Management Information System Essay -- Computers Business Information

It deals with planning for, development, management, and use of information technology tools to help people perform all tasks related to information processing and management. In the above definition you can find the three key resources-information, information technology, and people. You will also find various functions that you as a knowledge worker must undertake to ensure that your origination maximizes its advantages. It doesn't matter if you are preparing to work in the area of finance, human resource management, logistics, marketing or even information technology, you will still have responsibilities that include planning for, developing, managing and using MIS function with in your area of expertise. Management information system challenge: Many people believe that information technology is the key resource in MIS. Indeed information technology is critically important set of tools for working with information and supporting the information information-processing needs of your organization. But IT is not a panacea. We have to realize that the success of IT as a set of tools in your organization depends on care full planning for, development, management, and use of IT with the two other key business resources-people and information. And that's what MIS is about -planning for, developing, managing, and using IT tools to help people work with information. There are three aspects of THE MIS challenge, including What businesses do? Customer moment of value. The role of information technology What businesses do? In a nutshell, businesses service their customers. And it really doesn't matter whether you own a business that are employed by an organization that provides telecommunications services arou... ...ible of capturing information, creating new information and cradling these information and transaction in a data base. TPSs also have secondary responsibilities that include conveying information to users. TPS performs the following functions Capture information concerning the order Creates new information such as the total purchase and applicable tax. Convey that information to the order-entry specialist. Cradles or stores the information. Customer Integrated system: A CIS is an extension of a TPS that places technology in the hands of an organization's customers and allows them to process their own transactions. ATM's are perhaps the most common example of a CIS. ATM's provide you with the ability to do your own banking anywhere at any time. ATM'S actually do nothing "new" but they give you greater flexibility in accessing and using your money.

Views of Christianity and Islam Towards Trade

Christianity and Islam are two of the most practiced religions in the world, and have been for centuries. These two faiths are both monotheistic, which means they worship one God, or Allah. Started over 2000 years ago, Christianity is based on the teachings and life of Jesus Christ and was spread throughout the Roman Empire. The religion of Islam began early in 600 C. E. by the prophet Muhammad, and he spread the word of Allah. These religions spread quickly in Europe and the Middle East. As they progressed, new trading routes came about in these areas.Overtime, Christianity and Islam developed opinions about the trading and businesses activity and the people who pursued it. According to the religion’s holy books, the Bible and Qur’an, their views on trade were different at first. Christians believed that people should not trade; for it was not the pursuit of man. Muslims were much more tolerant of trade, as long as merchants were honest in their bargaining. By 1000 C. E, both the religions’ attitudes towards trade had changed completely. Christian scholars began to teach that honest trade was acceptable, while Muslim scholars saw the danger that trade brought to a man’s soul.By the 15th century, attitudes towards trade had even more drastic change once again. Christianity espoused that trade was encouraged and worthy, while Muslims believed merchants were corrupt. When the two religions first began, Christianity and Islam differed at first on their views concerning trade. As stated in the Christian Bible, it is almost impossible for a rich man to enter the kingdom of God (document 1). For Christians, at first they had to live a humble life without making any profits.Its said that it was easier for a camel to go through the eye of a needle, than for a rich man to enter into the kingdom of God. As for Muslims this differed because in the Qur’an, men were allowed to trade as long as they were honest; said in document 2. â€Å"I f the two parties speak the truth and make it manifest, their transaction shall be blessed, and if they conceal and tell and lie, the blessing of their transaction shall be obliterated. † This means that if two people trade fairly amongst each other without cheating, then nothing is wrong according to the Islam beliefs.If one of the men are cheated, then their business will be wiped out. The point of document 1 was that Jesus was a poor man, therefore his followers lived up to being poor as well. When Christianity started, Christians believed that in order to go to heaven, they must live a poor and humble life, like Jesus did. The same logic applies for Muslims in document 2, who’s founder Muhammed was a wealthy merchant. In document two, the author is supporting merchants and saying that they will be accepted by Allah as long as they are truthful.Muslims strongly believed that it was okay to be a wealthy merchant as long you are honest, like Muhammed. Therefore, the tw o religions were at first different because Christianity had negative views toward trade while Islam was for it; and they were alike because the reason for their views both traced back to their founders. In documents four and five, the view points of Christians and Muslims toward trade began to change. Christians, who were at first against trade and becoming wealthy from it, now say that it is okay to trade as long as you are honest.Stated in document four, â€Å"No man should sell a thing to another man for more than its worth. † This is saying that for men to do business with one another, they must not sell things for more than they are worth, or in other words scam each other. While Christian scholars are becoming more lenient towards trade than they were when the religion started, Islamic scholars are becoming more strict. Muslims now believe that selling things for a profit, even if it is honest, is inevitably affecting the soul. â€Å"These qualities lead to a decrease and weakening in virtue and manliness,† (document five).The Islam look on trade now sees that the methods that trade employs are tricks aimed at making a profit by securing the difference between buying and selling prices. The two religions, however, are still somewhat similar because they both believe that trading for large profits can eventually lead to corruption of the soul. Views of trade by Christians and Muslims yet continued to change even further in documents six and seven. It seems in document six as if Christians were being encouraged to trade as long as it involved God.Religious paintings of Our Lady were being asked for, therefore Christians now want people to trade. Also in document six it is stated that, â€Å"You know God has granted you to acquire great riches in this world, may He be praised. † It is now expected for Christian merchants to trade and use God while doing so. Overtime you can see the change on the views of trade, because at first Christi ans did not want anyone making a large profit. As for Muslims, merchants are loosing money from trading. In document seven, Sakaoglu Nasuh is an example of how over time the commerce activity has affected his ethical customs. The aforementioned has now acted contrary to the old custom. † This is because he is buying all the cotton yarn and selling them for higher prices. Hence, not giving the other merchants a fair opportunity to buy and sell the cotton as well. This is going against what the Islam religion believed, which is business activities are acceptable as long as you are not taking advantage of others. The Islamic Court probably said this is document seven because they wanted to please the people and let them know that merchants must obey.The two religions continue to differ in these documents because Christians are now persuading people to trade, while Islam trading is becoming monopolized. However, Christianity and Islam are still alike in which they both use religio n as an example. The attitudes of Christianity and Islam towards trade and merchants differed. When the two religions first began, they had opposite views from each other. Christians saw trade and wealth as being far from God and it was not approved. Muslims, on the other hand, tolerated trade as long as the two parties were honest and no one was taken advantage of.Later on, these views changed when Christians became more lenient and also accepted honest trade. Muslims then saw trade as inevitably affecting the soul when merchants became corrupt by outbidding other merchants. However, we would need additional documents such as documents from the common people in order to asses the consequences of the merchant activities. We do not know how the Christians’ or Muslims’ commoners viewed the trading business, therefore, we cannot fully understand all aspects of the religions towards it.

