How to Write an SAT Essay, Step by Step

The most effective method to Write a SAT Essay, Step by Step SAT/ACT Prep Online Guides and Tips SAT Essay composing requires a quite certain arrangement of aptitudes. It's a bit of overwhelming to imagine that you just have 50 minutes to peruse an entry, dissect it, and afterward compose an exposition. Be that as it may, don't stress getting a top SAT article score is inside everybody's scope! The most solid approach to score high is to follow our SAT paper format for each article and to get ready well heretofore. In this article, we'll tell you the best way to compose an extraordinary SAT exposition. We'll make you through all the strides you have to follow when composing the SAT article to give you how you can assemble a stellar paper yourself. In the event that you haven't just, read our article on 15 hints for improving your SAT exposition. We'll be utilizing the exercises from that article here in our paper model. Return to this article a short time later. Outline: Before You Start Writing We'll design and compose a paper in light of the example SAT article brief underneath, utilizing the tips we've shared. On the off chance that you follow our arrangement beneath and practice it to familiarity for your 50-minute exposition, you're ensured a 6/6/6 or above on the SAT paper. We should begin by perusing and understanding the brief: Compose an exposition where you clarify how Peter S. Goodman fabricates a contention to convince his crowd that news associations should build the measure of expert outside news inclusion gave to individuals in the United States. In your exposition, break down how Goodman utilizes at least one of the highlights recorded in the crate above (or highlights voluntarily) to reinforce the rationale and enticement of his contention. Be certain that your investigation centers around the most significant highlights of the section. Source: The Official SAT Study Guide; the article referenced in the brief can likewise be discovered (unmodified) online for nothing here. Indication: Read The Prompt Before Reading The Passage As we referenced in our 15 SAT paper tips article, the writer's contention that you'll be talking about is in the primary line of the brief: Compose an exposition where you clarify how Peter S. Goodman constructs a contention to convince his crowd that news associations should build the measure of expert outside news inclusion gave to individuals in the United States. This is the contention you have to deconstruct in your article. Composing a SAT article comprises of four significant stages: Perusing: 5-10 minutes Breaking down Planning: 7-12 minutes Composing: 25-35 minutes Changing: 2-3 minutes There’s a wide time run for a couple of these stages, since individuals work at various rates. A few people, for example, will be much quicker at perusing than they are at arranging, while it may be the opposite way around for other people. You'll have to discover the planning mix that works best for you through a smidgen of experimentation. Composing takes the huge majority of the 50 minutes, however perusing and breaking down and arranging are similarly significant pieces of the SAT article composing process. Stage 1: Read the Passage (5-10 minutes) There are two or three distinct approaches to peruse the entry on the SAT paper, each with their own favorable circumstances. Regardless of which system you use, however, make a point to watch out for the time so you don’t use up all available time for dissecting and composing! On the off chance that you can simply peruse straight through the entry without getting also hung up on subtleties, pull out all the stops. This procedure functions admirably for understudies who are normally quick perusers and don't experience difficulty getting diverted under time tension. On the off chance that you’re a moderate peruser, get on edge about perusing in coordinated circumstances, or find that the topic of the article is confounding, you should have a go at skimming the article. You can utilize comparable methodologies to those you may use on SAT understanding sections. In either case, you'll need to ensure you get a smart thought of the manner in which the entry is spread out before you do a definite go through it. Why? You'll presumably wind up perusing portions of the entry on different occasions to ensure you completely get it. Giving the section a speedy read-through before you do any point by point investigation can help concrete which parts you'll need to return to and which parts aren't as significant. At the point when you return do a progressively definite perusing of the article, sure to watch out for contention building methods and to attempt to stay objective. You might need to circle or underline instances of these strategies as you read, which leads directly into the following phase of SAT paper composing. Stage 2: Analyze and Plan (7-12 minutes) Numerous understudies oppose anticipating the SAT Essay since it as of now feels like there's not sufficient opportunity to peruse and compose, not to mention remove a portion of that valuable time for arranging. In any case, take it from us: you're in an ideal situation with an arrangement. This is on the grounds that the SAT article graders search for a reasonable structure: presentation, end, and explicit proof in the middle. It's practically difficult to make this sort of structure and still compose rapidly without an arrangement You can compose everywhere throughout the entry as you dissect it †circle or underline key focuses, write in the edges, and so on. Along these lines, when you return to cite the writer in your paper, you’re not scanning the content for the statement or supporting point of interest. One approach to increase your section is by numbering your models and afterward orbiting and numbering any proof from the entry you’ll be alluding to in each passage. Another choice is to compose a short depiction of the subtleties from the section in your arranging and illustrating, alongside the area of the subtleties. Taking this time during the breaking down and arranging stage will wind up sparing you time over the long haul. I for one think that its supportive to accept notes as I read the section and afterward compose them into an article diagram. The following are the TOTALLY LEGIBLE notes I took as I was examining the section for the paper brief: As I was perusing the section, I jotted down key subtleties and the way I’d use them to help my proposal in the paper. For example, I composed, â€Å"last section †We need†¦we need (x4) - by and large utilization of â€Å"we† attracting peruser into his POV† my notes. This depicts what I need to discuss (the writer's utilization of We and We need), what it implies (it brings the peruser into concurring with his perspective), and where this is delineated in the entry (last full section). I at that point composed these notes into some similarity to a diagram I could use to design the association of my article. Here's an (unpleasant) translation of my diagram: IntroFacts/proof first section details and realities - to show issue is genuine, loan validity by not clarifying has a few impacts powers peruser to reach own inferences/consider which brings them into the contention alt makes peruser hope to writer in rest o/article (b/c had realities from the outset + so can be trusted)Reasoning-recognizes counterargument-so effectively could’ve gone on a tirade abt twitter which would’ve undercut contention, detached from peruser rather, gives instances of when internet based life has been useful (Arab Spring)- counterargument is all the more impressive therefore - take his â€Å"unease† more seriouslyDiction/style-â€Å"We† attracts peruser, makes writer thoughtful (not addressing)- contrasts b/t perfect + genuine, b/t prof + novice draw in peruser in the correlation, power to concede writer is correct language somewhere else strengthens the possibility that prof news-casting under attack, words like â€Å"assailingâ €  and â€Å"eroding†Conclusion You can see that in the area named â€Å"Diction,† the principal point is We attracts peruser, makes creator thoughtful (not addressing). You can consolidate these two stages if you’re agreeable enough doing it; I simply find that isolating them eases the heat off to ensure that I take notes in a sorted out manner. Stage 3: Write Until 2-3 Minutes Are Left (25-35 minutes) When you have your examination and arranging done, it’s time to compose like the breeze. In the event that you’ve taken notes and arranged viably, you ought to have the option to hop directly in and not need to go to and fro a lot between the content and your paper. Body Paragraphs For the vast majority, composing body passages is simpler than composing presentations. If so, start with the body sections, and simply leave 10 lines or so at the highest point of the page to include the presentation later. One model should take up 1-2 sections. How about we utilize a systematic structure to evaluate a body passage about how the creator utilizes a counterargument to add backing to his own case. The example sections beneath are totally taken from an exposition that I handwrote (and arranged) in the 50-minute time limit. Test Body Paragraph Start with a progress: Notwithstanding utilizing realities to further his argument’s potential benefit, Goodman additionally slyly talks about the counterargument to his position. At that point (quickly) present your theme: By expounding on how web based life and man-on-the-ground revealing has helped the condition of remote news announcing, Goodman takes off naysayers at the pass. Clarify the example’s setting and relationship to your postulation: It would have been exceptionally simple for Goodman to disregard the entire issue of resident revealing, yet the resultant uneven contention would have been significantly less persuading. Rather, Goodman recognizes things like â€Å"the power of online networking during the Arab Spring, as activists gathered and responded to changing circumstances.† thus, when he somewhat invalidates this counterargument, expressing the â€Å"unease† numerous long-lasting calling reporters feel over the pattern of ‘citizen journalism’ feel, the peruser concurs. Unmistakably state, in one sentence, how it is verification of your theory: Realizing that Goodman pays attention to the intensity of internet based life will make the peruser progressively slanted, thusly, to take Goodman’s worry about the constraints of online networking truly.

