Causes of the Civil War Essay Example | Topics and Well Written Essays - 1750 words

Impact of Climate Change on the Arctic Circle

Effect of Climate Change on the Arctic Circle Presentation Oil, as a comprehensively significant common asset, remains the focal point of significant worldwide questions and monetary difficulties traversing over ongoing decades. As environmental switch opens up undiscovered regions rich for penetrating, these monetary clashes are just exacerbated by the relentlessness of geopolitical rights in specific zones. A prime case of this wonder is in the Arctic Circle, circumscribed by ground-breaking Western countries. Since most of the Arctic is sea shrouded in quickly softening chilly sheets, an inconspicuous power issue emerges as countries compete for penetrating rights to oil repositories. Governments and researchers are endeavoring to discover strategies to validate their cases to highlights in the Arctic Ocean, in any case, there is an absence of characterized approach and enactment over the Arctic. This has prompted impressive pressures between the two fundamental powers in this district, Russia and the United States. Exact proof has been assembled in the course of the only remaining century to give a fantastically away from of how environmental change is seriously influencing the pace of icy ice soften and permafrost defrost in the Arctic Circle. These climatically incited changes are happening in both the North American Arctic and Eurasian Arctic. The Arctic circle is the worldwide region above 66ã‚â ° N, with the North American Arctic included the sea and landmass among 0ÂÂ °E and - 150ã‚â ° W and the Eurasian Arctic somewhere in the range of 0ã‚â ° and Ââ °180 E.() Total land ice in the Arctic covers around 273,000 km2. Frosty ice soften is constant in the Arctic, with causality coordinated at consistently expanding worldwide temperatures. Memorable meteorological perceptions in the North American Arctic showcase that the mean temperature quickly rose a whoppingã‚â Ëå 1ÂÂ °C from 1900 through 2000. (Harriss 2016) This change speaks to a twofold expansion of expanding worldwide temperature patterns. Different examinations consented by the IPCC have moreover shown that the Eurasian Arctic is warming at around at a ËÅ0.12ÂÂ °C every year rate, noted as expanding at altogether faster rate than the worldwide temperature normal. (IPCC 2014) Hence, frosty ice dissolve is exacerbated in the Arctic, as is permafrost defrost on mainland land. The Eurasian and North American Arctic territories have lost a few hundred kilometers of ice in the previous 50 years alone. Thusly, the rate of this ice soften is taking into account access to already difficult to reach oil and gas assets in the Arctic district. Its been approximated that the Arctic hover contains about 412.16 billion barrels of raw petroleum and fluid flammable gas, with the dominant part, about 63.4%, situated in the Eurasian Arctic. (EIA 2008) most of Arctic oil and gas stores have just been found, with around 61 huge oil and gas fields as of now situated by different geographic offices. Oil is an essential asset for pretty much every country on earth, as it utilized for most of vitality production.(EIA 2008) Western countries particularly depend on oil for way of life solaces, financial strength, and worldwide exchange power relations. The fiery transformation of oil, uncoincidentally, likewise drives the temperature patterns happening with present day environmental change. (Hobbie, et. al 2017) obviously, with such a popularity for these important non-renewable energy sources, a few states geologically situated in or close to the Artic have started marking claims in fields and retires. Russia, the United States, Norway, Denmark, Canada, and Finland have every made case for different Arctic racks and bowls containing common assets. This has delivered some geopolitical pressures, as the subject of which states have certain sovereign rights over Arctic submerged highlights stays relevant.() So as to completely comprehend the extent of these global monetary points, one must comprehend the idea of power. Sway, characterized at a base level, is the ownership of absolute authority inside a geographic region. There are two sorts of power in political hypothesis outside and inward. Outside sway concerns the connection between a sovereign force and different states in the global network. (Lansing 1907) States with outer sway are perceived by different states similar to a sovereign element in the global framework. Interior power, characterized by law scholar Robert Lansing, is what is intrinsic in a people of any state, or vested by its rulerin its crucial laws.(Lansing 1907) Simply put, inside sway is basically the privilege of is simply the privilege of a state to oversee itself inside its own characterized outskirts. Presently, while analyzing how this idea applies to the geopolitical disagreements about Arctic oil sources, one can sharpen it down to a principal issue; how c an one build up power in a borderless sea, that, by UN law, is global? Different Arctic states are demanding cases over territories in the Arctic that arent geographically part of an asserted mainland landmass. As indicated by the 1982 UN Convention on the Law of the Sea, a state may guarantee an elite financial zone up to just 200 nautical miles from their globally perceived outskirts, except if the state can demonstrate the mainland rack on which it sits stretches out past these 200 nautical miles, where case the zone is reached out to 350 miles. ( 2015) For the United States and Russia, geopolitical strains have ascended over the previous decade because of the constancy of power in worldwide waters. For instance, in a remote ocean make a plunge the mid 2000s, Russia dropped a minor titanium banner under the North Pole ice sheet, emblematically affirming their case over a zone containing more than 10 billion tons of oil, just as an abundance of other normal resources.(Than 2007) T his activity raised cautions for the Arctic United States. The worldwide framework should make sense of to what degree power stretches out to undersea geologic highlights and oil stores, and who gets the opportunity to settle on those choices. The Arctic is an enormous abundance of assets, and will be a key element later on advancement of the worldwide vitality showcase. 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Oral Antifungal Drug Interactions With Psych Meds

