Analysis of the underlying social psychology of the Holocaust essays

Analysis of the underlying social psychology of the Holocaust essays Analysis of the underlying social psychology The hate and prejudice that began the Holocaust went hand in hand with a political agenda that was fueled by the frustration aggression theory.(1) Hitler blamed the Jews for the loss of World War I and thus, instead of targeting political aspects of the Jewish community, he displaced his aggression towards ALL Jews, even the helpless. This, combined with religious anti-Semitism prejudice that had been present in Germany for 1500 years and the theory of "eugenics", was the political and instrumental center of Hitler's political campaign.(5) He used a system of 'elimination of freedom', which he felt was necessary in the conditioning the German people to follow him. This meant that he would slowly change the rules, allowing him to gain more and more control over his people. New laws preventing rebellious attempts to overthrow his government and the elimination of non-supporters that would possibly dissent, (disagree with his plan)(1), gave Hitler complete control over what happened within the country's boundaries.(5) He further conditioned the Germans to accept the program for the 'final solution' of the Jews with the constant onslaught of misleading propaganda. Propaganda is the dissemination of ideas and information for the purpose of inducing or intensifying specific attitudes and actions.(4) This misleading information conditioned the German people to stereotype all Jews as evil and thus most of them became prejudice. This was an effect of what is called the availability effect.(1) That is, they made stereotypical judgements based on the information available to them. Many of the Germans had been raised under the influence of this propaganda and it was all that they knew about the Jews, thus, the only available information with which to make judgements by. Under the umbrella of ethical relativism,(2) these judgements were ethical in relevance to the German culture at th...

