All the ACT Idioms You Need Complete List

All the ACT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the ACT are different from the other grammar questions on the ACT. Why? Idiom questions don’t conform to specific rules. You have to rely on your intuitive grasp of English and your familiarity with certain phrases. Because you’re likely to encounter at least a few idiom questions on the ACT English test, I’ll provide you with some information about idioms that should help you raise your ACT English score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common types of idiom questions on the ACT English section. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough list of idioms to help guide your studying. Provide you with ACT English practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "actions speak louder than words," "barking up the wrong tree," and "make a long story short." However, the ACT does not test you on these colloquial expressions. ACT English idiom questions will test you on different types of idioms. Idioms have no rules. How Are Idioms Tested on the ACT English Section? While the ACT doesn't test you on the figurative expressions I referenced above, the ACT does test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you "wonder about" something, not "wonder on" something. You're "suspicious of" something, not "suspicious by" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Unsurprisingly, after Corey decided not to pay back the substantial loan given to him by his best friend, everyone was outraged for Corey’s behavior. This is a typical sentence with an idiom error you may encounter on the ACT. There's no violation of a specific grammar rule in the sentence. However, the phrase "outraged for" is incorrect. The sentence should read: Unsurprisingly, after Corey decided not to pay back the substantial loan given to him by his best friend, everyone was outragedbyCorey’s behavior. The proper expression is "outraged by." There is no rule that allows you to determine the correct idiomatic expression. Familiarity with the given phrases will greatly help you in identifying idiom errors. There's another type of idiom that is commonly tested on the ACT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include skipping, talking, and performing. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to do, to analyze, and to explain. So what are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable to be." The proper idiomatic expression is "regarded asbeing," not "regardedto being." For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it's acceptable to use an infinitive or a gerund. Here's an example with the gerund in bold: I neglected doing my homework. The sentence is also correct if you use an infinitive: I neglected to do my homework. While both of those sentences are correct, this is a sentence with an idiom error: Shelby will succeed in to graduate from college. The phrase "succeed in to graduate" is incorrect. Do you know the right idiomatic expression to use? This is the corrected version of the sentence: Shelby will succeed in graduating from college. There's no rule to learn that will indicate that "succeed in graduating" is the correct phrase. Here's one more example of an idiom error: Gina decides leaving the group when we go out. This is how the sentence looks after we fix the idiom error: Gina decides to leave the group when we go out. The infinitive form should be used with the word "decides." Now here are couple of actual idiom questions from real ACTs. Real ACT English Examples Try to answer this idiom question from a real ACT: Explanation: The answer is D. The right idiomatic expression is "sat across from." Here's one more for you: The court agreed with Kevin that a person's right for wearing clothing of his or her own choosing is, in fact, protected by the Fourteenth Amendment. A. NO CHANGE B. of wearing C. to wear D. wearing Explanation: The correct expression is â€Å"right to wear clothing of his or her own choosing." The answer is C. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Knowledge of idioms tends to be built throughout a lifetime of exposure to them. Why They're Easy Idiom questions are the only ones where solely relying on what "sounds right" is likely to give you the right answer. These questions do not require you to understand and apply a rule. If you're familiar with the specific idioms that appear on the ACT English section, you can easily spot any idiom errors. ACT English Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3: Keep a list of idioms that appear on your practice tests. #4: Review and familiarize yourself with the list of idioms below. List of ACT Idioms While there are thousands of idioms in the English language, almost all idiom questions I’ve encountered on the ACT involve prepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the Real ACT Prep Guide (the red book) are listed first. It's not practical for you to memorize every single idiom on this list. There are usually less than a handful of idiom questions on the ACT English section. Spending numerous hours learning hundreds of idioms would not be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the ACT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. After trying to learn every idiom This is my extensive list of idioms: IDIOMS FROM REAL ACT PREP GUIDE come to a conclusion come to a halt come to an end earned a living from/by doing in the dusk modeled on principles of such as PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in Study hard! On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with You can do it! GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional ACT English Practice Questions Hooray for making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the ACT. I've created some realistic ACT English questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. My parents allow me staying out late because I have earned their trust. A. NO CHANGE B. stayed C. to stay D. is staying 2. Despite his efforts, Gerald is incapable at eating without staining his shirt. A. NO CHANGE B. to eat C. eating D. of eating 3. Even though I tend to not enjoy magic, I was amazed to the trick the illusionist did at the end of his show. A. NO CHANGE B. by C. from D. into 4. Wyeth insisted on watching The O'Reilly Factor every single night. A. NO CHANGE B. insisted by C. insisted in D. insisted to Answers:1. C, 2. D, 3. B, 4. A What's Next? Congratulations on your continued efforts to improve your ACT English score. Make sure you check out this article on the five critical concepts you must understand to ace ACT English. Also, many students fear ACT English questions about commas; you don't have to live in fear. If you're looking for a basic overview of the ACT English section, read about what's actually tested on ACT English. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this English 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:

Founder of the Black Panther Party Huey P Newton A Forgotten Legacy essays

Founder of the Black Panther Party Huey P Newton A Forgotten Legacy essays In the late 1960's and early '70's posters of the Black Panther Party's co-founder, Huey P. Newton were plastered on walls of college dorm rooms across the country. Wearing a black beret and a leather jacket, sitting on a wicker chair, a spear in one hand and a rifle in the other, the poster depicted Huey Newton as a symbol of his generation's anger and courage in the face of racism and classism. He is the man whose intellectual capacity and community leadership abilities helped to found the Black Panther Party (BPP). Newton played an instrumental role in refocusing civil rights activists to the problems of urban Black communities. He also tapped the rage and frustration of urban Blacks in order to address social injustice. However, the FBI's significant fear of the Party's aggressive actions would not only drive the party apart but also perpetuated false information regarding the Panther's programs and accomplishments. In recent years, historians have devoted much attention of the e arly 1960's, to Malcolm X and Martin Luther King and have ignored the Black Panthers. The Panthers and Huey P. Newton's leadership of the Party are as significant to the Black freedom struggle as more widely known leaders of the Civil Rights Movement. A typical American history high school textbook not only neglects to mention Huey Newton but also disregards the existence of the Black Panthers altogether . Therefore, we must open this new chapter in American history and discover the legacy and story of Huey P. Newton's Black Panthers, which has been hidden for far too long. Huey's experiences growing up were central in his conception of the Black Panthers. Unlike King and many other civil rights leaders who were religious Southerners, from middle class and well-educated families, Huey P. Newton was a working class man from a poor urban black neighborhood. Born February 17, 1942, in Oak Grove Louisiana, Huey moved to Oakland, California shortly after his ...

Workplace Communication between principal and a teacher Essay

Workplace Communication between principal and a teacher - Essay Example There are many superior-subordinate interactions that provide insight into workplace communication and there is none that exemplifies this interaction better than a principal-teacher work relationship. This paper focuses on a previously observed principal-teacher interaction, primarily taking note of significant elements including patterns of verbal communication, power influence in the communication approach, and an examination of whether the interaction constitutes an intercultural communiquà ©. In the course of evaluating workplace interaction between the said principal and a teacher, several observations were drawn. Key among the aspects denoted was the principal’s role as a coordinator of virtually all administrative duties, while striving to ensure efficient operation of the entire institution (watching a child interact with classmate). The principal was also responsible for ensuring that subordinates including teachers and other staff members worked towards achieving s chool goals. Overall, it was apparent that the principal’s role revolved around efficient leadership and management of school matters. On the other hand, the observed tutor bore the responsibility of teaching students, evaluating their performance and reporting assessment outcomes to the principal for formulation of learning improvement strategies. In terms of communication, the principal simply communicated tutorial guidelines and school policies to instructors, including the one under scrutiny.

Case study 2 Example | Topics and Well Written Essays - 250 words - 2

2 - Case Study Example The reason one experiences pain in the right upper quadrant is because of the position of the gallbladder, and what happens to the gall bladder whenever it is blocked by the gallstones. The gall bladder has the cystic duct through which bile flows into the duodenum. A blockade of this duct means that bile cannot pass through. It becomes concentrated in the gall bladder causing irritation and inflammation. This inflammation causes pain that radiates to the surrounding parts. This is why an individual with gallstones experiences pain in the right upper quadrant that may further extend to the back (Whitney & Pinna 565; Bluth & Benson 1). When one eats, more bile is produced from the liver, and this goes into the already inflamed gall bladder. The act of eating stimulates the gall bladder to contract and push the bile into the duodenum for the normal digestion process. Because of the existence of the gallstone on the cystic duct, the contraction causes pain (Crutchlow, Dudac, MacAvoy and Madara 213). If Martha gets lucky and the doctor finds out that the gallstones can be dislodged, they will pass through the duodenum. Here they can be dissolved using ursodeoxycholic acid, or can pass through the intestine (DeBruyne, Whitney & Pinna

Layoff Protocol Assignment Essay Example | Topics and Well Written Essays - 250 words

Layoff Protocol Assignment - Essay Example The layoff protocol is to be facilitated by the directors in close co-operation with the management team. It takes into account the current emotional and psychological distress being experienced in the organization and therefore requires that the implementation team adequately communicates the importance of this activity. The criteria of selection shall be pegged on four major benchmarks that will include the years of service, the nature of work, performance appraisal records among other factors like recommendation by head of departments according to fairness and the organizational policy. The management shall look into requests for volunteering workers who intend to leave for other reasons. Secondly, the committee shall proceed to look at the classification of employees on the stated factors as indicated above. The order of priority shall be given to technical employees, those who have served for longer years and are therefore not able to look for other places and highly performing employees as recognized by the human resource policy mechanisms. It is notable that the board arrived at this decision after considering other options and therefore it was the last option. The laid off workers shall also be given priority for redeployment should the current situation

