Queensland, Australia Geography

Queensland, Australia Geography Population: 4,516,361 (June 2010 estimate)Capital: BrisbaneBordering States: Northern Territory, South Australia, New South WalesLand Area: 668,207 square miles (1,730,648 sq km)Highest Point: Mount Bartle Frere at 5,321 feet (1,622 m)Queensland is a state located in the northeastern part of Australia. It is one of the countrys six states and it is the second largest in area behind Western Australia. Queensland is bordered by Australias Northern Territory, South Australia and New South Wales and has coastlines along the Coral Sea and the Pacific Ocean. In addition, the Tropic of Capricorn crosses through the state. The capital of Queensland is Brisbane. Queensland is most well-known for its warm climate, varying landscapes and coastline and as such, it is one of the most popular tourist areas in Australia.Most recently, Queensland has been in the news due to severe flooding that occurred in early January 2011 and late 2010. The presence of La Nià ±a is said to have been the cause of the flooding. According to CNN, the 2010 spring was Australias wettest in history. The flooding impacted hundreds of thousands of people all over the state. The central and southern parts of the state, including Brisbane, were hit the hardest.The following is a list of ten more geographic facts about Queensland:1) Queensland, like much of Australia has a long history. It is believed that the region making up the state today was originally settled by native Australians or Torres Strait Islanders between 40,000 and 65,000 years ago.2) The first Europeans to explore Queensland were Dutch, Portuguese and French navigators and in 1770, Captain James Cook explorer the region. In 1859, Queensland became a self governing colony after splitting from New South Wales and in 1901, it became an Australian state.3) For much of its history, Queensland was one of the fastest growing states in Australia. Today Queensland has a population of 4,516,361 (as of July 2010). Due to its large land area, the state has a low population density with about 6.7 people per square mile (2.6 people per square kilometer). In addition, less than 50% of Queenslands population lives in its capital and largest city, Brisbane.4) Queenslands government is part of a constitutional monarchy and as such it has a Governor who is appointed by Queen Elizabeth II. The Governor of Queensland has executive power over the state and is responsible for representing the state to the Queen. In addition the Governor appoints the Premier who serves as the head of government for the state. Queenslands legislative branch is made up of the unicameral Queensland Parliament, while the states judicial system is composed of the Supreme Court and the District Court.5) Queensland has a growing economy that is based mainly on tourism, mining and agriculture. The main agricultural products from the state are bananas, pineapples and peanuts and the processing of these as well as other fruits and vegetables make up a sizeable portion of Queenslands economy.6) Tourism is also a major part of Queenslands economy because of its cities, v aried landscapes and coastline. In addition, the 1,600 mile (2,600 km) Great Barrier Reef is located off of Queenslands coast. Other tourist destinations in the state include the Gold Coast, Fraser Island and the Sunshine Coast.7) Queensland covers an area of 668,207 square miles (1,730,648 sq km) and it part of it extends to be the northernmost part of Australia (map). This area, which also includes several islands, is about 22.5% of the total area of the Australian continent. Queensland shares land borders with the Northern Territory, New South Wales and South Australia and much of its coastline is along the Coral Sea. The state is also divided into nine different regions (map).8) Queensland has a varied topography that consists of islands, mountain ranges and coastal plains. Its largest island is Fraser Island with an area of 710 square miles (1,840 sq km). Fraser Island is a UNESCO World Heritage Site and it has many different ecosystems which include rainforests, mangrove forests and areas of sand dunes. East ern Queensland is mountainous as the Great Dividing Range runs through this area. The highest point in Queensland is Mount Bartle Frere at 5,321 feet (1,622 m).9) In addition to Fraser Island, Queensland has a number of other areas that are protected as UNESCO World Heritage Sites. These include the Great Barrier Reef, the Wet Tropics of Queensland and the Gondwana Rainforests of Australia. Queensland also has 226 national parks and three state marine parks.10) The climate of Queensland varies throughout the state but generally inland there are hot, dry summers and mild winters, while the coastal areas have warm, temperate weather year round. The coastal regions are also the wettest areas in Queensland. The states capital and largest city, Brisbane, which is located on the coast has an average July low temperature of 50ËšF (10ËšC) and an average January high temperature of 86ËšF (30ËšC).To learn more about Queensland, visit the states official website.ReferencesMiller, Brandon. (5 January 2011). Flooding in Australia Fueled by Cyclone, La Nina. CNN. Retri eved from: http://edition.cnn.com/2011/WORLD/asiapcf/01/04/australia.flooding.cause/index.htmlWikipedia.org. (13 January 2011). Queensland - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/QueenslandWikipedia.org. (11 January 2011). Geography of Queensland - Wikipedia, the Free Encyclopedia. Retrieved from: http://en.wikipedia.org/wiki/Geography_of_Queensland

49 Tips on How to Cheat at College

49 Tips on How to Cheat at College 49 Tips on How to Cheat at College Do you remember that frigging fear, when you enter your class to take a test and understand that you remember nothing on the subject? You may have missed the classes or spent a previous night out, so there wasn’t enough time to study. Or you just wanted to relax and spend your time in a better way. In all such cases, you may want to cheat to save yourself and not to worsen your grades. We have collected 49 tips on how to save you from a disastrous test and help to sleep better at night. If you think that you are the only one to cheat, relax! According to the latest study, over 60% of all the students cheat in the class. Ask a friend. This one is probably the most popular way of cheating and only requires a reliable friend, who will be willing to assist you. Provide him with all the necessary notes and make sure he has internet connection to be able to get all the information fast. You will only need to text him a message with a question and wait for an answer; Use an earpiece. If you like spy movies, you will definitely like this method. Just buy an earpiece with a Bluetooth and record lectures beforehand. You will be able to listen to them and extract all the necessary information; Take a bottle with you. Make small notes and put them inside the wrapper. You can open them any time and no one will understand that your bottle is not for drinking! Classical method. You can make notes on any item you are allowed to take to the test. This can be a calculator, a ruler or an index card. You can use it any time you need and your professor won’t suspect anything; Order online. This type of an assistance is applicable for written tests, like essays or reports. You can hire an online writing company and give them all the details of the task. Then you will only need to check it on plagiarism to make sure it is original and memorize the paper before the test; Use your arms. You can make notes on your hand and a forearm, covering them with a sleeve. In such a way, no one will notice it and you will easily get access to the information any time you need; Take a mechanical pencil with you. This one is a simple trick: write down the notes on a tiny sheet of paper, roll it and put inside the barrel; Look at your neighbor’s work. Make sure he has excellent skills on the topic, as you may fail if rewriting answers of someone, who is also not good at the subject; Search online. If you can pull out your smartphone in the class, just type the request in your browser and get all the information you need. You can also go to the bathroom and find all the data; Stretch a rubber band and write down all the notes you may need. When it gets back to its usual size, there won’t be any trace of the notes and you will only need to stretch it again if you need help; Ask for a sample. If your friend or any other student is holding a test before you, ask him to make a photo of the test. You will be able to prepare the answers or learn them by heart before starting the test on your own; Buy a smart watch. You can make all the notes on your smartphone and simply link it with a smart watch. In such a way, you can ‘check the time’ and get all the information you may need; Make a hole in your eraser and put notes inside; Take a bigger eraser and write all the answers on it. If professor is approaching, simply erase the answers with a smaller one; Learn while sleeping. Play an audio version of the lectures, while you are asleep. Scientists say that you will remember all the information and will be able to use it any time you need; Print a mini-book. Type all the notes, print them and cut small squares, making a sort of a booklet; Take an mp3 pen, which contains all the information you may need; Just put all the notes you need to the inside of the hat; Write down the notes on the inside of your hat and put it on your table. Consult your hat any time you need assistance; Use a rubber part of the shoes to make all the notes and use it, when you need to get the answers; Get a partner. Cooperate with another student and share answers. Two heads may be much better than one! Look for clues. Look around as if you are thinking about something and try to search for the answers. There may be posters with diagrams or data on the walls of your classroom; Go to the bathroom. Excuse yourself as if you need to pee and simply use your phone or consult a friend to get all the answers you need; Put your thighs together and place all the notes between them. Your professor will never suspect that you are holding notes there! Use the ‘sneezing system’. Partner with a friend, who can make sneezes with the answers. For example ‘be-choo’ for an answer ‘B’; Learn one half of the test and leave the second one to your friend. Sit near to each other on a test and share the answers. This is a great way to get excellent grades without spending too much time over books; Use gestures with a friend to share the answers. You may even learn a basic sign language; For advanced students, there is a ‘morse code’. For example, one tap goes to the answer ‘A’, two taps for ‘B’ and so on; Wear a tie and use its back to hide all the necessary notes; Take a gum with you and put the answers inside of its wrapper; A belt buckle calculator. Yes, you heard it! If you are not allowed to take a calculator to the class, you may use the one, which is hidden in the buckle of a belt; Write down all the answers you need on a bookmark, placed in your textbook. Replace it with the next one if necessary; Pretend that you are using a calculator on your smartphone and consult the notes instead; Light inks. Use them to make notes on the index cards and your tutor won’t see them; Replace the tests. This one is quite tricky but guarantees that you will get the highest grade. Ask your friend to take a photo of the test, print it at home and fill in all the answer to pass at the classroom; Consult Wikipedia. You can download their app or simply enter the website from your browser. It is a perfect place to get brief information on a subject; Another favorite trick for all the lovers of spy movies is to buy an ink for a black light and take it with you to the class; Use a skirt. Hide all the notes under your skirt and your tutor won’t be able to check whether you have any hidden answers. Unfortunately, this is an option only for the girls; Buy a see-through pen and put all your notes inside of it; Make all the notes on a small sheet of paper and put them inside the case of your calculator. Any time your professor is approaching, close the case; Take an electronic dictionary, which contains all the notes you need. Most professors mistakenly take such dictionaries for a calculator; Make pictures of the study materials and open them on your phone at the class or while you are in the bathroom; Use an invisible ink to make notes on your desk. Any time you need answers, you will only have to use an ultraviolet light and no one will suspect anything; Put a blank sheet of paper over the one, which contains the answers. Put it aside if you need access to the notes or return to its place if the tutor is approaching; Contact anyone, who is online via various messaging apps or social media and ask for help. It will be even better if you can do it in a hall or in a bathroom; Buy spyglasses, which play the video of the notes or a textbook. This is quite a costly option but definitely one of the coolest ones; Reproduce your ‘cheat sheet’ with a laser pen. However, you should be sitting on the back row of the class; If you are assigned to complete a written assignment but you are running out of time, you can artificially increase the margins, fonts, spaces and so on; Learn! Of course, cheating in the class is much simpler but you can take some time and study to get the highest scores without any harm. Use an appropriate and the most suitable way for a particular situation and you will surely get high grades and save your time to prepare for the test.