Relative Pronouns on SAT Writing Which vs. That and More

Relative Pronouns on SAT Writing Which vs. That and More SAT / ACT Prep Online Guides and Tips You may not have heard of relative pronouns, but we use them everyday. â€Å"Who,† â€Å"which,† â€Å"that,† where,† and â€Å"when† are all examples of relative pronouns. Though the name may make it seem like these words have something to do with your great uncle Cecil, they actually introduce related information that describes a noun. Relative pronouns aren’t the most common grammar concept tested on the SAT Writing section (or even the most common type of pronoun!), but you will see them on the test. Confusingly, they're mostly tested in conjunction with other topics like pronoun agreement and fragments and run-ons. To make sure you’re prepared for any kind of relative pronoun question the SAT writers throw at you, I’ll go over the following key ideas: Definitions of Relative Pronouns Common Usage Errors on Identifying Sentence Errors Unclear Antecedents on Improving Sentences Fragments and Run-ons on Improving Sentences Key SAT Strategies for Relative Pronouns Relative Pronoun Definitions Like all pronouns, relative pronouns must agree with the noun they're replacing. Each relative pronoun can only be used to refer to a specific type of thing: you wouldn't talk about "the pencilwho" or "the teacherwhen." We often use relative pronouns imprecisely, however, so these errors may not always be so obvious. First, let's review what each relativepronoun can correctly be used to refer to: Who and whom - people only When- specific times or time periods only Where- places only Which - any noun otherthan a person That - any noun Whose - possessive, can be used for people or things Note that for many situations, more than one relative pronoun can work.For example, "the studentwho" and "the studentthat" are equally correct. Because of this flexibility, it can be hard to reliably pick out exactly which pronoun is correct, so you should focus on usingprocess of elimination to narrow down the choices on SAT Writingquestions. Identifying Sentence Errors: Common Usage Errors On Identifying Sentence Errors questions, relative pronoun issuesgenerally involve misused words. These errors aren't especially common, but when you see a relative pronoun underlined you should check to make sure it agrees withthe noun it's replacing. Incorrect:The golden retriever, when was a puppy, loved to play fetch. Correct:The golden retriever, whichwas a puppy, loved to play fetch. This example is pretty simple- a golden retriever isn't a time, so it can't be referred to as "when." Some relative pronoun errors will be equally obvious, but there are a few trickier cases that appear on the SAT Writing section. Let's go through them one at a time. Who/Whom vs. Which First of all, it's important to note that, on the SAT, you won't ever be tested on the difference between "who" and "whom." (If you're curious about what it is, you can take a look at our breakdown of the topic in the ACT relative pronouns post.) You may, however, be tested on who/whom vs. which. The key here is that while "who," "whom," and "that" can allbe used to refer to people, "which" can't. Incorrect: The acclaimed author, which has written 13 novels, will be speaking at the university tonight. Correct: The acclaimed author, whohas written 13 novels, will be speaking at the university tonight. Which vs. That The difference between which and that is asource of great confusion for many students, but it doesn't need tobe. The grammatical explanation is that "which" introduces a non-essential clause, meaning that it doesn't define the noun it's describing, while "that" introduces an essential clause, meaning that it clarifies exactly which noun the sentence is about. For example, the following two sentences are both correct: My house, which I bought recently, is next to a lake. Thehouse that I bought recently is next to a lake. In the first sentence the relative clause "which I bought recently" is further describing "my house." In the second, the clause "that I bought recently" is specifying which house the sentence is about. On the SAT, you really only need to remember that "which" is always paired with a comma and "that" never is.You generally won't be asked to choose between "which" and "that" unless one of them is incorrectly punctuated. Where vs. In Which "Where"is probably the most commonly misusedrelative pronoun. In spoken English, we routinely use it to describe the time or point at which something occurred, but "where"can only be used to refer to a place. To describe media like books, movies, or music, use "in which" instead. Incorrect: Didn't you love the part of The Avengerswhere the Hulk punches Loki? Correct:Didn't you love the part of The Avengersin whichthe Hulk punches Loki? The "part of theAvengers"isn't an actual place, so "in which," rather than "where," is the correct construction. Though it may sound weird, "in which" is usually correct when it appears. Real SAT Example Let's walk through an example from an official SAT Writing section. Let's start by reading the sentence and seeing if anything jumps out as wrong. It sounds a bit weird, but there are no obvious errors. Next, we'll go through each underlined portion to check it for errors. Since verb and pronoun errors are the most common, let's start by checking C, "turned to," for errors. The three possible issues here are subject-verb agreement, verb form, and idiomatic usage (of "to"), but the verb is appropriately conjugated and the preposition is correct. C has no error and can be ruled out. Since pronoun errors are also common, let's move on to B, which includes the relative pronoun "when." This usage seems wrong- "significance" isn't a time period- but let's think about what it's actually describing. The point is that artists became interestedin Greek mythology during the nineteenth century. "When" is in fact correct, and its antecedent is the "nineteenth century." We can rule out B. A and D are both prepositions, so the primary issue to check for is idiomatic usage. Both are used correctly, so both answers can be eliminated. We are left with only E, no error, which is the correct choice. Make sure you know the proper use for each relative pronoun- the fact thatone seems weird doesn't make it wrong. Make sure that your relative pronouns are clear, unlike this photograph. (Image credit: Bruce Aldridge, via Flickr, under CC BY-NC 2.0) Improving Sentences: Unclear Antecedents When speaking, you probablyuse the relative pronouns "which" and "that" without making it explicitwhat they're referring to. My little brother is always poking me with sticks, which I find annoying. This construction makes sense and is perfectly acceptablein spoken English, but it'sabsolutely incorrect on the SAT. What is "which" referring to? I don't find the sticks annoying, I find the fact my brother is poking me with them annoying. But there's no noun antecedent that makes that ideaexplicit. We have to rewrite this sentence to eliminate the unclear antecedent: My little brother is always poking me with sticks;I find this habit annoying. By addinga noun, we make it clear what I'm annoyed by. Remember that this, that, and which must have clear noun antecedents, just like any other pronoun. One of the most common examples of this type of error is the construction "do that": My best friend Selena always turns the lights off when she leaves a room. She does that in order to help the environment. "That" is referring to Selena's practice of turning off the lights, but there's no noun in the sentence that can serve as an antecedent. To fix this sentence, simply replace "that" with "so": My best friend Selena always turns the lights off when she leaves a room. She does soin order to help the environment. On the SAT, you must make sure that any underlined relative pronoun has a clear noun antecedent.Let's take a look at a question from an official SAT. Since there's a relative pronoun, "which," in the underlined portionof the sentence, we need to check whether it is appropriately located next toan explicit noun antecedent. The structure implies that the antecedent is "ocean," but that doesn't make much sense, given that it's described as lasting for several days. What the sentence is actually trying to say is that thecontamination lasted for several days, but that's not a noun in the sentence. As such, we can rule out A and B (which repeats the same error with "that" instead of "which"). Choice C creates a comma splice and D misuses "while" (since there's no contrast), so we can eliminate both of them as well. This leaves only E, which replaces the unclear relative pronoun with the noun "contamination." E is the correct answer. Improving Sentences: Fragments and Run-ons The other type of error you must check for when an Improving Sentences question has a relative pronoun in the underlined section is a sentence structure issue. Relative pronouns are often used to hide fragments (incomplete ideas masquerading as sentences) and run-ons (multiple complete ideas smushed togetherwithoutproper punctuation). Let's go through these one at a time, starting with fragments (and if you want to go more in depth on this topic, check out our complete guide to run-ons and fragments on SAT Writing, coming soon). Fragments Fragments involving relative pronouns generally lack a main verb and instead only have a verbin the relative clause. Leaving work early to start her vacation, Lauren, who was travelingto Guatemala. These constructions can be confusing because they seem to have both a subject and a verb. However, "was traveling" isn't part of the main clause- it isn't describing what "Lauren" is doing, but rather what "who" is doing. Although those words are referring to the same person (Lauren), they're grammatically dstinct. The correct version of the sentence cuts out the relative pronoun: Leaving work early to start her vacation, Lauren was travelingto Guatemala. This type of error is fairly common, so whenever you seea relative pronoun in the underlined section, make sure to check whether the sentence is actually a fragment. Run-ons Although less common, you may also see relative pronouns used to disguise a run-on, either by adding a relative clause to two complete thoughtsor by starting an independent clause with "that" + a noun to make it look like a relative clause. Shawnwent to the library, which is downtown,itdidn't have the book he wanted. Shawn went to the library, that branch didn't have the book he wanted. To spot these errors, watch for long sentences that include a relative clause and "that" or "this" immediately after a comma. Also keep in mind that in some cases you will need to fix arun-ons by adding a relative pronoun. Incorrect: The flock of seagulls made loud cawing noises, they wereannoying. Correct: The flock of seagulls made loud cawing noises, whichwereannoying. Real SAT Writing Practice Question Let's take a look at an example of this type of question from an official SAT. The underlined portion of the sentence includes arelative pronoun, "that," so we need to start by checking whether the pronoun has a clear antecedent and whether the sentence is a fragment. "That" refers to "medical insurance coverage," so there's no unclear antecedent issue. However, the sentence is a fragment, since it consists only of a noun "medical insurance coverage," and two relative clauses connected by a connected by a conjunction, "that requires high monthly premiums" and "that is beyond the financial means of many people." As such, we can rule out choice A. B is also a fragment. "It is beyond the financial means of many people" is an independent clause, but "medical insurance coverage that requires high monthly premiums" isn't. Since they're connected by the coordinating conjunction "and" both halves of the sentence would need to be independent clauses for it to be correct. C and D both include subject-verb agreement errors: the subject "medical insurance coverage" is a singular noun whilethe main verb "are" is plural. This process leaves only E, if we plug this choice into the sentence we can see that it corrects the run-on without creating any other issues: Medical insurance coverage that requires high monthly premiums is beyond the financial means of many people. There's now both a subject, "medical insurance coverage," and a correctly conjugated main verb, "is." The relative clause "that requires high monthly premiums" appropriately modifies the subject. E is the correct answer. Image credit: Alan Levine, via Flickr, under CC BY 2.0 SAT Writing Strategies for Relative Pronouns Now that we've covered the main ways that relative pronouns will appear on the SAT Writing section, let's review the key strategies for both Identifying Sentence Errors and Improving Sentences. What to watch for: On Identifying Sentence Errors, underlined relative pronouns On Improving Sentences, a relative clause that's underlined and "that" or "which" underlined Key concepts: Relative pronouns introduce dependent clauses. "Which" can’t refer to people. Preposition + "which" is a perfectly acceptable construction. "Where" can only be used to refer to places. "That" and "which" require nounantecedents. A noun with only a relative clause is a fragment. Helpful SAT Writing strategies: You won’t be tested on "who" vs. "whom," so focus on determining whether the pronoun is correctly referring to a person. "Do that" is generally wrong and should be replaced with "do so." Remember that even ifa sentence isn't phrased the way you would say it, it can still be correct. When dealing with run-ons, you can often fix them by replacing a subject pronoun (like "he" or "they") with a relative pronoun. Test Your Knowledge! I've created some realistic SAT Writing practice questions for you to practice your new knowledge of relative pronouns. Post any questions in the comments! 1. Though (A) the doctor was hopeful she (B) could help her patient, which (C) was gravely wounded, there was a chance the man’s leg would have to be amputated. No error. (E) 2.I wanted to(A) visit my grandmother last month, but because of(B) the hurricane, it was(C) impossible to do that (D).No error. (E) 3. Because the city is running low on funds, which means the mayor will be forced to take a pay cut. A.funds, which means B.funds, thatmeans C.funds, D.funds,and E.funds; this means 4. My lab partner is chronically late, which is very annoyingfor me. A. late,which is very annoyingfor me. B.late;this habit annoysme. C.late,whichannoys me. D. late,thatis very annoyingfor me. E. late,which I am annoyed by. Answers: 1. C, 2. D, 3. C, 4. B What's Next? Make sure to check out our posts on the other key pronoun topics: pronoun agreement and pronoun case. It's vital to understand overall test strategies as well as specific grammar rules, so consider taking a look at our posts on the secret to SAT writingand the 11 strategies you must use to get a perfect scoreon the SAT Writing. If you're not taking the SAT until next year, make sure you know what to expect from the new version of the test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Information Systems Development from a Semiotic Point of View Essay