Causes And Effects Of Market Failure Economics Essay

Causes And Effects Of Market Failure Economics Essay In relation of the market performance, many things are well done, but not everything is done well. First of all, we assumed that markets are competitive. In some markets, a buyer or sellers might be having a right to control market prices. This ability to influence prices is called market power. Market power can cause markets to be inefficient because it keeps the price and quantity away from the stability of supply and demand. Market failure happen when resources are inefficiently allocated due to imperfections in the market structure , in the world the decisions of buyers and sellers sometimes affect people who are not participants in the markets at all. Pollution is the classic example of a market outcome that affects peoples not in the market such side effects called externalities. Market power and externalities are examples of a general phenomenon called market failure. When market fail public policy can potentially remedy the problem and increase economic efficiency. In this ca se; governments will interference where some form of market failure is taking part. Allocate efficiency means good resource allocation, when we cannot make any consumer better off without making some other consumer worse off. Moreover, an allocation of resources that maximizes the sum of consumer and producer surplus is said to be efficient. The balance of supply and demand maximizes the sum of consumer and producer surplus. That is, the invisible hand of the marketplace leads buyers and sellers to allocate resources. Markets do not allocate resources efficiently in the presence of market failures such as market power or externalities. Policymakers are often concerned with the efficiency as well as the equity of economic outcomes. This approach looks at the given resources and tries to get the most output from them and it also means that firms sell at a fair price to consumers that reflect the real resource use. Market failure is a situation in which a market left on its own fails to allocate resources efficientlywhen freely-functioning markets, operating without government intervention . Therefore, economic effiency welfare may not be maximized. This will leads to a loss of economic efficiency. When market fail, government policy intervention can potentially remedy the problem and increase economic efficiency, may also lead to an inefficient allocation of resources. Causes of Market Failure Public Goods Public goods are properties or facilities that can be used up by many consumers instantaneously without reducing the worth of consumption to any consumers. Therefore, public good is non-rival and non-excludable. That is a consumer cannot be stopped from consuming the good whether or not the individual pays for it. Realistically, non-rival means that the individual demand curves are summed perpendicularly to get the aggregate demand curve for the public good if each of those consumers has a demand curve for a public good (shown as the Figure 7.1). Consider Good with Identical Aggregate Demand is a public good. (i.e., Moon Lakes Water Quality) Figure 7.1 Mounting Aggregate Demand for Public Good Aggregate demand is summed vertically of individual demand curves in the market for a public good. The summed vertically of individual demand curves because all individuals can enjoy a similar public good. Hence, for every marginal unit of Moon Lakes water quality: aggregate demand = the total of consumer value for the unit Non-Rival and Market Failure Figure 7.3 Public Good: showed that the market price is not always in an efficiency condition because the a public good is never used up. à ¢Ã¢â€š ¬Ã‚ ¢ P=MC cannot be the equilibrium price of water quality because the individuals would not spend for any improvement in water quality. Individual would only spend for Q2, and because of Q2 level of water quality would not be met. Thus, the social optimum solution would be to offer Q* and charge each individual a unit price same to the individuals marginal value at Q* or P1* and P2*. The higher demand of consumer will spend a larger amount than the consumer with a lower willingness to spend for the goods or services (refers to the shaded areas). The reasons of inefficiency occurs in supplying public goods is that, unlike price, quantity is not an effective market mechanism: à ¢Ã¢â€š ¬Ã‚ ¢ For a given quantity, individuals will not automatically self-select their optimal price, but will instead wish to pay the lowest price possible when they cannot be excluded from consuming the good. Non-Excludability and Market Failure The primary cause of market failure involving public goods is non-excludable. Non-excludability means that the producer of a public good cannot prevent individuals from consuming it. Non-excludability is a relative, not an absolute, characteristic of most public goods. A good is usually termed non-excludable if the costs of excluding individuals from consuming the good are very high. Private markets always under produce non-excludable public goods because individuals have the incentive to free ride, or to not pay for the advantages they get from consuming the public good. With a free-rider problem, private firms cannot earn sufficient revenues from selling the public good to induce them to produce the socially optimal level of the public good. Figure 7.4 Optimal Provision of a Non-excludable Public Good, The Free-Rider Problem, and Market Failure PubD1 = Demand of one individual for public good X. D2 = Total Demand of two individuals for public good X. D3 = Total Demand of three individuals for public good X. D4 = Total Demand of four individuals for public good X. MC = Marginal cost of providing the public good X. The socially optimal level of public good X with four consumers is X4. (Note that the optimal level of the public good with a very large number of individuals is X max.) Because of non-excludability, markets may fail to provide X4.Under private markets, each individual may wait for the others to purchase the public good so that he/she can free-ride. In this case, the private market may provide no public good, because no one is willing to purchase it. For example, if individual decides to purchase (and the others free-ride), the private market will provide a level of the public good equal to X1, where the marginal benefit of the purchasing individual equals to the marginal cost of producing the public good. Notice that this is much less than the optimal level of provision of the public good, X4. Cause of market failure Market Failure is when a good is either over or under produced in a free market due to its externalities or other properties. This means that its ability to be used by more than one person at the same time, without any extra costs, makes it an unsuitable good to be produced by commercial suppliers. When demand is lowered, less will be produced, making the market fail. For an example, when a government subsidies for everyone to have enough of certain good or service, this is a market failure because demand still exists but supply is no longer limited for everyone who gets that product. Externalities are usually in all field of economic activity. Externalities are defined as third party or spill-over, the effects of production and consumption activities not directly reflected in the market. Negative externalities causes market failure because the graphs have failed to measure true products within the society. Failed to allocate resources efficiently and has overproduced goods with negative spillover effects. Negative externalities For example, the consumption of gasoline produces a negative externality in that people who do not use it (own a car) share the costs of the air pollution for which it is responsible. Negative externalities are also property rights problems. Social cost is equal to private cost to the firm of producing the gasoline plus the external cost to those bystanders affected by the pollution. Therefore, social cost exceeds the private cost paid by