How has Modern advances changed welding technology since anicent times Essay

How has Modern advances changed welding technology since anicent times - Essay Example It is a dangerous process and precautions must be taken in order to avoid electric shock, burns, vision damage, exposure to UV radiation, and inhalation of toxic fumes and gases. Welding process traces its historic development from the ancient times. Therefore, this paper will delve into the changes technology has made in welding from the ancient times to the present. Welding traces its roots from the Bronze Age and the Iron Age. During the Bronze Age, small round golden boxes were made by pressure welding of lap joints together. It is believed that these golden boxes were made over two thousand years ago. Currently, the golden boxes have been put on exhibition at the National Museum in Ireland. On the other hand, during the Iron Age, people from the Eastern Mediterranean and Egyptians learnt the art of welding pieces of iron together. They made tools and weapons using forge welding operations. The art of blacksmithing developed to a high degree during the Middle Ages period. Several tools and weapons made from iron were welded by hammering. Blacksmithing entails working with extremely hot steel, a hammer and an anvil to make items. After the steel has been heated, it becomes malleable making it easy to punch and twist. It is the twisting and punching that shapes the metal. After shaping, it is cooled to harden the shape. Sometimes it is taken ba ck to the fire for reheating for further shaping and bending. While doing this, a blacksmith should use tongs handle the metals since they are extremely hot to be handled by bare hands. The process of forging metals and blacksmithing was extremely dangerous. This is ascribed to the fact that the blacksmith’s fires can be very hot, and it is mandatory to stoke them constantly in order to maintain the high temperatures. Therefore, blacksmiths had to observe caution while working in order not to burn their bodies or places of work. Secondly, blacksmiths

Why you should not recycle Essay Example | Topics and Well Written Essays - 500 words

Why you should not recycle - Essay Example The vastness of landspace is underestimated when it is thought to be saved with recycling as the waste consumes very little of the total landspace. â€Å"If all the solid waste for the next thousand years were put into a single space, it would take up 44 miles of landfill, a mere .01% of the U.S. landspace† (Cordato, 1995). This means that the benefit obtained by recycling in terms of the saved landspace is negligible and can be easily overlooked. Secondly, one of the strongest arguments in favor of recycling that is conventionally raised is that recycling is a method to preserve trees. Since paper is made from trees, it is claimed that recycling paper would reduce the need to cut trees to make paper from. Although the argument seems quite convincing, yet it does not reflect the real phenomenon. Since the supply of a material at a particular point in time is consistent with the demand for it, a reduction in the demand of paper would result in an equivalent reduction in the number of trees. People would care little to plant more trees if there occurs a decline in their need. The validity of this argument can be estimated from the number of trees that are grown with the intention of using them for the making of paper. â€Å"In the paper industry, 87% of the trees used are planted to produce paper. For every 13 trees "saved" by recycling, 87 will never get planted† (Cordato, 1995). Thus recycling has an overall negative e ffect on the growth of trees. â€Å"Promoting recycling may therefore not simply be pointless but actually damaging† (FOPAP, 2012). Thirdly, recycling hardly does anything to reduce pollution. There is no noticeable difference between the extent of chemicals released in the environment in the process of manufacturing things and those that are released in recycling things. Recycling involves a lot of chemical processing of the used material, which has an equivalent impact on the environment. Recycling also causes a decline in the quality

