Definition and Examples of a Predicate in a Sentence

Definition and Examples of a Predicate in a Sentence In English grammar, a predicate is one of the two main parts of a sentence or clause. (The other main part is the subject.) It is usually defined as a word group that comes after the subject to complete the meaning of the ​sentence or clause. The predicate is the portion of the sentence that contains the verb (or verb phrase); in very short, simple sentences, it might be only a verb. The predicate tells what happened to the subject or what state its in. In the case of verbs that arent actions, those that describe states of being are called stative verbs. Examples include is or believe. Key Takeaways: Predicates A clause has a subject and a predicate.To be a sentence (an independent clause), there must be a subject and a predicate, and it needs to be a complete thought.A simple predicate is a verb; a complete predicate is everything thats not the subject. Sentences Vs. Clauses A sentence cannot be complete (independent) unless it has both a subject and a predicate; otherwise, a group of words is just a phrase or a clause. For example, a complete sentence could be Go! It has both a subject (You, understood, is the subject, as the sentence is in the imperative voice) and a verb (go). A complete sentence could also be something like Could you please go there? (Subject: you; predicate: could go over there please). But something like after he heard the news or who was the fastest runner arent full sentences but dependent clauses. The groups of words each have a verb (predicate) and a subject, but they arent a complete thought. (Though posed as a question, Who was the fastest runner? is a complete thought.) Types of Predicates A predicate may be many words or just a single word: the verb. In this first example, the verb laughed is the predicate of the sentence: Felix laughed. A predicate may be a word group made up of a main verb and any helping verbs. In the next example, will sing is the predicate.  Notice that the helping verb (will) comes before the main verb (sing). Winnie will sing. A predicate may also be a complete verb phrase- that is, the main verb and all the words related to that verb except the subject. (This construction is called the complete predicate.) In this last example, the predicate is the verb phrase is always greener on the other side: The grass is always greener on the other side. Depending on how detailed you need to get with your analysis of a sentence and its parts, you can also label compound predicates. A predicate is compound if one subject has more than one verb associated with it, joined with a conjunction. In this example, the subject Sandy has two predicates joined by and. She prefers to run first and then eat breakfast afterward. Sandy prefers to run first and then eat breakfast afterward. Notice that this sentence doesnt have two independent clauses. There is just one subject for both verbs. The words that follow the conjunction (and), do not make up an independent clause. Thus, there is no comma placed before and. (This is a very common mistake in writing. Watch for it.) Whether its just one word or many words, the predicate usually follows the subject and tells us something about it. Finding the Predicate Finding predicates isnt difficult; it just takes some examination of the sentence. You just have to understand who is doing what. First, find the subject and then the verb (or verbs). Anything that isnt the subject of the sentence is the predicate. After the long hike up the mountain, the tour group rested and took in the views. The tour group is the subject, the verbs are rested and took in, and everything but the subject is the predicate. Even though the dependent clause comes at the start of the sentence, it still tells something about when the group rested, making it an adverbial phrase. Its not the subject of the sentence and thus belongs in the predicate. If you are to find the simple predicate, its just the verb or verb plus a helper. If you are asked to find the complete predicate, it consists of all the words besides the subject. Examples of Predicates In each of the following sentences, the predicate is in italics. Time flies.We will try.The Johnsons have returned.Bobo has never driven before.We will try harder next time.Hummingbirds sing with their tail feathers.Pedro has not returned from the store.My brother flew a helicopter in Iraq.My mother took our dog to the vet for its shots.Our school cafeteria always smelled like stale cheese and dirty socks.

