Gilgamesh Flood Comparison Essay - 823 Words

Comparison and Contrast of Hebrew and Mesopotamian Flood Stories Both the story of â€Å"Noah and the Flood† in the book of Genesis in The Hebrew Bible and the flood story in The Epic of Gilgamesh detail a grand flood in which a man saved life from extinction by building an ark, earning fame and immortality in some form. The theme of completing this grand task for a moral purpose holds true to both stories, but the depiction and actions of the divine and mortal characters in the stories contain different similarities and differences. The theme of virtue and its importance to one’s survival and legacy is prevalent in both the flood story from The Epic of Gilgamesh and the story of â€Å"Noah and the Flood.† Each text creates an image of a larger†¦show more content†¦Before Utnapishtim tells Gilgamesh of the flood story, Gilgamesh asks, â€Å"You then, how did you join the ranks of the gods and find eternal life?† (Gilgamesh 102) On the other hand, mortal is a very loose term in The Hebrew Bible. Noah is six hun dred years old when the story begins. Age doesn’t seem to have an impact on the life and death of mortal characters in the story of Noah, completely opposing the theme of mortality and death that is portrayed through the mortal characters in The Epic of Gilgamesh. While mortal characters contain differences that deal with mortality and age, the depiction of higher power and divine characters come in very different forms, but maintain similar overall behaviors. Due to the similarities in behaviors, the major events are depicted very similar and the outcomes are almost identical. The differences in the stories arise simply because of the context in which each story is written. The Epic of Gilgamesh was written in ancient Mesopotamia where religion was extremely polytheistic. The story in The Hebrew Bible is written with a monotheistic mindset. While these religions are different in terms of the number of gods, there are obvious similarities that arise between the divine figures in each story. The gods in The Epic of Gilgamesh represent different personalities and virtues, but there isShow MoreRelatedLeadership And The Tao Of The Epic Of Gilgamesh1665 Words   |  7 PagesEpic of Gilgà ¡mesh. This essay will demonstrate what good leadership is versus bad. This essay will compare the leadership styles of Úta-napà ­shti who saved humanity from the great flood, Gilgà ¡mesh, king of the city of Úruk. This essay will also define leadership, the way of the Tao. Lastly this Essay will show how Úta-napà ­shti s leadership compared to other leaders in the epic and summarize all the key points of the Essay. â€Å"The Immortal† Úta-napà ­shti Uta-napishti, survivor of the Flood, is a GodRead MoreAnalyzing the Epic of Gilgamesh by F. Lorey through a Creationists Viewpoint818 Words   |  4 PagesEpic of Gilgamesh Annotated Bibliography Lorey, F. 1997. The Flood of Noah and the Flood of Gilgamesh. Acts Facts. 26 (3) Web. 4 Feb. 2014. When reading the story, someone can take many different viewpoints. In the article above, the author is analyzing the Epic of Gilgamesh through a creationists view point. It contains useful comparisons and historical data to help support his analysis. The author considers the story to hold very value for Christians. It concerns the typical myths that wereRead MoreA Critical Appraisal of: Beowulf and Gilgamesh Essay examples1640 Words   |  7 PagesA Critical Appraisal of: Beowulf and Gilgamesh There are many differences and critical comparisons that can be drawn between the epics of Beowulf and Gilgamesh. Both are historical poems which shape their respected culture and both have major social, cultural, and political impacts on the development of western civilization literature and writing. Before any analysis is made, it is vital that some kind of a foundation be established so that a further, in-depth exploration of the complex natureRead MoreThe Purpose of the Biblical Flood narrative1977 Words   |  8 PagesGenesis, which is highly concerned with the world’s creation and its initial stages. It is also the origin of the biblical Flood Narrative concerning Noah and the Ark. The story is characterised by a man that is instructed to build an ark under the guidance of God, and take with him family members and pairs of animals, to survive a catastrophic universal flood. â€Å"The flood narrative belongs to the genre of myth. We are meant to read it as a story and allow it to play on our imagination so that weRead MoreHow Does Comparative Material From The Ancient Near East Help Us Understand Genesis 1-22?2785 Words   |  12 PagesTMM2061 Old Testament Studies Essay One ? Genesis 1-22 Martha Grace Weatherill TMM2061 Old Testament Studies Essay One Word Count: 2477 How does comparative material from the ancient Near East help us understand Genesis 1-22? Several comparative material has been found from the ancient Near East which have many similarities with the Genesis 1-22 bible narratives such as the creation, flood and patriarchal narratives ? Ugarit and Ebla.[footnoteRef:1] Many scholars have argued on the implicationRead More A Jungian Analysis of the Epic of Gilgamesh Essay3198 Words   |  13 PagesA Jungian Analysis of the Epic of Gilgamesh   Ã‚  Ã‚  Ã‚   This paper will provide a unique, psychological perspective on a timeless story that is alive with mythological and religious splendor. I must state clearly that this is not the first time that Gilgamesh has been viewed in the light of the philosophy of Jung.   One of two Jung essays I happened upon while preparing my research was the Psychology of Religion. Although I initially felt that this source would provide little help with my paper, I

Summary Of Rita Felskis The Limits Of Critique - 1565 Words

Information is the easiest to obtain in no other time in human history, this is a significant achievement for most of humanity, as well as may be the best time to be alive. Consequently, due to the fact that information is so easy to obtain, a person now can have the library of Alexandra, in the palm of their hands; this can also bring a sense of benevolence that comes along with it, there can be too much information; and a person can overwhelm themselves trying to perceive what is true and false, this has become an obstacle for every single person living in the world today. Along with all the information that is avabile there is a copious amount of commentaries and critiques that come along with all knowledge. The purpose of this†¦show more content†¦Consequently, these various meanings can distract the reader from the Author’s original intent. A person can analyze their own perspectives too vigorously, and tenaciously challenge what the Author’s view or soci al intuitions and get lost about what the piece of work has to offer all together; due to this subconscious human behavior, it must be taken in consideration that humans project their subjective views in every piece of information that is presented to them. The Author of The Limits of Critique, Rita Felski, challenges readers to analyze what they read when they gather information from what they read by Academic Scholars. She argues to her readers that they themselves ought to be suspicious about each everything they read. Each reader themselves is told this repeatedly throughout their lives; but they are not instructed to be told to be suspicious about the person whom instructs them to read. The philosophical and literary theories have a conversation with each other and than influence ideas and later theories. There are endless new ways to construct and deconstruct notions that are received from information gathered from text: â€Å" The text was ruthlessly restrictive and repressive, closed, coercive, claustrophobic, exclusionary-or else the text was polyphonic, chaotic, carnivalesque, intrinsically unstable, convulsed by its internal contradictions and teetering on of incoherence. Each new framework promised, with a roguish gleam of a sales

