Free Essays on Cortes

The Cortà ©s Expedition Grijalva returned to Cuba and relayed to Governor Velzquez the tales of a powerful and wealthy Native American empire located in the interior of Mexico. This news spurred Velzquez to authorize a third expedition, this time commanded by Hernn Cortà ©s. As Cortà ©s loaded his ships and recruited additional men in Cuba, some of his enemies complained that he was a poor choice to lead the expedition. They convinced Velzquez to cancel Cortà ©s’s commission to lead the force. Cortà ©s ignored the orders and set sail in February 1519 with about 600 men, as well as a few cannons and horses. On the Yucatn Peninsula, the expedition rescued a shipwrecked survivor, Jerà ³nimo de Agà ºilar, who had been held captive by the Maya for eight years. He would provide the Spaniards with a valuable translator of the Mayan language. The expedition sailed west along the Yucatn Peninsula and the Gulf Coast, engaging in a major battle against Tabascan warriors at the mouth of the Grijalva River. Cortà ©s quickly realized the value of horses in battling the Native American peoples- the Tabascans had never seen horses and many fled in fear. The expedition sailed north in search of a good harbor and established a town, La Villa Rica de la Vera Cruz, at what is now the city of Veracruz. Cortà ©s organized an independent government, renounced the authority of Governor Velzquez, and acknowledged only the supreme authority of the Spanish monarchy. In order to prevent any of his men from deserting because of these actions, Cortà ©s destroyed his fleet. When Cortà ©s started to march inland he had about 500 men remaining. The Spaniards soon encountered the Tlaxcalan people, who lived east of the Aztec Empire and resented Aztec domination. Despite this resentment, the Tlaxcalans initially battled the Spanish invaders. After two weeks of fighting and heavy native losses, the Tlaxcalans surrendered and became allies of the Spaniards agains... Free Essays on Cortes Free Essays on Cortes The Cortà ©s Expedition Grijalva returned to Cuba and relayed to Governor Velzquez the tales of a powerful and wealthy Native American empire located in the interior of Mexico. This news spurred Velzquez to authorize a third expedition, this time commanded by Hernn Cortà ©s. As Cortà ©s loaded his ships and recruited additional men in Cuba, some of his enemies complained that he was a poor choice to lead the expedition. They convinced Velzquez to cancel Cortà ©s’s commission to lead the force. Cortà ©s ignored the orders and set sail in February 1519 with about 600 men, as well as a few cannons and horses. On the Yucatn Peninsula, the expedition rescued a shipwrecked survivor, Jerà ³nimo de Agà ºilar, who had been held captive by the Maya for eight years. He would provide the Spaniards with a valuable translator of the Mayan language. The expedition sailed west along the Yucatn Peninsula and the Gulf Coast, engaging in a major battle against Tabascan warriors at the mouth of the Grijalva River. Cortà ©s quickly realized the value of horses in battling the Native American peoples- the Tabascans had never seen horses and many fled in fear. The expedition sailed north in search of a good harbor and established a town, La Villa Rica de la Vera Cruz, at what is now the city of Veracruz. Cortà ©s organized an independent government, renounced the authority of Governor Velzquez, and acknowledged only the supreme authority of the Spanish monarchy. In order to prevent any of his men from deserting because of these actions, Cortà ©s destroyed his fleet. When Cortà ©s started to march inland he had about 500 men remaining. The Spaniards soon encountered the Tlaxcalan people, who lived east of the Aztec Empire and resented Aztec domination. Despite this resentment, the Tlaxcalans initially battled the Spanish invaders. After two weeks of fighting and heavy native losses, the Tlaxcalans surrendered and became allies of the Spaniards agains...

Answers to Questions About Commas #5

Answers to Questions About Commas #5 Answers to Questions About Commas #5 Answers to Questions About Commas #5 By Maeve Maddox Several readers have sent in questions regarding comma use. I’ll take them in turn. 1. Does a comma always go before the word too? No. Whether or not a writer places a comma before the word too depends upon the desired emphasis. Too is an adverb meaning in addition, furthermore, moreover, besides, also.† The only reason to place a comma before the too is to slow the pace of the sentence or change the emphasis: My dog can fetch the paper too. My dog can fetch the paper, too. The same option applies when the too comes within the sentence: I too can recite the Gettysburg Address. I, too, can recite the Gettysburg Address. A note in the CMOS (Chicago Manual of Style) recommends that we use commas with too only when we want to emphasize an abrupt change of thought. The editor gives this memorable example: He didn’t know at first what hit him, but then, too, he hadn’t ever walked in a field strewn with garden rakes. In most cases, commas with too are unnecessary. 2. Is it correct to place a semicolon before however and a comma after it? Yes. The building was completely remodeled on the inside; however, the 18th century faà §ade was left unaltered. 3. Is it necessary to place a comma before â€Å"as well as†? You don’t need a comma before â€Å"as well as† when it introduces words that are essential to the meaning of the entire sentence: I like mysteries as well as historical novels. The no-smoking policy applies to teachers as well as to students. The â€Å"as well as† phrase is enclosed with commas iflike a non-restrictive clauseit can be left out without affecting the meaning of the main clause: Mysteries, as well as historical novels, rank high on my list of favorites. The teachers, as well as the students, must respect the no-smoking policy. 4. Can you replace a semicolon with a comma? No, with certain exceptions. The semicolon is stronger than a comma, but not as strong a stop as a period. Its usual job is to separate independent clauses that are closely related in thought. Grandpa patiently fed the kitten with an eye-dropper; he’d always had a soft spot for baby animals. Sometimes, if the clauses are very short, commas can replace semicolons or coordinating conjunctions to achieve literary effect, as in the usual translation of Julius Caesar’s famous â€Å"Veni, vidi, vici†: â€Å"I came, I saw, I conquered.† Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Regarding Re:One Fell Swoop5 Erroneously Constructed â€Å"Not Only . . . But Also† Sentences