Kathak and Social Communication Essay Example for Free

Kathak and Social Communication Essay Social Science and Communication ‘Kathak’ is one of the most popular forms of Indian classical dance. We have grown up watching it in movies from UmraoJaanuptoDevdas. Most young girls in India even start learning kathak right from the tender age of 5 years. However is kathak just a simple cultural product of the country that can be counted among the artistic treasures of this land or is there a larger understanding to the same? Through this article we shall travel through the journey of time and see how a thing as simple and pure as an ancient dance form can tell us the stories of the cultural, religious, political transformations of the country. The Fifth Veda Traditionally the Hindu society was divided in five varnas – Brahmins (intellectuals), Kshatriya (warriors), vaishya (merchants), shudra (manual labourers), achoot (untouchables). The purpose of this form of division was to have a more organized society by distributing it on basis of the type of work performed. However with time this became a hierarchical division of the society which led to oppression of the lower caste (shudra untouchables) by the upper caste members. In this entire struggle for power the holy hindu scriptures (the Vedas) remained as the sole possession of the Brahmins or the educated class. Any attempt to even touch these holy texts by members of the lower caste was considered a crime. Even our holy text of Ramayana narrates an incident where lord Ram (mariyadapurushottam) chops of the head of a person from the lower caste when he attempts to read the Vedas. The shudra’s were forbidden to listen to these puranas (holy texts). (Massey, 1999) It’s believed that looking at this state of the society gods asked Lord Brahma to devise something which would be accessible to all and bind this society together. This is how the fifth veda or Natya Veda was born. The Hindu epics have stories of brahma teaching Bharata (the then king of Bharat what we know as India) the Natya Veda and later his 100 sons became the authorities of music, dance and drama. The Bharat NatyaShashtra has been variously dated from 2nd century BC to 3rd century AD. This Veda was common for all sections of society and all genders. Stories and teaching were told through dance. This is where we saw the birth of Kathak as a dance form. Kathak Kathak is derived from the root word Katha which means story. Kathak as a dance form was used to narrate stories mainly mythological stories primarily for the function of educating people. This was the only form in which people of all castes and genders could share their learning. This dance form was spread far and wide through abhinayawhich meaning ‘a carrying to the spectators’. This form of dance contained various components:(Massey, 1999) Kathak Abhinaya Sentiment and Mood Pure Dance Dramatic Element Vachik: poetry, song, recitation, music and rhythm Aharya: costume, make-up, jewellery Satvik: physical manifestation of mental and emotional states Angik: gestures of the body Nritya Nritta Natya Caste Politics The Hindu caste divide that Kathak tried to dissolve eventually took another form of dominations. The Brahmins saw this movement as a loss of their supremacy and power; hence they brought in another angle to the same. According to the Brahmins since dance was nothing but another form of worshiping god they had the supreme say in these matters. The social anthropology of Kathak dancers in history is thus highly fascinating as it got equated to the priestly caste and even the kathak gurus in the northern belt of india represented the Brahmin status.(Booth, 2005) The Brahmins not only separated this form of dance from its core purpose of binding people across various castes but also hit the gender angle by bringing in the concept of devdasi . These were women who were dedicated to dance and sing only for god. These women were neither allowed to marry, nor have have any form of physical relationships. Thus the power game was won by the Brahmins by playing their cards of caste and gender politics. Gender Politics Traditionally Kathak was meant to be a platform accessible to all. It defamiliarises the ordinary sexual and social experience of women and men as people. Indian mythology also reveals various stories exemplifying gender ambiguity, androgyny, sex transformations, male pregnancy, and erotica through some of the metaphorical discourses related to gods, goddesses, heavenly nymphs, and demons, as well as sages, ascetics and yogis. There have been innumerable examples of transcending gender in kathak. Men dressed like women and performed. The concept of gender in the Natya Veda is highly complex. It believes that gender is past our physical being, it is connected with our soul and souls aspire for the realisation moksha which can only be achieved when one can get free from the shackles of bodily existence. As per the Tantric school of thought the Supreme Being is conceptualised as one complex sex, comprises of both male and female (on the right and left side respectively). In order to attain salvation one must be able to transcend these shackles of one’s sex.(Shah, 1998) Even in the Pre-Vedic literature Shiva is known as ardhanarishwara, which means containing the polarities of both male and female force in the form of Shiva-Shakti. Dance is an important means by which cultural ideologies of gender difference are reproduced. Through movement vocabulary, costuming, body image, training, and technique, discourses of dance are often rooted in ideas of natural gender difference However as time passed Kathak also came under the purview of the political game of gender and it’s got labelled with the tag of being a dance form only for the females. Even the stories narrated through kathak like the stories of lord Krishna have got adapted. Earlier it was believed that Radha was Krihna’shladini Shakti and not different from him, hence the dance was performed in a semi-circular manner where the same dancer took the roles of both Krishna and Radha. However, now these roles are performed by different actors.(Chatterjee, 1996) CHANGING DIMENSIONS OF WOMEN The birth of Kathak took place with the Benarasgharana of kathak which was then ruled by the Rajputs. This dance form then travelled to Jaipur establishing the Jaipur gharana of kathak. Though both these forms were highly dominated by females they still had a great respect in terms of an art of telling stories of god and educating others on the powers of truth , righteousness etc. However when the Mughal’s invading our country and the marriage of JodhaBai and Akbar took place two cultured merged together. The Mughals got dancers from Persia and captured women form india and got them trained in kathak. It’s from this time onwards that Kathak got labelled as the courtesans dance what we today call as tawa’if or prostitutes.(Massey, 1999) The costumes changed and the new gharana of Kathak was born which is today the most famous one – Luckhnowgharana. The dressed changed from the ghaghra (like a long skirt) to chudidar. The dresses were tighter at the bust and presented the women as a sexually desirable object. A lot of change took place in the basic hand movements and presentation if the dance and a dance that used to tell the love story of Krishna and Radha at one time became a dance form with movements meant to entice men. In the whole power struggle and caste politics it was the women who suffered the most and were heavily exploited. DURING THE COLONIAL INDIA During the British colonial rule dance became a tool of rebellion and political resistance. It demonstrated unity and power. The dancing women’s position changed from ‘pure and pious’ to ‘fallen and sinful’ and hence either victims or perpetuators of the evil of dance. Women were encouraged to display their beauty, energy, skill, sensuality and seductiveness in dance. Thus for the fear of saving there girls from the being looked on as an object of desire dance became a tabooed activity for members of society especially the upper caste. This mindset exists even today, as we don’t see many girls from the upper class of society taking up dancing. However these mind sets are changing gradually.(Reed, 1998) GURU and SHISHYA As per Natyashashtra an acharya or teacher should have an intrinsic knowledge of vocal and instrumental music, dance, rhythm and movement. He should further have imagination, intelligence, creative faculty, memory, sharpness and capacity to shape the taught. The shishyas, or the taught, on the other hand should be intelligent, retentive, appreciative, devoted, enthusiastic and must have an innate desire to excel. This form of teaching has been continued over time however the essence of the relation has got lost with the loss of the pure and pious status of dance. CULTURAL SYMBOL Today Kathak has been attributed with various new meanings on the global platform like * Traditional heritage of India * Carrier of Indian culture * Indianness * Recounting the significant past Today kathak has become a cultural commodity that gets sold in form of a few dance shows and performances however it has lost its original purpose and ethos(Royo, 2004) KATHAK AND MOVIES Kathak has always been used as an important tool in cinema. In 1955 classic, JhanakJhanakpayalBaje by V. Shantaram the film’s hero, Ghirdar competes for artistic supremacy in Kathak dance against another dancer Ram Prasad. Ghirdar’s triumph is ensured during the last series of rhythmic systematic turns or chakkras which he performs elegantly, however his opponent is left all dizzy. Ghirdhar here is from Varanasi, the birthplace of kathak and the ultimate hindu city and his opponent is from Agra the Mughal capital which is associated with the more popular kathakgharana of lucknow. Thus kathak was used to demonstrate a state of communal tension in the country. This art form was also reduced to mockery when UstadHalimJaffar Khan, who worked on Kohinoor, and other films, with Naushad Ali (Kohinoors music director), explains that the singing in this scene was undertaken by Niyaz Ahmad: Naushad spoke to him about this scene. He said, Please forgive me Khan-saheb, but for this scene please sing some tans and things, but in a comic way, in a foolish way. And Nyaz Ahmad agreed to do that Even in later films kathak remained as a dance of the prostitutes through movies like umraojaan. And even today when we have become more liberal in our thinking and claim to have crossed these old regressive practices the choreographers still use kathak in a ovie like devdas only for the character of chandramukhi, who plays a prostitute. Also today’s concert stage kathak is more focused of fast, complex, rhythmic footwork and tracing handwork rather than the old ethos of the dance which had its core around freedom, liberalization, unity, storytelling, love and expression of oneself.(Chakravorty, 2006) CONCLUSION A cultural dance form created to unify everybody and give everyone a freedom to expression eventually got used as a tool for playing out caste and gender politics. Whether it was the sufferings of the women or the link of the dance to the Bhakti movement, Kathak has transformed with all these interactions. The various stakeholders of the society have also used this to their convenience as and when required. Initially the Brahmin established their supremacy over this pure and pious form of expression an today they are the ones who have started the movement to label this as a fallen and sinful act. Thus we have seen the journey of nation through one form of dance and the story of Kathak through the nation. Bibliography Booth, G. (2005). Pandits in the Movies: Contesting the Identity of Hindustani Classical Music and Musicians in. Asian Music, Vol. 36, 60-86. Chakravorty, P. (2006). Dancing into Modernity: Multiple Narratives of Indias Kathak Dance. Dance Research Journal, Vol. 38, 115-136. Chatterjee, A. (1996). Training in Indian Classical Dance: A Case Study. Asian Theatre Journal, Vol. 13, 68-91. Coorlawala, U. A. (1992). Illustrating Kathak. Dance Chronicle, Vol. 15, 88-93. Lidke, J. S. (2006). DevÄ «s Dance: The Interweaving of Politics, Mysticism, and Culture in Kathmandu Valley. International Journal of Hindu Studies, Vol. 10, 35-57. Massey, R. (1999). Indias kathak dance, past present, future. Delhi: Abhinav Publications. Pillai, S. (2002). Rethinking Global Indian Dance through Local Eyes. Dance Research Journal, Vol. 34, 14-29. Reed, S. A. (1998). The Politics and Poetics of Dance. Annual Review of Anthropology, Vol 27, 503-532. Royo, A. L. ( 2004). New Directions in Indian Dance. Dance Research Journal, Vol. 36, 135-138. Shah, P. (1998). Transcending Gender in the Performance of Kathak. Dance Research Journal, Vol. 30, 2-17. WALKER, M. (2010). Courtesans and Choreographers: The (Re)Placement of Women in the History of Kathak Dance. New Delhi: Routledge.

