The Chosen By Chaim Potok Essays - American Literature, Literature

The Chosen by Chaim Potok One of the most emotional scenes from Chaim Potoks The Chosen is when Reuven goes with Danny Saunders to talk to his father. Danny has a great mind and wants to use it to study psychology, not become a Hasidic tzaddik. The two go into Reb Saunders study to explain to him what is going to happen, and before Danny can bring it up, his father does. Reb Saunders explains to the two friends that he already known that Reuven is going to go for his smicha and Danny, who is in line to become the next tzaddik of his people, will not. This relates to the motif of Individuality and the theme of Dannys choice of going with the family dynasty or to what his heart leads him. The most developing character from the novel is Reuven Malter. One of the ways that he developes in the novel is in hus understanding of friendship. His friendship with Dfanny Saunders is encouraged by his father, but he is wary of it at first because Danny is a Hasid, and regards regular Orthodox Jews as apikorsim because of the teachings of his father. Reuven goes from not being able to have a civil conversation with Danny to becoming his best friend with whom he spens all of his free time, studies Talmud and goes to college. Reuven truly grows because he leans, as his father says, what it is to be a friend. Another way that Reuven grows is that he learns to appreciate different people and their ideas. He starts out hating Hasidim because its the pious thing to do, even though his father (who I see as the Atticus Finch of this novel) keeps telling him that its okay to disagree with ideas, but hating a person because of them is intolerable. Through his friendship with Danny, studies with Reb Saunders, brief crush on Dannys sister (who was never given a name), and time spent in the Hasidic community, he learns that Hasids are people too with their own ideas and beliefs that are as valuable as his. He learns why they think, act, speak, and dress the way that they do and comes to grips with the fact that he doesnt have a monopoly on virtue. A third way in which Reuven grows, though the book doesnt really talk about it a great deal, is in his appreciation of life, or chaim in Hebrew. He almost loses his vision, his father nearly works himself to death, six million Jews are butchered in Europe, and Dannys brothers poor health threatens Dannys choice to not become a tzaddik. When his eye is out of order he cant read, and indeed does remark that its very difficult to live without reading, especially with a voracious appetite for learning such as his. His father almost dies twice and he talks about how difficult it is to live all alone in silence (which is a metaphor alluding to Dannys everyday life) for the month while his father is in the hospital. He sees Reb Saunders and his father feeling the suffering of the six million dead, Saunders by crying and being silent, David Malter by working for the creation of a Jewish state and being a leader in the movement, in addition to teaching at a yeshiva and adult education classes. And of course Danny is very worried by his brothers illness (hemophillia?) because if he dies it will be even harded for Danny to turn down his tzaddikship. By the end of the book, Reuven Malter is a very changed character. Potok is an expert with using allusion and metaphor. Very subtly throughout the book he uses this for the purposes of renforcing his points, foreshadowing, and to make the book a better read when youve read it previously and know the outcome. One example of this, one that I missed the first time I read the book in 7th grade is the paragraph at the end of chapter nine where Reuven is sitting on his porch and sees a fly trapped in a spiders web with the arachnid builder approaching. He blows on the fly, first softly, and then more

Common Information Security Threats Essay Essay Example

Common Information Security Threats Essay Essay Example Common Information Security Threats Essay Essay Common Information Security Threats Essay Essay The cyberspace is about 40 old ages old and is go oning to turn at a rapid gait. This rapid growing and usage of the cyberspace for practically everything you can make in life has besides cause a major addition in menaces. Cyber-criminals are frequently interrupting into security on many major web sites and doing the intelligence. Information Security is turning into an of import portion in protect a business’s information. Amazon. com website went online in 1995 ( Byers. 2006 ) . Amazon offers there services and merchandises through the website Amazon. com to many states around the universe. which includes: United States. Canada. France. Spain. Japan. Italy. Germany. United Kingdom. and China ( Amazon. 2012 ) . Amazon has been around for about 17 old ages and uninterrupted to be a successful concern. One of the ground for this is because Amazon puting clip in Information Security. Amazon has a monolithic sum of information on waiters around the Earth contain sensitive informa tion. non merely information for Amazon but besides for Amazon’s clients. Some illustrations of the information Amazon maintains on the waiters they own: merchandise information. warehouse information. name centre information. client service information. service information. client history information. bank information. cloud calculating information. digital media download information. and reappraisals of clients for merchandise information ( Amazon. 2012 ) . There will ever be some sort of the possible hazards to the information maintained by any concern or individual because new exposures are found every twenty-four hours. Just late. on August 7. 