Cloning Essay Research Paper On February 24 free essay sample

Cloning Essay, Research Paper On February 24, 1997, the scientists at the Roslin Institute in Edinburg, Scotland announced their success in cloning an grownup mammal for the first clip. The cloned sheep was named Dolly. She was the first animate being cloned from a cell taken from an grownup. It was an achievement than scientific discipline had declared impossible. In June, 1997, the National Bioethics Advisory Commission issued its recommendation that a prohibition be placed on all attempts to make a kid through cloning or bodily cell atomic transportation. They urged that the current moratorium on federal support of human cloning research be continued, and requested private bureaus besides restrain from such work. At the same clip they recommended that this issue be reevaluated after a 3-5 twelvemonth period of survey and contemplation. Dolly was a ringer of the sheep ( her familial female parent ) who provided the bag cell. The bundle of cistrons in the karyon of that bag cell contained precisely the same repertory of cistrons as all the remainder of her female parent # 8217 ; s cells and so Dolly # 8217 ; s familial make-up was indistinguishable to her female parent # 8217 ; s. We will write a custom essay sample on Cloning Essay Research Paper On February 24 or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What was fresh about Dolly was that she was the first univocal mammalian ringer. Lower craniates had been cloned in the early 1960s when it was shown that a nucleus taken from an grownup toad cell transplanted to a frog egg whose ain karyon had been destroyed was able to direct the development of that egg into a liquid polliwog. It was this experiment that first indicated that the familial content of all our cells, despite the differences between a tegument cell and kidney cell, must be more or less the same and retain all the familial information necessary for an egg to develop into a whole being. The cloning of Dolly brought up the possibility of cloning worlds. It is illegal in England and Norway. With sentiment polls demoing overpowering resistance to cloning human, President Clinton ordered a prohibition on all federal support for human cloning research and charged the National Bioethics Advisory Commission to describe on the moralss of human cloning. This eighteen-member panel of scientists and non scientists concluded that trying to clone a human being was at this clip # 8230 ; morally unacceptable. They recommended go oning the president s prohibition on the usage of federal financess to back up cloning of worlds, and called federal statute law to forbid anyone from trying to make a kid through cloning. California banned human cloning. Meanwhile, the existent action was softly traveling on in the research labs, outside the fringe of the public oculus. Federally supported experiments in cloning monkeys for usage in AIDS vaccinum and other research was go oning outside the spotlight. What can be done with monkeys can likely be done with people. We are puting the basis, one of the scientists said. ( Gin Kolata, New York Times ) Dr. Steen Willadsen, one of the scientists who developed techniques used to do Dolly, said it was merely a affair of clip before the first homo is cloned. He is expecting that cloning will necessarily go an recognized medical process, and is now working in a birthrate clinic, honing techniques that could finally be used in the cloning of worlds. The complexness of cloning experiments depends on the overall purposes of the experiment and the type of beginning stuff from which the nucleic acids will be isolated for cloning. Thus a scheme to insulate and sequence a comparatively little DNA fragment from E. Coli will be different than a scheme to bring forth a recombinant protein being. ( An Introduction to Genetic Engineering, Desmond S.T. Nicholl ; 6.1 ) There is no individual cloning scheme that will cover all of the cloning demands. One manner to ringer is by cloning from messenger RNA. This method converts messenger RNA to DNA ( besides called transcript Deoxyribonucleic acid or complementary DNA ) . It uses the enzyme contrary RNA polymerase to bring forth complementary DNA. However, there are a few jobs with cloning from messenger RNA. One of them is that the synthesis of full-length complementary DNA may be inefficient, peculiarly if the messenger RNA is comparatively long. More recent methods can get the better of this job. Another method is cloning complementary DNA in plasmid vectors. Scientists prefer utilizing the bacteriophage vector system, but plasmids are still frequently used when isolation of the coveted complementary DNA sequence involves testing a little figure of ringers. There are besides many different methods used in cloning. Three of the chief methods used in cloning are blunt-end ligation, linker molecules and homopolymer shadowing. Blunt-end ligation is merely what it sounds like. The molecules join together utilizing DNA ligase. Linker molecules are self-complementary oligomers that contain a acknowledgment sequence for a peculiar limitation enzyme. Homoploymer shadowing is when enzyme terminal transferase is used to add homopolymers of district attorney, dT, decigram, or dT to a Deoxyribonucleic acid molecule. Scientists made a figure of progresss in cloning in 1998. In December, life scientists in Japan said they had used a cloning technique to bring forth eight indistinguishable calves from cells removed from an grownup cow. In July, research workers at the University of Hawaii announced that they had created more than 50 mice through cloning by utilizing cells from grownup mice. An evident progress on the Roslin technique was reported in August 1997, when scientists at ABS Global Incorporated in DeForest, Wisconsin, a biotechnology company specialising in farm animal reproductive services, said that they had produced a calf utilizing a cloning process more efficient than that used with Dolly. The Wisconsin scientists began by executing a atomic organ transplant to bring forth an embryo from a organic structure cell of a 30-day-old bull foetus Then they added another measure. They took one of the cells from the embryo they had produced and performed a 2nd atomic organ transplant. The emb ryo ensuing from the 2nd organ transplant was so placed in a alternate female parent. The dual atomic organ transplant helped do the karyon even more susceptible to reprogramming and increased the success rate of the process. The scientists said that merely 15 efforts were required before success was achieved with the birth of the calf, named Gene. Although ABS Global research workers used a foetus as the beginning of the karyon used to bring forth Gene, they said they were besides experimenting with karyon from the cells of grownup cowss. The scientists hoped that their process would finally enable carnal breeders to bring forth an limitless figure of indistinguishable animate beings with superior traits. If a cell can be taken from a human being and used to make a genetically indistinguishable two-base hit, so any of us could lose our singularity. One would no longer be a ego. ( George Johnson, Clones and Clones ; Pg. 67 ) Because no cloning technique had been perfected as of mid-1998, scientists expected that any effort to clone a homo would, merely as in the work that led to Dolly, consequence in the decease of many embryos and neonates before success was achieved. In add-on, even if an baby ringer survived, there was no warrant that it would develop usually. The familial stuff in organic structure cells accumulates elusive molecular alterations as an being ages. Because the cell used to make Dolly came from a 6-year-old animate being, Dolly s chromosomes had certain features usually found merely in older animate beings. This determination led some scientists to inquire whether Dolly, though looking normal, might hold inherited familial harm that would finally demo up as premature aging or some other upset. I would non be surprised if the cloning of a human will shortly be possible, but that is someplace where worlds should non be step ining. It is morally incorrect to seek to make life in a research lab. God is the lone 1 who should hold the control over who has life and who doesn t. When we start playing God and we gain so much control over something every bit powerful as life itself, it is bound to blow up in our faces. I agree with the National Bioethics Advisory Commision that cloning is at this clip morally unacceptable. I hope that we will neer go so undiscerning that we make cloning acceptable. Even if someday cloning is morally accepted it will neer be morally right.