Free Essays on American Indian Sovereignty

came from the heart. One of his first points asked of the audience to rephrase a famous quote. â€Å"I think therefore I am† Wilkins stated should be changed to â€Å"I think therefore I compare.† Wilkins suggested that society should compare Indian people and their struggle to past and present applications and relationships with sovereignty. Through numerous examples it is clear that the treatment of Indian people in this country has never been consistent or just. Wilkins also titled the Native Americans as â€Å"Vulnerable People.† There are 2.5 million Native Americans in this country who struggle for representation and political sovereignty of which a 100,000 are denied their citizenship due to their Native Indian heritage. Wilkins also outlined the lack of representation that the Indian people battle for in a number of arenas. As a powerful example Wilkins stated that the State Government considered him a Lummie but that the federal Government did n ot, this lack of national identity is one of many obstacles placed in front of Indians in their continued struggle for sov... Free Essays on American Indian Sovereignty Free Essays on American Indian Sovereignty Sovereignty Symposium The American Indian Symposium on Indian Sovereignty and Self Determination was a powerful collection of keynote speakers who touched on a number of issues revolving around the current status of Indian Sovereignty and their struggle to receive recognition as a separate nation within the United States. Prior to the Symposium I had many questions about how Indian Sovereignty had been restricted and how the numerous nations of Indians had been affected by the political limitations they have encountered. My initial questions were answered, yet I was left with more questions directed at our national and state governments. Through an evaluation of the keynote speakers major points these question will present themselves. The first speaker was Dr. David Wilkins of the Lummie Nation in North Carolina. Dr. Wilkins was a genuine man whose words came from the heart. One of his first points asked of the audience to rephrase a famous quote. â€Å"I think therefore I am† Wilkins stated should be changed to â€Å"I think therefore I compare.† Wilkins suggested that society should compare Indian people and their struggle to past and present applications and relationships with sovereignty. Through numerous examples it is clear that the treatment of Indian people in this country has never been consistent or just. Wilkins also titled the Native Americans as â€Å"Vulnerable People.† There are 2.5 million Native Americans in this country who struggle for representation and political sovereignty of which a 100,000 are denied their citizenship due to their Native Indian heritage. Wilkins also outlined the lack of representation that the Indian people battle for in a number of arenas. A s a powerful example Wilkins stated that the State Government considered him a Lummie but that the federal Government did not, this lack of national identity is one of many obstacles placed in front of Indians in their continued struggle for sov...

Los Angeles lab report Essay Example | Topics and Well Written Essays - 1000 words

Los Angeles lab report - Essay Example The test of reference is done on the fraction size 10/14mm. In order to understand the operation of the Los Angeles test, an experiment was set to determine the resistance to fragmentation. Apparatus The apparatus that would be used in this experiment include: Los Angeles Machine Recycled Concrete Aggregate Scale Tray Sieve Method. A 5kg of Recycled Concrete Aggregate was introduced in the cylinder via a hatch. The thecharge of eleven steel balls, with each ranging between 45mm and 49mm in diameter, while weighing in totallity between 4690g to 4860g was also added. The hatch lid was bolted in place with the cylinder being rotated about 500 revolutions at a given rate of 31 to 33 RPM (Revolution Per Minute). The machine was operated in a soundproofed cabinet. A built-in counter stopped the machine after 500 revolutions. The hatch was opened, and the contents of the cylinder were emptied into trays set underneath the opening. The balls were removed and the aggregate was sieved using a 1.6mm sieve. For the fraction that was retained on the sieve, was weighed. The result, the Los Angeles Coefficient, was calculated using . All the data collected was recorded in table 1. Table 1: Data collected. Type of aggregate Recycled Concrete Aggregate Initial mass of sample (g) 5000 Mass retained on the 1.6mm sieve (g) 3790 g Type of aggregate Thames Aggregate Initial mass of sample (g) 5000 Mass retained on the 1.6mm sieve (g) 3943 Calculations The Los Angeles Coefficient, LA, was calculated as follows: Aggregate with a LA value of less than 30 (LA30) is considered strong enough for use in coating and road surface treatments (i.e. surface dressing). For example, a faulty scale or a faulty Los Angeles machine may automatically affect the readings of the experiment. It is recommended that for experimental errors to be reduced the following steps should be followed. During the experiment one should ensure that at least three readings for a particular step are taken then an avera ge of the reading obtained to minimize the errors of parallax. The experiment needs to be done at least twice to confirm the recorded values and minimize the errors. The Los Angeles Machine and all the apparatus used for the experiment should always be checked before the start of the experiment to ascertain their efficiency (BS 1377-4, 1990). The experiment could also be done in an area with vacuum conditions in order to minimize the interferences in obtaining the readings demonstrated to air resistance. Whenever the capacitor is by-passed by an emitter, and capacitance of the coupled capacitor is large in regards to the AC frequency signal, the capacitors would be approximated as a circuit that is short (BS EN 1097-2, 1998). Whenever the input signal or voltage is increased the output voltage and the signal would be further vary around the dc bias point that has been established (Highways Agency , 2009). This effect would continue up to when the limiting condition of the voltage is reached. For the current in the circuit, the limiting condition would be VCC/RC, at the end, considered to be high, and a zero at the end considered to be low of the swing. The voltage of the emitter collector and the supply limit reaches a limit when they have a zero and VCC. Additionally, the voltage output and the varying current around the point of bias gives out ac power towards the load (Highways Agency, 2009). The delivered ac power is made to go through the load referred to as RC. AC signal, on

