A Collection of Famous Quotations About Time

Time and tide await none. The powerful tide of time overpowers everything: kingdoms fall, evil dies, relationships change, seasons wither, and the new sun rises. Here is a collection of famous time quotes. Time Quotes Benjamin Franklin: Remember that time is money.Never leave that till  to-morrow  which you can do  to-day.Dost thou love life? Then do not squander time, for that is the stuff life is made of. John Keats: As though a rose should shut and be a bud again. Edgar Allen Poe: Years of love have been forgot in the hatred of a minute.Keeping time, time, time, In a sort of Runic rhyme, To the tintinnabulation that so musically wells, From the bells, bells, bells. Francis Bacon: ï » ¿The worlds a bubble, and the life of man, less than a span.Histories make men wise; poets, witty; the mathematics, subtle; natural philosophy, deep; moral, grave; logic and rhetoric, able to contend. William Wordsworth: Sweet childish days that were as long as twenty days are now. Ralph Waldo Emerson: Can anybody remember when the times were not hard and money not scarce?Life is not so short but that there is always time enough for courtesy. Alexander Poe: For he lives twice who can at once employ, The present well, and even the past enjoy.ï » ¿Tis with our judgments as our watches—none go just alike, yet each believes his own. Walt Whitman: ï » ¿To me every hour of the light and dark is a miracle, every cubic inch of space is a miracle.

The American Civil War and Its Inevitability Essay

The Civil War was the bloodiest and most violent war in all of Americas history. Not only did it pit brother against brother and father against son, but it also caused more deaths than all of Americas wars before or since combined. The cause for the Civil War was not a single event; instead it was a combination of several. In general, the South felt overpowered by the North socially, economically, and culturally. The two sides’ ways of life were completely different in every aspect of the word. At the heart of all the issues lay one major cause for dissension which is known as slavery. Frankly, the combinations of events that led to the civil war drove people over the edge, had varying degrees of influence, and tended to have slavery as†¦show more content†¦He also proposed more stringent Fugitive Slave Laws and the banishment of slave trade from the District of Columbia. Last but not least, in the compromise he included the plan to settle the boundaries of Texas and assume its $10 million debt. The Dred Scott Decision became the next problem that led to the Civil war. Dred Scott was a black slave that lived for 5 years in Illinois with his master. He sued for his freedom based on his prolonged stay on free soil. The Supreme Court heard the case and ruled that since Dred Scott was a black slave and was equated to property. Therefore, he was not a citizen and not allowed to sue. The Court took the ruling further saying that since a slave was property; they could be taken into any territory and be held there under the laws of slavery. The ruling was based on the Fifth Amendment which denied Congress the right to strip people of their property without due process of law. Southerners were pleased with the victory in the case, but abolitionists were horrified at the idea that slavery could legally spread anywhere in the country. The fear of this continued to grow in the North and caused much more friction between the North and South as a result. On top of other issues leading up to the war lay the Kansas-Nebraska Act. When the territory of Nebraska was proposed to enter the Union, more squabbling between the supporters of the North and South ensued. Stephen Douglas proposed that if they splitShow MoreRelatedThe Civil War Was Inevitable1399 Words   |  6 PagesThe American Civil War took place from April 12, 1861 to May 9, 1865. The simple answer is yes: the Civil War was completely inevitable, but there were many events, documents and people before its beginning that certainly had a large bearing on the war itself. The most divisive political issue in the United States in the mid-1800s was the expansion of slavery, and slavery is certainly the common denominator of the events leading up to the Civil War. People from the North were abolitionists, lookingRead MoreThe Battle Of The Civil War1643 Words   |  7 PagesThe American Civil War started on April 12th, 1861. It was by far the bloodiest war ever fought on American lan d. The war left a mark on America with 620,000 people killed and millions of casualties. It was between the northern states called the Union, and the Southern states called the Confederacy. They were angry at each other, mainly because of three reasons: slavery, Compromise of 1850 and secession. All three of these factors led to the inevitability of the Civil War. Slavery, some historiansRead MoreHave Historians over Emphasised the Slavery Issue as a Cause of the Civil War?2008 Words   |  9 PagesThe American Civil War has caused many debates amongst a wide range of historians resulting in many different views being formed on all aspects of the War. The argument whether slavery has been overemphasised is one of great debate. Some historians like Michael F. Holt concur that the slavery issue was nearly the only reason and cause of the American civil war. Others disagree, Joel H. Silbey agrees that this is a reason but not the only one other ideas to need to be looked at to the cause of theRead MoreThe American Civil War Essay1380 Words   |  6 PagesAs we take a look back on how American has become the nation we both love and hate, we cannot help but think of the Civil War. This war divided a nation and the outcome set the stage for how our nation still operates to this day. The issues between the North and the South, or as they become k nown back in 1861, The Union and The Confederate States of America, were not something that could have been negotiated. The war lasted four years and ended with victory for the North. I would have to sayRead MoreAbraham Lincoln Delivered A Two Minute Proclamation Of Our Nation s Purpose898 Words   |  4 PagesHe was able to pivot the Civil War to mean more than a states rights conflict and the power of the federal government to be about equality and the â€Å"a new birth of freedom† (Baym). Lincoln s ability to speak with expressive style and enthusiasm lead to a victory for the Union. Lincoln s ability to use imagery and metaphors is what made his writing so persuasive. He was able to use this persuasiveness take a moral high ground for his cause and turn the tide of the Civil War to his favor. The ordinaryRead MoreOrigin Of And Role Played By Manifest Destiny1323 Words   |  6 PagesUnited States’ population had more than quadrupled and Americans believed God had destined that they span the entire North America from one coast to the other. Although the term â€Å"Manifest Destiny† was used to typify the 1840s American expansionistic exuberance, it can be broadly used to characterize any country’s imperialistic thrusts (Harriet). In this regard, Utah, the indigenous American Indians, faced expansionistic archetypes with the Americans, Spanish imperialists, European and French fur tradersRead MoreThe Mexican American War On America Essay1430 Words   |  6 Pages While it is the country’s job to shape itself, it is man who defines what that country, in fact, represents. The Mexican-American War showed citizens how â€Å"†¦the war and its unintended consequences shaped the meaning of American identity, ethics, and patriotism† . The U.S.-Mexican conflict proposed questions that struck at the heart of American culture. â€Å"What would become of slavery?† Southerners asked themselves; while abolitionists fought against the institution in the North, on the western frontRead MoreMyth of the Lost Cause: Why the Confederate Loss Was Not Inevitable968 Words   |  4 PagesFor over a century, many writers and historians theorized that the Confederate loss during the Civil War was, in fact, inevitable, and that they were only fighting a losing war against an overwhelming invading force. This idea shows the southern gentleman, in his honor, taking up arms against what was obviously a superior foe in order to preserve their state’s rights, their families, and their homes, with no hope of coming out the victor in the contest. This is a romantic notion of a time forgottenRead MoreThe American Civil War: Interpretations of Democracy Essay1415 Words   |  6 Pages One of the most convoluted themes in histo ry is that of the meaning of war. The American Civil War specifically offers many differing explanations as to the true cause for which over 600,000 men dedicated and lost their lives. The Civil War was particularly so, in that there was no universal acceptance of the objectives or causes of the war from either side. Leaders from the Union and the Confederacy delineated distinctly different reasons for fighting, magnifying the hostility between the two regionsRead MoreWars Caused From Wars By Elie Wiesel1305 Words   |  6 PagesWars Caused from Wars Fought Elie Wiesel, an Auschwitz survivor, ends his autobiography, Night, with the lasting statement, From the depths of the mirror, a corpse was contemplating me (115). The importance of this declaration signifies that Elie came to a realization that emotional death that the death camps have created will far outweigh the physical pains experienced through torture. He understands that the physical evidence from the torture will fade, but the psychological trauma will torment

Richard Wagner Essay Example For Students

Richard Wagner Essay Richard Wagner was born May 22, 1813 into the family of a municipal court clerk, he spent his childhood in Dresden. He regarded himself as the most German of men, the German spirit and is not only known because of his 13 operas and numerous other compositions but also because of his influence on our understanding of German culture and history. As a youth Wagner was fascinated by literature, particularly the plays of William Shakespeare. Through his teens he was more and more attracted to composing. His first opera, based on the novel Rienzi, Last of the Tribunes, was produced in Dresden in 1842, and was a success. His next production, The Flying Dutchman (1843), was also a hit. From 1839 to 1842 he tried in vain to gain a place in the Parisian music community. After the performances of his operas Rienzi and The Flying Dutchman , he was appointed as the Royal Saxon music director of the court orchestra for life in 1843. After the completion of Lohengrin in May 1848, Wagner became very involved in the revolution. He thought that the revolution would bring a through-going democratization and renewal of society, a unified nation-state, and basic reforms in the sphere of culture and the arts that should put in practice his theoretical ideas on art, especially his conception on the complete work of art. Near the end of the 1840s Wagner began work on his monumental cycle of four musical dramas collectively titled Der Ring des Nibelungen (The Ring of the Nibelungs). This cycle, made up of Das Rheingold, Die Walkure, Siegfried and Die Gotterdammerung, took 22 years to complete, and stands as one of the most remarkable and influential achievements in Western music. The foundation of Wagners philosophy of musical drama is the concept of Gesamtkunstwerk, or universal artwork. He said that music in a dramatic setting was best used to reinforce dramatic content and expression. His characters addressed the philosophical issues that Wagner considered vital to society: the tension between good and evil, between the physical and spiritual, and between selfishness and redemptive love. Wagner is known as the master of German opera, and one of the most progressive composers in history. He has been named an anarchist and socialist, and simultaneously, a fascist, nationalist, and anti-semite. His name has been connected to almost all the major trends in German history of the 19th and 20th centuries. More books have been written about the German composer Richard Wagner and his works than any historical figure other than Christ. Wagners epic music drama, Der Ring des Nibelungen, is thought by many to be the greatest single artistic achievement in the history of Western culture, some say it does more than holding its own against Shakespeares Hamlet and Beethovens Ninth Symphony.