Oral Antifungal Drug Interactions With Psych Meds Bipolar Disorder Treatment Medications Print Why Oral Antifungal Drug Interactions With Psych Meds Can Be Dangerous By Marcia Purse Marcia Purse is a mental health writer and bipolar disorder advocate who brings strong research skills and personal experiences to her writing. Learn about our editorial policy Marcia Purse Medically reviewed by Medically reviewed by Steven Gans, MD on August 05, 2016 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 August 07, 2019 Hero Images / Getty Images More in Bipolar Disorder Treatment Medications Symptoms Diagnosis Have thrush? Athletes foot? A vaginal infection? Jock itch? Before you treat yourself, you need to know whether any of the medications you are taking will interact with treatments for conditions like athletes foot. Some antidepressants and antipsychotics, in particular, can react badly to antifungal medications Some antifungal drugs are designed to be taken orally -- for example, to treat yeast infections in the mouth and throat, such as thrush. The risk of drug interaction is higher with oral drugs than the topical applications sold over the counter. Athletes foot is caused by a fungus, as are vaginal infections and jock itch. The common treatments for these conditions, called antifungals, usually come in creams, sprays, and powders. There are dozens of over-the-counter medications for fungus, the best known including Lotrimin, Monistat, Lamisil, Tinactin, and Desenex. Lesser-known brands abound, and major drugstore chains often have their own generic versions. The availability of antifungal medications makes it seem like they must be perfectly safe to use, and in fact, if you look up, for example, Lotrimin warnings, you find that it says no food and drug interactions have been reported. Yet if you look deeper, youll find that there ?are known drug interactions and  lots of them. Active Ingredients in Antifungal Medications The most common active ingredients in antifungal medications are: ClotrimazoleMiconazoleTerbinafineTolnaftate Some fungus treatments have other active ingredients such as ketoconazole and butenafine. Only tolnaftate and butenafine are not expected to interact with other medications. Clotrimazole, miconazole, terbinafine, and ketoconazole list moderate to severe drug interactions, including with psychiatric medications. Clotrimazole, Miconazole, and Ketoconazole Interactions With Psychiatric Medications All the azoles can interact with certain psychiatric medications when used regularly. For example: These drugs may cause a significant increase in blood plasma levels of trazodone.Ketoconazole used daily for 14 days increased the plasma concentration of Abilify (aripiprazole) about 70%.Azoles used with Seroquel (quetiapine) can increase the plasma level to the point where the person using both may experience excessive drowsiness, fast or irregular heartbeat, dizziness, fainting, or extrapyramidal side effects.Azoles used with calcium channel blockers may cause such symptoms as swelling of the lower extremities, sudden, unexplained weight gain, difficulty breathing, chest pain or tightness, and dizziness or fainting.The product labels for Xanax (alprazolam) and Halcion (triazolam) both recommend against the use of any azole antifungal agent. Valiums label specifically mentions ketoconazole. This is just a sampling of the possible interactions of azole fungus treatments for conditions like athletes foot with psychiatric drugs. In addition, the active ingredient terbinafine can increase plasma levels of several antidepressants, particularly the tricyclics. Nortriptyline intoxication has been noted after steady use of terbinafine antifungals. The only medication for oral thrush considered safe is nystatin, which is swished in the mouth, then swallowed. It is not absorbed into the bloodstream. The Bottom Line on Antifungal Drug Interactions Whether you develop athletes foot or some other fungus infection, dont reach blindly for an over-the-counter treatment if you take any medications,  not just psychiatric drugs. Ask the pharmacist about possible interactions and/or check with your doctor. They may recommend that you use a treatment containing butenafine and tolnaftate, and/or it may be necessary to adjust the dosage of one or more medications you are currently taking during the time you need to use the antifungal treatment. If you are prescribed an oral antifungal drug, make sure your doctor knows about all your existing medications. How to Avoid Harmful Medication Interactions

Introduction to Demand in Economics

In general, to demand means to ask for urgently. That said, the concept of demand takes on a very particular, and somewhat different, meaning in economics. Economically speaking, to demand something means to be willing, able and ready to purchase a good or service. Lets examine each of these requirements in turn: Willing to purchase—Being willing to purchase simply means that one likes an item enough to want to buy it, and this is usually what people think of when they encounter the concept of demand. However, its important to remember that, while its good to want things, desire to purchase is not the only requirement for economic demand.Able to purchase—Wanting to purchase an item doesnt mean a whole lot if one doesnt have the means to make the transaction happen. Therefore, the ability to purchase is another important factor in demand. Economists dont specify how an individual must be able to pay for an item—he can pay with cash, check, credit card, money borrowed from friends or taken from the piggy bank, etc.Ready to purchase—Demand is, by its nature, a current quantity, so an individual is only said to demand something if he is willing and able to purchase it now as opposed to some point in the future. Putting these three requirements together, it is reasonable to think of demand as answering the question If a seller were to show up right now with a whole truckload of the item in question, how much would an individual purchase? Demand is a pretty straightforward concept, but there are a few other things to keep in mind. Individual vs. Market Demand Not surprisingly, demand for any given item varies from person to person. Nonetheless, market demand can be constructed by adding together the individual demands of all of the buyers in a market. Implicit Time Units It doesn’t really make sense to describe demand without time units. For example, if someone asked â€Å"how many ice cream cones do you demand?† you would need more information in order to answer the question. Does demand mean demand today? This week? This year? All of these time units are going to result in different quantities demanded, so it’s important to specify which one you are talking about. Unfortunately, economists are often somewhat lax about mentioning the time units explicitly, but you should remember that they are always there.

H.H. Holmes. After The Industrial Revolution Fabricated

H.H. Holmes After the Industrial Revolution fabricated society for nineteenth century America, many families were moving to the cities for new opportunities. Immigrants found a niche in society and life was beginning to flourish and build the nation into what it’s citizens know it as today. However, while most of the country was settling down, a man by the name of Herman Webster Mudgett, otherwise known as HH Holmes, had a different approximation of why he should move to the city. HH Holmes was perhaps the most intelligent and deadly serial killer due to countless acts of successful insurance scams and murders. Gilmanton, New Hampshire welcomed a new citizen on May 16, 1861 by Levi Mudgett and Theodate Price who named their son Herman†¦show more content†¦Corpses were stolen from the University of Michigan, made unrecognizable, and insurance claims were placed. These actions resulted in a steady income for Mudgett, as well as an expulsion in one case. Upon graduation Mudgett opted to start a new life for himself in 1886 in the Windy City, which displayed new opportunities for the young scholar. Mudgett began working in a small pharmacy, Dr. E.S. Holton’s Drugstore, in Englewood, Illinois, under the name Dr. Henry Howard Holmes (H.H. Holmes Biography†). After working at the small store located at the corner of 63rd and Wallace streets for some time, the owner, Mr. Horton, began to become close with Holmes. Unfortunately, Mr. Horton was diagnosed with cancer. Horton had only his wife to care for the pharmacy while he was sick and knew that she would not be able to run it when he had passed, so Horton made the decision to sell the pharmacy to Holmes whom he dearly trusted. Shortly after the purchase of the pharmacy, Holmes met Myrta Belknap whom he married in January of 1887, causing her to become his second wife in which he fathered a child, Lucy Holmes, with. Holmes allowed the elderly couple to continue living in the apartment above the drugstore while Holmes rented a house nearby. However, shortly after Mr. Horton’s passing, Mrs. Horton went missi ng. Customers began questioning her whereabouts towards Holmes who replied only with the story that she had