Sexual Harassment Interventions :: Sexual Harassment Essays

Lewd behavior Interventions Lewd behavior influences individuals everything being equal and races and of both genders. Despite the fact that it has been banned under Title VII of the Civil Rights Act of 1964 and disallowed under Title IX of the Education Amendments of 1972, numerous organizations and schools still can't seem to create satisfactory strategies and techniques for tending to inappropriate behavior. Proof of this is obvious in the expanded number of complaints documented with the U.S. Equivalent Employment Opportunity Commission (EEOC): from 10,532 filings in 1993 to 15,889 of every 1997 (Ganzel 1998). The Supreme Court decisions in Faragher v. City of Boca Raton and Burlington Industries v. Ellerth are an endeavor to end these episodes by requiring annoyed representatives to work inside their organizations to determine complaints before going to the EEOC. They place duty on the business to set rules for forestalling inappropriate behavior and on the worker to tail them (Barrier 1998). This Digest analyzes the ramifications of government laws covering inappropriate behavior, the qualities of organization arrangements and complaint methodology to forestall and report lewd behavior, and program systems for forestalling inappropriate behavior in schools and work environments. What Institutions Can Do The Supreme Court's ongoing decisions are spurring businesses to take activities that mirror their consistence with government laws as insurance against inappropriate behavior case. Rising up out of the writing on lewd behavior anticipation are three key advances that businesses can take to counter inappropriate behavior (Kimble-Ellis 1998; Securing Employees 1998): 1. Build up a solid organization strategy that indicates recorded as a hard copy prohibited practices and punishments for their exhibition 2. Set up complaint systems for revealing, preparing, and settling protests 3. Give lewd behavior preparing to administrators, supervisors, and laborers that clarifies what inappropriate behavior means and how it very well may be perceived, stood up to, and turned away. Solid Company Policy Albeit various enormous organizations have just settled arrangements administering lewd behavior, powerful consistence with the Supreme Court's decisions on inappropriate behavior necessitates that all organizations, just as schools that get government reserves, build up lewd behavior strategies that they set up as a written record, spread, and authorize (Barrier 1998). An organization arrangement tending to lewd behavior should obviously indicate (1) the practices that comprise provocation and the organization's narrow mindedness of such practices; (2) channels workers must follow to report inappropriate behavior grumblings to their bosses or assigned organization delegate; (3) systems the organization will follow in exploring and settling a protest, including classification rehearses; (4) admonitions that infringement of the strategy will bring about disciplines that could incorporate excusal; and (5) confirmation that counter won't be permitted (Ganzel 1998).

Secretive Food Concocting in Eating Disorders

Secretive Food Concocting in Eating Disorders Eating Disorders Symptoms Print Strange Food Combinations and Eating Disorders What is Concocting? By Lauren Muhlheim, PsyD, CEDS facebook twitter linkedin Lauren Muhlheim, PsyD, is a certified eating disorders expert and clinical psychologist who provides cognitive behavioral psychotherapy. Learn about our editorial policy Lauren Muhlheim, PsyD, CEDS Medically reviewed by Medically reviewed by Steven Gans, MD on June 23, 2019 Steven Gans, MD is board-certified in psychiatry and is an active supervisor, teacher, and mentor at Massachusetts General Hospital. Learn about our Medical Review Board Steven Gans, MD Updated on July 17, 2019 Verywell / Cindy Chung More in Eating Disorders Symptoms Treatment Diagnosis Awareness and Prevention Do you secretly eat strange combinations of foods? Are you ashamed about it? It is important to know that you are not alone. This is known as “concocting”, and although it is rarely studied or talked about in research or clinical literature, it is not uncommon in people with eating disorders. Secretive food concocting has been defined as “making strange or bizarre mixtures of foods or food ingredients that one would be too embarrassed or ashamed to make in the presence of others.” Examples of Atypical Food Combinations Among the unusual combinations reported on the internet and in a 2013 paper on concocting by Boggiano and colleagues include: ·          Applesauce on pizza ·          Peanut butter on steak ·          Cherry tomatoes and mayo in a flour tortilla ·          Bananas with peanut butter wrapped in cheddar cheese ·          Bananas and ketchup ·          Crackers with almond butter and crab ·          Cucumber and pasta sauce ·          Salami and Nutella ·          Sugar on scrambled eggs ·          Pickles in caramel or caramel w/ chocolate and Oreos ·          Frozen vegetables mixed with mayonnaise and eaten frozen ·          Tortilla chips and peanut butter ·          Ham and cheese and syrup ·          Ice cream and popcorn together 9 Essential Facts About Eating Disorders Research The phenomenon has been studied and is well-documented in famine and semi-starvation literature. In the single study of food concocting in eating disorders, Boggiano and colleagues found that secretive food concocting was reported by as many as 25% of their subjects (who included college students as well as patients from an eating disorder treatment center). Concocting was highest among people who showed symptoms of binge eating disorder, which involves eating large amounts of food in a short period of time while feeling out of control to stop the behavior. Concocting appeared to be a response to eating too little. This is consistent with reports of concocting found among victims of famine and experimental starvation. The researchers predicted that dietary restriction would drive similar behavior in people with eating disorders who restrict deliberately. They posited that the behavior of frantically mixing together whatever foods were available would be similar between people who were deliberately restricting intake and those who were in famine. Researchers found that concocting was often motivated by cravings and was associated with intense negative emotions including excitement, anxiety, panic, fear, desperation, depression, and guilt. After eating the strange combinations, subjects reported feeling increased negative emotions, including depression, guilt, and disgust. They discovered that common ingredients for food concocting were sugar and other sweet ingredients, cheese, chocolate, peanut butter, and refined flours. Given that concocting is a response to restriction, it is not surprising that the favored foods have higher fat contents and are more calorically dense.     A Word from Verywell If you engage in this behavior and are either dieting or know that you have an eating disorder, please know that concocting is nothing to be ashamed aboutâ€"rather, it is a sign that your body is working! Food is a basic need, and when you are in a state of deprivation your body will drive you to make sure you get enough food to survive. It is most likely a sign you are not eating enough! If you are engaging in concocting you should seek help. Professionals trained in eating disorders can help you to look at your eating and discover whether you need to eat more at mealtimes. Giving yourself permission to eat more can help reduce secretive food combining and help you develop more regular and satisfying patterns of eating. If someone you know is engaging in behaviors like this, you may encourage them to seek help.   How a Binge Eating Disorder Is Diagnosed