Night World : Black Dawn Chapter 8

What are you doing?† he repeated ferociously.His grip was hurting her. â€Å"I'm throwing the water bag down there,† Maggiesaid. But she was thinking, He's so strong. Stronger than anybody I've ever met. He could break mywrist without even trying. â€Å"I know that! Why?† â€Å"Because it's easier than carrying it down in myteeth,† Maggie said. But that wasn't the real reason,of course. The truth was that she needed to get temptation out of the way. She was so thirsty thatit was a kind of madness, and she was afraid ofwhat she would do if she held onto this cool, sloshing water bag much longer. He was staring at her with those startling eyes,as if he were trying to pryhis way into her brain.And Maggie had the odd feeling that he'd succeeded, at least far enough that he knew the real reason she was doing this. â€Å"You are an idiot,† he said slowly, with cold wonder. â€Å"You should listen to your body; it's telling youwhat it needs. You can't ignore thirst. You can'tdeny it.† â€Å"Yes, you can,† Maggie said flatly. Her wrist wasgoing numb. If this went on, she was going to dropthe bag involuntarily, and in the wrong place. â€Å"You can't,† he said, somehow making the wordsinto an angry hiss. â€Å"I should know.† Then he showed her his teeth. Maggie should have been prepared. Jeanne had told her. Vampires and witches and shapeshifters, she'd said. And Sylvia was a witch,and Bern had been a shapeshifter. This boy was a vampire. The strange thing was that, unlike Bern, he didn'tget uglier when he changed. His face seemed palerand finer, like something chiseled in ice. His goldeneyes burned brighter, framed by lashes that lookedeven blacker in contrast. His pupils opened and seemed to hold a darkness that could swallow aperson up. But it was the mouth that had changed the most.It looked even more willful, disdainful, and sullen-and it was drawn up into a sneer to displaythe fangs. Impressive fangs. Long, translucent white, tapering into delicate points. Shaped like a cat's canines,with a sheen on them like jewels. Not yellowing tusks like Bern's, but delicate instruments of death. What amazed Maggie was that although helooked completely different from anything she'd seen before, completely abnormal, he also lookedcompletely natural. This was another kind of creature, just like a human or a bear, with as muchright to live as either of them. Which didn't mean she wasn't scared. But shewas frightened in a new way, a way ready for action. She was ready to fight, if fighting became necessary. She'd already changed that much since entering this valley: fear now made her not panicked buthyper alert. If I have to defend myself I need both hands.And it's better not to let him see I'm scared. â€Å"Maybe you can't ignore your kind of thirst,† shesaid, and was pleased that her voice didn't wobble.†But I'm fine. Except that you're hurting my wrist. Can you please let go?† For just an instant, the brilliant yellow eyesflared even brighter, and she wondered if he wasgoing to attack her. But then his eyelids lowered,black lashes veiling the brightness. He let go ofher wrist. Maggie's arm sagged,and the leather bagdropped from her suddenly nerveless fingers. It landed safely at her feet. She rubbed her hand. And didn't look up a moment later, when he saidwith a kind of quiet hostility, â€Å"Aren't you afraidof me?† â€Å"Yes.† It was true. And it wasn't just because hewas a vampire or because he had a power thatcould send blue death twenty feet away. It was because of him, of the way he was. He was scary enough in and of himself. â€Å"But what good is it, being afraid?† Maggie said,still rubbing her hand. â€Å"If you're going to try tohurt me,IT fight back. And so far, you haven't triedto hurt me. You've only helped me.† â€Å"I told you, I didn't do it for you.And you'll neversurvive if you keep on being insane like this.† â€Å"Insane like what?† Now she did look up, to seethat his eyes were burning dark gold and his fangswere gone. His mouth simply looked scornful and aristocratic. â€Å"Trusting people,† he said, as if it should havebeen obvious. â€Å"Taking care of people. Don't youknow that only the strong ones make it? Weak people are deadweightand if you try to help them, they'll drag you down with them.† Maggie had an answer for that. â€Å"Cady isn'tweak,† she said flatly. â€Å"She's sickShe'll get betterif she gets the chance. And if we don't take care ofeach other, what's going to happen to all of us?† He looked exasperated, and for a few minutesthey stared at each other in mutual frustration. Then Maggie bent and picked up the bag again.†I'd better give it to her now. I'll bring your can teen back.† â€Å"Wait.† His voice was abrupt and cold, unfriendly. But this time he didn't grab her.†What?† â€Å"Follow me.