LOG501 Case SLP 4 Queuing Analysis Essay Example | Topics and Well Written Essays - 1000 words

Benefits of Tariff free essay sample

Neighborhood government since setting shares may restrain the measure of conceivable income. 2. Remote business through higher creation costs bringing about lower request of customers. What are the positives and negatives or protectionist exchange arrangements with respect to the government? Which arrangement do you believe is best at the present time? Perhaps the greatest professional of protectionist exchange arrangements is that it gives employer stability in household ventures, particularly enormous businesses like the car business, which representatives a huge number of Americans.General Motors for instance; in contending with such huge numbers of remote organizations that can sell vehicles at a lower cost, constrains them to close plants, laying off a huge number of individuals. This influences the vehicle business, yet in addition organizations that member with them, causing an undulating impact, which in the most dire outcome imaginable, can obliterate our entire economy. One of the main negatives of protectionist exchange strategies that I find is that it puts a breaking point on the measure of deals and benefits of American organizations. We will compose a custom article test on Advantages of Tariff or on the other hand any comparative subject explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page In this manner, it is my supposition that protectionist exchange contrasted with organized commerce is the best approach for a couple of reasons: 1. Truly unhindered commerce has caused more employment misfortunes than gains. In 1993, Bill Clinton marked NONFAT (North American Free Trade Agreement). At that point, he assessed that a great many occupations would be made inside the initial hardly any long stretches of usage. By 2002, the ascent of the exchange deficiency with Canada and Mexico brought about costing near 900,000 American occupations. 2. Most exchange understandings between the U. S and different nations are not profitable.In utilizing the car model once more, if a Japanese vehicle organization like Toyota sells 10 million vehicles in the U. S in one year, contrasted with the 10 thousand GM vehicles we sold there, it makes a gigantic exchange deficiency. Exchange will consistently be there, be that as it may, and we as a nation need to ensure ourselves over the long haul. Monetary costs will consistently be there. We as a nation can't ensure the entirety of our kin, or the entirety of our ventures constantly, yet we do need to need to practice some sort of command over what transpires the extent that exchange goes.

Clo Essay Samples - How to Write a Powerful Essay?

Clo Essay Samples - How to Write a Powerful Essay?Clo essay samples are actually a type of sample essays that will help you understand how to compose a persuasive essay. These sample essays have been collected from the most reputed education institutes. As the age of the students has changed a lot, so has the type of topic that they would write in.As most people like to study for a subject that they are passionate about, these essay samples have been handed over to them by the professors of the subject in question. Because of this, students will be able to put forth the best essay that is possible based on their knowledge and experience of the subject.In fact, some of the topics that have been covered in the two samples include The Florida Keys and the Cana Islands. Another has been the Washington DC. And other topics that have been included in clo samples include San Francisco and Manhattan.Before you start preparing your essay, make sure that you use the two sample that you find in the classified section of the library. This will give you an idea of what a two essay looks like and what it should sound like. It is important to find the best clo essay samples that are available online. There are free to sample essays that you can find at the internet and then there are a few that will only cost you a few dollars.You can either purchase the best clo essay samples or you can download them from the internet. Whatever you choose, make sure that you get one that you can rely on. The next thing that you should do is to use your imagination and creativity. One of the two essay samples which I really like is about the Panama Canal.The main character in this clo sample is Benito Cortes. As you can imagine, he is the first person who sent an expedition into the country and how it was able to bring the canal to the area. This is an excellent example because it shows the ingenuity and the resourcefulness of the person who constructed the canal.The two sample also explains how the inhabitants of the country were not too happy about the construction of the canal. But this was soon stopped when Cortes put forward his proposal which included compensation from the colonial power.If you are having a hard time writing your essay, then the two sample can really help you with the directions you need to take. And of course, the last thing that you should remember is that you should always take all the advice that is given to you with great respect.