The Rape Of Lock By Alexander Pope - 1448 Words

A mock epic is an extended narrative poem in an elevated or dignified language that celebrating the feats of a legendary or traditional hero. In Alexander Pope’s, The Rape of Lock, his poem is a mock epic, not only because it is a long narrative poem; but his work consists in a series of events and revolves around beauty over brains. This mock epic satirizes not only sylphs, but also satirizes a woman’s ability to think logically than emotionally. The Rape of Lock is considered to be a mock epic, because the length is not only long enough, but has a series of events which includes introducing a young girl sleeping till noon, to Belinda favoring her beauty and possessions over her identity, and from meeting the highly ranked Lord Petre,†¦show more content†¦Here, affairs of love may cause serious offense; likewise, insignificant events may lead to great conflicts. Like every mock epic, there is always an appeal to the Goddess of Poetry, Muse, which helps him to compose the poem. The poet asks the Muse to let him understand the reason why a â€Å"well-bred lord† will attack a â€Å"gentle belle† and how a â€Å"gentle bell† will refuse the suit of a Lord. The poet integrates sylphs and spirits (machinery) under whose influence Belinda prolongs her sleep. Also, Ariel is Belinda’s guardian sylph. The spirits guard her and accompany her wherever she goes, â€Å"Her guardian Sylph prolong the balmy rest. Twas he had summoned to her silent bed† (Pope 2688). Usually, the sylphs or spirits are gods who usually have human like creatures report to them. However, in this satirical poem, the spirits report to the humans, which demonstrates the mockery of Greek and Roman gods and goddesses. At this point, Pope displays how much every day beauty takes over mere intelligence with women. The beauty characteristic continues to be the main talking point, as Ariel describes the spirits being once gorgeous, â€Å"And once enclosed in woman’s beauteous mold† (Pope 2668). Usually, when beautiful women die at their pride, they return to the elements which they most resemble. Ariel continues to tell Belinda that sylphs and spirits protect the beautiful woman who rejects a human lover,Show MoreRelatedAnalysis Of The Rape Of The Lock By Alexander Pope1134 Words   |  5 PagesWords can wound, words can heal, but most importantly, words have purpose. To Alexander Pope, writing critical satire was worth being called a â€Å"hump-backed toad† (Cody). Even though Alexander Pope was only four and a half feet tall due to his medical problems, his words made him a giant that left his footprint in the writing world (â€Å"Alexander Pope†). Alexander Pope uses brilliant, biting satire in The Rape of the Lock to effectively point out the vices in 18th century England as well as the corruptionRead MoreAlexander Pope s The Rape Of The Lock1340 Words   |  6 Pagesthemes and archetypes of these works known as epics are so well-known, that they are even parodied, take completely out of context, and pasted on the wall for laughs. One of the most recognized parodies of this kind would be Alexander Pope’s The Rape of the Lock. The Rape of the Lock is a story about taking a minor incident and satirizing it by making it into a huge and important epic of divine proportions. One might think of the phrase â€Å"a tempest in a teapot†, which perfectly describes this poem. InRead MoreRape of the Lock by Alexander Pope Essay596 Words   |  3 PagesRape of the Lock by Alexander Pope Alexander Popes The Rape of the Lock is not studied and admired only because of its style and form, but also for its base content and underlying themes. Popes ability to manipulate text into mock-heroic form, constructing a flow of satirical description is what makes this poem one of such quality. The piece was first published in 1712 by the request of Popes friend, John Caryll. It was to make peace between the Fermors and Petres, two prominent RomanRead MoreMaterialism In Alexander Pope And Popes Rape Of The Lock1322 Words   |  6 Pagesmaterialism heightened throughout societal views. Authors such as Alexander Pope and Jonathan Swift vividly spew these views throughout their writings. Pope’s Rape of the Lock exposes the materialism used in objectifying women, mainly in the upper-class societal levels. The whole plot of the story centers around a cosmetic appearance creating an objectified view, as since the lock of hair was cut from a womans head, the missing lock became, so called, evidence of a man’s sexual conquest. Other sexualRead MoreJohn Milton s Paradise Lost And Alexander Pope s The Rape Of The Lock1220 Words   |  5 Pagesmonologues, there is a long journey or quest, the hero earns some sort of prize for accomplishing his goals, and the use of ep ic similes is apparent. Several of these epic conventions are seen throughout John Milton’s Paradise Lost and Alexander Pope’s The Rape of the Lock. Paradise Lost is predominantly centered on the supernatural. It focuses on the story of Adam and Eve and how they lost their â€Å"paradise.† There are a couple arguments on who the real hero in Paradise Lost is. Some support SatanRead MoreConnotations of Marriage and Social Morals in Alexander Pope ´s Poem The Rape of the Lock1344 Words   |  6 Pagesmores in Alexander’s Pope poem â€Å"The Rape of the Lock† In the early eighteenth century England witnessed the peak of the tumultuous changes that is presently known as the Age of Enlightenment. Trapped deep within the chaotic changes of politics, religion, art and social mores, Alexander Pope proved a master at exploiting these changes circumstances in order to become an admired poet. (page 558, Wilson) Visible affected by the superficiality of the humankind, Alexander Pope made fun of the realRead MoreAlexander Pope and Women Essay example1658 Words   |  7 PagesAlexander Pope may have been the adversary of female behavior the extent of this has long been in question. The writer’s satirical style towards the women of his era is evidence of his opinions. However, there are noticeable facts that generate a swaying effect on Pope’s views and the meaning of The Rape of the Lock. These details consist of the author’s personal life and symbolism contained in his mock epic poem, including the voices of Bella and Clarissa, which is an indication that he may notRead MoreAnne Finchs Opposition to The Rape of the Lock Essay examples1412 Words   |  6 PagesThe Rape of the Lock The Restoration Period (1660-1700) was a period of social, political and philosophical turmoil, which laid the foundation for future centuries. This period was marked by an advance in colonization and trade and by the birth of the Whig and Tory parties. In poetry, works of Alexander Pope and Anne Finch and a number of other poets distinguishes the Restoration. But, there are several objections from these poets; one particular opposition occurs between Pope’s The Rape of theRead More Contrast Between Satire in The Rape Of The Lock and A Modest Proposal1679 Words   |  7 PagesContrast Between Satire in The Rape Of The Lock and A Modest Proposal   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Although Alexander Popes, The Rape Of The Lock and Jonathan Swifts A Modest Proposal are both witty satires, they differ on their style, intention, and mood. To begin, in The Rape Of The Lock, Alexander Pope uses Horation satire to invoke a light, whimsical, melancholy mood to illustrate the absurdity of fighting over the cutting of ones hair. In fact, Horation satire is defined by K. Lukes as a deviceRead MoreGender and Power Dyanics in ; ‘Oroonoko’ by Aphra Behn and ‘the Rape of the Lock’ by Alexander Pope1610 Words   |  7 PagesPaper 1; ‘Oroonoko’ by Aphra Behn and ‘The Rape of the Lock’ by Alexander Pope The relationship between gender and power dynamics is relevant to the understanding of literature through the ages. However, the widespread problematic belief that women are simply the passive, powerless victims of male power is oversimplified and outdated. Power relations, as theorized by Foucault in ‘The History of Sexuality’ are far more complex; the dynamic is ever-changing, from moment to moment and therefore any

Essay on Capital Market Solution - 1228 Words

Chapter 1 4. Although we stated that real assets comprise the true productive capacity of an economy, it is hard to conceive of a modern economy without well-developed financial markets and security types. How would the productive capacity of the U.S. economy be affected if there were no markets in which one could trade financial assets? Financial assets are the claims on real assets. By involving in the financial market, companies find it more accessible to the external financial resources. With the help of financial market, companies can raise money simply by issuing stocks or securities. On the other hand, since the stock price is usually an indicator of the profitability of a certain company, investors do not need to spend a†¦show more content†¦If the maintenance margin requirement is 30%, will she receive a margin call? c. What is the rate of return on her investment? A: margin=300*40-4000=8000 B: remaining margin=300*30-4000*1.08=4680, the percentage margin is 4680/9000=52%, since the percentage margin is higher than the maintenance margin, she will not receive a margin call. C: rate of return=(4680-8000)/8000=-41.5% 10. You are bearish on Telecom and decide to sell short 100 shares at the current market price of $50 per share. a. How much in cash or securities must you put into your brokerage account if the broker’s initial margin requirement is 50% of the value of the short position? b. How high can the price of the stock go before you get a margin call if the maintenance mar- gin is 30% of the value of the short position? A: Cash or Securities=100*50*50%=2500 B: Percentage Margin=Equity/Value of the Stock Owned=((2500+50*100)-100P)/100P=30%, so when the price is $57.69 or higher, investors will get a margin call. 11. Suppose that Intel currently is selling at $40 per share. You buy 500 shares using $15,000 of your own money, borrowing the remainder of the purchase price from your broker. The rate on the margin loan is 8%. a. What is the percentage increase in the net worth of your brokerage account if the price of Intel immediately changes to: (i) $44; (ii) $40; (iii) $36? What is theShow MoreRelatedAssignment on: Stock Market Problems and Solution in the Context of Bangladesh Capital Market1467 Words   |  6 PagesASSIGNMENT ON: Stock market problems and solution in the context of Bangladesh capital market What are the reasons of inefficient stock market in Bangladesh? What can be done to develop the stock market? Stock market is a financial market, where stocks and bonds are used to buy and sell. Shareholders i.e. investors exchange their shares in the stock market. The current market price of a share is determined by the demand and supply of that particular share. 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During the early 2000 s, the worldRead MoreCapital Market And Accounting Information2155 Words   |  9 Pages Capital Market and Accounting Information Submitted to: Mr. Syed Abdulla Al Mamun, Ph.D. Assistant Professor North South University Introduction Today we take the capital market very much for granted. The creation of an economy in which theRead MoreThe Pillars Of Indian Financial System Essay1824 Words   |  8 Pagesclassified into two viz, money market and capital market. These are the two pillars of indian financial system. MONEY MARKET Money market is refers to the depositing the money in some securities for the purpose of earning of money from something we deposited in that securities. It has short period of time and easily convertible liquidity. Money market such as financial institution, banks and other financial departments. A financial market can be defined as the market in which money related resourcesRead MoreWord3734 Words   |  15 Pagesopportunity in managerial finance? 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These bankruptcies result in limited capital flows to firms, and both they and theRead MoreDmm Case Study Hart Venture Capital1128 Words   |  5 Pages| A Case study on Hart Venture Capital | Budget allocation | By: Puneet Jain (043039) | Table of contents A case study on Hart Venture capital †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 2 Executive Summary †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 3 Statement of the problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3 Solution to the problem †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4 Optimum Solution †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Management interpretation †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 5 Read MoreCompare Contrast Paper of a Service vs Manufacturing Business1671 Words   |  7 Pagesdifferent approach to offer a product or service these approaches are necessary in order for there to be a variance and options within the business world. Capital One and DeZURIK are alike all other businesses in the sense that they both take their own unique approach in running their business in contrast to companies in similar fields. Capital One and DeZURIK have successfully learned what approach allows them to be successful in each of their fields, respectively. This paper will highlight various

