Essay --

From the 1920’s up until his death Joseph Stalin was the leader of Russia. What ensued under Stalin’s reign didn’t evoke emotions of love for country within the Russian people. Under Stalin the people lived in constant fear because of an epidemic within their own country, genocide of Stalin’s own people by Stalin himself. From 1934 up until 1939 a period of mass fear swept over Russia and at the helm Stalin with his (helpers?) of mass killings, the NKVD which are the internal police. Russia has always had a form ‘state security service’ commonly thought of now as â€Å"the secret police†, but in 1929 under the direction of Stalin the NKVD was formed and though it may have a new name it still held the infamous fear and practices of its predecessors, the GPU, The GUGB, and others. Russian author Mikhail Bulgakov was alive during this period of fear, and one of the books he wrote titled The Master and Margarita shares a lot more than one s imilarity with Stalin and his regime of fear. In fact it seems like the author created this book as a commentary of the times because of the way he writes ...

Dressed All in Pink Essay

Literary Ballad A literary ballad is a poem written by a specific author. These ballads are not set to music. An example of a literary ballad would be Dudley Randall’s ballad â€Å"Dressed All In Pink† Dressed All In Pink by Dudley Randall It was a wet and cloudy day when the prince took his last ride. The prince rode with the gonernor, and his princess rode beside. â€Å"And would you like to ride inside for shelter from the rain? † â€Å"No I’ll ride outside, where I can wave and speak to my friends again. † They ride among the cheering crowds, he young prince and his mate. The governor says, â€Å"See how they smile and cheer you where they wait. † The prince rides with the governor, his princess rides beside, dressed all in pink as delicate as roses of a bride. Pink as a rose the princess rides, but bullets from a gun turn that pink to as deep a red as red, red blood can run, for she bends to where the prince lies still and cradles his shattered head, and there that pink so delicate is stained a deep, deep red. the princess rides beside, and her dress of pink so delicate deep, deep red is dyed. Jackie Kennedy is the princess -iambic tetrameter -rhyming scheme: abcb -the dress symbolizes the country itself falling from grace -colour imagery of pink as roses and red as blood -princess is described in colour -â€Å"dyed† at the end has a double meaning -dress is said to be as pink as roses but roses are also a deep shade of red, but the dress is not referred to a rose when it is covered in blood -Pink is the colour of innocence and it turni ng red is significant in displaying the loss of innocence