Women in World War I Societal Impacts

World War Is impact on womens roles in society was immense. Women were conscripted to fill empty jobs left behind by the male servicemen, and as such, they were both idealized as symbols of the home front under attack and viewed with suspicion as their temporary freedom made them open to moral decay. Even if the jobs they held during the war were taken away from the women after demobilization, during the years between 1914 and 1918, women learned skills and independence, and, in most Allied countries, gained the vote within a few years of the wars end. The role of women in the First World War has become the focus of many devoted historians in the past few decades, especially as it relates to their social progress in the years that followed. Women’s Reactions to World War I Women, like men, were divided in their reactions to war, with some championing the cause and others worried by it. Some, like the National Union of Women’s Suffrage Societies (NUWSS) and the Womens Social and Political Union (WSPU), simply put political activity largely on hold for the duration of the war. In 1915, the WSPU held its only demonstration, demanding that women be given a right to serve. Suffragette Emmeline Pankhurst and her daughter Christabel  eventually turned to recruiting soldiers for the war effort, and their actions echoed across Europe. Many women and suffragette groups who spoke out against the war faced suspicion and imprisonment, even in countries supposedly guaranteeing free speech, but Christabels sister Sylvia Pankhurst, who had been arrested for suffrage protests, remained opposed to the war and refused to help, as did other suffrage groups. In Germany, socialist thinker and later revolutionary Rosa Luxembourg was imprisoned for much of the war because of her opposition to it, and In 1915, an international meeting of antiwar women met in Holland, campaigning for a negotiated peace; the European press reacted with scorn. The U.S. women, too, took part in the Holland meeting, and by the time the United States entered the War in 1917, they had already begun organizing into clubs like the  General Federation of Womens Clubs (GFWC) and the National Association of Colored Women (NACW), hoping to give themselves stronger voices in the politics of the day. American women already had the right to vote in several states by 1917, but the federal suffrage movement continued throughout the war, and just a few years later in 1920, the 19th Amendment to the U.S. Constitution was ratified, giving women the right to vote across America. Women and Employment The execution of â€Å"total war† across Europe demanded the mobilization of entire nations. When millions of men were sent into the military, the drain on the labor pool created a need for new workers, a need that only women could fill. Suddenly, women were able to break into jobs in truly significant numbers, some of which were ones they had previously been frozen out of, like heavy industry, munitions, and police work. This opportunity was recognized as temporary during the war and not sustained when the war came to a close. Women were frequently forced out of jobs that were given to returning soldiers, and the wages women had been paid were always lower than those of men. Even before the War, women in the United States were becoming more vocal about their right to be an equal part of the workforce, and in 1903, the National Womens Trade Union League was founded to help protect women workers. During the War, though, women in the States were given positions generally reserved for men and entered into clerical positions, sales, and garment and textile factories for the first time. Women and Propaganda Images of women were used in propaganda beginning early in the war. Posters (and later cinema) were vital tools for the state to promote a vision of the war as one in which soldiers were shown defending women, children, and their homeland. British and French reports of the German â€Å"Rape of Belgium† included descriptions of mass executions and burning of cities, casting Belgian women in the role of defenseless victims, needing to be saved and avenged. One poster used in Ireland featured a woman standing with a rifle in front of a burning Belgium with the heading â€Å"Will you go or must I?† Women were often presented on recruiting posters applying moral and sexual pressure on men to join up or else be diminished. Britain’s white feather campaigns encouraged women to give feathers as symbols of cowardice to nonuniformed men. These actions and women’s involvement as recruiters for the armed forces were tools designed to â€Å"persuade† men into the armed forces. Furthermore, some posters presented young and sexually attractive women as rewards for soldiers doing their patriotic duty. For instance, the U.S. Navys I Want You poster by Howard Chandler Christy, which implies that the girl in the image wants the soldier for herself (even though the poster says ...for the Navy. Women were also the targets of propaganda. At the start of the war, posters encouraged them to remain calm, content, and proud while their menfolk went off to fight; later the posters demanded the same obedience that was expected of men to do what was necessary to support the nation. Women also became a representation of the nation: Britain and France had characters known as Britannia and Marianne, respectively, tall, beautiful, and strong goddesses as political shorthand for the countries now at war. Women in the Armed Forces and the Front Line Few women served on the front lines fighting, but there were exceptions. Flora Sandes was a British woman who fought with Serbian forces, attaining the rank of captain by the war’s end, and Ecaterina Teodoroiu fought in the Romanian army. There are stories of women fighting in the Russian army throughout the war, and after the February Revolution of 1917, an all-female unit was formed with government support: the Russian Women’s Battalion of Death. While there were several battalions, only one actively fought in the war and captured enemy soldiers. Armed combat was typically restricted to men, but women were near and sometimes on the front lines, acting as nurses caring for the considerable number of wounded, or as drivers, particularly of ambulances. While