† He gave the order briefly andturned without pausing to see if she obeyed. It wasclear that he expectedpeople to obey him, withoutquestions. â€Å"Bring the bag,† he said, without lookingover his shoulder. Maggie hesitated an instant, glancing down atCady. But the hollow was protected by the overhanging boulders; Cady would be all right there for a few minutes. She followed the boy. The narrow path that wound around the mountain was rough and primitive, interrupted by bands of broken, razor-sharpslate. She had to pick her way carefully aroundthem. In front of her, the boy turned toward the rocksuddenly and disappeared. When Maggie caught up, she saw the cave. The entrance was small, hardly more than acrack, and even Maggie had to stoop and go in sideways. But inside it opened into a snug littleenclosure that smelled of dampness and cool rock. Almost no light filtered in from the outsideworld. Maggie blinked, trying to adjust to the neardarkness, when there was a sound like a match strike and a smell of sulphur. A tiny flame was born, and Maggie saw the boy lighting some kindof crude stone lamp that had been carved out ofthe cave wall itself. He glanced back at her and his eyes flashed gold. But Maggie was gasping, looking around her.The light of the little flame threw a mass of shifting, confusing shadows everywhere, but it alsopicked out threads of sparkling quartz in the rock.The small cave had become a place of enchantment. Andatthe boy's feet was something that glitteredsilver. In the hush of the still air, Maggie couldhear the liquid, bell-like sound of water dripping. â€Å"It'sa pool,† the boy said. â€Å"Spring fed. The watees cold, but it's good. Water .Something like pure lust overcame Maggie. She took three steps forward, ignoring the boy completely, and then her legs collapsed.Shecupped a hand in the pool, felt the coolness encompass it to the wrist, and brought it out asif shewere holding liquid diamond in her palm. She'd never tasted anything asgood as that water. No Coke she'd drunk on the hottest day of summer could compare with it. It ran through herdry mouth and down her parched throatand then it seemed to spread all through her, sparklingthrough her body, soothing and reviving her. A sort of crystal clearness entered her brain. She drankand drank in a state of pure bliss. And then, when she was in the even more blissfulstate of being not thirsty anymore, she plunged the leather bag under the surface to fill it. â€Å"What's that for?† But there was a certain resignation in the boy's voice. â€Å"Cady. I have to get back to her.† Maggie sat backon her heels and looked at him. The light dancedand flickered around him, glinting bronze off hisdark hair, casting half his face in shadow. â€Å"Thank you,† she said, quietly, but in a voice thatshook slightly. â€Å"I think you probably saved mylife again.† â€Å"You were really thirsty.† â€Å"Yeah.† She stood up. â€Å"But when you thought there wasn't enoughwater, you were going to give it to her.† He couldn'tseem to get over the concept. â€Å"Yeah† â€Å"Even if it meant you dying?† â€Å"I didn't die,† Maggie pointed out. â€Å"And I wasn'tplanning to. Butyeah, I guess, if there wasn't anyother choice.† She saw him staring at her in utterbewilderment. â€Å"I took responsibility for her,† shesaid, trying to explain. â€Å"It's like when you take ina cat, or-or it's like being a queen or something.If you say you're going to be responsible for your subjects, you are. You owe them afterward.† Something glimmered in his golden eyes, just fora moment. It could have been a dagger point ofanger or just a spark of astonishment. There wasa silence. â€Å"It's not thatweird, people taking care of each other,† Maggie said, looking at his shadowed face. â€Å"Doesn't anybody do it here?† He gave a short laugh. â€Å"Hardly,† he said dryly.†The nobles know how to take care of themselves.And the slaves have to fight each other to survive.† He added abruptly, â€Å"All of which you should know.But of course you're not from here. You're fromOutside.† â€Å"I didn't know if you knew about Outside,† Mag gie said. â€Å"There isn't supposed to be any contact. Therewasn't for about five hundred years. But whenmy-when the old king died, they opened the pass,again and started bringing in slaves from the outside world. New blood.† He said it simply andmatter-of-factly. Mountain men, Maggie thought. For years there had been rumors about the Cascades, about menwho lived in hidden places among the glaciers andpreyed on climbers. Men or monsters. There were always hikers who claimed to have seen Bigfoot. And maybe they had-or maybe they'd seen ashapeshifter like Bern. â€Å"And you think that's okay,† she said out loud.†Grabbing people from the outside world and dragging them in here to be slaves.† â€Å"Notpeople.Humans.Humansarevermin;they're not intelligent.† He said it in that same dispassionate tone, looking right at her. â€Å"Are you crazy?†Maggie's fists were clenched; herhead was lowered. Stomping time. She glared upat him through narrowed lashes. â€Å"You're talking to a human right now. Am I intelligent or not?† â€Å"You're a slave without any manners,† he saidcurtly. â€Å"And the law says I could kill you for the way you'retalkingto me.† His voice was so cold, so arrogant†¦but Maggiewas starting not to believe it. That couldn't be all there was to him. Becausehe was the boy in her dream. The gentle, compassionate boy who'd looked ather with a flame of love behind his yellow eyes,and who'd held her with such tender intensity, hisheart beating against hers, his breath on her cheek. That boy had been real-and even if it didn't makeany sense, Maggie was somehow certain of it. And no matter how cold and arrogant this one seemed, they had to be part of each other. It didn't make her less afraid of this one, exactly.But it made her more determined to ignore herfear. â€Å"In my dream,† she said deliberately, advancinga step on him, â€Å"you cared about at least onehuman. You wanted to take care of me.