Red Bull and Reaction Times Essay

Introduction Substances that humans intake in food or drink contain various chemicals that affect the normal bodily functions of the consumer. Stimulants are drugs which when absorbed into the body raises physiological or nervous activity. The Red Bull Energy Drink is a stimulant, which contains psychoactive ingredients such as taurine, glucuronolactone and caffeine. Sportsmen and people requiring large amounts of energy or mental stimulation consume Red Bull because the beverage claims to â€Å"increase concentration and reaction speed†. Due to Red Bull’s claim, and its increasing popularity amongst teenagers in my grade, I wanted to test if the drink did actually affect the consumer psychoactively, and to how significant an extent. To test the claim, I decided to assess 20 subjects in their psychomotor performance (reaction time/concentration) both at a normal bodily function state, and then under the influence of the chemical stimulant Red Bull. Such a test would involve many variables that had to be kept constant. Hence, this test involved 20 male subjects aged 18 to 19 years of age, who were informed beforehand of the assessment procedure. These subjects were given instructions to have at least 8 hours of sleep the night before the experiment, and were told to be present for the assessment on an empty stomach. These subjects were also not allowed to consume any other food or drink substances during the window period of testing, and the entire experiment was conducted on the same day in a 3 hour window (8:30am to 11:30am). Each subject was to consume 250ml of water (experiment control) and 250 of Red Bull. Also, to allow the substances to absorb into the body of the consumer, reaction tests were conducted only 45 minutes after consumption of the substance. Such variables were important to have been kept in order to ensure that no other environmental factors or other chemicals being absorbed into the body will affect the experiment. The reaction speed assessment is conducted electronically. Each assessment consists of the subject concentrating on a yellow spot on the screen, which will turn red. Upon changing colour, the subject has to click using a provided mouse as fast as possible, and the reaction time is calculated electronically. Each assessment consists of 5 trials. A 2 sample t-test will be used to assess the if there is a significant difference between the reaction time of the subjects under the influence of water, versus under the influence of Red Bull. Research Question Is there a significant difference between the reaction speed of 18-19 year old males under the influence of water and under the influence of Red Bull Energy Drink? Hypothesis I believe that the reaction speed of the subjects under the influence of Red Bull Energy Drink is shorter than under the influence of water. Considering how consumers drink Red Bull to boost themselves when feeling lethargic, or having difficulties focusing, Red Bull must have a significant effect on the body’s psychoactivity. I also believe that an increase in the chemical stimulants (taurine, glucuronolactone and caffine) as well as high sugar levels will cause an increase in psychoactivity within the consumer’s body due to the nature of the chemical stimulants. (A sample sign-up form can be found on the following page.) Pre-Experiment Procedure: 2. Measure 250ml of water and pour it into the large cup. 3. Repeat step 2 20 times. This is to prepare the initial control for the subjects to consume. 4. Give a cup to each subject. Subjects consume the 250ml of water at about 2 minute intervals from each other. Start the stopwatch once the first subject has begun drinking. 5. Prepare a computer terminal with the reaction test given in the following link below. Instructions on how to conduct the test are provided on-site. You may need a computer lab to carry out the test. Each test involves five trials. http://www.steriley.com/speed/ 6. When 45 minutes has passed, allocate the first subject to the computer. Instruct him/her to carry out the test. Assist any volunteer who may require extra help. 7. When the subject has completed the test, collect the results into a table. Allocate the next subject to begin the test. This step should be completed in exactly 2 minutes. 8. Repeat steps 3-7 once more, but instead give each subject a can of Red Bull instead of water. Investigate How Red Bull Energy Drink Affects The Reaction Time of 18-19 Year Old Human Males. (Sign-up sheet) Details: Venue: St Josephs Institution International Date: 11 June 2011 Time: 8:30am – 11:30am (please be punctual) Instructions (read carefully before signing up): * Volunteers must be male and between the ages of 18 and 19.* * Volunteers must receive 8 hours of sleep before the experiment day. * Volunteers must not have consumed any food or drinks at least 3 hours before the experiment. * Volunteers are not to consume any food or drink during the experiment period. * Volunteers are not allowed to do any strenuous activities during the experiment period. This includes running, and other forms of exercise. Std. Dev:| 0.033| 0.019| Graph showing mean reaction times of 20 males, ages 18-19 under influence of water and of Red Bull: From the graph, we can already infer that there is quite a large difference between the reaction times of the subjects under the influence of Red Bull as compared to water. The t-test to follow will show if this difference shown on the graph is a significant difference or not. T-test: I will now use a t-test to prove whether there is a significant difference between the reaction times of an 18-19 year old male under the influence of water or Red bull. Null Hypothesis (H0): There is no significant difference between the reaction times of an 18-19 year old male under the influence of either water or Red Bull Energy Drink. Alternate Hypothesis (H1): There is a significant difference between the reaction times of an 18-19 year old male under the influence of Red Bull Energy Drink as compared to water. Working: For this experiment, the degrees of freedom is calculated to be: 20+20-2=38. The t-value as provided by the GDC is 6.2966 or 6.30 corrected to 3 significant figures. The p-value as provided by the table is 1.684 (at 40 d.f) with a confidence level of 95%. 6.30>1.684, ∠´t>p. The value of t is larger than p. The P-value as calculated by the GDC is 2.232737 x 10 -7 or 0.000000223 (3.s.f.) P

