Saturday, March 14, 2020

TOEFL Grammar and Structure Practice Quiz

TOEFL Grammar and Structure Practice Quiz This quiz is for in-class use and does not have the answers provided. Take the interactive version of the TOEFL Grammar Practice Quiz for correct answers and results. Fill In The Blank 1. _____ his illness, John continued to play rugby. DespiteAlthoughEven though 2. After many peace corps teachers return to the States, ___________ professional English teachers. often they becomethey often becomeand often become 3. _______ that the American Indian crossed a land bridge into North America from what is now Russia. It is consideredIt is thoughtIt was thought 4. None of the students _____ a car. hashavehave got 5. _______ the Depression, individual stock ownership was common in the United States. It was duringBy the time ofBecause 6. Never before _____ as rapidly, as during the last three decades. communications have developedhave communications developedhave developed communications 7. It is not yet clearly understood _________ cause obesity. why eating too many hamburgers canwhy can eating too many hamburgerseating too many hamburgers can 8. The Eiffel Tower is ________ the Leaning Tower of Pisa. as popular a tourist attraction thanas popular a tourist attraction asas more popular a tourist attraction as 9. While most New Yorkers believe in ghosts, ______ do not. are a few whothere are a few whichthere are a few that 10. With his first painting Le Temple du Mordu, George Lesereaux _______ to establish himself as a master of pointillism. couldwith abilitywas able 11. ______ Chinese is more difficult to learn than English. It is certain thatCertain it is thatCertainly is 12. Thinker and poet, ___________ the Brinker prize for his poem Alexander in 1976. Claude Pinocchio was awardedwas awarded Claude Pinocchiowas awarded to Claude Pinocchio 13. Research now proves that eating fish and chips is healthier than _______ when eating hamburgers.eating eat hamburgers. 14. It was ______ Johnny finally gave up. such difficult thatso difficult thatso a difficult test that 15. __________, I would have returned it immediately. If I knew that you wanted to read itI had known that you wanted to read itHad I known that you wanted to read it 16. In the 1990s, _________ its premium position in the world economy. the USA returnedthe USA returned tothe USA returning 17. ___________ in a home where two parents work is a difficult task indeed. Children brought upTo bring up childrenBringing up children 18. There has not yet been any decision made _______ will represent the country at the Olympics concerned athletes chosenas to which athletesthose athletes 19. _____________, Shakespeare was also a prolific writer of sonnets. Noting for his playsFamous playsNoted for his plays 20. The Concorde, which is ______________ jet, can reach New York from London is approximately 2 and 1/2 hours. fastest in the worldthe fastest of the worldthe worlds fastest 21. Scientists _____________ the existence of nano-technology capable of computation at the atomic level. newly have developedhave recently developedhave still developed 22. ___________ is portrayed in Hermann Hesses Steppenwolf. Man searching his soulA man searched his soulA man in search of his soul 23. Despite ____________, Jack continued to lose weight. he increased his food intakeincreasing food intakeincreased food intake 24. Singer and entertainer, ____________ for his beautiful and expressive voice. was Frank Sinatra famousfamous was Frank SinatraFrank Sinatra was famous 25. It is not only important to be on time, __________ courteous when replying to colleagues. but also is it important beingbut is it also important to bebut it is also important to be 26. __________ was this check written? To whoWhomTo whom 27. Children attending private schools ____________ being slightly spoiled. are often accused ofoften accusedare often accused from 28. Diets based on only one basic food element ____________ no diet at all. can be as ineffective thancan be as ineffective ascan be so ineffective than 29. ________________ that James Franklin made his stunning debut. It was LionsIt was in LionsLions it was 30. Considering human history, it ______________ using mass communications. has recently been that manis only recently that man has begunonly recently is that man has begun 31. That test was _________________ . such difficult that I almost failedas difficult that I almost failedso difficult that I almost failed 32. Within Tuscany ___________ Matthew Spender. is written fromwas written fromwas written by More Resources Free Online TOEFL Study GuidesTOEFL Vocabulary Practice QuizTOEFL Grammar Practice Quiz

Wednesday, February 26, 2020

Critique a photography show Essay Example | Topics and Well Written Essays - 500 words