2012. a wired magazine reporter’s information stored on his Google history. Twitter history. MacBook. iPad. and iPhone where erased without the user desiring this done. A hacker that goes by the name of Phobia comprised the newsmans Amazon history with a security feat. The security feat allowed Phobia to entree the reporter’s Amazon history by naming and resetting the watchwords over the phone with the newsmans compromised AppleCare ID and Amazon ID ( Kerr. 2012 ) . Amazon responded with the following. â€Å"We have investigated the reported feat. and can corroborate the feat has been closed as of yesterday afternoon ( Kerr. 2012 ) . † Another major breach in security for Amazon occurred on the Zappos. com. which Amazon besides owns. 24 million histories where compromised. which included the following history information: names. transportation references. charge references. phone Numberss. and email references ( Vilches. 2012 ) . Zappos CEO Tony Hsieh wrote in an electronic mail that the hackers gained entree to the internal web of Zappos leting the hacker’s entree to the waiter that was in Kentucky. On October 28. 2011 a research worker uncovered a monolithic security defect in the Amazon Cloud service that is provided by Amazon ( Hickey. 2011 ) . A squad of German research workers found a manner that hackers would be able to entree user histories and informations. The methods of onslaught the security research workers found that the Amazon Cloud service was vulnerable to where signature wrapper and cross site scripting. XML signature wrapping onslaughts were developed that could wholly take over a user history with decision maker permissions for the Amazon Cloud histories. The AWS interface could besides be manipulated to run an feasible codification and make cross-site scripting onslaughts. The research workers said that they had entree to all the client informations. including hallmark informations. items. and watchwords ( Hickey. 2011 ) . There are many other exposures for Amazon that may be but are non known. Intruders ( hackers ) are a major menace for Amazon as proven from the antecedently listed illustrations. When the onslaught is done by a little group or merely one individual the menace will fall into the unstructured class ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . Menaces caused by onslaughts by hackers that are in a condemnable group are known to fall into the structured class ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . Physical security is of import to retrieve because if a hacker can acquire into the internal web and substructure. it can be much easier to derive unauthorised entree to the web. Information Security hazard analysis is used to entree the exposures. menaces. and how to put controls for an organisation ( Whitman. 2011 ) . List of what can be vulnerable: Web Waiters. Computer Servers. Routers. Client. Databases. Firewalls. Software. Power. and Transmission. List of menaces: Denial of Service Attacks. Spoofing and Masquerading. Malicious Code/Virus. Human Errors. Insider Attacks. Intrusion. Spamming. and Physical Damage to Hardware. List of costs: Trade Secrets. Client Secrets. Trust. Lost Gross saless. Clean up Costss. Information. Hardware. Software. Services. and Communication. List of controls to be used: Firewalls. IDS. Single Sign-on. DMZ. Security policy. Employee Training. Configuration of Architecture. and Hardening of Environment. All of these lists can be put into a chart to assist organize a hazard analysis and apparatus controls to be used for Amazon ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . The legal. ethical. and regulative demands for protecting informations demand to be thought about when it comes to Information Security. Statutory Torahs. administrative Torahs. and common Torahs presently exist and are involved in computing machine security. New cyber Torahs are being defined by the tribunals. but none of these Torahs have been used yet ( Conklin. White. Williams. Davis. A ; Cothren. 2012 ) . In 1986. the Computer Fraud and Abuse Act ( CFAA ) was established to do it a offense to entree computing machine systems when non authorized. Amazon has been around for 17 old ages and has a good path record for catching security hazards and piecing them rapidly. With the cyberspace go oning to turn at such a rapid gait. Amazon and everyone desiring to keep their informations unity needs to tight down on their Information Security protocols. Information Security is turning into an of import portion in protect a business’s information. MentionsAmazon. ( 2012 ) . Amazon. Retrieved from hypertext transfer protocol: //www. virago. com Byers. A. ( 2006 ) . Jeff Bezos: the laminitis of Amazon. com. New York. New york: The Rosen Publishing Group. Conklin. A. . White. G. . Williams. D. . Davis. R. . A ; Cothren. C. ( 2012 ) . Principles of Computer Security: CompTIA Security+ and Beyond ( Exam SY0-301 ) ( 3rd ed. ) . New York. New york: McGraw-Hill Company. Hickey. A. R. ( 2011. October 28 ) . Researchers Uncover ‘Massive Security Flaws’ In Amazon Cloud. Retrieved from hypertext transfer protocol: //www. crn. com/news/cloud/23190911/researchers-unconver-massive-security-flaws-in-amazon-cloud. htm Kerr. D. ( 2012. August 7 ) . Amazon addresses security feat after journalist drudge. Retrieved from hypertext transfer protocol: //news. cnet. com/8301-1009_3-57488759-83/amazon-addresses-security-exploit-after-journalist-hack/ Vilches. J. ( 2012. January 16 ) . Amazon owned Zappos hacked. Retrieved from hypertext transfer protocol: //www. techspot. com/news/47060-amazon-owned-zappos-hacked-24-million-accounts-compromised. html Whitman. M. E. ( 2011 ) . Readings and Cases in Information Security: Law and Ethical motives. New York. New york: Cengage Learning.