The Frederick Douglass Historic Site

Introduction Frederick Douglass was born a slave and spent his life fighting for the abolition of slavery and attainment of equal rights for African Americans. His quest for justice and equality for all people made him famous. He is a historic person and his struggle to have slavery abolished continues to inspire many people today. This paper examines the Frederick Douglass Historic Site located in 1411 W Street SE, Washington, DC. The home of Frederick Douglass is located in this site. The relevance and historical significance of this site is discussed.Advertising We will write a custom essay sample on The Frederick Douglass Historic Site specifically for you for only $16.05 $11/page Learn More The Frederick Douglass Historic Site It is at this site that the home of Frederick Douglass is preserved. The site is protected by Public Law and is meant to commemorate the life of Frederick Douglass. Frederick Douglass has been described as â€Å"a great aboli tionist, civil rights advocate, author and statesman† (National Park Service 1). He was greatly committed to ensuring that there justice in the treatment of all people. During his time, he was described as â€Å"the most important negro of the nineteenth century† (Hinds iii). This site helps to celebrate his contribution to the US civilization. The home preserved in this site was Douglass’s second home. He purchased it in 1877 and made it his official residence up to the time of his passing away in 1895. The house was built by John Van Hook between 1855 and 1859. It had 14 rooms. After purchasing the house, Douglass made some additions to it. By the time he passed away, he had increased the number of rooms in the house to 21. Among the many changes he made in the house were the conversion of â€Å"the original kitchen into a dining room and construction of a new kitchen in the south wing† (National Park Service 1).  He converted two rooms which were upst airs on the west wing into three small bedrooms. He also completed the attic creating five more rooms and added a library to the house (National Park Service 1). A number of restorations have been carried out on Douglass’ home. The first restoration was undertaken by Frederick Douglass Memorial and Historical Association (FDMHA) in 1922 – this was 19 years after the death of Douglass’ second wife. In 1962, the custody of Douglass’ home was transferred to the National Park Service from FDMHA. The second restoration was carried out by the National Park Service between 1962 and 1972. The house was reopened to the public in 1972. The construction of a visitor center at the site was started in 1980 and completed in 1982. The third and last restoration so far was undertaken between 2004 and 2007 (National Park Service 1).Advertising Looking for essay on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More Ta king into consideration the knowledge that Douglass displayed, his library is often treated as a special place. The library is lit by three windows which are large enough to allow enough natural light in. The library is filled with many books on various topics. There is an iron stove in the library which Douglass used to warm himself up with in the library during the winter seasons. Since it is not possible to closely examine the texts in this library, the National Park Service is making plans to avail a list of all the books Douglass had in the library (National Park Service 1). Significance of the Frederick Douglass Historic Site Frederick Douglass is a very significant person in the US history. To best understand the significance of this historic site, one needs to examine the significance of Frederick Douglass. Frederick Douglass was born a slave in 1818 but escaped from slavery at the age of 20 years (Douglass 9). He dedicated the whole of his life to fight for upholding of hum an dignity: â€Å"first for personal freedom, then for the freedom of his own people, and then for female equality† (National Park Service 1). For sixteen years, Douglass edited an influential newspaper which changed its name three times. The changes in the name were as follows: â€Å"The North Star (1847-1851), Frederick Douglass’ paper (1851-1858), and The Douglass Monthly (1859-1863)† (Blight 1). He used his oratory skills and persuasive writing abilities to advance the course of his antislavery campaign. He was the voice and hope for those who were subjected to slavery and racism. Douglass used the Civil War to advance the antislavery campaign. During the war, he was described as a â€Å"fierce propagandist of the Union cause and emancipation, a recruiter of black troops, and on two occasions as an advisor to President Abraham Lincoln† (Blight 1). It is worth noting that there was a great connection between the Civil War and abolition of slavery. Doug lass seems to have seen this connection early enough and sought to mobilize African Americans troops to fight against the South alongside the North side. He knew that the North side had to take the victory if his antislavery campaign was to bear fruits. Seemingly, he was also aware that by the African Americans joining hands with the whites in the war, they would stand a chance to demand for equal treatment afterwards.Advertising We will write a custom essay sample on The Frederick Douglass Historic Site specifically for you for only $16.05 $11/page Learn More Frederick Douglass was a selfless leader who committed himself to ensuring African Americans acquired freedom from slavery. He wisely used his knowledge, and oratory and persuasive writing skills to fight for his people. The Frederick Douglass Historic Site therefore is of great significance. It helps visitors to remember a great leader who fought for the right values in the society. The site insp ires human right activists to forge ahead with their campaign to uphold human dignity. A lot of inspiration can be drawn from the work written by Frederick Douglass and his life. Frederick Douglass set the foundation for the liberation of the African Americans from slavery. The historic site therefore has a special connection to the very present freedom of African Americans. The site can also be viewed as a symbol of the supremacy of civilization over barbaric acts such as slavery. Conclusion The Frederick Douglass Historic Site preserves the home of Frederick Douglass. This site is a commemoration of the life of Frederick Douglass. Frederick Douglass was a great leader who fearlessly fought for the liberation of slaves. He had great oratory skills and could write persuasively. His fame rose to an international level and his campaign to have slavery abolished was successful. He is remembered as a great African American leader of the nineteenth century who helped slaves to break free from shackles of slavery. His legacy is celebrated by people of all walks of life. He is especially a significant figure to the African Americans and generally to all the civilized societies. His life can be said to be a living testimony of the power of persistence against evils in the society. This historic site therefore stands tall as a symbol of the victory of good over evil. Works Cited Blight, David. Frederick Douglass. Documenting the American South, 2013. Web. Douglass, Frederick. Narrative of the life of Frederick Douglass, an American slave. Oxford: Oxford University Press, 1851. Print.Advertising Looking for essay on african american? Let's see if we can help you! Get your first paper with 15% OFF Learn More Hinds, James. Frederick Douglass Home: Cedar Hill. Historic Structures Report Part II, 1968. Web. National Park Service. Frederick Douglass. National Park Service, 2013. Web. This essay on The Frederick Douglass Historic Site was written and submitted by user Annika Ramos to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Habits and Traits of Japanese Beetles, Popillia japonica

Habits and Traits of Japanese Beetles, Popillia japonica Is there a garden pest worse than the Japanese beetle? First, the beetle grubs destroy your lawn, and then the adult beetles emerge to feed on your leaves and flowers. Knowledge is power when it comes to controlling  this pest in your yard. Description The Japanese beetles body is a striking metallic green, with copper-colored elytra (wing covers) covering the upper abdomen. The adult beetle measures just about 1/2 inch in length. There are five distinctive tufts of white hairs line each side of the body, and two additional tufts marking the tip of the abdomen. These tufts distinguish the Japanese beetle from other similar species. Japanese beetle grubs are white, with brown heads, and reach about 1 inch in length when mature. First instar  (a developmental stage between molting) grubs measure just a few millimeters in length. The grubs curl into a C shape. Classification Kingdom - AnimaliaPhylum - ArthropodaClass - InsectaOrder - ColeopteraFamily - ScarabaeidaeGenus - PopilliaSpecies - Popillia japonica Diet Adult Japanese beetles are not picky eaters, and thats what makes them such an impactful pest. Theyll feed on both the foliage and flowers of several hundred species of trees, shrubs, and herbaceous perennials. The beetles eat plant tissues between the leaf veins, skeletonizing the foliage. When beetle populations get high, the pests may completely strip a plant of flower petals and foliage. Japanese beetle grubs feed on organic matter in the soil and on the roots of grasses, including turfgrass. High numbers of grubs may destroy turf in lawns, parks, and golf courses. Life Cycle Eggs hatch in late summer, and grubs begin to feed on plant roots. Mature grubs overwinter deep in the soil, below the frost line. In spring, grubs migrate upward and resume feeding on plant roots. By early summer, the grub is ready to pupate within an earthen cell in the ground. Adults emerge from late June into summer. They feed on foliage and mate during the day. Females excavate soil cavities several inches deep for their eggs, which they lay in masses. In most parts of its range, the Japanese beetle life cycle takes just a year, but in northern areas, it may stretch to two years. Special Behaviors and Defenses Japanese beetles travel in packs, flying and feeding together. Males use highly sensitive antennae to detect and locate female mates. Though Japanese beetles are despised for their voracious appetites for just about anything green, there is one plant that stops them in their tracks, literally. Geraniums have an odd effect on Japanese beetles and may be the key to defeating these pests. Geranium petals cause a temporary paralysis in Japanese beetles, rendering them  completely immobile for as long as 24 hours. While this doesnt kill them directly, it leaves them vulnerable to predators. Habitat With such a variety of potential host plants, Japanese beetles are well suited to live just about anywhere. Popillia japonica inhabits forests, meadows, fields, and gardens. Japanese beetles even find their way to urban backyards and parks. Range: Although the Japanese beetle is native to eastern Asia, this species was accidentally introduced to the U.S. in 1916. Japanese beetles are now established throughout the eastern U.S. and parts of Canada. Intermittent populations occur in the western U.S. Sources: Eureka Alert: Geraniums Could Help Control Devastating Japanese Beetle

