The Hardest SAT Reading Questions Ever

The Hardest SAT Reading Questions Ever SAT / ACT Prep Online Guides and Tips If you're aiming for a really high SAT score, you'll need to learn how to beat the most difficult questions on every section of the test. Here, I’ll go through a few of the most difficult questions I’ve seen on the SAT Critical Reading section and how to solve them. Why exactly are they so hard? How do you tackle them? How well will you do? Challenge yourself for that top score. Question Type 1: Sentence Completion Sentence completion questions are tough because you can’t always rely on context to answer the question if you don’t know the word.The hardest sentence completion questions include difficult vocabulary in both the sentence itself and the answer choices, so you’re stuck in a Catch-22.If you can’t be sure what the sentence is asking for, you’re going to have a rough time choosing the right word or even guessing it. Here’s a single blank sentence completion question that I think is one of the hardest on the publicly available SAT practice tests: Fred often used ___________ to achieve his professional goals, even though such artful subterfuge alienated his colleagues. A. chicaneryB. diligenceC. bombastD. disputationE. consensus This question includes difficult vocabulary in both the sentence (artful, subterfuge, alienated) and the choices (almost all of them).You can understand from the sentence that the word you’re looking for is a synonym for â€Å"artful subterfuge†, but what does THAT mean? And even if you do know what it means, the words in the answer choices are also pretty high-level; you might know what diligence and consensus mean, but the other three words are more difficult. So how would you solve this question? First, let’s see what we can get from the sentence.Even if you don’t know what â€Å"artful subterfuge† means, it must be something negative because it â€Å"alienated his colleagues†. If you don't know what "alienated" means, you might be able to infer it from breaking down the word: "alienated" has the word "alien" in it, so it looks like it means "to make alien," which is probably not a good thing. You’re looking for an answer choice with a negative connotation.This Fred guy is clearly bad news.You can also infer that â€Å"artful† means something like â€Å"crafty†, or in this case (with the negative connotation), â€Å"underhanded†.You need a word that means a dishonest method of achieving goals. Ok, now we will look at the answer choices. Diligence and consensus are both words you probably know, and neither of them is negative, so you can cross those out. This is where it gets really difficult - the three choices that are left are words you might not know. Disputation sounds like a dispute. That’s pretty negative, but it doesn’t really have anything to do with being tricky or underhanded. Bombast sounds like something that would be loud or big, not artful or tricky, but you might not be sure. Chicanery could be right. It has the same ending as â€Å"trickery†, and it sounds lighter than bombast (in that the word "bomb" is not in it). It seems like we can narrow it down to bombast or chicanery. Chicanery appeared more likely, so A is the answer we’re going to choose (and the right answer!). This question might seem impossible on the test if you don’t know the words, but if you make some smart inferences about the sentence and the meanings of the answer choices, you still have a good shot of answering correctly without knowing any exact definitions. It's not a sure thing (our assumptions about chicanery above were pretty flimsy even if they turned out to be right) (which they did), but you always have a good chance on these questions if you can narrow your answer down to a couple of likely choices. Fred. Now let’s look at a really hard double blank sentence completion question: Favoring economy of expression in writing, the professor urged students toward a _____ rather than an ______ prose style. A. spare...ornateB. terse...opinionatedC. personal...academicD. baroque...embellishedE. repetitive...intricate This isn't as difficult in the vocabulary department, but it has confusing answer choices and sentence phrasing that requires a high-level understanding of expressions. How do we solve this question? We know from the phrase â€Å"rather than† that the two words we use to fill in the blanks must be opposites - that’s important!The professor favors â€Å"economy of expression†, so the first word is going to reflect this type of writing style, while the second will be its opposite. What does â€Å"economy of expression† mean? We can infer from what we know about â€Å"economy† that it probably means something like not being wasteful with words.So the first word should describe an efficient writing style and the second word should describe a more flowery one. Now for the answer choices - I think this is the really hard part of this particular question.You have to remember that both words MUST FIT EXACTLY. First, let’s look at all the first words in the answer choices and see which ones match up with our determination of what the first word must describe.Spare does, terse pretty much does, hmm not sure about baroque, keep that one for now.Personal and repetitive are definitely wrong, so we can cross out choices C and E. It doesn't matter what the second word is if we know the first one is wrong. Let's move on to the second words in choices A, B, and D. A. spare...ornateB. terse...opinionatedC. personal...academicD. baroque...embellishedE. repetitive...intricate Spare and ornate are opposites, so A seems to work pretty well.Terse and opinionated don’t work together, because opinionated is definitely not the opposite of terse, so we can cross out choice B.Baroque and embellished (choice D) is a tough one. Embellished definitely works as the opposite of what the professor wants, but we're still not totally sure what baroque means. So it’s either A or D. At this point, we know that A seems to work, so we should go with that choice even if we are not sure about D.As it turns out, baroque refers to a style characterized by ornate detail (which it to say, not efficient), so A is in fact the correct answer! With this question, we can see how important it is to verify that both parts of a two part answer fit the sentence. Even with very difficult double blank sentence completion questions, if you break down the answers carefully you can arrive at the correct choice. Baroque art: proof that people had way too much free time before the advent of modern technology Question Type 2: Passage-Based Now let’s look at some of the hardest passage-based reading questions. I’ll break them down by category. Author Technique Author technique questions ask about why the author of the passage used a certain emphasis or device in his or her writing.These questions can be very difficult because you need to have a deep understanding of the author’s viewpoint and how different writing techniques work to develop arguments. Here’s one of the most difficult author technique questions I have seen: In lines 27-30, the author uses the word "conventional" several times in order to: A. reveal the performers' frustration with modern theatersB. disparage the present-day treatment of the artsC. parody the creative efforts of contemporary artistsD. emphasize the absurdity of a purely aesthetic approach to the artsE. exaggerate the importance of tradition in the arts The question refers to these lines in the passage: The trend toward preservation is significant not only because it is saving and restoring some superior buildings that are testimonials to the creative achievements of other times, but also because it is bucking the conventional wisdom of the conventional power structure that provides the backing for conventional culture centers to house the arts. I think this question is so difficult because it requires a very specific and nuanced understanding of the author’s goals and technique. It also provides answer choices that are overall pretty confusing. Let’s figure out how to solve it! First, we need to understand the question. Why does the author use the word â€Å"conventional† so many times in this paragraph?What’s the viewpoint she is trying to support? Clearly she is pro-preservation of historic architecture (she describes the buildings that preservation saves as "superior" and "testimonials to the creative achievements of other times", which are both good things), and conventional is being used negatively to describe the systems in place that would dismantle these cultural monuments.She is trying to emphasize how important it is not to allow the â€Å"conventional† ideas, systems, and centers to completely take over the arts. Now let’s look at the answers, remembering to be very picky and specific about eliminating any answers that are even a little bit wrong! Choice A:reveal the performers’ frustration with modern theaters True, the phrasing does convey a certain frustration, but is it used to reveal the performers’ frustration? Is it specifically about modern theaters? Nope. This answer makes itself too specific by mentioning performers and modern theaters, so it’s gotta be wrong. Choice B:disparage the present-day treatment of the arts This seems correct. â€Å"Conventional† is definitely being used as an insult (to â€Å"disparage† something).And it's insulting the attitudes and structures that surround contemporary treatment of the arts in public life. This one’s a winner! Choice C:parody the creative efforts of contemporary artists No, this looks like an irrelevant answer. Contemporary artists are not criticized and certainly not parodied by the repeated use of â€Å"conventional†.There’s no mention of contemporary artists at all! Cross it out! Choice D:emphasize the absurdity of a purely aesthetic approach to the arts Hmm...a â€Å"purely aesthetic approach† would mean an approach that only takes into account outside appearance.The author does seem like she might reject that sort of approach, but make sure you stick to the question. Is that why she repeatedly used â€Å"conventional†? Pure aesthetics isn’t what she's directly criticizing. It’s more the unfeeling bureaucratic mindset (the "power structure") that pervades today’s decisions about public cultural and artistic matters. This answer is slightly off from the author’s point, so it’s not going to work! Choice E:exaggerate the importance of tradition in the arts Again, this does seem like something the author would do - she clearly values cultural history - but is it what she’s actually doing here?In this case, â€Å"conventional† is used repeatedly to put down the current mindset surrounding the arts, not to raise up the author’s point. It’s part of a negative argument, not a positive one. This is an example of a weird type of opposite answer. Choice B is correct! This question was really hard because it gave a few answer choices that made some sort of sense with regards to the author’s viewpoint but that didn’t directly answer the question.This is why you need to always be sure to keep reminding yourself what you are being asked: to avoid just choosing an idea you saw in the passage but that doesn’t answer the specific question. If you think it will help, write down a paraphrased wording of what the question is asking that's easier for you to understand so you can stay focused while you look at the different answer choices. Example of an American cultural