Teaching Students with Diverse Abilities Free Essays

Teaching students whose first language is not English is often a challenging task. This essay will focus on a few effective teaching and learning strategies for teaching business studies to second-language learners (ESL learners) in the context of the mainstream classroom. Studies reveal that the negative effects of wrong beliefs about learning are significant (Sawir 2005). We will write a custom essay sample on Teaching Students with Diverse Abilities or any similar topic only for you Order Now However, it has also been suggested that it is possible to intervene in relation to beliefs about learning (Sawir 2005). Hence a clear understanding of belief issues is of paramount importance for teachers. Care should be taken to give speaking and listening skills the appropriate status and these should be backed by comprehensive practical programs (Sawir 2005). Having oral presentations and listening tasks as part of the business studies assessment program can help develop these skills. Krashen and Terrel (1983) suggest using language to transmit messages rather than teaching it explicitly for conscious learning. They use the expression the ‘natural approach’ and claim it is based on the theory that language acquisition occurs when students receive clear instructions in acquiring language proficiency (Webster and Hasari 2009). Therefore, the business studies teacher can introduce new words and concepts within the subject content thereby improving student vocabulary. Four key strategies were considered by the majority of teachers in a study by Facella et al. (2005) as being effective in teaching second-language learners. These included gestures and visual cues; repetition and opportunities for practicing skills; use of objects, real props and hands on materials; and multi-sensory approaches. Thus, giving students real life business case studies to discuss and evaluate is an effective strategy. Taking students out to real businesses and letting them see first-hand how a business operates can also be useful. Rice et al. (2004) argue that the use of visuals and demonstrations are often the primary source of information for ESL learners and suggests the use of outcome-based objectives against which students can assess their own progress. They also advocate the modulation of lesson objectives to each student’s level of language acquisition. The belief is that repeating demonstrations and instructions facilitate student learning. Hence, teachers should endeavour to demonstrate procedures, provide illustrations and diagrams before students commence research projects, as opposed to providing students with only written instructions. In addition, when forming groups, members should ideally be bilingual, strong in commerce and business studies and be willing to work with limited-English proficient students (Sutman et al. 1993). Sheltered instruction is another effective strategy for teaching second-language students. It refers to a research-based instructional framework that provides clear and accessible content and academic language to ESL learners (Hansen-Thomas 2008). Features of sheltered instruction include use of cooperative learning activities with appropriately designed heterogeneous grouping of students, a focus on academic language as well as key content vocabulary, careful use of the student’s first language as a tool to provide comprehensibility, use of hands-on activities using authentic materials, demonstrations, and modeling and explicit teaching and implementation of learning strategies (Hansen-Thomas 2008). Sheltered classes can be team-taught by an ESL teacher and a content-area teacher or taught by a content-area specialist trained in sheltered instruction. ESL mentoring is another effective strategy to help teachers of second-language students. It is â€Å"a means of fostering stronger connections among the teaching staff, leading to a more positive and cohesive learning environment for students† (Brewster and Railsback 2001). One of the goals of the ESL mentor is to assist the teacher in learning how the school identifies ESL students. Furthermore, a teacher needs to know some basic background information such as where the student is from, how long the student has been in the country and the student’s stage of language development. The guidance of an ESL mentor can help a teacher understand his/her ESL students quickly and prevent possible problems later in the year (Mittica 2003). The ESL mentor can also provide training on accommodations and alternate forms of assessment. The ESL mentor can assist the teacher to set achievable goals for ESL students at the beginning of the semester. In teaching ESL students, success is not always measured on a report card. Therefore, teachers have to be guided to observe his/her ESL students closely by focusing on issues such as the progress demonstrated by the student over time and by observing to see if the student is more comfortable participating in class and asking questions (Mittica 2003). Above all, ESL mentors can provide a â€Å"vision of students as capable individuals for whom limited English proficiency does not signify a lack of academic skills and does not represent an incurable situation† (Walqui, 1999 in Mittica, 2003). ESL mentors can guide mainstream teachers in discovering his/her students’ strengths and to celebrate multicultural education (Mittica 2003). By fully involving mainstream classroom teachers in the education of ESL students, these students will be more likely to achieve su ccess and adjust to their lives in a new country (Mittica 2003). (ii)  Teachers need to work in partnership with parents and the wider community to help educate students from culturally and linguistically diverse backgrounds. This essay will discuss some strategies for developing such partnerships. Several researchers have documented the challenges associated with school, family, and community partnerships. Rubin and Abrego (2004) suggests that parents are not involved with their children’s learning because of cultural and communication barriers, confusion with education jargon, feelings of inferiority, inhibition, inadequacy, or failure, lack of understanding of the school system, staff’s lack of appreciation of the student’s culture or language and parents’ previous negative experiences or feelings toward schools. Other researchers who examined the success factors in school-parents-community relationship found an open and trusting communication between teachers and parents as critical (Obeidat and Al-Hassan 2009). Parents and schools should communicate regularly and clearly about information important to student success (NCPIE). This can be accomplished through newsletters, handbooks, parent-teacher conferences, open houses, as well as home visits, and email. Translations should be made available, if needed, to ensure non-English speaking parents are fully informed. Researchers believe that personal contact whether by telephone or in person is usually the best way to promote two-way communication (NCPIE). Schools can also form partnerships with community and faith-based organizations to engage families from diverse cultural backgrounds who often do not feel comfortable in school (NCPIE). Conferences, meetings and informal get-togethers can take place outside the school building, such as at a faith-based or community center. Once again Interpreters should be provided as needed. Attitude is another potential success factor for developing partnerships with parents. A survey of more than 400 parents of high school students in the USA revealed that their attitudes toward their children’s schools were positively influenced by the efforts the school made to promote partnerships with them (Obeidat Al-Hassan 2009). Parents are more likely to come to the school if school personnel encourage them to be volunteers and participate in decision making (Sanders et al. 1999). School factors, specifically those that are relational in nature, have a significant impact on parents’ involvement. When school staff engage in a caring and trusting relationship with parents and view parents as partners in the education of their children it enhance parents’ desire to be involved and influence how they participate in their children’s educational development. Schools should create an environment that welcomes participation (NCPIE). Signs that greet families warmly at the school door, the central office, and the classroom should be in the languages spoken by the community. A school-based family resource center providing information, links to social services, and opportunities for informal meetings with staff and other families also contributes to a family-friendly atmosphere (NCPIE). Schools should also provide professional development opportunities for teachers and other staff in the cultural and community values and practices that are common to their students and their families (NCPIE). Strengthening the school-family partnership with professional development for all school staff as well as parents and other family members is an essential investment that can help foster lasting partnerships with parents and the community at large (NCPIE). In their 1997 study, Hoover-Dempsey and Sandler identified two key factors influencing parental involvement. They were an inviting climate at school, which refers to the frequency that schools actually invite parents to be involved in their children’s schools and parents’ perceptions of being welcome at school. Epstein (1995) identified six general types of activities that can help parents, schools, and communities come together to support children’s education: parenting, communicating, volunteering, learning at home, decision making, and collaborating with the community. Epstein (1995) says that partnership programs should draw on each of these elements and that programs should take into account the unique character of the local community and the needs of its students and families. Martin et al. (1999) in their studies identified key characteristics of effective partnerships between schools, parents and the community these included; inclusiveness, recognizing social as well as academic goals, raising expectations through education achievement, involving local people in decision-making and democratic participation and active citizenship. Hence, schools need to focus on developing these areas to grow positive relationships. The use of service learning can be a useful strategy for this purpose. Serve learning is more than just community service. It involves a blending of service activities with the academic curriculum in order to address real community needs while students learn through active engagement (Lynass 2005). The service needs to be closely linked to the curriculum as possible with an emphasis on students applying the skills they are learning (Lynass 2005). Service learning will benefit students, teachers and the community concurrently. It allows teachers and students to connect with and benefit their surrounding communities while integrating this learning back into their curriculum (Lynass 2005). In conclusion, it is essential for schools to develop strong relationships with parents and the community to successfully educate students from culturally and linguistically diverse backgrounds. This essay has identified a few strategies to develop such partnerships. How to cite Teaching Students with Diverse Abilities, Essay examples