Little Picture Questions in SAT Reading 5 Key Tips

Little Picture Questions in SAT Reading 5 Key Tips SAT / ACT Prep Online Guides and Tips Little picture, or detail, questions make up a significant amount of questions on the SAT Critical Reading sections. Of 4 post-2005 publicly available tests I surveyed, little picture questions accounted for 25% of all passage-based questions and 17% of all SAT Reading questions. This means that it is well worth your time in your SAT Reading prep to make sure you can consistently answer little picture questions accurately and in a reasonable amount of time (what that range is for accuracy and reasonableness will depend on the score you are aiming for). In this article, I’ll provide examples of the different ways the SAT will ask you to use little picture skills, explain the SAT Reading strategies you can use to help with these questions, and end with a walkthrough of a sample questions. First, however, I’ll explain what exactly I mean by â€Å"little picture† questions. Note:The advice in this article is still relevant for the new SAT (March 2016 and beyond), but some of the examples haven't been updated yet. feature image credit: Miniature Fimo Nikon D80 by 55Laney69, used under CC BY 2.0/Cropped from original. What Are Little Picture Questions? Little picture questions are questions that ask you to find specific details from a passage. Moreover, you will not just be asked about details at random; SAT Reading questions asks you specifically about details that are vital to understanding the passage (even though you don’t necessarily have to read the whole passage to find these details). For example, you might be asked, based on information from the passage, what the milky blue that appears around the edges of older dogs’ eyes signifies (cataracts); you would NOT, however, be asked the color of the film (unless that had greater significance in the passage as a whole). I’ve divided up little picture questions into two types: Type 1: Find The (Paraphrased) Detail Type 2: Given Line Information, Find What A Word/Phrase Refers To Type 1: Find the (Paraphrased) Detail These questions, which ask you to find a particular detail in the passage (sometimes paraphrased in the answer choice, sometimes stated directly using the same words as the passage), make up the majority of little picture questions. There are two ways in which the SAT Reading will ask you to fact find: 1. Find the Information in a Specific Place By far, questions that give you a location and ask you to find the detail to answer the question are the most common type of little picture question (more than half). Sometimes, you'll have to paraphrase the detail (meaning the passage uses slightly different wording than the correct answer choice). This is most often the case with questions that ask things like the following question: â€Å"Which of the following views of conflict is best supported by lines 37-40 (â€Å"These . . . one†) ?† To answer this question, you must first go to the lines cited in the question... "These places have interesting frictions and incongruities, and often, if you stand at the point of tangency, you can see both sides better than if you were in the middle of either one." ...and paraphrase the information contained in those lines. Only after that should you look at the answer choices to see what matches. In this case, the correct answer is (E) You can learn more about two parties in conflict as an observer than as an involved participant. Depending on how complex the passage is, detail questions with specific line information can require some vocab knowledge. Here's an example of a question where that might be the case: â€Å"The author initially responded to Herd’s request â€Å"with condescension† (lines 13-14) because the author† Lines 13-14: "I still blush at the fact that I went to graduate school to become a historian in order to contribute to the Black Struggle for social justice and yet met her request to write a history of Black women in Indiana with condescension." Now, if you don’t know what â€Å"condescension† means, the question might be tricky. If there is a word you don't know in the question or passage, context clues can often help. In the case of the question above, going on to read the next sentence will help you answer the question without needing to know what â€Å"condescension† means: "I had never even thought about Black women as historical subjects with their own relations to a state’s history, and I thought her invitation and phone call extraordinarily intrusive." Since this sentence is an explanation of the previous sentence, you don't even need to know what "condescension" means to figure out why the author responded to Herd's request "with condescension;" instead, you can just paraphrase the explanatory sentence above to get the answer to the question: (E) viewed Herd’ s request as irrelevant and presumptuous. Of course, if you also don't know the word "presumptuous" (or other words in the answer choices), process of elimination may be your best bet (more on that in Strategies). I've gathered what I think are good examples of detail/little picture questions with location information below, so you can get an idea of how these questions are worded: â€Å"Passage 1 suggests that the Fermi Paradox depends most directly on which assumption?† â€Å"The fourth paragraph (lines 50-56) indicates that Plato’s principal objection to â€Å"poetry† (line 50) was its† â€Å"The comment about â€Å"a new medium of artistic expression† (line 62) primarily suggests that† â€Å"The â€Å"porcupine women of this world† (lines 76-77) are best described as people who† â€Å"Ultimately, Cecil views his remark in line 34 (â€Å"It . . . now†) as† â€Å"The primary reason described for the usefulness of the theory mentioned in line 57 is its ability to† â€Å"In the quotation in lines 61-64, George Will primarily draws attention to† â€Å"Lines 30-34 (â€Å"In spite . . . persevered†) suggest that the author believed that† â€Å"In lines 40-43 (â€Å"Moonless . . . Sun†), the narrator’s comment about the â€Å"arrangement† demonstrates a preference for" 2. Find the Information in a Non-Specific Place The information needed to answer these questions is somewhere in the passage, maybe even narrowed down to a few paragraphs/generalization like â€Å"end of the passage,† but you aren't given specific lines. Because exact location information is not given, the wording of the questions is often even simpler than it is for questions for which you do have specific location information. Sometimes, the words in the question are taken directly from the text. At other times, just as for Type 1, a little paraphrasing is required. Some examples: â€Å"Which statement about the Fermi Paradox is supported by both passages?† â€Å"At the end of the passage, the author suggests that it would be ideal if the† â€Å"According to the author, too much energy today is spent debating† â€Å"In the first two paragraphs of the passage (lines 1-23), the author suggests that both sides of the debate† â€Å"Both passages support which of the following conclusions about Earth’s carrying capacity for humans?