monument, am I right? Analogy Analogy questions are also really tough. They require you to make a comparison between something in the passage and something unrelated to the passage that exemplifies a parallel relationship or theme. This means first understanding an abstract concept in the passage and then matching it to one of five other abstract concepts that sound similar. Let’s take a look at one of the hardest analogy questions: The "mystery" discussed in lines 10-13 is most analogous to that encountered in which of the following situations? A. Being unable to locate the source of materials used to construct an ancient palaceB. Being unable to reconcile archaelogical evidence with mythical descriptions of an ancient cityC. Being unable to explain how ancient peoples constructed imposing monuments using only primitive technologyD. Being unable to understand the religious function of a chamber found inside an ancient templeE. Being unable to discover any trace of a civilization repeatedly mentioned by ancient authors Here’s the part of the passage we need to refer to: But finding Machu Picchu was easier than solving the mystery of its place in the rich and powerful Inca empire. The imposing architecture attested to the skill and audacity of the Incas. But who had lived at this isolated site and for what purpose? First, let’s figure out what the question is asking. Which situation in the answer choices is most similar to the â€Å"mystery† described in the passage?So we need to figure out what the mystery is based on the passage. Going from the first sentence, the mystery is the role Machu Picchu played in the Inca empire.We also should note descriptions of Machu Picchu in the passage to make as direct a comparison as possible. We know it had â€Å"imposing architecture† and was â€Å"isolated† but no one knows who lived there or why it existed. Ok, let’s find the most similar answer choice now! Choice A: Being unable to locate the source of materials used to construct an ancient palace The mystery in the passage is about the purpose of Machu Picchu in the context of the Incan Empire.It doesn’t involve any confusion about HOW the city was created.This answer doesn’t fit because the mystery has nothing to do with the origin of Machu Picchu, it has to do with its function. Get rid of it! Choice B:Being unable to reconcile archaeological evidence with mythical descriptions of an ancient city This one doesn't work either. The content doesn't match with the mystery in the passage because there were no mythical descriptions of Machu Picchu. The mystery isn't about any sort of mismatch between the archeological reality of Machu Picchu and how it was described. It's about the fact that its purpose in the Incan empire wasn't described at all. Cross this one out! Choice C:Being unable to explain how ancient peoples constructed imposing monuments using only primitive technology This one is tricky, because the mystery does involve not being able to explain Machu Picchu’s existence.BUT the mystery is not about the logistics of its construction - it’s about the WHY, while this situation is about the HOW. This one is also incorrect! Choice D: Being unable to understand the religious function of a chamber found inside an ancient temple This answer looks promising - it talks about being unable to explain function, and the mystery is the role of Machu Picchu - synonyms!Explaining the religious function of a chamber found inside a temple is analogous to explaining the function of Machu Picchu in the Incan Empire. How does one part function in the context of the whole it belongs to? This answer seems correct. Choice E: Being unable to discover any trace of a civilization repeatedly mentioned by ancient authors This answer again presents a mismatch between evidence and reality (similar to choice B) when no such conflict exists in the mystery of Machu Picchu - there’s simply no evidence at all. Another wrong answer! Choice D is the one we want! Analogy questions like this require you to think at a pretty high level in terms of inferences because you need to make a connection to something totally outside of the passage. However, this doesn’t change the rule about looking for direct evidence for your answers. Notice how in this question we focused on the fact that the mystery was about the role of Machu Picchu.By using this evidence, we were able to find the most direct connection in the answer choices by noting that role and function are synonyms. Machu Picchu - I think I need to go there. Paired Passages Paired passage questions contain some of the most difficult questions on the SAT Critical Reading section because they ask you to look at arguments from different viewpoints and make inferences about the views of passage authors. It's a real mental challenge when these questions ask you to put yourself in someone else's shoes (especially someone whose opinion is different from your own or unfamiliar to you) and then take it one step further and analyze another person's opinion from that viewpoint. Here’s one of the hardest paired passage questions I’ve seen: Based on lines 63-67 ("nobody...sheep"), the author of Passage 2 would most likely appear to the author of Passage 1 as A. a neutral observer of animal behaviorB. well informed concerning research into animal intelligenceC. having a deep fondness for border collies and therefore overestimating themD. having little respect for traditional scientific researchE. having a narrow understanding of what constitutes intelligence Here’s Passage 1: And here are the lines referenced in Passage 2: â€Å"nobody could believe dispassionately in the totality of positive and negative reinforcement after seeing the pure intelligence shining in the face of a border collie intent upon helping a shepherd herd sheep† How should we go about solving this question? This is the type of SAT Critical Reading question where it actually is important to read and absorb the whole passage.We need to have a strong idea of how the author of Passage 1 feels about canine intelligence. From reading the passage, it’s clear that the author of Passage 1 takes a more cynical view of the issue. People are inclined to believe that dogs are intelligent because we are always around them and they are good companions, but this has no basis in scientific fact. What does this mean about the author of Passage 1’s opinions on the author of Passage 2 based on the quote? Well, it seems like he or she would probably think the author of Passage 2 was naive and falling into the trap of wishful thinking.The quote cites unscientific, emotional evidence of the intelligence of a particular dog breed. Ok, now let’s look at our choices! Choice A:a neutral observer of animal behavior Hmm no, I don’t think so. This is almost an opposite answer. Clearly the author of Passage 2 is biased towards believing dogs are intelligent. There's no way the author of Passage 1 would think of her as a neutral observer based on her statement about border collies. Cross it out! Choice B:well informed concerning research into animal intelligence Nothing in the quote says anything about research, so it wouldn’t make sense for the author of Passage 1 to consider the author of Passage 2 well informed about animal intelligence research based on the excerpt. This is definitely an irrelevant answer - get rid of it! Choice C:having a deep fondness for border collies and therefore overestimating them Hmm, this seems possible. The author's point in Passage 1 was that people’s emotional attachment to dogs causes them to overestimate their intelligence. In Passage 2, the author is clearly citing her own positively biased observations of border collies as evidence of their intelligence. The author of Passage 1 would definitely think she was overestimating border collies because of how much she likes them. This answer makes sense. Choice D:having little respect for traditional scientific research This one isn't going to work - it makes too many assumptions. The quote doesn’t indicate anything about the author of Passage 2’s feelings towards scientific research.There’s no reason the author of Passage 1 would make this specific judgment based on the excerpt. This is a pretty tricky answer choice. It would make some degree of sense for the author of Passage 1 to believe this about the author of Passage 2 since she's citing anecdotal evidence rather than scientific facts to back up her point about border collies. However, this answer is too nonspecific to be correct. There's nothing that directly points to the fact that the author of Passage 2 doesn't respect traditional scientific research. She certainly does respect her own (perhaps biased) judgments that aren't based in science, but that doesn't mean that she looks down on real scientific research. Eliminate it! Choice E:having a narrow understanding of what constitutes intelligence If anything, the author of Passage 2 adopts a wider understanding of animal intelligence than the author of Passage 1 because she entertains the notion that dogs are more intelligent than scientists believe.There’s no reason why the excerpt would cause the author of Passage 1 to believe the author of Passage 2 had a narrow understanding of intelligence. This one’s wrong too! Choice C is correct! I thought this question was particularly tricky because it asked you to do some high-level inference work and provided a correct answer that might at first have seemed too specific. It also gave some other answer choices that appeared plausible but didn't fit with any evidence in the quote from Passage 2. In these types of questions, it’s important not to doubt yourself and to use process of elimination very strictly. Even if you're being asked to infer something about one passage author from the point of view of another, your inference will still be based on direct evidence from the passages. In related news, border collies are too cute to handle. Review The most difficult sentence completion questions on SAT Critical Reading will expect you to understand high-level vocabulary in both the sentence itself and the answer choices. Even if you don’t know specific definitions of all the words, process of elimination can help you get down to one or two answer choices.Remember to look for connotation in the sentence and note relationships between words and phrases so you know exactly what you’re looking for. The most difficult passage-based questions on SAT Critical Reading will ask you to understand and compare abstract concepts and points of view. It's important to always be clear on what the question is asking first.Some choices might be relevant to information in the passage without being a direct answer to the question. Above all, BE PICKY. The hardest questions are relying on your inability to eliminate slightly incorrect answers.If you can’t find direct evidence for a choice, you have to get rid of it. Even the hardest Critical Reading questions can be answered confidently with enough practice! What's Next? Want more tips on how to master the SAT Critical Reading section? Check out our article on how to get an 800! Also, take a look at these articles for more tips if you're still struggling with running out or time or reading the passageson for Critical Reading. Finally, here are six strategies you can use to improve your score.Take a practice test to get started! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Molières Death and the Color Green

