the nature of man are true at all, looking briefly at some rival perspectives and some of the... fascism Free Essays on French Conservatism/fascism What truths, if any, regarding man and society do you consider to be expressed in conservative doctrine? Conservatism, as an ideology is a relatively new phenomenon. It developed mainly in opposition to the French Revolution in 1789 and to the ‘enlightenment’ that preceded it. This ‘enlightenment’, which led to the revolution, was based on the perceived rationality of mankind and of mankind’s ability to reconstruct society according to abstract ideals. Conservatives fundamentally reject mankind’s rationality and tend to be guided more by the principles of tradition, hierarchy, and reform over revolution. According to O’Sullivan, in his work Conservatism, three broad schools of conservative thought are identified. This essay will concentrate primarily on the ‘French Reactionary School’, and particularly, but not exclusively on the thoughts of Joseph De Maistrà ©, Maurice Barrà ¨s, and Charles Mourras. The French Reactionary School has been chosen as it offers several differences from almost all other Schools of thought, to the extent that some have seen it as a precursor to fascism. Also, due to restrictions of this essay and the immense diversity of conservative doctrine, a worthwhile account of more than one school of thought would not be possible. This essay will evaluate and analyse the claims made by members of the French Reactionary School relating to the ‘truths’ about man and society found in their key works and thoughts. Firstly, this essay will discuss the ‘truths’ about mankind found in the writings of Joseph de Maistrà © and Charles Mourras. It will be shown how these views came about through both a historical view of the nature of man and a belief in the infallibility of God in the first case and a more sociological perspective in the other. A discussion of whether these ‘truth claims’ regarding the nature of man are true at all, looking briefly at some rival perspectives and some of the...

Genocide in Cambodia essays

Genocide in Cambodia essays Few events have ever conjured as much terror and hatred as the genocidal killings in Cambodia by the Khmer Rouge; more than 2 million people were shot, strangled, beheaded, starved or tortured to death in the 20th century. The United States, when monitoring human rights violations such as genocide, should play essential roles in abolishing these law-breaking habits, establish a clear understanding of repercussions, and provide social and finical aid for the rebuilding of a distressed nation. Yet, throughout history the nature of imperialism has created great dynasties and destroyed many of them, from the Romans to the Nazis to the Khmer Rouge; one way to dominate the world is by destroying cultures or civilization to have more control, this is known as genocide. Genocide is the systematic killing of all the people from a national, ethnic, or religious group, or an attempt to do this for power. Thus this is one of the reasons for the horrific killings by the Khmer Rouge, which will be discussed more in depth throughout this paper along with gruesome details of their actions, life before and after the regime, connections between this human rights violation and others that took and take place in Cambodia, my view point along with others and the repercussions the Khmer Rouge endured by the United States and the United Nations in the aftermath of this event. The population of Cambodia is 11,339,562 (1998 estimate). Population growth per year is estimated at 2.5 percent, one of the highest rates in Asia. The rate of infant mortality is also high. The population density is 63 persons per sq km (162 per sq mi), with the densest concentrations on the heavily cultivated central plain. The mountainous regions of the country, where malaria is widespread, are thinly populated, as are the poorly watered northern provinces. During the late 1970s, under the brutal rule of the Khmer Rouge, all of Cambodias towns were depopulated, and reside...

New Organizational Forms - Innovativeness To Attain Competitive Essay

New Organizational Forms - Innovativeness To Attain Competitive Advantage - Essay Example Clegg, Kornberger, and Pitsis noted that more and more companies are embracing new organizational forms. The new forms, as Clegg et al. explain, are readily replacing reliance on market oriented governance arrangements and embracing stronger centralization and joint decision making approaches. Organizations are rapidly changing their operations towards larger customer oriented units and relying on a rich set of integration mechanisms within these entities. This largely results in different forms of internal hybrids that enhance lateral sharing of individual and organization knowledge, aimed at achieving economies of scale and scope. Similarly, as Green elaborates, companies through the HR have to strategize on setting a single set of metrics to gauge all the manpower, in ensuring effective integration of these business units as businesses reshape into a larger customer oriented units according to the global business environment. Weber’s bureaucracy theory presents the best sce nario of the new organizational forms. Clegg et al. (2012) note that Weber’s bureaucracy theory requires that jurisdictional areas be well specified with activities that are well distributed as personal official duties, whereas the traditional approach requires activities to be delegated by the leader and can be changed at any particular time. In addition, Weber noted that officials in the organization have to be chosen based on technical qualifications, appointed and not elected, and well compensated to motivate them to perform.

You wil examne your daily routine and determine the CO2 that you Research Paper

You wil examne your daily routine and determine the CO2 that you generate as a result - Research Paper Example Digestion and Breathing: we are taught at high school that we all breathe to alive and carbon dioxide is the byproduct of the process of respiration. Keeping in mind today’s socio-political structure we can say that humanity is considered to be the emitter of carbon dioxide. The human population present across the world produces twice the amount of carbon dioxide that is being produced by all the passenger vehicles present in US by performing regular human activities such as digestion and breathing (Carbon Dioxide, 2013). According to a Spanish study, each human being emits about 2 tons of carbon dioxide during the process of digestion (Muà ±oz, Canals, & Fernà ¡ndez-Alba, 2010). Each day a person breathes about 20,000 times. The process of breathing takes place by the help of the respiratory system. Each time a person breathes he inhales O2 and exhale CO2, so one can analyze the large amount of CO2 that is emitted by a person every day (Carbon emissions per person, by country, 2009). Food for thought: The fridge which we use regularly emits large amount of carbon dioxide but what is present inside isn’t any better. The food in total makes up about 1.3 to 1.4 tons of carbon dioxide of our footprints, in a year. The food miles are the prominent contributor to this. The transportation of the fresh vegetables and fruits gives them carbon dioxide foot prints before they even reach to our homes. There are quarter of trucks present on the roads that carry raw material and food for the food industry. However another problem is the growing and processing of food. Heating greenhouses, manufacturing fertilizers and food processing are all considered to be major energy consumers. It is probably considered to be healthier step to buy green tomatoes from Spain than buying the ones growing in UK greenhouses with lots of fertilizers in it. Consuming Electricity: burning fossil fuel emits a large amount of carbon dioxide. Coal release double amount of