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

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Mathscores between 14-24? You're not alone - hundreds of thousands of other students are scoring in this range. But many don't know the best ways to break out of this score range and get 26+on the ACT. Here we'll discuss how to improve ACT Mathscore effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is tailored for lower-scoring students, currently scoring below a 26 on ACT Math. If you're already above this range, my perfect 36 ACT Mathscore articlewill be better for you as it contains advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 26, and then go into ACT Math tips. Stick with me - this is like constructing a building. First you need to lay a good foundation before putting up the walls and windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is to get to a 24 or lower, these tips still equally apply. Understand the Stakes At this ACT score range, improving your low ACT Mathscore to a 26 range will dramatically boost your chances of getting into better colleges. The reason? A 26 puts you well above the national average of all ACT test takers, at about 83%ile. This is roughly equivalent to a 1200 out of 1600 on the SAT. Let's take a popular school, Pennsylvania State University,as an example. Its average ACT score is a 27. Its 25th percentile score is a 24, and 75th percentile is a 29. Furthermore, its acceptance rate is 55%. In other words, a little more than half of all applicants are admitted. Good odds, but the lower your scores, the worse your chances. In our analysis, if you apply with an ACT score of 22, your chance of admission drops to 22.4%, or around a 1 in 4chance. But if you raise your score to a 26, your chance of admission goes up to 46.7% -double the chances of admission, for just 4 points of improvement. And because your ACT Math score factors into your ACT composite score, raising your Math score will really help raise the average of your total score. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACT score? Check out ourexpert college admissions guide for a 26 ACT score. Know that You Can Do It This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 15-21. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are often different from straightforward math questions you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who aren't yet at Calculus level. It can't ask you to analyze quantum physics. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Numbers (integers, fractions), algebra(solve for x), coordinategeometry(lines and slopes), plane geometry (triangles, circles, lines), and other topics like trigonometry. You've learned all of this before in high school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is a classic ACT type question. It tests really simple concepts in a complicated way. The first time you see this, it might be confusing. How do I find the area of the entire area? How do I find the area of A? Why does this look like a brick wall? But you've learned all the concepts you need to solve this. This is a simple question about areas and fractions. As the first sentence tells us, there are three rows of equal area. Each of these rows are split up into two, three or four equal areas. Each region is labeled A, B or C. The question is asking us for the fraction of the square's area in the region labeled A. Notice that there are three regions labeled A -one in each row. Let's use a strategy to solve this - let's plug in a number. We'll use 12 for the area of a row. Because there are 3 rows, the total area is 36. In the first row, there are 2 equal regions - A and B. To divide 12 into 2 regions, each would have area 6. So A in the first row has 6 area. In the next row, there are 3 equal regions - A, B, and C. Once again, to divide 12 into 3 regions, each would have area 4. So A in the second row has 4 area. Finally, in the last row there are 4 equal regions - A, B, C, and D. To divide 12 into 4 regions, each would have area 3. So A in the third row has 3 area. So what's the total area covered by A? 6 + 4 + 3 = 13. What's the total area of the square? We said it above - 36. So the "fraction of the square's area..in a region labeled A" is 13/36. This might have been confusing the first time, but the next time you see a question like this, you'll know what to do. The ACT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the ACT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 26in ACT Math If we have a target ACT score in mind, it helps to understand how many questions you need to get right on the actual test. The ACT Math section has 60 questions on it. Depending on how many questions you get right, you'll get a Scaled score out of 36. Here's the raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Raw Scaled Raw Scaled Raw Scaled Raw 36 60 27 43-44 18 24-26 9 - 35 58-59 26 40-42 17 21-23 8 3 34 57 25 38-39 16 17-20 7 - 33 55-56 24 36-37 15 13-16 6 2 32 54 23 34-35 14 -12 5 - 31 52-53 22 32-33 13 8-10 4 1 30 50-51 21 30-31 12 7 3 - 29 48-49 20 29 5-6 2 - 28 45-47 19 27-28 10 4 1 0 So if you're aiming for a 26, on this test you need to get just 40 questions correct. This is just a 66% on the test! Also, keep in mind that you'll be able to GUESS on a lot of questions. Because there are five answer choices, you get a lot of questions right with a 20% chance! So here's an example. Let's say you know how to solve just 35 questions for sure. You guess on the remaining 25 and get five of them right by chance. This gives you a raw score of 40, or a scaled score of 26! This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. We'll go into more detail below about what this means for your testing strategy below. Whatever you're scoring now, take note of the difference you need to get to a 26. For example, if you're scoring a 22, you need to answer 8-10 more questions right to get to a 26. Once again, if your goal is a score below 26, like a 24, the same analysis applies. Just look up what your Raw Score demands above. 9 Strategies to Improve Your Low ACT Math Score OK - so we've covered why scoring a higher ACT Mathscore is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable ACT Math tipsthat you should use in your own studying to maximize your score improvement. Strategy 1: Skip the Most Difficult Math Questions Here's the strategy I'm starting with, because I believe it can earn you immediate points the very next time you take a practice test. It's also an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 26, you only need a 40 out of 60 raw score. Put in another way - you can completely miss 20 questions (33% of the test) and still score a 26. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you WAYmore time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on ACT Math, this will be a huge help. And this is pretty much everyone - even I (a perfect ACT scorer) feel time pressure on this section. Here's an example. On ACT Math, you get 60 minutes to answer 60 math questions. This is usually pretty hard for most students to get through - it's just 60 seconds to answer each question, and some of these questions take a lot of time. The average student will try to push through ALLthe questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on easy questions they SHOULD have gotten right. And then they spend five minutes on the very last, hardest question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in the math section. This is the last 12 questions.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered by difficulty.The hardest questions are always the questions at the end of the subsection. Let's use an example from real practice tests. This is Question #60, the very last question of the section: Pretty tough, right? It'll take you quite some time just to even READ the question. But here's question 39, a question you should spend more time on: This is just finding the slope, given two points. A lot easier for you to get right. By skipping questions like this, you raise your time per question from 60 to 75 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 27-36 scorers who have mastered all the ACT math skills on the test. If you get to a 26, then you have the right to try these questions. Not before you to get to 26. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some math subjects than others. You might have done better in algebra than geometry. Or maybe you really like trig,but hate probability. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you want to send Snaps toyour friends. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to paint thin layers across a huge span of material. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time fixing their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT math? You need to find the skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. If you had to study 10 hours for ACT Math, wouldn't you rather improve four points than one point? This is how you do it - focusing your attention on what will make the biggest difference for you. Here's our complete mapping of all 24 skills tested on ACT Math: Numbers Integers Rational numbers Statistics Probability Sequences Algebra Operations Single Variable Equations Functions Word Problems Inequalities Matrices Complex Numbers Systems of equations Coordinate Geometry Points Lines Polynomials Conic Sections Reflections Plane Geometry Lines and Slopes Triangles Polygons Circles Misc Topics Solid Geometry Trigonometry I know this is overwhelming. ACT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus On the Most Important Skills, and Ignore the Rest But wait, there's more. Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (numbers-rational numbers) is 56TIMES more likely to appear than the least common skill (complex numbers). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much ACT Math material you need to know, you'll feel a lot better soon. First, hereare the most common ACT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Numbers - Rational Numbers .97% 7 Algebra - Functions 8.76% 5 Algebra - Operations 8.55% 5 Numbers - Integers 7.26% 4 Algebra - Single Variable 6.84% 4 Plane Geometry - Triangles 6.41% 4 Plane Geometry - Polygons 6.41% 4 Coord. Geometry - Lines 5.56% 3 Plane Geometry - Circles 5.34% 3 Algebra - Word Problems 4.91% 3 Trigonometry 4.91% 3 This is great news - with just skills (46% of all 24 skills), you actually cover 77% of the test! This is huge! For example, if you mastered just these skills and got all 45 questions right, that would already bring you up to a 28. In reality, this is unrealistic because some of these 45 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are to getting a great score. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on ACT Math: Skill Frequency # of Q's Coord. Geometry - Points 4.06% 2 Numbers - Statistics 3.85% 2 Numbers - Probability 3.21% 1 Algebra - Inequalities 2.35% 1 Plane Geometry - Lines and Angles 2.35% 1 Geometry - Solid Geometry 2.14% 1 Numbers - Sequences 1.92% 1 Algebra - Systems of Equations 0.85% 1 Coord. Geometry - Polynomials 0.85% 1 Coord. Geometry - Conic Sections 0.64% 1 Coord. Geometry - Reflections, Translations 0.43% 1 Algebra - Matrices 0.21% 1 Algebra - Complex Numbers 0.21% 1 Look at these 13skills. Altogether, they add up to a measly 23% of the entire test. Remember what % of the test you need to get right to get a 26? It's 66%. If you completely ignored these 13 skills, you'd still be able to get a maximum score of 28. So good news! You don't need to study complex numbers, matrices, conic sections,and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study, make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar ACT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Practice UsingOnly Realistic, High Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. A lot of prep programs and books don't have very realistic ACT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the ACT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best source for ACT Math questions is the Official ACT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. Unfortunately, you often need supplemental questions focused on your weaknesses above. For instance, if you're weak in rational numbers, you want to drill those questions over and over again to master your weaknesses. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official ACT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the ACT, have hundreds of hours of ACT teaching experience, and have graduated from Ivy League schools like Harvard. This results in the most realistic, highest quality ACT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your ACT Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 14-24level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's you don't know exactly where to start and how to solve this the algebraic way. In this case, you can plug in sample numbers to see how the surface area changes. Plug in Numbers Let's do something simple: length, width, and height are all equal to 1. Thus, A = 2*1*1 + 2*1*1 + 2*1*1 = 6. Then, we double each of the dimensions, so length, width, and height are all equal to 2. Now, A = 2*2*2 + 2*2*2 + 2*2*2 = 24. 24 is 4 times greater than 6. So the surface area is multiplied by a factor of 4. That was pretty straightforward! Bonus: Algebraicway You can also solve this question by directly plugging in 2l, 2w, and 2h into the equation. The original area = 2lw + 2lh + 2wh The new area = 2*2l*2w + 2*2l*2h + 2*2w*2h You might see that you can factor out a 4 in front: = 4 (2lw + 2lh + 2wh) And thus the area increases by a factor of 4. In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the ACT Math Section Once again, time pressure is a big problem for 14-24scorers. Because many questions are difficult, it's easy to get sucked into a hard problem and spend minutes trying to solve it. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the ACT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the ACT are worth the same as each other. An easy question is worth one point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8: Bubble In Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just three seconds per question, you get back 360seconds on a section that has 60 questions. This is huge! It's six extra minutes, which you can use to solve a lot more questions! Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. The ACT has no guessing penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 20% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your ACT math score. If you're scoring an 18, you can improve it to a 23. If you're scoring a 22, you can boost it to a 26. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give ACT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math QuestionsStrategy 2: Find Your Math Weaknesses and Drill ThemStrategy 3: Focus On the Most Important Skills. Ignore the RestStrategy 4: Use Only Realistic, High Quality SourcesStrategy 5: Understand All Your Math MistakesStrategy 6: Experiment with Different Strategies to Solve Math ProblemsStrategy 7: Monitor Your Time During the Math SectionStrategy 8:Bubble In Your Answers All At OnceStrategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your ACT score. Read my corresponding guides for other ACT Math sections: Get a 26 in ACT English, ACT Reading, and ACT Science. What's a good ACT score for you? Read our detailed guide on figuring out your ACT target score. Want a bunch of free ACT practice tests to practice with? Here's our comprehensive list of every free ACT practice test. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. 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Instigation of the hostage crisis of 1979 - Essay Example The Iran Hostage Crisis began on November 4, 1979; when the pro Ayatollah students broke into the US embassy in Iran and took about 66 90 people hostage, of which 66 were Americans. Thirteen hostages were later freed, bringing the number down to 53. Almost all of these 13 hostages released were believed to be African-American women, who in their view had a history of oppression by the very country they were citizens of . Another hostage was later released in 1980 bringing the total number of hostages held down to 52. The hostages were finally set free after 444 days on 21st January 1981.This coincided with the inaugural address of President Ronald Reagan. There are several questions that are being asked on what could have been the actual cause of the attack on the US embassy in Tehran by the pro Ayatollah students. There are varied views on what could have motivated them into the act. No need to start a new paragraph. The topic has not changed. You open a new paragraph only when you switch to a new topic. It is generally said that the acceptance of Mohammad Reza Shah Pahlavi in New York may have been the cause of the crisis. Despite the acceptance of Shah into US soil being taken to be the immediate cause of the attack, the hostage taking was actually motivated by much more than Shah’s acceptance. Even though, on the surface, Shah's acceptance into the U.S. soil was alleged to be the main cause behind the hostage crisis, the real reasons behind the motivation ran much deeper than that. This The hostage crisis was an avenue hence used as front by that the participants in the act used to make their displeasure known and to show t hat they were breaking away from the past where the Americans had been interfering with the Iran’s internal affairs by supporting the Shah.