Witnessing the Paranormal by Using the Five Senses Essay

Witnessing the Paranormal by Using the Five Senses - Essay Example The reason scholars assume opposing positions on the paranormal is primarily because things that are paranormal do not have any empirical methods of being understood. This is why the possibility of witnessing the paranormal by using five senses has proven to be such a big challenge. Since paranormal activities are activities that transcend the normal, it is only natural for people to believe that perceiving anything paranormal requires some other senses other than the normal five senses. Thus, some persons have said that there are senses other than the five which have already been established. Contrastively, it would not hurt if one gave a chance to the argument about the possibility of perceiving the paranormal just through the normal five senses. It is logical for one to think that all human beings are normal and no human is extraordinary. Thus, those that have the capacity to perceive the paranormal, only do so by using their five senses. The argument may also be put forth that all humans are capable of using their normal senses to perceive the paranormal but only a few have been able to do so because these few are the one that have been able to effectively use their senses in ways others have not dared to (Westrum & Marcello 69; Wescott 13). These extra capabilities of these few may be placed side by side with the capability of some individuals to, for instance, pass in class more than others in an examination. As living beings, we are able to partake in life by putting into proper use the five senses which are natural to us. We have heard stories of people who at some points were disconnected from the normal processes or activities of life.

Where Should We Look to Find the Causes of Educational Inequalities Essay Example for Free