Molià ¨re's Death and the Color Green Whether or not you are an actor, you probably know that it is considered bad luck to say Good luck to a performer. Instead, you should say, Break a leg! And if you have brushed up on your Shakespeare, then you already know that it could be disastrous to say Macbeth out loud while in a theater. To avoid being cursed, you should instead refer to it as the Scottish play. Unlucky to Wear the Color Green? However, many do not realize that it is unlucky for actors to wear the color green. Why? It is all because of the life and death of Frances greatest playwright, Molià ¨re. Molià ¨re His real name was Jean-Baptiste Poquelin, but he was most famous for his stage name, Molià ¨re. He attained success as an actor in his early twenties and soon found that he had a talent for writing stage plays. Although he preferred tragedies, he became renowned for his hilarious satires. Tartuffe was one of his more scandalous plays. This vicious farce mocked the church and caused an uproar among Frances religious community. Controversial Plays   Another controversial play, Don Juan or The Feast with a Statue, mocked society and religion so severely that it was not performed uncensored until 1884, over two hundred years after its creation. But in some ways, Molià ¨res demise is even more intense than his plays. He had been suffering from tuberculosis for several years. However, he did not want the illness to prevent his artistic pursuits. His final play was The Imaginary Invalid. Ironically, Molià ¨re played the central character - the hypochondriac. Royal Performance   During a royal performance before King Louis the 14th, Molià ¨re began to cough and gasp. The performance was stalled momentarily, but Molià ¨re insisted that he continue. He bravely made it through the rest of the play, despite collapsing once more and suffering a hemorrhage. Hours later, after returning home, Molià ¨res life slipped away. Perhaps due to his reputation, two clergymen refused to administer his last rites. So, when he died, a rumor spread that Molià ¨res soul did not make it into the Pearly Gates. Molià ¨res costume - the clothing that he died in - was green. And since that time, actors have maintained the superstition that it is highly unlucky to wear green while on-stage.

