How to Find Greatest Common Factors

How to Find Greatest Common Factors Factors are numbers that divide evenly in a number. The greatest common factor of two or more numbers is the largest number that can divide evenly into each of the numbers. Here, you will learn how to find factors and greatest common factors. You will want to know how to factor numbers when you are trying to simplify fractions. What You Need Manipulatives: Coins, buttons, hard beansPencils and paperCalculator Steps Factors of the number 12: You can evenly divide 12 by 1, 2, 3, 4, 6 and 12.Therefore, we can say that 1,2,3,4,6 and 12 are factors of 12.We can also say that the greatest or largest factor of 12 is 12.Factors of 12 and 6: You can evenly divide 12 by 1, 2, 3, 4, 6 and 12. You can evenly divide 6 by 1, 2, 3 and 6. Now, look at both sets of numbers. What is the largest factor of both numbers? 6 is the largest or greatest factor for 12 and 6.Factors of 8 and 32: You can evenly divide 8 by 1, 2, 4 and 8. You can evenly divide 32 by 1, 2, 4, 8, 16 and 32. Therefore the largest common factor of both numbers is 8.Multiplying Common Prime Factors: This is another method to find the greatest common factor. Lets take 8 and 32. The prime factors of 8 are 1 x 2 x 2 x 2. Notice that the prime factors of 32 are 1 x 2 x 2 x 2 x 2 x 2. If we multiply the common prime factors of 8 and 32, we get 1 x 2 x 2 x 2 8, which becomes the greatest common factor.Both methods will help you determine the greates t common factors (GFCs), but you will need to decide which method you prefer to work with. Manipulatives: Use coins or buttons for this concept. Lets say youre trying to find factors of 24. Ask the child to divide the 24 buttons/coins into 2 piles. The child will discover that 12 is a factor. Ask the child how many ways they can evenly divide the coins. Soon they will discover that they can stack the coins into groups of 2, 4, 6, 8, and 12. Always use manipulatives to prove the concept. Tips Be sure to use coins, buttons, cubes, etc. to prove how finding factors works. Its much easier to learn concretely than abstractly. Once the concept is grasped in a concrete format, it will be much more easily understood abstractly.This concept requires some ongoing practice. Provide a few sessions with it.

Scorpion Fish Facts (Scorpaenidae)

Scorpion Fish Facts (Scorpaenidae) The term scorpion fish refers to a group of ray-finned fishes in the family Scorpaenidae. Collectively, they are called rockfish or stonefish because they are bottom dwellers camouflaged to resemble rocks or coral. The family includes 10 subfamilies and at least 388 species. Important genera include the lionfish (Pterois sp.) and stonefish (Synanceia sp.). All scorpion fish have venomous spines, giving the fish their common name. While stings can be fatal to humans, the fish are not aggressive and only sting when threatened or injured. Fast Facts: Scorpion Fish Scientific Name: Scorpaenidae (species include Pterois volitans, Synaceia horrida)Other Names: Lionfish, stonefish, scorpionfish, rockfish, firefish, dragonfish, turkeyfish, stingfish, butterfly codDistinguishing Features: Compressed body with wide mouth and conspicuous, venomous dorsal spinesAverage Size: Under 0.6 meters (2 feet)Diet: CarnivorousLife Span: 15 yearsHabitat: Coastal tropical, subtropical, and temperate seas worldwideConservation Status: Least ConcernKingdom: AnimaliaPhylum: ChordataClass: ActinopterygiiOrder: ScorpaeniformesFamily: ScorpaenidaeFun Fact: Scorpion fish not aggressive. They only sting if they are threatened or injured. Description The scorpion fish has a compressed body with ridges or spines on its head, 11 to 17 dorsal spines, and pectoral fins with well-developed rays. The fish come in all colors. Lionfish are brightly colored, so potential predators can identify them as a threat. Stonefish, on the other hand, have mottled coloring that camouflages them against rocks and coral. The average adult scorpion fish is under 0.6 meters (2 feet) in length. Except for lionfish, scorpion fish have a mottled coloration that serves as camouflage. LITTLE DINOSAUR / Getty Images Distribution Most members of the Scorpaenidae family live in the Indo-Pacific, but species occur worldwide in tropical, subtropical, and temperate seas. Scorpion fish tend to live in shallow coastal water. However, a few species occur as deep as 2200 meters (7200 feet). They are well-camouflaged against reefs, rocks, and sediment, so they spend most of their time near the sea floor. The red lionfish and common lionfish are invasive species in the Caribbean and Atlantic Ocean off the coast of the United States. The only effective method of control to date has been NOAAs campaign of Lionfish as Food. Encouraging consumption of the fish not only helps control lionfish population density, but also helps protect overfished grouper and snapper populations. Reproduction and Life Cycle Female scorpion fish release between 2,000 and 15,000 eggs into the water, which are fertilized by the male. After mating, the adults move away and seek cover to minimize attention from predators. The eggs then float to the surface to minimize predation. Eggs hatch in after two days. The newly-hatched scorpion fish, called fry, remain near the surface until they are around about an inch long. At this time, they sink to the bottom to seek a crevice and begin hunting. Scorpion fish live up to 15 years. Diet and Hunting The carnivorous scorpion fish preys upon other fish (including other scorpion fish), crustaceans, mollusks, and other invertebrates. A scorpion fish will eat virtually any other animal that can be swallowed whole. Most scorpion fish species are nocturnal hunters, while lionfish are most active in the morning daylight hours. Some scorpion fish wait for prey to approach. Lionfish actively hunt and attack prey, using a bilateral swim bladder to precisely control body position. To catch prey, a scorpion fish blows a jet of water toward its victim, disorienting it. If the prey is a fish, the jet of water also causes it to orient against the current so that its facing the scorpion fish. Head-first capture is easier, so this technique improves hunting efficiency. Once the prey is positioned correctly, the scorpion fish sucks in its prey whole. In some cases, the fish uses its spines to stun prey, but this behavior is fairly uncommon. Predators While its likely that predation of eggs and fry is the primary form of natural population control of scorpion fish, its unclear what percentage of scorpion fish young are eaten. Adults have few predators, but sharks, rays, snappers, and sea lions have been observed hunting the fish. Sharks appear to be immune to scorpion fish venom. Although scorpion fish are venomous, they are gentle animals. This diver is feeding a lionfish. Justin Okoye / EyeEm / Getty Images Scorpion fish arent fished commercially because of the risk of stings. However, they are edible, and cooking the fish neutralizes the venom. For sushi, the fish may be eaten raw if the venomous dorsal fins are removed before preparation. Scorpion Fish Venom and Stings Scorpion fish erect their spines and inject venom if they are bitten by a predator, grabbed, or stepped on. The venom contains a mixture of neurotoxins. Typical symptoms of poisoning include intense, throbbing pain that lasts up to 12 hours, peaking in the first hour or two following the sting, as well as redness, bruising, numbness, and swelling at the sting site. Severe reactions include nausea, vomiting, abdominal cramps, tremors, decreased blood pressure, shortness of breath, and abnormal heart rhythms. Paralysis, seizures, and death are possible, but are usually restricted to stonefish poisoning. The young and elderly are more susceptible to the venom than healthy adults. Death is rare, but some people are allergic to the venom and may suffer anaphylactic shock. Australian hospitals keep stonefish anti-venom on hand. For other species and for stonefish first aid, the first step is to remove the victim from water to prevent drowning. Vinegar may be applied to reduce pain, while the venom may be inactivated by immersing the sting site in hot water for 30 to 90 minutes. Tweezers should be used to remove any remaining spines and the area should be scrubbed with soap and water and then flushed with fresh water. Medical care is required for all scorpion fish, lionfish, and stonefish stings, even if the venom appears to be deactivated. Its important to be certain that no spine remnants remain in the flesh. A tetanus booster may be recommended. Conservation Status Most species of scorpion fish have not been evaluated in terms of conservation status. However, the stonefish Synanceia verrucosa and Synanceia horrida are listed as least concern on the IUCN Red List, with stable populations. The luna lionfish Pterois lunulata and red lionfish Pterois volitans are also least concern. The population of red lionfish, an invasive species, is increasing. While no significant threats face scorpion fish at this time, they may be at risk from habitat destruction, pollution, and climate change. Sources Doubilet, David (November 1987). Scorpionfish: Danger in Disguise. National Geographic. Vol. 172 no. 5. pp. 634–643. ISSN 0027-9358Eschmeyer, William N. (1998). Paxton, J.R.; Eschmeyer, W.N., eds. Encyclopedia of Fishes. San Diego: Academic Press. pp. 175–176. ISBN 0-12-547665-5.Morris J.A. Jr., Akins J.L. (2009). Feeding ecology of invasive lionfish (Pterois volitans) in the Bahamian archipelago. Environmental Biology of Fishes. 86 (3): 389–398. doi:10.1007/s10641-009-9538-8Sauners P.R., Taylor P.B. (1959). Venom of the lionfish  Pterois volitans.  American Journal of Physiology.  197: 437–440Taylor, G. (2000). Toxic fish spine injury: Lessons from 11 years experience. South Pacific Underwater Medicine Society Journal. 30 (1). ISSN 0813-1988