† â€Å"Darwin (lines 1-13, Passage 1) and Meek (lines 45-51, Passage 2) serve as examples of† â€Å"Both the author of Passage 1 and the â€Å"experts† mentioned in line 53 of Passage 2 directly support the idea that† Rare Question Types While the majority of little picture questions that ask you to find the (paraphrased) detail are phrased as shown above, there are a couple of rarer question types that I think are worth mentioning. The first of these are the "NOT/EXCEPT" questions. They are relatively rare (I found four examples out of 480 passage-based questions) and generally look something like this: â€Å"The author makes use of all of the following EXCEPT† These questions can be tricky because there will always, ALWAYS be at least one answer choice that banks on you forgetting the "EXCEPT" and, instead, saying to yourself "Aha! The author makes use of this, so it's the right answer." Not that I have ever done this myself. No. Of course not. Even rarer than "NOT/EXCEPT" questions on SAT Reading are what I call the "I, II, III" questions. Here's an example of what I mean: Which of the following can be found in both passages? I. A theory about how people originally traveled to Boston II. An exact date Boston was initially settled III. Reference to possible sources of food for early Bostonians. (A) I only (B) II only (C) I and III only (D) II and III only (E) I, II, and III Fortunately, this is one case where the question looks more obnoxious than it is. Why? Because you can use process of elimination to your advantage. Let's say you are able to immediately cross out statement II - the passage contains no information about an exact date when Boston was initially settled. That means that you can eliminate answer choices (B), (D), and (E) right away, and can focus your efforts on statement III (if it's true, then (C) must be the correct answer; if it's false, than (A) must be the correct answer). Clock Face by David~O, used under CC BY 2.0/Cropped from original. Type 2: Given Line Information, Find What a Word/Phrase Refers to These are detail questions where you are given a word or phrase (in a specific line) and asked what it's referring to. In some ways, these questions require you to use skills similar to those you'd need for vocab in context questions, but unlike with vocab in context questions, the correct answer will be very specific to the passage. For example, if a little picture question asks about what the word â€Å"death† refers to, the answer choices won’t be â€Å"the absence of life, the cessation of movement, the end of a fad,† and so on (which would be possible answers if the question was something like "In line 42, the word "death" most nearly means"). Instead, answer choices to detail questions will be highly specific, like â€Å"the neglect of older cultural monuments.† These questions require taking another step because you don’t just have to go to the lines in question to find the detail – you have to figure out what that detail is referring to (which is not necessarily included in the cited lines). I've seen these words (where you have to find what they refer to) called "compression nouns" by Meltzer. Personally, I think of questions that ask you to find what a particular word or phrase refers to as very similar to Prounoun/Antecedent questions on the Writing section; like pronouns, these words refer back to other words/things. Here are some examples of questions that give you a phrase or word and ask you to find the detail it refers to: â€Å"Based on information presented in the passage, which best describes what Georgia was â€Å"tired of † (line 8) ?† â€Å"In lines 63-64, â€Å"psychological reality† describes which quality?† â€Å"As described in lines 17-23, the â€Å"practice† refers to the† â€Å"The phrase â€Å"horrible immensities† (line 54) primarily indicates† SAT Reading Strategies for Mastering Little Picture Questions I've list the following strategies for answering little picture questions in no particular order, since the order you choose will depend on the way you read the passage. (1) To answer little picture questions, start by figuring out what the key information the SAT is looking for in the question. Take the following question: â€Å"Which challenge is emphasized by the author in the final paragraph (lines 73-77)?† Now, here's the key information I extracted from that question: â€Å"final paragraph† (location information) â€Å"challenge† (you’re looking for something that was difficult) maybe â€Å"author† (if there are other people who could be emphasizing challenges in that context, then specifying that you're looking for a challenge emphasized by the author is important; otherwise, the author thing is pretty much something you can take for granted) (2) Figure out where in the passage the detail being asked about is (if you aren’t given the exact lines outright) and read the relevant section slowly. How do you find the detail if you aren't given the exact lines outright? While sometimes the questions use the same language as the passage, and all you have to do is scan the passage for the words used in the question to get your answer, this is not always true. In these cases, your best bet is to turn to the answer choices and see if you can find those in the text instead (and then if you don't find an answer choice in the text, you can eliminate it!). Because searching for these details can take up way too much time, I would recommend starting with questions that include location information and then moving on to those that lack location information. (3) You can try to quickly answer the question in your own words as well, even though the answer choices are sometimes taken word-for-word from the text. Putting the answers in your own words helps prevent you from falling into â€Å"I recognized the phrasing so I’ll just choose it† trap (when in fact the SAT has sneakily reversed the meaning on you). (4) As always, process of elimination is hugely helpful with these questions – if the text directly contradicts an answer choice, you can cross it out with no worries. (5) I almost always do little picture questions first on each passage. For me, hunting for the details gets me acquainted with the passage without having to read the whole thing. Plus, detail questions are easy points because they often involve nothing more than finding what is stated in the text. The order you answer questions in, however, will depend on your reading strategy and what works best for you. If you tend to read the passage thoroughly first, I would recommend answering big picture questions before moving on to little picture questions. That way, you can answer questions about the whole passage before getting lost in the details. If you read the questions first, absolutely start with level one little picture questions (get them out of the way). Answering these questions can give you a better idea of the way the essay is laid out. The only reason not to start with little picture questions would be if you are concerned it might disorient you and make it harder for you to answer other types of questions. If you skim, then answer questions, it could go either way. Skimming can help you form a mental map of where certain details are more likely to show up, which means answering detail questions first would be good...but answering detail