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Effectiveness of Strategy at Subsidiary Level - Essay Example It is the method of aligning all the activities being undertaken in the organisation such as management, marketing, research and development and Computer information system in a prescribed way to achieve the goals of the organisation. The first step namely the strategy formulation involves the development of the business mission, evaluation of the opportunities and threats faced by the business organisation in the business, by using tools such as SWOT analysis, examining the strengths and weaknesses of the business, determining the long term objectives of the business and designing the new strategies to eke in the process of achieving the new targets. It also include the processes to determine the investment direction, the business markets to be addressed, extension of the operations of the business, limitations faced by the business in order to undertake the business activities. Strategy formulation also helps the business in deciding about the matters to be addressed on priority basis. There is not any organisation in the world which has unlimited resources. Therefore the business organisations need to evaluate which projects are important and need investment. The future of a business organisation is very much effected by the strategic decision of the management of the organisation. With the globalisation of the economy the concept of Multinational Enterprises is prevailing all over the world. An MNE is a differentiated network of internationally dispersed units, which are simultaneously embedded in two business contexts: the internal MNE and the external (host country) environment. Thus, the roles and/or strategies of subsidiaries are both shaped by and affecting these two contexts. A subsidiary has a dual role to play: it interacts with the rest of the MNE internally and with local partners externally. Firstly, while subsidiaries can benefit from knowledge flows from the rest of the MNE, they can also do so from the local partners in the host country, to enhance their level of competence and hence contribute to the overall competitive advantage of the MNE. Secondly, subsidiaries may also help or hurt their local partners during their external interactions in the host country business environment. It has been argued that the state of the economy of the host country has significant implications for the operation of the subsidiaries, and consequently for its strategy (Hunt and Morgan, 1995). Because of this the main macroeconomic concepts relating to the determination of economic activity, and related issues such as the inflation rate and the exchange rate, have been discussed in some detail. The various factors affecting the company should