Leave Our Natural Supplements Alone essays

Leave Our Natural Supplements Alone essays Most Americans have used some sort of natural nutritional supplements at least one point or another in their life. Millions of people believe that dietary supplements help maintain proper a health balance. For years people have searched for the best natural healing system available. Supplements have been well documented over history and have showed to have a lot proven benefits. Food supplements play an important part in people maintaining proper health. Scientific research continues to prove that minerals and vitamins can help in preventing certain types of diseases, plus help people live a healthier life. Some people have a misconception about natural substances. Dietary supplements are considered food supplements, not drugs. The Food and Drug Administration regulates or has the power to ensure that products being sold are safe and properly labeled. In 1994 the Dietary Supplement Health and Education Act (DSHEA) was passed. This law was a big step in the right direction for natural supplements. The government should not be involved with regulating food supplements. The FDA already regulates the prescription drug market and thousands of people die yearly from adverse effects from medication they consume, which is considered safe (OMeara 3). The legislation acts like they are concerned about peoples safety. But in fact they are upset because of the loss of control over nutritional supplements. The 1994 DSHEA law keeps the FDA from being able to ban nutritional supplements. Natural supplements are not drugs and should not have to follow the same expensive regulation guidelines as prescription medications. When Prescription Pharmaceutical drugs enter the market, they are considered safe for consumers. Maybe this should state partially safe, or safe enough to make a large profit off. If the safe for consumers statement is true, then why do 240,000 deaths occur each year by using these drugs co...