First Day in School Free Essays

It was the first day of the new school term 2012. The moment that I am looking forward for the past 2 months  during  school holiday finally arrived. Feeling ebullient, I said to myself â€Å"Yes!!! I am starting my Primary 3 today†. We will write a custom essay sample on First Day in School or any similar topic only for you Order Now Waking up earlier than usual without my parents â€Å"wake-up† call, I rush to the toilet to have a quick shower and clean-up and straight proceed to the kitchen to have my breakfast. The bread spread with  a thin layer of butter which I occasionally have during school day is finally back!!! At 6:30am, my mum brought me downstairs to wait for the school bus. As usual the same group of 6 students plus my P2 classmate, Madhu is waiting eagerly for the bus to arrive. It has been our practise to queue up while waiting for the bus. It took us 10 minutes for the school bus to reach our beloved CHIJ Primary Toa Payoh school. Upon reaching the school, i am expecting to see new students who is starting their first day of Primary 1 in our school. I am in the look to see any parents who require any help for directions in our school and I am more happy to show them the way. This is my proud moment as I am representing the school and to my delight  the parents said â€Å"Thank You† to me!!! I proceed to Parade Square where the place for our assembly area. At the assembly area, I saw many type of faces. There were those who looked as nerd; some looked lethargic, seemed to be burning midnight oil, some looked excited to meet with their friends again cby chatting non-stop. We took our morning prayers and waiting anxiously for our beloved principal Ms Margaret Tan for her opening speech. The moment I am waiting for when Mrs Margaret Tan  call out and introduced all  Form Teacher names. I am really looking forward to meet my new teacher today which subsequently being announced as Ms Evelyn Chee. We are then asked to proceed to our class at level 2. Although it was the first day of school after two long months of holidays, the class was still clean. Itt was beyond of my expectation that the tables and chairs were free of dust. Perhaps the workers of the school were industrious and responsible!!! Good Morning everybody, I am your form teacher and you can call me Ms Chee† a slim and tall lady mooching in the class said. She looked kind and her look could allay my anxiety to be in the class. We are being updated with our P3 new timetable and also being reminded of the school rules and regulations. It’s really a day full of excitement, meeting new and my former classmates and of course meeting my new teacher. I am definitely ready with the new challenge in Primary 3 Ixora. How to cite First Day in School, Papers

Midsummer Nights Essays - Hermia, Demetrius,

Midsummer Nights Everyone thinks they will fall in love or be in love with someone else at one point in there life.Love is a very strong word, in A Midsummer Nights Dream by William Shakespear, it was used to its full potential. It could be true love or jus an infatuation that you think is love but it really isn`t. First there was the love between Theseus and Hippolyta, which lasted though out the whole play. Then Lysander and Hermia were in love but Demitrius also loved Hermia but that was change later by Oberon. Later Demetrius falls back in love with Helena but only because he was put under a spell. In this play there were many relationships between all the charaters. I think the play A Midsummer Nights Dream reflects deep truths about love and relationships. In Norrie Epstiens essay there were many good points. Most of them were about how all the chatacters were interchangable and how they fell in love. Her most important point was how love becomes a spell. Love dose become a spell or at least seems like one because you dont function right when your in love. That happens alot in this play with Helena and Lysander. Like when Lysander is told that he can not marry Helena he tries to do whatever he can to try to get the duke to let them marry. He even was gonna try to sneak out of athens with Helena jus so they can be together and that makes the reader think that he would not do that if they weren`t in love. Another good point that Epstien had was that love transforms a mortal into a rarety of imperfection. When people are in love with each other they try to act perfect so that don`t make a bad impression. The person thinks that if they act perfect around the person they think they "love" that they will start to "fall in love" with each other. That isn`t how it works every time though so you are doing all that work for nothing. This is what is meant by transforming and it happens a lot in real life and in the play.

Discussion and Debate Tourism Lesson for ESL

Discussion and Debate Tourism Lesson for ESL Many thanks to Kevin Roche, a colleague of mine, who has kindly allowed me to include his conversation lesson on the site. Tourism is becoming more and more important - especially for those learning English. Here is a two-part lesson which focuses on the question of developing tourism as an industry in your local town. Students need to develop concepts, discuss local economic problems and solutions to those problems, think about possible negative impacts and finally make a presentation. These two lessons provide a great long-term project for upper-level students while offering an opportunity to use English in a number of authentic settings. Let's Do Tourism - Part 1 Aim Discussion, explaining, reasoning, agreeing and disagreeing Activity Tourism - Do we need it? Discussion of pros and cons of developing local tourism Level Upper intermediate to advanced Outline Split students into two groups - one group representatives of Lets Do Tourism, a tourism development company. The other group representatives of the residents of your city and are in opposition to the plans of Lets Do tourism.Give each student a copy of one of the discussion notes.Ask students if they have any questions on the explanatory notes.Give students fifteen minutes to prepare for the discussion in their groups. Students should discuss the points mentioned and any other points they may come up within their groups.Circulate around the classroom helping students and taking notes on common language problems.Have students get back together and try to convince you (or another chosen group of students) of their reasoning.Begin the activity follow-up by going over some of the more common mistakes made by students.Finish the activity as a class by asking each student to choose one reason either for or against the project. Each student should then discuss one of the points in front o f the rest of the class. Ask other students to comment on the arguments presented. Your Town, The Next Tourist Paradise? A company called lets Do Tourism is panning to invest a large amount of money to turn your town into a major center for tourists. They have made plans to manufacture a number of hotels and other tourist infrastructure in your town. As well as the hotels, they have also made plans to radically improve the nightlife in your town by opening a string of clubs and bars. They hope that by the year 2004 your town will be a major competitor within the tourist industry in your country.   Group 1 You are representatives of Lets Do Tourism your aim is to promote the plans of your company and to convince me that tourism is the best solutions for your city. Points to concentrate on: The increase in jobs that will come with the increase in investment.The money that the tourists will bring into the local economyThe progress and development of your city which will result in it becoming more important with not only your region but also your country as well.Better for the young people of your city as there will be much more investment in leisure industries. Group 2 You are the representatives of the residents of your city and are in opposition to the plans of Lets Do tourism. Your aim is to convince me that this is a bad idea for your town. Points to consider: Environmental issues - tourists pollutionTroublemakers - many tourists have no respect for the places they visit and are only interested in getting drunk and causing trouble.The rise in tourism will bring about radical changes and will result in the traditional way of life in your town being lost. Perhaps forever.Rather than promoting the position of your city in your country, this move will make your city the laughing stock of your country.