French Revolution During 18th Century Essay Example | Topics and Well Written Essays - 2000 words

French Revolution During 18th Century - Essay Example (Lind Frey, 2004) The immediate cause of revolution was financial crisis that originated due to war in America that was financed through borrowing by Necker and same method was adopted by Calonne to pay off the arrears which increased the deficit. Fiscal administration was so confusing that the rough analysis of financial statements of March 1788 of Old Regime budget estimated expenditures at about 629 million livres and receipts of 503 million leaving behind the deficit of 126 million or 20% which was attributed to court wastefulness and financers profit. The emptied treasury resulted in cutbacks of pension and stockholders Bank of Discounts were made legal tender. (Georges Lefebvre, Elizabeth Moss Evanson and Paul H. Beik) Ronald Schechter presents the argument of Furet wherein it is mentioned that the revolution of 1787 marked the first capitulation of the state to the demands of the sharing the power between the administrative officials and elected representatives of third estate s. (Ronald Schechter, 2001) Kings under capability of handling the situation of crisis after the war made him a weaker leader. Louis XVI was not able to control the deficit and adopted the same method that Necker used to finance the war in America. And moreover the new taxation policy by imposing the tax on elite groups like notables, and other merchants ignited the sense of revolt among the Third Estate members to which they disagreed. These factors sparked the beginning of revolution in France. The revolt from elite groups created an excitement among the commoners, notably lawyers and they supported the nobles in revolt against king even though he was authorizing them to plead his case. The Patriot Party was formed which provoked counter argument using brochures with cautious... This essay describes the French Revolution, that was the major event during the 18th century that shook the entire world and economy of France. It laid the foundation for human rights through Declaration of the Rights of Man which provided equal status to poor and downtrodden on par with nobles and clergy. It was the Estates General meeting called by Louis XVI to elect the deputies that led the revolt among the Third Estate. The revolt intensified when Third Estate broke the stalemate and spread the revolt across France inviting First and Second Estate to join the rebel. The peasants’ war broke out resulting in loss of human life. Aftermath of the revolution, the French government implemented various provision and policies to cope with the economic crisis. The French revolution had various effects in forms of economy, society, political and religion. There were no differences maintained in the state school and government authorized the positions of pastor and bishops. France r eceived dramatic response from neighboring countries in the form of war including America. It also promoted nationalism which was also adopted by Italy and Germany under Napoleon and influenced most of the European countries to adopt parliamentary democracy. Such was the impact of the revolution that evolved the democratic form of government which is followed almost by all the countries in world today giving equal rights and opportunity to each and every citizen irrespective of race, religion, social and financial status.

Presentation Essentials IP Week 5 Essay Example | Topics and Well Written Essays - 750 words

Presentation Essentials IP Week 5 - Essay Example The examples listed in the topic discussion give real evidence on some of the successful entrepreneurs that have managed to apply interesting business ideas. For instance, it mentions Magic Johnson who used his savings from the property he got from the repairs he made after buying a house. The intended audiences for the topic discussions include; business personnel and entrepreneurs who are aiming at making huge profits from their savings and money meant for business (Howell-Carey & Carey, 2004). Research sources My research sources on the topic include; ‘Learning About Lakefront Property by United States Environment Protection’ ‘The New Path To Real Estate Wealth by Chantal Howell Carey and Bill Carey’ and ‘Legal Aspects of Owning and Managing Woodlands by Thom Mcevoy’ (United States Environment Protection, 2012). The research resources have been useful in giving noteworthy tips of selling and owing income property through using significant bus iness ideas. For instance ‘learning about lake front property states ways an individual discovers pertinent idea of investing on the properties he/she possess either through buying or selling. Other sources states various ways a person can invest on the properties he/she has to generate maximum profits from them. ... The body section highlights on the importance of dealing with focused renters since they determine whether a business person dealing with the process of buying the property will be successful (United States Environment Protection, 2012). Further, a business entrepreneur ought to focus on incredibly low opportunity when purchasing low cost rental property. The author of the book advises business personnel having 20 to 30 dollars to invest in income property and find a suitable location for the business. On the next part, the section of the discussion states a real life example that states the importance of looking what the future holds; it is important to prepare amicably. The appropriateness and effectiveness of your visual aids The visual aids are important in assisting the audience comprehends the concept of the topic being discussed. Hence, I was forced to use visual aids such as charts; graphs and sign language to express and explain my point out valiantly and easily. For example , the charts had good images that showed the audience the best properties to look for when purchasing them. It is important for them to choose something good that will satisfy them (United States Environment Protection, 2012). The audience were able to see the statistics on the properties discussed easily hence making them aware on the expenditure they apply when purchasing them. The visual aids were attached on a mini billboard that was easy to be shown to the audiences easily. The effectiveness of your presentation The effectiveness of my presentation was that I managed to teach and edify the audience on the topic I was discussing; which was ‘The Positive Points of Owning