Management of innovation Essay Example | Topics and Well Written Essays - 1250 words

Management of innovation - Essay Example Just like any real property, the intellectual property can also be sold. Additionally, intellectual property is owned by the person or persons that came up with the concept or ideas first. The reason why the intellectual property is bound by law is to exclude other people from using the intellectual property at hand without the owner’s consent, or depending on the law, the owner may protect against anybody using their ideas for financial purposes. This paper will discuss whether the intellectual property protection is beneficial, or whether it is a hindrance to innovation. The intellectual effort of an individual should be protected against abuse by other people or organizations. Protection acts as an incentive to the innovator, and inspires them to continue with their original work, and this improves the living standards of the innovator, and consequently propels the economic development of any nation (Ahearn 2012, p. 45). Intellectual property is very important to capitalists because this helps companies to become unique and very competitive as well as enhancing the economic growth, of the innovator, the investor and the entire nation (Bernstein 2010, p. 72). Intellectual property plays a very important role in the economic development and stability of states and nations. Most individual innovators and companies rely on the legal protection of their intelligent quality products for financial growth and constancy. Intellectual property plays a major role in the employment sector, with known intelligent quality companies creating jobs to millions of young innovators across the world (Sichelman 2010, p 347). Studies have shown that the employees in the intelligent property companies earn 30% more compared to their counterparts in other companies therefore creating a financial stability and satisfaction (Puric, Puric, & Vlaskovic 2013, p.

Eng DB 4 Essay Example | Topics and Well Written Essays - 750 words

Eng DB 4 - Essay Example Its’ prose possesses a lyrical quality which we generally come across only in poetry. It is a love story in which the exquisite understatement only serves to highlight the passion. On further perusal, we are immediately struck by the wealth of imagery cleverly used by the author. Undoubtedly, as Anne Beattie says, â€Å"Seconds and symbols are left to sum things up.† We are almost swamped by the tidal wave of imagery and symbolism that carries us through the story. Snow, contrary to its’ usual connotation of cold and desolation, is here used as a symbol of the love that â€Å"somebody† has for â€Å"her lover† – a love that is pure, fresh and warm [warm? snow?]. This kind of contradictory symbolism gives us the first hint of impending tragedy and somehow fixes for us the disconnect that exists right from the start in the attitude of the two lovers towards their relationship. The chipmunk is the girl – cherished in her lovers’ arms and carried to a house in the winter countryside. He is obviously older than she is and is rather bemused that this creature has come to share his world. Their house, in its’ winter isolation, appears to signify that their love needs to be insulated from the rough and tumble of everyday life if it is to survive – again an indication of the fragility of their relationship. The only intruders are transient visitors. The ‘scraping’ during the first week is symbolic of the lovers getting to know each other, discovering the layers of their past lives like â€Å"wallpaper under wallpaper.† The yellow paint signifies the beginning of their new life together, attempting to put their past behind them. Once more, that stubborn vein of cynicism that runs through the story comes into play - the grapes represent the past which refuses to go away and lurks just beneath the surface, waiting to â€Å"tenaciously push through† the fabric of their present. The fireplace is the token of the warmth of their love, which is amazing

Dramatic irony Essay Example for Free

Dramatic irony Essay (Act 3, scene 3, line 135): I think thou dost; and for I thou rt full of love and honesty †¢This is ironic because Othello thinks Iago is a honest man when in reality Iago is scheming against him Foreshadowing Act 3, scene 3, line 100- 103): Excellent wretch! Perdition catch my soul †¢This line foreshadows bad events that will happen if Othello falls out of love with Desdemona. Symbol:  Handkerchief:symbolizes Desdemona and Othellos bond and marriage and once it is lost we see that their marriage is coming apart. Paradox  (Act 3, scene 3, line 202): Poor and content is rich, and rich enough †¢In this quote Iago is comforting Othello with a paradox after Iago arouses Othellos suspisious of Desdemona being unfaithful. Hubris  (Act 3, scene 3, line 314): tis the plague of great ones †¢In this line Othello is being very hubris because he is basically say that great people have to suffer more than average people. He is showing his big ego and is using it to convince himself why Desdemona would be unfaithful to him (Act 3, scene 3, line 406): Pride, pomp and circumstance of glorious war! †¢In this quote Othello is talking about his position as a general, and how since Desdemona cheated on him that everything he had is now gone. Metaphors  (Act 3, scene 3, line 441- 445): Her name, that was as fresh as dians visage, is now begrimed and black †¢This line is a metaphor because Othello basically saying the Desdemonas repuation was as white as snow. (Act 3, scene 3, line 514-517): Never, Iago.Like to the Pontic Sea, Whose icy current. †¢This line is a metaphor because Othello is saying that is rage or violent thoughts are flowing like a river. Allusions: (Act 3, scene 3, line 442): As Dians visage †¢Othello is making reference to the goddess of chasity