Critique a photography show - Essay Example He was trying to put across excitement. Looking at the way the woman’s hands are spread out, one gets the feeling of balance and exactitude. The woman’s hands are positioned in a way to give her perfect balance as she tackles the wave. Looking at the wave that the woman in the image is riding, one could say that the roughness of the wave is intended to portray challenges and she appears to be taking the wave head on. One could further say that the image portrays one who is facing life’s challenges head-on while knowing full well how to go about it; they have achieved balance in their life. Looking at another image of a lady who is clasping her hands, closing her eyes and tilting her head to the sky as if in prayer, one gets a feeling of innocence. The artist was trying to convey synergy. This can be shown by the simple way the lady is clasping her hands, the simple way she has closed her eyes as she is not doing it forcefully, and the serene environment that seems to surround her. All these coupled with the warm radiant colours of her clothing serve to convey calmness. She seems to be tilting her head to the sky as if seeking something that she knows is there. Looking at another image, this one of a painted man’s face, one gets the feeling that the artist was trying to convey aggression. From the use dark colours to paint his face, and the pattern employed in the painting; diagonally across his face, one gets the feeling that the man is getting ready for combat. From his untidy hair, one gets the feeling that the artist was trying to convey hostility. This is also achieved from the dark colour of his t-shirt. The grey background also adds to the feeling of aggression. In all the three images, the artist has beautifully used colour and shape to put across different emotions that one instantly connects with on examination of the images. The first image seems to

Monday, February 10, 2020

Applied Research Technologies Case Study Example | Topics and Well Written Essays - 1000 words

Applied Research Technologies - Case Study Example The company is also known for its entrepreneurial spirit and the same can be gauged from the fact that the company currently owns 60 different business units, many of which are acquired in last 2-3 decades. Decentralized decision making is their strength to bring solution to the issues and speed up jobs across all business units. The company’s innovative strength can be assumed from the fact that almost 30% of the company’s revenue from each business division comes from the products that has been developed in the last 4 years. The company constantly strives to find new business opportunities and inspires business units heads and others to come up with fresh business ideas and proposals that can maintain its leading position and competitive edge in the market. To continue with the spirit of innovation, the company taps talent globally without any restriction or regional bias and accordingly, the company opens India Technical Center (ITC) under the auspices of the corpora te R&D group of the company. While working as a general manager at the Filtration Unit of the company, Vyas is in the process of developing a prototype mini water-oxidation product with an aim to exploit the product commercially that can purify waste water. Previously, over the past three years, two such attempts have been unsuccessful in developing the product. So far, the Filtration unit has only one profitable line of business and it has failed to bring new products in market in keeping with the company’s image of innovativeness. In a way, the Filtration Unit is quite vulnerable and so is the position of Vyas, if he fails to launch a new product successfully in the market third time. Vyas is quick to realize this and that is why he has formed a team full of entrepreneur-minded individuals. Though ITC technologists develop a promising product that is approved by Wagner, its first generation version is rejected for its foul odor and the second version of the product is rejec ted for its high power consumption. Without getting perturbed from these failures, Vyas harps on the true entrepreneurial spirit of the company taking clue from the CEO David Hall’s entrepreneurial concept that states: â€Å"I expect all our managers, and particularly those on the front line, to create, promote, and back promising ideas. But we understand that when you go for the big leap, you won't always clear the bar. So there is no shame in failure when you are stretching for big objectives. Around here we routinely celebrate what we call "worthy attempts"—even when they are unsuccessful† (Bartlett & Beckham, 2010). Though Vyas has been managing the global challenges quite well yet it appears that Vyas has missed something in the beginning – on deciding about some essential minimum requirement pertaining to the features of the product under development while giving a brief to the ITC technologists. Had the required features of the product been streaml ined earlier then the valuable time spent on developing two versions of the product would have been conserved. Any new product needs to be made available at not only affordable cost but also it should have minimal operating and maintenance cost (minimal fuel consumption, power etc.) maintaining ease of operation for the users. It is true that all this will depend upon what kind of customers or which segment of the market is going to be catered; however, the fact remains that clear guidelines were not given by Vyas to the technologists on required features of the product that eventually resulted into the failure of two products and loss of resources. As front-line manager, Vyas has been effective in managing people as he forms a team full of en