producers. . Price Social Cost Supply (private cost) Demand (private value) Q optimum Qmarket Quantity Figure 1 Figure 1 shows, the supply curve does not reflect the true cost of producing gasoline, the market will produce more gasoline than is optimal. Solving the negative externalities problem Top of Form Bottom of Form Government develop a product price via using taxes onto the consumption of that particular good. Due to the increase of taxation, consumption will decrease because fewer people will be willing to buy at a higher price, since the tax on the product may be more expensive than before. Furthermore, when the tax is increasing, this will cause the businesses to compete with each other on their prices. On the other hand, there might be some underground business causes products are expensive. The government can particularly tax certain private parties to reduce the amount of marginal private cost in order for it to equal to the marginal social cost for a negative production externality. By taxing a party, they will have a higher cost when producing their goods. Taxation can also provide a source of payment for public goods. e.g. we wouldnt have roads without taxes to pay for them. When a good has a positive externality, the government will often create a subsidy to reduce the effects of a ma rket failure. This means that the government will give money to the party that produces this positive externality, in order to encourage production. When subsidies are given, the producers have more money to produce their goods. This will increase production, bringing the marginal private benefits closer to marginal social benefits, decreasing the positive externality, and thus stopping market failure. One of the reasons contributing to a market failure is the unequal separation of market power. Market power means how strong is the firms influence on the market outcome, for example, the price of a good. Among all possible market condition, the one with most unequal market power would the monopoly market. A monopoly market means that the market has only one producer producing the goods, there is no other source of same or similar goods in the market. In this case, the particular producer would have absolute power to manipulate the price of the good in the market because consumers have no other choice but to buy the goods from that monopoly firm. The worst situation occurs when the goods sold in this particular market is basic necessary goods for the public, this is because the Price Elasticity of Demand (PED) for the good is so low, that the market would not be able to respond to the drastic change of price, if there is any. Price Quantity Q 0 S1 S2 DD S1 shift to S2 6 8 9 5 Figure 1 Figure 1 show that, the effects on the market outcomes when the demand curve is inelastic and supply curve is shifting to the left (from S1 to S2). The total expense increases from $40 to $45 after the firm raises the price from $5 to $9, even though the quantity traded decreases from 8 units to 6 units. If the market were a competitive market, such situation will not happen because as soon as the producer increases the price of good, consumers would switch their consumption onto similar goods produced by other producers in the market. When there is a market failure, government is then needed to interfere and hence improve the market outcome. A good way to prevent monopolization of an industry is via taking legal actions, for example, in South Korea, a Monopoly Regulation and Fair Trade Act is introduced on 31/12/1980. The act was introduced to promote competition among firms and to protect the consumers in the country, hence providing the country a stable and balanced development o economics. Under this act, any company that attempts to combine with another company, regardless the process is done through merging, acquisition of stocks, business take-over, or any other method would be considered as breaking the law and legal actions would be taken by the government. This particular government policy would have a great effect on stopping markets to develop into oligopoly market or a monopoly market, however, in some cases the government actually gave a company the power to monopolize the business. In Malaysia, an el ectricity supplying company called Tenaga National Berhad (TNB) was appointed by the government to be the only official electricity supplier in the country, this was due to the high entry bounty and maintenance fees to run an electricity supplying company, companies other than TNB were unable to bear the high cost and hence the government appointed TNB as the only electricity supplier in the country and subsidy was provided to the company to reduce the cost. Of course in this case another law called price ceiling was applied to control the price of electricity bills in the country, and to prevent exploitation of the company on the residents in the country. Government Policies Price Control Price control is government interference in markets in which lawful restrictions are located on the prices charged. The two primary forms of price control are price floor and price ceiling. Price ceiling is a legal maximum on the price at which a good be sold. Price floor is a legal minimum on the price at which a good can be sold. Price controls enforced on an otherwise proficient and competitive market create imbalances (shortage or surplus) which leadineffectiveness. However, enforcing price controls on a market that fails to reachproficient (due to public goods, externalities, or incomplete information) can actual riseefficiency. Price controls have widely used to decrease inflation in economy. -Price Ceiling Figure 8.1 Pricing and quantity effects of a binding price ceiling on Rental From the figure 8.1, an equilibrium, Eo is occurs when supply curve intersects with demand curve in the free market. The initial price on rental is Po and quantity is Qo when the equilibrium is occurs. Rental control is a price ceiling on rent. According to rental control in New York, when the government enforced maximum price is lower than markets equilibrium price, as shown by the binding price ceiling in figure 8.1. Graphically, the price of rental decrease from Po to P1. Sellers can no longer charge the price the market demands but are forced to meet the ceiling price set by the government. A ceiling price can make sellers away from the market (decreases the supplied resources), while the lower price increases the consumers demand. Hence, the quantity of supply reduces from Qo to Q1 while the quantity of demand increases from Qo to Q2. When DD>SS, the ceiling is a binding constraint on the price and causes a shortages. A number of consumers willing to experience a long line for the product when they need to purchase. Sometimes governments merge price ceilings with government rationing programs to ensure the market will allocate the supply of goods efficiently. -Price Floors Figure 8.2 Pricing and quantity effects of a price floor on Wage Minimum Wage is approaching record lows in the United States. If no one earns any money except for one person, who earns all of the money, then the income distribution would be perfectly unequal. Governments make an effort to stop the poor from getting poorer, and the rich from getting richer in order to achieve an equilibrium in income distribution. Minimum wage laws have its greatest impact on the market for unskilled workers. Minimum Wage is one of the price floors in market. Minimum wage laws establish the lowest price of wages that all employers must pay for labor. The quantity of supplied labor is higher than the quantity demanded in the traditional minimum wage model. According to the figure 8.2, Minimum wage, P2 is above equilibrium price, Po and quantity, Qo when supply curve intersect with demand curve. Labor supplied and labor demanded can be prevented from shifting toward equilibrium price and quantity. Hence, surplus is occurs between quantity of demand, Q1 and quantity of supply, Q2. Minimum wage levels become the price floor and wages cannot fall below the floor price. Conclusion