Macbeth-gloomy Indeed :: essays research papers

Is the Shakespearean play â€Å"Macbeth† a gloomy play full of darkness and evil? Every way you look at this play it seems very dark and gloomy, whether from a historians point of view, an actors, a casual reader of plays, etc. Three of the main features that add to the dark and evil feel of this play are the atmospheric scenery, the homely and repugnant characters and the homicidal hot-headed back stabbing. The scenery depicted in this play is very gloomy indeed. This gloomy scenery would fit the time period in which this play roughly takes place in. Three very intricate parts of this play happen on a â€Å"moor†(Act1,sc1 & Act1,sc3 & Act4 sc1). In the first act, first scene the witches first meet on a barren , gloomy landscape (Moor). The second time they are on the moor where they begin their shit disturbing. The third time they give Macbeth some more information, about his dark demise. Weather adds to the â€Å"gloominess† of this play. The quote â€Å"Hover through the fog and filthy air† (Act1,sc1) really gives gloomy mental picture. Even the most de-sensitized person can understand how a violent storm is gloomy. This quote, â€Å"As whence the sun’gins ... shipwracking storms and direful thunders break.†(Act1,sc2), tells of one such storm during the battle in the beginning of the play. Storms, battles, that’ll make anyone a â€Å"gloomy Gus†. Lightning is a very gloomy sort of deal because with lightning there is rain and dark clouds and its scary. In this play there are a lot of scenes where lightning and thunder is the weather of choice by Shakespeare (Act1,sc1 & Act1, sc3 & Act3, sc5 & Act4,sc1). The lightning is always present when the witches are involved in a scene. â€Å"Macbeth† comes complete with rather gloomy looking roles like the witches. Banquo explains how horrid these witches look in this quote, â€Å"By each her choppy finger laying upon her skinny lips : you should be women, and yet your beards forbid me to interpret that you are so.†(Act 1,sc3). Women with beards?...... gloomy indeed. And if women with beards weren’t gloomy enough there are old fat ladies in â€Å"Macbeth†. The quote â€Å"...the rump-fed ronyon cries†(Act1,sc3) which tells of a fat old lady. Also, back then no one bathed, and a mixture of fat old ladies (and men) who don’t bathe, would ruin even the most utopian of days. Besides looks, the mysterious power that the witches possess is considered dark.

ABC Glass Case Essay

ABC Glass was bought by the French Group Glass International (G.I.) in 2003 and is located in the Middle East. This factory produces a low cost and quality glass brand under the name of ABC Glass. Besides the existing two furnaces with two lines: one producing opal tableware and one producing clear glass, G.I. built an additional furnace which greatly improved the yield and with technicalassistance from France, the quality of locally produced ABC Glass was improved and the items were as good as anything produced by G.I. in France. However, as production expands, ABC Glass comes up with 3 main problems: See more: Examples of satire in adventures of huckfinn essay Difficulty with sales targets: Regional VP Sales and the ABC Sales team think the target is difficult to achieve. Logistics problems: Because of the delay in packaging and shipping, the useless inventory caused a yearly loss of approximately 2 Million Dollars. Brand & marketing issues: It’s believed that the ABC brand potentially takes sales away from the lower end G.I. products. We are supposed to analyse the above problems through a strategic perspective and methodology and give solutions and recommendations. Below are the products of our discussion.

