buy custom China’s Education System essay

buy custom China’s Education System essay The US stands as the statement of productivity efficiency in a capitalistic market. It has the most successful form of government in the world, given that the US Gross National Product is over 10 times higher than of any other nation in the world, and twice that of the top-five nations behind it. This makes the US the single greatest nation ever crafted in the history of the world. That level of success is largely owed to an innovative workforce, skilled and perfected in driving the most complicated business ventures known to man. Yet in recent times, China has arisen as a worthwhile competitor. This is reflected much more in education than in the economy. China has a greater population and thus more people to absorb into its market and it is also more capitalistic akin to the US. That means if they gain on the innovation edge in education, it will take only a few years to surpass the greatness of the United States. Today, a Chinese classrooms has more students that that of US, more students per teacher and poorer education facilities. Yet, Chinese students are highly disciplined, respectful and productive in learning than those in the United States. The culture and social dynamics of the Chinese schools make learning very conducive than in the US. In comparison, discipline in the US public schools is at its worst ever, leading to critics calling the public schools some modern babysitting facilities. In comparing the education systems in the US and in China, the most important thing is the quality of the products that run through the systems (Teaching Tips). The United States leads the world mainly because their graduates reign in the scientific innovation and discovery arenas. However, China is picking up as America looses out on this important pedigree. When it comes to instilling innovation in students, the Chinese are doing it on an overdrive, mainly by incorporating numerous projects in the curriculum involving electronics Information Technology and similar disciplines. This is the very genius (innovation) that made America a global giant with hosts of inventors, creative filmmakers, superstar rock 'n' roll artists, Nobel laureates and personalities who stand as business icons perse. China's education is phrased on a top-down system where supreme emphasis is placed on tightly structured units, centrally managed by the government and engrained with disciplined learning. The education structure in China is largely socially engineered such that the system is dependent on government control (Mathur, 2009). The US on the other hand, has a highly decentralized system (state based) whose emphasis is critical thinking of every student, the so-called student-centered learning. This single difference yields a lot of significance since while it is easy for the Chinese government to direct and guide the national education system via thee Ministry of Education, The US government has little to do to influence the curriculum and standard of education taught in various states and school districts. American educators are puzzled by the fact that Chinese students are so apt in science and math (the subjects that underlie the future of any nation) than the US, where performance on the two areas has become phenomenally poor. Since 2006, China has consistently produced over nine times more engineers than those produced by the US educations system. There are more teachers in China than in the U.S. at the elementary and middle levels (Mathur, 2009). On the other hand, Chinas education system has been termed substandard as compared to other international systems. There is a high level of corruption, cheating and simplification of course content. This has made the government to rethink on reforming the system. While the elementary education has seen China surpass the US in the number of graduates, high school education is very poor in China with majority of Chinese dropping out to work instead of joining colleges. The rate of college admission to the number of those who complete elementary education is at 16% in China and 37% in the US. Another important facet of comparison is the immigration of students to worlds most prestigious learning institutions. Chinas rate of enrollment in international schools is at 25% while that of the US is 1.5%. Buy custom China’s Education System essay

How to Form Plurals of Compound Nouns

How to Form Plurals of Compound Nouns How to Form Plurals of Compound Nouns How to Form Plurals of Compound Nouns By Mark Nichol Many compound nouns present a challenge when it comes to determining how to convert them from singular to plural form. The solution usually seems simple enough slap on an s but the plural appendage doesn’t automatically go at the very end. Here’s the rule about how to figure out whether to write that, for example, during your last golf game, you shot two hole-in-ones or two holes-in-one. (After all, just because you’re lying doesn’t mean you should ignore proper grammar.) The plural inflection s or its variants should be attached to the element of an open or hyphenated compound noun that changes in number. Hence, for example, â€Å"chief of staff† becomes â€Å"chiefs of staff,† not â€Å"chief of staffs† and â€Å"mother-in-law† becomes â€Å"mothers-in-law,† not â€Å"mother-in-laws.† Some terms, however, are ambiguous: Should you write â€Å"attorney generals,† or â€Å"attorneys general†? The former treatment disregards that attorney is the key element; general, in this usage, is an adjective, not a noun. (This reverse placement of adjective and noun is a legacy of the French origin of the term.) But â€Å"attorneys general† seems stilted and odd to many people, who prefer treating such compound designations like military ranks: A reference to more than one brigadier general, for example, would mention â€Å"brigadier generals,† not â€Å"brigadiers general,† even though general, recall, was originally a postnominative adjective. However, similar terms are straightforward: â€Å"Secretary-elect† becomes â€Å"secretaries-elect,† and the plural form of â€Å"heir apparent† is â€Å"heirs apparent.† Note that the rule does not refer to closed compounds, because in this type of compound, the element that changes number is invariably at the end: More than one headache involves multiple aches, not a plurality of heads (notwithstanding that reference can be made to more than one person having a headache at a time), mention of two or more copies of a handbook correctly emphasizes book, not hand, and households is likewise the correct form for describing more than one household. But there are exceptions, as in reference to more than one passerby; that’s because, unlike the examples given above, this closed compound does not consist of two nouns combined in one word. Passersby, too, observes the general rule that the changeable element receives the plural inflection. And what of compoundlike words formed from the combination of a noun and the suffix -ful? Dictionaries, responding to variable usage, list both a plural form in which the plural inflection follows the noun and a variant in which the s is appended after -ful. However, some people find the former structure awkward (handsful, teaspoonsful), while the -fuls form (handfuls, teaspoonfuls), to many, looks and sounds more logical. 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:Grammar Test 1Body Parts as Tools of MeasurementSit vs. Set