Russian nurses were supposed to have been kept away from the battlefront, a significant number died from enemy fire, as did nurses of all nationalities. In the United States, women were allowed to serve in military hospitals domestically and abroad and were even able to enlist to work in clerical positions in the United States to free up men to go to the front. Over 21,000 female Army nurses and 1,400 Navy nurses served during World War I for the United States, and over 13,000 were enlisted to work on active duty with the same rank, responsibility, and pay as men who were sent off to war. Noncombatant Military Roles The role of women in nursing didn’t break as many boundaries as in other professions. There was still a general feeling that nurses were subservient to doctors, playing out the era’s perceived gender roles. But nursing did see major growth in numbers, and many women from lower classes were able to receive a medical education, albeit a quick one, and contribute to the war effort. These nurses saw the horrors of war firsthand  and were able to return to their normal lives with that information and skill set. Women also worked in noncombatant roles in several militaries, filling administrative positions and allowing more men to go to the front lines. In Britain, where women were largely refused training with weapons, 80,000 of them served in the three armed forces (Army, Navy, Air) in forms such as the Women’s Royal Air Force Service. In the U.S., over 30,000 women worked in the military, mostly in nursing corps, U.S. Army Signal Corps, and as naval and marine yeomen. Women also held a vast variety of positions supporting the French military, but the government refused to recognize their contribution as military service. Women also played leading roles in many volunteer groups. The Tensions of War One impact of war not typically discussed is the emotional cost of loss and worry felt by the tens of millions of women who saw family members, men and women both, travel abroad to fight and get close to the combat. By the war’s close in 1918, France had 600,000 war widows, Germany half a million. During the war, women also came under suspicion from more conservative elements of society and government. Women who took new jobs also had more freedom and were thought to be prey to moral decay since they lacked a male presence to sustain them. Women were accused of drinking and smoking more and in public, premarital or adulterous sex, and the use of â€Å"male† language and more provocative dress. Governments were paranoid about the spread of venereal disease, which they feared would undermine the troops. Targeted media campaigns accused women of being the cause of such spreads in blunt terms. While men were only subjected to media campaigns about avoiding â€Å"immorality,† in Britain, Regulation 40D of the Defence of the Realm Act made it illegal for a woman with a venereal disease to have, or try to have, sex with a soldier; a small number of women were actually imprisoned as a result. Many women were refugees who fled ahead of invading armies, or who remained in their homes and found themselves in occupied territories, where they almost always suffered reduced living conditions. Germany may not have used much formalized female labor, but they did force occupied men and women into laboring jobs as the war progressed. In France the fear of German soldiers raping French women—and rapes did occur—stimulated an argument over loosening abortion laws to deal with any resultant offspring; in the end, no action was taken. Postwar Effects and the Vote As a result of the war, in general, and depending on class, nation, color, and age, European women gained new social and economic options, and stronger political voices, even if they were still viewed by most governments as mothers first. Perhaps the most famous consequence of wider women’s employment and involvement in World War I in the popular imagination as well as in history books is the widening enfranchisement of women as a direct result of recognizing their wartime contribution. This is most apparent in Britain, where, in 1918 the vote was given to property-owning women over the age of 30, the year the war ended, and Women in Germany got the vote shortly after the war. All the newly created central and eastern European nations gave women the vote except Yugoslavia, and of the major Allied nations only France did not extend the right to vote to women before World War II. Clearly, the wartime role of women advanced their cause to a great extent. That and the pressure exerted by suffrage groups had a major effect on politicians, as did a fear that millions of empowered women would all subscribe to the more militant branch of women’s rights if ignored. As  Millicent Fawcett, leader of the National Union of Womens Suffrage Societies, said of World War I and women, It found them serfs and left them free. The Larger Picture In her 1999 book An Intimate History of Killing, historian Joanna Bourke has a more jaded view of British societal changes. In 1917 it became apparent to the British government that a change in the laws governing elections was needed: the law, as it stood, only allowed men who had been resident in England for the previous 12 months to vote, ruling out a large group of soldiers. This wasn’t acceptable, so the law had to be changed; in this atmosphere of rewriting, Millicent Fawcett and other suffrage leaders were able to apply their pressure and have some women brought into the system. Women under 30, whom Bourke identifies as having taken much of the wartime employment, still had to wait longer for the vote. By contrast, in Germany wartime conditions are often described as having helped radicalize women, as they took roles in food riots which turned into broader demonstrations, contributing to the  political upheavals  that occurred at the end and after the war, leading to a German republic. Sources: Bourke, J. 1996. Dismembering the Male: Mens Bodies, Britain and the Great War. Chicago: University of Chicago Press. Grayzel, SR. 1999. Womens Identities at War. Gender, Motherhood, and Politics in Britain and France during the First World War. Chapel Hill: University of North Carolina Press.Thom, D. 1998. Nice Girls and Rude Girls. Women Workers in World War I. London: I.B. Tauris.