Where Should We Look to Find the Causes of Educational Inequalities Essay In this essay, I will be attempting to explain where I believe the causes of educational inequality lie. I will be focusing on 3 of the reasons that I believe there are such deep rooted inequalities in the education system. I believe that gender, ethnicity and class have the biggest impact on inequality in education. These are the issues which I will be discussing. The statistics are daunting, as Asthana, A (2010) states: boys are falling behind girls in 11 out of 13 learning categories by the age of five and Caribbean pupils are three times more likely to be excluded than any other ethnic group. I have chosen to focus on gender, ethnicity and social class in my essay, though these are by no means the only problems within the education system. I will start by discussing gender and educational inequality. Gender inequalities in education The impact on child attainment Women have always been allowed formal education, though formal education for all children has only been an ideal since about the mid-19th century. There were always a large proportion of people of both sexes who could not read or write, and many for whom formal education never went beyond basic reading and writing and simple arithmetic. Practical skills were more important for most people. Girls in ancient Greece and Rome for example, were educated, it was normal for women to be able to read and write, though most would not have had the same degree of education as boys. For girls, learning the practical skills to run a household would have been the most important part of their education. But some women did manage to make their mark as writers; Sapphos poetry was admired more than any other poet in ancient Greece except for Homer. Girls were often educated at home, though in medieval times for instance there were schools that educated children of both sexes. And upper-class girls sometimes went as boarders to nunneries. Among the upper classes it was commonplace for girls to be more literate than boys, because reading and writing were usually regarded as effeminate pursuits, a boys proper occupation was warfare. Grammar schools were normally only for boys, and in England, universities were open only to male students, though the proportion of boys who went there was tiny compared to the number who go today. Education for girls was of a fairly low standard during the 17th and 18th centuries, but from the early 19th century in America, and the mid-19th century in the UK, it was increasingly the case that all children were expected to attend school. Although boys and girls went to the same schools, they were not in the same classes and certainly were not taught the same subjects. Girls learnt subjects such as embroidery, needlework, music and writing as it was thought more important for them to study ‘accomplishments’ rather than academic subjects. Although a lot has changed regarding the differences between boys’ and girls’ education, there are still some issues that concerns us; the gender gap for example. The gender gap is the difference in attainment with boys and girls. In recent years, there has been a lot of worrying about the growing gap in attainment between boys and girls. By the age of 5, 53% of boys had reached the expected writing level compared with 72% of girls. They then underachieve at GCSE and not as many go on to university. Even once there, they are less likely to achieve a 2:1 or a first (Asthana, A 2010). Some contribute boys’ lower attainment to the changing notions of masculinity and differing attitudes to schoolwork. As Renold, E (2001) stated, many boys learnt the hard way early in their school careers that studiousness and academic success conflict with conventional forms of hegemonic masculinity. Renold (2001) then goes on to argue that as a result of the contradictory masculinities produced by the school, the boys invented an array of strategies and techniques to avoid what were perceived as ‘non-masculine’/ or ‘feminine’ classroom behaviours and to disguise both their desire for and the achievement of, academic success. As Connell (1996, cited in Renold, E 2001) claims, when he discusses ‘gender strategies for schools’, existing patterns of gender relation can only be altered or changed by paying close attention to the ‘dynamics of masculinity’, especially the means by which alternative masculinities are construed (peer support/ collectivity) and resisted (gender and sexualised bullying). Another issue is, of course the same sex school debate. I believe that Co-educational schools are better for children as it teaches them things that are not on the curriculum. It teaches kids maturity with members of the opposite sex. We can logically conclude that members from a coeducational school are generally more understanding of their opposing sex than those who are in a single-sex school. This doesn’t apply to students who have no siblings or are in relationships. It applies to the vast majority of students with any form of schooling. A sibling only has one personality, a girlfriend or a boyfriend only possess one personality. One must be able to understand and cope with members with different personality types to be counted as mature. Also, in a co-ed school, pupils form more diverse relationships. More diverse friendship types would supposedly lead to a bigger and better social life, which is important to have for school students as they progress in life. The logic behind this reasoning is that once you are in the working force, you must be able to deal with anyone that you work with, work for and assign work to. In the real world, we are not separated from the opposite sex so why are we separated in schools? Ethnicity and Inequality in education Ethnicity and inequality of education has always been, in my opinion, a delicate subject. There’s always the possibility of appearing racist or as though discriminating in some way. Rob Meyers (1994) when talking of educational inequality states; â€Å"with the passing of slavery, equality of education was one of the rights formerly held back that was now for Black people to take advantage of. With this equal starting ground, social integration would be a realizable dream. Yet after over 120 years, equality of education had been denied to Black children, thus preventing them from the amount of financial success white children have in life after school. Through benign neglect and the goal of some to find a genetic link to race and intelligence, Black students have been railroaded into low end jobs and inescapable poverty. As Bowles and Gintis have stated, the purpose of education is to preserve the existing class structure. Since the abolition of slavery, racist whites have used the educational system to keep their thrones and to keep blacks poor. Ideas of minority inferiority are spread, and the misinformed fall into the trap of believing that race determines intelligence, using skewed test data to help support their ideas. † Although I’m sure Meyers work has some implications of truth, I don’t believe that this is all about racism and it certainly isn’t all about black children. There are ethnic minorities from all over the globe who experience educational inequality and discrimination. For example, while some ethnicities like Caribbean boys receive negative discrimination I. e. teachers thinking that they won’t perform to as high a standard as the other children, thus creating a self-fulfilling prophecy, other ethnicities such as Chinese girls receive positive discrimination; teachers thinking that they will be able to perform naturally higher than other students for example, thus putting added stress and pressure on the students. Though one could argue that the fact Asian girls excel is not due to positive discrimination but because their families, friends and societies value hard work, discipline and educational achievement. It is however, very important to maintain high expectations for all students, no matter the race, social background or ability. In the UK, there is evidence that points toward black Caribbean pupils being excessively moved into for lower tier maths and science exams at age 14. Strand (in press, cited in Twining 2012) has shown that black Caribbean students are the only ethnic group to be regularly under represented, relative to white students in entry to higher maths and science test tiers. Furthermore, this under-representation is not a by-product of their lower prior attainment; nor of variances in gender, social class, and a wide range of contextual variables. Strand concludes it is possible that teachers’ conclusions of black Caribbean students’ academic possibility may be distorted by observations of their behaviour as more challenging than it actually is. This may, in turn, lead to a inclination to miscalculate their academic capability (Twining 2012). While black Caribbean children (especially the males) have been consistently labelled as being the underachievers in secondary level education, research has shown that white working class males actually make up around half of the number of low achieving school leavers (Kingdom and Cassen, 2007; Cassen and Kingdom 2007, cited in Twining, 2012). As Asthana (2010) convincingly states, â€Å"Once it was a story of black and white, in which racial discrimination was a major driving force. But in tomorrows report, the story of ethnicity is a complicated one – in which poor black boys underachieve, as do those from Irish Traveller families, but poor Chinese girls overachieve; Pakistani and Bangladeshi communities see different outcomes to Indian ones; and there is a growing group of mixed race children who in themselves have complex outcomes. Other issues students from other cultures face is the need to conform to British culture. I believe that the classroom would be a more efficient place to learn if students were allowed to incorporate knowledge from their cultures into it. Or perhaps teachers should be trained to understand other cultures and to try to teach students by referring to things they may have learnt in their communities.