Outline and Introductory Paragraph Worksheet Essay Example for Free

Outline and Introductory Paragraph Worksheet Essay University of Phoenix Material Outline and Introductory Paragraph Worksheet Create an outline and introductory paragraph in preparation for writing a complete Personal Plan due in Week Five. Use the following information to assist you with the content of your outline and introductory paragraph: †¢ Ethical Lens Inventory results †¢ Career Interests Profiler results †¢ Career Plan Building Activity: Competencies results †¢ Your SMART goals, including those identified in the University of Phoenix Material: Goal Setting Use the following to assist you with the writing of your outline: †¢ Sample Outline in the CWE †¢ MyFoundationsLab: The Writing Process †¢ MyFoundationsLab: Prewriting Outline: Introduction: 1. Topic: What the results say versus what I thought about myself. a. Subtopic: Seeing my strengths and weakness b. Subtopic: Figuring in my SMART goals 2. Topic: How to build off of my competencies a. Subtopic: What areas need to be improved b. Subtopic: What jobs I may look for in the future Use the following to assist you with the writing of your introductory paragraph: †¢ MyFoundationsLab: Developing and Organizing a Paragraph †¢ MyFoundationsLab: The Topic Sentence †¢ MyFoundationsLab: Recognizing a Paragraph Introductory Paragraph: Since I have started college, I have set myself up for high standards. My wife and I have talked many times about the importance of me wanting to go to college so I have an understanding support system. Ever since I enrolled at University of Phoenix I have received many helpful resources. These resources first helped point me in the right direction not only for academics but also in my future with locating the right job for my personality. I could see what jobs matched my personality and compare them to the jobs I wanted to take before I joined the university and I saw that the results were close to the same. The university’s resources then helped me identify my strengths and weaknesses. Whereas I plan to continue to practice my strengths that I already knew I had, I can make my weaknesses that I never thought about into strengths as well. Finally, the resources allowed me to set up SMART goals in which to help further my education by breaking down what I need to study further into detail in order to succeed in my classes. Not only has the University of Phoenix helped set up goals while I am studying, but also it has helped me identify SMART goals, which will help me to enhance myself for the professional world.

The Australian Legend and Feminism :: essays research papers fc

The Australian Legend And Feminism Until recent years it has been believed that there are two sexes, being male and female, and with these there are two genders, with these being masculinity and feminity. It may also be argued that sex is biology determined where as gender is socially and culturally constructed as studies of societies, both present and past, have shown that there is no relationship between social roles and biological sex (Abercrombie, Hill & Turner, 2000). With the introduction of post modernist feminist theories we have begun to question whether or not there are only two genders and how to classify transgender (Flax, 1990). It can be argued that masculinity has socially and culturally been constructed as dominant within the public world. In western countries, such as Australia, it is upon men that â€Å"autonomy, control over the world and mastery of others† (Porter, 1998, p. 27) has been placed. Parsons (Porter, 1998) suggested five alternative sets of positioned values which are structured as being either expressive or instrumental. Parsons (Porter, 1998) was of the belief that men embodied the instrumental values of affective neutrality (capable of unemotional and impersonal interaction), self-orientation (primary pursuit of own interests), universalism (making objective evaluations when interacting with others), achievement (ability to achieve set goals and related status) and specificity (interacting or working within a specific role). Parsons theorized that these five instrumental values were associated with western ‘advanced’ societies (Porter, 1998). In Australia, women and children are seen to be subservient to the male superiority. Parsons (Porter, 1998) believed that women embodied the expressive values of affectivity (highly emotional), collective orientation (putting others interests before your own), particularism (responding differently towards different people), ascription (having status ascribed regardless of intrinsic qualities), and diffuseness (role covers a wide range of interests and is non-specific). To Parsons these roles were seen to belong to primitive society and in modern times were to be associated with women and private life (Porter, 1998). These roles have been reinforced through popular media, for example by the bible which is the worlds’ best selling and most distributed book (Guinness World Records). Within the bible the word "man" may be found 5,335 times in 4,536 verses whilst â€Å"woman† may be found 379 times in 347 verses (Christ Unlimited Ministries, n.d.). Passages of the bible may also reinforce the notion of male superiority for example in Genesis 1:26-28 (Christ Unlimited Ministries, n.d.) which tells of god creating Adam in his own image and then creating for Adam a helper, Eve, whom God calls Woman as she is created from the rib of man.