Journal of Korean Melodrama Christmas in August (1998) Movie Review

Journal of Korean Melodrama Christmas in August (1998) - Movie Review Example Jung decides and tries his best not to get into a relationship with her but eventually they form one. The film tends to have a weak plot but there is a strong in-depth look at both the characters that the audience can implicitly feel. The audience see and feel how Jung experiences the illness and how he deals with the people during the last days of his life. There is a silence among the members of his family because they are the only ones aware of it. Jung also holds back his emotions when he is with his friends and that is a painful moment. The relationship with Da-rim and Jung is the central focus of this story. Da-rim affects him deeply and how he responds to her is a beautiful feeling in the film. People often take others for granted but Jung’s character gives an emotional sensation to the audience on how painful it is when you know you don’t have time. In addition, the interesting thing about this film is that there are not many dialogues throughout the film. This is a strong point but it may as well start seeming to be a negative point as it drags the movie in some scenes. But this technique works for the emotional audience as the awkward and meaningful silences bring out the feel between the characters even in scenes when Jung is working alone and there is silence which expresses his isolation, pain, and loneliness. There is another major element in this film which is the subtleness. The audience get a sense that Jung and Da-rim have fallen in love but the film doesn’t really show a formal acceptance or declaration of their love. Jung would never talk about his illness but it is evident how it is affecting his relationship. The film does not even disclose the actual illness that Jung is going through and thus the movie is subtly explained through the actions and expressions of the characters that have done a great job on screen. This fact may leave the film open to several interpretations; it would also make this film thought

Karl Marx - Capital Ch 24 Sec 1 Ch 25 Sections 1-4 Essay

Karl Marx - Capital Ch 24 Sec 1 Ch 25 Sections 1-4 - Essay Example The worker is purely the actor through whom the means of production acquire value. In Chapter 25 of Capital, Marx states that, â€Å"The mass of the means of production which (the worker) thus transforms, increases with the productiveness of his labor† (Marx, 682). The â€Å"mass† in question – to use Marx’s own example, the raw material labor transforms into yarn – represents a fundamentally industrial process that is ossified, a carefully preserved scenario to which Marx failed to ascribe the eventuality of progressive change. Darwinian theorist though he was, Marx appears to have reckoned without the process of evolution, which is surely as pervasive and dynamic in the field of economics as it is in the anthropological study of man’s development. Industrial revolution has given way to industrial evolution, yielding a far more complex and sophisticated labor paradigm than could possibly be accounted for in Marx’s Name 2 equation. Mar x does address the â€Å"division of labor in manufacture,† proposing that â€Å"with the use of machinery, more raw material is worked up in the same time, and, therefore, a greater mass of raw material and auxiliary substances enter in the labour-process† (682).