Sexual Education for Children Essay -- Sex Ed Education Essays

Sexual Education for Children Sex education materials for children more often serve to confuse than to inform. These materials generally present females as passive and males as active. The books describe heterosexual norms while ignoring the existence of homosexuality and bisexuality. Many books describe sexual intercourse as existing for the purpose of procreation only. Pictures and descriptions of this sex act more often mystify than inform. Finally, these materials target young children and assume that these children are incapable of understanding most elements of sex. Children can often understand far more than they are given credit for. Most materials offer descriptions of sexual intercourse as an act devoid of passion involving an active male partner and a passive female partner. Across publication dates, sexual education materials portray women as passive and men as active. Dr. Block’s Do-It-Yourself Human Sexuality Book portrays the girl as passive when she says â€Å"He’ll never leave me now† after she and the boy have sex (18). She has no active control over her life—rather, she waits to see whether or not the boy will stay or leave (Block, 18). In So That’s How I Was Born, the father explains that the â€Å"daddy puts his penis inside the†¦ vagina† (Brooks, 28). Thus, the man is the active partner while the woman is passive. Brooks further emphasizes that the woman’s passive role exists in all areas of life when, at the end of Brooks’ story, the boy’s mother satisfies stereotypes of docile women by speaking â€Å"softly† (28). Many of these authors further perpetuate stereotypical gender roles in their stories. In his book, Brooks shows the mother wearing an apron (25). In her book Mommy, Where Do Babies Come F... ..., far more conservative than those of some of the other, earlier works. The earliest works appear to be the most progressive. Is society adopting an increasingly restrictive and negative view of pre-marital sex, or is this merely a coincidence? Aside from these observations, it is difficult to make generalizations about the works according to dates of publication because there do not seem to be any other strong chronological trends. Sex education does not appear to be growing more comprehensive with time. Sex education books continue to omit crucial information. They confuse children, (and sometimes even teens,) with cryptic descriptions and diagrams. Feminine and masculine stereotypes, while not acknowledged in any constructive way, are strongly perpetuated. Sex education materials, such as those cited above, fail to provide comprehensive sex education.

Evidence Collection in Sex Related Crimes Essay

Crime scenes present many possibilities and evidence that may aid investigators in the apprehension and possibly conviction of a known or unknown offender. While this evidence are present at a scene of a crime, it requires specialized training on the part of law enforcement officials to effectively, efficiently and accurately, collect, record and preserve these evidence. Chain of command is especially vital at each stage of the evidence collection, as evidence can easily be lost and even tampered with. Sex crimes are especially sensitive, as trained professionals have to exercise empathy to what or who may be perceived as the main evidence; the victim. The victim may hold the key to a lot of information that will help investigators capture the perpetrator. Keyword: sex crimes, crime scene, evidence, collection, touch DNA The Importance of Evidence Collection in Sexually Related Crimes An investigation into any crime, takes place on the presumption that a crime has occurred. It is during the investigation that the actual determination of whether a crime did indeed occur is arrived at. Once it has been determined that an actual crime has occurred, then the investigation continues. The investigation of different crimes may take on a different approach, but the ultimate goal for every crime is to apprehend and prevent future crimes. The same can be said of sex crimes. Sex crimes include more than just rape. While investigating sexual assault crimes involve the careful approach of the first responder, other parties involved with the investigation of a sex crime, must have specialized training to handle crimes of this nature. Rape is one facet of a sexual assault, and while the act itself is usually an unwanted one on the part of the victim, it does not make less the other sexual assaults that can be imposed on an individual. Sex crime by definition is a crime involving sexual assault, or one that is sexually motivated. In order for sex to be considered a crime, the offender must knowingly cause the other person to engage in an unwanted sex act. It involves acts such as rape, prostitution, child pornography, sexual intercourse with a minor, and forcibly sodomy, sex crime also covers incest. Sex crimes are often times sensitive in nature at the onset of being called  to the scene of the crime. It would aid investigators tremendously if the victim as well as the offender are both present, however in some instances, this may not be the case. One of the most important evidence that can be collected at the scene of the crime is the statement or testimony of the victim themselves. References Enos, W. F., Conrath, T. B., & Byer, J. C. (1986). Forensic Evaluation of the Sexually Abuse Child. Pediatrics, 78(3), 385. Feldberg, G. (1997). Defining the Facts of Rape: The Uses of Medical Evidence in Sexual Assault Trials. Canadian Journal of Women & The Law, 9(1), 89-114 Garcia, S., & Henderson, M. (2010). Options for Reporting Sexual Violence Developments Over the Past Decade. FBI Law Enforcement Bulletin, 79(5), 1-8. Marshall University Women’s Center. (n.d). Types of Sexual Assault. Retrieved from http://www.marshall.edu/wpmu/wcenter/sexual-assault/types-of-sexual-assault/ Shelton, D. E. (2010). Criminal adjudication: The challenges of forensic science evidence in the early 21st century. (Order No. 3415644, University of Nevada, Reno). ProQuest Dissertations and Theses, , 267-n/a. Retrieved from http://search.proquest.com/docview/734315512?accountid=8289. (734315512).

Peer-Reviewed Literature Versus Popular Press Essay

The purpose of peer-reviewed literature is to present original reports, research, or reviews, and evaluate the material that scholars have already published (â€Å"Scholarly Vs Popular Press,† 2005). Peer review refers to a process that screens the writings of scholars before they can be published. Review panels, comprising other scholars and researchers, are responsible for evaluating the already published material with respect to its significance in addition to methodology. Although the published research finds may or may not be true, peer-reviewed literature is generally considered â€Å"authoritative evidence for a claim† which is validated once the research has been analyzed in depth and its findings have been applied as well as reexamined in a variety of contexts or by the use of different theoretical models (â€Å"Peer-reviewed literature†). Lee Shulman, the President of the Carnegie Foundation for the Advancement of Teaching, explains that the essentiality of scholarly literature is that it can be â€Å"cited, refuted, built upon, and shared (â€Å"Peer-reviewed literature). † Hence, peer-reviewed literature is considered more reliable than popular press, the purpose of which may be simply to present articles that entertain, inform, or market goods and services. Popular press may contain literature on current events or myriad popular interests (â€Å"Scholarly†). Given that the articles published in the popular press are not peer-reviewed, they may or may not be reliable. They are definitely not considered scholarly, seeing that they cannot be refuted. According to a scientific study, popular press coverage of a health problem known as the chronic fatigue syndrome has magnified and even distorted the divisions within the research community on the subject of the chronic fatigue syndrome (MacLean & Wessely, 1994). It is clear, therefore, that popular press cannot be trusted to present valid information.