Amicis East Coast Pizzeria

Question: Discuss about the Amicis East Coast Pizzeria. Answer: Introduction Amicis East Coast Pizzeria started in the year 1987 and was founded by Cooperstein and Mike Forter. The company serves East Coast style thin-crusted pizza that has homemade sauce, a high-quality cheese from the Wisconsin as well as artisan topping. The organization began at San Mateo with just a wooden burning ovens and a thin crusted East coast style pizza. Over the years the company grew from East Coast to West Coast where the chain grew to twelve in San Francisco Bay region over a period of twenty-three years. In the year 2001 the company was regarded as the number one independent pizza chain in the US, and by the year 2011, the revenues had significantly grown to thirty-two million dollars having over three hundred employees. Comparison to other pizza chains the organization had been ranked position 70 nationally. In this case study analysis, it aims to examine some question. The first question is to explain on Amicis business model. Secondly, what are the drivers that have been employed in this organization to make it successful based on the 7-s model. Lastly, it will explore on the strategy for the growth that could be used by Amicis moving forward. Amicis business model The business models is essentially a strategy that is employed by Amici's company to use in generation of revenue from the products or perhaps the services they are offering. Amacis company uses some strategy to generate the most profit. The model they have used helps to determine the sales and the marketing strategies of the company during branding, pricing and sales channels. One of the strategies that the firm uses is to promote dine in service in their comfort and well-appointed restaurant that account for forty percent of their sales; they support delivery service about 50 percent of the sales and some takeout business that accounts for ten percent of the sales. This strategy has enabled the company to become number one in ranking regarding Pizza today on top one hundred free lists for four consecutive years. The company has differentiated on their products based on the quality and services. Their business model was scalable, as long as their business grew in a manner that is qu iet but steady to ensure the high quality would help them distinguish their restaurant could be maintained. Additionally for strategy growth the company has embarked on charity to enable the children from low-income families to go to the Summer Camp. This has allowed the average families income to experience on the summer camp to gain exposure to life-changing the power of a field. Through this, the company has provided more than 1500 summer experiences with the partner camps to children who have limited access to the recreational activities. Drivers of Amicis success using 7-s model The use of this model is based on a theory for an organization to perform well. The seven elements need to be aligned and mutually reinforced. This model ensures that the team works efficiently and reach the desired endpoint. The first driver for the success of the organization is the strategy. Amicis company strategy is aligned to provide high-quality product and services through differentiating on their product with the right team. The largest pizza they have is more than three dollars than the competitors but the high quality is what the consumers were looking for, and they have done this over the years. Shared value is the second driver for the company. The shared value for the company has been the development of a brand that is within the community transplanted East Coasters through careful and steady growth. The third driver is the system driver that is used by the company. The company employs triple threat operation system in the organization. This entails delivery, dine in and take out for the customer. [3]The next driver is the structure of the organization. The company has grown to 12 chains in San Francisco Bay Area over 23 years. The structure of the company is to open chains in both East and West Coast. The chain of command comes from the management, and the decision is laid from the top to bottom to the junior employees. The style of leadership that has been seen in the company is decentralized. The employees make their decision based on the best quality of product, which is expected by the owners. The owners allow employ to make their decision but should be aligned with their values and mission that is pegged on quality, service and a steady and gradual growth of the company. The skills and the competencies that are exhibited by the employees are top notch. The employs aim to offer the best quality of products as well as services than the competitor's company to enable the employs to come again. The strategy for growth to suggest for Amicis moving forward Amicis general approach could be the cost leadership. This involves minimization of the costs to produce products at low prices. In the event, the price is lower the company will offer relatively cheaper products as a comparison to the competitors. Moreover, a broader diversification as the secondary generic strategy would be much useful. This would involve further developing new products that are distinct from the competitors. The organization should use the broad differentiation strategy as a way to move forward. Bibliography Cunningham, Lawrence A, Torkell T Eide, and Patrick Hargreaves, Quality Investing, 1st edn, 2016. Hader, Richard, "Strategies for Profitable Growth", Nursing Management (Springhouse), 39 (2008), 22-26 https://doi.org/10.1097/01.numa.0000335254.31413.f0 Naeem, Zafar, Jack Fuchs, and Victoria Chang, "Amici's East Coast Pizzeria", California Management Review, 55 (2013), 153-165 https://doi.org/10.1525/cmr.2013.55.3.153 Sheehan, Norman T., "Pizza, Pizza, Pizza: A Competitive Strategy Exercise", Organization Management Journal, 11 (2014), 40-46 https://doi.org/10.1080/15416518.2014.897928

I. STATEMENT & BACKGROUND Essays - Server, Server Hardware

I. STATEMENT & BACKGROUND The college of Business (COB) server is now being used to support deliver to the Computer Information System (CIS) department. The CIS professors would be using the server for various operations. Assignments, e-mail, and other types of information would be easier for the students to access. Network users are able to share files, printers and other resources; send electronic messages and run programs on other computers. However, certain important issues need to be addressed and concentrated on. In order to begin the process of setting up the COB server, the total numbers of users (faculty and students) must be determined. Some other significant factors to be approached are: the required software applications needed on the network, an efficient and appropriate directory structure and effective security structure. In designing the directory structure, the major focus must be on accessibility. The number of undergraduate CIS courses that the server will be used for is be! tween 15 and 17. For the users to be ensured that their information is not at risk, we will create an effective security structure. In composing the appropriate security structure there must be certain access rights assigned to the users. An important technical detail in setting up a server is the amount of money that will need to be allocated for the restructuring of the system. For the system to function properly, the amount of hardware/ software will need to be determined. II. FUNCTIONAL REQUIREMENTS The COB server will primarily be used by CIS professors and CIS students. The approximate number of professors in the CIS department is between five and seven and the approximate number of CIS majors is between 100 and 120. As computer technology continues to grow, the number of CIS majors is vastly increasing. If we see a considerable rise in Computer Information Systems majors the department will have to expand its faculty members. The CIS professors will be using the server to disburse their syllabi, distribute specific assignments and send e-mail to their students. The layout, design and complexity of each class will determine how much the professor may be using the server. The first class a CIS major usually takes at Western is CIS 251. Management Information Systems (CIS 251). This class offers students a basis for management information systems in business organizations. In putting the COB server to use and getting the student ready for hands-on knowledge of computer-based information systems, CIS 251 focuses on analysis, development, design, implementation, and evaluation. Other tasks that are covered in this class are computer applications ins spreadsheets, word processors, and database systems. Information systems affect both business people and people who live in society. The first programming class CIS majors take is CIS 256. This CIS course will be very beneficial for the server. Business Computer Programming (CIS 256) introduces the student to an application of programming principle in business. Detailed assignments involve flowcharting, coding, documentation, and testing. This course provides the student with a background of computer architecture and data representation. This class account will require the BASIC programming language that will be used as well as the compiler. The CIS elective, CIS 301, emphasizes maximum hands-on experience with microcomputers and software packages, including word processing, spreadsheets, database managers, and graphic systems. Microcomputer Applications (CIS 301), is an important course for students not majoring in Computer Information Systems, but would like to familiarize themselves with the personal computer. This account will contain Microsoft Office and e-mail capabilities. An important class that becomes useful for the server is the CIS 358 course. The professor can send applications, reports, programs and other data to the server where the student can transfer to a disk or their VAX account. Applications Development II (CIS 358) is a study of the state of art tools and techniques for developing complex business applications; data organization, on-line processing, software engineering, and software maintenance. This CIS class is an extension to CIS 258. The student will expand his/her knowledge of the COBOL programming language. In order for the CIS major to apply principle of good application design and solving problems, the Visual Basic programming language will also be introduced. The account for these two classes will contain the COBOL programming language and the compiler for it as well as Visual Basic. For the students to learn more about client-server technology, CIS 365 is required to the Computer Information Systems curriculum. The student will be involved in learning about different types of client-server environment such as configuring Worldwide Web environment and building a Netware LAN to

Understanding German Adverbs

Understanding German Adverbs Similar to English, German adverbs are words that modify verbs, adjectives or other adverbs. They are used to indicate a place, time, cause, and manner, and they can be found in various parts of a sentence. Examples Here is where you might find an adverb in a German sentence: Before or after verbs:Ich lese gern. (I like reading.)Das habe ich hierhin gestellt. (I put that here.)Before or after nouns:Der Mann da, der guckt dich immer an. (The man over there is always looking at you.)Ich habe drà ¼ben am Ufer ein Boot. (I have a boat over there by the shore.)Before or after adjectives:Diese Frau ist sehr hà ¼bsch. (This woman is very pretty.)Ich bin in sptestens drei Wochen zurà ¼ck. (Ill be back in three weeks at the latest.) Conjunctions Adverbs can also sometimes function as conjunctions. For example:   Ich habe letzte Nacht à ¼berhaupt nicht geschlafen, deshalb bin ich mà ¼de. (I didn’t sleep at all last night, that’s why I’m so tired.) Modify a Sentence Adverbs can also change a sentence. Specifically, question adverbs (Frageadverbien) can modify a phrase or a sentence. For example:   Worà ¼ber denkst du? (What are you thinking about?) The very best thing about German adverbs is that they are never declined. (Did we just hear a sigh of relief?) Furthermore, adverbs can be created from nouns, prepositions, verbs, and adjectives: Creating Adverbs Here are some ways you can make adverbs in German:   Adverbs plus prepositions:  When combining prepositions with the adverbs wo(r), da(r) or  hier, you get prepositional adverbs, such as worauf  (on where), davor  (before that) and  hierum  (around here).Verbs as adverbs:  Past particles of verbs can stand in as adverbs and without modification. Read more here:  Past Participles as Adverbs.  When an adjective is an adverb: Predicate adjectives will function as adverbs when placed after a conjugated verb and you do not need to make any changes to the predicate adjective. Unlike English, Germans do not make a distinction in form between a predicate adjective and an adverb. See Adverbs of Manner and Degree.   Types Adverbs are divided into four main groups: PlaceTimeManner and DegreeIndicating Cause