Chapter 2 The Scar

Harry lay flat on his back, breathing hard as though he had been running. He had awoken from a vivid dream with his hands pressed over his face. The old scar on his forehead, which was shaped like a bolt of lightning, was burning beneath his fingers as though someone had just pressed a white-hot wire to his skin. He sat up, one hand still on his scar, the other hand reaching out in the darkness for his glasses, which were on the bedside table. He put them on and his bedroom came into clearer focus, lit by a faint, misty orange light that was filtering through the curtains from the street lamp outside the window. Harry ran his fingers over the scar again. It was still painful. He turned on the lamp beside him, scrambled out of bed, crossed the room, opened his wardrobe, and peered into the mirror on the inside of the door. A skinny boy of fourteen looked back at him, his bright green eyes puzzled under his untidy black hair. He examined the lightning-bolt scar of his reflection more closely. It looked normal, but it was still stinging. Harry tried to recall what he had been dreaming about before he had awoken. It had seemed so real†¦There had been two people he knew and one he didn't†¦He concentrated hard, frowning, trying to remember†¦ The dim picture of a darkened room came to him†¦There had been a snake on a hearth rug†¦a small man called Peter, nicknamed Wormtail†¦and a cold, high voice†¦the voice of Lord Voldemort. Harry felt as though an ice cube had slipped down into his stomach at the very thought†¦ He closed his eyes tightly and tried to remember what Voldemort had looked like, but it was impossible†¦All Harry knew was that at the moment when Voldemort's chair had swung around, and he, Harry, had seen what was sitting in it, he had felt a spasm of horror, which had awoken him†¦or had that been the pain in his scar? And who had the old man been? For there had definitely been an old man; Harry had watched him fall to the ground. It was all becoming confused. Harry put his face into his hands, blocking out his bedroom, trying to hold on to the picture of that dimly lit room, but it was like trying to keep water in his cupped hands; the details were now trickling away as fast as he tried to hold on to them†¦Voldemort and Wormtail had been talking about someone they had killed, though Harry could not remember the name†¦and they had been plotting to kill someone else†¦him! Harry took his face out of his hands, opened his eyes, and stared around his bedroom as though expecting to see something unusual there. As it happened, there was an extraordinary number of unusual things in this room. A large wooden trunk stood open at the foot of his bed, revealing a cauldron, broomstick, black robes, and assorted spellbooks. Rolls of parchment littered that part of his desk that was not taken up by the large, empty cage in which his snowy owl, Hedwig, usually perched. On the floor beside his bed a book lay open; Harry had been reading it before he fell asleep last night. The pictures in this book were all moving. Men in bright orange robes were zooming in and out of sight on broomsticks, throwing a red ball to one another. Harry walked over to the book, picked it up, and watched one of the wizards score a spectacular goal by putting the ball through a fifty-foot-high hoop. Then he snapped the book shut. Even Quidditch – in Harry's opinion, the best sport in the world – couldn't distract him at the moment. He placed Flying with the Cannons on his bedside table, crossed to the window, and drew back the curtains to survey the street below. Privet Drive looked exactly as a respectable suburban street would be expected to look in the early hours of Saturday morning. All the curtains were closed. As far as Harry could see through the darkness, there wasn't a living creature in sight, not even a cat. And yet†¦and yet†¦Harry went restlessly back to the bed and sat down on it, running a finger over his scar again. It wasn't the pain that bothered him; Harry was no stranger to pain and injury. He had lost all the bones from his right arm once and had them painfully regrown in a night. The same arm had been pierced by a venomous foot-long fang not long afterward. Only last year Harry had fallen fifty feet from an airborne broomstick. He was used to bizarre accidents and injuries; they were unavoidable if you attended Hogwarts School of Witchcraft and Wizardry and had a knack for attracting a lot of trouble. No, the thing that was bothering Harry was the last time his scar had hurt him, it had been because Voldemort had been close by†¦But Voldemort couldn't be here, now†¦The idea of Voldemort lurking in Privet Drive was absurd, impossible†¦ Harry listened closely to the silence around him. Was he half expecting to hear the creak of a stair or the swish of a cloak? And then he jumped slightly as he heard his cousin Dudley give a tremendous grunting snore from the next room. Harry shook himself mentally; he was being stupid. There was no one in the house with him except Uncle Vernon, Aunt Petunia, and Dudley, and they were plainly still asleep, their dreams untroubled and painless. Asleep was the way Harry liked the Dursleys best; it wasn't as though they were ever any help to him awake. Uncle Vernon, Aunt Petunia, and Dudley were Harry's only living relatives. They were Muggles who hated and despised magic in any form, which meant that Harry was about as welcome in their house as dry rot. They had explained away Harry's long absences at Hogwarts over the last three years by telling everyone that he went to St. Brutus's Secure Center for Incurably Criminal Boys. They knew perfectly well that, as an underage wizard, Harry wasn't allowed to use magic outside Hogwarts, but they were still apt to blame him for anything that went wrong about the house. Harry had never been able to confide in them or tell them anything about his life in the wizarding world. The very idea of going to them when they awoke, and telling them about his scar hurting him, and about his worries about Voldemort, was laughable. And yet it was because of Voldemort that Harry had come to live with the Dursleys in the first place. If it hadn't been for Voldemort, Harry would not have had the lightning scar on his forehead. If it hadn't been for Voldemort, Harry would still have had parents†¦. Harry had been a year old the night that Voldemort – the most powerful Dark wizard for a century, a wizard who had been gaining power steadily for eleven years – arrived at his house and killed his father and mother. Voldemort had then turned his wand on Harry; he had performed the curse that had disposed of many full-grown witches and wizards in his steady rise to power – and, incredibly, it had not worked. Instead of killing the small boy, the curse had rebounded upon Voldemort. Harry had survived with nothing but a lightning-shaped cut on his forehead, and Voldemort had been reduced to something barely alive. His powers gone, his life almost extinguished, Voldemort had fled; the terror in which the secret community of witches and wizards had lived for so long had lifted, Voldemort's followers had disbanded, and Harry Potter had become famous. It had been enough of a shock for Harry to discover, on his eleventh birthday, that he was a wizard; it had been even more disconcerting to find out that everyone in the hidden wizarding world knew his name. Harry had arrived at Hogwarts to find that heads turned and whispers followed him wherever he went. But he was used to it now: At the end of this summer, he would be starting his fourth year at Hogwarts, and Harry was already counting the days until he would be back at the castle again. But there was still a fortnight to go before he went back to school. He looked hopelessly around his room again, and his eye paused on the birthday cards his two best friends had sent him at the end of July. What would they say if Harry wrote to them and told them about his scar hurting? At once, Hermione Granger's voice seemed to fill his head, shrill and panicky. â€Å"Your scar hurt? Harry, that's really serious†¦Write to Professor Dumbledore! nd I'll go and check Common Magical Ailments and Afflictions†¦Maybe there's something in there about curse scars†¦.