Issues in Popular Music free essay sample

In the late sasss a hip-hop group by the name of Public Enemy began to gain prominence and popularity amongst the majority of African-Americans and other ethnicities. With their politically and racially charged lyrics, they amassed millions of fans in the united States and across the globe. In this essay, I hope to elaborate and argue about their somewhat controversial music that united an ample black audience under the common theme of black power and the fight to completely end racial oppression.Rap and hip hop music, both have been related and linked to black music but has he term black music been used correctly or should the term black music even exist? According to Philip Tag, he argues that blackness is often characterized as blue notes, call-and-response techniques, syncopation and improvisation but none of these characteristics can be categorized as black music.He further argues that the consideration of black music is a matter of stereotyping which can be related to racism or ethnicity. We will write a custom essay sample on Issues in Popular Music or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Ref: longhorns page 118-122. Oliver on the other hand has a sociological approach to his point of view; he argues that black music would be noninsured as such if Its listeners, performers and creators accept It. With such an approach, problems may arise from the listeners. For example, Michael Jackson can be seen from the listeners point of view as white or black.This type of perception can be meaningless to some but when it comes to the origin of Jacksons music and the way his music is released and sold, it will not only show the characteristics of his music but also to the political connection It has. Political help;hop was developed In the early sasss, which was Inspired by the political preachers in the late sasss. Artists began using politics in their music to send out messages to the world and to cause awareness to the people. One of the best groups known for their political hip-hop is Public Enemy. Rose, 1990) Public Enemy was one of the most influential and controversial groups in the history of hip- hop In the late sasss. Public Enemy was created In 1982 by the current leader of the group Carlton Rhododendron also known as Chuck D. (Longhorns, 2007) Chuck was a DC at a student radio station in Delphi university; this is where the group started to form. He then met Hank Shockley collectively known as Bomb Squad in addition to Keith Shockley, and Eric Sadler and Bill Stephens the former executive of Defy Jam.All three of them shared common thoughts, the love of hip-hop and their political views. With these thought in mind all three of them became close friends. (Longhorns, 2007) With the help of Stephens, Chuck accepted to sign on with Rick Rubin (the co-founder and the producer of Defy Jam) and from there, Chuck assigned the Bomb squad as the chief producer, Stephens as the publicist and recruited a DC called Terminator X and a fellow member in the Nation of the Islam Professor Grief as a choreographer.He also asked an old friend of his, William Dragoon known as Flavor Flat who functioned as a court Jester to Chuck to help out. In 1987, with the formation of the Public Enemy the first album was released You! , Bum Rush The Show. (Longhorns, 2007) thoughtful lyrics. One of their best-known songs and one that can be used, as a great example for their type of music and political views is Fight The Power from the album Do the Right Thing.In this song the Public Enemy encourages the people to be aware and to stay cautious and to fight for their rights. Furthermore, they fight schism and shows their pride in being black (much like other African American Groups from the time, and indeed today) as he mentions in his song (Fight The Power) Elvis was a hero to most, But he never meant to me you see, Straight up racist that sucker was, Simple and plain, Mother- him and John Wayne, Cause Im Black and Im proud In the film He Got Game, directed by Spike Lee (another proud African American whose films preached the same messages and whose movies heavily featured Public Enemys music) the group wanted their music in the film (and the film itself) to, per he words of Marcus Reeves in his book Somebody Scream! , give the young nuns a sense of history, an awakening, a challenge to the status quo. (Reeves, Somebody Scream! ,2008) Initially, Public Enemy music was not very popular with black people. Slowly but surely hardcore hip-hop fans and critics began to take note, as Chucks poetic approach to socially aware hardcore rap .NET beyond ghetto reported on poverty and crime into the arena of downright speaking up and out against the powers that be. (Reeves, Somebody Scream! , 2008) In some songs, like Rorer goanna get yours Chucks lyrics consisted of criticism of the government and the police (No cop goat right to call me a punk / Take this ticket-go to hell and stick it). Public Enemys music did not only restrict itself to domestic critiques. For example, songs like Timeout Chucks lyrics take shots at the oppressive South African regime of the time (Im a MAC Protector-US defector / South African government wrecker).Over time Public Enemy success with black youths in college and high school grew partly because of the noticeable animosity and lack of support the government at the time showed toward black progress. Public Enemys lyrics in the song Bring The Noise also helped to increase the popularity of the declining Nation Of Islam amongst the black youth and the admired Louis Franken. Public Enemys confrontational image began to draw poorly light from members of the press and media, and in Dont believe the hype Chuck retorted, They claim that Im a criminal/ Clear all the madness, Im not a racist/ Preach to teach to all. (Reeves, Somebody Scream! , 2008) With the release of the famous album It Takes a Nation of Millions to Hold Us Back Public Enemy hi t the history of music, redefining the meaning of hip-hop artistically, socially and politically. Public Enemys song Raising Hell was a blast to the crowd that caused the black people to reunite their spirits for the good of the African American youth. (Reeves, Somebody Scream! , 2008) On May 1989, professor Grief (Louis Farmhand) was interviewed by The Washington Times to explain the reasoning behind his refusal to wear gold.The reason he gave was that Israel was supporting a racist government and that government was helping what he named an apartheid regime. Furthermore, he and spreading evil in the world. Pareses, 1989) Initially, Professor Griffins sentence did not incite much outrage when it was run in The Washington Times but when he restated his sentence in another popular publication, The Village Voice Jewish groups began to take notice and started to protest against Public Enemy. (Reeves, Somebody Scream! 2008) Public Enemy started to come under deep scrutiny in the media, Defy Jam, CBS, from its parent company as well as Griffins co-members Stephens and Shockley. (Reeves, Somebody Scream! , 2008) Not wanting to Jeopardize Public Enemy even more, Chuck had to deal with this problem himself. Not being able to satisfy both parties Chuck had to fire Grief since he was the cause of the debate and had to apologize for all the offended. In the eyes of the fans, Chucks reaction to the situation was a total defeat to the Public Enemy; Public Enemy grew even weaker and weaker to the responses of the critics. Reeves, Somebody Scream! , 2008) The fans that had for years supported them and their message began to doubt whether or not Public Enemy could really solve the black youths problems and whether or not Public Enemy could provide any sort of underground political leadership to their group of people. However on the first of August, Chuck announced the reuniting of the group with Professor Grief rejoining the group with the new title Supreme Allied Chief of Community Relations. Chuck and the group released a new album called Welcome to the Terrorism. Reeves, Somebody Scream! , 2008) In it he responded to the Grief controversy and other songs covered the summer murder of a sixteen year old child and the Virginia Beach riot, where in his lyrics he says (First nothings worse than a mothers pain) and the (The Greek weeken d speech I speak) as well as protesting the Jewish leaders, he speaks (Crucifixion ant no fiction Told a Arab get off the rag Again though this caused another rage in the streets of New York and Brooklyn from the people of both sides: the African Americans and the Jews.The rage however did not slow the movement of the Public Enemy. (Reeves, Somebody Scream! , 2008) On the contrary, Public Enemy published their third album Fear of a Black Planet, an album that made the Top ten in Billboards for the first time. This time Public Enemy stressed on the fear of the white people towards the African Americans and concentrate on the effect growing miscegenation on the white gene group. (Reeves, Somebody Scream! , 2008) With the release of the fourth album Cant trust it, Chucks focus was on urban black America.In addition, Chuck attacked the drug dealers concentrating on the ones with the Afro eccentricity. Furthermore, Chuck and flat disgraced black people who say the word Nto their friends in the song Shut Me Down and l Dont Want Be Called You N. (Reeves, Somebody Scream! , 2008) With Public Enemys fifth release Muse Sick-N-Hour Mess Age Public Enemy again showed Chucks vision of making rap music beyond Just music but also as a means of making the black audience socially conscious and racially aware. (Reeves, Somebody Scream! , 2008)Public Enemy have succeeded in making their political activities a performance art, turning rap into black steel folks, needed whenever they were caught in the ever- present hour of chaos. (Reeves, Somebody Scream! , 2008) and indeed, all over the world . Chuck has spread to the world his ideas of politics and race as exhibited by h is powerful lyrics in all of Public Enemys albums. With his great leadership of the group and his intense lyrics, Chuck has succeeded in spreading awareness and consciousness not only to his race but to all races around the globe. His message continues to live on today, as it will for the foreseeable future.