Information Systems Development from a Semiotic Point of View - Essay Example Likewise, the design and analysis of information systems involves development of signs (digital codes) and a translation of these signs to some level of construct. The semiotic principles help in understanding the representation of information through some data and a better understanding of the information through appropriate interpretation. It is also important to understand that changes occur in the settings in which these information systems are used similar to the applications of signs at different settings. This paper focuses on semiotics as it applies to information system development. The development and growth of semiotics The development of this field of study is greatly attributed to a Swiss linguist Ferdinand de Saussure (1857-1913) and an American pragmatist Charles Sanders Peirce (1839-1914) (About.com, 2012). Other theorists have made significant contribution towards the development of modern semiotics. Some of these are Roland Barthes (1915-1980), Algirdas Greimas (191 7-1992), Umberto Eco (b.1932), and Julia Kristeva (b.1941) among other theorists (Chandlers, n.d). The individuals worked independently to understand how meaning is developed from the structures that are used. Saussure developed a two-part model of sign that consists of a signifier (the sign) and the signified (the concept that is represented by the sign). The agreed practice enables the meaning to be derived. A sign is, thus, a ‘recognizable combination of a signifier with a particular signified’ (Chandlers, n.d). According to Saussure, there is no relationship between the signifier of a meaning (words or symbols) and the actual meaning (About.com). The framework of the model developed by Saussure provides the famous difference that has been observed between language and speech.... This essay stresses that telecommunication systems, process control systems, environmental control systems, and command and control systems are some of the common information systems in businesses. Business organizations need information systems to communicate to their customers, suppliers, or the shareholders whereas governments need the systems to provide services to its citizens at low costs. In either case, the accuracy, validity, and reliability of information are essential. This paper makes a conclusion that the development of information systems applies theories and principles derived from semiotics. Computer-based information system is described as ‘a sign system embedded in an artifact with action capabilities for organizational purposes’. Semiotics concerns signs and interpretation of their meanings. Likewise, the design and analysis of information systems involves development of signs and a translation of these signs to some level of construct. The semiotic principles help in understanding the representation of information through some data and a better understanding of the information through appropriate interpretation. It is also important to understand that changes occur in the settings in which these information systems are used similar to the applications of signs at different settings. Generally, the development of information systems is derived largely from methods and theories in semiotics. Semiotics is the study of the nature of signs and the laws governing the interpretation of these signs.