Research Methods Paper Example | Topics and Well Written Essays - 1750 words - 1

Methods - Research Paper Example ntral role in any study and are said to have very close relation with the purpose of the study in the sense that the research questions are what directs any research work. Moreover, the research questions can support the research in its objective of achieving the possible answer to the thesis. The central research question in this proposed study what are the factors that help reduce on smoking rate. There are other research questions which support the leading research question. These are: There are six major research designs that can be used by researchers. Among these, the researcher shall settle with the use of survey research design. Generally, surveys entail a representative research whereby data collected from a group of people is generalized for a wider population base. The term survey is used widely in research work. It refers to the process of selecting a relatively large sample of people from a predetermined population in which the researcher is interested in. This process is followed by collecting a small quantity of the data out of the selected individuals. This information is then used by the researcher in making inferences concerning the wider population. In using the survey, collection of data are in a standardized form usually achieved through interviews or by a questionnaire. Surveys are always designed in away to providing snapshots of state of things at any specific time’. This strategy is suited to descriptive type of studies, although limit ed to aspects of a situation. The method has some disadvantages and advantages. These include: first, the research gives data that are based on empirical data secondly the coverage of many events implies more likelihood of some other approaches to obtaining data that are based on representative samples. This may be generalizable for a whole population. Thirdly, survey produces large data within a short time at a fairly low cost. This implies that researchers can come up with small time-span for a given

Identify the key reasons for privatisation of public utilities or Essay - 1

Identify the key reasons for privatisation of public utilities or institutions and discuss the likely effects in Australia - Essay Example o gradually privatise a large number of its public utilities particularly within the three sectors known as the: (1) financial services; (2) electricity and gas; and (3) transport and communication (Reserve Bank of Australia Bulletin, 1997, p. 7). Basically, there is absolutely nothing wrong with privatising public enterprises especially when there is a strong need for the government to come up with large amount of money to finance the development of public infrastructure or given that the government is no longer capable of properly managing a business enterprise. However, it is also possible for the entire society to experience economic and social problems given that the selling of public utility to the hands of the private sector heavily involves infrastructure (Strachan, 1998). To enable the readers to have a better understanding why the Australian Government heavily relied on privatisation back in the 1990s, the key reasons behind the privatisation of public utilities in Australia will be thoroughly discussed. In the process of going through the main discussion, the possible consequences or effects of implementing the privatisation of public utilities in Australia will be tackled followed by demonstrating real-life examples to support the student’s point-of-view. As part of the conclusion, whether or not the key reasons behind the privatisation of public utilities in Australia can be considered as a good political strategy in terms of being able to provide the general public with affordable and good quality services will be justified. For many years, Australians had become very dependent on the Australian government when it comes to the delivery of good quality public services. As part of considering the social welfare of the general public, the government had to spend a large sum of money to improve the public utility services without overcharging the people with the quality services they receive. Partly because of globalization and the limited amount of

The Fault in Our Stars Essay Example for Free

The Fault in Our Stars Essay The fault in our Stars, the fifth successful novel by the author John Green, is a story about two fictional characters by the names of Hazel Grace Lancaster and Augustus Waters. It is a romance about the two teens that just happen to meet at a cancer support group. Hazel, the leading woman protagonist, has cancer and Augustus had cancer. Augustus having cancer explains why he came to the support group with Isaac; a one eyed mutual friend of theirs that eventually has surgery to have his eye removed which will free him from cancer. Augustus falls in love with Hazel despite her having cancer, and Hazel falls in love with him, even after a devastating reveal that Augustus’ cancer has returned. So despite them both having cancer, they still love each other unconditionally, and they would’ve been together at an old age until death did them part if it weren’t for Augustus’s death literally â€Å"doing them part† â€Å"You have to understand that Hazel is still sick, Augustus, and will be for the rest of her life.† (pg._p_) This is what Hazel’s dad says to Augustus when they first meet, so it is pretty clear to Augustus that Hazel won’t be able to do a lot of the things he is able to, because she is sick and he is not (at the moment). Later proof of them being in love is when Hazel goes to the hospital due to poor oxygenation. â€Å"Well, there’s a kid who has hardly left the waiting room since you got here,† (pg._p_) This is what Hazel’s nurse tells her when Hazel wakes up. It turns out that Augustus stays in the hospital waiting room all day and night until he can finally see her. He could’ve easily got scared and run away, but he stayed and was there for her through it all. The last reason why I know that Augustus was in love with hazel is because of The Genies. The Genies are a book version of the Make-A-Wish foundation created to give cancer patients one wish. After being disappointed that she couldn’t afford to go to Amsterdam to meet her favorite author, Peter Van Houten, Augustus suggests that she used her wish. Unfortunately, she had already used her wish on Disney world (â€Å"I can’t believe I have a crush on a girl with such clichà © wishes† said Augustus on (p.g. _p_) they both saw this as a joke since it’s so clichà ©) when she was 13, so Augustus offered that  they both used his. Augustus basically used HIS wish for her! Even after she had complications with seeing if she could go or not since one of her doctors decided it wasn’t safe, Augustus held through. He discovered firsthand something that would affect their relationship because of her cancer, and he didn’t give up on them. Besides Augustus, Hazel had her love moments as well. After she found out that Augustus’ Cancer was back, she did not leave him. One of my favorite quotes in the book is this: â€Å"What am I at war with? My cancer. And what is my cancer? My cancer is me. The tumors are made of me. They’re made of me as surely as my brain and my heart are made of me. It is a civil war, Hazel Grace, with a predetermined winner.† (p.g. _p_) There’s one part that gets to me in this book. It takes place when Augustus gets super sick and it is predictable that he will die very soon. Augustus like keeping a pack of cigarettes in his pocket all the time and he occasionally puts one in his mouth, never lighting it. â€Å"Its a metaphor, see: You put the killing thing right between your teeth, but you dont give it the power to do its killing. (p.g. _p_) One night, Hazel receives a panicked call from him, telling her to come help him. When she arrives at the location he tells her, she finds him covered in his own vomit, hands pressed to his belly where his g-tube was supposed to go. He was trying to buy another pack of cigarettes because he had lost his, but it was clear he couldn’t do anything for himself anymore. At that moment, they both knew that the end was near. Hazel knew it was coming and she stuck with him until the moment she got the phone call telling her it was over. If neither of them had cancer, there is absolutely no doubt that they would be together until the very end. They were in love with each other despite all of their obstacles. I recommend this book to anyone who’s up for laughter, tears, and for whoever likes sappy romances. John Green did well once more.