The Old proof of Human Craving to Preserve Heritage Essay Example for Free

The Old proof of Human Craving to Preserve Heritage Essay Humans love their routes and even more love to bask in the glory of the accomplishment of their ancestors, and such attitude towards heritage has only manifested in modern times with the advent of museums. However, the level of wonder rises to an unbelievable degree when one discovers a piece of architecture as old as 421 BCE too clearly consolidates the above belief. That is the reason why this essay has chosen to describe Erechtheion, the building that was decidedly built to accommodate all possible nuances of ancient Greek heritage and culture. Background Right after they completed Parthenon and the Propylaia, the city-states of Athens and Sparta and their respective allies got involved in the Peloponnesian Wars between 431 and 404 BCE, between which they had a peaceful period of six years under the regime of Nikias, and the Athenians didnt miss that chance to fulfil the dream of their dead hero Perikles (died in 429 BCE), who wanted to restore the glory of Acropolis, and accordingly started constructing Athena Polias, which later became known as the Erechtheion (Syrigos, 1995), the work of which commenced on 421 BCE and finished around 406 BCE. Erechtheion contains six larger than life maidens columns known as the Caryatids. According to mythology, it was here that Poseidon struck the ground with his trident and that Athena produced the Olive tree. Overall, the building proves to be a brilliant solution of both spiritual confluence and practical problems (Sanctuary, 2006). Architectural Details The Erechtheion had two main entrances, on the north and east sides, where some columns from the east porch, comprising an ornamental pedestal supporting a fluted shaft of white marble and topped by a separately made capital, carried the flavour of neo-classical architecture, especially with their floral ornament of the necking and the delicate mouldings of the pedestal and capital (Cook, 1997). The uniqueness of this building lies in the fact that it contains more original features than any of its counterparts in Acropolis. It can be classified by three separate independent sections like the central temple, the porch of the Caryatides and the north extension, all having separate roofs. Apart from that, it is built at four different levels and accordingly, Ionic columns of three different dimensions and proportions are used, besides Korai as supports for the entablature the famous Caryatides (Erechtheion, 2008). Otherwise the temple has two main parts, where once Athena reigned at the east and Poseidon-Erechtheus found their places at the west. In all, it reflected the compactness of classical Attic architecture. The frieze was created out of Eleusinian stone of a deep grey colour, and metal connecting pins set in the slabs were used to hold the relief figures. Once a gold lamp adorned inside, reportedly made by Kallimakhos, the artist accredited with the invention of the Corinthian capital (Syrigos, 1995). There is no authentic document regarding the architect of this building, yet its Ionic structure would remind the genius of Mnesikles, who is regarded as one of the stalwarts of Greek architecture and who was known for his originality and his ability to provide functional adaptation to accommodate the multiple religious needs of so many cults, even amid the irregular basement (Syrigos, 1995). Another researcher Williamson (2008) too supports this idea, who opines, The Erechtheion, built on the site of ancient sanctuaries on the Athenian Acropolis, is so unlike every other Greek temple that some have dismissed it as an aberration. Rather, it is the result of its architect, probably Mnesikles, applying inventive skill to accommodate a complex web of religious relationships. The Erechtheion provides evidence that the craft tradition of architecture, hobbled by convention, was giving place to a new creative approach to design. Proof of Craving to Preserve Heritage It is this meticulous projection of religious confluence of Greece separates Erechtheion in dignity, as it comprehensively covered the spiritual milieu of ancient Greece within its chambers and its temenos (sacred courtyard). Though the structure primarily facilitated worship of Athena Polias and Poseidon, it meticulously accommodated a host of other important characters/elements of Greek Mythology, like the graves of Erechtheus with the sacred snake, and of Kekrops, the ancestors of the Athenians, as well as the signs from Poseidons trident which produced water, the Erechtheis Sea, a well that contained salt water, and the marks from the thunderbolt of Zeus. The altars of Zeus Hypatos, of Peseidon and Erechtheus, of Hephaistos, of the hero Boutes, of the Thyechoos, and the very ancient xoanon of Hermes, all were placed together there. And there was more the sacred olive and the sanctuary of Pandrosos, which included the altar of Zeus Herkeios too found their places (Sanctuary, 2006). According Syrigos (1995), the architect succeeded by subtle and ingenious use of the differences in level to produce an astonishing temple, which satisfied the requirements of all these cults. He respected the traditions and at the same time introduced striking innovations. Present Situation The unique temple was converted into a church during the Middle Ages, and later it was used as a harem for the ruler of Athens during the Turkish occupation. In 1801 the British ambassador, Thomas Bruce, Earl of Elgin, took a caryatid (which he later sold to the British Museum), replacing it with a plaster cast. The Erechtheion was partly rebuilt by the American School of Classical Studies. Now it again suffers depredations, this time from atmospheric pollution and the increasing pressure of tourism (Williamson, 2008). Conclusion The evidences and discussion clearly points at the innate desire of the Greeks to preserve their heritage at one place, and the intensity of such desire brought the issue completing their mammoth task of creating Acropolis even after the war, which normally could be a period of general consolidation. Thus, apart from skill, innovativeness and beauty, which are tangible in Erechtheion, one intangible proof is right there, which proves human craving fore preserving their heritage and gather inspiration from it. References Cook, B. F. (1997). Ionic column from the ErechtheionThe Acropolis, Athens, Greece, about 420-415 BC in The Elgin Marbles. 2nd Edition: London, The British Museum Press. Retrieved 8 December 2008, from http://www. britishmuseum. org/explore/highlights/highlight_objects/gr/i/ionic_col umn_-_the_erechtheion. aspx Erechtheion (2008). Retrieved 8 December 2008, from http://www. erechtheion. org/Docs/Lesk%20Erechtheion%20with%20figs%20sm. p df http://www. ne. jp/asahi/daikannw/network/webacropol/erechtheio. html Sanctuary of Erechtheion. (2006). Retrieved 8 December 2008, from http://www. travelpod. com/travel- photo/rcl0906/turkey_greece06/1158590880/dscn03. jpg/tpod. html Syrigos, A. B. (1995). The Erechtheion. Retrieved 8 December 2008, from Williamson, M. (2008). The Erechtheion, Athens, Greece; Mnesikles(? ), architect, 421- ca. 406 b. c. Retrieved 8 December 2008, from http://warandgame. blogspot. com/2008/08/erechtheion. html