questions first also might get you bogged down in detail too quickly and make it harder to answer big picture questions. Ultimately, you need to do some trial and error on your own to figure out which is most effective for you by using each method on multiple practice Reading questions (including SAT Reading sections as well as full length practice SATs). The strategy you get the most points with is the one to go with. Walkthrough To wrap up this article, I'm going to go through an example and apply strategies in my own order (you might find that using the strategies I mention above in a different order works best for you). The question: â€Å"According to lines 41-46 (â€Å"When I . . . crossfire†), the author’s initial goal was to† (A) consider the perspectives of both the American doctors and the Lees family to see what insights might develop (B) serve as a counselor to the county hospital’s Hmong patients in order to ease their anxieties (C) work out a compromise between the American doctors and the Lees family (D) acquire a greater knowledge of how the American medical culture serves patients (E) try to reduce the misunderstandings between the American doctors and the Lees family and promote good will The relevant lines: "When I first came to Merced, I hoped that the culture of American medicine, about which I knew a little, and the culture of the Hmong, about which I knew nothing, would somehow illuminate each other if I could position myself between the two and manage not to get caught in the cross-fire." Step 1: What key info is being looked for in the question? Hmm...what was the author's â€Å"initial goal†? Initial = first, goal =†¦goal. So what was the first thing the author wanted to do? Step 2: Find the passage and read the lines carefully Well, I already found the passage (because the lines are given), but now it's time to read carefully (maybe looking for a word like â€Å"first† or â€Å"initial†). "When I first came to Merced, I hoped that the culture of American medicine, about which I knew a little, and the culture of the Hmong, about which I knew nothing, would somehow illuminate each other if I could position myself between the two and manage not to get caught in the cross-fire." Step 3: Answer in my own words So the passage says that at first the author wanted to stand between the two cultures (American medicine and Hmong). Probably not literally. â€Å"hoped† that they â€Å"would somehow illuminate each other† = hoped that could learn from them? Probably? Bah. Let’s look at the answer choices. (A) consider the perspectives of both the American doctors and the Lees family to see what insights might develop This seems like it could be right –the author definitely wants to consider two different perspectives. Not sure about the rest of the answer choice – might need more context than just the lines cited in the question. (B) serve as a counselor to the county hospital’s Hmong patients in order to ease their anxieties Uh, no, there’s nothing about being a counselor. Can double check context though. (C) work out a compromise between the American doctors and the Lees family Seems like it could be possible, I guess. Except that the first thing the author hopes is that the cultures illuminate each other, not that the author can make a compromise. So maybe a compromise came later, but the illuminating came first. (D) acquire a greater knowledge of how the American medical culture serves patients I mean, sort of? The relevant lines do say something about American medical culture. But nothing about how it serves patients. (E) try to reduce the misunderstandings between the American doctors and the Lees family and promote good will Nothing in the lines cited about promoting goodwill. Looks like I might need a little more context to answer the question. What about the line before the cited lines? â€Å"This is especially true when the apposition is culture† What is â€Å"this†? Or â€Å"apposition?† Hmm let’s see what the line after the cross-fire line is, maybe that’ll be less work. I can always go back to the line before â€Å"This†¦culture† if I need to. â€Å"But after getting to know the Lees family and their daughter’s doctors and realizing how hard it was to blame anyone, I stopped analyzing the situation in such linear terms.† Aha! â€Å"stopped analyzing† meaning that analyzing is what the author WAS doing. Let’s take a look at the answers again. (A) consider the perspectives of both the American doctors and the Lees family to see what insights might develop Yes, author was doing analysis! I’ll double check the others to make sure I can eliminate them. (B) serve as a counselor to the county hospital’s Hmong patients in order to ease their anxieties Nope, even less supported now. ELIMINATE. (C) work out a compromise between the American doctors and the Lees family Nope, compromise ≠  analysis. ELIMINATE. (D) acquire a greater knowledge of how the American medical culture serves patients I mean, that’s part of the goal, but not the whole thing . Also why the â€Å"serves patients†? Not part of the point. The author just didn’t know about the American medical cultural in general. ELIMINATE. (E) try to reduce the misunderstandings between the American doctors and the Lees family and promote good will Nope, no reducing or promoting here! ELIMINATE! To triple check, what was that thing that â€Å"This is especially true when the apposition is cultural† was referring to? Looks like it was referring to part of the previous sentence: "...if you stand at the point of tangency, you can see both sides better than if you were in the middle of either one." Even more confirmation: you can see both sides better does not equal being a counselor, or creating a compromise, learning about how to serve patients, or promoting goodwill. Answer must be (A). Actually answering these questions on the SAT will probably not take nearly this long, because you won’t have to (nor should you) write out complete explanations for every reason to reject the answer like I just did. If you find you’re taking longer than 30-45 seconds on a question, circle it and come back to it later. SAT Reading Practice Questions Intro material and relevant paragraphs for questions 1-3: The following passage is from a 1991 essay that discusses the debate over which authors should be taught in English classes. 1. Lines 30-39 (â€Å"In school . . . cultures†) present a model of education where students learn to (A) value cultural diversity over tradition (B) respect the views of both sides of the debate (C) reflect critically on the nature of American schooling (D) differentiate between classic and contemporary works (E) explore the world through wide-ranging reading 2. In lines 54-60 (â€Å"School . . . say†), the author describes a world in which schools teach books that are (A) interesting (B) celebrated (C) uncontroversial (D) not obviously relevant (E) not likely to inspire 3. Lines 60-64 (â€Å"Being . . . teenagers†) suggest that excluding a book from a reading list might (A) enhance the reputation of the book’s author (B) encourage students to protest the decision (C) influence course curricula nationwide (D) appease conservative parents (E) disappoint the book’s fans Intro material and relevant paragraphs for questions 4-6: The following passage is adapted from a book published in 1999. 