Everything You Need to Know About Commas for the ACT

Everything You Need to Know About Commas for the ACT SAT / ACT Prep Online Guides and Tips Nobody likes commas: they're weird and confusing and possibly pointless. My brother decided to boycott them entirely in his senior year of high school, leaving his lists running together and his appositives undefined. Even veteran copy editors sometimes struggle with where exactly to place these reviled punctuation marks. Even so,if you want to succeedon the ACT English, you'll have to learn how to expertly employ commas. The good news is that there is a fairly limited set of comma rulesyou'llneed to know for the ACT. But before we get into the nitty-gritty technical stuff, let's establish one very important principle. Here's an overview of what we're going to cover: The Single Most Important Rule About Commas 4 Key Rules for Comma Use on the ACT When NOT to Use a Comma Practice Questions When in Doubt, Leave It Out! This is the single most important rule to keep in mind when dealing with commas on the ACT: if you aren't sure if you need a comma, you probably don't need a comma. In fact, you're far more likely to miss a question because youadd inan unnecessarycomma than you are to miss one because you left an important comma out. Take a look at the following ACT questions: Though it may be tempting to leavea comma after "value" or put one after "officials," the sentence is perfectly clear without either: Nevertheless, these tests convinced the officials of the value of using the Navajo language in a code. (H is thus the correct choice.) This principle holds forthe next example as well: Write this sentence out with no commas and you get "Perhaps this legacy of letters explains what she meant when she said that her friends were her 'estate.'" Again, it makes sense without either comma, so D is the correct choice. Unfortunately as much as we may wish that we could just stop using commas altogether, there are certain times that they're necessary. The following four rules will help you determine when and where you need to place commas. An example of an extremely vital comma. 4 Key Rules for Comma Use on the ACT The basic purpose of commas is to clarify relationships between phrases and clauses. That's a pretty broad goal, and there are a lot of different uses for commas. Luckily, you only really need to focus on a few main rules in order to do well on the ACT. The four rules you absolutely have to know deal with modifying phrases and clauses, introductory phrases and clauses, connecting independent clauses with a conjunction, and separating items in a list. Don't worry if that all sounds like gibberish: we'll go over each case with examples! Appositives, RelativeClauses, and Interjections As a general rule, any part of a sentence that can be removed without changing the sentence's fundamental meaning must be bracketed by commas. Take, for example, the following sentence: Timmywho loves Supermanis excited for the upcoming movie. The point of the sentence is that Timmy is excited about the movie- his love of Superman is just helpful background info. Since taking out "who loves Superman"wouldn't affect the main idea of the sentence, that clause needs to be separated from the rest of the sentence by commas, like so: Timmy, who loves Superman, is excited for the upcoming movie. If you aren't sure whether a part of a sentence needs to be surrounded by commas, try crossing it out. If the sentence still makes sense, then the commas are needed; if it doesn't, then they aren't. Let's try it out with an example: The student who forgot her homework got detention. "Who forgot her homework" seems like it might need to be set off with commas, so let's cross it out and try reading the sentence again: The student who forgot her homework got detention. With that clause crossed out, it's no longer clearwhichstudent got detention, so by removing it we have changed the meaning of the sentence. This means that it shouldn't be surrounded by commas. With these general principles in mind, let's examine the three main cases, which- as you may have guessed from the title of this section- are relativeclauses, appositive phrases, and general interjections. RelativeClauses: Non-Restrictive vs. Restrictive Relativeclauses are dependentclauses that describe a noun and start with a relative pronoun or adverb like "which," "that," or "where." If you're not sure exactly what those terms mean, don't worry about it too much but consider checking out our guide to clauses. The rule for using commas with relativeclauses is that you don't use commas around a clause if it's restrictive, i.e. it clarifies the specific thing you're talking about, butyou do usecommas if the clause isnon-restrictive, i.e. it merely comments on a clearly defined noun. This may seem confusing, but it's much clearer in practice, so let's look at the two types of clauses individually. Restrictive: These areclauses that are necessary to the meaning of a sentence- they clarify exactly who or what you're talking about. You can't take a restrictive clause out of asentence without fundamentally altering its meaning. Take a look at the example below. People who dislike kale won’t enjoy green smoothies. In this sentence, if you take out the clause â€Å"who dislike kale,† you’re left with â€Å"People won’t enjoy green smoothies,† which is not making the same point as the original sentence. Because this kind of clause can't be removed without changingthe meaning of the sentence, it should not be marked off with commas. Non-Restrictive:These are clauses that provide additional information and are therefore not integral to the meaning of the sentence. My sister, who dislikes kale, doesn’t enjoy green smoothies. The point of this sentence is that my sister doesn’t enjoy green smoothies; even if you remove the underlined portion, that point is still made.Unlike in the example of a restrictive clause above, the underlined portion is not vital to meaning of the sentence. As such, it needs to be separated from the main thought of the sentence with commas. An important point for the ACT: clauses starting with "which" are always non-restrictive, while those starting with "that" are always restrictive. This means that "which" ALWAYS takes a comma and "that" NEVER does: I love reading books that are full of adventure because they take me away from my boring life. I loveHarry Potter and the Sorcerer'sStone, which is full of adventure, because it takes me away from my boring life. The lovely comma butterfly ( ©Michael Palmer) Appositive Phrases Appositive phrases are basically the grammatical younger sibling of descriptive clauses: they serve the same purpose, describing a noun or pronoun, but they don't include a verb. Nonetheless, the basic rule for comma use isidentical. If a phrase can be removed without changing the meaning of the sentence, it needs to be surrounded with commas.Consider the following examples. Where do you think they need commas? Her mother a doctor was often late.→Her mother, a doctor, was often late. Jonah a fifth-grader jumps rope on the playground everyday.