Friday, July 10, 2020

Essay Topics About Pollution - It Is So Important To Focus On Pollution

Essay Topics About Pollution - It Is So Important To Focus On PollutionIn today's world, it is so important to focus on pollution that we ought to look for topics about pollution to write the essays. Most of us are not very familiar with the hazards that can be brought to us by the presence of pollutants. So, here are some topics about pollution for you to concentrate on.Pollution is simply defined as a chemical, biological or physical substance that harms or harm the living beings by generating ill health or disease. This may have a lot of adverse effects but that's all they are - adverse effects. The hazardous substances can cause more serious sickness than the benign ones. So, we should learn how to identify harmful and safe pollutants that can potentially harm our health in the future.These days, it is very easy to identify the different types of pollutants by using the system of air, water and soil testing. It's just a matter of learning to recognize a difference between the two types of tests and thus being able to discern which of the three types of tests should be used to test our homes or offices.Today, the study of plants and animals as well as humans has become much more interesting since we've been offered the opportunity to study different kinds of plants and animals. However, the studies of plants and animals have also included studying different kinds of humans. This way, we've learned a lot about the harmful effects of pollution on our environment. The human being is definitely the most sensitive species of all and therefore he is one of the most vulnerable.Nowadays, many people are waking up and it's because of pollution that they're waking up. They're waking up because of their concern about the climate change and pollution. These two issues can be really tricky to figure out. So, many of us have been looking for essay topics about pollution for a while now.There are many different essay topics about pollution that you can choose from. The onl y problem is that you'll need to try out different things first before you will get the essay topics that you want. It might take quite a long time but you will eventually get the right essay topics about pollution that you want.However, if you're willing to learn at a very slow pace, you can certainly improve your knowledge faster by getting the essays online that contain tips about writing and analyzing essays. You will find a lot of essays online that will help you analyze and write essays.

Wednesday, May 20, 2020

Animal Abuse and Domestic Violence - Free Essay Example

Sample details Pages: 1 Words: 335 Downloads: 10 Date added: 2019/04/07 Category Society Essay Level High school Tags: Domestic Violence Essay Did you like this example? Introduction In 2017, 90% of the 1,873 domestic violence programs in the United States contributed to a survey conducted by the National Network to End Domestic Violence (NNEDV). In this particular survey, NNEDV collected data over a 24-hour period from the participating organizations on September 17th of that year, compiling together the number and types of calls they received. The study found that over 72,000 victims in the United States were served in a single day (NNEDV, 2017). Coupled with this information is the fact that in a study verified by the United States Humane Society, upwards of 71% of domestic violence victims stated that their abuser lashed out at pets as well (The Humane Society, 2017). Considering that animal cruelty and domestic violence are pressing issues that are often intertwined with one another, there are a few observable links that exist between the two. Some of these links include having the MAOA gene, childhood trauma, heightened levels of testosterone, and societal pressures (I.e. toxic masculinity). Don’t waste time! Our writers will create an original "Animal Abuse and Domestic Violence" essay for you Create order In this paper, these links will be analyzed, and their likelihood as being potential indicators for physical violence will be determined. Given the fact that so many cases of domestic violence and animal cruelty go unreported every year, Link #1: MAOA-L The MAOA gene, colloquially referred to as the Warrior gene, is responsible for breaking down neurotransmitters such as dopamine and serotonin. Dopamine is responsible for motor-function and releasing feel-good chemicals, while serotonin plays a role in regulating mood, sleep, and emotions. In individuals that have the low-activity variant of the MAOA gene, heightened aggression and impulsiveness have been observed (Cohen, 2018). This is due to the fact that the low-activity variant of the MAOA gene does not break down dopamine and serotonin as efficiently as it should. This inefficiency results in the neurotransmitters not being broken as quickly, resulting in irregularities in dopamine and serotonin levels that lead to the previously stated symptoms. That is not to say that everyone with the low-activity variant of the MAOA gene is prone to committing acts of violence, however.