Sedgefield Elementary School Media Center Essay

Sedgefield Elementary School Media Center - Essay Example Sedgefield Elementary School Media Center However, they expressed a concern on the more active involvement of educators and industry leaders in the state-wide effort of improving the public school curriculum, with the current emphasis on high schools. They have also informed me that they would want Sedgefield to be among the first schools to have its teacher-training program updated, and its learning and assessment systems enhanced. The group has already finalized its action plan to reinforce participation with this program, focusing on their critical role as media specialists in promoting information literacy. They also stressed their strong intent to take an active, collaborative role in specific initiatives that require the center’s support. Another matter which is worth noting is the group’s plan to strengthen our corporate social responsibility efforts. We have decided that while our role as library media specialists may seem remotely connected to corporate social responsibility, we can in fact, create a noteworthy impact, especially in the realm of education. Towards this end, we have already set our objective and action plans for CSR programs that have a particular relevance to education, for the latter half of the year. We have agreed that through these programs, we are not just helping the underprivileged through scaled-up corporate giving or through financial assistance – rather, we are implementing programs that are directly and meaningfully linked to our mission; that is, ensuring that students are successful users of all types of information.

Of Human Bondage by William Somerset Maugham Essay Example for Free

Of Human Bondage by William Somerset Maugham Essay In the novel Of Human Bondage, the main character, Philip Carey, has a myriad of people whom are very influential in his life. William Somerset Maugham portrays Philip as having three women in his life that are of great importance to Philips character. These three women are Mildred Rogers, Norah Nesbit, and Sally Athelny. Mildred is a negative influence on Philip whereas the other two women serve as positive influences in Philips life. Of the three, Philip loves Mildred the most, though Mildred loves him not. Mildred is a negative influence on Philip. Though he loves her, she doesnt love him back. She is grateful toward Philip and rewards him with various degrees of affection. This forebodes the fact that she becomes a prostitute later on in the novel. While with Philip, Mildred distracts him from studying and causes him to spend all his money to take her out to eat and see musicals. This causes Philip to fail his two very important medical examinations. Mildred is a snobby, stupid, callous, shallow, vain, and selfish woman. Aware of Philips feelings for her, she takes advantage of him. She accepts his gifts and seeks his protection, but thwarts his affection. Philip forgives her for her deceitfulness and helps her when she is in trouble. In return for Philips love, kindness and generosity, she gives him pain, abuse, and misery. She proves her heartless nature when she runs away with Emil Miller, has an affair with Griffiths, and destroys Philips home. She also abandons her infant to the care of a stranger in order to enjoy life. This demonstrates her selfish nature. Mildred seems to be Philips foil. Theyre so different from one another that Mildred doesnt even understand Philip. Philips generosity, kindness, and love cannot be understood by such a selfish, vicious, hateful woman. Its a wonder how Philip is bonded to this human anti-epitome. Philip chose Mildred because she is the type of woman that was a challenge for him. He had just begun medical school and was feeling bored when suddenly he came upon this ill-mannered slut of a waitress in a tea shop. From that moment on, he couldnt get enough of her. He always tried to get back at her but never quite could. It was as if he was doomed to spend the rest of his life bonded to her. It was too much to bear for him. Her indifferent attitude toward him drove him mad over the brink of obsession. He tortured himself to try and  get a woman that he could never have and she would never love him back. He was even willing to marry her to get back at her for all the evil she inflicted upon him. Philip finally breaks through the bonds of love and sees Mildred for who she really is a conniving, callous prostitute. Norah Nesbit is another influential woman in Philips life. Though Philip doesnt love Norah, she is a positive influence in his life nevertheless. Norah pampers Philip using her motherly instincts and encourages him to do what he can for himself: go on vacation to take a break, and study hard for school to pass his exams. She is successful in convincing Philip to focus on his studies rather than herself. Therefore when hes with her, he passes all three exams without any trouble and has earned his vacation that he is reluctant to go on, but is persuaded by thoughtful Norah to do so. Unlike Mildred, Norah appreciates Philip and doesnt allow him to waste his money. Philip intentionally chose Norahs ilk because Norah is nurturing, kind-hearted, and loving. Philip chooses her in his time of need, after he is hurt by the harshness and pain that Mildred has inflicted upon him. She ameliorates him back to life after the thought and sight of Mildred has tormented him for many dreary months. Sally, the third and final influential woman in his life, helps Philip establish his identity in the world. The eldest child of Mr. Athelny, she is sensible, maternal, pretty, charming, and responsible. She is the pride of her family and wins the heart of everyone with her pleasant manners and warmth, including Philip. Sally falls for Philips simplicity and unassuming manner, but does not force herself on him. She patiently waits for him to recognize her appeal. While Philip vacations with the Athelnys in Kent, he begins to notice Sally and he realizes that he is attracted to her. He begins to see her regularly and decides to spend the rest of his life with her. She accepts his proposal of marriage. Sally is a contrast to Mildred. Sallys presence calms Philip, while Mildreds presence troubles him. His passion for Mildred had disrupted his life and career, but Sallys love gives him hope for a bright future. Philip learns to love Sally, though not like Mildred, and she loves him back. Therefore Sally is the best woman for Philip since they both love one another. Sally is there when Philip needs  her. Shes not pushy or demanding, so Philip chooses her because he needs someone of her ilk to depend upon after Mildred ruins his life yet again by making him homeless and penniless.