Aviation Aircraft Investigation Research Paper Example | Topics and Well Written Essays - 2500 words

Aviation Aircraft Investigation - Research Paper Example Nevertheless, aviation accidents do occur. Between 1999 and 2008 there were 370 aviation accidents, resulting in 4,970 fatalities. Commercial passenger airlines are the least likely of all flights to be involved in an accident (www.1001crash.com). The causes for aviation accidents are varied, but can be categorized into three groups: the physical environment, mechanical failure and human error. Specific issues within each of these three groups are the root cause for all aviation-related accidents. Accidents caused by the physical environment occur from Mother Nature herself. Things such as lightening, wind, ice, rain, etc. are all physical causes. In these cases, it is important for accident investigators to rule out any human error when reacting to physical causes. An airplane sliding off of an icy runway would be one example of an accident caused purely by the physical environment. There is nothing a flight crew could do in this situation to avoid it. Mechanical failure is the next category of accidents. Examples of mechanical failure include complete engine shut down, rudder failure, wheel structure malfunction, etc. Again, there has to be care taken to ensure that human error is not at play in mechanical failure. Investigators have to research carefully to make certain that the failure was completely related to the physical part of the equipment and not the maintenance or lack of. Over the past 20 years, accidents relating to mechanical failures have been steadily declining when compared to other accident causes. Accidents caused by mechanical issues are easier to determine and fix as compared to human errors and the physical environment. When there is a mechanical error, it can be analyzed and improvements can be made in the mechanical structure to avoid the same problem happening again. This isn’t the case for human error (Wiegmann & Shappell, 1997). The remainder of this paper will focus

History 158 Mid-term Exam Essay Example | Topics and Well Written Essays - 1000 words

History 158 Mid-term Exam - Essay Example President William McKinley was known not to have taste for war, but the public opinion and the press proved to be a force that changed his mind and drove him onward. The violent aggression and conflicts in Cuba caused so much political and economic instability in the region. This was a cause to worry and it caught the attention of the United States which had long-held interest in managing the Western Hemisphere. The tensions between Spain and the United States had been gradually mounting for months. With the mysterious sinking of the battleship Maine in Havana harbor that killed 259 sailors and injuring 80, military intervention by the United States in Cuba became very likely. On the 11th of April 1898, President William asked for the authorization from the Congress to end the conflicts in Cuba between Spanish forces and the rebels. The United States wanted peace, tranquility and security of its citizens and the Cubans living on the island and the way to do it was to establish a stab le government which would oversee law and order maintained. McKinley was authorized by the Congress to use whatever military force deemed necessary to ensure Cuba’s Independence. ... On the 2nd of April 1917, President Wilson requested the joint session of Congress to declare war on Germany. His request for war was based upon Germany’s involvement in submarine warfare in the Mediterranean and the North Atlantic, and several attempts to get Mexico into an alliance with them against the United States. The U.S senate voted unanimously in support of war on Germany, Austria and Hungary on the 7th of December 1917 (Davis 68). Germany’s involvement in submarine attack on merchant and passenger ships was the primary driving force behind president Woodrow’s decision that led the US into World War One. President Woodrow had to balance issues regarding German’s submarines attacks as well as their numerous attempts to pull Mexico into an alliance against the United States. On the 19th of January 1917, the British intelligence had decrypted an intercepted telegram that had been sent by the German Foreign Minister Zimmerman. The telegram was sent to the Ambassador in Mexico and in it was the promise by German Government to help Mexico regain the territories it had surrendered to the US after the Mexican-American War. All that the German government wanted were the full support of Mexico in the war against the United States and its allies. Initially, the Britons had not shared the telegram news with United States officials mainly because they wanted to keep secret their ability to break the German’s code. Germany’s resumption of submarine warfare could not hold the secret back and the Britons decided to use the telegram to help sway public opinion and American officials to join the World War (Davis 73). Despite the shocking telegram’s news, President Wilson hesitated on

Clinical objectives Essay Example | Topics and Well Written Essays - 250 words - 7

Clinical objectives - Essay Example Patients in the health care system who are at high risk include pediatric and elderly patients. The management should put up safety environment measures such as the orientation of patients and their visitors about the movement in the wards and rooms. Furthermore, the nurses can be within call so that they can respond fast to any fall incidences. These are some of the available safety measures at the disposal of the healthcare givers to achieve fall prevention. The healthcare administrators bear the greatest responsibilities of ensuring that the incidences of falls in their facilities are reduced. For starters, the administrators ensure that all the patients in their facilities are provided with no slip footwear that minimizes incidences of falling down. The administrators should also encourage the healthcare givers such as the nursing staff to keep reinforcing hospital regulation, such as those making sure that they attend to the patients on a continuous basis (Carroll, Dykes, & Hurley, 2010). Moreover, the administrators can influence the design stage of a health facility to ensure that systems that will be used by the patients and the healthcare givers are carefully designed. A suitably designed healthcare facility minimizes the risk of falls and in the end, it reduces the rate of fall occurrences at such