House of Mirth by Edith Wharton Essay Example for Free

House of Mirth by Edith Wharton Essay The House of Mirth is separated into two books of approximately equal length, with Book I having at least thirty more pages than the other. In the commencement of Book I, the central character, who goes by the name of Lily Bart is twenty-nine years old and gets acquainted with the fact that she is on the threshold of losing her influence to hang about in society by the desirable quality of her looks and charisma alone. She believes that getting married is her only way out. The itinerary of Book I describe Lily’s tribulations in accomplishing this goal. By the end, Lily has continued to exist after an attempted rape which nonetheless hurts her repute and causes her to be unable to find the high regard of Lawrence Selden and is desperately in liability. Book II, commences in Monte Carlo with additional and given up for lost scandal, moves to New York and additional debt. It ends in deficiency, lonesomeness, and an unintentional death that could without difficulty be called a suicide. Similarities The story presented by Edith Wharton is rather tragic. It is about a beautiful, high-spirited woman who is in dire need of getting over the manipulations of others and the extremely stern society around her. The only assets that the central character Lily has are her beauty and charisma. She is well-acquainted with the rules of the upper class New York society of 1905. Lily tells Lawrence that, a girl must [get married] and a man if he chooses†. (Wharton, p. 165) Lily basically is totally dependant on her aunt for her financial expenses and believes that she should get married to a wealthy man as soon as possible. But, as she confesses, she always does the right thing at the wrong time. She is nearly married to about three different men who are pretty wealthy but she is not able to go ahead with it. She is in love with Lawrence, but considering the fact that he is not rich and has to work to make both ends meet, she does not even let herself imagine that she should marry him. She comprehends the susceptibility of her position she does not have any fortune of her own, and for that reason her reputation must be impeccable. The people that she is surrounded by have minds like moral flypaper they can forgive a woman anything but the loss of her good name. Unfortunately, Lilys inherent honesty makes it impossible for her to realize the treachery and desperation around her. She makes some foolish choices: We resist the great temptations, but it is the little ones that eventually pull us down. (The House of Mirth, p. 1). In both the movie and the book, perhaps her only mistake is that she ends up trusting all the wrong people. Because of this we can see in the movie and the novel that her reputation is looked down upon and she ends up owing a great deal of money to a man who misused her trust and made attempts to ruin her reputation. As is said, we witness in the movie that â€Å"by the time she is willing to accept the proposal of businessman Sim Rosedale (Anthony LaPaglia), he is no longer willing to offer her the position of wife, only mistress. Rosedale has a kind heart, and he likes Lily. But he is a businessman with ambitions of being fully accepted into society, and he can see that Lily is damaged goods. Perhaps her very willingness to accept him makes her less appealing† (The House of Mirth, p. 1). Lily realizes the sensitivity of her position in the society and she realizes that nothing she does would be right for her after she has been betrayed by nearly everyone and is shunned aside by her society. She now makes attempts in both the movie and the novel to support herself first as secretary/companion to a vulgar social-climber, then as an internee in a millinery shop. She makes one last exaggerated plea for help from her cousin, and also comprehends a drastic attempt at blackmail, but that is a great temptation she is able to resist. The movie definitely is a great adaptation of the novel written by the author with first-rate performances and extravagant details of that period. Edith Whartons 1905 The House of Mirth, apparently is a novel about early-20th century New York upper classes, and is really an outer-space story, and instinctively at least, the director Terence Davies seems to know it. In order to Whartons book to the display, Davies takes care to get all the accouterments right: the depressively sparkling balls and social gatherings of turn-of-the-century Manhattan society life, the faux-rustic lavishness of the nation state homes of the rich, the odd rules and regulations and subtexts prowling behind the way a woman might trip her delicately gloved hand into that of a man. In Whartons view, and in Davies, it is an ambiance that is hospitable on the exterior but fastened with fatal gas, an accurate arrangement of molecules that looks for and finds and strangles the life out of foreign creatures, like Whartons great conqueror Lily Bart, who need air and brightness and love. It takes one beautiful alien to play Bart. Davies The House of Mirth is not anything like a science-fiction movie, for sure, apart from the way it uses ambiance to communicate a sneaking pastiness of claustrophobia and even danger. What is evident from the first frame, just like it is evident in the beginning of the novel by Wharton, is that Lily is a human being who just does not fit in this world. What is worst is that she herself believes and is convinced with this fact. The deception of the story, nevertheless, is that we are not in actuality sure about the origin of Lily; Whartons wrapping up is that there are no definable monetary, communities or devout divisions that are moderately right for her, and Davies movie, with all its miserable sophistication, incarcerates the real meaning of that peripatetic restiveness. A gorgeously beautiful but spinster woman of twenty-nine with deteriorating prediction, Lily has been raised to accept as true that luxury is exactly what she deserves. Hence, Lily lives further than her means, relying for the most part on the resentful contributions of her elderly aunt, Mrs. Peniston. All the lacking that Lily suffers because she does not have money, she makes up for in behavior of verbal communication and coquetry: she has the ability as well as the charm to turn any encounter into an enticing meeting. Nevertheless her game playing, as Wharton has written and as Anderson plays it, is not entrenched in heartlessness. It is more a particular kind of non-interventionist resourcefulness, such that her possible love interest and a little bit retribution Lawrence Selden are overwhelmed by it. I always like to see what youre doing, he tells her only half-teasingly. Youre such a wonderful spectacle. (Wharton, p. 35) To keep herself buoyant economically, Lily is desperately in need of a husband, but she is disastrous in finding one due to the fact that, deep down, she knows she does not want one. She is most involved with Selden, a legal representative of self-effacing means who lives for books and fine art and a warm fire. But not even Selden is a sanctuary for her considering that he proves himself competent of devastating coldness. And after Lily unsuspectingly puts herself in a negotiative position with a married friend, Gus Trenor, she comes to realize that she will have to make her own money to support herself. The movie presents to us that Whartons book is not an assembling cry for womens expressive and financial self-government. It is far more understated, and a lot less joyful, than that. But the narrative repetitively affirms the worth of that self-determination, exclusively by showing us how tantalizingly it is kept out of poor Lilys reach. The movie incarcerates something of Whartons reticent tenderness and attractive rhythms in the way it sets Lily revolving on her unhurried spiral to calamity. The movie takes a few emancipations with the story, concentrating, for example, two of Whartons innovative characters into one. The movie House of Mirth is a dignified movie, sometimes too much so, moving with the momentum and sprightliness of a dowager aunt and the channel of communication, much of it taken straight from the novel is from time to time stiff and discomfited. But the movie does an unimpeachable job of screening to us, in the first half of the movie, both the mesmerizing comforts and the tediousness of the life Lily desires to, with its seamless drawing rooms and unnaturally effervescent parties. The second half is shadowy and more visually solemn, as Lily thrashes about to keep her existence together. But that pessimism makes it obvious that this less-glamorous continuation is not right for Lily, either. She can be considered an exotic bird, in poor condition for the filth and dirt of the everyday world but far too unexpected to be serving tea to rich, unintelligent gentlepeople. Lily, too contemporary, too fundamental and too beautiful, fits nowhere, in no detailed society, time or place (Zacharek, p. 1). Edith Wharton plots The House of Mirth on a sequence of meetings set in vibrantly distinct social settings. The first communal setting is Lawrence Selden’s residence at the Benedict and the convention is between him and Lily Bart. The second is the Trenors’ country house throughout a week-long party. In the pinnacle, Wharton shows with great power the sexual operation at the heart of the financial dependence of women. In the increasing action, Wharton sets up the rudiments of Lily Bart’s personality by showing her in stroke in a social situation which restrains her choices. In the lessening action, when Lily Bart has been evicted from the society that has prearranged her values, Wharton shows that Lily Bart is not ready to become accustomed to a dissimilar way of life. Lily Bart becomes a disastrous figure; trying with her imperfect moral possessions to live up to her intellect of what is right, even when it means facing impoverishment (Wharton, p. 25). Conclusion In the light of the above discussion we can hereby culminate that the movie and the novel namely The House of Mirth written by Edith Wharton has much in common.