† â€Å"You shouldn't even be allowedto dream aboutme,† he said. His voice wasas tense and grim asever, but as Maggie got closer to him, looking directly up into his face, he did something that amazed her. He fell back a step. â€Å"Why not? Because I'm a slave? I'm a person.† She took another step forward, still looking at him challengingly. â€Å"And I don't believe that you're asbad as you say you are. I think I saw what youwere really like in my dream.† â€Å"You're crazy,† he said. He didn't back up anyfarther, there was nowhere left to go. But his wholebody was taut. â€Å"Why should I want to take care of you?† he added in a cold and contemptuous voice.†What's so special about you?† It was a good question, and for a moment Maggie was shaken. Tears sprang to her eyes. â€Å"I don't know,† she said honestly. â€Å"I'm nobodyspecial. There isn'tany reason for you to care aboutme. But it doesn't matter. You saved my life whenBern was going to kill me, and you gave me waterwhen you knew I needed it. You can talk all youwant, but those are the facts. Maybe you just care about everybody, underneath. Or-â€Å" She never finished the last sentence. As she had been speaking to him, she was doingsomething she always did, that was instinctive to.,her when she felt some strong emotion. She had done it with P.J. and with Jeanne and with Cady. She reached out toward him. And although shewas only dimly aware that he was pulling his handsback to avoid her, she adjusted automatically,catching his wrists†¦. And that was when she lost her voice and whatshe was saying flew out of her head. Because something happened. Something that she couldn't ex plain, that was stranger than secret kingdoms orvampires or witchcraft. It happened justas her fingers closed on hishands. It was the first time they had touched like that, bare skin to bare skin. When he had grabbed her wrist before, her jacket sleeve had been in be tween them. It started as an almost painful jolt, a pulsatingthrill that zigged up her arm and then sweptthrough her body. Maggie gasped, but somehowshe couldn't let go of his hand. Like someone beingelectrocuted, she was frozen in place. The blue fire, she thought wildly. He's doing thesame thing to me that he did to Bern. But the next instant she knew that he wasn't. This wasn't the savage energy that had killed Bern, and it wasn't anything the boy was doing to her. Itwas something being done to both of them, by some incredibly powerful source outside either of them. And it was trying †¦ to open a channel. Thatwas the only way Maggie could describe it. It was blazing a path open in her mind, and connectingit to his. She feltas if she had turned around and unexpectedly found herself facing another person's soul.A soul that was hanging there, without protection,already in helpless communication with hers. It was by far the most intense thing that hadever happened to her. Maggie gasped again, seeingstars, and then her legs melted and she fellforward He caught her, but he couldn't stand up either.Maggie knew that as well as she knew what wasgoing on in her own body. He sank to his knees, holding her. What are you doing to me? It was a thought, but it wasn't Maggie's. It washis. I don't know †¦I'm not doing it †¦ I don't understand!Maggie had no idea how to send herthoughts to another person. But she didn't need to,it was simply happening. A pure line of communication had been opened between them. It was afierce and terrible thing, a bit like being fused together by a bolt of lightning, but it was also so wonderful that Maggie's entire skin was prickling and her mind was hushed with awe. She felt as if she'd been lifted into some new andwonderful place that most people never even saw. The air around her seemed to quiver with invisible wings. This is how people are supposed to be,shethought. Joined like this. Open to each other. Withnothing hidden and no stupid walls between them. A thought came back at her, sharp and quickasa hammer strike. No! It was so cold, so full of rejection, that for a moment Maggie was taken aback. But then she sensedwhat else was behind it. Anger†¦ and fear. He was afraid of this, andof her. He felt invaded. Exposed. Well, I do, too,Maggie said mentally. It wasn'tthat she wasn't afraid. It was that her fear was irrelevant. The force that held them was so much morepowerful than either of them, so immeasurably ancient, that fear was natural but not important. The same light shone through each of them, strippingaway their shields, making them transparent toeach other. It's all right for you. Because you don't have any thing to be ashamed of!The thought flashed by so quickly that Maggie wasn't even sure she hadheard it. What do you mean?she thought. Wait †¦ Delos. That was his name. Delos Redfern. She knew itnow, as unquestionably as she knew the names ofher own family. She realized, too, as a matter of minor importance, an afterthought, that he was a prince. A vampire prince who'd been born to rule this secret kingdom, as the Redfern family had ruled it for centuries. The old king was your father,she said to him. And he died three years ago, when you were fourteen. You've been ruling ever since. He was pulling away from her mentally, trying tobreak the contact between them. It's none of your business, he snarled. Please wait,Maggie said. But as she chased after him mentally, trying to catch him, to help him,something shocking and new happened, like a second bolt of lightning.