Abstinence-only vs. Abstinence-plus Essay example -- Social Issues, Se

There are many problems facing teenagers these days. None are bigger than the issue of underage sex, and all the issues stemming from it. The number of teenagers becoming sexually active, pregnant, and contracting sexually transmitted diseases are rapidly on the rise. There is no simple fix, or easy solution to this problem. Sex education should begin at home, and extend to include an effective program in schools that reinforce a clear message of abstaining from sexual activity in addition to informing students of the risks posed by engaging in sexual activity. The political, and religious dissension on this issue has resulted in a procedural stalemate preventing schools from effectively addressing the problem, and implement a comprehensive sex-education program that benefits young adults in Texas and the rest of the United States. Abstinence-Only programs are currently the most used in public schools, but this method is seriously out-dated and does not aptly deal with the issue that teenagers are participating in underage sex regardless of whether they have been told that they should not. Without the proper information, teenagers are blindly making a decision about having sex that could impact their lives in far many more ways than they can fathom, most not fully understanding the ramifications of their decision. The implementation across the nation of a comprehensive Abstinence-Plus program teaching: abstinence, health risks, birth control, teen pregnancy, and providing students with information and birth control is exactly what is needed. Strong emotions, and opinions are found on both sides of this argument, but the fact of the matter is that Abstinence-Only programs are insufficient in educating teenagers ab... ...neffective in changing teen sexual behavior, this is good news for thousands of Texas teens and their parents.† An increase over 200% in less than three years is encouraging and hopefully those numbers continue to grow. Drastic changes need to be made the nations current policies on sex education in schools. More information needs to be provided to the students, and their parents in order to effectively educate them both on the risks of underage sex and the importance of being thoroughly educated in a comprehensive Abstinence-Plus method. Politicians and law-markers need to stop arguing their point and open their eyes to the very real reality that more, and more teenagers are engaging in sexual activity. Young adults are going to learn about sex; the question is will we control when and how they receive the information or will we leave it up to them.

EHT Task

Guided Practice: a. Teacher follows the above procedure for each student working with each student both directly and indirectly. Teacher and aid will use both physical and verbal cues until student is able to work in pairs and then independently. E. Independent Student Practice: a. Teacher will begin pairing students together based on ability to follow through with â€Å"kick the ball†. B. Students will be monitored for safety implicate, sharing and taking turns as well as using correct technique. C.Students who are non-compliant with safety procedures will work independently with teacher or aid as they kick the ball and retrieve it. D. Wheel chair students will receive moral and physical support as required. F. Culminating or Closing Procedure/Activity/Event: a. Students will participate in a non-traditional game of kick the ball; students will utilize a three base plus home plate field (set up like baseball). Each student will receive a turn to kick the ball and maneuver the basses. Students enable to walk or run or who are in a wheelchair will be assisted around the course.Students will receive instruction, praise and reward for all efforts and achievements. Pedagogical Strategy (or Strategies): Teacher will be utilizing direct instruction, one-on-one instruction, small group instruction and independent teaching strategies. Differentiated Instruction: Accommodations have been implemented for physically challenged students. Small group Para-pro for student with CUP. Classroom aid for wheelchair bound student and additional coverage where needed throughout the lesson.Technology Integration: Technology deemed inappropriate for this lesson format as physical exercise is required. Student Assessment/Rubrics: Assessment: Per state guidelines students are only required to participate so attendance will be taken and submitted. An alternative assessment could be documented and kept in student records and could be in the format of a rubric. Students could be me asured as: Mastered, independent, guided, and physically assisted. This information could as well be kept in a teacher grade book used to monitor progress or regression.