Thursday, January 30, 2020

Ed Philosophy Essay Example for Free

Ed Philosophy Essay Philosophy of education can refer to either the academic field of applied philosophy or to one of any educational philosophies that promote a specific type or vision of education, and/or which examine the definition, goals and meaning of education. As an academic field, philosophy of education is the philosophical study of education and its problems its central subject matter is education, and its methods are those of philosophy. [1] The philosophy of education may be either the philosophy of the process of education or the philosophy of the discipline of education. That is, it may be part of the discipline in the sense of being concerned with the aims, forms, methods, or results of the process of educating or being educated; or it may be metadisciplinary in the sense of being concerned with the concepts, aims, and methods of the discipline. [2] As such, it is both part of the field of education and a field of applied philosophy, drawing from fields of metaphysics, epistemology, axiology and the philosophical approaches (speculative, prescriptive, and/or analytic) to address questions in and about pedagogy, education policy, and curriculum, as well as the process of learning, to name a few. [3] For example, it might study what constitutes upbringing and education, the values and norms revealed through upbringing and educational practices, the limits and legitimization of education as an academic discipline, and the relation between educational theory and practice. Instead of being taught in philosophy departments, philosophy of education is usually housed in departments or colleges of education, similar to how philosophy of law is generally taught in law schools. [1] The multiple ways of conceiving education coupled with the multiple fields and approaches of philosophy make philosophy of education not only a very diverse field but also one that is not easily defined. Although there is overlap, philosophy of education should not be conflated with educational theory, which is not defined specifically by the application of philosophy to questions in education. Philosophy of education also should not be confused with philosophy education, the practice of teaching and learning the subject of philosophy. Philosophy of education can also be understood not as an academic discipline but as a normative educational theory that unifies pedagogy, curriculum, learning theory, and the purpose of education and is grounded in specific metaphysical, epistemological, and axiological assumptions. These theories are also called educational philosophies. For example, a teacher might be said to follow a perennialist educational philosophy or to follow a perennialist philosophy of education. Contents * 1 Philosophy of Education * 1. 1 Idealism * 1. 1. 1 Plato * 1. 1. 2 Immanuel Kant * 1. 1. 3 Georg Wilhelm Friedrich Hegel * 1. 2 Realism * 1. 2. 1 Aristotle * 1. 2. 2 Avicenna * 1. 2. 3 Ibn Tufail * 1. 2. 4 John Locke * 1. 2. 5 Jean-Jacques Rousseau * 1. 2. 6 Mortimer Jerome Adler * 1. 2. 7 Harry S. Broudy * 1. 3 Scholasticism * 1. 3. 1 Thomas Aquinas * 1. 3. 2 John Milton * 1. 4 Pragmatism * 1. 4. 1 John Dewey * 1. 4. 2 William James * 1. 4. 3 William Heard Kilpatrick * 1. 4. 4 Nel Noddings * 1. 4. 5 Richard Rorty * 1. 5 Analytic Philosophy * 1. 5. 1 Richard Stanley Peters * 1. 5. 2 Paul H. Hirst * 1. 6 Existentialism * 1. 6. 1 Karl Jaspers * 1. 6. 2 Martin Buber * 1. 6. 3 Maxine Greene * 1. 7 Critical Theory * 1. 7. 1 Paulo Freire * 1. 8 Postmodernism * 1. 8. 1 Martin Heidegger * 1. 8. 2 Hans-Georg Gadamer * 1. 8. 3 Jean-Francois Lyotard * 1. 8. 4 Michel Foucault * 2 Normative Educational Philosophies * 2. 1 Perennialism * 2. 1. 1 Allan Bloom * 2. 2 Progressivism * 2. 2. 1 Jean Piaget * 2. 2. 2 Jerome Bruner * 2. 3 Essentialism * 2. 3. 1 William Chandler Bagley * 2. 4 Social Reconstructionism and Critical Pedagogy * 2. 4. 1 George Counts * 2. 4. 2 Maria Montessori * 2. 5 Waldorf * 2. 5. 1 Rudolf Steiner * 2. 6 Democratic Education * 2. 6. 1 A. S. Neill * 2. 7 Classical Education * 2. 7. 1 Charlotte Mason * 2. 8 Unschooling * 2. 8. 1 John Holt * 2. 8. 2 Contemplative education * 3 Professional organizations and associations * 4 References * 5 Further reading * 6 External links| Philosophy of Education Idealism Plato Inscribed herma of Plato. (Berlin, Altes Museum). Main article: Plato Date: 424/423 BC 348/347 BC Platos educational philosophy was grounded in his vision of the ideal Republic, wherein the individual was best served by being subordinated to a just society. He advocated removing children from their mothers care and raising them as wards of the state, with great care being taken to differentiate children suitable to the various castes, the highest receiving the most education, so that they could act as guardians of the city and care for the less able. Education would be holistic, including facts, skills, physical discipline, and music and art, which he considered the highest form of endeavor. Plato believed that talent was distributed non-genetically and thus must be found in children born in any social class. He builds on this by insisting that those suitably gifted are to be trained by the state so that they may be qualified to assume the role of a ruling class. What this establishes is essentially a system of selective public education premised on the assumption that an educated minority of the population are, by virtue of their education (and inborn educability), sufficient for healthy governance. Platos writings contain some of the following ideas: Elementary education would be confined to the guardian class till the age of 18, followed by two years of compulsory