About Finnish Architect Alvar Aalto

About Finnish Architect Alvar Aalto Finnish architect Alvar Aalto (born February 3, 1898) became famous for both his modernist buildings and his furniture designs of bent plywood. His influence on American furniture-making continues to be seen in public buildings. Aaltos unique style grew out of a passion for painting and a fascination for the works of cubist artists Pablo Picasso and Georges Braque. Fast Facts: Alvar Aalto Known For: Influential modern architecture and furniture designBorn: February 3, 1898 in Kuortane, FinlandDied: May 11, 1976 in Helsinki, FinlandEducation: Helsinki University of Technology, 1916–1921Key Accomplishments: Paimio Tuberculosis Sanatorium and Paimio Chair; Baker House dorm at MIT; three- and four-legged stools for adults, children, and restaurantsSpouses:  Finnish architect and designer Aino Maria Marsio and Finnish architect Elissa Mkiniemi Early Years Born in the age of form follow function and at the cusp of Modernism, Hugo Alvar Henrik Aalto graduated with honors in architecture from Helsinki University of Technology. His early works combined Neoclassical ideas with the International Style. Later, Aaltos buildings were characterized by asymmetry, curved walls, and complex textures. Many people say his architecture defies any style label. except for Modernist. Alvar Aaltos passion for painting led to the development of his unique architectural style. Cubism and collage , explored by the painters Pablo Picasso and Georges Braque, became important elements in Aaltos work. As an architect, Aalto used color, texture, and light to create collage-like architectural landscapes. Professional Life The term Nordic Classicism has been used to describe some of Alvar Aaltos work. Many of his buildings combined sleek lines with richly textured natural materials such as stone, teak, and rough-hewn logs. Hes also been called a Human Modernist for what we might call today his client-centered approach to architecture. The Finnish architect received international acclaim with the completion of the Paimio Tuberculosis Sanatorium. The hospital he built in Paimio, Finland between 1929 and 1933 is still looked upon as one of the worlds best-designed healthcare facilities.  The details incorporated into the building design by Aalto illustrate many of the evidence-based design strategies published in recent years, writes Dr. Diana Anderson, MD in 2010. With an open-air roof terrace, sun balconies, inviting pathways throughout the grounds, orientation of the patient wing for rooms to receive full morning sunlight, and calming room colors, the architecture of the building is more modern than many healthcare facilities built today. Aalto also designed interiors and furnishing, and one of his most enduring creations is the chair designed for the tubercular patients at Paimio. The Paimio Sanatorium chair is so beautifully designed that it is part of the collection of the Museum of Modern Art in New York. Based on the metal tube Wassily chair designed in 1925 by Marcel Breuer, Aalto took laminated wood and bent it like Breuer bent metal to form a frame in which was placed a bent wooden seat. Designed to ease the breathing of a  tubercular patient, the Paimio chair is beautiful enough to be sold to todays consumer.   Maire Mattinen writes in the Forward  to the Nomination of Paimio Hospital for Inclusion in the World Heritage List, The hospital can be described as a Gesamtkunstwerk, all the aspects of which - the landscape, the function, the technology and the aesthetics - aim to promote the well-being and recuperation of the patients. Marriages Aalto was married twice. His first wife, Aino Mariso Aalto (1894–1949), was a partner in Artek, the furnishings workshop they established in 1935. They became famous for their furniture and glassware designs. After the death of Aino, Aalto married the Finnish architect Elissa Mkiniemi Aalto (1922–1994) in 1952. It was Elissa who carried on the businesses and completed ongoing projects after Aalto died. Death Alvar Aalto died on May 11, 1976 in Helsinki, Finland. He was 78 years old. Mr. Aaltos style was not easily characterized, but it was frequently described as humanistic, wrote architecture critic Paul Goldberger at the time of Aaltos death. Throughout his career he was more interested in creating architectural housings to reflect the complexities of functions within than in fitting functions into a simple form. Legacy Alvar Aalto is remembered with the likes of Gropius, Le Corbusier, and van der Rohe as a major influence on 20th century modernism. A review of his architecture realizes an evolution from simple classical forms of the 1924 White Guards Headquarters to the functional modernism of the 1933 Paimio Sanatorium. The 1935 Viipuri Library in Russia has been called International or even Bauhaus-like, yet Aalto rejected that modernism for something less stark. The 1948 Baker House dormitory at the Massachusetts Institute of Technology may be known on campus for its piano tossing event, yet the buildings wavy design and open spaces promote community and humanism. The Baker House, Cambridge, Massachusetts, Alvar Aalto. Santi Visalli/Getty Images (cropped) The curve in Aaltos architecture continued for the next 30 years, even in designs completed after his death, like the 1978 Church of the Assumption of Mary in Riola di Vergato, Emilia-Romagna, Italy. His impact on furniture design, however, is Aaltos legacy for not only people around the world, but to furniture makers such as the Eames partnership. Alvar Aalto often integrated architecture with interior design. He is the acknowledged inventor of bent wood furniture, a practical and modern idea that had far-reaching influences at home and abroad. As Aalto transformed Breuers bent metal into bent wood, Charles and Ray Eames took the concept of molded wood and created the iconic plastic molded chair. Without knowing the designers names, who hasnt sat on one of Aaltos curved wood designs or Breuers metal chairs or the Eames stackable plastic chairs? Furnishings by Alvar Aalto, 1938. Print Collector/Getty Images (cropped) One can easily think about Alvar Aalto when coming upon a bad reproduction of his furniture. Discover a three-legged stool in your storage shed, and you wonder why the legs keep falling out of the underside of the round seat, as they are only glued into little holes. Many old, broken stools could use a better design - like Aaltos STOOL 60 (1933).  Ã‚  In 1932, Aalto had developed a revolutionary type of furniture made of laminated bent plywood. His stools are simple designs with bent wooden legs that provide strength, durability, and stackability. Aaltos  Ã‚  STOOL E60 (1934) is a four-legged version. Aaltos BAR STOOL 64 (1935) is familiar because its been copied so often. All of these iconic pieces were designed when Aalto was in his 30s. Furniture that doesnt end up in storage is often designed by modern architects, because they have better ideas of how to keep things together. Sources Anderson, Diana. Humanizing the hospital: Design lessons from a Finnish sanatorium. Canadian Medical Association Journal (CMAJ), 2010 Aug 10; 182(11): E535–E537.https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2917967/ Artek. Art Technology Since 1935. https://www.artek.fi/en/companyGoldberger, Paul.  Alvar Aalto Is Dead at 78; Master Modern Architect. The New York Times, May 13, 1976National Board of Antiquities. Nomination of Paimio Hospital for Inclusion in the World Heritage List. Helsinki 2005. nba.fi/fi/File/410/nomination-of-paimio-hospital.pdf

Movie review Much Ado About Nothing Shakespeare Assignment - 1

Movie review Much Ado About Nothing Shakespeare - Assignment Example I do not like the way characters in the film appear half naked during house parties. The film portrays a life pursuit of pleasure, such as drinking, dancing and making love that to some extent becomes immoral (Canby). Benedict and Beatrice are in a funny and sarcastic relationship that makes the film more appealing. Benedict himself is a funny character in the way he acts in the film. His humor is mainly found in act 2 scenes 3, especially when he falls with a chair after overhearing Don Pedro, leonate and Claudio saying that Beatrice is in love with him. I would recommend this film to adults because it is funny and involve issues that only adults can comprehend such as love affairs, sex and marriage (Canby). I have decided to examine Don John as one of the characters in the film. There are a lot of similarities in the way Don John is portrayed in the text and in the film. In the act 2, scene 1 of the film, Don John is portrayed as a jealous man (Canby). He does not like Claudio for being in relationship with the Hero. He is also jealous of Don Pedro, his half-brother, for being Claudio’s ‘wingman’ in his relationship with the Hero. Similarly, Don John is portrayed in the text as being jealous that makes him villain to an extent of breaking the relationship between Claudio and hero. The film portrays Don John as being villainy especially through his actions and the way he dresses. During the mask part held in a Tuscan villa, Don John is portrayed wearing a red evil mask implying that he is evil in his actions. However, the final scene of the film portrays how Don John gets low props after being arrested for attempts to break the relationship between Claudio and Hero (Canby). The film has applied the quality of motion in act 2, Scene 3. The camera moves to cover a wide area of the Leonato’s garden. It brings a sensual appeal to the audience and simultaneously communicates the