Poverty and Voter Participation

Poverty and Voter Participation Free Online Research Papers A democratic form of government is unique in that all citizens have an equal vote or voice in shaping policy or electing government officials. The population participates effectively in the determination of their lives for themselves either directly or through their elected representatives. Equal opportunity is a central component of democracy. Each individual, whether rich or poor, strong or weak, has the same chance to participate and influence governmental action. Without this participation, a democracy is neither representative, nor efficient. When considering democratic participation, one cannot help but wonder if all people truly do have the same opportunity to contribute. Equality in democracy appears to be a concept that has been buried by the seemingly more important attributes such as wealth, power, and influence. Have the poor become so disenfranchised that they no longer care to play a part in democratic processes? This leads me to my research question: how does poverty affect democratic participation? In searching for the answer to this query, I will examine possible factors that could explain why the poor may not be as capable or willing as the rich to shape public policy or elect officials. A review of the voting trends of poorer peoples as compared to those of the wealthy in various democratic nations throughout the world will help me to understand which economic group is more likely to show up and contribute on Election Day. It is my hypothesis that poverty results in decreased engagement in democratic p rocesses. Certain unfulfilled needs of the poor put them at a disadvantage as compared to the affluent when it comes to democratic participation. Whether it concerns the human body’s most basic needs such as food and shelter or more developed needs such as education, the well-off clearly are steps ahead of the less fortunate. I will spend the next several paragraphs explaining how such essentials impact the political input of those stricken by poverty. Human beings have certain basic needs. Until these are fulfilled, all other needs are not of importance. Food is one such necessity. The poor may not always have ready access to nourishment and thus are less concerned with more distant matters such as elections and policy choice. Without the energy that is provided by food, individuals cannot hope to function effectively. It is in the face of such dire straits that democratic participation is not of great concern. What is worse is the fact that the little access to food the poor have is insecure. The underprivileged must rely on charity, handouts, or begging for their sustenance (Sibanda, 2006, p.7). The constant threat of starvation will draw anyone’s attention away from democratic contribution. The wealthy, on the other hand, have no need to worry about where their next meal will come from and thus can focus their attention towards matters of political importance. On the same level of importance of food is the matter of shelter. â€Å"Not shelter for its own sake, but adequate shelter conducive to a healthy and comfortable pursuit of life. Many people in Africa are living in the most shocking conditions† (Sibanda, 2006, p.7). Poor living conditions do not assist in any way to a desire to participate in any kind of political activity. A disadvantaged man or woman living in the Democratic Republic of Congo is unlikely to travel to the voting station when his or her home is in constant danger of falling apart. An education is vital to any person who wishes to make beneficial political decisions. Being educated not only increases one’s chances of gaining access to all kinds of resources, it allows one to avoid exclusion from the governmental processes of one’s country. If one wishes to exercise one’s rights, one must be educated about those rights. â€Å"It is not enough to teach people how to vote and remind them every so often of their basic rights as relates to the election process, people need to be educated about the entire political system† (Putnam, 2006, p.1). Often times the poor are not privileged to have access to a meaningful education. Consequently, they frequently do not comprehend where they stand in the political system beyond the vote. It is in formal educational structures that this kind of information is made available, resulting in a better informed upper class. This leads one to believe that the wealthy are more likely to engage in democratic participation. It is an unfortunate fact that many of the democratic nations in Africa spend more on defense than they do education. Fortunately, efforts are being made to remedy this problem. In South Africa, for example, there is an ongoing campaign with the goal of informing the public of their rights and how they can actively participate in the democratic processes. (Sowman. 2006. p.6) Health and medical needs are other factors that could lead to less governmental contribution by the poor. The poor in many democratic nations throughout the world are not provided with adequate health services. Issues of distance and cost result in the exclusion of provisions for the financially disadvantaged. Additionally, public hospitals are unable to give necessary treatment to those unable to afford private care. (Abelson. 2002. p. 27) Clearly, people suffering from an ailment or who have questionable health are not likely to take part in democratic functions. Mothers and fathers do not wish to leave their sick and dying children so that they may vote in an election. â€Å"Even as people recognize the failing of their political institutions in providing for their needs and even if they are fully aware of their rights and how to exercise them, they are disinclined to do so if they are sick or their families are sick all the time† (Sibanda. 2006. p. 8) The poor suffer another setback as they may not have access to information on the actions and processes of their government. Government headquarters are typically in urban areas which may be a great distance from the rural poor. For those living in shacks many miles away from major cities, the democratic government may be viewed as a distant entity that does not pertain to their simple lives. This could decrease any and all motivation to make their presence felt on the government. Meanwhile, the wealthy living in or around these urban areas are likely to participate as they feel more directly impacted by elections, decisions, policies, etc. A final setback experienced by those living in poverty that could hinder their democratic participation is a language barrier. In numerous African democratic nations, â€Å"language continues to be the most important vehicle of exclusion in democratic participation in Africa. A significant proportion of the African population does not use the colonial language as a means of communication† (Sibanda. 2006. p.10) This limits participation to those sufficiently fluent in the colonial language. This group tends to be the more affluent members of society. The poor are unable to take an active part in the democratic system as the system is based on a language unknown to the needy. This is a sad truth as these people are excluded from the political process despite being the ones most affected by the governmental actions. All of these setbacks would lead one to believe that the poor in most democratic nations throughout the world participate significantly less than the wealthy in governmental affairs. Nevertheless, this has proven not to be the case. It is true that the poor demonstrate less desire to engage in democratic participation in some nations. In the United States, for example, only 55 to 60 percent of eligible voters visit the voting stations to do perform their democratic duty. (Arnold. 2004. p.1) Of these eligible voters that participate, less than five percent are below the poverty line. (Arnold. 2004. p. 1) This confirms that in the United States of America, the economically wealthy are more active participants in democratic processes. However, this finding does not apply to all democracies on Earth. An example of this is demonstrated by the Philippines, where those classified as lower class comprise 60 percent of all voters. (Coronel. 2004. p. 1) Beginning in 1998, the poor Filipino vote played a significant role in the outcome of the presidential elections. A poll determined that, â€Å"class, rather than age, gender, or geography determined the vote† (Coronel. 2004. p. 1) Why is it that in the Philippines the poor are so eager to participate democratically while those of the same class level in America and African democracies seem to care so little? In the Philippines, elections are viewed as games of chance. Voters can either win or lose. Because they have so little opportunity to win in other facets of life, the poor in this nation choose to take advantage of democratic systems to make their voices heard. (Coronel. 2004. p. 5) Elections to them are the only legitimate means to choose a leader; thus, they passionately engage in the process. â€Å"The voter turnout among the poor in the Philippines has historically been higher than among the more affluent classes† (Coronel. 2004. p. 5). The election game of chance results in both a valid system as well as a source of entertainment. For the poor that do engage in democratic participation, one must wonder what values they embrace, how they are influenced, and what they look for in government and leadership. When it comes to choosing candidates, the poor seek an individual who is educated, has experience, a good track record, and an effective political platform. Wealth and power are not necessarily attractive qualities of candidates. Rather, honesty, responsibility, willingness to help, and an overall goodness of character are desired leadership traits. (Chua. 2004. p. 6) What influences the economically misfortunate in their democratic participation? â€Å"The most important sources of influence of the poor are, in declining order: the media, the family, the church, and political parties. Surveys come last on the list† (Chua. 2004. p. 6) There is a general distrust of surveys and a belief that one’s vote should be based on the qualifications and history of the candidate. The media holds the most influence as it provides information about the candidates on a mass scale. The media allows the poor to observe the behavior, manner of speaking, and get an overall sense of the personality of those running for office. It is typically a trait of poor families to agree on election choices. Hence, the family is of great influence when it comes to democratic participation. Why do the poor in some democratic nations take such an active role in government while the poor in other such countries remain idle? The degree of poverty can provide an explanation. South Africa, a democratic nation, millions of citizens live in conditions unfit for even the lowliest of creatures. All of the factors discussed earlier that could hinder democratic participation combine in such an environment to make it impossible to go protest a policy or listen to a political debate. Thus, democratic participation is particularly unlikely to take place among the poor in such a region. (Everatt. 2003. p. 14) On the other hand, Mexico, another democratic nation experiences higher participation among the poor in terms of voting and seeking policy reform. Although those living in poverty in this country still must endure atrocious living conditions and are in dire need, the state of poverty is not quite as bad compared to a country like South Africa. The average household income in Mexico is greater than that of South Africa and the nation also enjoys a lower percentage of its total population living in poverty as compared to its African cousin. (UNICEF. 2006) The resources that a democratic government provides to its constituency is another possible explanation for the difference in democratic participation among the poor in various nations. Public health, education, and welfare services are all likely to affect the poor’s ability or willingness to contribute to their government. With regards to health, a nation’s life expectancy, infant mortality rate, accessibility to drinking water, and government financed vaccines and immunizations are clear indicators of the services provided to the public. Germany enjoys greater democratic participation among the poor than a nation such as Guatemala. (UNICEF. 2006) Germany also shows a higher life expectancy, lower infant mortality rate, greater access to drinking water, and more government financed health care. Thus, Guatemalans are more concerned about the health status of themselves and their families, reducing their opportunity to participate democratically. The provision of education by democratic governments also seems to influence the poor’s desire or ability to chip in with regards to politics. With a higher literacy rate, school enrollment ratio, and access to internet, it is no wonder Iceland has greater democratic participation among the poor than the nation of Jamaica. (UNICEF. 2006) The Icelandic government’s provision of more efficient public schooling puts this country at a clear advantage when it comes to the ability or desire of the economically disadvantaged to vote, protest, or decide policy. The Jamaicans, with a smaller number of educated poor, experience less democratic participation as a result. I have reached the conclusion that poverty, for the most part, does place individuals at a disadvantage when it comes to participating in democratic processes. Lack of adequate food, shelter, education, and access to information, in addition to language barriers, all act as hindrances to one’s ability to contribute to democracy. There are nations in which the voting turnout and participation of the poor are greater than that of the affluent, but these are rate. The severity of poverty as well as the provision of public services and goods by democratic governments are factors that explain why some democracies experience greater participation among the poor. The more severe the poverty, the less likely the poor are to make their impact felt on government. The more a democracy provides public needs such as education and health care, the more likely the poor are to contribute. It is my opinion that a nation can claim to be a democracy, but until the poor population is equally as capable as the wealthy to participate, the democracy is false. The poor have a voice that deserves to be heard. Research Papers on Poverty and Voter Participation19 Century Society: A Deeply Divided EraRelationship between Media Coverage and Social andComparison: Letter from Birmingham and CritoPETSTEL analysis of IndiaAssess the importance of Nationalism 1815-1850 EuropeBringing Democracy to AfricaInfluences of Socio-Economic Status of Married MalesQuebec and CanadaThe Relationship Between Delinquency and Drug UseResearch Process Part One