Subject-Verb Agreement on SAT Writing Strategies and Practice

Subject-Verb Agreement on SAT Writing Strategies and Practice SAT / ACT Prep Online Guides and Tips Subject-Verb Agreement may be the most tested grammatical rule on the SAT. Therefore, just by mastering this rule and its applications, you will be well on your way toward achieving a ridiculously good score on the SAT Writing. While the rule itself is relatively simple, the questions related to it can be challenging and a bit tricky. In this article, we’ll teach you how to become a master of all things subject-verb agreement on the SAT. In this post, I’ll do the following: Give you a clear understanding of subject-verb agreement. Explain why and how subject-verb agreement questions on the SAT can be tricky. Offer general strategies that can help you correctly answer subject-verb agreement questions. Provide you with practice questions so you can test what you’ve learned. Review: What's a Subject? Simply, a subject is the noun which corresponds with a verb in a sentence. In a sentence where there is an action, the subject is the noun which is doing the action. Here is an example: Justin saved the world. Justin is the subject because he did the saving. In a sentence where there is a description, typically using a form of the verb â€Å"to be†, the subject is the noun which is being described. Consider this beautifully written sentence: Justin is amazingly humble. Justin is the subject because he is the person who is amazingly humble. Now that we have a basic understanding of a subject, let's define this ubiquitous SAT grammar rule. What Is Subject-Verb Agreement? Subject-verb agreement is a rule stating that all subjects must agree with their verbs in number. Singular subjects take singular verbs. Plural subjects take plural verbs. Most of the subject-verb agreement questions on the SAT deal with verb forms in the third-person singular form (he/she/it/one) and third-person plural forms (they). In the present and present perfect verb tenses, third person singular verb forms end in an â€Å"s†. Third person plural verb forms do not. Let's check out an example sentence to give you a better understanding of this rule: The celebrity chef cook lobster and foie gras. This sentence probably already "sounds" wrong to your ear, but let's break down exactly why. The subject of this sentence is "chef". Obviously, because we are only talking about one chef, the subject is singular. Therefore, the verb should be in the singular form. However, "cook" is the third-person plural form of the verb so this sentence is incorrect. Here is how the sentence should read: The celebrity chef cooks lobster and foie gras. Here's another basic example: The gymnasts performs incredible feats of strength. In the above sentence, the subject is "gymnasts" because they are doing the performing. "Gymnasts" is plural so the verb should be in the plural form. However, "performs" is in the singular form. This is the corrected sentence: The gymnasts perform incredible feats of strength. This rule is relatively basic and easy to comprehend, right? Some of you may be thinking that all subject-verb agreement errors on the SAT will be as simple to detect as they were in the example sentences above. However, in traditional SAT fashion, sentences on the SAT are intentionally deceptive and questions related to subject-verb agreement can be rather challenging. Subject-Verb Agreement questions can deceive you Why Are These Questions Tricky? Generally, questions related to subject-verb agreement on the SAT can be difficult because the subject is usually not placed directly in front of the verb. This problem appears in two ways: Interrupting Phrases, and inverted sentences where the subject follows the verb. Common Trap #1: Interrupting Phrases Interrupting phrases are phrases thatseparate the subject from the verb. Such phrases make locating the subject and determining whether the verb should be singular or plural more difficult. There are specific types of interrupting phrases and we'll take a closer look at a few of them. You don't know need to know all of the specific grammar terms, but it's important to recognize how they influence subject-verb agreement questions. Non-Essential Clauses Non-essential clauses are phrases describe a noun, often the subject of a subject-verb agreement question on the SAT. Non-essential clauses are surrounded by commas. These clauses can be removed without creating grammatical errors or changes in the meaning of a sentence. Take, for example, this sentence: My doctor, who is very unfriendly, spoke to me for less than a minute. The phrase in bold is a non-essential clause. It is separated by commas and removing the clause does not create an error or change the meaning of the sentence. The phrase is only used to provide descriptive information about the subject. See: My doctor, who is very unfriendly, spoke to me for less than a minute. A non-essential clause often starts with a relative pronoun (which, who, whose, or where), but it doesn't in a phrase known as an appositive. An appositive functions like a non-essential clause, but it doesn't have a verb. Here is an example: My doctor, a very unfriendly man, spoke to me for less than a minute. Again, the phrase provides information about the doctor, but it can be removed and will not create any errors or change the meaning of the sentence. So, how will knowing about these phrases help you correctly answer SAT questions related to subject-verb agreement? I'll explain. Non-Essential Clauses and Appositives on the SAT On the SAT, these phrases will be placed between subjects and verbs to trick you into thinking a subject is singular or plural. Look at this example of an incorrectly written sentence in which I've underlined the subject and bolded the verb: My math teacher, who is extremely demanding and yells at all the students, give too much homework. The subject is singular and the verb is in the plural form. However, there is a non-essential clause separating the subject from the verb so it is more difficult to locate the error in subject-verb agreement. Also, on the SAT, there will often be a plural noun in the non-essential clause placed right next to the verb in such a sentence. Many test takers will incorrectly assume that "students" is the subject,especially if you read the question quickly in one go. Here is the corrected version of the above sentence: My math teacher, who is extremely demanding and yells at all the students, gives too much homework. So, how do you avoid falling into this common trap that the SAT will set for you? Strategy For these types of questions, always cross out appositives and non-essential clauses. Doing so will make it easier to notice any issues with subject-verb agreement. The resulting sentence should be grammatically correct. Let's do this with the incorrectly written version of our previous example: My math teacher, who is extremely demanding and yells at all the students, give too much homework. Crossing out the non-essential clause leaves us with "My math teacher give too much homework." The subject-verb agreement error in that sentence is easy to spot. Here is another type of interrupting phrase, probably the most common on the SAT: the prepositonal phrase. Prepositional Phrases Quick Review: prepositional phrase begins with a