Use the Right Number of Periods

Use the Right Number of Periods Use the Right Number of Periods Use the Right Number of Periods By Michael After the word itself, the sentence is the most basic unit of communication. So its the sentence that your readers will notice first. They may not see your mistakes in spelling, and may not notice your mistakes in grammar, but they are likely to notice when you end your sentences too early or too late. Other mistakes are mistakes in formality, and may not disturb your communication. But a sentence represents a thought, and if your readers cant tell what your thoughts are, communication will be hampered. The basic rule is to end your sentence when your thought ends. You may have lots of thoughts tumbling on top of the other, but try to separate them for easy digestion. Put a period at the end of the thought, or if youre asking a question, put a question mark. Weve already cautioned against the overuse of exclamation points, but they are not toxic in small quantities. If the words dont make a complete thought, dont put a period after them. A real drag. Whats a real drag? I didnt tell you. So I shouldnt have put a period after those words. It wasnt a complete thought, and I shouldnt treat it like a complete sentence. In my opinion, its more common for your reader to become confused with too few periods than with too many. Too few periods forces your reader to separate your thoughts because you didnt. The other extreme is equally painful, though. I had a boss who put a period about every two words. He talked like that. He tried to be. Very calm. Paused every few words. For emphasis. But by using periods inappropriately, my boss lost the benefit of being able to tell his readers which thought was which, or when one thought ended and another began. Like the boy who cried Wolf, he was the boss who cried Period. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Punctuation category, check our popular posts, or choose a related post below:Congratulations on or for?Whenever vs. When EverIf I Was vs. If I Were

Latins 1st Conjugation Verbs

Latin's 1st Conjugation Verbs There are four  conjugations of Latin verbs that you need to learn to read or translate  Latin. In addition to the verbs of the 4 regular conjugations, there are also several irregular verbs. The Latin 1st conjugation verbs, like the Latin 1st declension nouns, are marked by an a as in amare. Noting this a (a thematic vowel) should help you to distinguish verbs of the first conjugation from those of the second, third, or fourth conjugations. Amare:To Love The infinitive (which we translate as to ...) ending for the first conjugation is -are. Note that there is no separate word to. The infinitive includes the sense of to within it. One of the difficulties of Latin is learning that there is often not a neat, one-to-one correspondence between words in English and Latin. The infinitive of the 1st conjugation verb. e.g., amare, translates into English as to love. The 4 principal parts of a 1st conjugation verb have the following endings: -o, -are, -avi, -atus. A typical verb is laudo praise, so its principal parts are: laudolaudarelaudavilaudatus. Infinitives Active Present - portare to carry, to be carryingPerfect - portavisse to have carriedFuture - portaturus esse to be about to carry, to be going to be carrying Passive Present - portari to be carriedPerfect - portatus esse to have been carriedFuture - portatum iri to be about to be carried, to be going to be carried, to be carried Participles Active Present - portans carryingFuture - portaturus about to carry Passive Perfect - portatus loved, having been carriedFuture - portandus to be carried Imperative Active Present - porta, portate (second person) Carry!Future - portato, portatote (second person)portato, portanto (third person) Passive Present - portare, portamini (second person) Be carried!Future - portator (second person singular)portator, portantor (third person)

Wk 8 (31) Essay Example | Topics and Well Written Essays - 750 words

Wk 8 (31) - Essay Example When talking to a client it is important to make sure that they are gaining insights into themselves and into their lives. By confronting the discrepancies that come up, a counselor helps the individual find those insights about themselves. Many times the client is not aware of their discrepancies because they are close to the situation. They may be exhibiting behaviors that they have used for a very long time and they may not know that these behaviors are destructive. They also may be attempting to move forward with their lives and not be aware of issues, behaviors or situations that may be stopping them from moving forward. When the counselor does confrontation well, the client is able to get to core issues that may be the reason why they are reacting in certain ways. As an example, an individual may think they are not getting work because of their appearance. In reality, they may not be getting work because they are going after jobs that they do not have the skills for or that are not jobs that they would like. Often clients can sabotage themselves by doing things that are counter to what they need to do to get what they want. In my opinion, confrontational skills are important to use to help the client move forward. They should be used after the counselor has built rapport with the client and when they have developed a comfortable space. Using confrontation too soon can result in losing a client or in creating more barriers for the client to work through. The client must be comfortable with the therapist in order for this skill to work and the counselor must be confident in confronting the client. Sheehy, R. (2002). Counseling skills can help you become an effective helper. The Florida Bar News. Retrieved October 26, 2009 from http://www.floridabar.org/