Writing a paper about "The Office" (us verison) Research

Writing a about "The Office" (us verison) - Research Paper Example Brown in response to an unsolicited repeat performance of a controversial, racially-themed comedy routine. It turns out that the session was held for everyone in the office, but truly, it was meant for Michael since he was the one who made the comments. Diversity is a concept that applies to all people in a particular environment, not just individuals who differ from the norm. It goes beyond just the differences to encompass the whole collective of people representing a group. Therefore, it also represents the similarities between people. There are a number of factors that can make up diversity – factors such as educational background, religion, union affiliation, seniority, physical ability, appearance, gender, and race. Some factors are organizational in nature; some are internal to a person, and some are external to a person. On its face, the diversity session that Mr. Brown tried to lead with Michael present was conducted very much of the surface level – only trying to address the racial insensitivity of Michael’s comedy routine. Instead, it misses the rich framework of other factors that define diversity in the office setting. In fact, Mr. Brown dismisses Dwight’s comment about homosexuality not bei ng a race addresses this point directly – sexual orientation is a facet of diversity that should be trained upon. Perhaps because, as Mr. Brown says, â€Å"we only have an hour†, he realizes the limitations of the scope placed on the diversity training session in terms of how much ground they can actually cover. There are a number of benefits of diversity, both for the individual as well as for the organization. At the individual level, increased diversity leads to perspective taking, intellectual engagement, and shared values with others within the group. At the organizational level, diversity can have a real impact on the mission of the organization by increasing creativity, system flexibility, and cooperation among employees. When Mr. Brown

Jane Eyre by Charlotte Brontë Essay -- Charlotte Brontë Jane Eyre

Jane Eyre Jane Eyre, a classic Victorian novel by Charlotte Brontà «, is regarded as one of the finest novels in English literature. The main character, Jane Eyre, demonstrates a strong need to be herself, a young girl trying to retain all the individuality possible for a dependent of her time. Although this effort guides her to a passionate and impulsive nature, Jane is still willing to accept change in her life knowing it may not always seem the most pleasant. Her tolerance of change begins very early in the novel and helps her in developing a strong sense of independence. The first two primary changes in Jane’s life, dealing mainly with setting, are when she leaves Gateshead Hall, the hateful environment containing Mrs. Reed and her children, and when she leaves Lowood, a rigorous Christian boarding school. These two instances are important in the development of her self-assured character and resiliently intense resolve, which will help determine the path of her life. Janeâ⠂¬â„¢s leaving Gateshead and Jane’s leaving Lowood may be compared on the basis of Jane’s desire for change, and may be contrasted on the bases of the reasons for Jane’s leaving and her anticipations for leaving. In each instance of Jane’s departure, whether from Gateshead or from Lowood, she desires change: something new to experience. Before Jane leaves Gateshead, she is even more shut out by the Reeds’ due to the holiday season of Christmas. Because of this extreme separation between her and the ever hardening Reeds, Jane is expecting not to be tolerated among them for much longer (20-22). This prospect elevating her spirits, she narrates, â€Å"I gathered enough of hope to suffice as a motive for wishing to get well: a change seemed near—I desired... ... to embark on a †new life in the unknown† (85). Jane’s leaving Gateshead and her departure from Lowood are the most important two events in her life playing a role in the shaping of her personality. This personality, one of strength, resilience, and spirit, can be regarded as one of the best developed in literature. Jane’s desire, in both cases, leads to the reasons for her departure. Once she knows she is departing, her anticipations, always of something better than the present, guide her and help her survive. After everything, she undoubtedly has a better life with a true sense of satisfaction and gratification. Understanding these two changes in her life can lead to a better explanation of the rest of her life: the path she chooses, decisions she makes, how she interacts with her surroundings, and how she finds happiness ever after: the best part of all.

Frankenstein and Exploration

Frankenstein and Exploration â€Å"Curiosity killed the cat. † This phrase is used in reference to children, animals, and even adults. With cats, curiosity often leads to exploration. The phrase refers to a negative experience with exploration. A negative experienced exploration would be, for example, a stray cat that has found a family’s full garbage can to rummage through. Some people do not tolerate cats in their garbage cans, let alone cats themselves. This could get the cat in serious trouble or even killed.On the other hand, an example of a positive experienced exploration for a stray cat is finding a good home with a family who takes care of the cat and accepts it into their home. The positive and negative aspects of exploration have many different outcomes and consequences not just for cats, but for people or even other beings as well, depending on the kind of explorations. Exploration is defined as the act of investigating unknown regions. The unknown regions c ould be a physical place in the world, a place in the imagination, or even the acquiring of knowledge.Positive explorations are the most thought of aspects of exploration itself. They lead to great achievements in life for those who pursue it. As for negative explorations, they do not lead to great things. Sometimes acquiring too much knowledge can impact someone or something in a negative way, causing very bad consequences in their life. Exploring is mostly caused by a want of knowledge. Many great people in history are famous because of their strive for knowledge, causing them to go on a great exploration. The there are people like Victor Frankenstein.He wanted so much knowledge that he went above and beyond the expectation of mankind; he created life. This led to the fall of Victor Frankenstein and his creation. This is one example of how exploring can affect you in a negative way with too much knowledge. You could say that the less you know, the better off you are. Curiosity is the desire to learn about anything. This goes hand in hand with exploration. Any being that explores is more than likely curious about something they do not know. Famous explorers or even cats start out being curious.This curiosity leads to an exploration to gain the knowledge that they did not have before. Victor Frankenstein wanted to be famous. This led him to curiosity with life itself, which in turn led to exploring. He explored the ways of life and how life itself works. After all was said and done, Victor Frankenstein gained the knowledge that he nor anyone else had ever acquired. This knowledge led to his and the monster’s death. Maybe â€Å"curiosity killed the cats,† the cats being both the monster and Victor Frankenstein.Walton is striving for knowledge of what is beyond the boundaries of the ordinary way of living. He is exploring the North Pole with hopes of returning with a plethora of new knowledge. On his voyage, he encounters Victor Frankenstein at the end of Frankenstein’s journey. Walton is warned by Frankenstein to stay away from the acquiring of too much knowledge. Victor Frankenstein has been through the whole process of being curious, leading an exploration, and gaining too much knowledge. He knows that if Walton is just like he is, Walton will end up like him.Victor Frankenstein does not want to see anyone go through the misery that he was put through during his lifetime. The monster was created and then left on his own to fend for himself. He had no idea what the world consisted of and the dangers lurking everywhere he went. Much like a toddler, Frankenstein’s monster wanted to know and learn everything there was to learn in the world. He taught himself all the dangers of life, like fire and bad weather, and even how to speak and read. He acquired so much knowledge that he started looking back on his life.He hated Victor Frankenstein for leaving him to battle the world alone. He hated his creator so much tha t the monster wanted to destroy Frankenstein. If he would not have gained the knowledge like he did, the monster would not have known anything about his creator and how negatively Frankenstein treated him. The monster’s way of exploring was through this gaining of knowledge. This way of exploring is seen in many ways, making exploration a symbol for gaining knowledge, and reversely gaining knowledge is then made a symbol of exploration. Walton, Frankenstein, and the monster all had explorations of their own.Walton’s exploration was prevented by Victor Frankenstein for the good of Walton’s life. He was on his way to a negative exploration, and Frankenstein knew it. Frankenstein also knew that Walton’s exploration started with simple curiosity, much like himself. He did not want Walton going through what Frankenstein had to go through. The monster’s exploration was negative because he decided to use it in a negative way. He gained knowledge of Victor Frankenstein and decided to destroy him for making the monster’s life miserable. The monster is much like the cat.He did not have a home; he moved from one place to another often and did not stay very long near populated areas. He was always getting into other people’s stuff, like at the village. The whole village went after the monster for terrorizing the village. This is similar to a stray cat getting into a family’s garbage can. More than likely, a member of the family will chase the cat away before it does any more damage. After being rejected all his life, the monster finally gave up and committed suicide. In a way, the monster is like the cat, and curiosity definitely killed this cat.