Ineffective Argument in Jessica Statskys Essay, Children need to Play,

Jessica Statsky, in her essay, â€Å"Children need to Play, Not Compete† attempts to refute the common belief that organized sports are good for children. She sees organized sports not as healthy pass-times for children, but as onerous tasks that children do not truly enjoy. She also notes that not only are organized sports not enjoyable for children, they may cause irreparable harm to the children, both emotionally and physically. In her thesis statement, Statsky states, â€Å"When overzealous parents and coaches impose adult standards on children's sports, the result can be activities that are neither satisfying nor beneficial to children† (627). While this statement is strong, her defense of it is weak. One of the assumptions Statsky makes is that, â€Å"One readily understandable danger of overly competitive sports is that they entice children into physical actions that are bad for growing bodies† (627). This statement rests on the assumption that children would not perform any â€Å"physical actions that are bad for growing bodies† (Statsky 627) without organized competitive sports. This is simply untrue. Children jump from swings, climb trees, skateboard, â€Å"pop wheelies† and otherwise put themselves in physical peril with alarming regularity. Children’s free and unorganized play often results in broken bones and stitches, even for the most timid children. Statsky also makes another faulty assumption, which is that competition is an adult imposition on the world of children’s play. She says in her article, â€Å"The primary goal of a professional athlete – winning – is not appropriate for children† (629). Children compete to win in the same way that adults do, and they do so on their own without any adult pressure. Common playground gam... ...petitive sports can cause lasting harm and have no benefits for these children (Statsky 627), then examples of how childhood competition negatively affected individuals years after the fact would go a long way to proving her accusation. As Statsky's thesis rests on the assumption that adult imposition of competition and organization in children's sports makes the games neither satisfactory nor beneficial to the children, then lack of benefit must be shown along with lack of satisfaction. The existence of unsatisfied child athletes in organized sports is no indication that children are somehow unsuited to competition and team sports. Works Cited Statsky, Jessica. â€Å"Children Need to Play, Not Compete.† Reading Critically Writing Well: A Reader and Guide. Ed. Rise B. Axelrod, Charles R. Cooper, and Allison M. Warriner. 7th ed. Boston: Bedford, 2005. 627-631.

Village cricket match

A Village Cricket Match It is an excerpt from A. G Macdonnel's humorous novel ‘England, their England'. The English society has been satirized in a light hearted manner especially what is known as ‘Englishness' , as seen from the eyes of a Scotsman. In this the author humorously describes a cricket match being played between men from England and men from Scotland in the village of Fordendan. The cricketers are petty businessmen or local shopkeepers. The story is presented in a mock epic style and ornate and bombastic language has been used to bring out this effect. The author has used humor as the main ingredient of the story.His description of the players, their style of playing, movements, and conduct is humorous. The story begins with the arrangements of Mr. Hodge who completed his tricky negotiations with the Fordendan caption. Just as the two players who were arranged to play for both sides went away in dismay, a motor car arrived containing not only Mr. Hodge's two defaulters but also a third gentlemen who swore stoutly that he had been invited by Mr. Hodge to play. Negotiations therefore had to be reopened. This funny arrangement at the beginning of the story underlines the streak of humor which will run throughout the story.The method of winning of winning the toss by Mr. Hodge is described in a humorous way. ‘Mr. Hodge having won the toss by a system of his own founded upon the differential calculus and Copernican theory†¦ ‘. The bowling end of the ground was so steep that at the end stood a fielder who saw nothing saw nothing of the game but the blacksmith walking back or running to bowl. It was only during the last few yards of his run when the blacksmith was visible to the batsman. The blacksmith ran up to bowl climbing the slope superbly like a ‘mettlesome combination of Venus and Vulcan Anadyomene'.