Long and Short Term Causes of WWI :: World War I History

Long and Short Term Causes of WWI There were several long-term events that led to the outbreak of World War One. The most prominent factors include: nationalism, militarism, imperialism, the Balkan and Morocco crises, and the alliance system. Ironically, these things were either started in response to, or upheld because of, one of the other factors. The alliance system was one of the last factors to emerge before the war. Consequentially, the contributions of this system to the beginning of the Great War have to be considered. Although the alliance system was a main cause of the First World War, it arose because of several other factors, and did not cause the war single handedly. Nationalism, the love and support of one's country, has always existed. In this era, however, it was to take part in the creation of one of the most famous wars in history. Since so much pride was devoted to countries, it made the possibilities of peace between past rivals less probable. It also meant that most nations, especially the great powers, would rather fight a war than back down from a rival's diplomatic provocation. In effect, nationalism was also a contributing factor to the alliance system. No country feels comfortable being in a war alone, and with the growing militaries in almost every country, allies provided much comfort. The supreme present of militarism, "a policy of aggressive military preparedness" , in this period of time gave all countries great reason to feel the heavy weight of an oncoming war. Great Britain's naval policy (to always be twice as big as the next two largest navies put together), along with the predominate feeling of war provided countries with a strong reason to try and create an incredibly strong military force. This led to an arms race, which made the impending war seem inevitable. The military planning in some countries also caused an increased fear of war. Since military machines were being developed, each country was appointing a general staff of experts. The greatest problem with this was that there was a fear that "some chief of staff, in order to maintain the schedule on his 'timetable', might force an order of mobilization and thus precipitate war." These two factors also led, in part, to the alliance system. If two or more countries are allied with each other then the y have a better chance of defeating their common enemy if war is declared.

Is it possible to distinguish between science and pseudo-science? Essay

Introduction: For starters let us try to define both terms. Science is an organized, disciplined, unbiased search for knowledge for the world around us. Remember, Science does not discover facts, but rather finds statements (theories, formulae, descriptions) as a result of having examined the real world. These statements describe what may be expected to be found under stated conditions. Note, science is always prepared to adjust, reverse, abandon and/or subtract to/from its statement, in order to more closely approach the truth: The truth being an unreachable goal, which we will eventually and essentially get to (Randi, Internet). Pseudo-science is an established body of knowledge which tries to pass itself as science. It tries to claim legitimacy that it would not otherwise be able to do on its own. We can also call it fringe or alternative science. It basically lacks the carefully and thoughtfully interpreted experiments which provide the foundation of the natural sciences. Incidentally, this is what contributes to its advancement. A vital point to emphasize is that a body of knowledge is used because science involves elements of intuition and guesswork. In regard to this therefore we discover a major weakness in utilizing the experiments approach in science. This comes about because experiments do not always test a theory adequately, moreover results can be incorrectly interpreted or in cases be plain wrong. In legitimate science, these problems tend to be self correcting, through critical scrutiny by the original researcher of the greater scientific community (Chem1, Internet). Pseudo means fake. Thus, the surest way to spot a fake is to know as much as possible about the original, genuine or the actual science itself. Forthwith, it is of critical importance to understand the nature of science. This will include getting to grips with the criteria of evidence, the design of meaningful experiments, the weighing of possibilities, the testing of hypotheses, the establishment of theories and the many aspects of scientific methods that make it possible to draw reliable conclusions about the physical universe (Quakewatch, Internet). Having said this we ask, is there really a fine line between real science and pseudo-science? And if so, where does it lie? From an initial inspection, it is plain to see that these two are as opposite as rationality and religion are. Whereas we use basic principles such as objectivity and accuracy to establish a finding, we also use in science certain admitted assumptions about reality. These, though, eventually do support themselves; they become proven or result in false verification thus discarded. Pseudo science on its part will utilize invented modes of analysis which substitute for meeting the requirements of scientific method, though they basically violate the essential attributes. It’s easy to identify many examples of these, but it is the more subtle and insidious and convincing cases that require better definition of the attributes involved (Randi, Internet). The quest to clearly identify and determine the line dividing science and pseudo-science is indeed daunting. This is because the media has so much muddled the waters that we are, in instances, compelled to think what we see or hear in the media is the truth. It is wise to remember that, pseudo-science transcends all fields of science. Not one field is safe. For example, in the field of physics [and by extension, other natural sciences] the following are cases (Quackwatch, Internet) that have been used to try and unmask pseudo-science: †¢ It is common the find proponents of pseudo-science referring to work many years old. Unlike science were literature is updated every other year (latest editions) to take into consideration the rapid accumulation of new facts and insights, pseudo-scientists will rarely revise. †¢ This point above exposes pseudo scientists to the intense criticism of holding on to bogus facts proposed many years ago. It has been found that they research by relying on newspaper clippings, hearsay, ancient religions or mythological works as their point of fact. They never bother to perform independent investigation to check their source. †¢ Also they are fond of beginning with a hypothesis. Usually, this hypothesis is very emotionally appealing and spectacularly implausible. After the emotionally appealing hypothesis has been fronted, they then look for supporting evidence. Should any conflict be identified it is quickly ignored or rationalized. †¢ They ignore or misrepresent genuine scientific fact. Pseudo-scientists will instead rely on unverifiable eyewitness testimony, stories, tales, hearsay, rumor and dubious anecdotes. They will invariably rely heavily on subjectivity validation. Newspaper horoscope describes astrology perfectly making many people believe in them. But on close examination, it is found they describe generalities enough to cover virtually everyone (Quackwatch, Internet). No pseudo-scientist who was shouting on the roof top at the beginning of the year offering/ putting forward predictions and hypothesis will be found to analyze how many of them came to pass at the end of the year (Chem1, Internet). This is unlike science where all principles must be tested and remain continually questioned or rejected over time. In pseudo-science, such predictions or hypothesis are not often falsifiable and are equally unlikely to ever be altered or shown to be wrong. This is erroneously taken by proponents as evidence of validity. Where as scientific explanations must be stated clearly in unambiguous terms, this is the opposite in pseudo-science. They often invoke scientific terms in dubious context. For example, ‘energy vibrations’ and ‘subtle energy fields’ sound impressive but are essentially meaningless terminologies (Chem1, Internet). Looking at the case of Electromagnetic frequency for instance, f or a long time pseudo-scientists fronted a case for its likelihood to be associated with causing the onset of cancer. Communities leaving near power lines and also electricians were deemed to be most at risk of contracting cancer in this way. However, after substantive review of existing literature and interview of specialists in the field, it was found that the statistical evidence for a correlation between the two was negligible and growing smaller. Even in the case of electricians, no effort was made to eliminate other factors before placing an accusing finger at high voltage power lines by the pseudo-scientists. Further, pseudo scientists offer little or no theoretical explanation of how such electromagnetic fields [EMF] can actually produce cancer (Csicop, Internet). On the other hand, science is its own worst enemy. It allows stifling of orthodoxy of beat ideas. Science has the tendency of forgetting that many of the best ideas in human history began as heresies. Comparisons between bizarre claims and science as it is actually practiced will show that no sharp division can be established (Math, Internet). Forget the various checklists given to distinguish the two[i. e. science and pseudo science], as none perfectly achieves this. The disagreements and disparities are more to be found on the finer points. Even the most hardened skeptic does not deny the possible validity of paranormal phenomena. It is necessary to point out at this juncture that, the fathers of science; Einstein and Newton, considered today as geniuses, were in their age actually considered heretics. What they chose to bring forward as science was so much against the norm then, that nobody dared believe them. They did not produce their revolutionary ideas in one moment of brilliance as propagated by scientists (findarticles. com).