4. The â€Å"dark cloud† mentioned in line 4 refers to an (A) atypical diagnosis (B) unsupported hypothesis (C) unknown threat (D) evil influence (E) important contradiction 5. Which pairing best represents the different models of the universe presented in lines 7-14? (A) Big and little (B) Old and new (C) Complex and simple (D) Verified and undocumented (E) Theoretical and practical 6. The author uses the â€Å"automobile† (lines 45-46) to represent equations that (A) demand a professional’s attention (B) are intrinsically unreliable (C) do not work together effectively (D) can be easily adjusted if necessary (E) are based on dated mathematics Answer key (scroll down when ready): 1. E 2. D 3. A 4.E 5. A 6. C Summary of SAT Reading Strategies for Little Picture Questions Find the key information in the question and/or put the question in your own words. Read the indicated part of the passage carefully, looking for context if necessary (especially if you’re being asked what a word or phrase refers to). Answer in your own words and find the answer that matches that answer. Eliminate three wrong answers. What’s Next? â€Å"Where can I find more official practice questions?† I hear you cry. Never fear – we have a complete guide to finding official SAT practice tests, including free links! Interested in more SAT Reading skills articles like this one? We’ve got articles on big picture, words in context, inference, and paired passage questions, or you can just go toour ultimate SAT Reading study guide to find a list of all of our Reading skills articles. Not sure how you’re supposed to finish the SAT Critical Reading section without running out of time? Learn about three different ways to read the passage on the SAT. Need structured help? Try our very own PrepScholar test prep platform. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

The European Economic Community Essay Example | Topics and Well Written Essays - 2250 words

The European Economic Community - Essay Example This resulted in the benefits of four freedoms namely, capital, labor, products and services to the European community. In subsequent years, the movement gathered momentum, and as the policies of liberalization and globalization started having bigger impacts on the world polity, the EEC saw more relevance for it. Stated objective of formation of EEC is of course protecting the economic interests, but the region has also learnt quite a few lessons from the history as well. Germany used to be a loose confederation of independent states till 1870. On January 18, 1871, these states united under a Prussian king who had the title â€Å"Kaiser, of the German Empire†. Bismarck was the first Chancellor or Prime Minister of the unified Germany. This resulted in gradual expansion of Germany and alternation of distribution of power within Europe and a new world order (Henig, 2002). This shift is balance of power made the group of nations like Britain, Russia and France together. Gradually the imperialistic urge started crossing the borders and entered into the African region. All such events led to the two world wars and massive devastation on all sides. Therefore, formation of a common platform is also the efforts towards averting the recurrence of such wars. The stated objectives for the EEC in clude2; The common commercial policies are an important step towards safeguarding the interests of the region particularly while dealing with the outside world. After the treaty of Rome, a need was being felt to serve the interests of the customs union with a Common Customs Tariff (CCT) to deal with the third parties. Established by Article 113 [133] of the Treaty of Rome, Common Commercial Policies therefore took shape in 1961 to safeguard the common interests of the EU nations3. This effectively meant that the EU region will act as one country while

Why did men like Joseph Plumb Martin join the army Essay

Why did men like Joseph Plumb Martin join the army - Essay Example Most of the recruits were young and army provided them with an opportunity to escape home and experience adventure of fighting against their enemy. But unfortunately, the reality was far from the rosy picture as envisaged by the new recruits. The common soldiers were faced with huge hardships where food had become scarce and proper clothing a distant dream. The long drawn battle of American army had severely affected the welfare of the soldiers. The new recruits were just sent to the front to fight with enemies without training. They were also not only deprived of adequate food and shelter during tough weather conditions but were also not paid their wages on time. Martin asserts that ‘I well know, for I have fought by their side’ (183). The delivery of supplies for food and other goods use to become difficult due to weather conditions which resulted in starvation and death. Most of the recruits went to fight without training because they felt that it was their moral duty to fight for their country. Hence, need for training was not important for the common soldier. The young recruits later became accustomed to the grim conditions of the war but were unable to do anything except accept the situation.

Interreligious Dialogue Essay Example for Free

Interreligious Dialogue Essay Dialogue with respect to theological pluralism Statistics show that most of the world’s population is affiliated with some type of religion, with Christianity and Islam encompassing slightly over 50% of the population. Though interreligious dialogue is beneficial in gaining a better understanding of another’s religion, is it possible to hold one’s religion as being the absolute truth while engaging in an open interreligious dialogue with another religion? Many spiritual people will tend to be theological exclusivists, because a lot of the religions are divided and differ in many ways from one another, but they must accept the values and beliefs of other people if they are to remain truly faithful to the conviction of their traditions. Interreligious dialogue in a broad sense is being in communication with someone of a different religion to increase the understanding of one’s own religion or tradition as well as others. Since half of the world’s population is either Christian or Muslim, we will take a look into the differences these religions shares. One of the main issues is developed in Klostermaiers book, In the Paradise of Krishna. It exemplifies some of the differences religions tend to hold, such as the discussion between Muslims and Christians on where the role of Jesus stands in Senestant 2 connection to God. Muslims agree that Jesus was an important figure and served a purpose as a great teacher of righteousness, but fail to see his true connection with God the Father. They claim that he is only a prophet sent by God but not equal to God. The position Klostermaier takes on Jesus, or ‘Son of Man’, is that he is the movement towards God in every being. He is what ultimately allows for us to have a relationship with God. The Son of Man only makes use of two basic distinctions: My Father on the one side everything else on the other. He doesn’t judge people