Paul Willis Learning To Labour

Paul Willis Learning To Labour Much has been written in the social sciences with regard to the role the education system plays within our society. Early investigations into the sociology of education tended to be written within the functionalist tradition with social thinkers such as Emile Durkheim and Talcott Parsons composing their theories within this framework. This perspective often viewed the education system as necessary for sustaining efficient economic growth and for creating a meritocratic society a society where the most talented and able individuals can rise through the social hierarchy according to their own ability. However, in recent years, social scientists have found the Marxist perspective more useful in understanding the connection between education, society and the economy. This perspective in general sees society as being a site of conflict between different groups; with education being another battleground where this conflict is acted out. The main function of education then in this context is to continue to reproduce the labour force. But more importantly that the education system favours and will benefit one social group over another namely the dominant and ruling class over the subordinate. This is perhaps a crude oversimplification of the Marxist case but it is important to have some understanding of this perspective with regard to education as this is the academic context in which Learning to Labour (1977) was undertaken. It is within this perspective that much of this essay will focus, as indeed it is the theoretical framework that Paul Willis is writing from. The aim of this paper is to critically engage with the themes and perspectives presented by Willis in his groundbreaking study on the sociology of education. Before we go on to discuss Learning to Labour it is perhaps important to start with some understanding of what came before; so as to highlight how Willis findings broke new ground and pushed the debate around education forward. Samuel Bowles and Herbert Gintis (1976) were writing just before Willis and their approach was very similar in that the thrust of their thesis was concerned with how education prepares pupils for their future roles within the labour market. However, their theories were very much formulated around the notion of direct reproduction and because of this they have exposed themselves to the usual criticisms of economic determinism. Willis offers a more sophisticated explanation. Although he acknowledges the existence of conflict within education he does not quite share Bowles and Gintis view that there exists a straight forward relationship between education and the economy. For Willis, schools are not nearly as successful in churning out a docile workforce as Bowel s and Gintis suggest. There is always the opportunity for resistance. The lads of Learning to Labour have managed to see through the ideological smoke screen of the school and reject it, while at the same time creating their own counter-school culture. The education system then is not simply a site for cultural reproduction but also a site of production; in that it has quite unintentionally created factors (in this case the counter-school culture) which are not particularly beneficial for the reproduction of capitalism. The school used by Willis is situated in a working class housing estate in an industrial town in the Midlands. Willis concentrated his study on a group of 12 working-class boys whom he followed through their last year of school and into the first few months at work. Willis soon found that these boys, who he referred to as the lads, had a distinct attitude towards their teachers and the school. Willis observed that they had developed their own unique culture which was diametrically opposed to the value system of the school. This counter-school culture of the lads blatantly rejected the authority of the school and ascribed no value to academic work and saw no use in the gaining of qualifications. Now it is important to understand what Willis means by the counter-school culture. The acknowledgement of an emergent counter-culture within the school is not in itself new (see Hargreaves, D. 1967) but what is significant about the way Willis uses this idea is that he examines the counter-culture within its wider social context. He quite brilliantly observes that the counter-school culture is not accidental, nor its style quite independent, nor its cultural skills unique or special and that it must be understood within the larger framework of working-class culture, particularly in relation to shopfloor culture. For Willis, the counter-school culture is rich with symbols and signs of resistance against the formal zone of the school. The lads have, in a symbolic act of sabotage, inverted the values that the school espouses and created their own value system which is in defiant opposition to the institution. This opposition is mainly countenanced through style, Willis notes: It [the counter-school culture] is lived out in countless small ways which are special to the school institution, instantly recognised by the teachers, and an almost ritualistic part of the daily fabric of life for the kids. (Willis, P. 1977:12) The counter-school culture is a very masculine domain where overt sexist and racist views are quite frequently expressed. The lads continually search out weakness in others and are skilful at undermining the authority of the teachers without it boiling over into outright confrontation. The conformist students are the lads main target after the teachers. The lads feel superior to them because they, unlike the earoles, have not surrendered their independence to the school they are still able to have a laff. It is this ability of being able to have a laff that is a defining characteristic of being a lad. It also marks them out from the earoles: we can make them laff, they cant make us laff. For Willis the laff is a multi-faceted implement of extraordinary importance in the counter-school culture and is a vital weapon in the lads arsenal in their continued struggle of the informal (counter-school) over the formal (school). This winning of symbolic and physical space from the school is illustrated further in the way that the lads seem to construct their own timetable. Through wagging off from classes and always trying to get away with doing the least amount of work, the lads have become highly skilled in exploiting and seizing control of the formal zone of the school. Cigarette smoking and openly drinking have also become valuable symbols of rebellion as it further marks the lads out from the school institution and instead shows them as belonging to the larger male working-class world. Ind eed Willis draws our attention to the similarities between the counter-school culture and shopfloor culture. He writes: The really central point about the working-class culture of the shopfloor is that, despite harsh conditions and external direction, people do look for meaning and impose frameworks. They exercise their abilities and seek enjoyment in activity, even where most controlled by other. They do, paradoxically, thread through the dead experience of work a living culture which is far from a simple reflex of defeat. This is the same fundamental taking hold of an alienating situation as one finds in counter-school culture and its attempt to weave a tapestry through the dry institutional text. (Willis, P. cited in Blackledge Hunt 1985:184) When the lads reach the end of their final term and the prospect of work awaits them they remain indifferent to the type of manual unskilled labour they will go on to do. They understand that most manual work in industry is basically the same; very little skill is required and offers no satisfaction. The best the lads can hope for is an apprenticeship or clerical work, however such jobs seem to offer little but take a lot. Although the lads might not be able to articulate it, in some respects they do have some understanding of the workings of capitalism. Willis calls these insights penetrations, where the lads have been able to see through the ideological fog created by the capitalist system. An example of this is present in the way that the counter-school culture places no value in the attainment of qualifications through certificates. The conformist student may be convinced by educations meritocratic faà §ade and the promise of upward mobility but the lads know better, they are aw are that a few can make ità ¢Ã¢â€š ¬Ã‚ ¦the class can never follow. They understand that individual success will not ultimately change the position of the working-class, and that only through the collective action of the group will this be achieved. This is articulated by the lads in the way that they place an important emphasis on loyalty within the group, as Willis observes the essence of being one of the lads lies with the group. The group always comes first and the rejection of qualifications is a rejection of the individualistic nature of the school, which creates competition between class mates with the proliferation of individual awards through exams. As Willis puts it: à ¢Ã¢â€š ¬Ã‚ ¦it is unwise for working-class kids to place their trust in diplomas and certificates. These things act not to push people up as in the official account but to maintain there those who are already at the top (Willis, 1977:128). Although they may have some understanding of capitalism, Willis contends that while some penetrations have been made the lads still have not fully seen through all of capitalisms ideological justifications. They do not possess a complete overview of how capitalism works to exploit them. In some respects the lads are unwitting conspirators in their own exploitation in that they are far too willing to enter the world of manual work; and in doing so they enter an exploitative system which will ultimately entrap them. Their attitude towards women and ethnic minorities is also destructive. They serve only to divide the working-class making it that much easier to control. For Willis then, it is quite wrong to picture working-class culture or consciousness optimistically as the vanguard in the great march towards rationality and socialism. The lads of Learning to Labour may have realised their own alienation but ultimately it is their own decisions which have trapped them in these exploitative jobs. Willis has tried to make it clear that rather than being a site for the reproduction of one dominant ideology; the school can be a place where contradictory ideologies come together in conflict. With this study Willis shows us that it is the lads resistance to school, with the forming of a counter-school culture, that has prepared them for their future roles within the labour force. Their indifference to school and their behaviour in class has paradoxically prepared the lads for the manual unskilled work which they will go on to do. So in this sense education does reproduce the labour force required by capitalism. But it is done not directly and perhaps unintentionally and most importantly of all; not without a degree of resistance and struggle. The counter-school culture of the lads, as we have seen, is not beneficial to the reproduction of capitalism, but at the same time it is not particularly harmful. Willis has shown that reproduction is not a simple process with external economic structures manipulating submissive subjects. He is very critical of these structuarlist accounts. As he says: Social agents are not passive bearers of ideology, but active appropriators who reproduce existing structures only through struggle, contestation and a partial penetration of those structures. Paul Willis ethnographic investigation has been hailed a landmark study by educators and social theorist alike (Giddens 1984, McRobbie 1978). Indeed any detailed discussion on the sociology of education, subcultures or even deviancy within society would seem redundant if there was no reference to Learning to Labour. One writer has remarked that Willis has provided the model on which most subsequent cultural studies investigation within education has been based. However, this does not mean that he is exempt from criticism. David Blackledge and Barry Hunt (1985) take issue with a number Willis conclusions. Firstly they find some of his evidence unconvincing can the lads really be representative of the working-class in general? All the pupils at the school are from working-class families including the earoles (who are clearly in the majority); surely they are more representative of working-class values and attitudes. Blackledge and Hunt argue that the values of the conformist students, with their emphasis on academic work, are as much working-class in nature as those of the counter-culture. To support this claim they point to a similar study by David Hargreaves (1967) in which he found a significant delinquent sub-culture existing in a secondary school. Like the school of Willis study, the pupils where predominantly working-class (their fathers were in manual occupations) and he observed that the school was divided into two sub-cultures: the delinquescent and the academic. However, unlike Willis, Hargre aves does note that there can be a blurring of the two categories with some students within the academic group displaying delinquent behaviour from time to time. But more importantly Hargreaves maintains that the attitudes of the academic group are consistent with the values of a large section of the working-class. So in this light Blackledge and Hunt remain unconvinced that the values of the lads are the same as the working-class as a whole. They also have trouble excepting the simple dichotomy which is at the heart of this study that there exists just two main groups, the lads and the earoles. For them this does not really do justice to the diversity of the real world in that [Willis] would have us believe in a one-dimensional world in which there are those who want an education, and those who enjoy life. It never seems to occur to him that these pursuits can be combined, and that the person who takes an interest in his or her education is not, thereby, dull, obsequious and a soc ial conformist. Despite these criticisms Learning to Labour has remained an influential and much discussed text. In fact despite being written from a cultural studies perspective its influence is particularly strong within sociology. It is within Marxism that its significance has been most far reaching however. It has encouraged Marxist writers to re-evaluate their approach to the understanding of education; paying specific attention to the different factors at play instead of providing simplistic explanations of the role of education within society. Willis is very critical of structuarlist accounts which have a tendency to see subjects as passive bearers of ideology who mindlessly reproduce the status-quo. Willis has given social agents the ability to reject the dominant ideological discourses and to resist in the reproduction of existing exploitative structures. Learning to Labour has sometimes been described as a pessimistic book but I can not help but bring a positive interpretation to the text. It is true that ultimately it is the lads own choices that lead them to some of the most exploitative jobs that capitalism has to offer. But by simply having that choice it does allow for the possibility of change. As Willis himself says there is always the possibility of making practices not inevitable by understanding them. This, I would argue, is the key thread which runs through Learning to Labour; by understanding the reasons for the forming of a counter-school culture can we bring about positive changes which will be beneficial to everyone and not just the lads. Perhaps Willis is guilty of using too many Marxist terms uncritically. The way he employs the category of social class within Learning to Labour is maybe a little outdated now. It is not a stable, fixed construct it is more fluid than Willis allows for with an interlinking between race and gender etc. Similarly at times he is arguably guilty of slipping back into traditional Marxist territory with the idea of the state being subservient to capitalist class is that still (if it ever was) the reality? Within a globalised world power is more dispersed and not concentrated in the hands of one ruling bloc; but instead there are perhaps different organised groups competing for power. Economic and informational flows can freely transcend national boundaries it is argued (Giddens 1994) that globalisation has acted to decentralise power preventing any one group from wielding too much economic and ideological control. However, it is to the credit of Paul Willis that his investigation has re mained relevant and important twenty-eight years after it was first published. It is still considered a model example of ethnographic research and has encouraged many other ethnographic studies whose emphasis was on style, resistance and cultural symbols (See McRobbie 1978, Hebdige 1979). Indeed, Anthony Giddens (1984) structuration theory which sees subjects as knowledgeable and active agents owes a considerable debt to the insights made by Willis in Learning to Labour.

The Style of Writing :: Writing Styles Style Essays

The Style of Writing According to the Webster’s New World Dictionary, the definition of style is â€Å"a characteristic manner of expression†(612). Usually words such as personal, individual, and unique also come to mind when we think of writing style. I have always associated writing style with belonging uniquely to one individual, meaning that everyone had his or her own style. After reading, â€Å"Style Toward Clarity and Grace† by Joseph Williams and â€Å"The Elements of Style† by William Strunk and E.B. White, I realized that style is not as unique as I thought. In fact, as I stated in my blog space, â€Å"writing has certain rules and elements that must be incorporated in to our writing in order to make our points clear to those we want to read it. Since these elements and rules are common to all writing, then style and good writing bring forth new meanings.† Strunk and White start their style guide off by reminding us of the rules of word order and punctuation. Rules that include: â€Å"Enclose parenthetic expressions between commas† and â€Å"The number of the subject determines the number of the verb†(2,9). These rules are not optional if you want others to understand what you are writing and your purpose for writing it. Making sure your readers understand your writing is the basic principle behind Williams’ book. He takes the rules, offered by Strunk and White, and adds detailed explanations of when and how. He shows us how to incorporate this knowledge into clear and effective writing. Being clear and assuring that our readers understand the message we are trying to convey, needs to be our primary goal if we are to be considered good writers. From reading both of these style-books, I have learned that good writing, excluding creative writing, uses a more purposeful approach than a personal one. Williams supplies us with clear and simple rules, which he calls suggestions, which explain that good writing must have a purpose. Good writing is only considered this if our intended readers understand the message that we are trying to convey in our writing. This has nothing to do with personal choice or personal expression because if you chose to leave out such rules then your audience will be unable to understand your writing.