Plato learning analyzing speeches Essay

Teacher-Graded Activities Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1. Comparing Speeches a. Read President Lincoln’s Gettysburg Address and Martin Luther King Jr.’s I Have a Dream speech. What emotions do you feel while reading these speeches? What elements of the speeches evoke these emotions? Type your response here: The Gettysburg address strikes emotion in everyone, due to the person who wrote it and due to the subject matter. The Gettysburg address evokes happiness, sadness, and pride in our country, In the speech Lincoln makes many references to the was that had happened, and he also makes many reference to how great America, which makes people think that everything will be alright and that the country is strong enough to endure this civil war. As for Martin Luther King Jr.’s speech it invokes completely different emotions such as shame in our country and sadness, the elements that invoke these emotions are King’s way of speaking, the way he references Lincoln, and the fact that he remains hopeful even though hope seems to be lost. b. Do you notice any similarities between President Lincoln’s speech and Martin Luther King Jr.’s speech? What are the similarities? Why do you think King drew parallels between his speech and Lincoln’s? Type your response here: King gave his speech on the steps of the Lincoln memorial, as if to honor Lincoln for the strong and brave way that he tried to abolish slavery, and his accomplishment of it, and yet King still feels as if he is enslaved due to strong oppression of black people. Both Lincoln and King invoke strong emotions of hope, and patriotism. I believe that king drew parallels between his speech and Lincolns to A: Grab the attention of everyone who hears him, and B: to commemorate Lincoln, and to make it known that he is proud of Lincoln and thankful to him for all of his hard work. c. Think about the audience that President Lincoln was addressing with the Gettysburg Address and about the audience that Martin Luther King Jr. was addressing with his I Have a Dream speech. Describe each audience, and explain how the speeches reflected, and were appropriate for, their audiences. Type your response here: Lincoln was addressing the families of soldiers, the citizens of the untied states, and maybe even foreign countries. I believe Lincoln chose these audiences to show that he still supports everyone even though the battle going on was so brutal, I also believe that he chose families of soldiers to assure them that the deaths, and lives of soldiers are not taken for granted and to assure them that it was all worth it in the end. As for King, His audience was mostly towards as he called them â€Å"Negros,† I believe strongly that King chose this Audience to tell them that there is still hope for equality between white and black people, because there truly was, and still is thanks to King. Kings Audience is very appropriate because he himself was black and was fighting for the rights of everyone he was speaking to. 2. Rhetorical Devices a. Revisit the Gettysburg Address and I Have a Dream. As you read, list the rhetorical devices that you notice: state the device, define it, provide an example of it from the speech, and explain its emotional impact. Type your response here: The Gettysburg Address Rhetorical Device Definition Example Emotional Impact Epithet A descriptive adjective attached to a noun to evoke an idea or emotion. â€Å"Now we are engaged in a great civil war.† It invokes the fear of the war, and the fact that the civil war was bigger than expected. Asyndeton A list that omits conjunctions between items. â€Å"we can not dedicate — we can not consecrate — we can not hallow — this ground† it adds to the flow of the speech and holds my attention Antanagoge Placement of a negative point next to a positive on in a way that downplays the negative â€Å"The brave men, living and dead, who struggled here, have consecrated it†¦but it can never forget what they did here.† It makes one feel like the men who died will never be forgotten and gives hope to the families. I Have a Dream Rhetorical Device Definition Example Emotional Impact Sententia A famous quotation, maxim, or wise saying Five score years ago. It draws the attention of the audience and makes them think about what the topic is. Anadiplosis Repetition of the last word of a sentence or phrase near thebeginning of the next sentence or phrase Repitition of â€Å"I have a Dream† at the end. It keeps the attention of audience, and it also invokes a feeling of hope in the audience, through King’s dream. Epithet A descriptive adjective attached to a noun to evoke an idea or emotion tragic fact that the Negro is still not free Adding the word tragic to fact envokes a feeling of hopelessness and the feeling of needing to fix the tragedy. Asyndeton A list that omits conjunctions between items. guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. The Asydeton makes it so people are hanging onto everyword, and keeps the attention. Personification Human attributes given to non-human objects and ideas. America has defaulted on this promissory note insofar as her citizens of color It makes America seem more relatable by everyone. b. Listen to one (or more) of the readings of the Gettysburg Address. Did you notice any rhetorical devices when listening to the speech that you did not notice when you read the speech, and vice versa? Do the rhetorical devices have a different effect when they are spoken as opposed to read? Explain your response. Type your response here: I did not hear anymore rhetorical devices in other readings of the Gettysburg address. However the rhetorical devices seem to stand out more when they are read because they have the full emotion of the voice to display them, thus making it more emotional and understandable. c. Listen to Martin Luther King Jr.’s I Have a Dream speech. What differences did you notice between the way the Gettysburg Address and I Have a Dream were delivered? Which rhetorical devices were more effective in each speech? Type your response here: I have a dream was delivered with more emotion than the Gettysburg address, I suppose it is because of the subject matter, Human rights seem to be more important than war and hate, and yet both speeches used wonderful rhetorical devices, In the Gettysburg address the use of the antanagoge is very prominit because it helps to ensure that they will never be forgotten. In I have a dream uses the rhetorical device of anadiplosis was strongly effective as King repeated ‘I have a dream’ at the very end of the speech. d. Were you able to recognize the rhetorical devices in I Have a Dream when listening to it? Was it easier for you to recognize them as you heard them or as you read them? Why? Type your response here: I was unable to identify any more rhetorical devices in the I Have a Dream speech, however it was easier to identify the rhetorical devices due to the emotion that I referenced earlier. 3. Analyzing Speeches a. Review the Gettysburg Address and I Have a Dream. What organizational pattern does each speech utilize? Do you see evidence of more than one type of pattern present in either speech? Give examples of the patterns in the speeches, and explain why the organizational pattern used is or is not the most effective. Type your response here: â€Å"I have a dream† has a spatial order This worked because Martin Luther king Jr. was basically going through a timeline about the rights of black people. The Gettysburg address is in Topical order, and this worked because Lincoln was speaking in segments about the war. b. Describe which elements of the introductions of the speeches, if any, are notably attention grabbing. Type your response here: Both speeches begin notably, for Lincoln’s it begins with â€Å"four score and  seven years ago.† and similarly king’s speech begins with â€Å"five score.† both are extremely memorable. c. Do the speeches answer the questions Why should I care? and How does this topic relate to me? Support your response with examples. Type your response here: Both speeches answer these questions in their own way. Lincoln used an appeal to the countries citizens an example of this was â€Å"We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live† As for Martin Luther King Jr. he answered those questions by saying â€Å"This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.† as he was speaking to his audience who are fighting for their freedom just as he was. d. Do the speakers provide their objectives for their speeches within their introductions? Provide examples with your answer. Type your response here: â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.