Familial hypercholesterolemia Essays

Familial hypercholesterolemia Essays Familial hypercholesterolemia Essay Familial hypercholesterolemia Essay Introduction ( 2500 ) Familial hypercholesteremia ( FH ) is an familial familial defect characterized by a high low denseness lipoprotein ( LDL ) cholesterin degrees than normal in the blood. The status can be present from birth and can take to the early development of coronary artery disease and an increased hazard of Coronary bosom disease ( CHD ) if left untreated. ( Ned and Sijbrands, 2011 ) FH is caused by mutants in cistrons encoding cardinal proteins involved in the LDL receptor endocytic and recycling tracts, taking to decreased cellular consumption of LDL. ( REF ) Heterozygous FH is caused either by heterozygous loss-of-function mutants in the LDL receptor that mediates hepatic consumption of low denseness lipoprotein cholesterin ( LDLc ) or APOB encoding its major ligand ; more seldom, dominant mutants in PCSK9. ( Rader et al, 2003 ) A recessionary mutants in LDLRAP1 ( ARH ) cistron is besides known to impact the LDL-receptor tract. ( REF ) Presently, more than 1000 LDL receptor mutants have bee n documented worldwide. These mutants affect all functional spheres of the LDL receptor protein and include sliting mutants, transcript figure mutants and single-nucleotide mutants throughout the LDL receptor cistron. ( Usifo, Humpries et al, 2012 ) FH exhibits an autosomal dominant form of heritage with a cistron dose consequence. ( REF ) There is a 50 % hazard of a parent with an altered cistron reassigning it to his or her kid ( NICE, 2008 ) . It has been noted by Goldstein and Brown ( 1989 ) that heterozygous FH shows great variableness in phenotypic look. Moorjani et Al ( 1993 ) attribute the phenotypic fluctuation in heterozygous FH patients to the variableness of the implicit in mutant. Harmonizing to Kotze et Al ( 1993 ) , there are Other familial influences, which appear to act upon this variableness in phenotypic look such as apolipoprotein ( apo ) Tocopherol polymorphism. Furthermore age and sex may hold an consequence on the look of this disease harmonizing to Mabuchi et Al ( 1989 ) . Hill et Al ( 1991 ) besides identified smoke and high blood pressure as hazard factors for this status. Other associated lipid abnormalcies such as low HDL-C degrees, high TG degrees, high Lp ( a ) degrees identified by Seed et Al ( 1990 ) and the presence of type III dyslipoproteinemia identified by Hopkins et Al ( 1991 ) seem to play a important function in the variableness in phenotypic look. FH is now known to be the most frequent inherited upset taking to premature CHD in people of European descent ( Ned A ; Sijbrands, 2011 ) . The prevalence of heterozygous FH in the United Kingdom ( UK ) population is estimated to be 1in500, which means that about 110,000 people in the UK are affected. Harmonizing to NICE ( 2008 ) heterozygous FH persons in the UK have a greater than 50 % hazard of CHD by the age of 50years in work forces and at least 30 % in adult females by the age of 60years ( NICE, 2008 ) . The prevalence of heterozygous FH is nevertheless rare in Africans with no European lineage. ( REF ) However the state of affairs is different for the Asiatic populations particularly china, Japan and India, where it occurs even in those without European lineage. ( REF ) The prevalence rate, as indicated by Austin et Al, ( 2004 ) , is even higher in some geographically or culturally distant groups like the Gallic Canadian community of Quebec with 1 instance per 270 individuals , Lebanese with 1 instance per 170 individuals, Ashkenazi Jews with 1 instance per 67 in and South Africans of Dutch descent with 1 instance per 100 individuals due to the laminitis consequence. It is estimated by Berrade et Al, ( 2012 ) that there are about 10 million people affected worldwide and up to 80 % are undiagnosed. Homozygous FH is really rare but life endangering happening in 1 in 1 million and causes terrible cardiovascular disease in childhood. It is defined clinically by plasma cholesterin degrees transcending 13 mmol/L in grownups and 11mmol/l in kids with extended cutaneal or tendon xanthomas. ( REF ) Citkowitz ( 2013 ) has indicated that without intercessions affected kids every bit immature as 1-2 old ages are at hazard for early coronary events or mycardial infarction or even sudden decease by the age of 30 old ages. Accurate estimations of mortality rates for FH are presently non available nevertheless the comparative hazard of decease of FH patients non treated is between three and fourfold. ( REF ) : Curently, FH is massively under diagnosed worldwide, with less than 1 % diagnosing in most states. ( REF ) The few exclusions are 71 % diagnosed in the Netherlands, 19 % in Iceland, 43 % in Norway, 13 % in Switzerland, and 6 % in Spain. ( Steve E Humphries, 1989 ) There is merely 15-17 % of instances identified in the UK which suggests that there may be around 150 to160 people with undiagnosed FH per 100,000 population. ( Heart UK ( 2012 ) Traditionally an elevated sum blood cholesterin degrees in and clinical marks such as the presence of sinewy xanthomas and household history of coronary arteria disease ( CAD ) was the method used for diagnosing. ( REF ) There are several Flaws with this method. One of the jobs with this method was the inability to separate FH from other signifiers of hypercholesteremia such as familial faulty apolipoproytein B-100 which is clinically identical from FH. ( REF ) FH-positive patients in add-on may non hold sufficiently elevated degrees of cholesterin for clinical diagnosing and there is besides the job with the scope of serum cholesterin and LDL-C degrees which overlaps in normal persons and FH patients. Early surveies conducted on kids have shown misdiagnosis rates runing from 4.5 % to18.9 % when utilizing entire cholesterin or LDL-C cutoff points ( Leonard et al. 1977, Kwiterovich et al. 1974 ) In add-on, surveies have shown that sinewy xanthomas are non ever prevalent in FH patients and are seldom present until the 4th decennary of life. Therefore, the presence of sinewy xanthomas is non a dependable diagnostic standard, particularly in kids ( Austin et al. 2004 ) . In the Uk the diagnostic standards extensively used for the clinical diagnosing of FH is the Simon Broome Register Group ( SBRG ) . SBRG take into history that entire and LDL degrees and the fact that it differ for grownups and kids. The standard besides take history of grounds of dominant transmittal and the age of oncoming of coronary disease in the kindred. ( REF ) However due to the defects in the sole usage of clinical diagnosing, a alteration was made in 1994 and DNA-based mutant testing methods was besides added as sufficient for a definite’ diagnosing. ( REF ) SBRG identified DNA analysis and mutant designation utile peculiarly in state of affairss where clinical information is limited such as in the immature and because it besides provides the chance for simple designation of at hazard relations. ( Marks, 2003 ) Deoxyribonucleic acid diagnosing is now typically considered the gilded criterion for testing affected household members, but this presupposes cognition of the causal mutant in the household. ( Marks, 2003 ) If the mutant is non known, current methods of extended mutant testing for LDLR, APOB, and PCSK9 are successful at placing the mutant in merely 50 % to 80 % of patients with definite FH by clinical criteria,7–11 although Civeira et al 6 study an designation rate every bit high as 88.5 % . ( Civeira et al ) Mutants among those with possible or probable clinical diagnosing are less often found. ( Hopkins, 2010 ) At present DNA mutant testing methods are comparatively expensive and ranges from between ?500 and ?1000 per patient in the UK. However, one time the causative mutant in the patient has been found, comparatively inexpensive molecular testing in relations is possible bing between ?150 and ?185. ( REF ) 1.1 Purposes and aims of the probe National Institute of Clinical Excellence ( NICE ) ( 2008 ) has issued guidelines which states that with consequence from September 2008, following the clinical diagnosing of FH, DNA proving should be carried out to corroborate the diagnosing and set up the precise mutant involved. Harmonizing to the recommendation placing instances of FH should be every bit early as possible and proposes that this should be before the age of 10 old ages. The verification of the diagnosing, should carried out in specializer lipoid clinics which includes patient guidance in order to originate cascade testing of relations which is now considered to be the most cost-efficient attack for designation of new FH topics. ( NICE ) ( 2008 ) Deoxyribonucleic acid testing, harmonizing to the guidelines should be the primary resource tool one time cascade testing of relations commences. Persons with mutants identified can so be treated to populate normal healthy lives with cholesterol-lowering drugs such as lipid -lowering medicines