Similarities And Differences Of Characters In The Sound And The Fury :: Sound Fury Characters

The Sound and the Fury is a compelling story that shows different aspects of a family that is slowly deteriorating. William Faulkner made it clear that one of the most important aspects of this novel is the theme of loss. Faulkner gave the views of four different individuals who all had one main obsession, their sister Caddy, who in a way symbolizes the loss that each person endures and the deterioration of the south. Caddy, who did not have a part in the novel to tell her side of the story, was viewed very differently by each of her brothers. This novel tells a story of the Compson family on their way of distinction. The story begin with Benjamin who is mentally challenge tells the first section of the story; this is one of the most difficult chapters of the book that is very difficult to comprehend for the simple fact that Benjamin has no motion of time. Therefore he constantly goes back in forth with the present and past. In order to fully understand the chapter, you must slowly comprehend when he is speaking of the past and when he is speaking in the present. All his memories have to do with Caddy. She was the one who gave him order. His life was based around Caddy because she was the mother figure in his life. She was the one that gave Benjamin the love he needed. There was a point in the novel were Luster was taking Benjamin and he started to cry hysterically because Luster took him on an unfamiliar route; Jason found out he hit Luster and told him to never do that again or he’ll kill him because Benjamin lost the order he lived with. Without the familiarity of his surroundings th ere would not be any meaning to his life. The only thing he has left in his life is the memories he had with his sister. When Caddy ran away Benjamin lost the order in his life and the loved he needed. The second chapter was told by Quentin, which was much easier to comprehend than the first chapter and he tells his perspective of events that happened in his past that he hasn’t quite gotten over. Quentin had a close bond with his sister Caddy. Quentin cares about the old southern code of honor.

Problems and Solutions Internet Addiction.

PROBLEMS AND SOLUTIONS INTERNET ADDICTION. A long with the development of society is the development of scientific and technical, including the development and popularity of the internet. Beside the undeniable benefit is the tremendous impact that the internet bring. With most teens and adolescents, there is a thin line between casual Internet use and addiction. The first cause make person is addicted to the Internet is the family’s management. From that, they have much time to spend to do something on the Internet.Initially, you only use Internet when you have spare time. Gradually, you spend more and more time on it. And you are addicted. Internet addiction brings a lot of bad effects. When you use too much time to use the Internet, you lost your valuable time to do other things. We can see that the first harm is waste of time. Every time when someone require you shut down or out internet you will say â€Å"just for minutes†, right? Second, it is bad influence on your health. If you use it for along time, day to day you will fatigue, your brain will be damaged.And your studying? Of course it will decline, too. It leads to damage your eyes, west your money, neglected education†¦ It terrible! And then, it is internet addiction that the risk of your health or education and more other thing being negatively impacted by internet addiction need to stop immediately. For those reasons, we have to have a using internet timetable reasonablely. Especially, we should go outside and do more something useful. When we attend outside activities, you will not enough time to online.