military training and then by higher education for those who qualified. While elementary education made the soul responsive to the environment, higher education helped the soul to search for truth which illuminated it. Both boys and girls receive the same kind of education. Elementary education consisted of music and gymnastics, designed to train and blend gentle and fierce qualities in the individual and create a harmonious person. At the age of 20, a selection was made. The best one would take an advanced course in mathematics, geometry, astronomy and harmonics. The first course in the scheme of higher education would last for ten years. It would be for those who had a flair for science. At the age of 30 there would be another selection; those who qualified would study dialectics and metaphysics, logic and philosophy for the next five years. They would study the idea of good and first principles of being. After accepting junior positions in the army for 15 years, a man would have completed his theoretical and practical education by the age of 50. Immanuel Kant Main article: Immanuel Kant Date: 1724–1804 Immanuel Kant believed that education differs from training in that the latter involves thinking whereas the former does not. In addition to educating reason, of central importance to him was the development of character and teaching of moral maxims. Kant was a proponent of public education and of learning by doing. [4] Georg Wilhelm Friedrich Hegel Main article: Georg Wilhelm Friedrich Hegel Date: 1770–1831 Realism Aristotle Bust of Aristotle. Roman copy after a Greek bronze original by Lysippos from 330 B. C. Main article: Aristotle Date: 384 BC 322 BC Only fragments of Aristotles treatise On Education are still in existence. We thus know of his philosophy of education primarily through brief passages in other works. Aristotle considered human nature, habit and reason to be equally important forces to be cultivated in education. [1] Thus, for example, he considered repetition to be a key tool to develop good habits. The teacher was to lead the student systematically; this differs, for example, from Socrates emphasis on questioning his listeners to bring out their own ideas (though the comparison is perhaps incongruous since Socrates was dealing with adults). Aristotle placed great emphasis on balancing the theoretical and practical aspects of subjects taught. Subjects he explicitly mentions as being important included reading, writing and mathematics; music; physical education; literature and history; and a wide range of sciences. He also mentioned the importance of play. One of educations primary missions for Aristotle, perhaps its most important, was to produce good and virtuous citizens for the polis. All who have meditated on the art of governing mankind have been convinced that the fate of empires depends on the education of youth. [2] Avicenna Main article: Avicenna Date: 980 AD 1037 AD In the medieval Islamic world, an elementary school was known as a maktab, which dates back to at least the 10th century. Like madrasahs (which referred to higher education), a maktab was often attached to a mosque. In the 11th century, Ibn Sina (known as Avicenna in the West), wrote a chapter dealing with the maktab entitled The Role of the Teacher in the Training and Upbringing of Children, as a guide to teachers working at maktab schools. He wrote that children can learn better if taught in classes instead of individual tuition from private tutors, and he gave a number of reasons for why this is the case, citing the value of competition and emulation among pupils as well as the usefulness of group discussions and debates. Ibn Sina described the curriculum of a maktab school in some detail, describing the curricula for two stages of education in a maktab school. [5] Ibn Sina wrote that children should be sent to a maktab school from the age of 6 and be taught primary education until they reach the age of 14. During which time, he wrote that they should be taught the Quran, Islamic metaphysics, language, literature, Islamic ethics, and manual skills (which could refer to a variety of practical skills). [5] Ibn Sina refers to the secondary education stage of maktab schooling as the period of specialization, when pupils should begin to acquire manual skills, regardless of their social status. He writes that children after the age of 14 should be given a choice to choose and specialize in subjects they have an interest in, whether it was reading, manual skills, literature, preaching, medicine, geometry, trade and commerce, craftsmanship, or any other subject or profession they would be interested in pursuing for a future career. He wrote that this was a transitional stage and that there needs to be flexibility regarding the age in which pupils graduate, as the students emotional development and chosen subjects need to be taken into account. [6] The empiricist theory of tabula rasa was also developed by Ibn Sina. He argued that the human intellect at birth is rather like a tabula rasa, a pure potentiality that is actualized through education and comes to know and that knowledge is attained through empirical familiarity with objects in this world from which one abstracts universal concepts which is developed through a syllogistic method of reasoning; observations lead to prepositional statements, which when compounded lead to further abstract concepts. He further argued that the intellect itself possesses levels of development from the material intellect (al-‘aql al-hayulani), that potentiality that can acquire knowledge to the active intellect (al-‘aql al-fa‘il), the state of the human intellect in conjunction with the perfect source of knowledge. [7]