and alterations of life style made. Benefits from cascade proving enterprises to happen new instances of FH following Nice recommendations include a decrease in premature deceases from bosom disease and a decrease in long-run morbidity and its associated costs. ( NICE, 2008 ) Since the cost of effectual therapy is so low, a important economy could be made by the NHS in England, due to a decrease in CHD events and the cost of hospital admittances. NHS England’s position is that bettering FH sensing and direction is a worthwhile, cost and clinically effectual aim. ( NHS England, 2013 ) If sensing and direction of FH is improved, many lives will be saved, and many households will be spared the current inevitableness of life with, or deceasing from, premature cardiovascular disease. ( NICE, 2013 ) Bettering consciousness among healthcare professionals of the benefits of cascade testing and promoting coaction between Clinical Commissioning Groups CCGs and regio nal webs to implement cascade proving will better the designation of people with FH harmonizing to NHS England. ( NICE, 2013 ) Statistic show that if 50 % of the predicted relations of people with FH were diagnosed and received intervention, the NHS could salvage ?1.7 million per twelvemonth on health care for bosom disease and ?1.4 million per twelvemonth merely by implementing cascade testing. ( Heart UK ( 2012 ) Cascade proving in households with a known causative mutant has been carried out really successfully in the Netherlands over the last 15 old ages utilizing trained familial field workers. ( Neil, Humpreies, 2000 ) Universal showing of kids has frequently been suggested but has so far merely been implemented in Slovenia and at the age of 5. ( Kusters et Al, 2012 ) Heart Charities like The British Heart Foundation ( BHF ) and Heart UK are pressing the NHS to present cascade proving UK-wide and has allocated ?1.5 million in support to back up the debut of Cascade texting. ( BHF, 2013 ) Scotland Wales and Northern Ireland has successfully implemented comprehensive cascade proving but non England. Wales had 97 known FH instances but since the debut of cascade showing in 2010, it has identified 372 others from proving 1,141 people ( Denis Campbel, 2012 ) Harmonizing to Steve Humphries, professor of cardiovascular genetic sciences at University College London, England s failure to follow the 2008 recommendation from NICE to test full households will be missed chance and that trusting on GPs to descry patients with high degrees of harmful LDL cholesterin and mention them to an NHS lipid clinic for proving, which should place their FH, is unequal. He said: The best manner to restrict the harm caused by coronary bosom disease is to place those at hazard every bit early as possible. The greatest chance for such disease bar lies in naming and handling people with FH and testing their households. Humphries estimates that 101 cardiovascular deceases will be avoided for ever y 10,000 FH patients aged 30 to 86 treated with high strength lipid-lowering medicines to cut down their degree of LDL cholesterin. ( Denis Campbel, 2012 ) In order to implement cascade proving in the UK, a guideline development group was set up and several countries of contention that were discussed by the guideline development group [ 3 ] . ( What is this group about ) One major issue centred around the cost-effectiveness of different schemes for cascade testing, with wellness economic analysis [ 9 ] proposing that the handiness of DNA information well enhanced cost-effectiveness and decreased cost. Modeling found that the most efficient scheme was to utilize DNA proving where this was available, and plasma lipid measurings in the relations of all patients with both definite and possible FH ( by UK standards ) where no mutant ( or no proving ) was available. While it was recognized that this scheme was associated with a higher figure of relations being tested and therefore higher initial costs, it was found that this would besides increase the figure of identified FH relations and therefore the figure of quality adjusted life old ages that could be gained. For households where no mutant had been detected, age and gender-specific LDL-C and entire cholesterin cut-offs were recommended [ 10 ] , since the cut-offs used for the diagnosing of an FH patient in the general population are excessively high for relations with a 50 % anterior chance of holding the upset. Steve E Humphries There are assorted commercial kits available designed to prove for the most common mutants which includes the Elucigene FH20 and LIPOchip. However, in the UK, due to the extremely heterogenous nature of the population most of these attacks are non to the full effectual. The Elucigene F20 and Lipochip was evaluated cost efficaciously by NICE. Based on the findings from the analysis NICE ( 2011 ) concluded that the Elucigene FH20 and LIPOchip are non recommended for cascade proving relations of people with confirmed familial hypercholesterolaemia because targeted sequencing is less expensive and can be used for all relations with no loss in wellness benefits. ( why is it less expensive ) Randox laboratories has developed an FH biochip array systems offering coincident analysis of 40 familial mutants in FH with changing abilities for sample throughput, cost nest eggs and labour demands. ( Is this targeted sequencing, on what rule ) This survey will measure this FH 20 biochip array on an Evidence Investigator platform to observe the 20 common mutants in the Low Density Lipoprotein ( LDLR ) , Apolipoprotein B ( ApoB ) and PCSK9 cistrons in the UK. By testing mutant in these three cistrons in the UK, harmonizing to NICE ( 2008 ) , it is possible to place a causative mutant in up to 80 % of patients with the strongest clinical diagnosing based on the Simon Broome standards. The FH40 was evaluated at the Molecular Biology research lab of the Surrey Pathology services, following NICE ( 2011 ) recommended nosologies counsel for quickly and expeditiously following efficient and cost-efficient FH diagnostic engineerings in the NHS. The intent was to set up whether or non the FH20 from Randox laboratories is more likely to accurately corroborate a diagnosing at a sensible cost compared to a comprehensive familial analysis as an option in the south East cost strategic wellness Authority of England. It was besides to set up whether the FH20 can be cost efficaciously used to p rove relations of FH patients with no loss in wellness benefits. ( why is this necessary ) The cost effectual analysis was carried out utilizing NICE recommended attention tract for the designation and direction of FH. The cardinal elements of the attention tract include utilizing the combination of the Simon Broome standards for clinical diagnosing and a DNA trial for univocal verification. Children who have a parent with known familial hypercholesterolaemia should be offered a DNA trial if the household mutant is known harmonizing to NICE ( 2008 ) . Cascade proving of at-risk relations ( first- , second- and perchance third-degree biological relations ) is recommended utilizing a combination of DNA proving and measuring of LDL-C concentration. A high-intensity lipid-lowering medicine should be considered for people with familial hypercholesterolaemia with the purpose of accomplishing a recommended decrease in LDLC concentration of more than 50 % . Lipid-modifying intervention sho uld be considered for kids with familial hypercholesterolaemia by the age of 10, and initial intervention should be statin therapy. ( NICE, 2011 ) The aim of this survey is to develop sufficient grounds to back up the usage of this FH 40 biochip array engineering in the RSCH NHS molecular research lab to corroborate FH diagnosing and as portion of cascade proving with all the benefits of any other commercial immunochemical assay analyser in footings of throughput, cost, public presentation and easiness of usage. The Surrey pathology services provide pathology service for three NHS infirmaries and serve a population of about 1.2 million in the south east seashore strategic wellness authorization. The cost analysis was carried out utilizing nice bing templet. Cost effectiveness calculated as cost per life twelvemonth gained ( extension of life anticipation ensuing from intercession ) including estimated costs of testing and intervention. ( what are the benefits of this analysis ) This undertaking will organize an advanced move for the development of molecular biological science techniques in the field of lipid upsets particularly in primary hypercholesterolaemia. Once established, this specialized service can be offered at national and regional degrees. This will further heighten the quality and efficiency of patient attention, preventative medical specialty and guidance services to this potentially treatable instance of primary hypercholesterolaemia in footings of cut downing morbidity and mortality from premature atherosclerosis-related complications.