† this is the very very first line In I have a dream, it shows that he is expecting this speech to go into history for being the best example of freedom. In the Gettysburg address there was not a clear objective other than trying to honor those who have died in the war. e. Do the speakers use any supportive devices, such as humor or repetition, in their speeches? Give examples of any such devices. Type your response here: Martin Luther King Jr. relied on repetition strongly during the end of his speech saying â€Å"i have a dream† repeatedly to prove his point f. How would you describe the conclusions of the speeches? Do they summarize their objectives and end with impact? Explain. Type your response here: The end of both of these speeches summarize the point of their speeches and they definitely end with an impact. Lincolns speech ends by validating that the country will not die simply because of the war it was in at the time, and King’s speech ends with king saying what he dreams will happen, meaning he ends talking about equality between blacks and whites. g. List some of the transitions and signposts used in each speech. Type your response here: Lincoln: â€Å"Now we are engaged in a great civil war† â€Å"But, in a larger sense,† â€Å"It is rather for us, the living† King: â€Å"And if America† â€Å"And as we walk,† â€Å"But there is something that I must say† 4. Speech Writing a. Write a speech on any subject from this list of speech ideas. Remember that your speech will need to be two to four minutes long. Type your response here: Many people today talk about the sanctity of marriage. This belief is part of the reason why many people believe that gay marriage should not be legalized in America. To these people I pose the question, is marriage really all that sacred in this country and would letting anyone who wants to enter into same sex marriage make it not so? In my opinion, people like Britney Spears and anyone else who will jump into a Los Vegas 3-day wedding, are the people who are destroying the sanctity of marriage. In addition to the negative ideas  about gay marriage, there are other problems concerning same-sex couples such as adoption between same sex couples, In 2012, 110,000 children live with gay parents, that may seem like a large number but in all actuality that is about 1% of the child population that live in U.S households. I understand that there is quite an opposition to same sex parents raising children because people say that children need a mother and father figure to grow up properly, an yet there are approximately 13.7 million single parents in the United States today, and those parents are responsible for raising 22 million children, and no one truly comments on that causing any problems with the way the children grow up. In this speech i outlined a few problems that i believe we need to fix about same-sex couples, Because people should be able to marry whoever they wish and take care of children like normal families that i honestly believe they already are. B. Describe your speech writing and presentation experience. Type your response here: writing this speech was quite easy for me considering gay rights is a topic that i am very passionate about because my sister and my best friend are both gay. In addition to the passion, i had experience analyzing speeches thanks to this lesson, and it was quite fun to write especially in since i know what the structure of a good speech is. as for presenting it, i presented it to QCAD on the day of silence, and it was very well received. Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Activity 1: Comparing Speeches Concepts Distinguished (4 points) Accurately points out the connection between emotions invoked and the elements of the two speeches Accurately and exhaustively points out similarities between the two speeches Supports answers convincingly by stating facts, giving logical reasons, and using examples Accurately describes the target audiences Proficient (3 points) Adequately points out the connection between emotions invoked and the elements of in the two speeches Accurately points out several similarities between the two speeches Supports answers well by stating facts, giving logical reasons, and using examples Somewhat accurately describes the target audiences Developing (2 points) Points out the connection between emotions invoked and the elements of the two speeches with a few errors Points out similarities between the two speeches with a few errors Supports answers by stating facts, giving logical reasons, and using examples Loosely describes the target audiences Beginning (1 point) Fails to point out the connection between emotions invoked and the elements of the two speeches Fails to point out many notable similarities between the two speeches Does not support answers with adequate examples or reasoning Vaguely or incorrectly describes the target audiences Activity 2: Rhetorical Devices Concepts Distinguished (4 points) Lists multiple examples of rhetorical devices in both speeches Thoroughly explains the emotional impact of each rhetorical device in the speeches Thoroughly interprets the different effects of rhetorical devices in the written and oral forms of the speeches Accurately evaluates the  effectiveness of the rhetorical devices in both speeches Supports answers convincingly by stating facts, giving logical reasons, and using examples Proficient (3 points) Lists adequate examples of rhetorical devices in both speeches Adequately explains the emotional impact of each rhetorical device in the speeches Reasonably interprets the different effects of rhetorical devices in the written and oral forms of the speeches Reasonably evaluates the effectiveness of the rhetorical devices in both speeches Supports answers well by stating facts, giving logical reasons, and using examples Developing (2 points) Lists very few examples of rhetorical devices in both speeches Explains the emotional impact of each rhetorical device in the speeches with a few errors Interprets the different effects of rhetorical devices in the written and oral forms of the speeches with a few errors Evaluates the effectiveness of the rhetorical devices in both speeches with a few errors Supports answers by stating facts, giving logical reasons, and using examples Beginning (1 point) Lists incorrect examples of rhetorical devices in both speeches Fails to explain the emotional impact of each rhetorical device in the speeches Fails to correctly interpret the different effects of rhetorical devices in the written and oral forms of the speeches Fails to correctly evaluate the effectiveness of the rhetorical devices in both speeches Does not support answers with adequate examples or reasoning Activity 3: Analyzing Speeches Concepts Distinguished (4 points) Accurately and exhaustively identifies examples of organizational patterns used in each speech Accurately and exhaustively identifies examples of attention-grabbing elements in each speech Accurately and exhaustively identifies examples of supporting devices used by the speakers in each speech Thoroughly describes the conclusion of each speech Accurately and exhaustively identifies examples of transitions and signposts used in each speech Provides thorough and accurate reasoning by stating facts, giving logical reasons, and using examples Proficient (3 points) Accurately identifies multiple examples of organizational patterns used in each speech Accurately identifies multiple examples of attention-grabbing elements in each speech Accurately identifies multiple examples of supporting devices used by the speakers in each speech Adequately describes the conclusion of each speech Accurately identifies multiple examples of transitions and signposts used in each speech Provides accurate reasoning by stating facts, giving logical reasons, and using examples Developing (2 points) Correctly identifies examples of organizational patterns used in each speech Correctly identifies examples of attention-grabbing elements in each speech Correctly identifies examples of supporting devices used by the speakers in each speech Roughly describes the conclusion of each speech Correctly identifies examples of transitions and signposts used in each speech Provides somewhat accurate reasoning by stating facts, giving logical reasons, and using examples Beginning (1 point) Does not identify examples of organizational patterns used in each speech Does not identify examples of attention-grabbing elements in each speech Does not identify examples of supporting devices used by the speakers in each speech Vaguely or incorrectly correctly describes the conclusion of each speech Does not identify examples of transitions and signposts used in each speech Fails to provide accurate reasoning to support answers Activity 4: Speech Writing Concepts Distinguished (4 points) Uses language that is most suitable for the intended audience Keeps the speech clear and maintains a slow pace throughout Uses appropriate devices to grab the audience’s attention Uses effective reasoning to connect the audience’s interests to the topic Effectively maintains focus on the main points throughout the speech Effectively uses supporting devices such as facts, statistics, examples, and testimony Effectively uses transitions between topics to keep the audience connected Uses an effective and relevant concluding sentence Includes thoughtful reflections on the speech-writing experience Proficient (3 points) Uses language that is appropriate for the intended audience Keeps the speech somewhat clear and maintains a slow pace throughout Uses largely appropriate devices to grab the audience’s attention Uses somewhat effective reasoning to connect the audience’s interests to the topic Maintains focus on the main points through the speech Uses supporting devices such as facts, statistics, examples, and testimony Effectively uses a few transitions between topics to keep the audience connected Uses a somewhat effective and relevant concluding sentence Includes moderately thoughtful reflections on the speech-writing experience Developing (2 points) Uses language that is somewhat appropriate for the intended audience Is barely able to keep the speech clear and does not maintain a steady pace Uses somewhat appropriate devices to grab the audience’s attention Uses reasoning to connect the audience’s interests to the topic Barely maintains focus on the main points through the speech Uses supporting devices such as facts, statistics, examples, and testimony with a few errors Uses somewhat  effective transitions between topics to keep the audience connected Uses a relevant concluding sentence Includes some reflections on the speech-writing experience Beginning (1 point) Uses language that is inappropriate for the intended audience Fails to keep the speech clear or maintain a slow pace Does not use any devices to get the audience’s attention Fails to connect the audience’s interests to the topic Loses focus on the main points Does not uses supporting devices such as facts, statistics, examples, and testimony Fails to use transitions between topics to keep the audience connected Uses a concluding sentence that is neither effective nor relevant Includes minimal reflections on the speech-writing experience