Essay --

In 1877, Elias moved to California, when he met his wife flora, in 1890 they moved to Chicago, they had 5 children, Herbert Arthur, Raymond Arnold, Roy Oliver, Walter "Walt" Elias Disney, and Ruth Flora Disney. Walt was born in Chicago in 1901, 4 years later his parents moved to Marceline, which was the most important phase in his life, it was his hometown, and they lived on a farm. Walt had special feelings towards animals. The first time I heard Walt Disney’s story, was in this class, and it was told in a creative way by my professor. At the beginning of each class, our instructor played us a minute or two of Walt Disney’s songs, which brought back happy and comforting memories of my childhood. Walt lived in Marceline, a perfect small town. He attended the town’s school where he showed interest in things that other kids didn’t. As soon as he learned how to use a pencil, he fell in love with drawing. He also liked acting; the first role he played was Peter Pan, who then became an inspiration to him. When Walt was ten years old, the family moved to Kansas City, Missouri. His father Elias had sold his farm for 5175$ and bought a distributorship for the morning Times and the Star newspaper. Walt and his brother then started working for their father. They used to wake up early in the morning and deliver papers before going to school. In 1917, Elias moved his family back to Chicago. Walt went to high school there and became the cartoonist for the school’s paper. During his lecture, our instructor showed us a small part of Walt’s documentary movie, how he used to make cartoons come to life, as well as techniques he had used. Walt wanted to go to Europe and join the army, but his father was against his idea and was refusing to si... ...come source, he met with the head of Universal picture; this man gave him an idea about re-releasing his old films, like Snow White, it was re-released almost 10 times. Walt Disney was a true inspiration to children as well as adults, he made dreams come true, and every single one of his films was a success. He built an empire following his dreams, and achieved his main goal, which was entertaining people all over the world. Walt Disney was one of the most successful men in our era. He built an Empire following his dream; entertaining people. His achievements made him an inspiration for children as well as adults to never give up on their dreams. Unfortunately his addiction to nicotine, lead to a tumor in his lungs that took over his life on December 15th 1966 when he was only 65 years old. Although he’s passed away one can’t deny that he’s still a living legacy.

Disembodied Existence After Death Is Entirely Possible

Lauren Cole ‘A disembodied existence after death is entirely possible’ Discuss. Plato takes a dualist view and therefore believes that a disembodied existence is entirely possible and the soul is distinct from the body. At our death, the soul is set free from the body where it has been ‘imprisoned’ and it is now able to achieve its ultimate goal and reach the world of the forms. The soul is the only immortal part of the body and survived the world of the forms before it came entrapped in the body, thus when we learn we are simply recalling what our soul knew before.Plato holds a negative view of the body as it distracts the soul from seeking the forms with its trivial worldly desires such as sex. If we want to be true philosophers we need to avoid distractions and concentrate on gaining knowledge of the forms. In order to further explain this Plato uses the chariot analogy in which the mind and body are out of control horses and the soul is being driven by t he in the chariot so needs to reign them in and control them.The soul outside of the body is simple and without parts yet the soul inside the body is complex and has different aspects such as reason, spirit and desire. Peter Geach disagreed with Plato and questioned what is can mean for the disembodied soul to see the forms, given that seeing is a process linked to the body and the bodies’ senses. Plato has two main arguments to prove the existence of the soul; the first is the argument from knowledge which argues that learning is simply remembering what the soul has previously known in the world of the forms.We just need to remember it, and this shows that things exist before we learn them for example; gravity existed before we knew it. However, many people argue that learning is not a matter of remembering, but instead is a matter of acquiring new knowledge. The second is the argument for opposites in which Plato argued that the physical world consists of opposites such as big and small, light and dark, sleeping and waking. The opposite of living would be death, yet for death to be an actual thing and not just nothing, the soul must exist.Aristotle believed that the soul in the form and shape of the body and is a substance like matter because matter can be given a form and be many different things, but what gives matter its function is its form. By suggesting this, Aristotle means that; the soul gives shape to the matter which is the body and the soul is the principle of life or activity of the body. Aristotle argued that there is a kind of hierarchy of faculties in the soul and suggested that the faculties are nutrition, perception, desire, locomotion and intellect.Plants have the faculty of nutrition, they obtain food and this is what keeps them alive however, animals not only have this capacity but also other capacities such as perception and desire. The faculty of intellect distinguishes humans on the hierarchy. Thus he believes that the soul is à ¢â‚¬Ëœthe cause and principle of the living body’ and therefore it cannot survive after death as the Form of the body is inseparable from the body. However, confusion has been caused as Aristotle did suggest in his writings that intellectual thought could possibly be separated from the soul and be eternal.The identity theory claims that mental activities are centred in the brain and this is supported by scientific research surrounding the modification of mood, character and behaviour by drugs. If drugs affect our character surely this suggests mental activity is not linked to an immortal soul or a separate identity, but to the brain. Hence, when physical life ends, mental activity ends and we cease to exist and have knowledge. This theory has been criticized by T.Davis who argues that identity theory has been concurring how ‘intentionality’ can be explained. Brain activity does consist of nerves functioning in the brain and when you make a decision you form an in tention, yet neural activity has no intentionality, therefore perhaps a soul or other entity controls our intentionality. Davis also points out that mental events are private and have no physical location as they are very personal to the individual.Although Richard Dawkins was a strict atheist he believed in a disembodied existence after death for other reasons, arguing that individuals cannot survive death completely, but do continue to live through memories and genes. He points out that genes do not have any direction although they are ‘potentially immortal’ as they are ‘the basic unit of natural selection’. For those that do not believe in religious teachings, Dawkins theory is convincing as we remember those that have died through many generations and their genes have also been passed down through their family.