School Districts Essay -- Education, Teachers

Every school district aims for high achievement; some consistently exceed expectations while others fail. With close to 3.2 million teachers employed nationwide (Fast Facts, 2011), school districts are often categorized into three groups: urban, suburban and rural. Within these categories, lower socioeconomic status is prevalent in the rural and urban areas. However, the students in urban districts are the most culturally diverse. Many people would assume a teacher in a rural school would use similar to identical teaching strategies as one in an urban school. However, this assumption is incorrect for several reasons. Students in urban schools endure many hardships unique to its location and the social issues that exist. This research expository will serve as a guideline for success for administrators and teachers in urban schools and teachers. In this unique environment, it’s critical that teachers build off the most important resource they have: the student body. Urban distr icts have many disadvantages and face my tribulations in its quest to become a successful school (meeting standards). The teachers in urban districts have typically been very unhappy compared to those who teach in rural and suburban districts. Many teachers claim they are dissatisfied because they feel their role is minimal in deciding important educational decisions such as curriculum. In these urban districts, a top-down approach is commonly used and teachers have claimed to feel as though the wrong people are making the most important decisions. Many administrators feel it is necessary in today’s urban educational environment because of the amount of first year teachers hired every year. Another reason district administrators create curriculum is b... ...tion needed to succeed in the school. In experimental studies, urban schools that use service learning as a curriculum guideline have seen attendance and test scores rise while behavior issues subside. Laws, such as No Child Left Behind, that threaten failing schools with punitive penalties if test scores do not meet a standard are fueling the growing pandemic that is the failing urban schools of the United States. It must be understood that education in the public school system cannot be solved with an old fashioned cookie cutter approach; not all schools should be treated the same. The fact is all schools are unique because they are filled with individuals stemming from their own unique cultural background. Motivation and personalization is key; by tapping into their interests and lifestyle, teachers can bridge the gap between success and repeated failure.