Factors Affecting Psychological Pressures on High School Students

The many pressures of high school can have various effects on students. Depending on the student and their lifestyle, the effects can be either positive or negative. There are many aspects that have an affect on a student†s performance in school. Some of the factors include home life, social life, academic life and after school life. The entirety of their time management and decisions has the most affect on their performance (Katz 11). At home, a student goes through many different circumstances that their peers and teachers may be unaware of. For example, if a student has divorced parents, this will play a key role in determining how they perform in school. Alcoholic and abusive parents are also sometimes a factor. Often, students with a rough home life will perform at a lower level in school due to the other things they are going through at home. On the other hand, often an abused teen will put more effort into their schoolwork in order to fulfill needs of self-satisfaction that are not being met at home (Pickett 14). Often teens with older siblings perform better in school. Studies show that the younger children do better in high school. This is most often attributed to the fact that they have seen what high school students go through and have learned from their siblings mistakes as well as achievements. Though the criteria for graduating high school and the individual courses are becoming more difficult each year, younger siblings seem to improve over their older brothers and sisters (Katz 11). The social life plays a big role in high school life. It is often difficult for a student to balance the many aspects of high school life and often they go overboard with either social or academic obligations (Childress 618). The friends that a teen keeps will play a major role in determining how the student will perform in school. Their friends will determine how much and what type of peer pressure the student is submitted to. There are two types of peer pressure. The first type, and most common is negative peer pressure. With this type of peer pressure, the teen will be pressured to participate in many negative acts. This may include, but not be limited to, drugs, alcohol, skipping school, cheating and putting down other students (Kate 11). The second type of peer pressure is positive peer pressure. With this type of peer pressure the teen is influenced to do things such as strive for good grades and participate in other positive activities (Katz 12). Parties are a common part of the teen life today. Often, teenage parties will include negative influences, however it is not difficult for a student to avoid such situations if they just have strong morals (Katz 11). A teen†s social life may also include a job. Working teens are becoming more and more common. The need to feel accepted by peers and have the â€Å"right† clothes and car are major influences in this. Teens may also elect to keep a job to help with family financial difficulties or just to keep them busy (Katz 12). Academic life is the most crucial part of the high school experience. How they perform in high school will dictate what kind of college they will attend. It is important for students to have a well-rounded social life while still performing well in their academics. The last two years of high school are the most important. This is when the teen should be preparing to enter college and take things more seriously. However, this is usually opposite of what happens (Childress 617). If a teen can balance a healthy social life while still performing well academically, they usually will be able to do the same in college and life. Extra-curricular activities occupy much of a teen†s life. What they do to participate in other school-sponsored activities will take up a lot of their time. This can be solved by only selecting activities that will add to their learning experience (Childress 616). The life a teen takes on after school each day is very important in understanding their life in general. They may participate in sports and clubs that will use up much of their time (Kruse 6). Football is a major sport that is taken very seriously in high school (Wahl 92). The competition in high school sports is enough to take some athlete†s minds off their schoolwork. Rival schools games against each other often will tear the entire school away from academics the week prior to the game (Guss 10). Clubs are also a big part of teen†s life. Often they participate for fun and other times just for looks of it on college applications. However, if a student overloads on clubs and other after school activities, their academics may suffer. In its entirety, a teenager†s life is very hectic. They have many stresses and pressures to deal with each day. It is in it†s own, a major accomplishment just to make it through high school and on to college. With the pressures being put on teens to succeed growing each day, each goal met in school, is a victory in itself. The different aspects of the teen†s life all have an effect on the outcome of their performance in school. To some, high school is like a big game. Each move made is a crucial decision towards the outcome of life. When one focuses on only one part of the teen†s life, it is impossible to make any conclusion about their lifestyle. In the game of a teen†s life, maybe Maurice Freeman put it best when saying, â€Å"We†ve got to win. † (Person 12)

How to Concentrate in Class

How to Concentrate in Class A class can get boring and you can get distracted. Your professor is long-winded, your best friend is hilarious, or your cell phone keeps going off. But learning how to concentrate in class is imperative to getting a good grade and actually learning something. Here are some tips for how to concentrate in class when the distractions seem like too much to handle. How to Concentrate on Class 1. Sit Near the Front The front row isn’t just for the nerds. (Although being a nerd is really, really  cool because nerds tend to end up ruling the world).  Sitting in the front of the class will automatically help you concentrate because it takes away any distractions (whisperers, texters, coughers, etc.) in front of you. 2. Participate The people who have learned how to concentrate know that they need to participate actively in class. Engage the teacher in conversation. Raise your hand for every question. Start a discussion. The more engaged you are with the lecture, the more you will want to concentrate on it. So, it is a way of fooling yourself into concentrating. Trick yourself into getting interested even if you cant imagine that you could be. Youll surprise yourself by how interested you really are if you give it a shot. . 3. Take Good Notes Get your pen working to keep your mind focused. Many kinesthetic learners are jittery – their brain doesn’t connect that they are working when they’re just listening. If you’re one of those people, and you can find out here if you are, then move your pen and take good notes during the lecture to help you concentrate. 4. Turn Off Your Phone If you really need to concentrate, then turn off your phone completely. No cheating by setting it to vibrate! Nothing will jar your concentration more than getting a text from a friend or a notification from social media during a lecture. 5. Eat a Healthy Breakfast Hunger can be a big distraction. It is tough to concentrate when you would rather be raiding the buffet at the your local restaurant. Grab some brain food before you head to class in order to get rid of a very obvious distraction. 6. Get a Good Night’s Sleep For maximum concentration, make sure you have slept at least eight hours. I know it can be tough to do, especially in college, but your concentration will be almost gone if you are fighting fatigue. Get some shut-eye so you can pay attention to the things that matter most. 7. Reward Yourself If you really have trouble focusing in class, then reward yourself at the end of class for paying attention. Indulge in your favorite latte, add five bucks to your â€Å"saving for shoes† account, or even just give yourself mini rewards throughout the class period like a piece of candy or a brief phone check if youve concentrated for fifteen minutes. Give yourself something to work for besides your good grade if that hasn’t been enough of a motivator. 8. Get the Jitters Out If you are an antsy person – one of those kinesthetic learners – and your teacher is not able to allow you to move in the classroom, then make sure you have gotten your energy out before class. Run laps around the library. Take the stairs everywhere you go. Ride your bike to class. Use some of your energy beforehand, so you can concentrate during your class period. 9. Change It Up If you can feel your ability to concentrate starting to slip, then change something. Get a new pen from your bag. Cross your other leg. Stretch. Tense and flex your muscles. Take a moment to give yourself a brief break from the monotony. You’ll be surprised how well this works to get you back on track.

Greek Achievement essays

Greek Achievement essays When discussing ancient civilizations, one of the most prominent has to be the Greek civilization. Under the rule of various rulers, Greece saw a change from a pagan worshiping society that was almost abolished, to an enduring civilization that strived on philosophy, and intellectual thought. As the Greeks dispensed the gods in political life, they based government on human intelligence. The evolution of the Greek polis, or city-state, from a tribal-religious institution to a secular rational institution, that is regarded as one of the greatest in the history of mankind, was only a part of the general transition of the Greek mind from myth to reason. What separated the Greeks from other Near Eastern civilizations, as well as gave it enduring significance, was the Greeks gradual realization that political problems are caused by man and require earthly solutions. The Greeks also had a strong belief in their system of the city-state but it eventually would contribute to their demise. These city-states allowed for much separation within their political life, and thus was the cause for much suffering. Greece would endure two major wars, which would shape their civilization, and have a lasting effect. First was the Persian Wars with Sparta. Because Sparta was a walled city, and couldnt compete with the Athenian culture, Athens eventually triumphed. One of the most fascinating contrasts in this war is how different the two city-states could be. Athens was located on the peninsula of Attica, near the coast, possessed a great navy, and was a commercial leader for the Greeks. Sparta was a land power and was exclusively agricultur al. Spartas leaders pursued an isolationist foreign policy, and believed in keeping their freedom on the homeland. The Athenians had such things as democracy, and extended their hegemony over the Greeks. Unfortunately, after the long battles between Athens and Sparta were finally laid ...

Human Agency Essay Example | Topics and Well Written Essays - 500 words

Human Agency - Essay Example As the paper declares with regard to religion, resistance is seen in the manner that the natives secretly preserved their old religion, while at the same time adopting Christian symbols. While the arrival of Franciscan Friars brought with them the goal of converting natives into Christianity, this goal was did not materialize in the manner that the friars predicted, such that conversion was only minimal. What resulted instead was a Mayan version of Christianity where natives held the belief that Jesus, with his Mayan lords will return to the region to cleanse it with foreign influence This essay stresses that Clendinnen frequently referred to a â€Å"confusion of tongues† which prevailed since the onset of the two cultures’ first encounter wherein a â€Å"strong evidence of...riddling messages, and deliberate and conscious endeavors to sustain their own accounts of things† was deliberately carried out by the natives to keep Spanish comprehension of their â€Å"complex web of understanding† limited. Communication not only became a problem for the Spaniards; but they also had a limited understanding of Mayan warfare. the use of torture by the friars in forcing the conversion of the natives also lead to an economic resistance, where oppressed natives sought refuge from the encomenderos, who were themselves rivals of the friars. Placing the natives in a position where they can, at least potentially, threaten the stability of the economic system imposed by the Spaniards.