Student Attrition Has Been Concern Of Higher Education Education Essay

IntroductionStudent abrasion has been the concern of higher instruction notice for over 65 old ages, particularly in the United States. A hunt of the literature shows that, as far back as 1937. The U.S office of instruction conducted a survey of the factors lending to college pupil keeping and abrasion harmonizing to a survey conducted by Krause in 2005. And research into issues for freshman pupils has increased perceptibly over the last decennary in the U.S. , and Australia. This can be an declarative mood of the growing that has taken topographic point since the beginning of 1990s, particularly disproof and difference of higher instruction. This has provided the developed involvement in how freshman pupils needed to be sponsored and retained. This survey besides was conducted by Meer in 2009. As for a research survey conducted by Nelson, Duncan, and Clarke in 2009 was the behavior connexion of pupil enrollment in the five firs? ? ? twelvemonth that categorized as at hazard utilizin g the demand of non presenting their first assignment. Harmonizing to the three documents, I would wish to sum up and raise treatment on points sing the challenging of interaction during the first twelvemonth, designation and support of first twelvemonth university pupil at hazard of abrasion and serious idea about dropping out in first twelvemonth, tendencies, forms and deductions for higher instruction.FindingssAfter holding finished reading on three chief subjects for drumhead, I noticed the cardinal factors on research happening to take pupils to confront success and abrasion such as no idea of registration, fundss and resources, context of group activities work, benefit and interaction in learning to keep keeping, furthermore, accomplishment, clip direction, pupil satisfaction and deduction. Now looking at between success and abrasion of pupils, I want to raise some concern over the three subjects to retain pupil is environment of learning that can interact pupils in larning th rough group activities work. This scheme can take pupils have sense of troublesome opportunity and work outing job creatively that they could larn something new from this. Furthermore, sing on the necessity of active engagement and single relation in instruction and larning environing can fit pupils ‘ cognition of interrelatedness between coachs and other pupils. Freshman pupils have a demand for connexion with their equals and or learning staff in their acquisition motive for the first twelvemonth. Harmonizing to Krause ( twelvemonth ) keeping is most convenient inspiration in footings of the actions and duties of establishments. To research, pupils who have positive thought of learning seem to demo purpose to go on university. For other affects of pupils abrasion are holding no idea earnestly of registration because of there is non pre-test on assessment surveies for academic life that many plans operate without pre-test. Fundss and resources can besides be the factors to specify pupils ‘ abrasion due to pupils who commit to their surveies rely on single benefit by passing the higher instruction provided tuition at the start of their first twelvemonth purpose non to be more strongly to remain. Like, those pupils rely much on household as their chief income beginning at university is calculated to remain on at university. And sense of intent can be pupils ‘ committedness to analyze, and it is the importance in dividing possible and dropouts or continuity. Students who feel that being registered at university is merely finding clip which they make their head to future programs and seem to understan d dropping out than those who are expressed about causes of registration and intentional-enforced at university. Taking less clip on campus and in category, and more clip in acquiring paid occupation intend to be in line with critical believing about dropping out survey. Students who got a location in class of their first penchant and who seek themselves larning in a portion that persuade them are intentionally-purposed to go on. Looking at the success and abrasion from each paper, I want to sum up some cardinal factors that define the success and abrasion of pupils. Achievement and self-regulation can be the success for pupils non to drop out because of low attainment and implicit imaginativeness in the first twelvemonth are influential indexs of pupils who are willing to halt from university. Identical ideas about dropping out of university are seen as cogent evidence among those pupils who fail to do a smooth judgement to university, have hardness understanding class stuff, and experience unmanageable by all they have to make at university. Time direction is a factor in holding impact on how pupils can fix their clip and finding at university which can demo singular responsibility in compromising a field righteousness and affirmatory consequence in the first twelvemonth. Harmonizing to the information from the national survey researched by Krause et Al in 2005 pointed out that pupils who determine to higher instruction norm ( that is, more than 12.5 hours ) employment per hebdomad is willing to invariably believe about dropping out. This factor does non carry on in solitariness. However, in the survey, gaining the well-paid occupation scene was escorted by pupils refering over money and emotion that their occupation has influence on their academic dramatically at university. Students who work to confront societal demand and pay off current debts seem to discontinue than those who work for other grounds. Contrarily, those severely think of discontinuing their survey are significantly holding hardship version to university ways of lecture. One more ground for dropping out is student satisfaction that appears as a discontinuing force of per sisters in the first twelvemonth. They reply they gain assistance address in progress before they have association with the establishment when they selected topics to larn, in contrast, university ignore their outlook with satisfaction that so it gives their pleasing construct over discontinuing. On the other manus, deduction is still the major cause for pupils ‘ abrasion because deduction has several guidelines in covering with pupils on their course of study and holistic attack to engagement, structural elements of the readying when they need information and aid they are in or out of the category. Communication is needed for pupils to set them in feedback circle. This involved pupils in tripartite relationship between pupils, faculty members, and pupil support staff. Such a relation is beneficially attained when pupils have connexion with establishment before enrollment. It r efers to the establishment active cooperation with school and communities to acquire qualified pupils and raise their realisation over what to win at university before they get started.DiscussionTo my ain observation on the three paper sum-up, I feel that the above-named affairs are truly the exact concerns for pupils to accept the grade in higher instruction ; otherwise, pupils interaction with one another outside the schoolroom in the context of group work, included the determination suggested that coachs effectiveness in facilitating or transfusing connexion between coachs and pupils gives single internal realisation adequate making to pupils ‘ consequence. To avoid dropping out and to maintain pupils ‘ keeping from abrasion, fundss and resources are really economically supported pupils in good public presentation to perpetrate independently in larning successfully. Sense of intent besides helps pupils to believe mostly on traveling on their survey and accomplish prod uctively at the terminal of each term. This thought gives creative activity whether how they can make up one's mind without reluctance or backdown because of clearly-determined end in higher instruction. For other construct in accomplishing survey from dropping out is clip direction, for those who come to analyze at university intentionally may happen more clip or have free entree to academic advancement instead than coming to university without holding clip direction or face trouble in work load authorship and subjecting trial on required deadline. Satisfaction is a character linked between pupil and community acquisition, pupil learn best when they have aid from academic staff and acquire specific-regular advice from the topic they chose and they may go on to bask survey. Implication is the information for closely-related sense of intent, encouragement and self-regulatory attitude, where this information empower pupils happening the success and seeking non to drop out and deliberately analyze to make future calling end.DecisionAll in all, harmonizing to these three documents concentrate really much on how pupils achieve their survey in higher instruction and avoid dropping out to w hat it is the singular and concerned research on pupils abrasion for first twelvemonth at university, so to a paper researched by Nelson, Duncan, and Clarke ( 2009 ) raise many relevant points about the factors that can assist pupils larn successfully such as course of study, duty, engagement, and future way. These affiliated points can make up one's mind clearly whether first twelvemonth pupil come to category with well-prepared background or merely to pass clip by trusting on school whole plans to give them success in larning. As for a paper by Krause ( 2005 ) discussed about fundss and resources, sense of intent, accomplishment and self-regulation, clip direction, and pupil satisfaction are the most successful scene that determine pupils in acquisition and avoid dropping out due to their intentionally-enforced grounds on the above determination. For the last paper by Meer ( 2009 ) pointed out merely the interaction between pupils and coachs or academic staff, for this finding pup ils seem non to value instruction if they notice that they come to school without attending of personal relation between their equal and coachs. Make non see any comparing of methods used by each of the three surveies. Besides you focus on consequences of Krause survey but I see really small on consequences of the other two surveies. I have problem cognizing whether you truly understood the methods and consequences of the Nelson et Al and Meer articles. Your sentence construction makes it difficult to understand the points you want to do. I encourage you to compose simple, short sentences since authorship in a 2nd linguistic communication is hard. C- 60