Subject-Verb Agreement on SAT Writing Strategies and Practice

Subject-Verb Agreement on SAT Writing Strategies and Practice SAT / ACT Prep Online Guides and Tips Subject-Verb Agreement may be the most tested grammatical rule on the SAT. Therefore, just by mastering this rule and its applications, you will be well on your way toward achieving a ridiculously good score on the SAT Writing. While the rule itself is relatively simple, the questions related to it can be challenging and a bit tricky. In this article, we’ll teach you how to become a master of all things subject-verb agreement on the SAT. In this post, I’ll do the following: Give you a clear understanding of subject-verb agreement. Explain why and how subject-verb agreement questions on the SAT can be tricky. Offer general strategies that can help you correctly answer subject-verb agreement questions. Provide you with practice questions so you can test what you’ve learned. Review: What's a Subject? Simply, a subject is the noun which corresponds with a verb in a sentence. In a sentence where there is an action, the subject is the noun which is doing the action. Here is an example: Justin saved the world. Justin is the subject because he did the saving. In a sentence where there is a description, typically using a form of the verb â€Å"to be†, the subject is the noun which is being described. Consider this beautifully written sentence: Justin is amazingly humble. Justin is the subject because he is the person who is amazingly humble. Now that we have a basic understanding of a subject, let's define this ubiquitous SAT grammar rule. What Is Subject-Verb Agreement? Subject-verb agreement is a rule stating that all subjects must agree with their verbs in number. Singular subjects take singular verbs. Plural subjects take plural verbs. Most of the subject-verb agreement questions on the SAT deal with verb forms in the third-person singular form (he/she/it/one) and third-person plural forms (they). In the present and present perfect verb tenses, third person singular verb forms end in an â€Å"s†. Third person plural verb forms do not. Let's check out an example sentence to give you a better understanding of this rule: The celebrity chef cook lobster and foie gras. This sentence probably already "sounds" wrong to your ear, but let's break down exactly why. The subject of this sentence is "chef". Obviously, because we are only talking about one chef, the subject is singular. Therefore, the verb should be in the singular form. However, "cook" is the third-person plural form of the verb so this sentence is incorrect. Here is how the sentence should read: The celebrity chef cooks lobster and foie gras. Here's another basic example: The gymnasts performs incredible feats of strength. In the above sentence, the subject is "gymnasts" because they are doing the performing. "Gymnasts" is plural so the verb should be in the plural form. However, "performs" is in the singular form. This is the corrected sentence: The gymnasts perform incredible feats of strength. This rule is relatively basic and easy to comprehend, right? Some of you may be thinking that all subject-verb agreement errors on the SAT will be as simple to detect as they were in the example sentences above. However, in traditional SAT fashion, sentences on the SAT are intentionally deceptive and questions related to subject-verb agreement can be rather challenging. Subject-Verb Agreement questions can deceive you Why Are These Questions Tricky? Generally, questions related to subject-verb agreement on the SAT can be difficult because the subject is usually not placed directly in front of the verb. This problem appears in two ways: Interrupting Phrases, and inverted sentences where the subject follows the verb. Common Trap #1: Interrupting Phrases Interrupting phrases are phrases thatseparate the subject from the verb. Such phrases make locating the subject and determining whether the verb should be singular or plural more difficult. There are specific types of interrupting phrases and we'll take a closer look at a few of them. You don't know need to know all of the specific grammar terms, but it's important to recognize how they influence subject-verb agreement questions. Non-Essential Clauses Non-essential clauses are phrases describe a noun, often the subject of a subject-verb agreement question on the SAT. Non-essential clauses are surrounded by commas. These clauses can be removed without creating grammatical errors or changes in the meaning of a sentence. Take, for example, this sentence: My doctor, who is very unfriendly, spoke to me for less than a minute. The phrase in bold is a non-essential clause. It is separated by commas and removing the clause does not create an error or change the meaning of the sentence. The phrase is only used to provide descriptive information about the subject. See: My doctor, who is very unfriendly, spoke to me for less than a minute. A non-essential clause often starts with a relative pronoun (which, who, whose, or where), but it doesn't in a phrase known as an appositive. An appositive functions like a non-essential clause, but it doesn't have a verb. Here is an example: My doctor, a very unfriendly man, spoke to me for less than a minute. Again, the phrase provides information about the doctor, but it can be removed and will not create any errors or change the meaning of the sentence. So, how will knowing about these phrases help you correctly answer SAT questions related to subject-verb agreement? I'll explain. Non-Essential Clauses and Appositives on the SAT On the SAT, these phrases will be placed between subjects and verbs to trick you into thinking a subject is singular or plural. Look at this example of an incorrectly written sentence in which I've underlined the subject and bolded the verb: My math teacher, who is extremely demanding and yells at all the students, give too much homework. The subject is singular and the verb is in the plural form. However, there is a non-essential clause separating the subject from the verb so it is more difficult to locate the error in subject-verb agreement. Also, on the SAT, there will often be a plural noun in the non-essential clause placed right next to the verb in such a sentence. Many test takers will incorrectly assume that "students" is the subject,especially if you read the question quickly in one go. Here is the corrected version of the above sentence: My math teacher, who is extremely demanding and yells at all the students, gives too much homework. So, how do you avoid falling into this common trap that the SAT will set for you? Strategy For these types of questions, always cross out appositives and non-essential clauses. Doing so will make it easier to notice any issues with subject-verb agreement. The resulting sentence should be grammatically correct. Let's do this with the incorrectly written version of our previous example: My math teacher, who is extremely demanding and yells at all the students, give too much homework. Crossing out the non-essential clause leaves us with "My math teacher give too much homework." The subject-verb agreement error in that sentence is easy to spot. Here is another type of interrupting phrase, probably the most common on the SAT: the prepositonal phrase. Prepositional Phrases Quick Review: prepositional phrase begins with a preposition. Prepositions provide additional details about nouns and often answer the questions "Where?", "When?", or provide descriptive information. Here is a chart showing examples of commonly used prepositions: http://study.com/academy/lesson/what-is-a-preposition-definition-uses-examples.html On the SAT, prepositional phrases are often inserted between subjects and verbs to make errors in subject-verb agreement less noticeable.Take a look at this incorrectly written sentence with the prepositional phrase underlined: Changes for the new and improved SAT is going to be implemented soon. The subject of the sentence is "changes" and the prepositional phrase provides descriptive information about the changes. Because the subject is plural, the verb should be in the plural form. Once again, notice how the SAT can trick you by putting a singular noun, SAT, right before the verb, "is." If you go by ear, you're likely to fall prey to this trap. Here is the corrected version of the sentence: Changes for the new and improved SAT are going to be implemented soon. The approach you should take with sentences that contain a prepositional phrase is very similar to the one you should use with non-essential clauses and appositives. My ghost writer. He knows his SAT grammar. Strategy Cross out the prepositional phrase and the resulting sentence should be grammatically correct. Also, doing so will make it easier for you to identify the subject and ensure that the subject and verb agree. The subject will never be contained within a prepositional phrase. Let's use the cross out method with the above incorrectly written sentence: Changes for the new and improved SAT is going to be implemented soon. The subject-verb agreement error is much more obvious. Hooray! Interrupting phrases are not the only tactic the SAT uses to complicate subject-verb agreement questions. Common Trap #2:Sometimes the Subject Will Follow the Verb Occasionally, the normal word order of a sentence will be changed so that a prepositional phrase appears at the beginning of a sentence and the subject will follow the verb.In these sentences, it can be difficult to identify the subject and determine whether there is an error in subject-verb agreement. Take, for example, the following sentence with the prepositional phrase underlined and the verb in bold: On my forehead resides five unsightly pimples. We know that a subject cannot be contained within a prepositional phrase and the subject must correspond with the verb. What is doing the residing? The pimples. And "on my forehead" provides information about where the pimples are located. Because the subject is plural, the verb needs to be in the plural form: On my foreheadreside five unsightly pimples. The correctly written sentence may sound more awkward to you because the noun "forehead" is singular and it is placed right next to the plural form of a verb. That is why you should focus on the rules and not rely on what sounds right. In rare cases, the verb comes before the subject but is not preceded by a preposition.What? How is that possible? Check out