† Yes, that would be Hermione's advice: Go straight to the headmaster of Hogwarts, and in the meantime, consult a book. Harry stared out of the window at the inky blue-black sky. He doubted very much whether a book could help him now. As far as he knew, he was the only living person to have survived a curse like Voldemort's; it was highly unlikely, therefore, that he would find his symptoms listed in Common Magical Ailments and Afflictions. As for informing the headmaster, Harry had no idea where Dumbledore went during the summer holidays. He amused himself for a moment, picturing Dumbledore, with his long silver beard, full length wizard's robes, and pointed hat, stretched out on a beach somewhere, rubbing suntan lotion onto his long crooked nose. Wherever Dumbledore was, though, Harry was sure that Hedwig would be able to find him; Harry's owl had never yet failed to deliver a letter to anyone, even without an address. But what would he write? Dear Professor Dumbledore, Sorry to bother you, but my scar hurt this morning. Yours sincerely, Harry Potter. Even inside his head the words sounded stupid. And so he tried to imagine his other best friend, Ron Weasley's, reaction, and in a moment, Ron's red hair and long-nosed, freckled face seemed to swim before Harry, wearing a bemused expression. â€Å"Your scar hurt? But†¦but You-Know-Who can't be near you now, can he? I mean†¦you'd know, wouldn't you? He'd be trying to do you in again, wouldn't be? I dunno, Harry, maybe curse scars always twinge a bit†¦I'll ask Dad†¦Ã¢â‚¬  Mr. Weasley was a fully qualified wizard who worked in the Misuse of Muggle Artifacts Office at the Ministry of Magic, but he didn't have any particular expertise in the matter of curses, as far as Harry knew. In any case, Harry didn't like the idea of the whole Weasley family knowing that he, Harry, was getting jumpy about a few moments' pain. Mrs. Weasley would fuss worse than Hermione, and Fred and George, Ron's sixteen year old twin brothers, might think Harry was losing his nerve. The Weasleys were Harry's favorite family in the world; he was hoping that they might invite him to stay any time now (Ron had mentioned something about the Quidditch World Cup), and he somehow didn't want his visit punctuated with anxious inquiries about his scar. Harry kneaded his forehead with his knuckles. What he really wanted (and it felt almost shameful to admit it to himself) was someone like – someone like a parent: an adult wizard whose advice he could ask without feeling stupid, someone who cared about him, who had had experience with Dark Magic†¦. And then the solution came to him. It was so simple, and so obvious, that he couldn't believe it had taken so long – Sirius. Harry leapt up from the bed, hurried across the room, and sat down at his desk; he pulled a piece of parchment toward him, loaded his eagle-feather quill with ink, wrote Dear Sirius, then paused, wondering how best to phrase his problem, still marveling at the fact that he hadn't thought of Sirius straight away. But then, perhaps it wasn't so surprising – after all, he had only found out that Sirius was his godfather two months ago. There was a simple reason for Sirius's complete absence from Harry's life until then – Sirius had been in Azkaban, the terrifying wizard jail guarded by creatures called dementors, sightless, soul-sucking fiends who had come to search for Sirius at Hogwarts when he had escaped. Yet Sirius had been innocent – the murders for which he had been convicted had been committed by Wormtail, Voldemort's supporter, whom nearly everybody now believed dead. Harry, Ron, and Hermione knew otherwise, however; they had come face-to-face with Wormtail only the previous year, though only Professor Dumbledore had believed their story. For one glorious hour, Harry had believed that he was leaving the Dursleys at last, because Sirius had offered him a home once his name had been cleared. But the chance had been snatched away from him – Wormtail had escaped before they could take him to the Ministry of Magic, and Sirius had had to flee for his life. Harry had helped him escape on the back of a hippogriff called Buckbeak, and since then, Sirius had been on the run. The home Harry might have had if Wormtail had not escaped had been haunting him all summer. It had been doubly hard to return to the Dursleys knowing that he had so nearly escaped them forever. Nevertheless, Sirius had been of some help to Harry, even if he couldn't be with him. It was due to Sirius that Harry now had all his school things in his bedroom with him. The Dursleys had never allowed this before; their general wish of keeping Harry as miserable as possible, coupled with their fear of his powers, had led them to lock his school trunk in the cupboard under the stairs every summer prior to this. But their attitude had changed since they had found out that Harry had a dangerous murderer for a godfather – for Harry had conveniently forgotten to tell them that Sirius was innocent. Harry had received two letters from Sirius since he had been back at Privet Drive. Both had been delivered, not by owls (as was usual with wizards), but by large, brightly colored tropical birds. Hedwig had not approved of these flashy intruders; she had been most reluctant to allow them to drink from her water tray before flying off again. Harry, on the other hand, had liked them; they put him in mind of palm trees and white sand, and he hoped that, wherever Sirius was (Sirius never said, in case the letters were intercepted), he was enjoying himself. Somehow, Harry found it hard to imaging dementors surviving for long in bright sunlight, perhaps that was why Sirius had gone South. Sirius's letters, which were now hidden beneath the highly useful loose floorboards under Harry's bed, sounded cheerful, and in both of them he had reminded Harry to call on him if ever Harry needed to. Well, he needed to right now, all right†¦. Harry's lamp seemed to grow dimmer as the cold gray light that precedes sunrise slowly crept into the room. Finally, when the sun had risen, when his bedroom walls had turned gold, and when sounds of movement could be heard from Uncle Vernon and Aunt Petunia's room, Harry cleared his desk of crumpled pieces of parchment and reread his finished letter. Dear Sirius, Thanks for your last letter. That bird was enormous; it could hardly get through my window. Things are the same as usual here. Dudley's diet isn't going too well. My aunt found him smuggling doughnuts into his room yesterday. They told him they'd have to cut his pocket money if he keeps doing it, so he got really angry and chucked his PlayStation out of the window. That's a sort of computer thing you can play games on. Bit stupid really, now he hasn't even got Mega-Mutilation Part Three to take his mind off things. I'm okay, mainly because the Dursleys are terrified you might turn up and turn them all into bats if I ask you to. A weird thing happened this morning, though. My scar hurt again. Last time that happened it was because Voldemort was at Hogwarts. But I don't reckon he can be anywhere near me now, can he? Do you know if curse scars sometimes hurt years afterward? I'll send this with Hedwig when she gets back; she's off hunting at the moment. Say hello to Buckbea k for me. Harry Yes, thought Harry, that looked all right. There was no point putting in the dream; he didn't want it to look as though he was too worried. He folded up the parchment and laid it aside on his desk, ready for when Hedwig returned. Then he got to his feet, stretched, and opened his wardrobe once more. Without glancing at his reflection he started to get dressed before going down to breakfast.