A Study On Rites Of Passage - 1803 Words

The purpose of this document is to support and underpin the corresponding year eight scheme of work on rites of passage, noting the process of creation from start to completion. It will detail what I have taken into account when choosing the content and learning outcomes; address the incorporation of key skills such as ICT, numeracy and literacy; clarify why some of the learning activities and resources I have utilised were chosen; illustrate how I intend to embrace differentiation; explain how assessment will encourage and monitor learning development. It was essential to begin the process of creating the scheme of work by researching the syllabus requirements at key stage three, giving consideration to the learning that should have taken place at key stage two. It says: â€Å"Spiritual, moral, cultural, mental and physical developments are essential aspects of religious education and should be clearly identifiable† (Welsh Assembly Government, 2008, 10). Alongside these aspects of religion, the syllabus also demands learners are given opportunities to develop a skills range by engaging with the world, human experience and a search for meaning (Welsh Assembly Government, 2008, 20-21). I was able to provide opportunities to develop this skills range through inclusion of the essential aspects. Learners are provided with opportunities to cultivate an appreciation of the world through physical, mental and cultural means. They are given chances to explore human experience throughShow MoreRelatedA Research Study On Howling Ritual By Van Gennep s Theory On Rites Of Passage1987 Words   |  8 Pagestradition, that takes place on the night of the first full moon of every school year. It is organized by the second years. 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However, many African-American youth are lacking this typeRead MoreEssay on Rites of Passage1580 Words   |  7 Pagesï » ¿ Rites of Passage Although there are many different types of rites of passage they differ in many ways, some much more extreme than the others. There are so many different cultures that have a ton of different ways of expressing rites of passage. The three different cultures that will be discussed are the United States of America, Malaysian, and Balinese adolescents. Some of the things that will be discussed are the different forms of rites of passage, the different ages thatRead MoreGraduation Speech : A Rite Of Passage1527 Words   |  7 Pagesconsidered a rite of passage. Often, Americans couple graduation with a celebration of opening a new chapter of their life. Specifically, transitioning from a high school student to a graduate. In this essay I will explain what a rite of passage is and what graduation is. 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Primitive information existed before examination under Tinto. In fact, most other subsequent studies reference and base their theories off hisRead MoreThe Short Term Effects Of Bullying On Adolescents969 Words   |  4 PagesAccording to the website Eyes on Bullying statistically in a U.S. national study with youth in grades 6 through 10, almost 30% —more than 5.7 million—were involved in moderate or frequent bullying during the current school term, as a bully, victim, or both. â€Å"According to researchers, bullying is still commonly viewed by many as just a harmless rite of passage or an inevitable part of growing up.† (Impact of Bullying Traits both victims, bullies into Adulthood) Does bullying have short term effectsRead MoreI Was A Bad Kid959 Words   |  4 Pagesfinding roommates in Summer 2013 I enrolled in Lone Star College for Fall semester and passed my classes with C’s because I would work 40+ hours and commute from Katy to Downtown every mo rning followed by night classes and did not have the proper study habits. After I realized how hard life was, I slowly dropped my bad habits which was drinking, smoking weed, and having pre-marital sex which was all against my religion. I excelled academically the following semesters after because in my opinion,Read MoreThe Occidental And Oriental Historical Backgrounds993 Words   |  4 Pagesculture does not have any impact. Supporters of this view consider that the human beings are not different from one another. For instance, D.E. Brown found hundreds of different human universal standards across all cultures (music, language, rites of passage†¦) The second position describes the human being as unique because of the intermeshing relationship between minds and cultures. This approach agrees with the fact that there are universal aspects but it also adds the specificity of a cultural

The Influence and Legacy of Western Civilization in the Development of Modern Singapore free essay sample