Case Study Week6 Example

Case Study Week6 Example Case Study Week6 – Case Study Example PATAGONIA REPORT Patagonia is a region endowed with an affluent culture. Hosting various inhabitants such as baqueano, Aonikenk and Kaweskars, Patagonia has a culture not beaten by many. Maslow’s hierarchy describes various basic needs using the terms self-actualization, esteem, love, safety and physiological. According to Maslow, human motivation moves through these basic needs. The Patagonia culture meets two of hierarchy’s basic needs, love and esteem. The Patagonia’s baqueano culture meets the basic need of love. According to the Maslow’s hierarchy love, in humans involves a feeling of belongingness and acceptance. In the baqueano’s culture, it is evident that the baqueanos promoted the feeling of acceptance and belongingness. This is seen in the 1870s where the baqueano horsemen guided explorers who arrived in Patagonia. By doing this, the baqueano promoted the feeling of acceptance between them and the explorers. Esteem revolves around respect . Guiding the explorers showed deep respect to them, and thus the Patagonian culture met the basic need of esteem.Working at Patagonia involves dedicating your time and energy to work while getting no compensation. This causes one become de-motivated and thus lowers the quality of work delivered. Patagonia’s work environment lacks the basic needs described by the Maslow’s hierarchy and thus working in the company is strenuous. (Becoming a Responsible Company, n.d, 2014)According to equity theory of motivation, underpayment of an employee leads to the employee becoming hostile to the employer. If a Patagonia workers feels underpaid, then he or she will become hostile and rebellious to the manager. This will lead to a clash between the employee and the manager that will lead to the employee delivering low-quality work. To increase the employees’ motivation Patagonia’s manager should introduce a monthly salary to the employees. (Becoming a Responsible Compan y, n.d, 2014). Lack of payment is the greatest challenge facing Patagonia’s employees’ motivationRecommendationIf I was the manager of Patagonia’s employees in a retail shop, to keep them motivated, I would introduce a monthly salary, give them gifts and lastly promote the employees who work well.Referencesn, d. (2014). Becoming a Responsible Company. Retrieved from Patagonia: patagonia.com/us/patagonia.go?assetid=1963n, d. (2014). Cultural preservation. Retrieved from Ecocampus: ecocamp.travel/Sustainability/Cultural-Preservation