Profile of Anton Chekhovs Life and Career

Profile of Anton Chekhovs Life and Career The Origins of a Storyteller Born in 1860, Anton Chekhov grew up in the Russian town of Taganrog. He spent much of his childhood quietly sitting in his fathers fledgling grocery store. He watched the customers and listened to their gossip, their hopes, and their complaints. Early on, he learned to observe the everyday lives of humans. His ability to listen would become one of his most valuable skills as a storyteller. Anton Chekhovs Youth His father, Paul Chekhov, grew up in an impoverished family. Antons grandfather was actually a serf in Czarist Russia, but through hard work and thriftiness, he purchased his familys freedom. Young Antons father became a self-employed grocer, but the business never prospered and eventually fell apart. Monetary woes dominated Chekhovs childhood. Due to his experiences with poverty, financial conflicts are prominent in his plays and fiction. Full-Time Medical Student / Part-Time Writer Despite economic hardship, Chekhov was a talented student. In 1879, he left Taganrog to attend medical school in Moscow. Due to his familys poverty, he felt the pressure of being the head of the household. Chekhov needed a way to make money without abandoning school. Writing stories provided a solution. He began writing humorous stories for local newspapers and journals. Although paid very little at first, Chekhov was a prolific humorist. By the time he was in his fourth year of medical school, he had caught the attention of several editors. By 1883, his stories were earning him not only money but notoriety. Chekhovs Literary Purpose As a writer, Chekhov did not subscribe to a particular religion or political affiliation. He wanted to satirize not preach. At the time, artists and scholars debated the purpose of literature. Some felt that literature should offer life instructions. Others felt that art should simply exist to please. For the most part, Chekhov agreed with the latter view. The artist must be, not the judge of his characters and of what they say, but merely a dispassionate observer. Anton Chekhov Chekhov the Playwright Because of his fondness for dialogue, Chekhov felt drawn to the theater. His early plays such as Ivanov and The Wood Demon artistically dissatisfied him. In 1895 he began working on a rather original theatrical project: The Seagull. It was a play that defied many of the traditional elements of common stage productions. It lacked plot and it focused on many interesting yet emotionally static characters. The Seagull - The Breakthrough Play In 1896 The Seagull received a disastrous response on opening night. The audience actually booed during the first act. Fortunately, innovative directors Konstantin Stanislavski and Vladimir Nemirovich-Danechenko believed in Chekhovs work. Their new approach to drama invigorated audiences. The Moscow Art Theatre restaged The Seagull and created a triumphant crowd-pleaser. The Later Plays Soon after, the Moscow Art Theatre, led by Stanislavski and Nemirovich-Danechenko, produced the rest of Chekhovs masterpieces: Uncle Vanya (1899)The Three Sisters (1900)The Cherry Orchard (1904) Chekhovs Love Life The Russian storyteller played with themes of romance and marriage, but throughout most of his life he did not take love seriously. He had occasional affairs, but he did not fall in love until he met Olga Knipper, an up-and-coming Russian actress. They were very discreetly married in 1901. Chekhov the Playwright Olga not only starred in Chekhovs plays, she also deeply understood them. More than anyone in Chekhovs circle, she interpreted the subtle meanings within the plays. For example, Stanislavski thought The Cherry Orchard was a tragedy of Russian life. Olga instead knew that Chekhov intended it to be a gay comedy, one that almost touched upon farce. Olga and Chekhov were kindred spirits, though they did not spend much time together. Their letters indicate that they were very affectionate to one another. Sadly, their marriage would not last very long, due to Chekhovs failing health. Chekhovs Final Days At the age of 24, Chekhov began showing signs of tuberculosis. He tried to ignore this condition; however, by his early 30s, his health had deteriorated beyond denial. When The Cherry Orchard opened in 1904, tuberculosis has ravaged his lungs. His body was visibly weakened. Most of his friends and family knew the end was near. Opening night of The Cherry Orchard became a tribute filled with speeches and heartfelt thanks. It was their was of saying goodbye to Russias greatest playwright. On July 14th, 1904, Chekhov stayed up late working on yet another short story. After going to bed, he suddenly awoke and summoned a doctor. The physician could do nothing for him but offer a glass of champagne. Reportedly, his final words were, Its a long time since I drank champagne. Then, after drinking the beverage, he died Chekhovs Legacy During and after his lifetime, Anton Chekhov was adored throughout Russia. Aside from his beloved stories and plays, he is also remembered as a humanitarian and a philanthropist. While living in the country, he often attended to the medical needs of the local peasants. Also, he was renowned for sponsoring local writers and medical students. His literary work has been embraced throughout the world. While many playwrights create intense, life-or-death scenarios, Chekhovs plays offer everyday conversations. Readers cherish his extraordinary insight into the lives of the ordinary. References Malcolm, Janet, Reading Chekhov, a Critical Journey, Granta Publications, 2004 edition.Miles, Patrick (ed), Chekhov on the British Stage, Cambridge University Press, 1993.