this sentence with the subject underlined and the verb in bold: Eating Hot Cheetos is fun, but less fun is its consequences. In the sentence, what is less fun? The consequences. Therefore, "consequences" is the subject which corresponds with the verb. There is an error in subject-verb agreement. The sentence should read like this: Eating Hot Cheetos is fun, but less fun are its consequences. The order of the words has been changed, but this sentence is saying that "The consequences are less fun." So, how should you tackle sentences in which the subject follows the verb? Strategy In these sentences in which the subject follows the verb, simply rearrange the sentence so that it follows the normal structure of subject then verb. This will enable you to more easily spot errors in subject-verb agreement. If you did that in the incorrectly written example above, you would be left with "its consequences is less fun". The subject is right in front of the verb and the error is obvious. Application: Real SAT Example So, we’ve established that subject-verb agreement questions can be tricky because the subject is often not placed directly in front of the verb. Let’s see how this plays out with an actual SAT question. First, let's look at a sentence with an interrupting phrase. The subject of this sentence is â€Å"research†. The phrase â€Å"by several scientists† is a prepositional phrase providing descriptive information about the research. Therefore, the subject is singular and the verb should be in thesingular form. If you get rid of the prepositional phrase, the sentence reads "research suggest". B is the answer; the word should be â€Å"suggests†. There are additional situations which complicate the most basic questions that test subject-verb agreement. Now we'll take a look at some of these specific situations. More grammar fun. Get excited!!! Common Trap #3: Compound Subjects If the subject is two singular nouns connected by â€Å"and†, then the verb should be in the plural form.Here is an elementary sentence illustrating this rule: Justin and the SAT are friends. The subject is both Justin and the SAT so the verb needs to be in the plural form. Here is a more difficult SAT-style example in which a prepositional phrase is also placed at the beginning of the sentence: Under my bed exists a pen and a Taco Bell receipt from 1994. So, where is the subject? "Under my bed" is a prepositional phrase - that's not the subject. What exists? Both a pen and a Taco Bell receipt. We can rearrange the sentence order so that the sentence reads that "A pen and a Taco Bell receipt exists". Because there is a compound subject, the verb should be in the plural form. This is the corrected version of the sentence: Under my bed exist a pen and a Taco Bell receipt from 1994. Application: Real SATExample Here is an example of an actual SAT subject-verb agreement question that uses a compound subject. The subject is both the time and the place. Therefore, the verb should be in the plural form. Also, there is an additional error in the sentence in that â€Å"to approving† should be â€Å"to the approval†. The correct answer is C. Collective Nouns Another unique situation that affects subject-verb agreement involves the use of collective nouns.Collective nouns are singular nouns that refer to groups of people. On the SAT, these nouns, if used in the singular form, should be used with singular verbs.Examples of collective nouns include team, band, company, and committee. Keep in mind that subject-verb agreement questions with collective nouns are rare, but I have seen this type of question on actual SATs. This is what the sentence would look like: After losing by thirty points, the basketball team have decided to fire its coach. Even though there are multiple people on a team, the subject is referring to one team. Therefore, the subject is singular and the verb should be in the singular form. This is corrected version of the sentence: After losing by thirty points, the basketball team has decided to fire its coach. Other Singular Subjects That Can Be Tricky Aside from collective nouns, there are other specific types of subjects that may intuitively appear to be plural but are singular and require a singular verb. Each=Singular The word â€Å"each† implies that you’re referring to each thing individually so you should use a singular verb when â€Å"each† is the subject.This is an example of an incorrectly written sentence using "each" as the subject: Each of the members of the team are athletic. Keep in mind that "of the members" and "of the team" are prepositional phrases. After removing the prepostional phrases, the sentence reads "Each are athletic." Each is our subject so the verb should be singular. This is the correct version: Each of the members of the team is athletic. Every=Singular Similarly, the word â€Å"every† implies that you’re referring to each thing individually. Think of the word â€Å"every† as implicitly stating â€Å"every one†. Here is an example of this rule in effect: Every person in each of my classes are intelligent. Although all of the students are intelligent, this sentence is stating that every single student is intelligent. Also, the use of the singular noun "person" further indicates that the subject is singular and requires a singular verb. Remember that "in each of my classes" is a prepositional phrase. This is how the sentence should look: Every person in each of my classes is intelligent. Gerunds When Used as Subjects=Singular A gerund is a verb which is used as a noun and ends in â€Å"ing†.When a gerund is being used as a subject, then the subject is singular.Look at this example: Remembering the names of all of the Kardashian sisters are easy. To determine the subject, think about what is easy. Also, we know that "of all of the Kardashian sisters" is a prepositional phrase which we can cross out and will not contain the subject. Therefore, we're left with "Remembering the names are easy". Even though "names" is plural, "the names" is not the subject and simply provides additional information about what we're remembering. The subject is "Remembering", a gerund which requires a singular verb. So, here is the corrected version: Remembering the names of all of the Kardashian sisters is easy. Who is this? Application: Real SAT Example It's time to take a look at an actual SAT subject-verb agreement question that includes one of these uniquely singular subjects. The subject is the gerund â€Å"storing†, which is singular. Therefore, the verb should be â€Å"increases† and the answer is B. Also, because â€Å"delays† is singular and shares the same subject, you should know that any verb which corresponds with the same subject should be in the singular form as well. Now that we've looked at various types of subject-verb agreement questions, let's go over strategies you can use on your SAT to help determine if you're encountering a subject-verb agreement question and ensure that you answer the question correctly. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! General Strategies for SAT Subject-Verb Agreement Look For Errors in Subject-Verb Agreement When a Verb is Underlined In any of the subsections (sentence improvement, identify the error, paragraph improvement), if a verb is underlined, make sure that there are no errors in subject-verb agreement. Always Identify the Subject Both subjects of sentences and subjects of clauses must agree with their verbs. For each verb, find the noun which corresponds with that specific verb.Then, determine whether that subject is singular or plural and make sure that the subject and verb agree. The Subject is Never Part of a Prepositional Phrase Be aware that the subject will not be part of a prepositional phrase.Most subject-verb agreement questions on the SAT separate a subject from a verb with a prepositional phrase. Cross Out Interrupting Phrases The SAT tries to deceive you by placing long phrases in between the subject and the verb. Often, the number of the noun closest to the verb will not match the number of the subject. By crossing out the interrupting phrase, you will have an easier time identifying the subject and determining whether there is an error in subject-verb agreement. Be Able to Recognize the Common Tricks Knowing the common tricks the SAT uses on questions that test your knowledge of subject-verb agreement can be helpful. The better you know these tricks, the more quickly you’ll be able to identify them and correctly answer subject-verb agreement questions. Additional Practice Hopefully, by this point you thoroughly understand subject-verb agreement and how to correctly answer any subject-verb agreement question that may appear on the SAT. I've created some practice problems to test you on what you've learned. Remember to use the general strategies I referenced above. If you're not having fun, you're not doing it right. 1. Every summer in Los Angeles (A) the sound of children yelling(B) at the beach on a weekday indicate(C) that it is summer vaction (D). No error (E) 2. The selfie, which is(A) a photograph taken(B) by many narcissistic people, is(C) extremely popular on various social networking websites (D). No error (E) 3. An effective and helpful(A) tutor demonstrates(B) exceptional knowledge, is responsive to the needs(C) of her students, and listen(D) to them carefully. No error (E) 4. Extremely careful analysis(A) of handwriting samples show(B) that creative people are more likely to write(C) rounded letters (D). No Error (E) 5. Playingsports(A) such as basketball, football, or baseball allow(B) children to learn teamwork(C) and develop(D) coordination. No error (E) Answers:1. C, 2. E, 3. D, 4. B, 5. B What's Next? If you want to know everything that is tested on the SAT Writing section, read our article about what's actually on SAT Writing. After you have mastered the basic questions, study the hardest SAT Writing questions. Finally, if you're aiming for an 800 on SAT Writing, find out how to get a perfect scorefrom a perfect scorer. Want to improve your SAT score by 240 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 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:

Fallacious reasoning Assignment Example | Topics and Well Written Essays - 250 words

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Decisions in USA Super Cars Assignment Example | Topics and Well Written Essays - 2500 words - 2

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