preposition. Prepositions provide additional details about nouns and often answer the questions "Where?", "When?", or provide descriptive information. Here is a chart showing examples of commonly used prepositions: http://study.com/academy/lesson/what-is-a-preposition-definition-uses-examples.html On the SAT, prepositional phrases are often inserted between subjects and verbs to make errors in subject-verb agreement less noticeable.Take a look at this incorrectly written sentence with the prepositional phrase underlined: Changes for the new and improved SAT is going to be implemented soon. The subject of the sentence is "changes" and the prepositional phrase provides descriptive information about the changes. Because the subject is plural, the verb should be in the plural form. Once again, notice how the SAT can trick you by putting a singular noun, SAT, right before the verb, "is." If you go by ear, you're likely to fall prey to this trap. Here is the corrected version of the sentence: Changes for the new and improved SAT are going to be implemented soon. The approach you should take with sentences that contain a prepositional phrase is very similar to the one you should use with non-essential clauses and appositives. My ghost writer. He knows his SAT grammar. Strategy Cross out the prepositional phrase and the resulting sentence should be grammatically correct. Also, doing so will make it easier for you to identify the subject and ensure that the subject and verb agree. The subject will never be contained within a prepositional phrase. Let's use the cross out method with the above incorrectly written sentence: Changes for the new and improved SAT is going to be implemented soon. The subject-verb agreement error is much more obvious. Hooray! Interrupting phrases are not the only tactic the SAT uses to complicate subject-verb agreement questions. Common Trap #2:Sometimes the Subject Will Follow the Verb Occasionally, the normal word order of a sentence will be changed so that a prepositional phrase appears at the beginning of a sentence and the subject will follow the verb.In these sentences, it can be difficult to identify the subject and determine whether there is an error in subject-verb agreement. Take, for example, the following sentence with the prepositional phrase underlined and the verb in bold: On my forehead resides five unsightly pimples. We know that a subject cannot be contained within a prepositional phrase and the subject must correspond with the verb. What is doing the residing? The pimples. And "on my forehead" provides information about where the pimples are located. Because the subject is plural, the verb needs to be in the plural form: On my foreheadreside five unsightly pimples. The correctly written sentence may sound more awkward to you because the noun "forehead" is singular and it is placed right next to the plural form of a verb. That is why you should focus on the rules and not rely on what sounds right. In rare cases, the verb comes before the subject but is not preceded by a preposition.What? How is that possible? Check out this sentence with the subject underlined and the verb in bold: Eating Hot Cheetos is fun, but less fun is its consequences. In the sentence, what is less fun? The consequences. Therefore, "consequences" is the subject which corresponds with the verb. There is an error in subject-verb agreement. The sentence should read like this: Eating Hot Cheetos is fun, but less fun are its consequences. The order of the words has been changed, but this sentence is saying that "The consequences are less fun." So, how should you tackle sentences in which the subject follows the verb? Strategy In these sentences in which the subject follows the verb, simply rearrange the sentence so that it follows the normal structure of subject then verb. This will enable you to more easily spot errors in subject-verb agreement. If you did that in the incorrectly written example above, you would be left with "its consequences is less fun". The subject is right in front of the verb and the error is obvious. Application: Real SAT Example So, we’ve established that subject-verb agreement questions can be tricky because the subject is often not placed directly in front of the verb. Let’s see how this plays out with an actual SAT question. First, let's look at a sentence with an interrupting phrase. The subject of this sentence is â€Å"research†. The phrase â€Å"by several scientists† is a prepositional phrase providing descriptive information about the research. Therefore, the subject is singular and the verb should be in thesingular form. If you get rid of the prepositional phrase, the sentence reads "research suggest". B is the answer; the word should be â€Å"suggests†. There are additional situations which complicate the most basic questions that test subject-verb agreement. Now we'll take a look at some of these specific situations. More grammar fun. Get excited!!! Common Trap #3: Compound Subjects If the subject is two singular nouns connected by â€Å"and†, then the verb should be in the plural form.Here is an elementary sentence illustrating this rule: Justin and the SAT are friends. The subject is both Justin and the SAT so the verb needs to be in the plural form. Here is a more difficult SAT-style example in which a prepositional phrase is also placed at the beginning of the sentence: Under my bed exists a pen and a Taco Bell receipt from 1994. So, where is the subject? "Under my bed" is a prepositional phrase - that's not the subject. What exists? Both a pen and a Taco Bell receipt. We can rearrange the sentence order so that the sentence reads that "A pen and a Taco Bell receipt exists". Because there is a compound subject, the verb should be in the plural form. This is the corrected version of the sentence: Under my bed exist a pen and a Taco Bell receipt from 1994. Application: Real SATExample Here is an example of an actual SAT subject-verb agreement question that uses a compound subject. The subject is both the time and the place. Therefore, the verb should be in the plural form. Also, there is an additional error in the sentence in that â€Å"to approving† should be â€Å"to the approval†. The correct answer is C. Collective Nouns Another unique situation that affects subject-verb agreement involves the use of collective nouns.Collective nouns are singular nouns that refer to groups of people. On the SAT, these nouns, if used in the singular form, should be used with singular verbs.Examples of collective nouns include team, band, company, and committee. Keep in mind that subject-verb agreement questions with collective nouns are rare, but I have seen this type of question on actual SATs. This is what the sentence would look like: After losing by thirty points, the basketball team have decided to fire its coach. Even though there are multiple people on a team, the subject is referring to one team. Therefore, the subject is singular and the verb should be in the singular form. This is corrected version of the sentence: After losing by thirty points, the basketball team has decided to fire its coach. Other Singular Subjects That Can Be Tricky Aside from collective nouns, there are other specific types of subjects that may intuitively appear to be plural but are singular and require a singular verb. Each=Singular The word â€Å"each† implies that