Outline and assess the different explanations of poverty in society Essay

Outline and assess the different explanations of poverty in society - Essay Example Moving further ahead, we need to outline and assess the exact manner as to why poverty exists in the society and what are the reasons for the same being within it as well. Poverty exists because there is a general feeling of helplessness within the society and more so, on those people who are at the helm of it. This means that poverty exists due to a certain reason – helplessness caused by greed and selfishness of other individuals who can bring about a change within the society but prefer to keep themselves at ease and in the process earn more and more with each passing day. Thus selfishness within the elites is surely one problem that brings to light the issue of poverty in front of one and all. Poverty can be minimized but not really finished since one catastrophe or the other on the face of the earth brings misery for the people under discussion and hence this leads to poverty which is basically fed upon them. However there are other reasons for poverty to exist within the society as well. Another point that is of significance here includes exploitation at all possible levels. It means that people who know work but do not have authority to properly market it are exploited upon and basically they get ‘used’ by others who are most definitely the people sitting at the top, at least on them. The hierarchy is thus set from top to bottom, where the top most man or woman is doing certain things which are asking for favors, though in the rightful sense for a cheap cost. It means that no matter how properly the job is done by the skillful labor, he would not be paid for his work which is in accordance with the natural justice. In fact he will be told to accept at a price which would be way below the mark in order to win future assignments of a similar nature. This entices the laborer to give in his best, but for a

Free Speech -- Liberty Rights Papers Internet Censorship

Free Speech â€Å"Whoever would overthrow the liberty of a nation must begin by subduing the freeness of speech.† These words were spoken by Benjamin Franklin, one of our nation’s founding fathers, when the United States was still a newly independent country. Free speech, which is defined as the right to express any opinion in public without censorship or restraint by the government, is a subject that is still present in the minds of many people today. At one extreme of the spectrum is a group of folks that do not care the slightest bit about free speech issues and at another end is a group of people who will vehemently fight to protect their right to free speech. In a middle ground, like most peoples’ stance, lay a large group of individuals who only take notice and take action regarding such issues when they become personally affected. Only when a person is confronted directly with someone or something that limits their actions or ability to express themselves do they begi n to realize just how much they take the right to free speech for granted. And not only is free speech threatening issues becoming more common today, but the age at which individuals come across these threats to free speech is getting even younger. It is starting quite early for today’s children as they are becoming well acquainted with perhaps the most widespread but least recognized threat to our free speech, internet content filters. According to the Computer Professionals for Social Responsibility’s (CPSR) Frequently Asked Questions on filtering, a content filter is one or more pieces of software that work together to prevent users from viewing material found on the Internet and is described by the Electronic Frontier Foundation as a software mechanism for... ...ob at actually restricting access to inappropriate material and rather do a much better job at blocking beneficial resources. First and foremost the issue of government-imposed internet content blocking must be addressed. Once a solution to that has been applied, then the use of filters in general can be tackled. The solution to this can best be summed up by the following quote from the National Research Council’s book, Youth, Pornography, and the Internet, â€Å"Swimming pools can be dangerous for children. To protect them, one can install locks, put up fences, and deploy pool alarms. All these measures are helpful, but by far the most important thing that one can do for one’s children is to teach them to swim.† Once parents address the issues through communication with their children, there will be much less of a need for the â€Å"filtering† software on the market today.