In the Discovery Channel documentary The History of Singapore, it has been said that the city-state has for many years intrigued Western imagination, being both a â€Å"modern and Westernized society on the outside, yet undeniably Asian on the other. † Once known as the â€Å"crown jewel† of the British Empire in Asia, the Republic of Singapore has not only embraced Western economic thought, but has improved on it, currently boasting one of the highest standards of living not just in Asia, but in the world. The fascination by Western thinkers on the city-state is quite notable: as shall be seen in this paper, modern Singapore today is the offspring of the traditional and resource-rich East, and the progressive and enterprising West. Thanks to its strategic location at the straits of Malacca, the English-speaking country is also a bustling global hub for tourism, industry, manufacturing, logistics, financial services, and many others; Its modern array of skyscrapers and tower blocks are home to almost 5 million people from different races. It comes as no surprise that for many years; foreign influence has played a pivotal role in the affairs and historical development of the island. Mr. Goh Keng Swee, former Deputy Prime Minister of Singapore, once said â€Å"It was the Western trader and the Western administrator who introduced modern ideas, modern systems of government, modern education and modern techniques of communications and production into traditional Asia. † Historical evidence helps us understand the truth behind Mr. Goh’s remarks. 1. 1 Asian Civilizations and Ancient Singapore Even with the image of European civilization as modern and enlightened one, Asian civilizations back in the 14th and 15th centuries were by no means backward. The Chinese, Japanese, Indians, Malays, and others possessed advanced nation states. The existence of these states facilitated the establishment of sea and land trading routes across the Eurasian landmass, connecting Asian traders with European ones over the famed Silk route. Inter-asian, sea-based trade also flourished, and Straits of Malacca, located between the Malayan peninsula and the Indonesian island of Sumatra, became an important route connecting Western Asia with the East Asian nations located in the Pacific coast. (Abshire, 22) Singapore has been a trading port for most of its history. In a time when groups tended to migrate a lot in search of resources, having a large, sedentary settlement on an island with few natural resources seemed counterproductive considering its resource-rich geographical neighborhood. However, its location has undoubtedly played a part in attracting development to the island. Ancient Singapore traces its roots from early Malay settlement of the island, personified in the legend of Sang Nila Utama and his mythical â€Å"founding† of Singapore around 1299. The settlement he founded, called Temasek, or as it would be known later, Singapura (Lion City), was an important trading post. This ancient city of Temasek, destroyed later on, is not the same entity that later evolved into the British colony of Singapore. (Abshire, 23) When the British came, they were basically given a blank slate, with little, if any civic structures in place. The Western World enters Asia The 16th century. Coupled with a desire to look for resources and a China-bound trade route that does not pass through the Arab-controlled Middle East, Western explorers such as Vasco da Gama and Magellan crossed oceans and heralded the beginning of Western colonialism. Perhaps one testament to the great British influence in Singapore is the fact that its founding father is a British colonial official. In 1819, Sir Thomas Stamford Raffles arrived in a diamond-shaped island, roughly 30 miles across. (Lee, 16-18) Despite legends of an ancient settlement called Temasek, or Singapura, in the island, by the time of Raffles’ arrival all he saw were a few hundred Malay fishermen and some Chinese traders. Raffles, an officer of the British East India Company, is said to have â€Å"single-handedly presented Britain with Singapore,† foreseeing how it would be, one day, one of the most valuable possessions of the British Empire. Raffles believes that with the loss of Java after its return to the Dutch, Britain would have to find a new center of trade by which it will control the Malacca strait. Far from just being an influence in Singapore’s eventual development, it is the British who first established modern Singapore. (Federal Research Division) 2. Western Legacy in Singapore 2. 1 Physical Infrastructure The first years of British colonization were marked by a transformation of the island, thanks to the construction of the island’s first western infrastructure. The Malay villages began to give way to a small, if prosperous European town. Soon after colonizing the island, Raffles began developing Singapore by first building a small fortification and improving the port area. In 1822, his plan helped transform the southern part of the island into a Western-style town. Raffles’ plan provided for an â€Å"orderly and scientifically laid out town†, as roads and bridges were built in the area, together with brick-and-tile commercial buildings, spaces for shipyards, markets, churches, theaters, police stations, and a botanical garden. Raffles himself had a wooden bungalow built on Government Hill. Racial separation also marked the Raffles plan: with each racial group being given its own enclave (e. g. the Chinese in Chinatown, although the rich Asians can live with the Europeans in the â€Å"town. † Raffles’ immediate  successor, John Crawford, used revenue from gambling dens to finance â€Å"street widening, bridge building, and other civic projects. † (Federal Research Division) In the years that followed saw the continued modernization of Singapore. In 1871, the John Pender’s China Submarine Company laid out a Hon gkong-Singapore telegraph line, connecting the island to the rest of Asia. (Atlantic Cable) Singapore’s status as a port also paved the way for the introduction of electricity in 1878, when the Tanjong Pagar Dock Company installed electric generators to extend the dock’s operation well into the night. (EMA) Just one year later, Mr. Bennet Pell started a telephone exchange, making Singapore became one of the first cities in Asia to have telephone services just three years after its inventor, Alexander Graham Bell, patented the technology. (SingTel) Because of its growing importance as a port and colony, the British colonizers (in later years) also constructed overland links: a railway system was built in 1903 and a direct link to Johor, the Causeway, was built in 1923. (Federal Research Division) 2. 