Wednesday, May 6, 2020

Okonkwo Great Man, Tragic Hero - 981 Words

Ugonna Onyeukwu Period 4 January 15, 2013 Okonkwo: A Great Man, Tragic Hero A tragic hero is a archetype who fails to overcome or surpass his/her conflict. The book â€Å"Things Fall Apart† included a tragic hero. The book was written by the name of Chinua Achebe. The tragic hero in the book was Okonkwo, a warrior from a village called Umuofia. Chinua Achebe wrote the book with the purpose of showing how someone with high esteem can fall from greatness so dramatically because of that person’s actions. Okonkwo exhibited hubris, had a tragic flaw, and fell from a position of greatness. These were the things that showed that he was tragic hero. An important aspect of a tragic hero is their exhibition of hubris (a Greek term,†¦show more content†¦If he were to be in his village during that time maybe he could have protected his village from their control. There is another instance when Okonkwo’s fall from greatness is seen. During Okonkwo’s early his was shown to be a very strong man, both physically and mentally. Because of this he was known throughout all the villages as a great warrior in wars. This is also seen when he beats the wrestler â€Å"The Cat†, was previously unbeaten in a wrestling match (page 39). But because of his penultimate showing of his tragic flaw (uncontrollable rage), he is forced to kill himself to avoid punishment (page 207), which is the opposite of being strong mentally. These examples reveal his fall from greatness. A tragic hero is an archetype who fails to overcome or surpass his/her conflict. I think we see tragic heroes in literature because of what they can teach readers. The tragic hero of â€Å"Things Fall Apart†, Okonkwo exhibited hubris, had a tragic flaw, and fell from a position of greatness, all aspects of a tragic hero. From the points and explanations that were given earlier in this essay, it has been proven that Okonkwo is in fact a tragic hero. This topic is important because it can happen to anyone with some type of power and esteem. It cou ld be beneficial to think about tragic heroes because it could lead to the change of actions of well known and respected people because would gain a fear of a fall from greatness like whatShow MoreRelatedThe Tragic Hero Of Chinua Achebe s Things Fall Apart1453 Words   |  6 PagesIs a tragic hero really that tragic? A tragic hero is a person who is a character that makes the wrong decisions which cause the character destruction. The definition of a tragic hero is terrible because of how a hero ends up being in a downfall. According to Aristotle, a tragic hero is a character of noble stature and has greatness. The character must have high status position, but must also have nobility and virtue. In the book, Things Fall Apart by Chinua Achebe, Okonkwo, the great warrior whoRead MoreThings Fall Apart- Achebe1000 Words   |  4 PagesFall Apart, Okonkwo is a tragic hero. Aristotle’s Poetics defines a Tragic Hero as a good man of high status who displays a tragic flaw (â€Å" hamartia†) and experiences a dramatic reversal (â€Å"peripeteia†), as well as an intense moment of recognition (â€Å"anagnorisis†). Okonkwo is a leader and hardworking member of the Igbo community of Umuofia whose tragic flaw is his great fear of weakness and failure. Okonkwo’s fall from grace in the Igbo community and eventual suicide, makes Okonkwo a tragic hero by Aristotle’sRead MoreEssay on No Tragic Hero in Chinua Achebes Things Fall Apart892 Words   |  4 PagesNo Tragic Hero in Things Fall Apart   Ã‚  Ã‚   According to Aristotle a tragedy is a drama...which recounts an important and casually related series of events in the life of a person of significance, such events culminating in an unhappy catastrophe, the whole treated with great dignity and seriousness. The novel Things Fall Apart, written by Chinua Achebe begins as a story about the life of a man named Okonkwo. It recounts the events beginning with his childhood and ending with his deathRead MoreThings Fall Apart875 Words   |  4 PagesOkonkwo is a tragic hero in Things Fall Apart Question ( 2 ): Discuss Okonkwo in Chinua Achebe s â€Å"Things Fall Apart† is a tragic hero. Answer: In Chinua Achebe’s novel â€Å"Things Fall Apart† Okonkwo is a tragic hero. Aristotle’s Poetics defines a Tragic Hero as a good man of high status who displays a tragic flaw ‘hamartia’ and experiences a dramatic reversal ‘peripeteia’, as well as an intense moment of recognition ‘anagnorisis’. Okonkwo is a leader and hardworking member of the Igbo communityRead MoreOkonkwo Tragic Hero Analysis821 Words   |  4 PagesAlexander the Great was also the mind behind the concept of tragic hero. A tragic hero, he depicts, is a hero who falls from affluence to calamity. This fall must be caused not by ill luck but at the fault of the tragic hero himself. To be considered a tragic hero aristotle had specific criteria. Goodness, being the first. A tragic hero must have good morals and their actions should follow suit. Appropriateness, the character must fit into the role they play in society. Lifelike, the tragic hero must be Read MoreIs Okonkwo A Tragic Hero709 Words   |  3 PagesAristotle says a tragic hero is someone who makes a decision that inadvertently brings an end to their life. In Things Fall Apart by Chinua Achebe the main character Okonkwo is considered a tragic hero, he faces all his challenges with great Courage and Pride. But all of his challenges he brought upon himself because of his tragic flaw, which is his hatred for his father Unoka. Unoka was a lazy drunk with no titles, this hatred drove Okonkwo to become a very good man. He became one of the greatestRead MoreCharacter Analysis Of Okonkwo831 Words   |  4 PagesOkonkwo: Tragic Hero According to dictionary.com, a tragic hero is â€Å"a great or virtuous character in a dramatic tragedy who is destined for downfall, suffering, or defeat.† In the book, Things Fall Apart by Chinua Achebe, the main character Okonkwo struggles with the fear of being like his father. Okonkwo also has a hard time dealing with the Christian missionaries and the British colonialism influencing his clan. Okonkwo is a tragic hero because of his fatal judgment errors and outside forces buildingRead MoreThings fall Apart and Okonkwo; A Classic Greek Tragedy and Tragic Hero1112 Words   |  5 Pagesand Okonkwo; A Classic Greek Tragedy and Tragic Hero Both the novel Things Fall Apart by Chinua Achebe, and its main character Okonkwo closely adhere to the definitions of a classic Greek tragedy and a typical tragic hero. First of all, Okonkwo is a tragic hero by the Greek definition. While Okonkwo wasn’t born to a nobleman or king (as the definition of a tragic hero states), he was a man of high status and respect in his community, as Obierika stated near the end of the book. â€Å"That man wasRead MoreThe Tragic Hero Of Things Fall Apart 1283 Words   |  6 PagesMacbeth and Okonkwo What comes to mind when you hear the word hero? You may think of superheroes, a significant figure in your life or anyone else who generally brings greatness about the world. A tragic hero on the other hand is a character who has a flaw that eventually helps aid to their downfall as a tragic hero. In the novel Things Fall Apart written by Chinua Achebe and Macbeth written by Shakespeare, we meet two prime examples of tragic heros. The elements of a tragic hero include hamartiaRead MoreChinua Achebe s Things Fall Apart1314 Words   |  6 PagesChinua Achebe masterpiece â€Å"Things Fall Apart† (1959) is the classic story of Okonkwo, a young man who strives to be revered by his village and family but because of his own internal character flaws meets his own demise. In the Igbo culture, family traditions are an important narrative throughout the novel. Okonkwo, the protagonist character of this story, begins with many attributes of what would be concluded as a hero with hi s cultural society. He is hard working, a material provider, feared and