Outline and assess the main positions in the secularisation debate

Abstract This essay tackles the main positions of the secularisation debate. To begin with, this essay examines the ‘bottom up/demand-side’ theory of secularisation, which postulates that as societies go through the process of industrialisation, the religious values that underpin the societal fabric will inevitably erode as the citizenry become more impervious to spiritual pursuits. This essay also examines the importance of the ‘market’ approach to the theory of secularisation, arguing that the top down/supply side perspective is of fundamental significance in order to understand the persistence of religious practice in modern societies. Introduction The secularisation debate has acquired a growing influence in recent years, due to the onset of the postmodern age. Postmodernism posits that in the age of instantaneous communications and ubiquitous access to technology, rigid and fixed classifications pertaining to religion, class, gender and race have been significantly eroded. The main positions in the secularisation debate focus on two distinct approaches (Fitzgerald, 2000: 133). The first perspective that is postulated for examination relates to the ‘bottom up/demandside’ idea of secularisation. According to this view, as societies go through the process of industrialisation, the religious values that underpin the societal fabric will inevitably erode as the publics become more impervious to spiritual pursuits (Gauchet, 1999: 40). At the same time’, the ‘top down/supply side’ theory of secularisation, which highlights that the need for spirituality remains constant across national boundaries, p laces a great deal of emphasis on the role of religions institutions in maintaining adherence to theological principles. This essay will begin by charting the idea that secularisation responds to the gradual phasing out of religious values in modern societies. The second part of the essay will concentrate in the manner in which these values are permanently re-imposed on societies by religious leaders and organisation. Crucially, the second section of the essay highlights the importance of the ‘market’ approach to the theory of secularisation, arguing that the top down/supply side perspective is of fundamental significance in order to understand the persistence of religious practice in modern societies. The bottom up/demand side theory of secularisation The main view propounded by this theory of secularisation is that the advent of the scientific method and rational observation as a method to create societal improvement has shaken the theological foundations that were influential in shaping the evolution of the Western world (Gauchet, 1999: 45). The erosion of supernatural interpretations of the nature of the world has been a permanent cultural phenomenon in the Western world since the advent of the Enlightenment, with its emphasis on universal categorisation that could be subject to empirical observation and rational testability standards (Martin, 1993: 93). The rational template endorsed by industrialised societies rendered the theological claims imposed by the major religions incompatible with the needs of the existence of human collective that relied in an increasing manner on the benefits brought forward by technological advancement (Martin, 2005: 55). There was a gradual and consistent loss of religious faith in Western societ ies that ultimately resulted in the unravelling of theological practices and Church attendances (Martin, 1993: 97). In addition, this provoked a relative corrosion of the social and cultural meanings attached to religious identity, along with a move away from allegiance to political parties and organisations based on denominational values. According to this theory of secularisation, religious and scientific values are at loggerheads, with a constant undermining of Bible teachings by making reference to the Darwinian teachings put together in the theory of evolution (Martin, 1969: 25). The knowledge gained by society through scientific advancement and its application to technological improvements, coupled with the expansion of education opportunities, impacted on the cultural changes that were ushered in Western societies. It could be posited that the tenets of the Enlightenment undercut the metaphysical principles that were responsible for maintaining societal cohesion during the Middle Ages (Martin, 2005: 59). Thinkers like Max Weber stated that the onset of industrialisation and mass capitalism produced an environment of opinion conducive to reducing the idea of the supernatural to the domain of human rationality and subjected to the explanations taken from the hard sciences rather than making reference to metaphysical arguments (Gauchet, 1999: 49). The attainments made by Western societies in the sciences and the feats that took place in the realm of engineering and technology has emphasised the importance of subjecting nature to the control of man (Bruce, 2002: 59). These developments were responsible for a change of perception regarding the advent of personal tragedies and natural disasters on the part of a growing number of individuals, who started to regard those eventsin rational terms, instead of attributing them to mysterious forces outside the control of man. Accordingly, the intellectual authority held by religious ministers became just one of the sources of knowledge to be taken into account (Berger, 1969: 30). Their authority was put in direct competition with the people who displayed their professional expertise across many fields of study and who made use of the rational method. At the same time, the gradual separation between state and church that took place in many European nations and the United States, couple d with the emergence of bureaucratic apparati and modern political parties led to the discrediting of traditional religious institutions. The industrialisation of Western societies had attached to it a series of changes that impacted upon the ability of individuals to experience mystical experienced (Harris, 2005: 61). This includes the steep decline in communal life, the fragmentation between nature and man and the increased use of technology. It is worth mentioning that the interpretation put forward by Max Weber regarding the bottom up/demand side theory of secularisation is based on the effects that the Lutheran Reform and the industrial revolution had on the development of political and religious life in Western Europe and North American (Idinopulos and Wilson, 1998: 101). The idea of disenchantment with the world, as propounded by Weber, compelled individuals to seek salvation in the pursuit of material gain, hence eroding the very foundations of transcendental Christian thin king (Tremlett, 2009: 22). The growing importance of Rationalism was necessarily conducive to being sceptical about the existence of an omnipotent and omniscient God, ultimately resulting in the debunking of religion as a method of explain natural phenomena (Bruce, 2002: 67). It is also important to stress that a bottom up/demand side theory of secularisation can also be understood according the functionalist perspective underlined by Emile Durkheim (Durkheim, 1912, 1995: 73). The French sociologist identified the loss of functional purpose as one of the main reasons behind the erosion of the centrality of religion in the institutional make-up of modern societies (Norris, 2004: 130). This functionalist perspective highlights the idea that a scheme of theology does not just represent a system of beliefs about the nature of existence (Asad, 2003: 90). Instead, it is also a framework of actions concerning certain and certain rituals and symbolism that are performed to signpost the passage of time across the person’s natural lifespan (Durkheim, 1912, 1995: 30). These symbolisms were responsible for maintaining a high degree of social cohesion and stability, hence producing common goods that could be enjoyed by all members of society (Davie, 1994: 88). Conversely, the industrialisation Western European and North American societies generated the fragmentation of the social space by inducing process of technical differentiation that dispersed the sources of knowledge (Wilson, 1966: 76). The specialisation of knowledge production stripped the ecclesiastical authorities of the powers that they had in determining which epistemological approaches should be pursued and how the knowledge created was to be disseminated (McCutcheon, 2003: 119). In addition, all the charity organisations of Christian extraction that had for centuries been in charge of providing for the disenfranchised members of society were replaced by welfare states subsidised by government institutions (Bruce, 2002: 62). These events were the immediate result of the reappraisal of the role of religious doctrines and organisation. By the late nineteenth century, the doctrines and practices proposed by the Church were not deemed to be functional to the task of ensuring th e material welfare of the population (Tremlett, 2009: 19). Instead, the state had become a kind of secular god that had encroached into many areas of the lives of individuals (Berger, 1969: 147). This entailed that the role of religious institutions were strictly confined to the personal realm; in the public domain, the faith gradually ceased to become a powerful force in the shaping of the political evolution of the nation. The top up/supply side theory of secularisation The views exposed in the previous section can be juxtaposed to the perspective highlighted by the top up/supply side theory of secularisation. This perspective underlines the conditions brought about by the spread of religious freedom in contemporary societies, which led to a competitive environment in the market for religious adherents amongst theological organisations (Davie, 1994: 93). This view makes an analogy between theological organisations and business firms, all of which struggle in order to capture a growing segment of the market. The top up/supply side theory of secularisation postulates that the competition between different religious denominations has a positive impact on the preservation of religion as a vibrant force in society (Asad, 2003: 33). This approach explains the manner in which, for example, the level of religious adherence is larger in countries like the United States, where the different theological denomination are engaged in permanent competition in orde r to attract new adherents (Idinopulos and Wilson, 1998: 111). This theory puts forward the notion that an intense competition between the different denominations result in churches striving to keep a dynamic spiritual environment in their congregations, hence helping to retain the relevance of religion in their community (Harris, 2005: 58). In the United States, this has generated a situation in which the older denominations such as Lutherans, Catholics and Presbyterians are losing ground to the evangelical religious organisations. Whilst the evangelical movements demand a great deal of effort on the part of the would-be adherents, they also offer a more intense religious experience than the older denominations; which seems to be a determinant factor in attracting support for their cause (Asad, 1993: 145). Furthermore, the top up/supply side theory of secularisation posits that in cases where religious life is dominated by theological organisations that are directly subsidised by the state, the clergy seems to be less keen to engage with the community of believers, hence leading to the decay of spiritual life in their communities (Stark and Iannaccone, 1994: 232). This theoretical approach seems to replicate the idea that state-owned organisations, be them of an economic or religious nature, tend to be less innovative than private ones (Davie, 1994: 19). For example, in Northern Europe, the established Protestant churches are able to fend off the threat posed by other Christian denominations (Wilson, 1966: 58). This means that the clergy does not have to overexert itself in order to attract the attention of their would-be religious adherents (Asad, 2003: 14). Consequently, this led to a situation in which religious attendance declined in a significant manner, since the number of optio ns available in the spiritual market tends to be quite reduced (McCutcheon, 2003: 46). However, this does not explain the reasons behind the consistently high levels of religious attendance in Southern European and Latin American countries, in spite of the monopoly enjoyed by the Catholic Church (Martin, 1969: 28). It could be argued that a pluralist religious template as the basis for a high level of religious attendance represents a theoretical blueprint that can only be successfully applied to particular settings (Berger, 1969: 61). It would appear that many of the tenets espoused by this particular theory of secularisation are not based on a sound methodological framework (Harris, 2005: 55). To be sure, the idea of a competitive religious market as an instrument that allows countries to reverse religious decline can only be applied to the United States, which is a society that has traditionally been based around the development of communal life; strongly informed by religious v alues in order to connect individuals to their particular cultural and geographical setting (Asad, 1993: 66). At the same time, it has been argued that the level of religious attendance have remained quite consistent across the ages, which entails that there have been no substantial secularisation process as a result of the onset of modernity (McCutcheon, 2003: 48). In addition, it has been noted that the ‘market’ theory of religion can provide a sound basis for explaining overall trends in religious adherence (Stark, 1999: 249). In fact, in Western societies, periods of low attendance alternated with periods of higher levels of religious fervour (Idinopulos and Wilson, 1998: 98). It is therefore important to concede the possibility that the top up/supply side theory of secularisation may provide with a sound framework of reference in order to examine the level of religious adherence in across the ages (Stark, 1993: 389). It would appear that the postmodern condition do es not necessarily mar the possibility of a reconstitution of religious life along more fluid doctrinal lines (Stark, 1999: 260). This goes some way towards rebutting the assumptions put forward by the bottom up/demand side theory of secularisation (Wilson, 1966: 61). The ‘market’ interpretation of religious adherence may provide a better way of understanding the extent to which modern societies have been secularised (Wilson, 1966: 82). The dynamic interactions that take place in the social space give rise to the possibility of more fluid (and therefore more vibrant) religious denominational structures that may rehabilitate the spectrum of religious life in postmodern societies (Stark and Iannaccone, 1994: 231). It could be posited that this trend, directed from the top down and informed by a strong supply side approach borrowed from the field of economics, is ultimately a better way to understand the reasons behind the persistence of religious life in modern societies (Asad, 2003: 14). Conclusion By way of conclusion, it may be posited that the bottom up/demand side theory of secularisation provides with some interesting insights regarding the evolution of religious life in societies that have been affected by the process of industrialisation and modernisation, to be sure, the application of scientific methods of interpreting the nature of reality resulted in profound changes in the nature and extent of religious practice in Western European and North American societies (Berger, 1969: 77). The specialisation of technical knowledge production removed power from the religious authorities regarding the way in which knowledge was to be pursued, created and spread (Norris, 2004: 41). Moreover, the onset of modernisation and industrialisation gave the state a great deal of power in order to provide welfare provisions for its citizens, hence stripping the church institutions of their functional purpose (Fitzgerald, 2000: 122). Notwithstanding the validity of these arguments, they do not explain the persistence of religious attendance throughout the ages (Stark, 1993: 390). There seems to be an inherent human drive to seek the ultimate explanations of the nature of existence by referring to supernatural forces, which explains the resilience of religious practice across the ages. The postmodern condition has given rise to new forms of religious and spiritual practices that thrive thanks to the way in which they are able to utilise technology in order to fulfil their mission (Asad, 1993: 45). For all the reasons cited above, it could be concluded that the theory of secularisation fails to explain the continued interest shown by people in pursuing spiritual avenues for personal advancement; an interest that seems to be more vibrant than ever in the age of fluid doctrinal requirements for religious practice. Bibliography Asad, T. (1993) Genealogies of Religion, Johns Hopkins University, Baltimore, MD Asad, T. (2003) Formations of the Secular, Stanford University Press, Stanford, CA Berger, P. (1969) The Sacred Canopy, Anchor Books, Garden City, NY Bruce, S. (2002) God is dead-Secularization in the West, Blackwell, Oxford Davie, G. (1994) Religion in Britain since 1945, Blackwell, Oxford Durkheim, E. (1912, 1995) The Elementary Formations of Religious Life, Free Press, New York, NY Fitzgerald, T. (2000) The Ideology of Religious Studies, Oxford University Press, Oxford Gauchet, M., (1999) The Disenchantment with the World, Princeton University Press, Princeton, NJ Harris, S. (2005) The End of Faith, Free Press, New York Idinopulos, T. and Wilson, B. (1998) What is ReligionOrigins, Definitions and Explanations, Brill, Boston Martin, D. (1993) A General Theory of Secularization, Gregg Revivals, Aldershot Martin, D., (1969) The Religious and the Secular, Routledge, London Martin, D. (2005) On Secularisation, Aldergate Publishing Company, Aldershot McCutcheon, R. (2003) The Discipline of Religion-Structure, Meaning, Rhetoric, Routledge, London Norris, P. (2004) Sacred and Secular, Cambridge University Press, Cambridge Stark, R. and Iannaccone, L., A Supply Side Reinterpretation of the Secularization of Europe, Journal for the Scientific Study of Religion ,Vol. 33, No. 3 (Sep., 1994), pp. 230-252 Stark, R., Europe’s Receptivity to New Religious Movements: Round Two, Journal for the Scientific Study of Religion, Vol. 32, No. 4 (Dec., 1993), pp. 389-397 Stark, R., Secularization, R.I.P. Source: Sociology of Religion, Vol. 60, No. 3, Autumn, 1999, pp. 249-273 Tremlett, P. F. (2009) Religion and the Discourse on Modernity, Continuum, New York Wilson, B. (1966) Religion in Secular Society, C. A. Watts, London