Conjugation Tables for the Italian Verb Abitare (To Live in)

The verb abitare is a regular  first-conjugation Italian verb (of the largest family and easiest kind) that translates to the English meaning of to live in, to live somewhere, to inhabit or dwell in. Transitive and Intransitive In its true meaning of inhabiting a place or having as ones residence, it can be used as a transitive verb, with a direct object, and it conjugates, of course, with the auxiliary verb avere: La nonna abita una vecchia casa fuori città   (Grandma inhabits a big house outside the city). But abitare is used most often instransitively, which means the action transits indirectly through a preposition, simple or articulated, though still with avere (because it has an outside object, of inhabiting a place): Abito fuori città   (I live outside the city), or, Franca ha abitato sempre in campagna (Franca has always lived in the country). Remember your beginning conjugation families and patterns and your ground rules for choosing the right auxiliary. Abitare or Vivere For the purposes of inhabiting or residing somewhere, abitare can be and is used interchangeably with vivere (to live): Vivo in paese (I live in town), or, viviamo nella vecchia casa di Guido (we live in Guidos old house). But vivere, meaning to have life and to exist, has, of course, many uses and meanings outside of residing somewhere. In other words, vivere can replace abitare, but abitare cannot replace vivere. Lets take a look at the conjugation. Indicativo Presente: Present Indicative Regular presente. Io abito Io abito in un piccolo paese. I live in a little town. Tu abiti Abiti a Roma da molto tempo? Have you lived in Rome a long time? Lui, lei, Lei abita Gianni abita un appartamento in periferia. Gianni inhabits/lives in an apartment in the suburbs. Noi abitiamo Noi abitiamo in montagna, in Piemonte. We live in the mountains, in Piemonte. Voi abitate Voi abitate in una bella casa! You live in a beautiful house! Loro, Loro abitano Loro abitano con i genitori. They live with their parents. Indicativo Imperfetto: Imperfect Indicative A regular imperfetto. Io abitavo Da piccola abitavo in un piccolo paese. When I was a little girl, I lived in a little town. Tu abitavi Quando ti ho conosciuto non vivevi a Roma. When I met you, you didn't live in Rome. Lui, lei, Lei abitava Gianni prima abitava un appartamento in periferia; adesso abita in centro. Before, Gianni inhabited an apartment in the suburbs; now he lives in the city center. Noi abitavamo Da bambini abitavamo in montagna, in Piemonte, vicino ai nonni. As children we lived in the mountains, in Piemonte, near our grandparents. Voi abitavate Prima di abitare qui, abitavate in una bellissima casa! Before living here, you lived in a beautiful house. Loro, Loro abitavano Fino a un anno fa, loro abitavano con i genitori. Until a year ago, they lived with their parents. Indicativo Passato Prossimo: Present Perfect Indicative A regular passato prossimo, with the present of the auxiliary and the participio passato, abitato. Io ho abitato Ho abitato per molti anni in un piccolo paese. I lived for many years in a little town. Tu hai abitato Hai sempre abitato a Roma? Have you always lived in Rome? Lui, lei, Lei ha abitato Gianni ha abitato sempre un appartamento in periferia. Gianni has always lived in an apartment in the suburbs. Noi abbiamo abitato Noi abbiamo abitato sempre in montagna. We have always lived in the mountains. Voi avete abitato Avete abitato in bellissime case. You have lived in beautiful houses. Loro, Loro hanno abitato Hanno abitato per molto tempo con i genitori. They lived for a long time with their parents. Indicativo Passato Remoto: Remote Past Indicative A regular remote past. Io abitai Abitai per molti anni in un piccolo paese in Toscana di nome Cetona. I lived for many years in a little town in Tuscany called Cetona. Tu abitasti Da giovane abitasti a Roma per un po', no? When you were young you lived in Rome for a little while, right? Lui, lei, Lei abità ² Negli anni Sessanta, Gianni abità ² un appartamento allegro in periferia. In the 1960s, Gianni inhabited a happy apartment in the suburbs. Noi abitammo Da bambini abitammo in montagna con i nonni. When we were children we lived in the mountains with our grandparents. Voi abitaste Quell'anno, voi abitaste in una bella casa in via Manzoni, vero? That year you lived in a beautiful house in Via Manzoni, right? Loro, Loro abitarono Loro abitarono felicemente per molti anni con i genitori. They lived happily for many years with their parents. Indicativo Trapassato Prossimo: Past Perfect Indicative A regular trapassato remoto, made with the imperfetto of the auxuliary and the past participle. Io avevo abitato Prima di sposarmi avevo abitato per molti anni da sola, a Milano. Before getting married, I had lived for many years by myself, in Milan. Tu avevi abitato Avevi mai abitato a Roma prima? Had you ever lived in Rome before? Lui, lei, Lei aveva abitato Prima di morire, Gianni aveva abitato un appartamento in periferia. Before dying, Gianni had lived in an apartment in the suburbs. Noi avevamo abitato Prima di andare a vivere a Milano, avevamo abitato in montagna, vicino a Torino. Before going to live in Milan, we had lived in the mountains, near Torino. Voi avevate abitato Avevate mai abitato in una casa bella cosà ¬? Had you ever lived in a house as beautiful as this? Loro, Loro avevano abitato Finchà © hanno traslocato, avevano abitato con i genitori. Until they moved, they had lived with their parents. Indicativo Trapassato Remoto: Preterite Perfect Indicative A regular trapassato remoto, a remote literary and storytelling tense, made of the remote past of the auxiliary and the past participle. Io ebbi abitato Dopo che ebbi abitato nel paese per cinquant'anni andai a vivere in campagna. After I had lived in town for 50 years, I went to live in the country. Tu avesti abitato Appena morta la vostra moglie, lasciaste la casa dove aveste abitato tutta la vita. As soon as your wife died, you left the house where you had lived your whole life. Lui, lei, Lei ebbe abitato Dopo che Gianni ebbe abitato là ¬ in periferia tutta la vita, decise di andare via. After Gianni had lived there in the suburbs all his life, he decided to leave. Noi avemmo abitato Dopo che avemmo abitato in montagna tutti quegli anni decidemmo di andare a vivere al mare. After living in the mountains all those years, we decided to go live at the sea. Voi aveste abitato Dopo che aveste abitato in quella bella casa, la lasciaste e tornaste alla vita di campagna. After having lived in that beautiful house, you left if and went back to life in the country. Loro, Loro ebbero abitato Dopo che ebbero abitato con i genitori cosà ¬ a lungo, si trovarono soli. After having lived with their parents so long, they found themselves alone. Indicativo Futuro Semplice: Simple Future Indicative A regular futuro semplice. Io abiterà ² Un giorno abiterà ² di nuovo nel mio paese. One day I will live in my town again. Tu abiterai Tu abiterai a Roma tutta la vita? Will you live in Rome your whole life? Lui, lei, Lei abiterà   Gianni abiterà   quell'appartamento in periferia per sempre. Gianni will inhabit that apartment in the suburbs forever. Noi abiteremo Un giorno non abiteremo pià ¹ in montagna farà   troppo freddo. One day we will no longer live in the mountains; it will be too cold. Voi abiterete Dico che abiterete per sempre in questa bella casa. I say that you will live in this beautiful house forever. Loro, Loro abiteranno Un giorno non abiteranno pià ¹ con i genitori. One day they will no longer live with their parents. Indicativo Futuro Anteriore: Future Perfect Indicative A regular futuro anteriore, made of the simple future of the auxiliary and the past participle. Io avrà ² abitato Quando avrà ² abitato troppo a lungo qui, tornerà ² nel mio paese. When I will have lived here long enough, I will return to my town. Tu avrai abitato L'anno prossimo avrai abitato a Roma trent'anni. Next year you will have lived in Rome 30 years. Lui, lei, Lei avrà   abitato Dopo che Gianni avrà   abitato l'appartamento in periferia tanto