PSAT Test Dates 2016 Full Guide

PSAT Test Dates 2016 Full Guide SAT / ACT Prep Online Guides and Tips Are you planning to take the PSAT in the fall of 2016? This guide will fill you in on the exact test dates, along with some essential tips for achieving a great PSAT score. If you’re a rising junior or taking the PSAT as a younger student, read on to learn how the PSAT will be administered to students nationwide. How Is the PSAT Administered? You don’t get muchchoice when it comes to taking the PSAT. The test is administered across the country on a given date, and the majority of students take it on a weekday at their high school. While you can choose your test dates and testing centers when you sign up for the SAT, you don’t have this same flexibility or chance to register for the PSAT. College Board designates three official testing dates in October or early November. The vast majority of schools use the primary test date, but there are two alternatives in case the main one doesn’t work. So what are the primary and alternative test dates for the PSAT in 2016? What Are the PSAT Test Dates 2016? Here are the 2016 PSAT test dates. Your school will just choose one. Primary PSAT test date: October 19, 2016 (a Wednesday) Alternate PSAT test date: November 2, 2016 (a Wednesday) Saturday PSAT test date: October 15, 2016 (a Saturday) Your high school will register for one of the above test dates (in most cases, the primary test date) and let you know in advance. The alternate test dates, by the way, are only available to accommodate your high school’s schedule. Students can’t choose the alternate or Saturday test date, but instead must take the PSAT on the day that their school chooses. With the PSAT only administered on one day, you might have a concern that comes to mind: what if you’re sick or absent that day? If you're sick on the PSAT test date, don't worry! You will be able to schedule a makeup test. What If You Miss the PSAT? It is possible to make up the PSAT if you miss it. If you’re absent on test day, then you would need to contact the National Merit Scholarship Corporation (NMSC) by March 1 via a written request. According to NMSC’s website, â€Å"The student or a school official must write to NMSC as soon as possible after the PSAT/NMSQT administration to request information about procedures for entry to NMSC competitions by alternate testing. The earlier NMSC receives the written request, the greater the student’s opportunities for meeting alternate entry requirements. To be considered, a request must be postmarked no later than March 1 following the PSAT/NMSQT administration that was missed. NMSC will provide alternate entry materials including an entry form that requires the signature of a school official.† While you can set up a makeup test if you miss the official PSAT date, should you? That all depends on how much you’d benefit from taking the official test and whether or not you’re aiming for National Merit. If you’re a junior who has been prepping for the test with the goal of achieving distinction or a scholarship, then you should certainly set up a makeup test. If you really want the official College Board testing experience before you sit for the SAT, furthermore, then you should also try to reschedule. If you’re not aiming for National Merit, though, then you don’t necessarily have to make up the PSAT. You might just take a PSAT practice test on your own time under simulated testing conditions, score your test, and prepare for the SAT that way. If you miss the PSAT, then you should think about your academic goals and whether it makes sense for you to schedule another test. Assuming you do make your official test date and take the test, when would you get your PSAT scores back? Before you go on winter break, you get an early present: your PSAT score report! When Do You Get 2016 PSAT Scores? While 2015 test-takers had to wait until January for their PSAT, 2016 test-takers should get theirs back in mid-December. College Board hasn’t gotten any more specific about the PSAT score release date yet, but we’ll update as soon as we’ve got the info. At this point, we know that you should be able to access your PSAT scores online through your College Board account a little less than two months after taking the test. Once you get your PSAT scores, how can you make the most of your score report? Read on to learn how your PSAT resultscan help you make steps toward the future. What Should You Do With Your PSAT Scores? Your PSAT score report is important for two main reasons. First, it gives you feedback about how much you need to prep for the SAT. Second, it tells you if you might qualify for National Merit distinction and scholarships. Let’s take a closer look at both of these important functions of your PSAT score report. Your move (once you get your PSAT results). #1: Use Your PSAT Score Report to Prep for the SAT The PSAT and SAT are very similar tests. They share the same content and question types, and they test the same academic and time management skills. How you do on the PSAT can help you figure out your strengths and weaknesses as a test-taker. After some self-reflection, you can use your performance to plan your best approach to prepping for the SAT. Once you get your PSAT score report, take some time to figure out what it’s telling you. Look at your scores in each section, as well as the more specific subscores that give you insight into certain skill areas and question types. Figure out where you did well and where you could use some more practice. As you study for the SAT, target your weak areas so you can improve for next time. You may need to learn new concepts, cut down on careless errors, speed up your efficiency, or work onall three of these areas. Your PSAT score report gives you valuable insight into what you can do to boost your scores when you eventually take the SAT. Did you manage to reach the tasty carrot that is National Merit? #2: Use Your Score Report to See If You Qualify for National Merit When you’re a junior, you’ll take the PSAT/NMSQT, the latter part of which stands for National Merit Scholarship Qualifying Test. Students who score in the top 3 to 4% achieve the distinction of National Merit Commended Scholar, while students who score in the top 1% are named Semifinalists and may even move on to become Finalists and get scholarship money. Achieving such a high score on the PSAT is no small feat, and if National Merit is in your sights, then you’ll probably spend a good amount of time studying and preparing to take the PSAT. Once you take the test and get your score report, you’ll be able to see whether your hard-earned efforts paid off. Since the PSAT was redesigned in 2015, we don’t yet have the exact state-by-state cutoffs to determine National Merit Semifinalist. We do have our state-by-state estimates based on last year’s data, which you can check out in our National Merit Semifinalist guide. If you’re taking the PSAT in 2016, then you’re in luck! NMSC should release the exact state cutoffs in September, so you’ll be able to go into the test with a clear sense of what you need to achieve (give or take a few points to account for year-to-year fluctuations) to qualify for National Merit distinction and a PSAT scholarship. Want to get a head start on the PSAT NMQST? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Whether or not you’re aiming for National Merit, you’d benefit from preparing for the PSAT. You’ll brush up on core academic concepts, boost your scores, and get ready for the SAT. Read on for six key study tips to guide your preparation for the PSAT. No time like the present to get started!According to this clock, the present time has something to do with Leo, Aries, andAquarius. Prepping for the PSAT: 6 Key Tips The PSAT is a challenging test, and studying for it requires you to cover a lot of ground. To pace yourself, you should ideally start studying three to four months in advance of your test date. You might start even earlier, depending on where you start and what score you’re hoping to achieve. Some students take it even earlier than 11th grade for extra practice. Whatever age you are, you’ll benefit from following these six study tips as you get ready for the PSAT. #1: Learn All About the Test Your very first step in prepping for the PSAT is simple: learn about the test. Learn how the exam is formatted, how many sections there are, and how much time you get in each. Once you have a sense of its general structure, look more closely at each individual section to see what concepts eachincludes (for example, algebra, yes; advanced calculus, no) and what types of questions it asks. Here are justa few of the questions you should answer as you acquaint yourself with your new friend, the PSAT: How much time do you get per section? How many questions are in each section? What math concepts does it test? What’s the difference between the Math No Calculator and Math with Calculator sections? What grammar rules do you need to know for the Writing section? What are the different question types in the Reading section? How is the PSAT scored? As you learn about the test, take notes on what concepts you feel confident with and which ones need more review. If something looks completely unfamiliar, definitely make a note of it. You might be able to ask a teacher or friendto go over the concept, get a tutor, or learn it on your own with PSAT prep materials. Learning about the PSAT is a key first step as you prepare for test day. You can begin to figure out your strengths and weaknesses and design your own personal study plan. Find a quiet place to take your practice test, free from distractions. #2: Take and Analyze Practice Tests Once you’ve developed a general understanding of the PSAT, you should take a practice test to diagnose your current scoring level. Use an official College Board practice test, sit in a quiet room with no distractions, and time yourself and take breaks just as you would during the real test. When you finish, take the time to calculate your scores. These scores will give you concrete feedback on your performance in each of the four sections. This diagnostic practice test will give you clear insight into your current scoring level and where you need toimprove to boost your scores. #3: Target Your Weak Areas Once you’ve taken and scored your PSAT practice test, you should comb through the questions and take notes on the ones that were easy, confusing, or difficult. Circle any questions that you made a mistake on or were unsure about, and then try to findthe reason behind your uncertainty. Did you not understand what a word problem was asking? Did you make a mistake with your calculations? Did you miss a grammar rule or not know how to solve a linear function? Did you go too fast and make a careless error or find yourself running out of time? Once you root out the reasons behind your mistakes, you can figure out your weaknesses and target them as you study. Fill in any gaps in knowledge and improve your efficiency as a test-taker. Simply taking PSAT practice tests over and over again isn’t going to help you improve much if you don’t take a targeted approach to your studying. Find strategies that help you work fast while still maintaining accuracy. #4: Practice Time Management Strategies Doing well on the PSAT isn’t just about possessing the requisite academic knowledge. It’s also about managing your time efficiently. Taking a timed test can be tough for a lot of people, but it’s a learned skill like any other. In other words, even if you start out feeling frazzled and rushing, you can learn to better manage your time as you practice. There are several time management strategies you can try, and different approaches work for different students. Some people like to skim the reading comprehension questions before they read the passage, for instance, while others start with a quick read-through. As you prepare, try out various strategies, like process of elimination, and hone in on the tactics that best speed up your test-taking. #5: Use High-Quality Practice Materials The PSAT is an idiosyncratic test, unlike most other tests that you’ll take in high school. As you prepare, make sure that your practice materials accurately reflect what you’ll get on test day. Simply understanding how to solve linear function problems, for example, may not get you very far if you’re unfamiliar with what PSAT linear function problems look like. College Board has released two official â€Å"new† PSAT tests. You can also use eight â€Å"old† official PSAT tests; just make sure to ignore the question types, like sentence completions, that are no longer relevant. You can also use books from test prep companies, like Barron’s. They have high quality, realistic material, though no models can be quite as accurate as what comes from the test makers themselves. Finally, you might use new SAT practice materials to prep for the PSAT. The two tests are very similar, with the SAT featuring slightly more advanced material and a somewhat different scoring scale. College Board offers eight free official SAT practice tests, and Khan Academy has free online SAT practice. Whatever you end up using to supplement the free College Board materials, make sure to be selective and choose books or online questions that will give you an accurate sense of the question types you’ll get on test day. Embracing a growth mindset is like a mental magic trick that helps you improve. #6: Embrace Your Growth Mindset This last tip has to do with your psychology, and it’s something that’s useful forall areas of your life, not just prepping for the PSAT. Having a growth mindset means that you believe you can learn and improve. Even if you can't do something now, you believe that you'll be able to do it with enough practice. It’s all too easy for people to give up on their academic goals with statements like, â€Å"I’m not a good test taker† or â€Å"I’m not a math person.† This line of thinking shows a fixed mindset. It suggests that you exist atone static, constant level and will always stay there. You know what you know, and there’s nothing you can do to add to it. Of course, we’re all constantly changing and developing, so this fixed mindset is little more thana defeatist attitude. The PSAT is a tough test, but taking it is a skill like any other. Anyone can improve with practice and effort. Coincidentally, you’ll probably improve even more if you believe you can improve than you would if you’re skeptical of the learning process. A growth mindset doesn’t just help you show up to your books and put in the effort; it also maximizes the effects of yourefforts. Even if you get discouraged along the way, remind yourself that you can always make progress over time. Where you are today is not where you’ll be tomorrow. Remember these key takeaways as you start down the path of PSAT prep. Taking the PSAT: Key Takeaways Most juniors take the PSAT automatically, and younger students may also ask to take it for extra practice. Your high school will choose your PSATdate from three options given by College Board. In all likelihood, you’ll take the PSAT at your high school on a Wednesday in mid-October. After you take the PSAT, you’ll have to wait until mid-December to see your scores. Your scores can give you valuable insight into how you can prepare for the SAT. If you’re a high scorer, then you’ll also find out whether you might have qualified for National Merit distinction. To make the most of the testing experience and meet your goals, you should set aside some time in the weeks and months before to study. The PSAT is an odd test, and doing well on it requires that you first acquaint yourself with its idiosyncrasies. Not only will prepping for the PSAT help you realize your goals, but it will also aid you when you eventually take the SAT. All of this effort, after all, is ultimately going toward your plans to get into college. What’s Next? Are you aiming to get a high PSAT score? This guide has all the study tips you need to know to achieve a perfect 1520. Is your goal to earn National Merit scholarship money? Check out this article to learn about all the steps toward becoming a National Merit Finalist and winning scholarship money for college. Besides National Merit, what's a good score on the PSAT?Check out this guide to learn about the PSAT score range,what makes for a good score on the PSAT, and how you can evaluate how strong your score is. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Answers to Questions About Personal Pronouns