MS PROGRAM IN COMPUTER SCIENCE Essays - Graduate School

BS/MS PROGRAM IN COMPUTER SCIENCE Essays - Graduate School BS/MS PROGRAM IN COMPUTER SCIENCE Application to the Program General Information The Department of Computer Science and Engineering (CSE) of the University at Buffalo offers a program leading to the simultaneous conferral of a BS and MS degrees in Computer Science (CS). This program has several advantages over separately earning the BS (CS) degree then the MS (CS), 134 credit hours compared to 150 credit hours Opportunity to compete for graduate financial assistance before BS conferral Guaranteed admission to the Graduate School for students making satisfactory progress in the program. Students applying to the BS/MS Program in Computer Science can complete the combined program in five years. For the purposes of financial aid and tuition, students are considered graduate students in the beginning of their seventh semester of the program (the semester in which the student carries more graduate credits than UG credits). Students may apply after completing At least 56 credits A minimum GPA of 3.3 among all required CSE, MTH, and EAS courses. It is recommended that candidates complete CSE115, CSE116, CSE191, CSE241, CSE250, *MTH141, *MTH142, and a calculus-based probability or statistics course prior to applying. Transfer students must complete at least one semester at the university before applying to this program. Applications must be accompanied By two letters of recommendation from our CSE faculty and emailed/given to Donna Grant, CSE Undergraduate Advisor in 338R Davis Along with a current copy of your advising report. Applications are reviewed by the Director of Undergraduate Studies and Director Graduate Admissions. Applicants will be notified via email of the determination. *Unless exempted by an SAT score, Advanced Placement credits, or transfer credits. BS/MS PROGRAM APPLICATION To be completed by Applicant: 1. Name _________________________________ Date: ________________ 2. Person Number: _______________ 4. Email: _______________________ 5. CSE and Math courses completed with grades and number of credit hours: Cr. / Grade Cr. / Grade Cr. / Grade __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) __________ ( ) ( ) 6. CSE and Math courses being taken this semester: Cr. __________ ( ) __________ ( ) __________ ( ) ____________ ( ) Two letters of reference are required from CSE faculty, in which both general comments on the applicant's talent, training, and character, as well as specific comments on the suitability of the applicant for an accelerated program in C.S., is solicited. 7. First reference's name ___________________________________ 8. Second reference's name _________________________________ Please instruct your references to email their recommendation letter to [emailprotected] or provide their letter directly to me in hard copy. 9. Signature _______________________________ Date _______________ For office use only The above named student is approved for BS/MS program. Accepted ____________________ Denied ______________________ __________________________________ ______________________________ Atri Rudra, Ph.D. Tevfik Kosar, Ph.D. Director, Undergraduate Studies Director, Graduate Admissions *Updated 2/13/2014

Prime Minister John Turner Biography

Prime Minister John Turner Biography John Turner was a Prime Minister in waiting for too long. By the time John Turner had waited out the Trudeau era and was elected Leader of the Liberal Party to become Prime Minister in 1984, the country was fed up with the Liberal government. Turner himself seemed out of date and out of touch. He made a number of political gaffes, including calling an early election, and the Conservatives won a massive majority. For six years as Leader of the Opposition, John Turner fought, unsuccessfully, against free trade with the United States. Prime Minister of Canada 1984 Birth June 7, 1929, in Richmond, Surrey, England. John Turner came to Canada as a young child in 1932. Education BA - University of British ColumbiaRhodes Scholar, BA in Jurisprudence, BCL, MA - Oxford UniversityUniversity of Paris Profession Lawyer Political Affiliation Liberal Party of Canada Ridings (Electoral Districts) Over the years, Turner held ridings in three different provinces - Quebec, Ontario and British Columbia. St-Laurent - St-Georges 1962-68Ottawa-Carleton 1968-76Vancouver Quadra 1984-93 Political Career of John Turner John Turner was first elected to the House of Commons in 1962.He was a Minister without Portfolio from 1965 to 1967, and Minister of Consumer and Corporate Affairs from 1967 to 1968.He ran for the leadership of the Liberal Party in 1968 but lost to Pierre Trudeau.In 1968, John Turner became Solicitor General of Canada.He was Minister of Justice from 1968 to 1972.From 1972 to 1975, John Turner was Minister of Finance. In 1974, his second budget was voted down in the House of Commons, and a general election was called.The Liberals won the 1974 general election and John Turner was again appointed Minister of Finance.Unhappy with the job of Minister of Finance and the economic policy of the government, John Turner resigned in 1975 to return to the practice of law in Toronto.When Prime Minister Pierre Trudeau retired in 1984, John Turner was elected Leader of the Liberal Party of Canada.John Turner was sworn in as Prime Minister of Canada in 1984.A series of patronage appointments by both Pierre Trudeau and John Turner, and an electorate tired of 16 years of Liberal government led to a Conservative victory in the 1984 general election. Brian Mulroney became Prime Minister. John Turner stayed as Leader of the Opposition for six years from 1984 to 1990.He retired from politics in 1993 and returned to the practice of law.

Summary Essay Example | Topics and Well Written Essays - 500 words - 8

Summary - Essay Example In the same manner, ESL students are likely to acquire English with difficulty if the lessons are overly focused on grammar skills development at the expense of content. For music study to be worthwhile, therefore, students must study sheet music and at the same time actually play the instrument that interests them. For ESL students, the musical keys and notes are the language while the actual playing of the musical instrument is the content. Language and content must go together for a more efficient ESL teaching, especially in countries being swept by globalization like Korea where interest in English is growing but where the first or native language has an alphabet with wide phonetic distance and the popular ESL teaching method is characterized by rote memorization. This sums up the whole content of the paper, which argues that content-based instruction (CBI) can push ESL instruction in Korea to a higher level. It says that by shifting its language-centered practice of ESL instruction with one that integrates language and content, Korea will keep in step with the modern trend in this field and make ESL study in the country more efficient.