Monotheistic Religions Essay

In what ways is the Holy Land an important site for all three monotheistic faiths? Jerusalem is a home to holy sites that are sacred to the three religions. The city contains many houses of worship. It is also a place of ongoing tensions between religious and ethnic groups. The three major monotheistic religions are sometimes described as branches of the same family tree. If this is true, how would you describe the trunk of the tree? All three major monotheistic religions claim they began with Abraham. Judaism and Christianity claim that their founders descended from Abraham’s son Isaac. Islam claims descent through his other son, Ishmael. How are the three major holy books of the monotheistic faiths both similar and different? All three faiths have the similar messages from the Holy Book that there is only one god. For all three faiths they have different names for their Holy Book; Torah, Bible, Qur’an. How are the basic beliefs of Judaism, Christianity, and Islam alike? All three religions only believe in one god. Jews, Christians, and Muslims honor the Ten Commandments. Followers of all three religions practice some type of fasting. Typically all three involve in prayer and worship with other followers. Afterlife is believed by the three religions. All three faiths hold that humans have a soul. What types of internal differences and divisions exist within each religion? Major Jewish sects include Reform, Conservative, and Orthodox. Christianity has many denominations but the largest branches are Catholicism, Protestantism, and Eastern Orthodoxy. The Islamic world is largely divided between two major groups, Sunni and Shi’a Islam. What characteristics and beliefs of the three religions make them different? Each have a different main holy book. Religious leaders are a rabbi, priest/minister/pope/, and imam. Their house of worship also differ.

history of auto essays

history of auto essays The making of automobiles started in the year 1770. In 1770 a man named Nicholas Joseph Cungnot from France built a large steam-driven vehicle. The vehicle didnt last long because the vehicle could only be driven for 12 to 15 minutes before running out of steam and the vehicle was too heavy and had poor balance and made it difficult to steer. Nothing more had been done until in the 1784. In 1784 James Watt made a patent on a steam carriage, but nothing became of it. Then in 1785 John Fitch invented a steam-propelled boat in New Jersey. And then in 1786 he organized a company to build the steam engines and then even built a model of a road vehicle with an engine but committed suicide before anything came of it. In 1787 Oliver Evans put a patent on a steam engine in Maryland, for the use in land transportations. In 1791 Nathan Read got a federal patent for a high pressure boiler and improved cylinder. And began to make plans to apply this to a land carriage. In 1792 Oliver petitioned the American government for a patent on a reciprocating engine plus a rotating engine and boiler-enclosed furnace, but it was unsuccessful. In 1797 Richard Trevithick began to work on a high-pressured steam engine in England. And James Watt opposes his work, he felt that it is publicly hazardous. And then in 1801 Cirnishman Richard Trevithick built a steam carriage. This carriage held several people and went 5 to 6 mile per hour uphill and 8 to 9 miles per hour on flat land. But cought fire and was destroyed. In 1803 Richard built an improved steam carriage, which was shipped to London. It was drove around London and reached to speed of 8 to 9 miles per hour. But then funding for it ran out and the engine was sold. And then in 1804 Oliver Evans was granted and American patent for his steam engine to power boats and land carriages. He put in a newspaper and began to publicly sell the ...