drugs and alcohol on college students Essay

Drugs and alcohol, do they have a significant impact on the lives of college students or just the ones that fall short to the influence? There is a major problem with students using and abusing these substances, not only does it have negative effects on the user, but on the user’s friends and family as well. A lot of drugs and alcohol become easily available to college students over the course of their college years. What can be done to help prevent students from abusing drugs and alcohol? Overall, drugs and alcohol do have a serious effect on the lives of college students. In college it is extremely hard for some students to have self-control. According to the article, â€Å"Alcohol and Drug abuse†, a study indicated that 90% of students admitted to have consumed an alcoholic beverage in college, while 50% of the students also admitted to smoking marijuana. These statistics show that most students will be around drugs or alcohol at one point during their experience. Additionally, One of the many reasons that students drink or do drugs is because it is their first taste of freedom away from home. Not to mention, no parents on their back, no rules, and you can go â€Å"home† (dormitory, apartment, house, etc†¦) anytime you want, why would a teen not take full advantage of this opportunity? That is one of the main issues and students do not know how to say the word as simple as no sometimes. Not only do students get hooked on this kind of behavior but also could potentially take it too far. Some say drinking is a stress reliever from school, work, or even personal problems. Furthermore, alcohol, as well as drugs, are very addictive and can cause many problems for one down the road. At least once a month, half of the college students in America drink or abuse drugs. A conducted survey showed around 22% of students have a higher rate abusing substances compared to the general public. Nonetheless, these students claimed they use drugs to help forget about problems and help relax  and reduce stress. Since 2005, the students that claim they abuse marijuana has more than doubled, but the amount of students that claim to use alcohol has stayed average. (insert info). This sort of behavior very rarely stems from the choice made of a single individual but is mostly influenced by peer pressuring friends as a way to fit in. Alcoholism does have an effect on the social lives of students. Some say â€Å"you are who your friends are†, in some aspects they are right. The friends chosen to spend the days with throughout college do have a significant role in a lifetime. Whatever their decisions may be, could influence the person one strives to be. The influence others can make in life seems daring and unbelievable. Research states that students Frat houses and sororities also have an impact on drinking habits developed throughout college.  Greek life can be a big part of ones college experience. Membership in fraternities or sororities may play a part in drinking in college. Greek life does play a part throughout campus by typically throwing open house parties and social gatherings including none greek life students. Statistics show that greek members do more drinking than regular students and is also known as â€Å"the greek effect†. However, this does not mean that these same developed habits will stay with them following the college years. They say after students graduate and leave the college atmosphere that their studies do suggest a decrease in drinking. Once they leave they are not involved in a socially acceptable atmosphere for heavy drinking and partying. Greek life or not, drinking still raises a concern for college students. Drugs and alcohol are huge concerns across the United States. A Harvard University study showed that underage students who drink are more likely to over abuse their tolerance level compared to twenty-one year olds, which is also the legal drinking age in America. It is unbelievably easy to access alcohol for many underage students and could be a reason to why they turn to drinking. Some could even argue that alcohol is the biggest gateway drug. A study from the University of Florida explains why they believe alcohol is  a bigger gateway drug than marijuana. The study showed that substance use begins with the most sociably acceptable drugs, being alcohol and tobacco, then proceeds to marijuana use and lastly on to other illegal, harder drugs, like cocaine. Furthermore, students who used alcohol exhibited a significantly greater likelihood up to sixteen times of illicit and licit substance use. Alcohol is what’s being put on a pedestal, so students seek it out. When majority of students drink, they binge drink. This is one of the worst ways to consume alcohol and have harsh side effects. Campuses do not realize how harmful this is to the student body and mind. There should be more programs to raise awareness and inform students of the effects of alcohol abuse. If peers, professors or other influential members of the community see a problem within a student they should be able to refer them to counseling and seek proper help needed. Peers do play an influential role in pressuring others to party and do drugs, especially roommates. Male students that consumed alcohol or abused drugs in high school that came to college and became roommates with another male that was similar to them in high school could have negative effects on each other and are probable to increase their consumption into college. Female students were found to not be as pressured by their roommates and were more probable to carry on their individual high school ways throughout college. Drinking alcohol as a young adult will more than double the chances of neurotoxicity and cause harmful cognitive effects as oppose to people that start drinking later in life. Almost every community in America is affected by underage drinking. Every year the statisitics of how young kids will start to drink increases. Children from the ages of twelve to seventeen that first encounter alcohol has increased by over one million in a span of five years. (The neurocognitive effects of alcohol on adolescents and college students). Here are many consequences to extreme drinking. Every year there are on average 1,825 deaths from injuries and car accidents caused by people  driving while intoxicated. (insert info). Assault and sexual assault chances also increase when alcohol is thrown into the equation. Studies show how poorly students perform on exams, papers, and also how far they fall behind because of acquired drinking habits. 19% of students fall into the category of alcohol dependence.