Wednesday, January 22, 2020

Why Kissinger Helped Pinochet :: Foreign Policy Chile Governmental Essays

Why Kissinger Helped Pinochet The United States â€Å"hands have not always been clean† (Landau 1999, page 16). It seems that as time passes more and more of past United States foreign policy actions are discovered to have been a cause of corruption rather than security. Recently numbers of declassified documents show the fraud of Secretary of State Henry Kissinger. It is apparent that Kissinger directly assisted General Augusto Pinochet into power in Chile and despite his knowledge of Pinochet’s human rights violations he deliberately ensured his stay in power (Landau 1999; page 16). Currently the legal action being taken against Henry Kissinger must be taken seriously to show current United States officials, the cruelty of our nations past and how we are guilty of initiating and helping a brutal dictatorship for sixteen years. One must wonder; what was Kissinger’s motive? Being pushed by â€Å"his boss† President Nixon to prevent communism in Chile at all costs is apparent, as is his friendly relationship with Pinochet that he developed. â€Å"I want to see our relations and friendship improve,† Kissinger states in a memoir to Pinochet during his trip to Chile that was intended to speak about human rights concerns (Kornbluh 1999; page 5). But what was truly the underlining motivation that caused Kissinger to risk his job and reputation to keep Pinochet in power? Could it simply be a lack of sympathy? Or was Kissinger just overly fanatical about stopping the spread of Communism? In lieu of the unclassified documents it is apparent that Kissinger had formed a liking to Augusto Pinochet. Recent memorandums show that Kissinger told Pinochet that he was a casualty of â€Å"Communist propaganda† and reinforced Pinochet, while hundreds of Chilean citizens were being jailed without cause, that the United States would not punish him for human rights violations. In September 1976 Kissinger sent out a warning to some South American nations about the rumor of an â€Å"Operation Condor† but intentionally excluded warning Chile in fear of how Pinochet would react (Duke 2005, page D01). Reveled in the transcripts are â€Å"Kissinger’s expression of ‘friendship,’ ‘sympathetic’ understanding and wishes for success to Pinochet at the height of his repression†¦Ã¢â‚¬  After receiving an overwhelming amount of pressure from congress to deal with Chile’s human rights issues Kissinger â€Å"gave a speech at an OAS c onference in Santiago.† However,

Tuesday, January 14, 2020

Female Education Essay

Education is one of the basic human rights. Every human being has the right to be enlightened by the light of knowledge. But like other issues of our society, a gender inequality exists in receiving education which is enacted to the females. This unwanted practice is continuing still in our society and hinders the progress of our nation. In our country, because of some old superstitions and customs, girls are deprived from many facilities which are cashed in on by males. Education is one of those. The parents think not to invest money to their female children rather than to the males. And that’s why; women of our country still can’t lead a solvent, secured, independent life. A woman without any education can’t use her skills and brain in a proper way. Because of educational ignorance, she can’t differentiate the right and wrong and take any decision correctly. She can’t use the chances to uplift her condition. She can’t nurse her family and children properly. In total, an uneducated woman leads a disorganized life. These awful facts affect the society decisively. Almost half of the population remains inoperative, unskilled, and slapdash. It lags behind the whole nation economically, academically, commercially which will suffer the future generation. If the women-folk is educated, they can utilize their skill, knowledge and work hand in hand with men in all programs of development. They can be self-employed and be a source of man power by which they can support their family financially. They can analysis any situation and take the right decision and influence her family and society in the key areas through their useful thoughts. They will be conscious about early marriage, family planning, maternal mortality rate, child mortality etc. Besides, if a woman is educated, she can take care of her children perfectly. A mother exercises an undeniable influence in the formation of children’s character and shaping their future destination. Once Napoleon said, â€Å"Give me an educated mother, I will give you an educated nation.† So, the importance of female education is beyond of words. So, if we want to live in a self-sufficient country, the females must be educated. The society must break its ancient prejudices and be open minded. The government has already taken a few steps: giving scholarships, education without fees and others to create awareness among people over this matter. If this exertion flourishes, then we may hope for an advanced, sophisticated, developed country.