Letter of Gratitude-Free-Samples for Student-Myassignmenthelp.com

Question: Write a letter of appreciation of gratitude to the benefactor for awarding you with the donation and confirmation of your acceptance of the donation. Asnwer: To, Benefactor Residential College Date: Subject: A letter of appreciation of gratitude Name of the donation: Residential College. Dear Benefactor, I would like to express my sincere thanks and am happy to accept the donation. These residential colleges offer me a new type of campus living, where I can live and learn together with my peers and professors. The residential colleges combine both the vibrancy of campus living and discipline programs for studies. These facilities help in maintaining an extraordinary curriculum in the studies. All the informative meetings are done in the seminar rooms providing a large space to accommodate a huge number of students. In addition to it, several opportunities are excelling in the campus of the university that provides different learning activities to the students. These learning activities include games and extra curriculum activities. This helps in maintaining a learning atmosphere in the residential colleges. I am keenly interested in the disc using my academic plans including a proper practical approach to the architectural frameworks. I want to follow a proper approach towards learning different techniques of designing and reconstructing designs by own. There are many scopes in the college regarding the immature condition of the society and provide knowledge to them. This opportunity has helped me in meeting with new people in the society and gaining the practical knowledge by improving my communication skills. I have enhanced my communication skills during these days and communicate with different people in the society. This scholarship has helped me financially and provided an opportunity to fulfil my dreams. I am properly utilizing the scholarship in my studies that is helping me in scoring good marks and gaining proper knowledge of my field. I am looking for gathering practical knowledge of my field to get the practical idea of the theories that I would learn in my college. My goal is become a good architect, construct, and design new designs for buildings and complexes. I want to plan new designs that help in providing quality life style to people in the society. Residential College will provide many opportunities to me including attending seminars, meeting with seniors and gathering knowledge about various fields. The outlook of the residential colleges has helped in meeting with new people in the society and share the knowledge with them. The cultural and social activities in the university proclaimed about different sections of society around. In the end, the university will promote the growth of enduring sections of the society towards their aim and create a strong bond among the students. The photos and personal data including examination results will be disclosed with the benefactor under the university. The examination results ensure the condition of my studies in the university and personal data helps in acknowledging about the residential colleges. This donation has provided me with an opportunity to discover myself in many ways and clearing my views regarding my future. I am grateful to you for this esteemed scholarship to complete my studies. I am encouraged and focused towards my aim and goals of my life. Thanking You Regards (Please fill)