Answers to Questions About Personal Pronouns Answers to Questions About Personal Pronouns Answers to Questions About Personal Pronouns By Mark Nichol Here are three queries from readers about proper use of personal pronouns, followed by my responses. 1. Why does the following sentence use my instead of me?: â€Å"My mother hates to spend money, that’s one thing; so if she can make a joke out of my not wanting to, then I’m in the clear because she can save money.† The phrase â€Å"not wanting to† describes a lack of a desire so wanting describes a thing, making the word a gerund a verb form that functions as a noun not a verb. Because the sentence assigns â€Å"not wanting to† to a person, it requires a possessive personal pronoun (my). Wanting, of course, can also be a verb, but the point of this sentence is the attitude, not the person: â€Å"My not wanting to† emphasizes the attitude, while â€Å"me not wanting to† focuses on the person. A similar example is the difference between â€Å"Can you imagine my wanting to wear that?† versus â€Å"Can you imagine me wanting to wear that?† where it is the person’s proposed inclination, not the person herself, that is the point of the sentence. 2. Is there a quick-and-dirty method for deciding which pronoun applies in a sentence like â€Å"We need to discuss you/your going to the prom†? Good question. I haven’t read of any test to determine which form of the pronoun is proper, but here’s one I just thought of (though I assume I’m not the first to do so): You must be able to provide, in a syntactically and grammatically correct form, more detail about what is being discussed replace wanting, in this case, with a phrase. For example: We need to discuss you request to go to the prom. (incorrect) We need to discuss your request to go to the prom. (correct) Therefore, your is the appropriate pronoun. (And that is true for the same reason that my, not me, is correct in the previous example.) 3. Which of the following versions of this awkward statement is correct?: â€Å"Glance at mine and Michael’s calendar to see if we have time for lunch.† â€Å"Glance at Michael’s and my calendar to see if we have time for lunch.† â€Å"Glance at our calendars to see if we have time for lunch.† â€Å"Michael and I have calendars. Glance at our calendars to see if we have time for lunch.† â€Å"Michael and I have calendars; glance at them to see if we have time for lunch.† The first choice is erroneous because removing â€Å"and Michael’s† results in â€Å"Glance at mine calendar to see if we have time for lunch.† Also, it’s considered good form to name another person before using a personal pronoun. Therefore, the best choice is the revision â€Å"Glance at Michael’s and my calendar to see if we have time for lunch† if you and Michael share a calendar. If you each have your own calendar, write or say, â€Å"Glance at Michael’s and my calendars to see if we have time for lunch† but only if â€Å"Glance at our calendar(s) to see if we have time for lunch† is unsatisfactory because your identities must be specified. The last two versions suggest overcorrection of Pythonesque proportions. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Grammar category, check our popular posts, or choose a related post below:16 Substitutes for â€Å"Because† or â€Å"Because Of†"Have" vs "Having" in Certain ExpressionsWhile vs. Whilst