Slim and George in chapter 3 of Of Mice and Men Essay Example

Slim and George in chapter 3 of Of Mice and Men Essay Example Slim and George in chapter 3 of Of Mice and Men Paper Slim and George in chapter 3 of Of Mice and Men Paper Essay Topic: Of Mice and Men We discover about Slim’s many qualities such as his ability to bring out the secrets of others from them. This is shown in Chapter Three in which he questions George about him and Lennie going around together. Slim’s cunningness is shown not through the dialogue but through the description such as â€Å"Slims’ calm invitation to confidence† which reveals to us that he made George comfortable. The writer shows that this is what leads George to continue talking. The reason why Slim wants to find out more about George and Lennie’s relationship is that he finds it odd that two people are going to places together. Slim knows that George wants to talk and after he begins, he knows that he can be â€Å"receptive† which is why he believes that he does not need to encourage George into saying more. The writer reveals Slim’s intelligence in this scene and his superiority in the sense that he was able to bring out the past of George. This becomes useful in the next scene with Candy’s Dog and how he is key to the decision in the end. Slim’s qualities of being attentive and a good listener are further emphasised through the words â€Å"Godlike†Ã¢â‚¬  and the repetition of the words â€Å"calmly†. We also find out about George in this section and his past. The fact that he used to bully Lennie by making him do random things for entertainment shows how he is not perfect either although he does regret his past. George answers â€Å"defensively† when Slim asks him about his relationship with Lennie. He believes that there is nothing wrong with this although he does know it is not that common. However, he then begins to reveal the past. The same characteristic of him is again shown when Candy asks them about the land that they want to buy. George begins by talking defensively but then eventually begins to reveal more about the piece of land. George â€Å"wanting to talk† to Slim about the past shows how he wanted to share his past and concerns with others rather than be lonely as he could not tell anyone about Lennie and the girl in Weed. This also reflects the reason for which he goes to places with Lennie which is they get lonely and they become sad. George says this to Slim â€Å". guys that go around ranches. That ain’t no good†. Although the reader first feels that Lennie needs George to look after him, we find out here that George needs Lennie for company. Lennie’s past with a women in Weed is a foreshadow what will happen in the end. The writer brings this story here to tell us the reason for which George and Lennie moved ranches and also to warn the reader of what is to come. This is then developed on with the attack on Curley, the puppy dying and then finally Curley’s wife’s death. The atmosphere in this scene is very significant in setting the mood for the conversation. Firstly, we are told about â€Å"the evening brightness† outside and the â€Å"dusk† inside which represent the happy relationship we seem to see between George and Lennie and how it never used to be like this before with the â€Å"dusk† inside. The dusk setting also shows that the coming up scene is negative. The pool of light also focuses on the two characters giving importance to them in the scene. This is used to focus the scene more on George as he becomes the one that talks more. Slim â€Å"moved back slightly so that the light was not on his face†. This was also used to show that he did not want George to see his facial expression during the question as he did not want to give away his intention for asking. Jeya Packiarajah 11X Show preview only The above preview is unformatted text This student written piece of work is one of many that can be found in our GCSE John Steinbeck section. Download this essay Print Save Not the one?