Tuesday, March 17, 2020

The #1 Critical, Fundamental Strategy of ACT Reading

The #1 Critical, Fundamental Strategy of ACT Reading SAT / ACT Prep Online Guides and Tips You only need to know one fundamental rule to do well on ACT Reading, and it’s not all that complicated. That rule is this: There’s only one correct answer choice for every question, and the other three answers can be eliminated based on definitively incorrect elements. In other words, the questions on the ACT Reading section are NOT subjective in any way! In this article, I’ll go through the types of incorrect answers you’ll see on the ACT Reading section and how to ruthlessly eliminate them so you’re only left with one solid winning choice. The Reasons Behind the Rule As we all know, the ACT is a standardized test.This means that the more people challenge the answers to the questions, the less validity it has as a measurement of student ability. The answers to all questions, even in areas that are usually more subjective like reading, have to be unambiguous.The only way to accomplish this is to restate something from the passage. Therefore, every answer must be DIRECTLY and CLEARLY supported by the text.If there’s no direct evidence, it’s not the correct answer.Otherwise, the ACT would encounter challenges to its questions, weakening its credibility.Once you get into the realm of literary interpretation, standardization breaks down. There are just too many ways of interpreting texts. This means you shouldn't make any assumptions on the test. What the passage says is what it means; even for inference questions, you can always find concrete evidence in the text for your answers.Now let’s take a look at the types of answers you should learn to eliminate. Types of Incorrect Answer Choices on the ACT Reading Section Incorrect answer choices on the ACT Reading section will fall into one of four categories. Once you do a fewpractice questions, you’ll be able to identify which answers fall into which problem areas. Category 1: Irrelevant This is an answer choice that has no evidence whatsoever in the passage - it’s just stuck in there amongst more realistic answers. Here's a sample question to show you what I mean: According to the passage, Cho would have determined that volunteers had experienced a placebo effect if which of the following procedures had created increased activity in the visual cortex of the brain? A. Flashing a light in front of themB. Stimulating one of their vision-related acupointsC. Having them read an eye-examination chartD. Stimulating a place that was not a visual acupoint In the passage, it states that "To eliminate the possibility of a placebo effect, Cho also stimulated a nonacupoint, in the big toe." The correct answer in this case is clearly D based on the passage. An example of an irrelevant answer choice would be C, "Having them read an eye-examination chart", because nowhere in the passage is the reading of an eye-examination chart mentioned as a part of the experiment. Why is this a dangerous option? Some test-takers are unaware that the passage doesn’t need to directly contradict an answer choice to make the choice wrong.Students might see an irrelevant answer choice and think it could be right because they missed something or the passage didn’t say it WASN'T true. Irrelevant answers are pretty common across the board, but they usually show up more in detail questions where students might think they just missed the part of the passage with evidence for the irrelevant answer. If a choice seems totally random, don’t assume the ACT wouldn’t put an obviously incorrect answer on the test. They would and they do, so don’t get fooled! After you read this article you're gonna have 20/20 vision on the ACT. Figuratively speaking. Category 2: Opposite This is an answer choice that is the exact opposite of what’s stated in the passage. Take this question as an example: Information in the second paragraph reveals that the family's response to the grandfather's error with the crutches is to: A. find a workable remedy for itB. lay the blame on the narratorC. praise him for more successful projectsD. fix what wasn't wrong in the first place In the passage, the narrator uses crutches that were constructed by his grandfather, but his grandfather forgets to put rubber tips on them so he keeps falling. The family's response is to simply "buy the rubber tips and put them on the crutches". The opposite answer out of the choices given is D, "fix what wasn't wrong in the first place", because the actual solution is to fix what WAS wrong. The correct answer is A, "find a workable remedy for it". Why is this a dangerous option? The ACT is counting on people rushing and not reading carefully enough.If the answer choice uses the same words that are in the passage, it’s easy to make a silly mistake and choose it because you missed a â€Å"not† (or, in this case, a "n't") in there. You'll often see opposite answers in detail questions because these questions are the most straigtforward, so most people don't focus too much on them. Read the questions carefully to avoid falling into this trap, and check your answers at the end of the section! Category 3: Concept Jumble This is an answer choice that incorporates concepts