→Jonah, a fifth-grader, jumps rope on the playground everyday. The nouns "a doctor" and "a fifth-grader" modify"her mother" and "Jonah," respectively, but they aren't necessary to main gist of the sentences. The one slightly confusing spin on this rule is that when the order of appositives are reversed, they usually don't require commas anymore. Ernest Hemingway, an author, wrote nine novels. Ernest Hemingway an author wrote nine novels. In the above example, we employ our strikethrough strategy anddetermine that the commas are appropriately placed. However, when we reverse the word order below, you'll notice a change. Author Ernest Hemingway wrote nine novels. Author Ernest Hemingway wrote nine novels. Even though "author" now comes first, it's still modifying "Ernest Hemingway." This means that"Ernest Hemingway" shouldn't be set off with commas; as you can see, the sentence wouldn't make sense with his name removed. Moreover, tempting as it may be to put a comma after "author," it's actually serving as an adjective in this context. Just like you wouldn't put comma in the middle of "President Barack Obama," you shouldn't stick one in "Author Ernest Hemingway." Interjections The last case we'll discuss is interjections, which are words or short phrasesthat disruptthe flow of a sentence like "of course." We tend to use these a lot more when we speak than when we write, but they do pop up on the ACT occasionally. What you are more likely to see is therelated construction that occurs when a transition word is moved into asentence, like in the following example. Version 1: However, my sister refused to help me move the couch. Version 2: My sister, however, refused to help me move the couch. The second type of sentencestructure appears relatively frequently on the ACT- just know that if you see a transition word interrupting a clause, it needs to be set off with commas. We've covered alot of information and it may seem reallycomplicated, butthe important thing is to rememberthe fundamental principle: if something is surrounded by commas, thenit isn't important to the main point of the sentence. ACT Applications ACT questions about appositives and relative clauses usually require you to determine whether you need a comma to complete a pair and, if so, where it needs to go. Let's go through the question step by step.As written, this sentence doesn’t have a main verb- it’s just a subject, â€Å"Houdini,† followed by a long non-restrictive clause- so F can't be correct. J doesn’t solve this problem. G and H both place a comma after spiritualism, which gives you the non-restrictive clause â€Å"who devoted considerable effort to exposing hoaxes involving spiritualism.† If you cross that out, you’re left with either: G)Houdini, who devoted considerable effort to exposing hoaxes involving spiritualism,being skeptical about the existence of spiritualism. or H)Houdini, who devoted considerable effort to exposing hoaxes involving spiritualism, was skeptical about the existence of supernatural beings. His clearly correct, since "being" isn't a correctly conjugated verb. (In fact, answers with "being" are almost always wrong: see our post on quick tips for the ACT Englishfor a more in depth explanation and other helpful tips.) The key to this question is determining what belongsin the relative clause and then making sure that what's outside of that adds up to a complete sentence. Just like you shake hands to mark an introduction in person, you use a comma to mark an introduction in a sentence Introductions Now that we'vecoveredwhen to use commas to with phrases and clauses inside the main clause ofa sentence, let's discuss when you need commas to separate clauses and phrases that come at the beginning of a sentence. The short answer? Always.The basic rule for using commas with introductions is that any time a sentence starts with a dependent clause or modifying phrase, itmust be followed by a comma: Even though I was tired, Jenny convinced me to go to the strawberry festival. In the library, she found the books she needed. Weird-looking as it was, the lizard was sort of cute. In each of these examples, the underlined portion serves to introduce an independent clause. Weirdly, if you reverse the order of the sentence, you usually don't need the comma any more: Jenny convinced me to go to the strawberry festival even though I was tired. She found the books she needed in the library. The third example sentence is a slightly different case, since you can't actually put the underlined clauseat the end of the sentence- it's a modifier and thus needs to be next to what it's describing, which in this case is the lizard. You can, however, move it into the sentence: The lizard weird-looking as it was was sort of cute. Any idea what this version of the sentence is missing? That's right: a comma on either side of "weird-looking as it was," which could be removed without fundamentally altering the meaning of the sentence. The correctly punctuated version looks like this: The lizard, weird-looking as it was, was sort of cute. ACT Applications The ACTrarely teststhe introduction rule directly; instead, you'll usually see it come up in questions that have multiplephrases or clauses strung together. Take a look at the following example: "The next morning" is an introductory phrase, so it must be followed by a comma- this rules out answer D. Answer choice C has an improperly placed semi-colon, so wecan eliminate it as well. (For more info on semicolon rules, check out our post on other punctuation!) Now we just have to decide whether the commas should surround "using twigs" or "using twigs for kindling." Let's try each version with our strikethrough strategy from the last section. A. The next morning, using twigs, for kindling she starts a small blaze B. The next morning, using twigs for kindling, she starts a small blaze Answer B is clearly the correct choice, since it correctly punctuates both "the next morning" and "using twigs for kindling." When dealing with commas, alwaysremember that whenyou surround something withcommas, you're telling the reader that it can be removed without altering the main point of the sentence. Connecting Independent Clauses (with a Conjunction) The other main case where you need commas to separate clauses is when you use a coordinating conjunction to connect independent clauses. If you have two independent clauses and want to combine them into one sentence, you can use a comma and a coordinating conjunction, or FANBOYS (for, and, nor, but, or, yet, so), instead of a semicolon. You probably use this construction correctly all the time without even thinking about it! I wanted to go hiking, but it was pouring rain all day. The important thing to remember is that using just a comma (no FANBOYS) to connect two independent clauses is absolutely always incorrect. A comma isn't interchangeable with a semicolon. This mistake is called a comma splice, and it's one of the most common errors students make on the ACT English. Incorrect: I had a terrible case of the flu, my mom brought me chicken noodle soup in bed. Correct:I had a terrible case of the flu, so my mom brought me chicken noodle soup in bed. Correct: Ihad a terrible case of the flu; my mom brought me chicken noodle soup in bed. ACT Applications On the ACT, this comma rule is usually tested in the context of other types of punctuation or in terms of identifyingindependent and dependent clauses. For more information on this, see our post on correctly connecting independent clauses. Lists The last comma