6 Forms of the Subjunctive Mood

6 Forms of the Subjunctive Mood 6 Forms of the Subjunctive Mood 6 Forms of the Subjunctive Mood By Mark Nichol Are you in a subjunctive mood? Then you should frame sentences in one of the six following forms. The subjunctive mood is used in cases in which what is expressed is not necessarily real, as opposed to the indicative case, which is applied to factual statements. The key difference is a change in the form of a given verb: Am or was is supplanted by were, be takes the place of are, or singular active verbs lose their -s or -es endings. In conversation, it is common for speakers to fail to distinguish between the moods, but in careful writing, the distinction must be made. 1. Counterfactual In this subjunctive construction, the writer expresses a notion contrary to fact, such as â€Å"If I were you, I’d return it to the store.† 2. Imperative In this class of the subjunctive mood, commands and demands are expressed: â€Å"I demanded that she walk away.† 3. Necessity This subjunctive form refers to requirement: â€Å"It is necessary that she fill out the form first.† 4. Proposition This category applies to proposals and suggestions: â€Å"We proposed that they reconsider the offer.† 5. Supposition In this form, the writer expresses a possibility: â€Å"If I were to accept the position, I’d have to relocate.† 6. Wish This type of subjunctive form deals with expressions of desire: â€Å"I wish that I were able to go back and do it over again.† The subjunctive case also survives in such idiomatic phrases as â€Å"as it were,† â€Å"be that as it may,† â€Å"be they [one thing or another],† and â€Å"would that it were.† 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 Grammar category, check our popular posts, or choose a related post below:How to Format a UK Business LetterCapitalization Rules for the Names of GamesThe "Pied" in The Pied Piper

Global warming Research Paper Example | Topics and Well Written Essays - 2000 words - 3

Global warming - Research Paper Example This document will examine how human beings are contributing to global warming. There have been many studies on the topic of global warming, but experts say that humans are the cause for the drastic climate changed going on around the world due to resource consumption, resource disposal, and population growth. According to Watts (2007), human activities have influenced the atmospheric temperatures across the globe. The rising global temperatures have become an issue of concern due to the impact it has on animal and plant lives across the globe. Increasing human population has resulted to increase in consumption and generation of materials and all contribute to global warming (Casper, 2009). The climate change has affected the activities of human by changing the land use and human struggle to reverse the situation. The understanding of how man has contributed to global warming can be gained by considering the impact of the human population, consumption and disposal of waste influence the atmospheric temperatures (Watts, 2007). Also, the knowledge is essential because it can direct organizations and the states to design policies that can regulate human activities hence reducing global warming. According to Casper (2009), there is an increasing global demand for energy and other commodities both processed and unprocessed goods. Developed nations are the major consumers of fossil fuels hence they are leading in greenhouse gas emissions. For example, the United States has about five percent of the world population but contributes about twenty five percent of carbon emissions in the globe (Murtaugh & Schlax, 2009). Murtaugh and Schlax (2009) further argues that the United Nations Population Fund suggested that, by the year 2050, the world growing economies such as India and china will contribute more than fifty percent of the carbon emissions. The level of emission of greenhouse gas

Experience in Music Technology Personal Statement

Experience in Music Technology - Personal Statement Example The degree will help me to apply as a permanent faculty member in the College where I am teaching right now. Apart from this, it would further help me to take part in other graduating programs of music technology that will eventually help me in my teaching career. Music Technology is basically the art of producing music, it not only covers the entire process of getting an idea of delivering the completed product but it also focuses on the science of music. Music Technology gives you an experience of working with equipment like analog tape machines to the latest computer software and digital audio workstations. The first course I would like to discuss is Public Speaking that satisfied Oral Communication. The importance of this course cannot be neglected due to the fact that oral communication is an integral part of any type of learning. This course enhanced my communication skills to an extent that my pronunciation improved drastically and my day-to-day communication also improved. The greatest impact was on my vocabulary that increased emphatically. I always liked giving presentations in the class as it brought a lot of confidence in me. The next course I will reflect upon is English Composition 1 that satisfied Written Communication, this course as the previous one, helped me immensely. My writing skills were not very good before taking this course but after completing it, my written communication became fluent and grammatical mistakes almost vanished. Practicing essay writing helped me develop a good writing habit that would certainly help me in my teaching career. Now coming to the next course that is Ecology/Natural Resources that satisfied Natural Science. Learning about natural resources was a really good experience for me. I learned about the different energy resources of our country and how they are extracted. This was an exciting course and learning about other equipment other than related to music was always stimulating. The next course would be the Buddhist Religion that satisfied both Global Understanding and Non-U.S. History and Culture.