from the text but does so in a slightly confused order or relationship so that they don’t actually make sense as an answer to the question. Let's use this question as an example: The word miracle in line 52 refers most specifically to the way in which: A. brain function disorders are cured.B. unique handicaps are compensated for.C. different areas of the brain work together.D. the creative potential of disease is revealed. Here's the sentence from the passage that includes line 52: "The miracle is how they all cooperate, are integrated together, in the creation of a self." In the context of the passage, "they" refers to different areas of the brain; therefore, for this question, C is the correct answer. An example of a concept jumble answer would be D, "the creative potential of disease is revealed". This is because the main point of the passage is the fact that certain diseases reveal the creative potential of the brain to rewire itself. Even though D doesn't make sense as an answer to this specific question, it is still a concept that is discussed in the passage. Why is this a dangerous option? Much like opposite answer choices, concept jumble answer choices count on you rushing and not reading carefully enough. You might remember something being mentioned in the text and go with an answer that contains that same concept but not read closely enough to realize the answer doesn’t actually make sense. These types of answer choices are common on big picture questions that ask about the main points of passages. This is when it's easiest to confuse you because the answer has to cover broader themes or connect complex ideas. Again, read carefully! Don’t make assumptions, and be sure you know exactly what the question is asking before jumping to conclusions about the answer. Brains be crazy. Don't let yours run wild on the ACT. Category 4: Plausible interpretation This is an answer choice that offers a reasonable interpretation of the passage but is not evidenced directly in the text. We'll use this question as an example: The main function of lines 64-66 in terms of the eighth paragraph as a whole is to: A. give a sense of proportion to the numbers provided earlier in the paragraph.B. point out the limitations of the evidence provided by the Iowa scientists.C. supplement the paragraph's description of the comets with additional details about their size and capacity.D. provide readers with a sense of how old the planet really is. These lines read "That may not seem like much, but when talking about a planet billions of years old, it adds up." This refers to a statement earlier in the paragraph that comets bombarding the Earth's atmosphere would produce enough water vapor to add an inch of water to the planet's surface every 10,000 years. The real answer to this question is A because lines 64-66 serve mainly to put the earlier numbers in perspective. An example of a plausible interpretation answer would be D, "provide readers with a sense of how old the planet really is". The sentence does give a sense of how old the planet really is, so that could plausibly be its purpose in the paragraph. However, if you read closely, answer choice A is much more logical as a rationale for the placement of the sentence. Why is this a dangerous option? This is probably the MOST dangerous type of wrong answer choice for students who aren't prepared for the ACT.If you’re looking at a passage on the test the same way you would look at something you’re reading in English class, it's easy to get trapped by an answer that’s plausible but not objectively true. These options are especially problematic (and prevalent) with inference and function questions, because you are being asked to look beyond the literal details of the text. In these cases, remember that you will never have to look so far beyond what's written that there's nothing in the text that directly supports your answer. Again, don’t choose any answer that doesn’t have concrete support in the passage. Even if it could be correct, if you don’t see the evidence you need to eliminate it. The Fundamental Rule in Action Let’s work on identifying and eliminating wrong answer choices for a real ACT Reading question. Here’s the question: When the narrator refers to the cosmonaut as "a man without a country" (lines 83-84), she is most likely directly referring to the: A. cosmonaut's feeling that he is now a citizen of space, not the former Soviet Union.B. cosmonaut's unrealized expectation that he will be treated like a hero.C. political transformation that occurred while the cosmonaut was in space.D. sixteen months that the cosmonaut spent in orbit around Earth. And here’s the section of the passage you’ll need to refer to: I nod or laugh on cue, while I try to read upside-down a story in the would-be journalist’s newspaper that has caught my eye. It is about the Russian space station and the cosmonaut who had been up in orbit during the takeover attempt and ultimate dissolution of the Soviet Union. After sixteen long months, they are bringing the capsule back. While the train carries me back to my current home and away from my former, I keep thinking about that poor cosmonaut coming back to find his whole world changed, to find himself a man without a country - at least without the country he left behind. L8r, h8rs Step 1: Figure Out What the Question Is Asking We know the answer is related to a specific detail in the text based on the phrase "directly referring to" in the question, and we're given the line number, so we can find it pretty easily.The question could be rephrased to read â€Å"What fact from the passage does the phrase ‘a man without a country’ refer to?