2 Legal System and Government Having effectively a â€Å"blank slate† when getting the island, Singapore at first did not have a legal code. In 1823, Raffles promulgated a series of administrative regulations that laid the foundations for Singapore’s legal system. While the other promulgations were mostly with regard to land ownership and other basic administrative needs, one of them provided for the adoption of English common law to be the island’s standard. With provision for local legislation, English common law was adopted in the island, and continued to be the main basis of law of the Singapore legal system after independence. Raffles also abolished slavery in the island, although with limited success as immigrants were often exploited in slave-like conditions (i.\  e. debt bondage. ) Singapore’s parliamentary legislature is also of British origin, although the island’s one-party dominant politics effectively mixed the British model with an Asian tradition of stability. And while Singapore was already effectively independent when the British were establishing a welfare state in the 1950s , this British idea still influenced the Singaporean government with regards to providing social security to the citizens. While â€Å"refraining from establishing a welfare state† 1955 saw the creation of a centralized savings system: the Central Provident Fund or CPF. (CPF) 2. 3 Economics One of the most important Western influences in Singapore is Raffles’ implementation of free-market economics in the island. Indeed, at that historical era, this can be said to have been an anomaly of sorts as most colonial economies of the time were monopolistic, mercantilist, or both. Raffles was an early believer in free-market capitalism, which came out of the ideas of Adam Smith and David Ricardo in 18th century Britain. Upon establishing the island colony, one of his earliest declarations is that Singapore will â€Å"long and always remain a free port. † This policy has undoubtedly encouraged the growth of the port, as traders from across the region flocked to a place where they could trade unabated and untaxed. This early, pioneering experience of free-market capitalism on the island is one of the foundations for the growth it was to experience in many years to come. Razeen Sally of the ECIPE1 said that while â€Å"Lee Kuan Yew’s Singapore differs from Raffles’ in many ways,† the island â€Å"still practices free trade, open to the world’s goods, services, investment, and [most importantly] people. † In the early years of Singapore’s development into an industrialized economy, Finance Minister Goh Keng Swee laid out an economic development and trade plan that echoed Raffles’ early policy, including low taxation rates and tax holidays for many industries. Today, Singapore continues to attract many westerners, bringing their expertise and experience to the island’s economy. (Sally) The development of the island’s early financial infrastructure was also an important British influence, growing primarily to support its large trading activity. By 1905, British banks were joined by Indian, Australian, American, Chinese, and French-owned banks – a precursor to Singapore’s later development as a major financial hub. 2. 4 Society, Culture, and Education One of the most evident legacies of the British in Singapore is their language. The island’s proficiency in English, which it kept along with linguistic and cultural ties to Asia, has helped Singapore establish itself as a â€Å"first and essential Asian base†, an important cultural and economic bridge between East and West. This made marketing the island much easier. (ESC) It must be noted that in the early days, only the affluent among Singapore’s Chinese community adopted western education, customs, and pastimes. Sons of prominent businessmen were often sent to Britain for higher education, while Western-style theatre, social etiquette, architecture, social clubs, sports, and clothing, was seen as a sign of wealth among the wealthy colonials. (Federal Research Division) A tragic effect of adopting Western-style economics is also adopting its shortfall: a growing gap between rich and poor. This was also seen in education: while the rich were sending their children to Europe or at the very least English-language schools, the middle-class mostly went to schools of poorer quality, frequently teaching in the races’ mother tongue. It was not until the 20th century that Chinese-language schools were modernized. The British policy of non-forced assimilation (contrast for example with the Spanish or Japanese) has left most elements of local culture, cuisine, and religion intact. However, later in its history, Singapore has adopted (and in some ways, surpassed) western standards in health, education, and other services. (Lee) 3. 0 Conclusions Raffles’ prediction for the island did come about. Today, Singapore is indeed a place of great economic importance – a first-world country that practically mixes the prosperity of the West with the traditions and values of the East. This balance is a very notable achievement of Singapore. Despite its adoption, and perhaps even improvement, of Western ideas, its commitment to preserving multiculturalism is a sign that the people of the country have not and will not give up their Asian identity. Western influence on the island has mostly been a force for good, and it can be said that both his British compatriots and the later rulers of the island realized Raffles’ vision for the island. In today’s globalized world, Singapore stands to continue adopting the best of the east with the best of the west – a truly global hub. (ESC)