you’re referring to each thing individually so you should use a singular verb when â€Å"each† is the subject.This is an example of an incorrectly written sentence using "each" as the subject: Each of the members of the team are athletic. Keep in mind that "of the members" and "of the team" are prepositional phrases. After removing the prepostional phrases, the sentence reads "Each are athletic." Each is our subject so the verb should be singular. This is the correct version: Each of the members of the team is athletic. Every=Singular Similarly, the word â€Å"every† implies that you’re referring to each thing individually. Think of the word â€Å"every† as implicitly stating â€Å"every one†. Here is an example of this rule in effect: Every person in each of my classes are intelligent. Although all of the students are intelligent, this sentence is stating that every single student is intelligent. Also, the use of the singular noun "person" further indicates that the subject is singular and requires a singular verb. Remember that "in each of my classes" is a prepositional phrase. This is how the sentence should look: Every person in each of my classes is intelligent. Gerunds When Used as Subjects=Singular A gerund is a verb which is used as a noun and ends in â€Å"ing†.When a gerund is being used as a subject, then the subject is singular.Look at this example: Remembering the names of all of the Kardashian sisters are easy. To determine the subject, think about what is easy. Also, we know that "of all of the Kardashian sisters" is a prepositional phrase which we can cross out and will not contain the subject. Therefore, we're left with "Remembering the names are easy". Even though "names" is plural, "the names" is not the subject and simply provides additional information about what we're remembering. The subject is "Remembering", a gerund which requires a singular verb. So, here is the corrected version: Remembering the names of all of the Kardashian sisters is easy. Who is this? Application: Real SAT Example It's time to take a look at an actual SAT subject-verb agreement question that includes one of these uniquely singular subjects. The subject is the gerund â€Å"storing†, which is singular. Therefore, the verb should be â€Å"increases† and the answer is B. Also, because â€Å"delays† is singular and shares the same subject, you should know that any verb which corresponds with the same subject should be in the singular form as well. Now that we've looked at various types of subject-verb agreement questions, let's go over strategies you can use on your SAT to help determine if you're encountering a subject-verb agreement question and ensure that you answer the question correctly. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! General Strategies for SAT Subject-Verb Agreement Look For Errors in Subject-Verb Agreement When a Verb is Underlined In any of the subsections (sentence improvement, identify the error, paragraph improvement), if a verb is underlined, make sure that there are no errors in subject-verb agreement. Always Identify the Subject Both subjects of sentences and subjects of clauses must agree with their verbs. For each verb, find the noun which corresponds with that specific verb.Then, determine whether that subject is singular or plural and make sure that the subject and verb agree. The Subject is Never Part of a Prepositional Phrase Be aware that the subject will not be part of a prepositional phrase.Most subject-verb agreement questions on the SAT separate a subject from a verb with a prepositional phrase. Cross Out Interrupting Phrases The SAT tries to deceive you by placing long phrases in between the subject and the verb. Often, the number of the noun closest to the verb will not match the number of the subject. By crossing out the interrupting phrase, you will have an easier time identifying the subject and determining whether there is an error in subject-verb agreement. Be Able to Recognize the Common Tricks Knowing the common tricks the SAT uses on questions that test your knowledge of subject-verb agreement can be helpful. The better you know these tricks, the more quickly you’ll be able to identify them and correctly answer subject-verb agreement questions. Additional Practice Hopefully, by this point you thoroughly understand subject-verb agreement and how to correctly answer any subject-verb agreement question that may appear on the SAT. I've created some practice problems to test you on what you've learned. Remember to use the general strategies I referenced above. If you're not having fun, you're not doing it right. 1. Every summer in Los Angeles (A) the sound of children yelling(B) at the beach on a weekday indicate(C) that it is summer vaction (D). No error (E) 2. The selfie, which is(A) a photograph taken(B) by many narcissistic people, is(C) extremely popular on various social networking websites (D). No error (E) 3. An effective and helpful(A) tutor demonstrates(B) exceptional knowledge, is responsive to the needs(C) of her students, and listen(D) to them carefully. No error (E) 4. Extremely careful analysis(A) of handwriting samples show(B) that creative people are more likely to write(C) rounded letters (D). No Error (E) 5. Playingsports(A) such as basketball, football, or baseball allow(B) children to learn teamwork(C) and develop(D) coordination. No error (E) Answers:1. C, 2. E, 3. D, 4. B, 5. B What's Next? If you want to know everything that is tested on the SAT Writing section, read our article about what's actually on SAT Writing. After you have mastered the basic questions, study the hardest SAT Writing questions. Finally, if you're aiming for an 800 on SAT Writing, find out how to get a perfect scorefrom a perfect scorer. Want to improve your SAT score by 240 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

A Comparative Perspective African Slave Trade and Spanish Rule in Peru

A Comparative Perspective African Slave Trade and Spanish Rule in Peru Research Argument Guaman (13) and Vazquez (15) view the Spanish rule in Peru as an epoch characterized by suffering among the indigenous communities and destruction of indigenous socio-political institutions. On the same note, Guaman includes a Christian perspective whereby he insists on the Kingdom.Advertising We will write a custom research paper sample on A Comparative Perspective: African Slave Trade and Spanish Rule in Peru specifically for you for only $16.05 $11/page Learn More Similarities in Perspectives According to Vazquez (45) and Mbemba (43), the slave trade in Africa and Spanish rule in Peru witnessed the annihilation of the existing political systems and the introduction of foreign ones. In Africa, the Arabs introduced the Islamic legal system based on the Sharia law along the East African coast and in West Africa, which replaced the indigenous decentralized system of government. According to Mbemba (23), both the Arab Slave trade in Africa an d the Trans-Atlantic slave trade exposed Africa to the outside world leading to the colonization of the continent. In Peru, the inception of the Spanish rule was marked by the destruction of the indigenous Incan political system by the Spaniards (Vazquez 56). The tremendous decline of native populations was a common consequence of African slave trade and Spaniard occupation of Peru. During the Trans-Atlantic slave