rule is likelythe one you're most familiar with: in lists of three or more items, you must place a comma after every item except the last.It's really as simple as that, as you can see in the examples below. The pirate loves going toBarbados because there's so much to do, including shopping for eye patches, sharpening his sword, and visiting the pub. Today, I'm going to skip school, go to the movies, and eat a giant bag of popcorn. Note that on the ACT you must use the oxford, or series, comma, whichgoes before the "and." You may not like the Oxford comma, but you still have to use it. Lists of Two Items The ACT writers won't give you a bunch of lists with no commas in them- instead they'll try to trick you in subtler ways. After looking at the last two rules, you might assume that you need to put a comma anywhere you see "and," but that's not the case! If "and" (or any other coordinating conjunction) is connecting two things that are not independent clauses, then you DON'T use a comma. Jamesandhis brothertraveledto Oregon and Washington. The ACT writers' other favorite trick is to give you lists that don't look like lists because each item is so long. Yesterday, Talia went on a boring first date that she left early and plotted to take over the world using nothing but duct tape and string. You don't need commas in eitherof these cases because they are lists of only two items. Lists of Adjectives This is a slightly different type of list, but it does come up on the ACT occasionally. If you have more than one adjective in front of a noun or pronoun and their order doesn't matter, then you need to put a comma between them. Let's look at two examples, one where you need a comma and one where you don't: The hot dry desert Thefirst female astronaut Which one do you think needs a comma?If you're not sure, checkwhether the examples make sense with the order of the adjectives reversed: The dry hot desert Thefemale first astronaut The first example makes perfect sense with the new word order, so it does need a comma: the hot, dry desert. The second, however, doesn't work when the order of the adjectives is switched, so no comma is needed: the first female astronaut. ACT Applications As I mentioned above, ACT questions about lists tend to try to throw you off by adding in complicating factors like lots of extra words or commas being used for another purpose. Let's take a look at an example of this: It may seem like you need a comma after "labor," but this sentence is actually correct as written. It is a list of two things: "of her labor" and "of the fire's magic." A, no change, is the correct choice; the other answers only complicate the sentence. (This question also deals with parallelism, which you can learn more about here.) Remember the fundamental rule of commas: when in doubt, leave it out! WhenNOT to Use a Comma We just spent a long time going over when you do need commas, so let's circle back to that first principle byexamining someplaces where you should NEVER put commas. Between a Subject and a Verb Commas exist to clarify the relationships between clauses and phrases, so it is NEVER correct to stick one in the middle of a single thought. Any sentence where there is a lone comma between a subject and its verb is incorrect: Incorrect:She, ate a lot of cookies. Correct: She ate a lot of cookies. In the above example, the comma is pretty clearly out of place, but that isn't always the case: Incorrect:Walking to the store, was a chore. Correct: Walking to the store was a chore. Once again, the comma is unnecessary and should be removed: "walking" is the subject and "was" is the verb. But it's much less obvious, since it seems like"walking to the store" is an introductory phrase, which would require a comma. Before or After a Preposition Another place you may think you need commas is at the beginning of prepositional phrases; after all, I just said that commas should only be used to seperate clauses and phrases. However, on the ACT,it is NEVERcorrect to place a comma after a preposition and veryrarely correct to place one before a preposition.Let's look at some example of incorrect comma placement: Lucy enjoys reading aloud, fromHarry Potter every night. Jim watched the terrifying horror movie, in the new theater on, 2nd Avenue. Though these commas may seem correct, they are unnecessary and just add clutter to the sentences. The correctly punctuated versions have no commas: Lucy enjoys reading aloud fromHarry Potter every night. Jim watched the terrifying horror movie in the new theater on 2nd Avenue. The one,very rare, exception to this rule is when a preposition introduces a non-restrictive clause. For example: Julie, for whom I was waiting, got to the restaurant very late. Because "for whom I was waiting" is actually non-restrictive clause, you do need the comma before "for." However, this only rarely comes up on the test- you are much more likely to make a mistake by putting a comma in front of a preposition than by leaving oneout. Around an Emphatic Pronoun What on earth, you're wondering, is an emphatic pronoun? The emphatic pronouns aremyself, yourself, herself, himself, itself, ourselves,yourselves, and themselves when they are used immediately after a noun or other other pronoun: I myself The book itself These constructionssound like they need commas, but emphatic pronouns should never be surrounded by commas. Incorrect: The pope, himself, will be at the party. Correct: The pope himself will be at the party. This may seem like a fairlyobscure rule: it is! However, it shows up on the ACT fairly often, so it's worth studying anyways. To comma or not to comma? That is the question ( ©Placbo) Try Your New Knowledge Out! We've covered a lot of material and hopefully armed you with some helpful new strategies for tackling commas on the ACT English, but it's one thing to read about comma rules and another to put them in practice. With that in mind, I've created some practice ACT questions for you test out what you've learned. The soft,blue cloth slid through her fingers easily. NO CHANGE blue, cloth slid through blue cloth slid, through blue cloth, slid through After hearing good things about it, I wanted to readCrime and Punishment,but the book, itself, turned out to be super boring. NO CHANGE the book itself, the book itself itself Talking to my friends, on the phone, is one of my favorite things to do. NO CHANGE friends on the phone friends on the phone, friends on, the phone I wasn't planning on going to the wedding, however you've convinced me that it's a good idea. NO CHANGE wedding, however, wedding. However, wedding, Answers: 1. A, 2. C, 3. B, 4. C What's Next? If you're confused about what exactly is tested on ACT English, take a look at our guide to what's actually on the test. You might be surprised by how much of it we've just covered! Looking to score a 36 on ACT English? Check out 9 strategiesfrom someone who achieveda perfect score on the ACT. Maybe you're now feeling okay about punctuation, but are worrying about vocab questions. In that case, have I got the guide for you! BecauseACT English recycles the same types of questions over and over, it's especially important to understand why you missed a given question. Make sure you're reviewing your practice tests effectively. 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:

Teaching Assistants Sopporting the Curriculum Essay

Teaching Assistants Sopporting the Curriculum - Essay Example This interaction will also instil in me the ability to assess where each pupil stands in terms of their individual learning and help me identify any gray areas where further effort is required to help the pupil progress further. I am aware that when working in any school as a teacher's assistant there will be a number of children who will be identified as having special educational needs. Some of these special needs pupils may have the same diagnosis and at times some of them may have not one but a combination of conditions. I will make sure that I adapt class activities to suit these special needs pupils. As Susan Bentham has successfully pointed out "In any discussion of diagnosis it is important to remember that a child is first and foremost an individual with his/her own personality". (Bentham pg 72) I plan to use this very philosophy to help each special need child and cater to them in the way that will suit them the best. This may involve adjusting various class activities to suit the personality and level of understanding of the special pupil or group of special pupils.

The impact of corporate social responsibility on organisational Essay

The impact of corporate social responsibility on organisational effectiveness - Essay Example The article also focuses the value of those components for the stakeholders of the companies. The article further segregates the ethical component of the corporate social responsibility in order ton relate it to some major ethic management approaches, which include moral, immoral, and amoral managements. I think the author of the article has written the article in a well-structured format. The article is easy to read, as well as easy to understand for the readers. All sections of the article are well-organized and provide a clear view of the author’s thoughts. The article is also based on the logical facts about the significance of corporate social responsibility in achieving higher levels of productivity. The author has also focused on ethical and moral; management approaches which is also an important part of the article. The article relates to our research in a way that it makes us aware of ways executives can use corporate social responsibility to fulfill their responsibilities that they owe towards their shareholders and other competing groups. This article focuses of how managers can use finance to make the organization socially responsible and responsive. Of course, finance always play a critical role in almost every organizational matter and corporate social responsibility is no exception. The author puts his views on the criticism regarding corporate social responsibility that it is of little significance of companies as it used mostly as a tool of enhancing public relations. The article reveals that many organizations actually incorporate corporate social responsibility in their daily business activities but are unaware of the way to report that responsiveness in a formal way. Moreover, the article focuses on how accountants can use their knowledge in developing CSR and reporting the metrics to show the organizational involvement in social responsiveness. I have found the article to be very useful in learning the role of