Analysisng the Print Media Coverage of Birtish Football Players Essay

Analysing the print media coverage of professional football players: British magazines and newspaper coverage of female players and officials in the women’s super league and females in football. Introduction The following research analyses coverage of women’s football and women involved in football in both nationally and locally distributed magazines and newspapers. The focus of the research looks at how the journalists refer and describe the women’s performance through interviews, writer’s columns and match reports, it is a long term study looking at data from October 1995 until the present day. With the recent introduction of a women’s super league and the existing premier league, most of the data revolves around these leagues, although there are also interviews with officials involved in overseeing the men’s game. The investigation found an extremely unequal balance in coverage between men and women’s sport, particularly football. When it was featured in a more general audience magazine such as Four Four Two or You magazine, there was often reference to the women’s appearance, partners and family life, as well as the man’s game. Alternatively in match reports featured in team specific publications such as programmes and fanzines there was much fewer references to the male game and a greater focus on skill and performance. Methodology Data collection The magazines and newspaper articles collected came from widely circulated publications including the Liverpool football club magazine, Four Four Two magazine and You magazine a supplement publication from the Mail on Sunday. The audience for these magazines are generic and not aimed particularly at one gender, although that is not to say both genders are equally likely to read it. The sport specific magazines are mainly focused on men’s football and representatively more men take an interest in football and are likely to buy the magazine. However it does feature articles about women’s sport. With the recent introduction of the women’s super league the focus of much of the in the more contemporary articles has been on this, however there are articles from 1995 until the present day. Sampling The data was chosen from a selection of publications that had been collected from 1995 until 2011, the articles that featured women’s football were found and the ones that had sufficient information about the team and the games they were involved in rather than just mentioned or the fixtures were used. The articles predominantly contained Liverpool ladies, although England, Everton and Chelsea teams were looked at along with an interview with a female official. The limitations of the sample are that most of the coverage comes from Liverpool’s match day programme and given the late start of the women’s season there has only been recent coverage of the current season. Also there are only relatively few articles in the publications and the collection was not exhaustive so some articles may have been missing from the archive, particularly away games and several months issues of Four Four Two. Data analysis After the data was collected it was read over and a content analysis was carried out, looking at lexis choices, tone and attitude of the writer towards the female athletes and officials. Points of interest and themes were highlighted in the articles, particularly the address of the female athletes, reference to the men’s game, and any sexual references. In articles containing interviews the questions put to the footballers were looked at for interviewer bias looking at any agenda the writer may have for presenting the woman’s game. The articles are in the appendices. Analysis Looking at the names of the teams involved in women’s premier league and super league is perhaps the most obvious form of subjugation within football. Names such as ‘Millwall Lionesses’, ‘Doncaster Rover Belles’ (LFC programme 11th April) and ‘Leeds City Vixens’ are part of the women’s football league even the national team are known as the ‘three Lionesses’ (You magazine 11th March) or the Australian national team ‘the Matildas’ (Four Four Two Oct 07). Other teams who just have the names of male football team names such as Everton are known ‘Everton ladies’, the name of the teams, although some may just be nicknames rather than official league names, put women in a lower position than men. Given that the game of football is not naturally gendered, it is not a male game, the idea that there is a need to differentiate they are female teams is quite surprising. In articles such as the Echo article from the 21st April, there is only an initial reference to gender in the headline ‘Dowie rescues a point for dominant ladies’ to prevent any confusion with the male team but throughout the rest of the interview, it is unbiased and simply refers to the players as members of the team, with references such as ‘the Toffees’ or simply just ‘Everton’. In other magazines such as LFC weekly from the 12th April when talking about the start of the new season in women’s football, the writer refers to the teams gender 60 times, 24 references to ‘ladies’ and ‘women’ 33 times. If the gender had been stated at the beginning of the article then there would be little reason to continue referencing the gender repeatedly throughout. The Everton programme from 11th December 2004 (LFC VS EFC) the women’s team is referred to as ‘the Girls in Blue’, the word girls is usually used to describe a young female which conjures up ideas of inexperience and immaturity. However in this instance it does not appear that is the writers intention to imply the women are any less than the best, after all Everton are one of the consistently best performing women’s team and it is in fact the only reference in the article about gender. It is more likely in this case, just a play on words adapting the slang reference to police as the boys in blue, McLoughlin (2000) looked at how magazines the writers expectations of women come through the text about what is accepted behaviour for women to do, football is still fairly off limits to women. Ultimately this will have some power over the reader who may feel pressure to conform to norms in the media. Throughout almost all of the articles the female players are referred to as ladies, although the competitions are the women’s super league and women’s premier league when the specific teams are mentioned they are called the ‘ladies’ for example ‘Liverpool ladies’ (LFC programme 10th Jan 98). This is an example of asymmetry not purely because of the use of diminutive ladies but also the need to differentiate from the male game. It would seem that it is normalising football as a male game as Liverpool men or any other team would not be referred to as Liverpool gentlemen, Janet Holmes also looked at the loaded meanings of the word ladies in her 2000 study. Gentlemen is the antonym of ladies which conjures up the images of gallantry and traditional ideas of gender, male ootball players would never be referred to as this as these are not the images that are desired for playing football, there will be evidence of respect and sportsmanship but it is a competition and a contact sport that has some level of controlled aggression and fierce competitiveness. Yet the women are referred to as ladies, this conjures up images of a reserved, gentle fairer sex, however they are just as capable of playing a hard tactile game. Therefore the programme from October 1995 ‘ladies fight back’, title is almost an oxymoron as ladies and fighting are not compatible images. While a feminist may take offence at the reference to women’s football as ladies, given the context it would seem that writers are not trying to demean women by using it and it would appear the women they are referring to are happy to be known as that, or surely by now the strong women in the game would have done something to have this changed. Later in the same programme the divide is further noted when the journalist writes ‘first-ever women’s derby match to be played at our famous stadium’, it is a common feature that youth teams play big games at Anfield even testimonials with male celebrities, yet it is made to be an honour at the thought of a women’s game occurring there, what is made worse is the description of the ground ‘our famous stadium’, this gives the impression it is solely for the men’s team, the fan’s, the writer, almost everyone except the women’s team, who should feel privileged to play at the ground. Messner and Duncan (1993) believe that sport media are wary of changing the coverage of women’s sport as it would challenge the male hegemony, this is also supported by Hardin, Lynn and Walsdorf (2005) and Curry, Arriagada and Cornwell (2002). With the recognition of women’s football by FIFA only happening in 1991 according to the October 2007 Four Four Two interview with the England team, the female game is still very much emerging. However women have been playing football and taking part in sport for centuries. By highlighting this is only ‘the second world cup England have qualified for’. He is raising the issue that the sport was only recently recognised yet taking away from the women’s achievements by bringing up the point that they hadn’t qualified many times before. As it is stated further in the magazine they have to balance ‘having full time jobs and preparing for the biggest tournament of your lives’, it is hardly surprising that they do not qualify as often as the men do as most of the players must remain amateur and the two games annot realistically be compared. The emergence of sports such as football has derived from local games that took part in villages as looked at in work by Reiley (2005) and Gerhadt (1993); mob games where two neighbouring villages would compete to get an object over the boundary into their village in order to win the game. These were very violent and thought of as no place for ladies to be, as the governing bodies developed from the public school systems like Rugby and Eton where the boys would take the village games and refine them, it was still very much a boys world as at that time girls schools would not have encouraged these type of games. It was once thought that if women took part in sport it would impact on their child baring abilities. Eventually women were introduced to non contact sports such as tennis but it took many more years before they began to play more aggressive sports. Many of the male teams that are in existence today such as Everton and Arsenal were developed from churches and factories for social reasons around the time of the industrial revolution, there is evidence of women’s teams developing slightly later during the times of war as the men went to fight and women were left behind to run industries, at the same time they started up their own teams, however it is only within the last 20 years that FIFA recognised the women in the sport. With the introduction of many modern women’s football leagues and competitions and the use of female officials in the male game, it would appear that women’s teams are receiving a much greater coverage in the media. In mainstream football magazines such as Four Four Two and LFC magazine women’s football has featured over the last 16 years, however it appears only now that it has become somewhat of a regular feature. While the men’s team, the reserve and youth teams have always had a weekly place in the Liverpool programme, with its own section women’s sport seemed confined to the occasional feature in the ‘community’ section. Stories from 1995 until more recently have covered the occasional trivial story such as the women’s team working with a school tournament shown in the October 1995 ‘girls shoot it out’ extract. Little emphasis was put on the team’s performance, rather the feeling that by covering this story Liverpool are showing what a caring club they are. Other features within the community section have been the clubs charity work internationally and with children with disabilities, by clumping the women’s team in with these stories it suggests that they are not on the same level as the men’s game and it is almost a privilege to be featured along with the ‘main team’, that the coverage of the women’s game is almost charitable. While some may argue that the programme is reporting on the events of the men’s first team and this may be why the women do not feature frequently, then surely the features of the reserves and youth team games should be only covered occasionally. Slowly this does appear to be changing, although the women’s leagues only start the season after the male counterparts, in the hope that the male game does not over shadow the women’s game, women’s football has featured in the recent Liverpool programme every home game recently and it has also moved from being covered in the community section to the ‘news’ (see Liverpool vs. Manchester city April 2011). However when it does feature in the publications however it is rarely a full page, often less than a quarter of a page as in the Liverpool programme (October 2008 LFC vs. Portsmouth) within a 82 page magazine, although the LFC weekly featured a 4 page article in a 50 page magazine. It would appear female footballers are finally gaining more acceptance in the media. Sexualisation of females within men’s magazines such as nuts and zoo is a common feature, the main reader of football specific magazines are men, so it may be expected that women are also portrayed as sexual objects in them. However this does not appear to be the case for much of the features found in the media, although there are still some examples of it. The interview with the England team in Four Four Two from 2007 talks to the women about their chances in the world cup, the interview asks questions such as ‘the Australian women’s team ‘the matildas’ posed nude for a calendar. Would you ever consider doing likewise? , another example of this is the interview in you magazine when the writer refers to the team as ‘the group of leggy and enviably toned young women’, women may be viewed as sexual objects in some of the male dominated readership magazines as a way of gender commodifcation an idea supported by work by Whannel (2000), a way of conforming to male ideals that in buying the magazine about football and sexualised women they are becoming more manly, that it ok to view women as objects men are the dominant gender, magazines and the media have some part to pl ay in the socialisation of today’s youth according to Wilemsen (1998), he even believes magazines widen the gap and differences between the genders. It is good then that the female athletes and officials are being covered about their roles in the mass media, but there is still some way to go to completely remove the gender stereotypes and bias. Although saying that, there are many interviews featured in magazines with male sports stars that objectify images of them and pass judgement on their physique, for some this may seem a positive move that women have the same powers over men but it may be better to feature women in the female magazines that other women can look up to and aspire to be like. It would also appear that coverage in a magazine that is aimed more at women but a more generic audience, You a supplement with The Mail, recently did a feature of the England team also discussing their chances at the world cup. Throughout the interview with the individual players they were given a small character description such as ‘the captain’ or ‘the veteran’ which are acceptable as they describe their role and dedication to the sport, however others were described as the ‘young mum’ or ‘the Beyonce fan’, while this style of reporting may be to normalise the girls and create a bond between the player and the reader who may have similar attributes, it also implies that they are doing something out of the ordinary and taking away from the girls sporting achievements by feminising and trivialising them.