The new meaning of Quality Essay Example | Topics and Well Written Essays - 1250 words

The new meaning of Quality - Essay Example If we see the size of operations at Sainsbury's meting these attributes consistently is a big challenge . Over the years the business and organizational environment has increasingly become more and more complex. There has been an explosion in choices, options, opportunities and threats, requirements, data and information through IT systems. Organizations have understood the hidden cost of quality, errors, inventories associated with inefficient supply chain. These factors have led to the emergence of a new discipline of supply chain management. A supply chain is essentially managing the journey of inputs to the outputs along with all the associated activities having impact on cost, speed and quality of the output through the journey. Ganeshan & Harrison in their paper explains how traditionally there has been organizations within organizations, silos of functions / departments, each one having their own characteristic goals, many a time at conflict with the organizational goal, resulting in an inefficient supply chain marked by interface problems. The result of these factors is that there is not a single, integrated plan for the organization. Supply chain addresses these issues effectively. Coordination between the various players in the chain is key in its effective management. Cooper and Ellram [1993] compare supply chain management to a well-balanced and well-practiced relay team. Quality begins and ends with customers For any Quality Management System, customer requirement is the input and customer satisfaction is the desired output. The entire quality movement is based on simple but elegant Deming's PDCA cycle. First step in the quality journey is capturing customer requirement followed by design / modification of functions/systems for deployment and continuous improvement of the same through repetitive cycles of feedbacks. The customer experience is captured at Sainsbury's through well-placed mechanisms. Customer Insights group carries out the work of obtaining the true customer requirement by interacting with more than 4000 customers every month which includes obtaining the performance of competitors also in the area of customer satisfaction. Besides the regular channels of obtaining customer perception there is another mechanism to find out customer requirement, which involves trained auditors capturing the customer experiences in the store itself. The practice of interviewing customers in their homes is yet another valuable source of customer expectation determination. The information captured through these mechanisms form the inputs for the Quality Management systems and other operational instruments for delivering the quality products and services to the customers. Supply Chain Transformation at Sainsbury's for improving delivery of quality Sainsbury's had witnessed more than 100 years of successful operations and established itself as market

English- Questions & Letter Writing Essay Example | Topics and Well Written Essays - 1000 words

English- Questions & Letter Writing - Essay Example Pathos refers to an appeal to emotions as a means of persuasion. Finally, logos refers to an appeal to reasoning as a means of convincing another person. One real world example where these three components occur concomitantly is in Presidential speeches. At the recent Republican Convention Mitt Romney incorporated these elements in his speech to the convention. In this way, Romney uses ethos frequently by referring to his strong ethical responsibility as a life-long Mormon and God devoted individual. Additionally, he refers to having saved the Salt Lake City Olympics as a means of establishing ethical responsibility and devotion to America. Romney implemented pathos in a variety of ways. Perhaps the most prominent way pathos is implemented is by referring to notions of American Exceptionalism. Romney plays on Americans’ belief that their country is the greatest in the world and indicates that if re-elected he will be the one to restore it to this prominence. Additionally, Romn ey indicates that by voting for Barack Obama America will continue to regress into mediocrity. Another ethos element Romney implemented was the importance of having jobs to ensure that Americans are able to live full and healthy lives; in in these regards he plays on emotional fear that unless he is elected America will remain in recession and jobs will not be plentiful. The final element implemented by Mitt Romney is logos. Romney used logos in his speech in a variety of ways. Perhaps the most prominent way logos was implemented was through his reasoning that as a successful businessman he would be able to turn the American economy around. The reasoning in this notion is that he would run America like a business. Another way he implemented logos was through arguing that American must stop running up the debt and spending. The reasoning here is that it is not safe for a country in financial troubles to continue to incur debt. 3. Induction and deduction are different elements. Induct ion refers to reasoning that collects information from specific examples and uses this information to reach a conclusion. This process is also referred to as inductive reasoning. Induction is contrasted with deduction, however, in that deduction generalizes from premises. In this way induction reaches its conclusion from actual examples, whereas deduction generalizes from premises. 4. Dear Professor Takai, I read your article and found it interesting. Specifically, the article discusses the stereotype of Asians as the model minority. The article argued that since society has positioned Asians as the model minority, individuals have considered that African Americans should also have achieved a level of success. Instead, your article considers that Asians Americans have not achieved the high levels of success that they have been purported to have gained. In establishing these points you note a number of statistical information. Your first major argument is that the statistical informa tion that exists about incomes is misleading because Asian Americans live in areas where the cost of living and income levels are higher. You then argue that while many Asian Americans make higher wages, it is because they work longer hours and gain higher levels of education. Another point you make is that the notion of there being a ‘model minority’ homogenizes all Asians into one group rather than highlighting their

Cults, Hate Groups and Gangs Essay Example for Free

Cults, Hate Groups and Gangs Essay Society is ripening with the essential antagonisms, where in the agreement with the substitute discipline got enclosed by a classification thought. Inconsistency cannot be recognized efficiently to each consideration or actuality. Nevertheless it is simply historical propositional claims. The content is the way in which simultaneously challenge is suggested with how things could be better, but leaves things practically unchanged. It is also reveals the goal of thought is not to continue the blind domination of nature and humans but to point toward understanding. Cults as an exponent of ethnic identity is thus generally either a remnant of a largely political community which once existed but was destroyed by disunion and colonization. For instance in Myers text in A General History for Colleges and High Schools the case of the â€Å"Delphian Apollo† a product of kulturgemeinschaft brought about by other than purely ethnic conditions, but which in turn gives rise to the belief in blood relationship. All history shows how easily political action can give rise to the belief in blood relationship, unless gross differences of anthropological type impede it. Studies claimed the popular as their domain of educating the trends and cultural formations about which it had very little forehand knowledge such as grunge, raves and dead culture in particular. What they did not have and were uncomfortable about was the high enriching center that would facilitate them to see the dialectic between the popular and the academic. † Society envelops with different levels of analysis that can be well-known as cultural province . The specialty of popular culture production array from micro to macro and they take in differences in the group, indoctrination, and distribution of popular culture. † (Jarvie, 2003) Recruiting members: Society of these groups recruits their members by thinking that conveys precise personality and cultural beliefs and standards. Friends recruits friends, family members each other and neighbors recruits neighbors. In Understanding Early Civilization written by Bruce Trigger says contrary to public in belief and the assertion of many proponents of the brainwashing theory of cult conversion, the figures available support neither the proposition that everyone is equally susceptible to recruitment, nor that most converts are recruited through individual contacts in public places. In The Revolution in Anthropology written by Jarvie this groups interview their aspirants, and conducted by clinicians among cult members, former members and relatives of members, a new member have described their experience of depression, inadequacy, sadness, loneliness and rejection just before joining. The cult as a whole is an extension of the leader’s personality and teachings. The leader’s magnificence as well as his or her association with divinity provides an essential feeling of special ness and importance to cult members. It is consider as one of the significant point in information to recruitment. These groups are suitable in sociological category; it cannot be identified and subjected to empirical study, for it does not exist in objective reality. The people, the popular forces are a shifting set of loyalty that cross all social categories, various individuals belong to different popular formations at different times, often moving between them quite fluidly. â€Å"Native meanings and pleasure can be made only within and against white domination without textual reproduction of the power that is being struggled against, there can be no relevance. † (Freidheim, 1976) Sociological understanding makes is a social process, all meanings of self of social relations all the discourses and texts that play such important cultural roles can circulate only in relationship to the social system in out case that of white patriarchal capitalism. It is the constant process of producing meanings necessarily produces a social identity for the people involved, as well as a constant succession of social practices. Society must then, contain both the forces of domination and the opportunities to speak against them, the opportunities to oppose or evade them from subordinated, but not totally disempowered, positions. This culture is made by the people at the interface between the products of the culture industries and everyday life. These groups are made by the people, not imposed upon them; it stems form within from below not form above. They love the art of making do with what the system provides. Well-liked culture also is eminent by its commonness. It constitute in actual fact all of the movement which people spend on enjoying themselves and providing comfort for themselves The fact that the system provides only commodities, whether cultural or material does not mean that the process of consuming those commodities can be adequately described as one those commodities the people into a homogenized mass at the mercy of the barons of the industry. This is made by various formations of subordinated or disempowered people out of the resources, both discursive and material that are provided by the social system that dis-empowers them. It is therefore contradictory to its core. These cultures rely on method and replication. People require to be reminded of what they consider and popular culture does this my do again definite attitude and principles and organizing them into genres. It is mass media, entertainment and diversions. It is heroes, icons, rituals, psychology and religion. It is a way of life, the voice of a people. How do they function: Every hate groups in society feeds on the energy of condemnation. In that regard, they are not much different from the rest of us. It’s just a matter of degree, it does not matter whether the condemnation is generated by the group or directed at the group. Either way, the organization is sustained by the energy of condemnation. The hate groups by actively trying to eradicate them or reform them, or passively assume there is no truth in them. Any sort of condemnation guarantees their continued existence. The function of the hate groups in society is complete when two thins happen. A culture that is made from within and below not imposed from without or above mass cultural theorists would have it. They are always a culture of conflict; it always involves the struggle to make social meanings that are in the interests of the subordinate and that are not those preferred by the dominant ideology, made in relationship to structures of dominance. This relationship can take two main forms that of resistance or evasion. They have six major fundamental values that summarize its sole place in humankind. The primary is likeness and exploitation. Hate groups reflect the legends, viewpoint, and principles of people, but at the equal moment control those same beliefs. In recent years, however, many people have argued that we are seeing the emergence of a universal worldwide culture. They may have various things in mind. â€Å"First, global culture can refer to a set of economic, social and political ideas, assumptions, and values now widely held among elites throughout the world. † (Bromley, 2002) Almost all these people hold university degrees in the physical sciences, social sciences, business, or law; work with words and/or numbers; speak reasonably fluent English; are employed by governments, corporations, and academic institutions with extensive international involvements; and travel frequently outside their own country. How do they succeed: They generally share beliefs in individualism, market economies, and political democracy, which are also common among people in these groups. Hence is tremendously important. Worldwide, however, only a small portion of the world’s population shares in this culture. It is far from a universal culture, and the leaders who share in it do not necessarily have a secure grip on power in their own societies. As such, these proponents view contemporary society as lax and degenerate, and they argue that high culture is not incompatible with many of the newer ideas which most likely to succeed in forming a cult around his vision if the society contains many other persons suffering from problems similar to those originally faced by the cult founder to whose solution therefore they are likely to respond. Often, conservatives who adhere to these beliefs advocate the reintroduction of cultural depth to modern educational systems. It is nonetheless one immensely significant consequence of the globalization of economic activity that has occurred in recent decades. The culture of the hate gangs is currently undergoing one of the greatest crises in its modern history. The old severe order, so extensive during much of the region, is administration out of condensation and out of time. The ruler and ruled has never been superior, while annoyance and anger among the broad population at accessible situation—economic, social, political, and worldwide—is at new heights. â€Å"Gangs’ societies and cultures, languages and peoples by scholars, these society is now occupied in a argument of the allegation of what income in supporting terms;† (Andersen, 2006) both sides are stressed with how to stay away from any sense of predictability about a clash of civilizations and how to allocate blame for the state of severe anxiety between the two sides that affect all levels of the population. Contemporary popular culture as just the aggregate product of industrial developments; instead, it contemporary culture results from a continuing interaction between those industries and those who consume their products Against the conditions of these dramatic events there lies a less dramatic, but perhaps more significant, experience that may have greater impact over the longer run than even intimidation and war. The emergence of a huge and increasing people of hate groups in the region whose presence will likely shake present administration from within more overwhelmingly than even the forces of global policy, this demographic factor, sometimes designated as a demographic â€Å"youth bulge,† refers to the unusually large percentage of hate groups among the overall population. Discrimination was not even yet being exploited for the political ends, but they were important since they corresponded to characteristics cultures. These sociological groups are constructed as a wasteland which executives of the culture industry internationally create programs that will control and manipulate the masses into doing things that will not be beneficial to their lives. Deep inside our characters are the inscriptions missing by the creative and the individuals whose intuitions or ideas leave others changed. The influenced in the commentaries that focus on alternative approach on popular culture that is more accepting, in which does not mean less critical. The ideologies of these groups are then full of gaps, contradiction and inadequacies. They must offer popular meanings and pleasures are constructed out of the relevance between the text and everyday life; popular pleasures derive from the production of these meanings by the people. They belong to the realm of international culture as not worthy to be trained. Society has its central to the high cultural readings as well but it works differently; the high cultural intertextual relations organized around the scholars are more limiting than ones organized around its policies. These features are in the order we want to cover them, the masses gravitate to forms of sample of popular sociological groups since even if they were exposed in reality they could not comprehend it. Trying to be accepted cultures as intellectuals and only pander to the poor taste of the masses, the masses do not have the intellectual capacities to discern between realities and the created worlds of uniqueness of everyone. Reference: Jarvie, I. C. (2003). The Revolution in Anthropology: International Library of Sociology E: The Sociology of Development. Routledge. London UK. p. 86 Freidheim, E. A. (1976). Sociological Theory in Research Practice. Transaction Publishers. Edison, NJ. p. 20 Bromley, D. G. and Melton, J. G. (2002). Cults, Religion and Violence. Cambridge University Press. Shaftesbury Road, Cambridge. p. 53 Andersen, M. L. and Taylor, H. F. (2006). Sociology: Understanding a Diverse Society. Thomson Wadsworth. Belmont, CA. p. 342 Myers, P. V. N. (2004). A General History for Colleges and High Schools. Kessinger Publishing. Whitefish, MT. p. 35 Trigger, B. G. (2003). Understanding Early Civilizations: A Comparative Study. Cambridge University Press. Shaftsbury Road, Cambridge. p. 472