Research Proposal about Naked Marriage

Abstract Basically, naked marriage could arise from a societal process that influences the choices of the young people when it cones to marital issues. When one marries without acquiring certain necessities such as a house where the couple will stay, a car for easy transportation and enough income to arrange for a colorful wedding, the act is called naked marriage.Advertising We will write a custom report sample on Research Proposal about Naked Marriage specifically for you for only $16.05 $11/page Learn More It is important to understand that various researchers have come up with several explanations about the issue of naked marriage. Nevertheless, one explanation that clearly stands out is that naked marriage is ultimately about engaging in a relationship and subsequently marrying without first acquiring a house, car and inability to organize wedding for the new couple. Notably, the explanations expose the meaning and the results of naked marriage. It is believed that the focused people should aim at having a happy family through working hard and acquiring the mentioned necessities before the actual marriage date. Notably, naked marriage could be employed in any particular matrimonial institution or setting, and has the potential to determine the development and success of the couple. Introduction The issue of naked marriage is on the rise in the Asian region, a situation worrying most of the parents. Since the youth get married without first acquiring a house, a car or without any proper arrangement for a wedding, their parents are forced to lend hand and cater for the cost of all those items. In the modern China, naked marriage has created debate on its acceptability among the people and communities in the country. Therefore, the debate has focused on the impacts of such marriages, which together form a phenomenon called Luohun in China. This paper is a research proposal about the phenomenon of Luohun. Research Question The res earch will aim to establish if the young generation in China accepts the phenomenon of Luohun or naked marriage. In addition, the research will also examine the relationship between Luohun and the society in the context of China, and its impacts on the entire country. These particular issues will help the researcher to understand the phenomenon, whether it is acceptable and the consequences of the practice. The specific research questions are; first, does the young generation accept Luohun? Second question is; what is the relationship between Luohun and the perception of the entire society?Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More Significance of the Study Considering this study, the researcher will establish a proper explanation for the phenomenon and discover the potential problems, which are associated with Luohun. The research is also important because it would provide insights on the relationship between the societal advancement and the people’s perception about Luohun. Interview Ten Interview Questions were as follows In your opinion, what kind of marriage is Luohun? Do you accept this kind of Marriage? What is the rationale of your position? If circumstances allowed you, would this kind of marriage appeal to you? What advise would you give to the young people engaging in Luohun? Do you think the society is ready for this phenomenon called Luohun? What is the society doing about Luohun? Is there any societal attempt to reduce or advocate for the practice? Is there probability of divorce between the couple who have Luohun? What would you tell those who already have engaged in Luohun? What do you think is the future of Luohun, in terms of acceptability, practicality and viability? Interview Results and Analysis The following discussion presents an analysis of responses, which were recorded from the Participants for the research questions. There were participants who assumed that naked marriage is an inheritable trait in some families or communities. Notably, this perception tends to explain that since the young people might have noted that other family members engaged in naked marriage, they too decided to marry without proper arrangement, taking it as normal (Allan, 2012). As a result, this viewpoint portrays the people who engage in naked marriage as harried and actually destined to perpetuate such ideologies in the society (Lan, 1991). According the respondents with immense knowledge on the issue of naked marriage, they argue that the act is on the increase due to improper education on the impacts of the matter. This is because of the practicing community has dynamic views and are majorly concerned with the perceptions of young people who increasingly embrace the different forms of naked marriages (Ford, 2011). In fact, the research shows that the various people tend to appreciate their own lifestyle and the choices they mak e (McCarthy, 2007). Therefore, unavoidable