Programming Languages Essay

The advent of the modern era gave rise to the growth of the importance of computers and technology to the lives of the humans. The ease with which using computers is associated has attracted users to further improve the way computers can better serve humans. One of the ways that computer was improved was through programming languages. Programming languages was developed and was further enhanced. A programming language is defined as an artificial language essential in writing instructions (â€Å"Programming Language†) and computer programs in a series of instructions that humans can understand and compilers and linkers can read. This program is then translated into a machine code that the computer can understand and run (Bolton). Programming languages did not come easy, as its first inventions were difficult to operate. In the 1940s, computer programs required programmers to write the sequences of digits that the computer performed. It was not just difficult but was bound to errors. Programmers were supposed to write memory locations. This was not possible at all times when there are errors (â€Å"Programming Language†). This proved to be inefficient and slow. Soon computer languages were developed to address these problems (Bolton). Some of the programming languages used then are Fortran, Cobol, and Basic. These were the programming languages that were used during the 1960s and the 1970s (Bolton). Fortran, which stands the for Formula Translation, was the first language to be developed by IBM during the late 1950s. This language gives importance to the efficiency of compilation and execution. Cobol, on the other hand, was developed during the 1960s as a business application language for mini and mainframe programming (â€Å"Cobol†). Another programming language that was developed in 1960s that was used for microcomputer programming purposes is BASIC (â€Å"Programming Language†). It stands for Beginner’s All-purpose Symbolic Instruction Code. BASIC was developed to be an alternative for Fortran (Smillie). Today, the widely used programming languages are C, C++, and Java. The C programming language was developed in 1970s at the Bell Telephone Laboratories for the Operating Systems (Bolton), and was used for commercial applications (â€Å"Programming Language†). It was developed mainly as a systems language for the UNIX environment (Smillie). It is still used today on Unix and Linux systems (Bolton). The C++ programming language, on the other hand, was developed in 1980s at AT&T Bell Laboratories (â€Å"Programming Language†) and is the oldest among the three (Akhverdyan). Its developers considered it to be a superset of C, and both were used for the introductory computing courses (Smillie). The primary purpose for developing the language was adding Object Oriented Programming to C (Bolton). The computer programming industry liked to use C++ because it allows the allocation of memory and deleting it whenever the user wants. Moreover, C++ contains the features that Java offers, and it allows the user to make the program in an â€Å"object oriented manner† (Akhverdyan). Java was developed by Sun, mainly designed to write programs for computer chips in electronic appliances. Later on, Java was discovered to be ideal for designing and implementing programs for the Internet (Smillie). It is easier to use because its commands are English based, and not in numeric codes. Further, humans can easily read and write in Java (Leahy). It is better than the previously mentioned programming languages because it has an applet, a feature that only Java has. Applets are used in the World Wide Web. Another feature of Java is that it is cross-platform, which means that the code written in Windows can be compiled in other operating systems (Bolton). Other characteristics of Java are its ease of use, security, reliability and platform independence (Leahy). Works Cited Akhverdyan, Hamik. 2009 January 5. How to Choose the Right Programming Language. Associated Content. 12 January 2009 . Bolton, David. 2009. What is a Programming Language? Associated Content. 12 January 2009 . â€Å"Cobol. † 2008. Answers. com. 12 January 2009 . Leahy, Paul. 2009. What is Java? About. com. 12 January 2009 . â€Å"Programming Language. † 2008. Answers. com. 12 January 2009 . Smillie, Keith. 2006. â€Å"Programming Then and Now: From the LGP-30 to the laptop. † 12 January 2009 .

Definition and Examples of Standard American English

Definition and Examples of Standard American English The term Standard American English customarily refers to a variety of the English language thats  generally used in professional communication in the United States and taught in American schools. Also known as  Edited American English, American Standard English, and General American. Standard American English (SAE or StAmE) may refer to either written English or spoken English (or both).Standard American English is not a myth, say linguists William Kretzschmar and Charles Meyer, but it is not identical with the language of any natural population of speakers; it is a very real institutional construct that has attracted the loyalty of a committed group of speakers who claim that they speak it (The Idea of Standard American English in  Standards of English, 2012). Examples and Observations The notion of a widespread, normative variety, or standard dialect, is an important one, but it is not always easy to define in a precise way, especially for English. . . .In the United States, we dont have a language academy, but we have many grammar and usage books that people turn to for the determination of standard forms. The key words in this definition are prescribed and authority so that the responsibility of determining standard forms is largely out of the hands of most speakers of the language. . . .If we took a sample of everyday conversational speech, we would find that there are virtually no speakers who consistently speak formal standard English as prescribed in the grammar books. In fact, it is not unusual for the same person who prescribes a formal standard English form to violate standard usage in ordinary conversation.(Walt Wolfram and Natalie Schilling-Estes, American English: Dialects and Variation, 2nd ed. Blackwell, 2006)Standard American English UsageStandard A merican English usage is linguistic good manners, sensitively and accurately matched to context- to listeners or readers, to situation, and to purpose. But because our language is constantly changing, mastering its appropriate usage is not a one-time task like learning the multiplication tables. Instead, we are constantly obliged to adjust, adapt, and revise what we have learned.(The Columbia Guide to Standard American English. Columbia University Press, 1993) Standard American English and Social PowerStandard American English is not a variety of English that is inherently standard, or better, or more beautiful, or more logical than other forms of English. What makes it standard is that some speakers of American English have the social power to impose the variety of English they happen to use on speakers of other varieties. They are in a position to make their English the prestigious form of English. They can do so thanks to their social power. Since this social power is desired by other people, the English spoken by people with power is also desirable for others. In this sense, the possession of the prestigious variety is the possession of social power.(Zoltan Kovecses,   American English: An Introduction. Broadview, 2000)Standard American English Pronunciation- StAmE pronunciation differs from region to region, even from person to person, because speakers from different circumstances in and different parts of the United States commonly employ regional and social features to some extent even in formal situations.(William A. Kretzschmar, Jr., Standard American English Pronunciation. A Handbook of Varieties of English, ed. by Bernd Kortmann and Edgar W. Schneider. Mouton De Gruyter, 2004)- As for pronunciation, Standard American English is best defined as the avoidance of pronunciations associated with particular regions or social groups.(William A. Kretzschmar, Jr. and Charles F. Meyer,  The Idea of Standard American English. Standards of English:  Codified Varieties Around the World.  Cambridge University Press, 2012). Also see: American EnglishEdited American English (EAE)General American EnglishAfrican-American Vernacular English (AAVE)American SpellingLanguage StandardizationNonstandard EnglishPrescriptive GrammarPrestigeStandard British EnglishStandard EnglishWhat Is Standard English?