based off of other people’s judgment or the rules set by man, rather he judges people based on their relation to the Father. Klostermaier also wants us to recognize that Christ is not an ‘avatara’. There were many people before Jesus’ time who were sent on this earth to save God’s people from particular calamities that were caused by mankind. Those people were very important because they were chosen by God to do his will. Noah’s obedience to God’s command to salvage humanity by building an arc to withstand the flood or Moses standing up to the Pharaoh and allowing his people to be set free are just a few instances of God’s sons who assisted in salvation. Saying Jesus is the ‘Only Son of God’ is putting a limitation on the abilities of God and not recognizing his full power. It also confuses the Muslim sect because of their belief that God sent many people throughout history who were a source of deliverance from any disaster that was occurring at the time. They are referred to as prophets therefore Jesus must also be a prophet and nothing more. Instead, he wants us to look at Christ as the movement to God Senestant 3 that will grant us ultimate salvation. He is the deciding factor that will determine whether we will enjoy eternity in the promise land or feel the wrath of God as we torment in hell. A second main issue in the book is dialoguing on a daily basis with familiar and unfamiliar religions. Before dialoguing with other people, it’s crucial to have a great understanding on your own religion. It’s very important to study and learn what your beliefs are founded upon, although it’s very time consuming and doesn’t aid in spiritual progress. While it is good to study and familiarize yourself with the religion you are currently practicing, it is also beneficial to converse with others about your religion as well. People tend to only see what’s on the surface because they are uneducated and misguided on certain areas and fail in attempting to delve deeper to find the true meaning of things. As you enter into dialogue with someone of an opposing religion, you must be very open-minded and unbiased to allow each other to learn things that aren’t obvious at first glance. It allows for a different perspective of who you think you are and helps you identify if you’re living and acting according to your beliefs. It’s also important to have inner dialogue with yourself. Meditating and reflecting on the impact our religion have in our lives and in our hearts. Is the essence of Hinduism and Christianity or any other religion we profess just words coming out of our mouths or does it directly impact our lives and allows us to live in peace and unity? These are the questions we must ask ourselves in helping to determine if we’re living in fallacy and wasting our time, or if we’re in accordance to Senestant 4 our beliefs. A starving old Brahmin talked about four kinds of people praying: â€Å"some pray that God should preserve their wealth, others that God should give them wealth. Those who asked for heavens were better; but those who neither had nor wanted riches and did not ask for heaven, but only wished to serve God for his own sake, they were the best. †(Klostermaier 95) Those people who only wished to serve God know of his magnificence and splendor and being connected to that will enhance their spirituality and respect for man and not traditions. This allows anyone from any religion to become like brothers and sisters. â€Å"If we insisted on our theologies – you as a Christian, I as a Hindu – we should be fighting each other. We have found one another because we probed more deeply, towards spirituality. †(Klostermaier 99) A third issue in the book is the idea of three persons in one God. Many established religions view God as being absolute and indescribable because of how minute we are compared to God. Other religions are able to grasp the physical nature of God and give him attributes and qualities which can only be possible if this God was visible. However, Christians hold the position that God is both of these things and can go between each form when necessary. This is seen by God revealing himself through his son Jesus Christ. Through him we’re able to become attached and have understanding of where our beliefs lie. When other religions look at Christianity, they view it as a religion without any real philosophy and that â€Å"it has taken its teachings from everywhere and justifies them by claiming to possess the only true revelation, to Senestant 5 dispense the only salvation† (Klostermaier 29). Therefore they see it as being immature when relating to religion. They even go as far as saying they’re uneducated on their religion therefore they can’t hold intelligent conversations and go in depth on the various issues that involve religion. I found this to be very true because as a Christian myself, I attempted to discuss religion with one of my atheist friends. After a few minutes went by, I realized I didn’t know as much as I thought. It led me to examining what I believed in and why. Towards the end of the conversation, I grew more respect for people who weren’t adapted to a particular religion and understood there’s a lot that can be learned from them. It showed me the unimportance of the different sects of religion and only claiming to a religion without close examination of it will lead to immaturity and idiocy. As a Sikh professor in Klostermaier’s book says, â€Å"Religion cannot be proved by logic – religion is inner experience. †(Klostermaier 31) This inner experience is affirmed through meditation as well as the various acts of people around you whom you have no association with. When looking at theological exclusivism versus pluralism, it is confusing as to whether they are relevant in deciding whether to converse with people of different religions. Looking only at theological exclusivism, it is the theological position that holds to the finality of the Christian faith in Christ. The finality of Christ means that there is no salvation outside the Christian faith. By definition, exclusivism seems to be self-contradictory. It contains the fact that Senestant 6 human beings are limited in the amount of knowledge they have and are unable to understand the infinite(God) to its fullness. However, followers of this concept are not restricted in believing that they are the only people that have the ability to be connected to God. They look at people of other religions as being infidels, not actually having a religious belief. They also claim to be the ones most devoted to God, when in all actuality; they are just followers of religious doctrine, created by man. Though the Bible was created by man, it was said to be created through spiritual guidance of the Most High. Every religious person who looks at the Bible sees it as being full of truth, which by nature is exclusivist. So everyone who follows the rules and guidelines the Bible have set in place is partially exclusivist. Since the Bible is considered as be exclusivist, it is only right to dwell on some of teachings it talks about. It talks about a God, who is full of mercy and compassion, one who loves all of his children and continues to love them through all the sins they have