45 Idioms with Roll

45 Idioms with Roll 45 Idioms with Roll 45 Idioms with Roll By Mark Nichol Roll, ultimately derived from the Latin noun rota, meaning â€Å"wheel,† is the basis of numerous idioms about movement, many of which are listed and defined below. 1. a rolling stone gathers no moss: a proverb meaning that one who remains active will not become complacent or hidebound 2–4. get rolling or get/start the ball rolling: get started 5. heads will roll: said in reference to a reckoning, such as a mass firing at a business, alluding to decapitations such as those that occurred during executions by guillotine after the French Revolution 6. let it roll: an exhortation to make something move or allow it to move 7. let the good times roll: an expression perhaps originating with (and directly translated from) the Cajun French saying â€Å"Laissez les bons temps rouler,† associated with Mardi Gras 8–9. let’s rock and roll/roll: slang exhorting others to join in starting an endeavor 10. on a roll: a reference to being on a lucky streak 11. ready to roll: prepared 12. roll along: a reference to smooth operation 13. roll around: slang for â€Å"arrive or occur again,† as in the case of an anniversary 14–15. roll back/rollback: return to a previous state; an act of returning to a previous state 16–17. roll back the clock/years: a reference to going back in time 18. roll by: move past, as in a reference to the passage of years 19. roll call: reading of a roster of names to determine who is present in a group 20. roll (one’s) eyes: a reference to the expression one makes to signal annoyance, derision, or disbelief 21. roll in: appear or arrive, especially in large amounts or numbers 22. roll in the hay: a euphemism for sex, from the notion of a pile of hay in a barn being used in lieu of a bed 23. roll off the tongue: a reference to how easily or awkwardly a word, phrase, or expression can be spoken depending on the juxtaposition of consonants and vowels 24–25. roll out/rollout: introduce something, such as a product; an act of introducing something 26. roll out the red carpet: a reference to providing an elegant experience, from the association with red carpets set out at the entrance to an exclusive event 27. roll out the welcome mat: show friendliness and hospitality 28–29. roll over/rollover: reinvest; a reinvestment 30. roll over and play dead: idiom related to surrendering or to feigning death 31. roll over in (one’s) grave: a reference to how a revered deceased person would be agitated if he or she were to become reanimated and be aware of how something associated with that person has supposedly become degraded (spin is sometimes used as an intensifier of â€Å"roll over†) 32. roll the bones/dice: a reference specifically to casting dice in the gambling game of craps or in general to taking one’s chances 33. roll up (one’s) sleeves: a reference to preparing to work hard, from the notion of protecting shirtsleeves from materials that may damage or soil them or of ensuring that they do not get caught in machinery 34. roll up in: slang referring to someone approaching in a distinctive vehicle (one that is described subsequent to the phrase) and coming to a stop 35. roll up the sidewalks: a jocular reference to the lack of nightlife in small towns, with the notion that sidewalks are put away at a certain time each night because there is no longer any foot traffic 36. roll with it: said as advice to someone to accept, and perhaps take advantage of, a situation 37. roll with the punches: adjust to difficulties, from boxing slang for moving as a punch is delivered toward one to minimize the impact 38. rolled into one: a reference to something having multiple purposes or uses 39–41. rolling in dough/it/money: said of someone wealthy 42. rolling in the aisles: said in reference to something extremely amusing, from the notion that audience members at a performance are laughing to the extent that they fall out of their seats and tumble into the aisles 43–44. rolling on the floor/rolling on the floor laughing my ass off: a reference, usually abbreviated ROTFL/ROTFLMAO, to one being so amused that one falls to the floor and rolls around, laughing helplessly; the latter phrase is an intensifier 45. rolling stone: a restless or itinerant person Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Expressions category, check our popular posts, or choose a related post below:30 Synonyms for â€Å"Meeting†75 Idioms and Expressions That Include â€Å"Break†Adverbs and Hyphens

Determination the Role of the US in War Research Paper

Determination the Role of the US in War - Research Paper Example It tends to be forgotten that war affects all people in a nation. Not just the soldiers who fight on the front lines or their families who must deal with their absences and deaths, but everyone living within that nation. In his speech, Charles Lindberg declared the importance of listening to the nation as a whole as it is the whole nation who is subjected to war and not just a few individuals. This opinion has altered the way that war is viewed. Instead of war being an act of simple revenge, fighting regardless of the outcome, war has become a game that we, as players on the same team, must win. To successfully win, we have to remember the entirety of our nation when we consider starting or entering the war. The position of the United States in war has led to a vital development in society, one in which every person’s opinions, through voting, are taken to heart and the majority wins. As Lindberg stated, â€Å"There is no better way to give comfort to an enemy than to divide the people of a nation over the issue of foreign war.†1 When a nation finds itself in its own battle with citizen pinned against citizen, they are only making themselves easier targets for their enemies. Should they enter a war with their own drama, they stand no chance at winning. When Lindberg gave his speech, he was providing the United States with one of the most effective methods of success that this nation can have when subjected to war: unity. This is why America boasts of its democracy, and it shows especially during times of war.  

Is apple iPhone really worth buying Essay Example | Topics and Well Written Essays - 2000 words

Is apple iPhone really worth buying - Essay Example 2. Procedure In order to gather information for this report the method used was the review of books from academic libraries, online journals, newspaper articles and reviews given on IPhone and competing mobile devices. This is the most appropriate method bearing in mind the smart phone industry is very dynamic and the internet is the only reliable source of up to date information. Moreover, there being little time to carry out a primary research and the high expenses associated with it, literature review was the most appropriate secondary research method. 3. Introduction on IPhone Inc In 2007, Apple, under the leadership of Steve jobs introduced the IPhone which turned out to be one of the most revolutionary mobile gadgets of the century, over the course of the next two years; the IPhone 3G was also launched into the smartphone market (Richie, 2013). The devices offered better technology at significantly reduced prices and effectively took command of the huge portion of the smart pho ne market beginning the smart phone revolution that persist to-date. The smart phone evolution was taken up a level higher by the subsequent introduction of the IPhone 4 and 5 and Apple currently ranks as the second biggest producer and market of smartphones globally. The initial smart phone cost $499 and although the debut price was considerably high, it was not the priciest phone on the market and it cost substantially less than some of the older but less developed mobile device on the market. However, this price proved too high to penetrate the mainstream market and as a result, the phones were mostly limited to an upper and middle class corporate and personal clientele. The second IPhone flagship model was the IPhone 4 series that offered significant improvements from the earlier 3G, and through it Apple introduced optical lamination, an interplane switching effectively scaled over the matching display sizes offered by the completion (Richie, 2013). Despite the challenges the de vice faced in the marketing as well as some technical difficulties, it was stated as the best smart phone ever by many. The latest model of IPhone, IPhone 5 was introduced in 2012 September (William 2013), and it was bigger smarter, lighter faster and the firm had used the experience from the glitches in previous IPhones to make the new one as flawless as possible. Customers received it enthusiastically and although its sales did not match rival Samsung galaxy III, they still performed considerably well on selling their phone (Gruman 2012). 4. Challenges facing the IPhone 4.1 Radical and Regular Upgrades Apple releases a new IPhone every year but despite that, many customers do not upgrade, but a significant number of customers have retained their IPhone 4 models owing to economic or speculative reasons (Swift 2010). Therefore, this problem is likely to keep affecting many of the firm’s clients and when they decide to make a shift, they may opt to buy a phone from a different firm such as Samsung or Microsoft. Apple customers often have to struggle to catch up with the firm’s rapid and on occasion drastic hardware upgrades (Associated Press 2013). Apples upgrades vary form one model to the other; however sometimes, the changes can be very subtle such that the newer is only slightly different or