Cross Cultural Relationships

As the world becomes more and more internationally connected, the need to understand people from different cultures and how to interact appropriately with them also increases. Managers and leaders need to develop intercultural competences that can help them be more aware of their own culturally-based perceptions, norms, and patterns of thinking, and consequently adapt their behaviors according to specific cultural contexts. Managing people across cultures offers solid theoretical frameworks and practical insights to handle the cultural challenges in managing people in a globalized workplace. Cross cultural management addresses topics including cross-cultural communication and understanding at both interpersonal and inter-organizational levels, leading multicultural and global virtual teams, cross-cultural leadership, managing cross-cultural joint ventures, transferring managerial practices across cultures, and managing international assignments. To understand what is cross cultural relationship, we first need to understand what culture is. Culture : Culture is the philosophy of life, the values, norms and rules, and actual behavior – as well as the material and immaterial products from these – which are taken over by man from the past generations, and which man wants to bring forward to the next generation – eventually in a different form – and which in one way or another separate individuals belonging to the culture from individuals belonging to other cultures. Cross-cultural organizational behavior (OB) is the study of cross-cultural similarities and differences in processes and behavior at work and the dynamics of cross-cultural interfaces in multicultural domestic and international contexts. Any relationship at a workplace has its pros and cons. However, when it comes to cross cultural relationships, the advantages and challenges faced are different compared to a domestic workplace, which can be seen below. Advantages Of Cross Cultural Relationship At Workplace : Managers who have worked in foreign locations acknowledge that understanding the culture in those locations is necessary if one is to manage effectively. Some of the advantages of a cross cultural relationship at workplace are as follows :- * Learn the skills required to overcome the potential hurdles embedded in cultural differences and to leverage. * Attain the competencies to manage truly global teams. * Become a leader and motivate people at both interpersonal and organizational levels. Disadvantages Of Cross Cultural Relationship At Workplace : However, there are some challenges that one faces in such a diverse work environment :- * Communication is the key in workplace and when a person is in charge of across cultural team that can present him/her with many unique challenges in terms of language, dealing with accents and the different meaning of words in different countries. * In case of an organization rolling out a new tool or application that will require training, they need to consider how to provide training for people that are located in different countries and different time zones so that they all get the same message and are able to use the tools in the same way. One might also be subject to discrimination due to race, gender, language, etc. due to difference in opinion among various cultures. Why is it Important : Many different places or areas in which cross-cultural management occurs and in which cross-cultural or intercultural communication plays a large role: a) Management of organizations based in countries w ith different cultures to one's own, e. g. Danish companies operating in Japan, Vietnam, South Africa or elsewhere. Danish companies took up the cultural stereotype method. A cultural stereotype is a widely held, generalized and simpli?ed conception or image of a speci?c group of people. Stereotypes may be divided into stereotypes of self (auto-stereotypes) or stereotypes of others (Heterostereotypes). (The construction of stereotypes often serves as a way to create a group identity by establishing a positive image of self (in-groups) against less positive images of others (out-groups) . Stereotypes of national cultures and people, such as the Japanese, are group-oriented may be created and perpetuated through historical accounts and media representations. ) Management of organizations employing people from different cultures, e. g. IBM, Shell, Volvo. IBM has addressed these challenges with Shades of Blue, a blended training program involving both e-learning and a face-to-face learning lab using IBM-specific case studies and TMC-developed self-awareness tools (the Cultural Orientations Indicator)Line, etc. IBM firmly believes that cross-cultural compete nce is the glue that enables cohesiveness and collective performance. Culture is the seedbed for performance. In a high-performance environment of the global marketplace, culture is a strategic skill-set of leaders and managers. As IBM continues implementation of Shades of Blue, the power of multiculturalism will emerge as a key to its competitive superiority in the global marketplace. c) Management of international organizations, e. g. , United Nations, European Union, World Health Organization, etc. cross cultural communication competency can only be truly achieved through cross cultural awareness training, language acquisition, foreign travel and cultural immersion there are some guidelines that can enhance your cross cultural communication skills. Conclusion : In a world that offers global opportunities as well as global threats, understanding and managing cultural differences have become necessities. Mankind is faced with the dilemma of either sacrificing cultural diversity on the altar of globalisation or using intercultural dialogue to enrich the mutual knowledge of different cultures, a fundamental step towards guaranteeing the possibility of a fair world, in peace and harmony, making full use of some of the instruments that globalisation has developed. Within the business context, cross cultural communication refers to interpersonal communication and interaction across different cultures. This has become an important issue in our age of globalisation and internationalisation. Effective cross cultural communication is concerned with overcoming cultural differences across nationality, religion, borders, culture and behaviour. Cross cultural communication is critical to the business world. The diversity of people in cities and countries means an element of cross cultural communication will always be needed whether it is between staff, colleagues, customers or clients. Awareness of cultural differences can favourably impact the success of a business. Improved staff interaction, better customer relations and effective client management are all areas that will reap benefits through cross cultural understanding. In today’s global business environment, more and more of us are required to understand people who come from countries and cultures different from our own. While there is no short and easy way to learn about a given culture in any depth, there are some general principles that lead to success in communicating and conducting business with people of backgrounds unlike our own. Flexibility, adaptability and open-mindedness are the route to successful cross cultural communication. Understanding, embracing and addressing cross cultural differences leads to the breaking of cultural barriers which results in better lines of communication, mutual trust and creative thinking.

Experience of China Silence Essay

â€Å"Should the experience of China silence those who think that democracy is good for growth?† A democracy is ‘a system of government by the whole population or all the eligible members of a state, typically through elected representatives.’ In this case it can be said that China does not qualify as a democratic country, however it is the world’s fastest growing economy in the world and has been described as the second industrial revolution. This therefore suggests that the argument for democracy being the only solution to economic growth isn’t correct yet perhaps it was other factors other than political state of China which led to its boom economy. For the purpose of this argument, it can be assumed that China is a planned economy yet in reality, although limited, regional governments have limited democracy e.g. Hong Kong. China is the world’s leading exporter which would indicate to China’s prosperity as it refers to their industrial revolution, this is due to China having an enormous pool of cheap labour, large scopes of land in which manufacturing can be fully accommodated and too, on large scales it also has a long sea border which facilitates exporting. Factors such as these, give testimony to the idea of in fact China having mass economic growth which doesn’t involve political reasoning and economic growth was almost naturally occurring to China. However, it could be argued that it is due to the political system of the country, the government is able to direct people into areas of work where economic growth is most pronounced and therefore, labour is used to maximum efficiency. If economic growth is to continue in the way it has done especially in the last 20 years, it cannot continue to rely solely on trade exports; this is because other countries can’t continue to im port more goods from China as they will eventually be faced with financial struggles. A problem that perhaps needs to be remedied is the domestic demand within China, if the people of China continue to save money on the whole and don’t spend as much typical to a developed country such as Britain, predictably they will stop having economic growth. Another significant drawback is to mention the GDP per capita, this measures the real economic power of the average citizen in China. This is very low in China which indicates a very low standard of living, so to measure the level of economic growth in China is not necessarily the right measure to address the recent economic successes. In recent years, the currency of China has increased but still not to the extent that America believes it should have. An increase of 2.1% does not seem to totally honour or reflect the extent of economic growth China has actually experienced. It is by speculation that perhaps due to financial strategies such as by having low value Renminbi cheaper exports are therefore made possible, America has repeatedly brought this up at the WTO as it leads to unemployment in America. The currency leaves in China leaves other countries with the cheaper option to import goods rather than manufacture them their selves and so is in a sense very tactical government control, potentially. It is only in a planned economy such as China’s is that such control over currency would be made possible to allow efficient trade. Due to China not having a democratic government which in turn entails stop-start policies they are able to plan for the long term which allows structure and not just short term political fixes such as in a democratic politics. However the down side to this is the corruption, governments which remains in power for years allows corruption which Is currently big problem in China, so as much as it can be said that economic growth has been a notion coupled with a change in government away from Mao’s communist society, problems such as corruption have also arisen.

CONCERTO FOR HARPSICHORD OR PI essays

CONCERTO FOR HARPSICHORD OR PI essays Johann Christian Bach was the 18th born and the youngest surviving son of Johann Sebastian Bach. Being the youngest, one would think that his writing was influenced by the music of his father and elder brothers, but it was, in fact, quite contrary to this. Bach branched off from the musical style of his father and brothers, anticipating and in some senses, contributing to the development of the classical era. His tendencies include a new emphasis on the expression of emotion through music, a shift towards concert-hall forms and genres from religious/church music, and a conscious featuring of virtuoso instrumental parts. He studied under his father until the age of fourteen when his father died, subsequently taking up studies with his elder brother, Carl Philipp Emmanuel, more than 20 years his senior. JC Bach also studied with Giambattista Martini, better known as Padre Martini of Bologna, who later, also taught Mozart. JC Bach became the organist at the Milan Cathedral in 1760 , where he came to be known as the "Milan" Bach. In 1762, he became the "London" Bach when he entered the service of the Queen of England and it was here he influenced the young Mozart, not only with his writings, but also when Mozart was brought to his instruction in 1764. Mozart acknowledged his debt to his mentor by adopting a number of JC Bachs piano sonatas and using them as the basis for some of his own piano concertos. As well as writing concertos like this one, JC Bach also wrote symphonies, chamber works, piano pieces, church music, and operas. In this concerto, Bach gives the performer the option of playing on harpsichord or the piano, which is an invention of the classical period. Bach uses crescendos and diminuendos generously throughout the piece, making use of the pianos and the strings new dynamic capabilities. Typical of the classical era, Bach uses balanced four bar phrases. There are many grace notes (appoggiaturas...