A Man For All Seasons Essay -- English Literature

A Man For All Seasons In A Man For All Seasons Robert Bolt uses a lot of symbolism to tell the story. The main character Sir Thomas More wears plain Grey clothes which are simple, not fashionable/stylish. This symbolizes that he is not ostentatious, only cares about God and not peoples opinions and not boastful. Cardinal Wolsey wears bright, silky clothes that shows he is very important and rich so he can afford these clothes. Clothes represent your status. When Cardinal Wolsey dies his clothes are heaped on the middle of the floor and the steward just flings them into a basket with no respect at all this symbolizes they have no meaning anymore and are just plain, ordinary clothes. The king’s clothes are gold which shows that this person is the most important. Only the king wears gold clothes and the richest things. The duke is dressed in green to just represent who he is to every citizen around him. For the administrator’s black and pinstripe suits are worn once again to show status. Examples of administrators are Rich and Cromwell. This symbolism of clothes shows a dress code for all different types of people there are E.G poor people will wear dirty rags which might be torn and very worn. Where as rich people like the king, duke, etc will wear silk, gold and silver. The language used in the play is also symbolism as when someone speaks to the king they always say â€Å"your grace† this represents the king is very important and has to be addressed properly. When poor people talk to Cromwell, More, the Duke and the Cardinal they are always addressed as â€Å"Sir† and once again represents the importance of this person. The common man puts on the hat and coat; this shows the alienation effect. The audience has se... ... if Cromwell is letting him know that he is not doing a bad thing. Cromwell knows that he did no wrong and so shall go to heaven. The common man now has an identity as the headsman. When Cromwell takes the mask from his sleeve the whole audience can see him doing it and so again it breaks the realism even at an intense moment. This break in reality might get the audience to think about the morality of what is happening to More and whether they think that he should die or not, this is exactly what Bolt wanted, the audience to be thinking about the theory. In Act two we are told the exact stage settings, "Bars, rack and cage flown swiftly upwards" This happens all in front of the audience so the idea showing the audience that it is not real is done here, they can see the change of scenery so it now is impossible to believe that what they see is real.

The Color Pulpe Essay -- Character Analysis, Celie

The rivalry between the right of men and women has been an hardily fight for decades. In The Color Purple, Alice Walker portrayed a patriarchal society made by and for men. In this system women struggle to obtain a voice. An example is the protagonist, Celie, who from the beginning of her life experience sexual, mental and physical abuse from her step-father and also by her husband. As a result of this unequal system where women are consider nothing without a man, Celie develops a passive character only doing what men order. However, with the unconditional support of the women around her, she finally attain her liberation and independence. As a result, her emancipation generate an opportunity to make her realize her individuality and inner strength. From the beginning of the novel it is show the patriarchal and misogynist society of which Celie is part. This harmful environment affect many aspects of her life. The initial system that is expose is the patriarchalism through her step-father, Alphonso, who is characterize as a mean, opprobrious and malicious old man. He is the first one who sexually abuse Celie. â€Å"Just say You gonna do what your mammy wouldn't. First he put his thing up against my hip and sort of wiggle around. Then he grab hold my titties. Then he push his thing inside my pussy.†(1) Alphonso aggressively took away the virginity as well as her innocence since there weren't any familiar attachments with her. Moreover, aside from being a sexual abuse is also physiological seem he make her believes that is her duty to give him the satisfactions that her mother refuse to. Furthermore, Alphonso also damage Celie emotionally by taking away her children, Adam and Olivia as well as making her feel inferior compare ... ...e as a women duty and not make it for man. â€Å"I use to try to sew along with mama cause that's what she was always doing. But everybody laughed at me. But you know, I liked it.†(279) To become part of the society he abandon something that he like. His perspective of the world change completely as well as he opinion of women. He begins to make t-shirts and with each stich he forget and forgive as well as fixing his mistakes. This way showing the extended metaphor of making t-shirts that represent forgiveness and repentance to go along with pants make out of love. After all, Mr.____ understood that that was a stupid rule and that as Celie he will not care about other people opinions but his. To establish equality is a difficult task in our society but is not impossible. A place where women and men could stand at the same level would make our society healthier.