SAT Scoring - Find Out What Your Score Means

An SAT score is the score awarded to students who have completed the SAT, a standardized test administered by the College Board. The SAT is an admissions test commonly used by colleges and universities in the United States.   How Colleges Use SAT Scores The SAT tests  critical reading, mathematics, and writing skills. Students who take the test are given a score for each section. Colleges look at the scores to determine your skill level and readiness for college. The higher your score is, the better it looks to admission committees who are trying to determine which students should be accepted to their school and which students should be rejected.   Although SAT scores are important, they are not the only thing that schools look at during the admissions process. College admissions committees also consider essays, interviews, recommendations, community involvement, your high school GPA, and much more.   SAT Sections The SAT is split into several different test sections: Reading Test  - This portion of the exam includes command of evidence, words in context, and data analysis questions.  Writing and Language Test  - The questions on the SAT Writing and Language test your ability to analyze writing and correct writing errors. Questions focus on word choice, organization, impact, evidence, and standard English conventions.Math Test  - This section of the SAT asks questions related to algebra, data analysis, and advanced math (complex equations, geometry, trigonometry).  Essay (Optional)  - Students can take the SAT or the SAT with Essay. In other words, the essay is optional. Before you decide not to do the essay, though, you should know that some colleges and universities require SAT essay scores as part of the admissions process. SAT Scoring Range SAT scoring can be very hard to understand, so we are going to take a closer look at how each section is scored so that you can make sense of all of the numbers. The first thing that you need to know is that the scoring range for the SAT is 400-1600 points. Every test taker receives a score in that range. A 1600 is the best score you can get on the SAT. This is what is known as a perfect score. Although there are some students that get a perfect score every year, it is not a very common occurrence.   The two main scores that you need to worry about are: Evidence-Based Reading and Writing Score: The EBRW score combines your scores from the Reading Test and the Writing and Language Test. Your EBRW score will range from 200-800 points.  Math Score: The math score ranges from 200-800 points.   If you decide to take the SAT with Essay, you will be given a score for your essay as well. This score ranges from 2-8 points, with 8 being the highest possible score.