a lungo non saprà   pià ¹ spostarsi. After Gianni will have inhabited that apartment in the suburbs so long, he will no longer know how to move. Noi avremo abitato Moriremo in montagna e ci avremo vissuto tutta la vita. We will die in the mountains, where we will have lived our whole lives. Voi avrete abitato Dopo che avrete vissuto in questa bella casa, non sarete pià ¹ felici altrove. After you will have lived in this beautiful house, you will not be happy anywhere else. Loro, Loro avranno abitato Quando avranno abitato con i genitori abbastanza se ne andranno. When they will have lived with their parents long enough, they will leave. Congiuntivo Presente: Present Subjunctive A regular congiuntivo presente. Che io abiti Nonostante io abiti qui da molto anni, spero di spostarmi un giorno. Although I have lived here for many years, I hope to move one day. Che tu abiti Immagino che tu abiti sempre a Roma? I imagine you still live in Rome? Che lui, lei, Lei abiti Credo che Gianni abiti ancora nel suo allegro appartamento in periferia. I think Gianni still inhabits his happy apartment in the suburbs. Che noi abitiamo Mi dispiace che non abitiamo pià ¹ in montagna. I am sorry that we no longer live in the mountains. Che voi abitiate Spero che voi abitiate ancora nella vostra bella casa. I hope that you still live in your beautiful house. Che loro, Loro abitino Immagino che abitino ancora con i loro genitori. I imagine that they still live with their parents. Congiuntivo Passato: Present Perfect Subjunctive A regular congiuntivo passato, made of the present subjunctive of the auxiliary and the past participle. Che io abbia abitato Nonostante io abbia abitato nel paese tutta la vita, spero di lasciarlo un giorno per vedere il mondo. Although I have lived in the town my whole life, I hope to leave it one day to see the world. Che tu abbia abitato Mi rende felice che tu abbia abitato a Roma cosà ¬ a lungo, se ti piace. It makes me happy that you have lived in Rome this long, if you like it. Che lui, lei, Lei abbia abitato Mi preoccupa che Gianni abbia abitato tutta la vita quell'appartamento in periferia. It worries me that Gianni has lived his whole life in that apartment in the suburbs. Che noi abbiamo abitato A volte mi sorprende che abbiamo abitato in montagna tutta la vita. Sometimes it surprises me that we have lived in the mountains all of our lives. Che voi abbiate abitato Sono felice che abbiate abitato in questa bella casa. I am happy that you have lived in this beautiful home. Che loro, Loro abbiano abitato Temo che abbiano abitato con i genitori tutta la vita. I fear that they have lived with their parents their whole lives. Congiuntivo Imperfetto: Imperfect Subjunctive A regular congiuntivo imperfetto. Che io abitassi Sarei felice se abitassi nel mio paese. I would be happy if I lived in my town. Che tu abitassi Credevo che tu abitassi ancora a Roma. I thought you still lived in Rome. Che lui, lei, Lei abitasse Vorrei che Gianni abitasse ancora l'allegro appartamento in periferia. I wish that Gianni still lived in his happy apartment in the suburbs. Che noi abitassimo Vorrei che abitassimo ancora in montagna. I wish we still lived in the mountains. Che voi abitaste Speravo che voi abitaste ancora nella vostra bella casa. I hoped that you still lived in your beautiful house. Che loro, Loro amassero Temevo che loro abitassero ancora con i loro genitori. I feared that they still lived with their parents. Congiuntivo Trapassato: Past Perfect Subjunctive A regular congiuntivo trapassato, made of the imperfetto congiuntivo of the auxiliary and the past participle. Che io avessi abitato I miei amici avrebbero voluto che avessi abitato nel paese tutta la vita con loro. My friends had wished that I had lived in the town with them all our lives. Che tu avessi abitato Non sapevo che tu avessi abitato cosà ¬ a lungo a Roma. I didn't know that you had lived in Rome so long. Che lui, lei, Lei avesse abitato Non avevo capito che Gianni avesse vissuto qui in periferia. I hadn't understood that Gianni had lived here, in the suburbs. Che noi avessimo abitato Vorrei che avessimo abitato in montagna molto pià ¹ a lungo. I wish we had lived in the mountains much longer. Che voi aveste abitato Avevo pensato che aveste abitato ancora nella vostra bella casa. I thought that you were still living/had still lived in your beautiful house. Che loro, Loro avessero abitato Non pensavo che avessero abitato con i genitori. I didn't think they had lived with their parents. Condizionale Presente: Present Conditional A regular condizionale presente. Io abiterei Se potessi, abiterei in una bella casa nella campagna del mio paese. If I could, I would live in a nice house in the country outside my town. Tu abiteresti Tu abiteresti a Roma se tu non potessi vivere in centro? Would you live in Rome if you couldn't live in centro? Lui, lei, Lei abiterebbe Credo che Gianni abiterebbe ancora quell'appartamento in periferia se fosse vivo. I think that Gianni would still live in that apartment in the suburbs if he were alive. Noi abiteremmo Abiteremmo in montagna se potessimo. We would live in the mountains if we could. Voi abitereste Voi abitereste ancora nella vostra bella casa se non l'aveste venduta. You would still live in your beautiful house if you hadn't sold it. Loro, Loro abiterebbero Se avessero lavoro non abiterebbero con i genitori. If they had work, they would not live with their parents. Condizionale Passato: Perfect Conditional A regular condizionale passato, made of the present conditional of the auxiliary and the participio passato. Io avrei abitato Se non fossi cresciuto nel mio paese, avrei abitato in un posto sul mare, con le piccole case colorate. If I had not grown up here in my town, I would have lived in a place by the sea, with little colored houses. Tu avresti abitato Avresti abitato sempre a Roma o avresti preferito viaggiare? Would you have lived always here in Rome or would you have preferred to have traveled? Lui, lei, Lei avrebbe abitato Non credo che Gianni avrebbe abitato l'appartamento in periferia se avesse visto altri posti. I don't think Gianni would have inhabited that apartment in the suburbs if he had seen other places. Noi avremmo abitato Noi avremmo abitato nella vallata se non fossimo cosà ¬ attaccati alla montagna. We would have lived in the valley had we not been so attached to the mountains. Voi avreste abitato Dove avreste abitato se non in questa bella casa? Where would you have lived if not in this beautiful house? Loro, Loro avrebbero abitato Non credo che avrebbero abitato con i genitori se avessero avuto lavoro. I don't think they would have lived with their parents had they had work. Imperativo: Imperative A regular imperative. Tu abita Abita dove ti pare! Live where you want! Noi abitiamo Abitiamo in campagna, dai! C'mon, let's live in the country! Voi abitate Abitate dove vi pare! Live where you want! Infinito Presente Passato: Present Past Infinitive Remember that infinitives often function as nouns. Abitare 1. Abitare al mare à ¨ bello. 2. Abitare con te à ¨ impossibile. 1. It's nice to live at the sea. 2. Living with you is impossible. Avere abitato 1. L'avere abitato in montagna mi ha resa intollerante del freddo. 2. Avere abitato in Italia à ¨ stato un privilegio. 1. Having lived in the mountains has made me intolerant to the cold. 2. Living in Italy was a privilege. Participio Presente Passato: Present Past Participle The participles are both used, the presente as a noun, and the passato as a noun and an adjective. Abitante Gli abitanti di Roma si chiamano Romani. The inhabitants of Rome are called Romans. Abitato 1. Il centro abitato à ¨ zona pedonale. 2. Nell'abitato rurale non si possono costruire altre case. 1. The residential area is for pedestrian traffic only. 2. In the inhabited rural area more houses cannot be built. Gerundio Presente Passato: Present Past Gerund A regular gerundio, much used in Italian. Abitando Ho imparato l'inglese abitando qui. I learned English by living here. Avendo abitato Avendo abitato dappertutto, Marco parla varie lingue. Having lived all over, Marco speaks various languages.