History failures. When something went wrong

History failures. When something went wrong The greatest screw-ups in history Studies reveal it is almost impossible to pick one screw-up in history and name it the worst. Some say that it is the invention of the nuclear energy, but today, we are going to talk about the times when the said energy was not discovered and people had to think of other ways to screw themselves up to earn a place in the archives: Franz Ferdinand and his driver The turn that started World War I could not have been made, if the Archduke’s driver had not steered the wheel in the wrong direction. Some would say this is fate, others would call it bad luck, but the story is the following: on the day when the Archduke and his wife went for a walk in a personal automobile, there had been an assassination attempt in one of the streets. The driver successfully avoided the bomb†¦ only to encounter one of the assassins later, when Franz Ferdinand decided to pay a visit to the victims of the explosion in the hospital. An open gate of Constantinople If you think that Constantinople had no chance of withstanding Turkish attacks, you are utterly wrong. Byzantines did have one visible advantage, and that was the advanced defense system in one of the city’s walls, which secured the place from the enemy.The failure occurred, however, when one of the commanders in charge forgot to close the gates, and the opposing army sneaked in unnoticed, to the sheer horror and surprise of the Constantinople citizens. The capture of the capital continued with the Ottomans establishing a flag on one of the city’s buildings, which ensured their reign and victory for the decades to come. Napoleon invading Russia Napoleon gathered the largest army in continental Europe and thought it was enough to conquer Russians. The war campaign started in the month of summer, when it was hot and humid, and the emperor thought it would be only a few months before they take over Moscow and proclaim their reign.However, Russians held out surprisingly long and proved to be stronger than was originally believed. Napoleon’s army was forced to endure bitter Russian weather and eventually died of cold and freezing temperatures, occasionally helped out by the locals, whose hearts melted at the sight of the defeated foe. Interestingly, Hitler made the same mistake during World War II, when his army turned out to be completely unprepared for the Russian climate and was freezing to death as well. Battle at the Alamo Mexican General Antonio Là ³pez de Santa Anna led his troops to the American borders in the war against the States and was 99% sure he would be the one to win the battle. On his way to meet the Texan rebels, though, he decided that a small lesson of courtesy and social justice would not hurt, and stopped at the city of Alamo.He then proceeded to take over the city and caused a huge massacre where many locals perished. For all those wondering, General did win the battle, but the cost was too high. The ones hesitating whether to support revolution and the Texan rebels were now on the American side, and Mexicans lost all the key points they previously captured, which resulted in Texas becoming the part of the United States. The British Isles invasion A long time ago, Anglo-Saxon troops decided they did not have enough people to protect the British Isles, so they called mercenaries from the borders to help. Unfortunately, when the soldiers on hire arrived at the place to see thousands of defenseless men and women at their mercy, the thought of being paid to protect did not seem appealing. Their next move was to suppress the people and take over the Isles themselves instead of being financed by the government.When the Anglo-Saxons learned the truth about the mercenaries and the way they brought trouble to their own country, they had to deal with the consequences. It was too late, however, and the years of bloody conflict and violence began. This is the kind of failure that was caused by the inexperience of the war generals and the carelessness of the government, who thought that mercenaries were reliable enough to protect their lands. Another historical and accurate proof you should not trust a person who does things out of financi al reward alone. The Austrian army fighting itself The misunderstanding between the generals and the armies led to Austrian soldiers fighting themselves. This happened during the Battle of Karansebes, where the original scheme was to attack the Turks during the night.However, it was dark, and the armies did not communicate well with one another (they were previously divided in two), which led to one part violently attacking another and causing chaos. When the truth was finally revealed, it was already morning and more than 10, 000 soldiers were badly wounded or killed. The Turks did arrive in a few days, though, only to find their enemies unable to participate in any of the war moves and quickly overtook the parts of the land, which is now Romania.

Your own contemporary utopia Essay Example | Topics and Well Written Essays - 500 words

Your own contemporary utopia - Essay Example A principal aspect of many Utopias is peacefulness. This implies that there is zero tolerance for violence on the part of the community members. Alternatively, members of a utopian community may result to policies of diplomacy thus treating other societal members with utmost courtesy. This requirement of peaceful coexistence may even encompass living things other than humans. For instance, one of the most renowned imaginary ideal communities, Platos Republic, bears the description of a peaceful community irrespective of its relatively rigid economic equality and social classes supposed to uphold state functions (Grube and Reeve 41-49). Fictional ideal communities serve the purpose of criticizing prevailing societal issues. In the case of Ashram West, the teachings are not any different since they are based on customary Hindu Tantra and Vedanta philosophy. These teachings foster integration of all life factors with spirituality, inclusive of sexuality. Vedanta philosophy also teaches that nature is divine, pure, and perfect, while Hindu Tantra develops additional awareness of an individual’s divine self. Additionally, Ashram West community guards against gay stereotyping, as is evident from giving refuge to gay people. The ideal utopian society according to Ashram West (n.pag) advocates for reverence, equality, and knowledge. Knowledge refers to the information acquired by individuals and utilized to enhance awareness and comprehension of issues. On the other hand, reverence alludes to the respect accorded to highly esteemed individuals or beliefs. Finally equality refers to the same level ranking of all individuals irrespective of their conditions or status in the society. These three aspects constitute other fundamental grounds upon which a utopian society prevails. These aspects are also evident in Ashram West’s case, since even

Critically analyse the extent to which the classical doctrine on Essay

Critically analyse the extent to which the classical doctrine on communication of acceptance is relevant in modern contractual relations - Essay Example eement.1 The acceptance of an offer is crucial to formation of contract and question arises how and why an offer must be accepted to become a contract. Because there should be meeting of minds. An agreement can be verbal or in writing and in both cases how the acceptance reaches the offeror is important. The doctrine of communication of acceptance requires that it should be made within a reasonable time. In the following pages, the position relating to communication of acceptance is discussed. While dealing with acceptance, it is necessary to discuss the other ingredients of agreement. The objective test employed by the courts for an agreement having been reached is the presence of â€Å"offer and acceptance. 2 As is well-known, an offer is said to be made when one person proposes to another to do or abstain form doing some thing in order to get the consent of the other to the act or abstinence. An offer can be verbal, in writing, by conduct or by combination of these forms.3 An offer also can be made to an individual, a group of persons or to the world at large.4 An acceptance is made when the person to whom the proposal is made signifies his consent thereto and it should be absolute and unqualified. The acceptance must be communicated in the usual and reasonable manner except when the offeror stipulates a particular manner of acceptance.5 In other words, the acceptance of the offeree implies that the offeree has accepted the offer in the same terms and conditions of th e offeror without any reservation.6 Thus, it follows that an agreement comes into existence only when acceptance is received by the offeror so as to ensure that the offeror is not bound by his offer without his knowledge. The place of receipt of acceptance is generally regarded as the place of conclusion of contract. This applies to instantaneous methods such as verbal, telephone, telex and facsimile.7 In such forms of messages, the sender is notified as to its receipt or otherwise by the