Systems of Equations in SAT Math Algebra Prep and Practice

Systems of Equations in SAT Math Algebra Prep and Practice SAT / ACT Prep Online Guides and Tips Sure, you’ve done your paces on single variable equations and now they’re no problem, but what do you do when presented with multiple equations and multiple variables at once? These are what we call â€Å"systems of equations† and, luckily for us, they are extremely predictable types of problems with multiple methods for solving them. Depending on how you like to work best, you can basically choose your own adventure when it comes to system of equation problems. But before you choose the method that suits you (or the individual problem) best, let’s look at all the various options you have available as well as the types of questions you’ll see come test day. These questions will always show up once or twice on any given test, so it's best to understand all the strategies you have at your disposal. This will be your complete guide to systems of equations questions- what they are, the many different ways for solving them, and how you’ll see them on the SAT. What Are Systems of Equations? Systems of equations are a set of two (or more) equations which have two (or more) variables. The equations rely on each other and can be solved only with the information that each provides. The majority of the time on the SAT, you will see a system of equations that involves two equations and two variables, but it is certainly not unheard of that you will see three equations and/or a three variables, in any number of combinations. Systems of equations can also be solved in a multitude of ways. As always with the SAT, how you chose to solve your problems mostly depends on how you like to work best as well as the time you have available to dedicate to the problem. The three methods to solve a system of equations problem are: #1: Graphing#2: Substitution#3: Subtraction Let us look at each method and see them in action by using the same system of equations as an example. For the sake of our example, let us say that our given system of equations is: $$2y + 3x = 38$$ $$y - 2x = 12$$ Solving Method 1: Graphing There will only ever beonesolution for the system of equations, and that one solution will be the intersection of the two lines.In order to graph our equations, we must first put each equation into slope-intercept form. If you are familiar with lines and slopes, you know that slope intercept-form looks like: $y = mx + b$ So let us put our two equations into slope-intercept form. $2y + 3x = 38$ $2y = -3x + 38$ $y = {-3/2}x + 19$ And $y - 2x = 12$ $y = 2x + 12$ Now let us graph each equation in order to find their point of intersection. Once we graphed our equation, we can see that the intersection is at (2, 16). So our final results are: $x = 2$ and $y = 16$ Solving Method 2: Substitution In order to solve our system of equations through substitution, we must isolate one variable in one of the equations and then use that found variable for the second equation in order to solve for the remaining variable. For example, we have two equations, $2y + 3x = 38$ $y - 2x = 12$ So let us select just one of the equations and then isolate one of the variables. In this case, let us chose the second equation and isolate our $y$ value. $y - 2x = 12$ $y = 2x + 12$ Next, we must plug that found variable into the second equation. (In this case, because we used the second equation to isolate our $y$, we need to plug in that $y$ value into the first equation.) $2y + 3x = 38$ $2(2x + 12) + 3x = 38$ $4x + 24 + 3x = 38$ $24 + 7x = 38$ $7x = 14$ $x = 2$ And finally, you can find the numerical value for your first variable ($y$) by plugging in the numerical value for your second variable ($x$) into either equation. $2y + 3x = 38$ $2y + 3(2) = 38$ $2y + 6 = 38$ $2y = 32$ $y = 16$ Or $y - 2x = 12$ $y - 2(2) = 12$ $y - 4 = 12$ $y = 16$ Either way, you have found the value of both your $x$ and $y$. Again, $x = 2$ and $y = 16$ Solving Method 3: Subtraction As the last method for solving systems of equations, you can subtract one of the variables completely in order to find the value of the second variable. We do this by subtracting one of the entire equations from the other, complete, equation. Do take note that you can only do this if the variables in question (the one you wish to eliminate) are exactly the same. If they are NOT the same, then we must first multiply the entire equation by the necessary amount in order to make them the same. In the case of our two equations, none of our variables are equal. $2y + 3x = 38$ $y - 2x = 12$ In this case, let us decide to subtract our $y$ values and cancel them out. This means that we must first make them equal by multiplying our second equation by 2, so that both $y$ values match. $2y + 3x = 38$ $y - 2x = 12$ Becomes: $2y + 3x = 38$ (This first equation remains unchanged) And $2(y - 2x = 12)$ = $2y - 4x = 24$ (The entire equation is multiplied by 2) And now we can cancel out our $y$ values by subtracting the entire second equation from the first. $2y + 3x = 38$ - $2y - 4x = 24$ $3x - -4x = 14$ $7x = 14$ $x = 2$ Now that we have isolated our $x$ value, we can plug it into either of our two equations to find our $y$ value. $2y + 3x = 38$ $2y + 3(2) = 38$ $2y + 6 = 38$ $2y = 32$ $y = 16$ Or $y - 2x = 12$ $y - 2(2) = 12$ $y - 4 = 12$ $y = 16$ Our final results are, once again, $x = 2$ and $y = 16$. Though there are many ways to solve your problems, don't let this knowledge overwhelm you; with practice, you'll find the best solving method for you. No matter which method we use to solve our problems, a system of equations will either have one solution- meaning that each variable will have a numerical value attached- no solution, or infinite solutions. In order for a system of equations to have infinite solutions, each system is actually identical. This means that they are the same line. In order for a system of equations to have no solution, the $x$ values will be equal when the $y$ values are set to 1 (which means that both variables- $x$ and $y$- will be equal). The reason this is true is that it will result in two parallel lines, as the lines will have the same slope. The system has no solution because the two lines will never meet and therefore have no point of intersection. For instance, Because our system will have no solution when both our $y$ values and our $x$ values are equal, this means that there will be no solution where we have eliminated both our variables by canceling them out. In this case, the most expedient solution to this problem will be subtraction. Why? We can see this because the two $x$ values ($2x$ and $4x$) are multiples of one another, so we can easily multiply one equation in order to equal them out. $2x - 5y = 8$ $4x + ky = 17$ Now, let us multiply the top equation in order to equal out our $x$ values. So the system pair, $2(2x - 5y = 8)$ $4x + ky = 17$ Becomes, $4x - 10y = 16)$ - $4x + ky = 17$ $-10y - ky = -1$ In order to have NO solution, our two $y$ values must balance out to zero. So let us set our two $y$ values equal to one another: $-10y - ky = 0$ $-ky = 10y$ $k = -10$ Our $k$ valuemust be -10 in order for our system of equations to have no solution. Our final answer is A, -10. [Note: don’t fall for the bait answer of +10! You are still subtracting your system of equations, so keep close track of your negatives.] Also, if it is frustrating or confusing to you to try to decide which of the three solving methods â€Å"best† fits the particular problem, don’t worry about it! You will almost always be able to solve your systems of equations problems no matter which method you choose. For instance, you could have also chosen to graph this question. If you had done so, you would first have to put each equation into slope-intercept form: $2x - 5y = 8$ $4x + ky = 17$ $2x - 5y = 8$ $-5y = -2x + 8$ $y = 2/5(x) + 8$ And $4x + ky = 17$ $ky = -4x + 17$ $y = {-4/k}(x) + 17$ Now, we know a system of equations will have no solution only when each variable balances out to zero, so let us equate our two $x$ variables in order to solve for $k$. $2/5(x) = {-4/k}(x)$ $2/5 = {-4}/k$ ${2k}/5 = -4$ $2k = -20$ $k = -10$ Again, our $k$ value is -10. Our final answer is A, -10. As you can see, there is never any â€Å"best† method to solve a system of equations question, only the solving method that appeals to you the most. All roads lead to Rome, so don't stress yourself by trying to find the "right" solving method for your systems problems. Typical Systems of Equations Questions Most systems of equations questions on the SAT will let you know that it IS a systems of equations by explicitly using the words â€Å"systems of equations† in the question itself. (We will walk through how to solve this question later in the guide) Other problems will simply present you with multiple equations with variables in common and ask you to find the value of a one of the variables, or even a combination of the variables (such as the value of $x + y$ or $x - y$). (We will walk through how to solve this question later in the guide) And finally, the last type of systems of equation question will ask you to find the numerical value of a variable in which there is NO solution, as with the example from earlier. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Strategies for Solving Systems of Equations Questions All systems of equations questions can be solved through the same methods that we outlined above, but there are additional strategies you can use to solve your questions most accurately and expediently. #1: To begin, find the variable that is already the most isolated The ultimate goal is the find the value of all the variables, but we can only do this by finding one variable to start with. The easiest way to solve for this one variable isolate (or eliminate) the variable that has the fewest coefficients or is seemingly the most isolated. For instance, $5x - 3y = -13$ $2x + y = 19$ If we are using substitution, it is easiest for us to first isolate the $y$ value in our second equation. It is already the most isolated variable, as it does not have any coefficients, and so we will not have to deal with fractions once we replace its value in the first equation. If, on the other hand, we were using subtraction, it is still best to target and eliminate our $y$ values. Why? Because we have $3y$ and $y$, which means that we only have to multiply the second equation by 3 in order to match up our $y$ values. If we were to target and eliminate our $x$ values, we would have to multiply both equations- the first by 2 and the second by 5- in order to make our $x$ values match. Though you can always find your solutions no matter which variables you choose to isolate or eliminate, it's always nice to save yourself the time, energy, and hassle (not to mention avoid possible mistakes) by going for the easy pickings first. #2: Practice all three solving methods to see which one is most comfortable to you The best way to decide which system of equation solving method suits you the best is by practicing on multiple problems (though it will help your flexibility if you can become comfortable using all the solving methods available, even if one or two suit you better than the other(s)). When you test yourself on systems questions, try to solve each one using more than one method in order to see which one is most comfortable for you personally. #3: Use subtraction for questions that require finding more than just one variable Most â€Å"multiple variable solve† systems of equations questions will ask you to find $x + y$ or $x - y$, which will almost always be most easily found via the subtraction method. It is also most useful to use the method of subtraction when we have three or more variables, especially when it is a combination of multiple variables AND three or more variables. We will see this kind of problem in action in the next section. Ready to tackle your systems problems and put your strategies to the test? Test Your Knowledge Now let us test your system of equation knowledge on real SAT math questions. 1. 2. 3. Answers: 300, E, 12 Answer Explanations: 1. As we outlined in our strategy section, it is almost always easiest to find the value of multiple variables by using the method of subtraction (though, again, it is not the only way). We are restricted somewhat, though, as we have three variables and only two equations. Why is this important? Well, we can find the individual values for each variable if we have the same number of equations as we have variables, but in this case we do not. This means we need to use a solution that will give us $x + y$, since we cannot find the value of $x$ or $y$ alone. So let us use subtraction. To do this, we must subtract like variables and, luckily for us, both equations have a single $x + y$ value. This means we can isolate our variable $z$. $x + y + 3z = 600$ $x + y + z = 400$ So let us subtract them. $x + y + 3z = 600$ - $x + y + z = 400$ - $2z = 200$ $z = 100$ Now that we have the value of $z$, we can replace it in either of the equations in order to find the value of $x + y$. Because it is always easiest to use the most isolated variable (less math involved for us!), let us our second equation to plug in our $z$ value into. $x + y + z = 400$ $x + y + 100 = 400$ $x + y = 300$ Our final answer for the value of $x + y$ is 300. Do note, however, that if you would much prefer to use substitution, you can definitely do so. Because we are trying to find $x + y$, let us isolate it as our wanted variable in one of our equations. $x + y + 3z = 600$ $x + y + z = 400$ Let us use our first equation. $x + y + 3z = 600$ $x + y = 600 - 3z$ And now we can substitute our $x + y$ value into our second equation. $x + y + z = 400$ $(600 - 3z) + z = 400$ $600 - 2z = 400$ $-2z = -200$ $z = 100$ Now that we have found our value for $z$, we can plug it into either equation to find the numerical value for our $x + y$. Let us use the second equation to do so. Why the second? Because each value is already the most isolated and so will be easiest to work with, but each question will work either way. $x + y + z = 400$ $x + y + 100 = 400$ $x + y = 300$ Again, our final answer is $x + y = 300$ As you can see, any method will suit you- it just depends on how you like to work. 2. Again, though not the only way to solve our problem, it is easiest to use subtraction when we have three or more variables in our equations or we are trying to find a combination of variables (in this case, the value of $y + z$). In this case, we have both, so let us use subtraction. $3x + 2y + 2z = 19$ $3x + y + z = 14$ Our $x$ values are identical, so let us simply subtract the second equation from the first. $3x + 2y + 2z = 19$ - $3x + y + z = 14$ - $y + z = 5$ Our final answer is E, $y + z = 5$ 3. In this case, let us use the method of substitution in order to isolate one of our values and plug it into one of the other equations in our system. The equations we are given are: $x = 3v$ $v = 4t$ $x = pt$ $v$ is already isolated, so let us plug it back into our first equation. $v = 4t$ $x = 3v$ $x = 3(4t)$ $x = 12t$ Now, we are also told that $x = pt$, so we can equate the two expressions. $x = 12t$ $x = pt$ $12t = pt$ Because 12 and $p$ both act as coefficients (numbers before a variable) for $t$, we can see that they are equal. This means that $p = 12$ Our final answer is 12. You did it! Balloons and confetti for you! The Take-Aways As you can see, systems of equations are some of the most versatile problems when it comes to methods for solving them (though the problems themselves are not terribly varied). Though you can solve many problems on the SAT in a variety of ways, most are not quite so flexible, so take heart that you have many choices for how to proceed for your systems of equations questions. Once you practice and familiarize yourself with these types of questions, you’ll find the best method for you- your strengths, and your timing- for taking the test. And pretty soon, you’ll be able to knock out systems of equations questions in multiple ways, blindfolded, and with hands behind your back (though why you would want to is, frankly, anyone’s guess). What’s Next? Systems were a snap, you say? You're ready for math problems, you say? Well lucky you! We have more math guides than you can shake a stick at, all of which cover crucial aspects of the SAT math section. Lines and angles, polygons, integers, ratios...any topic you need to brush up on is at your fingertips, so make the best of your study time and energy and target any of your known problem areas before test day. Want to know the most valuable strategies for SAT math problems? Check out our guides on plugging in answers and plugging in numbers to help finesse the vast majority of your SAT math questions. Looking to get a perfect score? Look no further than our guide to getting a perfect 800 on the SAT math section, written by a perfect-scorer. 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 Math strategy guide, 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:

Aristotle's argument that women are subsidiary to men Essay

Aristotle's argument that women are subsidiary to men - Essay Example Aristotle, despite his appreciation of some attributes of women, including their intelligence, he was of the opinion that that they were subsidiary to men and because of this they had to submit themselves to men in their lives since women are â€Å"more mischievous, less simple, more impulsive... more compassionate† (Aristotle 28). Aristotle justified his opinion by actively supporting those laws that denied women the right to own property, and if they got married, with the said property it should be transferred to their husbands on such an occasion. Considering that he also believed that women had to stay only in female quarters of the household, except during extreme need, shows his belief that women had to be contained, which in essence was similar to enslaving them. Aristotle was an extremely prominent scholar of the ancient world and he had a lot to say concerning women and their subservience to men. While his writings seem to indicate that he was exceedingly liberal abou t the roles of the various sexes in many aspects of life, it is a fact that he was a believer in the inferiority of women to men (Francis 144). Despite the fact that he may have seemed to be a liberal in some matters concerning the sexes, Aristotle, being true to his era, had some positive things to say concerning women, but while he did so, he also showed that he still believed them to be subservient. It is possible that perhaps Aristotle’s teachings, which might be considered liberal, would have had a deeper meaning, displaying that while women were a gifted lot, they were supposed to remain in the background, since that was their designated place in society. This scholar was known, from time to time, to deviate from the norm concerning the role of the sexes in his society. Aristotle’s writings, while being conservative in nature, display a characteristic that was particularly common among the writers of that age; they were liberal to a certain extent and their opini ons were openly stated. However, when it came to undertaking something to change their societies so that they would conform to their liberal views, they took no action. Therefore, it can be said that although Aristotle in his writings displayed several instances of being liberal concerning the roles of the sexes in the society, most of his comments concerning this issue remained conservative â€Å"†¦.the courage of a man is shown in commanding, of a woman in obeying.† He continued to advocate for a male dominated society, supporting the role of a subservient woman, who had to submit to the will of man (Klosko 163). In a majority of his works, Aristotle displays respect for the competence of women, which is truly surprising for a man of the ancient world, where women were considered nothing more that bearers of children. Most of his works about women are based on the influence of his societal, physical and mental opinion of them. In some of his work, he states that women are much more emotional because of the belief in the ancient world that women are particularly closely tied to the earth than men. Aristotle in general shows a strong admiration for women, and he states that they are more gifted than their male counterparts. Alongside this admiration is also his belief that women are