trade, thousands of Africans died during capture, Middle Passage, and in the plantations and mines in America (Mbemba 22). In Peru, the introduction of infectious diseases such as smallpox by the Spaniards led to the decimation of over nine million Amerindians between 1520 and 1620 (Vazquez 43). Mbemba (12) and Vazquez (34) also argue that the two events were also characterized by the exploitation of the locals by foreigners. The Viceroyalty of Peru pursued economic development via mineral extraction and creation of a commercial monopoly. The viceroys used native forced la bor in mining and imposed taxes on the locals. In Africa, slave trade weakened the local economies; important labor forces were moved from the continent while slave raids disrupted economic activities on the continent (Vazquez 83). Variation in Perspectives Vazquez (98) posits that the political economy created by the Spaniards in Peru was characterized by competition for economic wealth between the Amerindians and the Spaniards. The Amerindians acquired wealth and influence. On the other hand, Rodney sums up the slave trade in Africa as well as the colonial epoch as having grossly underdeveloped the continent (Mbemba 12). In 1570s, Viceroy Fransisco dde Toledo unsuccessfully reorganized property rights, refining technology, and land policy in Peru to revitalize Spaniard control and boost silver production. This economic reorganization was futile in toppling Amerindian competition over silver and crude ore appropriation. Vazquez (2) presents the Spaniard political economy as a strug gle to control and contain competition that would enable the locals accumulate wealth.Advertising Looking for research paper on history? Let's see if we can help you! Get your first paper with 15% OFF Learn More Nonetheless, the Indian communities, individuals, social climbers, commoners, ethnic notables, and lords persistently competed with the Spanish for profit in the commercial economy established in the post-conquest era. Vazquez (27) presents a scenario of the presence of competition between the colonizers and the colonized, and among the colonizers in Peru with the Amerindians refusing and circumventing the exploitative Hispanized commercial economy. Mbemba (15) presents a systematic exploitation process of the African continent by foreigners stretching from the slave trade to the neocolonial era. During slave trade, particularly the Trans-Atlantic slave trade, the African societies were depleted their able labor force that left them incapable of stagi ng formidable resistance on the intruders. While Mbemba (13) presents conquest as the main avenue through which Spaniards gained control of Peru, African societies are to blame for the slave trade menace. There existed the institution of slavery among some African societies, which the outsiders exploited to their advantage. The variation in the two writers’ perspectives in regard to the African and Amerindian responses to slavery and Spanish occupation respectively is largely informed by the context of the societies they wrote on; the weakened African society and the politically conscious Incan empire (Guaman 53). Undoubtedly, colonialism in Peru and slave trade in Africa were characterized by cultural exchange. The Amerindians adopted Christianity from their conquerors. The Africans adopted Islam from the Arab slave traders and later Christianity from the Europeans. Guaman, Felipe. Chronicle: First New Chronicle and Good Government: on the History of the World and the Incas up to 1615. Austin, TX: University of Texas Press, 2009. Print. Mbemba, Nzinga. Appeal to the King of Portugal (1526). New York: Curtis Brown, 1964. Print.Advertising We will write a custom research paper sample on A Comparative Perspective: African Slave Trade and Spanish Rule in Peru specifically for you for only $16.05 $11/page Learn More Vazquez, Antonio. Mercury Mining in Huanacavelica and Silver Mining in Potosi (1620s). New York: WW Norton Co, 2011. Print.

Words Ending in -gue

Words Ending in -gue Words Ending in -gue Words Ending in -gue By Maeve Maddox An email in which the word colleague was spelled colleag got me thinking about English words that end with a hard g sound spelled -gue. Since only a few such words are in common use, learning to spell them shouldnt be too difficult. WARNING: These words start to look strange when you look at them in a group. Twenty-six common English words end with the spelling -gue. Variant spellings drop the -ue. The following -gue words have no acceptable variant spellings, not even in Merriam-Webster: brogue colleague fatigue fugue harangue ideologue intrigue league meringue morgue plague rogue tongue vague vogue For each of the following -gue words, Merriam-Webster recognizes variant spellings without the -ue: analogue catalogue travelogue decalogue demagogue epilogue monologue †¨ pedagogue †¨ prologue The OED, on the other hand, does not dignify decalog, demagog, travelog, epilog, or monolog with entries. It acknowledges the existence of pedagog, catalog, and synagog. Pedagog and catalog are listed among obsolete spellings. Travelogue has an entry at which it is identified as originally U.S, but no variant spelling is given. Synagog is shown at synagogue and labelled U.S. The OED does have an entry for prolog, but it has nothing to do with the word prologue: prolog: (The name of) a high-level logic programming language derived from Lisp, originally designed for natural language processing but now used in many artificial intelligence programs. I can write analog, catalog, and travelog without a shudder. I cannot bring myself to write epilog, decalog, or synagog. †¨ 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 Spelling category, check our popular posts, or choose a related post below:100 Words for Facial ExpressionsThe Parts of a WordWhen to use "an"

Community and Public Health Nursing Essay Example | Topics and Well Written Essays - 500 words

Community and Public Health Nursing - Essay Example A metaphor for community is 'system' in that a community has inter-related and inter-dependant structures that work together to form a whole greater than the sum of its parts. Further, the behaviors of the people making up this system are reactive to stimuli. The community as a whole can be conceived of conceptually as 'client' (McGary, 2003). A community is comprised of aggregate groups. An aggregate a can be defined as a collection of all the individuals within the community who have the same specific characteristics, for example the aggregate of older persons or families within London (Bakken, Cashen, Eneida, Mendonca, O'Brien, & Zieniewicz, 2000). Where the focus of care is on more than the single person the term aggregate is often used. In this sense, the aggregate can also be conceptualized as 'client'. The aggregate are the sub-population which share a common interest, problem or purpose. However, as an aggregate is part of a community there is an inter-relationship between th e needs of the aggregate and the needs of the wider community(Bakken et al., 2000).. Hence, each of these 'clients' functions within an external environment, and incorporates and is affected by biopsychosocial factors. To effectively differentiate between a community and aggregate is essential for nurses to be able to provide community care and care of specific groups.