Lines and Slopes ACT Math Geometry Review and Practice

Lines and Slopes ACT Math Geometry Review and Practice SAT / ACT Prep Online Guides and Tips You’ve dealt with the basics of coordinate geometry and points (and if you haven’t already, you may want to take a minute to refresh yourself) and now it’s time to look at the ins and outs of lines and slopes on the coordinate plane. This will be your complete guide to lines and slopeswhat slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the ACT. What are Lines and Slopes? If you’ve gone through the guide on coordinate geometry, then you know that coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any point on this space is given a coordinate point, written as $(x, y)$, that indicates exactly where the point is along each axis. A line (or line segment) is a marker that is completely straight (meaning it has no curvature). It is made up of a series of points and and connects them together. A slope is how we measure the slant/steepness of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the x axis. You have probably heard how to find a slope by finding the "rise over run." This means exactly the same thingchange in $y$ over change in $x$. $${\change \in y}/{\change \in x}$$ Let's look at an example: Say we are given this graph and asked to find the slope of the line. We must see how both the rise and the run change. To do this, we must first mark points along the line to in order to compare them to one another. We can also make life easier on ourselves by marking and comparing integer coordinates (places where the line hits at a corner of $x$ and $y$ measurements.) Now we have marked our coordinate points. We can see that our line hits at exactly: $(-3, 5)$, $(1, 0)$, and $(5, -5)$. In order to find the slope of the line, we can simply trace our points to one another and count. We've highlighted in red the path from one coordinate point to the next. You can see that the slope falls (has a negative "rise") of 5. This means the rise will be -5. The slope also moves positively (to the right) 4. Thus, the run will be +4. This means our slope is: $-{5/4}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight line has a slope of zero. It will be defined by one axis only. $x = 3$ $y = 3$ The steeper the line, the larger the slope. The blue line is steepest, with a slope of $3/2$. The red line is shallower, with a slope of $2/5$ Now that we've gone through our definitions, let us take a look at our slope formulas. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. Note: It does not matter which points you assign as $(x_1, y_1)$ and $(x_2, y_2)$, so long as you keep them consistent. Find the slope of the line with coordinates at (-1, 0) and (1, 3). Now, we already know how to count to find our slope, so let us use our equation this time. ${y_2 - y_1}/{x_2 - x_1}$ Let us assign the coordinate (-1, 0) as $(x_1, y_1)$ and (1, 3) as $(x_2, y_2)$. $(3 - 0)/(1 - -1)$ $3/2$ We have found the slope of the line. Now let's demonstrate why the equation still works had we switched which coordinate points were $(x_1, y_1)$ and which were $(x_2, y_2)$. This time, coordinates (-1, 0) will be our $(x_2, y_2)$ and coordinates (1, 3) will be our $(x_1, y_1)$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 3)/(-1 - 1)$ ${-3}/{-2}$ $3/2$ As you can see, we get the answer $3/2$ as the slope of our line either way. The Equation of a Line $$y = mx + b$$ This is called the â€Å"equation of a line,† also known as an line written in "slope-intercept form." It tells us exactly how a line is positioned along the x and y axis as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into its individual parts. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value along the $y$-axis that the line hits (remember, a straight line will only hit each axis a maximum of one time). For this line, we can see that the y-intercept is 3. We can also count our slope out or use two sets of coordinate points (for example, $(-3, 1)$ and $(0, 3)$) to find our slope of $2/3$. So when we put that together, we can find the equation of our line at: $y = mx + b$ $y = {2/3}x + 3$ Remember: always re-write any line equations you are given into this form! The test will often try to trip you up by presenting you with a line NOT in proper form and then ask you for the slope or y-intercept. This is to test you on how well you're paying attention and get people who are going too quickly through the test to make a mistake. What is the slope of the line $3x + 12y = 24$? First, let us re-write our problem into proper form: $y = mx + b$ $3x + 12y = 24$ $12y = -3x + 24$ $y = -{3/12}x + 24/12$ $y = -{1/4}x + 2$ The slope of the line is $-{1/4}x$ Now let’s look at a problem that puts both formulas to work. For some real number A, the graph of the line $y=(A+1)x +8$ in the standard $(x,y)$ coordinate plane passes through $(2,6)$. What is the slope of this line? A. -4B. -3C. -1D. 3E. 7 In order to find the slope of a line, we need two sets of coordinates so that we can compare the changes in both $x$ and $y$. We are given one set of coordinates at $(2, 6)$ and we can find the other by using the $y$-intercept. The $b$ in the equation is the y-intercept (in other words, the point at the graph where the line hits the y-axis at $x = 0$). This means that, for the above equation, we also have a set of coordinates at $(0, 8)$. Now, let’s use both sets of coordinates- $(2, 6)$ and $(0, 8)$- to find the slope of the line: ${y_2 - y_1}/{x_2 - x_1}$ $(8 - 6)/(0 - 2)$ $-{2/2}$ $-1$ So the slope of the line is -1. Our final answer is C, -1. (Note: don’t let yourself get tricked into trying to find $A$! It can become instinct when working through a standardized test to try to find the variables, but this question only asked for the slope. Always pay close attention to what is being asked of you.) Perpendicular Lines Two lines that meet at right angles are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of 4 (in other words, $4/1$), the other line will have a slope of $-{1/4}$. Parallel Lines Two lines that will never meet (no matter how infinitely long they extend) are said to be parallel. This means that they are continuously equidistant from one another. Parallel lines have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to ensure that the lines will never touch. No matter how far they extend, these lines will never intersect. What is the slope of any line parallel to the line $8x+9y=3$ in the standard $(x,y)$ coordinate plane? F. -8G. $-{8/9}$H. $8/3$J. 3K. 8 First, let us re-write our equation into proper slope-intercept equation form. $8x + 9y = 3$ $9y = -8x + 3$ $y = -{8/9} + 1/3$ Now, we can identify our slope as $-{8/9}$. We also know that parallel lines have identical slopes. So all lines parallel to this one will have the slope of $-{8/9}$. Our final answer is G, $-{8/9}$. A...valiant attempt to be parallel. Typical Line and Slope Questions Most line and slope questions on the ACT are quite basic at their core. You’ll generally see two to three questions on slopes per test and almost all of them will simply ask you to find the slope of a line when given coordinate points or intercepts. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (as well as your rules for parallel or perpendicular lines), and you’ll be able to solve these types of problems easily. What is the slope of the line through $(5,-2)$ and $(6,7)$ in the standard $(x,y)$ coordinate plane? F. $9$G. $5$H. $-5$J. $5/11$K. $-{5/11}$ We have two sets of coordinates, which is all we need in order to find the slope of the line which connects them. So let us plug these coordinates into our slope equation: ${y_2 - y_1}/{x_2 - x_1}$ $(7 - 2)/(6 - -5)$ $5/11$ Our final answer is J, $5/11$ Despite the fact that we are now working with figures, the principle behind the problem remains the samewe are given a set of coordinate points and we must find their slope. From C to D, we have coordinates (9, 4) and (12, 1). So let us plug these numbers into our slope formula: ${y_2 - y_1}/{x_2 - x_1}$ $(1 - 4)/(12 - 9)$ $-3/3$ $-1$ Our final answer is B, $-1$. As you can see, there is not a lot of variation in ACT question on slopes. So long as you keep track of the coordinates you’ve assigned as $(x_1, y_1)$ and $(x_2, y_2)$, and you make sure to keep track of your negatives and positives, these questions should be fairly straightforward. How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y = mx + b$ If you are given an equation of a line on the test, it will often be in improper form (for example: $10y + 15x = 20$). If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope and/or the y-intercept of the line. So always remember to rearrange your equation into proper form as your first step. $10y + 15x = 20$ = $y = -{3/2}x + 2$ #2: Remember your $\rise/\run$ Our brains are used to doing things "in order," so it can be easy to make a mistake and try to find the change in $x$ before finding the change in $y$. Keep careful track of your variables in order to reduce careless mistakes like this. Remember the mantra of "rise over run" and this will help you always know to find your change in $y$ (vertical distance) over your change in $x$ (horizontal distance). #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph, whether you are provided with one or if you have to make your own. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply draw your own graph and count how the line rises (or falls). Next, trace its "run." By doing this, you will always find your slope. Now let's put your newfound knowledge to the test! Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and the few basics you’ll need to solve them, let’s look at a few real ACT math examples: 1. 2. Which of the following is the slope of a line parallel to the line $y={2/3}x-4$ in the standard $(x,y)$ coordinate plane? A. $-4$B. $-{3/2}$C. $2$D. $3/2$E. $2/3$ 3. When graphed in the standard $(x,y)$ coordinate plane, the lines $x=-3$ and $y=x-3$ intersect at what point? A. $(0,0)$B. $(0,-3)$C. $(-3,0)$D. $(-3,-3)$E. $(-3,-6)$ Answers: D, E, E Answer Explanations: 1. You can solve this problem in one of two waysby counting directly on the graph, or by solving for the changes in $x$ and $y$ algebraically. Let’s look at both methods. Method 1- Graph Counting The question was generous in that it provided us with a clearly marked graph. We also know that our slope is $-{2/3}$, which means that we must either move down 2 and over 3 to the right, or up 2 and over 3 to the left to keep our movement across a negative slope line consistent. If you use this criteria to count along the graph, you will find that you hit no marked points by counting up 2 and over 3 to the left, but you will hit D when you go down 2 and over 3 to the right. So our final answer is D. Method 2- Algebra Alternatively, you can always use your slope formula to find the missing coordinate points. If we start with our coordinate points of $(2, 5)$ and our slope of $-{2/3}$, we can find our next two coordinate points by counting finding the changes in our $x$ and $y$. Our first coordinate point of $(2, 5)$ has a $y$ value of 5. We know, based on the slope of the line that the change in $y$ is +/- 2. So our next coordinate point must have a $y$ value of either: $5 + 2 = 7$ Or $5 - 2 = 3$ This means we can eliminate answer choices B and C. Now we can do the same for our x-coordinate value. We begin with $(2, 5)$, so our $x$ value is 2. Because the line has a slope of $-{2/3}$, our x-coordinate change at a rate of +/- 3. This means our next x-coordinate values must be either: $2 + 3 = 5$ Or $2 - 3 = -1$ Now, we must put this information together. Because our slope is negative, it means that whatever change one coordinate undergoes, the other coordinate must undergo the opposite. So if we are adding the change in $y$, we must then subtract our change in $x$ (or vice versa). This means that our coordinate points will either be $(5, 3)$ or $(-1, 7)$. (Why? Because 5 comes from adding our change in $x$ and 3 comes from subtracting our change in $y$, and -1 comes from subtracting our change in $x$ and 7 comes from adding our change in $y$.) The only coordinates that match are at D, $(5, 3)$. Our final answer is D. 2. This question is simple so long as we remember that parallel lines have the same slopes and we know how to identify the slope of an equation of a line. Our line is already written in proper slope-intercept form, so we can simply say that the line $y = {2/3}x - 4$ has a slope of $2/3$, which means that any parallel line will also have a slope of $2/3$. Our final answer is E, $2/3$ 3. This question may seem confusing if you’ve never seen anything like it before. It is however, a combination of a simple replacement in addition to coordinate points. We are given that $x = -3$ and $y = x - 3$, so let us replace our $x$ value in the second equation to find a numerical answer for $y$. $y = x - 3$ $y = -3 - 3$ $y = -6$ Which means that the two lines will intersect at $(-3, -6)$. Our final answer is E, $(-3, -6)$. A good test deserves a good break, don't you think? The Take-Aways Though the ACT may present you with slightly different variations on questions about lines and slopes, these types of questions will always boil down to a few key concepts. Once you've gotten the hang of finding slopes, you'll be able to breeze through these questions in no time. Make sure to keep track of your negatives and positives and remember your formulas, and you’ll be able to take on these kinds of questions with greater ease than ever before. What’s Next? Whew! You may know all you need to for ACT coordinate geometry, but there is so much more to learn! Check out our ACT Math tab to see all our individual guides to ACT math topics, including trigonometry, solid geometry, advanced integers, and more. Think you might need a tutor? Take a look at how to find the right math tutor for your needs and budget. Running out of time on ACT math? Check out how to buy yourself more time on ACT math and complete your section on time. Looking to get a perfect score? Our guide to getting a 36 on ACT math will help you iron out those problem areas and set you on the path to perfection. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

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