Trends in the Global Emergence of Islamic Banking and Finance Essay

Trends in the Global Emergence of Islamic Banking and Finance Practices - Essay Example Global reach – First and foremost, the major trend in Islamic finance is geographical. There is a strong outward push of Islamic banks from predominantly Muslim regions to the Western world dominated by conventional institutions. For instance, in October 2003 the Bahrain Monetary Agency announced the move of Citi Islamic Bank and parent Citigroup to arrange a $250 million Sukuk (Islamic bond) issue for investors outside the Gulf. Nearly all the major international banks have set up Islamic-finance subsidiaries or units, such as Amanah by HSBC, Noriba by UBS, and so forth. Furthermore, in 2000 the Dow Jones established stockmarket indices tailored to Shari’a-compliant companies. Probably what has spurred the faster growth of Islamic banking is that Western institutions have themselves driven the development and acceptance of Shari’a banking products and services (Economist, 2003; Martin, 2005; Roane, 2007). Engineering of new finance modes – Initially, only Murabaha existed as the only mode of finance, mainly to finance imports and domestic trade, and ultimately giving rise to the momentum of establishing commercial Islamic banks. Later other instruments were devised, such as Ijarah for the purchase orderer and Salam to finance agriculture and light industries. Today, financial engineering is on the forefront of many financial institutions’ Islamic desks, in order to come up with Shari’ah based instruments that parallel conventional ones and which cater to the needs of not only Muslim but also non-Muslim institutions and individuals (Kahf, 2002). An example is the launching by Sharia Funds, an American institution, of the first hedge fund that was compliant with the Koran in December 2003 (Economist, 2004). Adoption of a uniquely Islamic audit culture and framework - One of the most critical areas where new practices may or have begun to evolve is in the field of accounting. Accounting practice and â€Å"audit cultures† are formed around conventional finance where interest is recognized as a necessary component of debt. With the growing acceptance and importance of Islamic banking conventions, there is a need for a rethinking of critical accounts (Maurer, 2002) and their definitions in accounting and auditing. Presently, the financial reportorial systems are highly attuned to the conventional methods of finance particularly in the treatment of liabilities and interest, and its view of risky assets. A new auditing system will need to evolve to address the special treatment of riba (interest) and gharar (risk) in the reporting of financial activities of institutions in the context of Islamic banking and finance. Adoption of a Shari’ah based legal framework – A major development in the adoption of Islamic finance and a certain sign of its widespread adoption is the move towards the establishment of a dispute resolution system that pursues a distinctively Islamic legal framework. Until recently, Islamic B&F disputes in developed countries sought recourse in the conventional courts which are not equipped to handle the special knowledge in shari’ah law which is required in adjudicating shari’ah compliant financial contracts and practices. For this reason, practitioners and scholars in Islamic law have begun exploring Alternative Dispute Resolution (ADR) what would be recognized under this legal framework. For a legal system to be set up to address these cases is

Autism as a Learning Disability in the School System Research Paper

Autism as a Learning Disability in the School System - Research Paper Example To increase the learning experience of children with ASD in special school, it is important to maintain a small group of students in each class, provide autistic children with intensive intervention of at least 25 hours per week and 12 months per years, document each child’s learning development, and accurately identify the specific needs of the students in order for them to effectively remove the students’ learning barriers. As a life-long non-curable disease, autism spectrum disorder (ASD) is a neural developmental disorder that is often characterized by having impaired verbal or non-verbal communication and social interaction aside from showing repetitive behavior such as the act of arranging objects in stacks or lines, continuous hand flapping or making unusual sounds, body rocking, and ritualistic behavior like eating the same food each day or performing a ritual when dressing (Geschwind, 2008; Lam & Aman, 2007). In most cases, autism is four times more prevalent among male as compared to female individuals. As reported by the Autism Society, at least 1 percent of the entire U.S. populations of children between the ages of 3 – 17 years old was diagnosed with ASD (Autism Society, 2010). As reported by the Centers for Disease Control and Prevention (2007), between 1 to 1.5 million Americans today are suffering from the health and learning consequences of ASD (ibid). Autism can lead to a learning disorder. Based on the report of the National Institute of Mental Health, ASD can include a number of other disorders including Asperger's disorder, childhood disintegrative disorder, Rett’s disorder, Pervasive developmental disorder, and autistic disorder