† Our goal is to find a direct connection in the passage between a fact stated by the narrator and her description of the cosmonaut. Step 2: Read the Lines Referenced in the Question Here's the sentence containing the "man without a country" line: While the train carries me back to my current home and away from my former, I keep thinking about that poor cosmonaut coming back to find his whole world changed, to find himself a man without a country - at least without the country he left behind. Just reading those lines doesn’t quite give us the information we need.We have to read the whole paragraph - there must be something before that sentence that explains why the narrator says what she says about the cosmonaut. Based on the rest of the paragraph, it seems like what triggered the â€Å"man without a country† line was the fact that the cosmonaut’s home country, the Soviet Union, was dissolved while he was in space. The article the narrator reads is about "the Russian space station and the cosmonaut who had been up in orbit during the takeover attempt and ultimate dissolution of the Soviet Union." (bolding added for emphasis) The end of the lines referenced in this question, "at least without the country he left behind," really brings this point home.The phrase referenced in the question ("man without a country") could ONLY be referring to the political changes between the Soviet Union as the cosmonaut knew it before he left and the country he will find when he arrives home. Step 3: Go Through the Answer Choices, and See Which One Sticks! Choice A:cosmonaut's feeling that he is now a citizen of space, not the former Soviet Union This is an example of a plausible interpretation answer choice. It would be reasonable to infer that the cosmonaut could have this feeling after being in space for so long, butnowhere in the passage is this feeling referenced. No matter how tempted you are to pick these types of choices, remind yourself that nothing short of concrete evidence should be enough to sell you on an answer choice. Cross it out! Choice B:cosmonaut's unrealized expectation that he will be treated like a hero This is an example of an irrelevant answer choice. This has nothing to do with anything in referenced in the passage about the cosmonaut.Don’t let answers like this trick you - even if you think this is a possible scenario, you can’t make any assumptions on the ACT. Cross it out! Choice C:political transformation that occurred while the cosmonaut was in space This answer choice looks good. We can find direct evidence in the paragraph above for this answer.We know that the cosmonaut â€Å"had been up in orbit during the takeover attempt and ultimate dissolution of the Soviet Union.† This is what is being referenced in the line cited in the question.The cosmonaut is coming back to â€Å"find his whole world changed† in a political sense. Keep this one! Choice D:sixteen months that the cosmonaut spent in orbit around Earth This is an example of a concept jumble answer choice. Yes, the cosmonaut did spend sixteen months in space. This is directly stated in the passage (which is what makes this answer different from a completely irrelevant choice). However, the fact about him spending sixteen months in space doesn’t answer the question that’s being asked.The concepts of the cosmonaut being â€Å"a man without a country† and the length of his time in space are not meaningfully linked by the author of the passage. Cross it out! Ok, looks like we’re bubbling in C! This process might not take as long on the test, but it’s helpful to walk through it and see the steps so you can understand exactly why all three incorrect answers can be eliminated. Once you accumlate enough practice, eliminating wrong answers will seem second-nature! Summary The fundamental rule of ACT reading is that three out of four answer choices can always be eliminated! The types of wrong answers you’ll see include: Irrelevant answer choices Opposite answer choices Concept jumble answer choices Plausible interpretation answer choices Every question you see on the ACT Reading section can be answered correctly by eliminating these types of answer choices until you are left with the one option that is evidenced directly in the text. Remember that, and you’ll ace this test! What's Next? Need more tips for ACT Reading? Take a look at these articles on how to read passages, how to answer vocabulary in context questions, and how to avoid running out of time. You should also check out this article on what's tested on the ACT Reading section and this one on the four types of passages you'll see. Now that you have all this great insight into the ACT Reading section,take a practice test to hone your skills even more! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this 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:

Saturday, February 29, 2020

Activities for Building Student Character

Today, it is a topic to include character education in educational programs. According to Jakarta Post (May 22, 2009), character building is a missing link in the Indonesian curriculum. Among them, it is pointed out that the Indonesian curriculum focusing on students who passed the national exam had forgotten the core of education; this seems to grow people physically, academically, and spiritually It is to educate. Ironically, Indonesia is a country that can win the International Science Olympic Gold Award and is one of the most corrupt countries in the world (Wisnu, 2009). The framework of role construction such as six pillars developed by the Josephson Institute of Ethics will lead us to when to consider the role of students. The six pillars are based on several key criteria that allow trusted, respectful, responsible, fair, considerate, and citizenship, and that the students theoretically fully develop I will cover it. One thing is certainly the subject of school personality educ ation and student response, they will face exam questions, it is necessary Character construction will also occupy an important position. Textbooks are rewritten to create personality, nationalism, patriotism. All the students feel like Indians, and finally Indians. They are engaged in constructive activities and are asked to build a new India without poverty, dirt, and drowsiness. Sports and cultural activities are strongly encouraged. Athletes are caught young and receive intensive training to bring fair names to the country at various international conferences The paper If I become Prime Minister of India is 10th grade, 12th grade, and graduation class. Build a personality: If everything is constrained, students can not learn to think about themselves. However, we know that critical and creative thinking is an important skill in the modern knowledge economy. Students need to participate in practical activities, communicate with their colleagues, learn to cooperate, and raise citi zen's awareness. Paying excessive attention to preparing for exams may harm students and teachers. It leaves us a system that teacher's grades are based on the ability to pass a series of standard tests, not based on the actual student's grades. However, the modern working environment has little to do with standardized testing. It requires students to be effective communicators, creative problem solvers, and agile thinkers.