committed and continue to commit. It is a God that loved us so much that, â€Å"he gave his one and only begotten Son, that whoever believes in him shall not perish but have eternal life. † (Stoughton 897) A God of this nature does not sound like a God that will only come to save those who believe in Christ. Although that was his only ‘begotten son’, they are many people who do not have the opportunity to believe in such a religion. This can be caused by the way the person was rought up, or where the person was brought up, in which case Christianity was not the religion of choice. They are also instances of when someone dies prematurely and does not Senestant 7 have the opportunity to have a true relationship with Christ Jesus. These people shouldn’t be and are not exempt from the sanctifying grace of God. Th is is a God who created all of mankind in his image and likeness, so that everyone will have the ability to be saved. â€Å"God must be seen at the center of religions / The pluralistic contention is that all religions are fundamentally the same though superficially different. (Hick 42) The pluralist believes that the world religions are true and equally valid in their communication of the truth about God, the world, and salvation. This is also backed by the Larousse Dictionary of Beliefs and Religions, which says that other religions possess â€Å"validity and truth in their own right / These religions are understood as different cultural reflections or expressions of the same divine reality and as such constitute legitimate ways to God† (Larousse 437). This seems to make the most logical sense because we are not sole-bearers of the truth. We were only created to praise and give worship to the Almighty. Since this is true, we will all have our own understanding and interpretations about who God is, what our place is in this world and why we were created, and the steps in receiving salvation. At the core of our beliefs we hold the same truths, but slightly differ in minor details. Some examples are the day in which we should attend mass or how often we should pray. Yes these things are important and are what gives meaning to our life, but God only requires us to recognize who he is and the impact he has in our lives. By whatsoever way men worship Me, even so do I accept them; for, in all ways, O Partha, men walk in My path. † Senestant 8 (Bhagavad-Gita 4. 11) God is evident in all religions that have him in its center. As long as his followers stay true to the doctrine their religion provides, God will have favor on them. Many of the religions out there share these commonalities so they should be treated with equa lity when evaluating their doctrine with respect to God. In the sense of interreligious dialogue, the idea of being a theological exclusivist is irrelevant. It does not bring anything meaningful to the table when people of two different religions come together. Rather it would just be hurtful banter between the opposing religions and nothing worthwhile will be accomplished. Since by definition, an exclusivist can only view their religion and belief as being the only one which holds the absolute truth, to deviate from this by indulging in conversations that can potential alter that belief is dangerous and when placed in a position like that, mockery will be imminent. The only way the strengthen interreligious dialogue is through a pluralist outlook. They both go hand in hand, in that a pluralist will be very open to dialogue. This will increase their knowledge of not only the other person’s religion but also one’s own, since they both stem from the same root. Senestant 9 Works Cited 1)Goring, Rosemary, Frank Whaling, John Marshall, and David Brogan. Larousse Dictionary of Beliefs and Religions. Edinburgh: Larousse, 1994. Print. 2)Lopresti, Matthew. INTER-RELIGIOUS DIALOGUE AND RELIGIOUS PLURALISM: A Philosophical Critique of Pope Benedict XVI and the Fall of Religious Absolutism (Matthew LoPresti) Academia. edu. Hawaii Pacific University Academia. du. Hawaii Pacific University. Web. 14 Dec. 2011. . 3)Marbaniang, Domenic. Theology Of Religions: Pluralism, Inclusivism, Exclusivism  « Earthpages. org. Earthpages. org. Web. 14 Dec. 2011. . 4)Bhagavadgita. Lewiston, N. Y. [u. a. : Edwin Mellen Pr. , 2010. Print. 5)Klostermaier, Klaus, and Antonia Fonseca. In the Paradise of Krishna: Hindu and Christian Seekers. Ph iladelphia: Westminster, 1969. Print. 6)Hick, John. God and the Universe of Faiths : Essays in the Philosophy of Religion. Basingstoke: Macmillan, 1988. Print. 7)NIV Bible. London: Hodder Stoughton, 1997. Print.

Side Effects, Directed by Steven Soderbergh Essay -- Movie Film Analys

The film, Side Effects, is quite twisted and unnerving as it begins with the impression of the female lead, Emily Taylor, walking through pools of blood and leaving her blood stained footprints on the wood floors. Later we learn this is the murder scene. The film flashed back 3 months time. Emily was visiting her husband, Martin, who was convicted of insider trading. He was finishing his 4-year sentence and was soon to be released. Emily and her mother-in-law arrived to bring Martin home. After his release, he explains to his wife a social worker stopped by to speak with him and had given him a pamphlet on reintegrating into the community. As Martin attempted to settle back into his normal life he learned his wife had her own struggles. Martin learned Emily was severely depressed with suicidal ideation. Emily was leaving for work one morning and was driving her vehicle through the parking structure of their apartment home. She drove her vehicle into a cement wall at high speeds. She was rushed to the emergency room where it was determined this was an intentional act. She was assigned a psychiatrist, Dr. Banks. Dr. Banks learned she had dealt with depression in the past and wrote her a prescription for an anti-depressant. She pled her case to not be admitted into the psych-ward, primarily because her husband was just released from prison and does not have employment. Dr. Banks accommodates her request after she promised to take the medication as prescribed and meet with him at his office for counseling. Martin saw the suffering Emily was experiencing and told her he had a friend he met â€Å"inside† who was very intelligent and wanted to start a business when he was released. He re-assured Emily h... ...search project with Ablixa. He however, fought back in a different way than that of Emily and Dr. Siebert. Although he had to do the harder right thing, he chose to remain a conformist and refused to attain his goals through illegitimate means. As in most movies there is a happy ending and in this case the conformist wins. In the real world however, the majority of society falls into conformity and very few move out of their subculture or move up in social class. Works Cited Cole, G., & Smith, C. (2011). Criminal Justice in America. Belmont, CA, United States of America: Wadsworth Cengage Learnig. Jezak, J. a. (n.d.). David Emile Durkheim Exploration of Durkheim's "Suicide" . Retrieved March 22, 2014, from http://edurkheim.tripod.com/id19.html Siegel, L. (2011). Criminology The Core. Belmont, CA, United States of America: Wadsowrth Cengage Learning.