Agriculture of CA and the Pacific Northwest

Since the dawn of civilization, man has always been searching for techniques to have a system of food channeling. Agriculture provided the requisite respite from hunting and gave mankind the necessary support. The United States of America, had agriculture as an integral part of the system and certain states have more affinity towards farming than others.Agriculture in California and Pacific Northwest has had its share ups and downs and both the regions have seen newer developments in agriculture due to newer laws and advances.â€Å"Agriculture of CA and the Pacific Northwest†One of the most intriguing occupation, that has not only been age old but also the most satisfying, has been ‘agriculture’.   California’s agriculture has a very unique history to it. The amount of changes that have taken place over a course of 200 years is enormous, and the agricultural industry has gone through a good and bad tenure during this phase.The changes have been intricate and precise due to a no. of factors.   The alterations in the industry has taken place in the choice of mix of crops; The kind of technology that has been altered from horse driven ploughs to high tech tractors embedded with powerful global positioning satellite guides.;The directional sources of water has been changed along with changes in ownership arrangement.   The face of the industry has completely been changed due to the growing demands of the urban population.But there are some factors of the Californian agriculture that remain the same. These core values have been with agriculture field from the start and have never been part of any change in the system.On a primary level, majority of the farming done in California has always been market eccentric and had never revolved around sustenance of famer’s family which was the basic concept of farming in the pre years of the country.The Farming community of California has always been adaptive and the entrepreneur mentali ty has always been an integral part of them.   Californian agriculture has always catered to newer markets demands and has always been part of a unique economic agricultural philosophy. Agriculture in CA has provided opportunities of fulfilling local and international market needs.From supplying wheat to Europe to vegetable in Asia, California’s agriculture has been a pioneer for varied markets.   Wine production was also fulfilled by California’s agriculture.Another factor that has been instilled in agriculture in CA is its resource dependency which has been laid out from the olden ages.   The agriculture carried out in California has always been ridden with antagonistic searching of newer lands and water resources.   Lands and water have been exploited before and the case is no different even in the latest times.This factor has been rampant in the agricultural society of California.   An additional factor that has always been with California’s agricu lture is how the absence of water has brought a shape to it. Due to the excess demand of California’s agricultural supplies, it has always been in need of apt water resources.This is exactly why California’s agriculture has always been an active participant of water wars both on an internal and external front.Like each industry, the success of production is dependent on the quality of skills and the quantity of labors that one has for effective working of the operation.   California’s agriculture was no different when it came to labor management and problems that were holed up due to the deficiency of requisite manpower.Due to the varied farming and harvesting techniques in California, the dependency on agricultural labor was a crucial factor in the olden times. Today dependency of agricultural labors is still a crucial part of the Californian agriculture, but with lenient immigration laws, the void has been filled by immigrants from Latin America and Asia.The se immigrant agricultural labors have been actively operating large scale operations on the land and have been instrumental for specialty crop farms. One of the prime decisive factors that have not changed over the course of history is the California’s agriculture’s susceptibility. Farming is one such industry that has always been affected by calamities caused by natural reasons.Agriculture which is wholly dependent on nature’s mercy gets completely dissuaded when natural fury likes floods or droughts occur. Financial crashes also affect agriculture, and California’s agricultural needs have been greatly disturbed by recessions and economic depressions.   It still is at risk when financial market around the world crash, destroying the scope of increasing market needs.California’s agriculture always driven by market needs has always opened up opportunities for functioning of large scale operations. Due to the diversity of operations, agriculture in California has always required specialized management to handle the complexity of such operations and also to monitor the success of these operations.The historic â€Å"Gold rush â€Å", was one of the front running elements that embedded the need for higher technical management in California. With passing of time and advancements in technology, the management that overlooks high end technical operations has been critical for effectuating success.California’s need for higher technologies in agriculture has always been a dominant factor amongst its community. The fact that the entire agriculture has been market oriented, the need to create a niche always existed in the agricultural sector of California.There have always been heavy investments in better technologies and irrigation equipments, large scale operational technologies, pest control are key examples of such technologies.   California agriculture also ventured into food processing and wine making to gratify the ma rket with high end.The capitalist philosophy of California’s agricultural community has been a key element in driving the state towards a technology dependent farming and production.The following will best describe the qualities of a famer, which is best felt by California’s agricultural community:â€Å"The farmer in California, to be successful, must be a skilled agronomist, a careful manager of labor, an astute businessman, a speculator, and certainly an optimist. In recent decades California agriculture has been characterized by a high degree of specialization, seasonality, and reliance (Clarke Chambers. Page 1.1952).

Complexity Theory - Cryptograp essays

Complexity Theory - Cryptograp essays One important, yet practical, application of complexity theory is cryptography. It has become one of the main tools for privacy, trust, electronic payments, and other forms of security. It is no longer just a military tool and the advantages it provides should be used to the fullest extent. This paper will discuss basic terminology and popular methods of cryptography. Cryptography is the science of scrambling text so that no one can read it except for the intended recipient. The art of breaking ciphers without the proper key is called cryptanalysis. Cryptography deals with the secure message, digital signatures, authentication, and other similar applications. Cryptology is the branch of mathematics that studies the foundation of cryptographic methods. The process of transforming plaintext into a form that is meaningless to anyone that might intercept it is called encryption. The process of decoding the message is called decryption. This can be done by using an encryption algorithm, a decryption algorithm, and a secret or private key. The sender uses the encryption algorithm to encode the message, and the receiver uses the decryption algorithm and the key to decode the message. A third party intercepting the encoded message will have worthless data unless they can figure out the decryption algorithm and obtain a key. To best ensure that the key is kept safely out of the hands of the third party it is never to be sent with the encoded message. The study of cryptography dates back thousands of years to the hieroglyphs of early Egyptian civilization. Cryptography has been used by such figures as Julius Caesar, Charlemagne, Louis XIV and Mary Queen of Scots. More recently, Alan Turing, the inventor of the Turing machine, led a group of British mathematicians who broke the German code used in World War II for sending instructions to U-boats patrolling the Atlantic Ocean. One of the simplest cryptographic algorithms ever ...

2 Tricks for Remembering Greater Than and Less Than Signs

2 Tricks for Remembering Greater Than and Less Than Signs SAT / ACT Prep Online Guides and Tips What do those little sideways carat symbols mean? They're inequalities! Inequalities can be difficult to get a handle on, especially because the greater than and less than signs look so similar. But these symbols are very useful, because they help us show the relationship between numbers or equations in a way that doesn't just say that they're equal. In this article, we’ll be talking about what inequalities are, how they’re represented, and how to remember which sign means what. Not knowing what the signs mean may make your math homework feel something like this. What Are Greater Than and Less Than Signs For? Inequalities are math problems that don’t resolve with a clear â€Å"equals† answer- instead, they compare two things, demonstrating the relationship between them rather than showing that one is equal to another. Hence the name; â€Å"inequality† means that two things are not equal. We’re all familiar with the equal sign, â€Å"=† at this point in math. But â€Å"† and â€Å"† are not as common, let alone â€Å"≠¥Ã¢â‚¬  and â€Å"≠¤Ã¢â‚¬ . Here’s a chart to cover all the inequality symbols: Symbol Meaning Less than- the number on the left is less than the number on the right; 2 3 Greater than- the number on the left is greater than the number on the right; 3 2 ≠¤ Less than or equal to- the number on the left is less than or equal to the number on the right; 2 or 3 ≠¤ 3 ≠¥ Greater than or equal to- the number on the left is greater than or equal to the number on the right; 2 or 3 ≠¥ 2 ≠  Does not equal- the number on the left does not equal the number on the right; 2 ≠  3 Now we'll finally get to talk about why all these photos are of crocodiles. How to Remember Greater Than and Less Than Signs Though the greater than and less than signs have clear meanings, they can be kind of hard to remember. All of them look similar, with the exception of the â€Å"does not equal† sign. So how can you remember them? Alligator Method One of the best ways to memorize the greater than and less than signs is to imagine them as little alligators (or crocodiles), with the numbers on either side representing a number of fish. The alligator always wants to eat the larger number of fish, so whatever number the mouth is open toward is the larger number. The alligator’s mouth is open toward the 4, so even if we weren’t sure that 4 is a bigger number than 3, the sign would tell us. All inequality signs give us the relationship between the first number and the second, beginning with the first number, so 4 3 translates to â€Å"4 is greater than 3.† This also works the other way around. If you see 5 8, imagine the sign as a little alligator mouth about to chomp down on some fish. The mouth is pointed at the 8, which means that 8 is more than 5. The sign always tells us the relationship between the first number and the second, so 5 8 can be translated to â€Å"5 is less than 8.† When you’re working with inequalities, you can even draw little eyes on the symbols to help you remember which means which. These can be tricky to remember, so don’t be afraid to get a little creative until you really have them memorized! Rotateyour less than sign a little bit and you get an L for "less than!" L Method This method is pretty simple- †less than† starts with a letter L, so the symbol that looks most like an L is the one that means â€Å"less than.† looks more like an L than , so means â€Å"less than.† Because doesn’t look like an L, it can’t be â€Å"less than.† Equal Sign Method Once you’ve mastered the Alligator or L method, the other symbols are easy! â€Å"Greater than or equal to† and â€Å"less than or equal to† are just the applicable symbol with half an equal sign under it. For example, 4 or 3 ≠¥ 1 shows us a greater sign over half an equal sign, meaning that 4 or 3 are greater than or equal to 1. It works the other way, too. 1 ≠¤ 2 or 3 shows us a less than sign over half of an equal sign, so we know it means that 1 is less than or equal to 2 or 3. The â€Å"does not equal† sign is even easier! It’s just an equal sign crossed out. If you see an equal sign crossed out, it means that the equal sign doesn’t apply- thus, 2 ≠  3 means that 2 does not equal 3. Keep these things in mind and you'll look this happy about working with inequalities. Key Tips For Working With Inequalities Inequalities are tricky- we’re used to having a clear and concrete answer for math problems, butinequalities don't always give us that. When you're working with inequalities, keep these things in mind to help ease you through the process. Inequalities are All About Relationships Keep in mind as you’re working on inequalities that they’re typically asking you to solve for a relationship or to identify which symbol is appropriate rather than asking you to solve for a single number. You don’t need to end up with two numbers on either side of an equal sign to be right- the answer just needs to be true. Isolate Your Variables When you’re working with inequalities with variables, it’s important to remember that, in general, you’ll be trying to isolate the variable to one side or the other. Focus on condensing numbers and canceling things out when you can, always with the goal of getting the variable alone on either side of the equation. Negative Numbers Change the Greater Than or Less Than Sign Don’t forget that performing certain actions will flip the sign. When you multiply or divide by a negative number, you need to flip the â€Å"greater than† or â€Å"less than† sign along with it. Don't Multiply or Divide by a Variable- Most of the Time Unless you know for certain that a variable will always be positive or always be negative, don’t multiply or divide an inequality by a variable. What’s Next? Inequalities aren't the only tricky part of math- rational numbers can also be confusing! This guide will help walk you through what a rational number is and what they look like. Ever wondered how many zeroes are in big numbers? How many zeroes are there in a billion? How about a trillion? Need to get some practice in? These 5th-grade math games can help you hone your skills! Have friends who also need help with test prep? Share this article! Tweet Melissa Brinks About the Author Melissa Brinks graduated from the University of Washington in 2014 with a Bachelor's in English with a creative writing emphasis. She has spent several years tutoring K-12 students in many subjects, including in SAT prep, to help them prepare for their college education. 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