Nursing - Quantitative Crituque Essay Example | Topics and Well Written Essays - 1000 words

Nursing - Quantitative Crituque - Essay Example Abstract The abstract was clearly structured in a way that it provides a precise summary of the content in the article. The problem is well defined, the method of research well stated and the findings stated. The abstract also provides a glimpse of the conclusion of the paper giving a clear depiction of what is contained in the article. Introduction The introduction is well structured and gives a summative outline of the content. However, it could have been more detailed particularly in describing the risk factors of metabolic syndrome in adults. It only explained the risk factors of the syndrome in children. However, it gives a concise explanation of the lifestyle factors that play a part in enhancing metabolic syndrome in people. The problem is clearly stated and easily recognized because it builds a persuasive discussion of the study. The problem has a massive impact on nurses because they are able to realize how metabolic syndrome has affected the American people (McGillis, Masse y and Amstrong et al., 2007). The blend between the method of research and the findings is appropriate. Hypothesis and or research questions The research questions are well structured because they led to accurate outcomes that were expected. The hypothesis, on the other hand, are not clearly stated and extensively outlined because they do not cover the concept of metabolic syndrome as outlined in the context. ... Conceptual/Theoretical Framework The article contains an appropriate theoretical framework that is well-defined scope because it led to considerable scope of outcome that was anticipated. For instance, the framework outlined the different types of doctorate and nursing students who came to undertake the study as well as the age bracket of the students involved which was 9 to 15 years (McGillis, Massey and Amstrong et al., 2007). It also outlined concepts such as, lifestyle factors that contribute to metabolic syndrome and operational descriptions such as the low HDL, hypertension and overweight. Method The procedure used was appropriate because it focused on the findings that were required. It encompassed student doctors and nurses who were familiar with the aspect of metabolic syndrome and the purpose of the study as well as their anticipation. The group also encompassed a phlebotomist, a dietitian and dietetic student. The study was structured well in a manner that all the risks th at usually occur were minimal. The design used was rigorous because it was consistent with the purpose of the research. The comparisons involved were also suitable because they fostered the interpretation of the outcomes. Each of the doctorate and nursing student undertook their duties well because the outcome was incredible. For example, the phlebotomist undertook the blood draw of children after they had fasted for at least 10 hours. The adolescent questionnaire was used to collect the dietary data on the selected children (McGillis, Massey and Amstrong et al., 2007). The population was well described in the sample population and the sampling design used was the best because it met its purpose. The doctorate and

Current Argument and Argument Definitions Essay Example | Topics and Well Written Essays - 750 words

Current Argument and Argument Definitions - Essay Example This example is valid because if all men are classified as being stronger than women, and John is categorized as a man, therefore, the conclusion that John is stronger than women is valid. Strong argument: a strong argument is an argument that is measured by the strength of the premises, and it is not a must that the argument must be valid. For example: no African woman has ever made a scientific discovery; my friend Lydia is about to have a baby girl in the near future; so, Lydia’s baby girl will not be able to make a scientific discovery. This example can be said to be a strong argument, although it is not valid. Weak argument: weak arguments are considered to be arguments, whose link between premise and the conclusion is weak. For example: I always take my lunch at noon. Therefore, lunch is taken at noon. This example is a weak argument because not all people take their lunch at noon. Sound argument: a sound argument is an argument that is valid, and its conclusion is based on the premises that are true. For example: men are warm blooded animals; John is a man; therefore, John is a warm blooded animal. This example is a good example of a sound argument because not only are the two premises true, but also the conclusion is true. Unsound argument: an unsound argument is considered to be an argument that is invalid, and even its premises are not true. It is actually the opposite of sound argument. For example: all men have no brain; Charles is not a man; therefore, Charles has brain. In this example, although conclusion might seem to be true, the two premises are false. Cogent argument: cogent argument involves inductive argument that is strong and its premises are also true. An example of a cogent argument could be: I am hungry because I have not eaten anything in the past two days; I need to eat to end my hunger; eating will end my hunger. This is a good example of a cogent argument because the argument that I am hungry is strong, and eating will end my