circumstances such as infatuation was also cited as one of the factors forcing the youth to marry before making adequate arrangements with their partners and parents, thus throwing the burden to the latter to provide them with accommodation, a car and perhaps a decent wedding (Graham, 2012). Some respondents argued that the phenomenon is a trait factor. Such respondents believed that the different people inherit certain traits and qualities that would make them think their decision is right, thus engaging in naked marriage is not bad. Basically, they assumed that biological factors contribute to the practice of naked marriage among the youth.Advertising We will write a custom report sample on Research Proposal about Naked Marriage specifically for you for only $16.05 $11/page Learn More However, their position was somewhat controversial as it could not justify the importance of naked marriage mainly because the practicing community has different beliefs, ideas and likes of the people, thus propagate naked marriage at a rampant rate (Sun, 2008). It is also important to observe that some respondents noted that the phenomenon has taken a dynamic turn and keeps changing, depending on the desires and lifestyle of the young people, a position the majority of the participants shared. The other respondents argued that naked marriage is a matter of eventuality. The respondents who shared this view constituted the majority and argued that there are particular need factors responsible for the youth’s engagement in Luohun. The assumptions were that those factors tend to focus on various variables that have relations to the specific type of environment that is most likely to act as the determinant to the kind of naked marriage style applied in that particular environment (Vallotton Vallotton, 2011). In addition, the respondents postulated that the ideological differences among the youth played a role on the rise Luohun, thus there is no specific justification that is considered best in every situation. This means the circumstances under which one makes a decision about marriage differs significantly, and explains the variations in marriage choices. Basically, it means that success of any naked marriage actually depends on variables, which include the style, one’s background, the quality of the partners’ lifestyle, as well as the situation (Xinzhen, 2010). Indeed, this view was shared by a number of respondents. A number of respondents also understood naked marriage as being caused by the situation of the couples. In their explanation, the respondents argued that when a mature person decides to marry, the situational barriers would not deter him from proposing an engagement and going a head with the plan despite inadequacy that the person may be experiencing at the time. According to many of the respondents, the fact that naked marriage is on the rise does n ot mean that it is generally accepted. Indeed, the experts argue that the young couples need to adopt a particular approach of making decisions about the phenomenon, owing to the side effects of naked marriage (Gupta, Ebenstein Sharygin, 2010). Such positions are shared among the other respondents who stick to the opinion that this kind of marriage does not result to prosperity. Based on the kind of decision that the young people make before marriage, some of the interviewees noted that minimal economic progress could be achieved if the young people decide to marry without acquiring the necessities, which would make their marriage meaningful (Gungor, 2009).Advertising Looking for report on cultural studies? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is because there are chances that the different decisions, which the youths make, involve various situational variables, but are done without adequate consultation. As well, many respondents noted the importance of understanding the various reasons for the youth’s engagement in naked marriage. According to Cohen, the claim is pragmatic other than unnecessarily laying blame on them for having married without acquiring the necessities such as a car, a house and enough money to organise a descent wedding (Cohen, 2012). The people should understand that the style of marriage that the young person chooses is only suitable for him/her, and to some instances, certain personal decisions and the implication of its implementation. Therefore, the majority of the respondents agreed that it is apparent that the situation of the person organising the marriage is most important while trying to understand Luohun and one should apply the perception during the study. In addition, the resp ondents also stated categorically that a young person is dynamic and makes decisions depending on the prevailing conditions, perhaps out of compulsion. Thus, the situation might explain the rise of Luohun (China.org.cn, 2011). In addition, they also believed that the young people have the ability to alter their decision making criteria and absolutely change the process of implementation, making it very difficult to eradicate the practice in most communities in China. Finally, it is apparent that the shared position should be that the concerned young people should aim at brining up a joyful family through working hard and acquiring the mentioned necessities before the actual marriage time comes (Corinne, 2011). As well, naked marriage could be applicable in any certain marital setting, and has the probability of determining the person’s progress and triumph (Chang Wang, 2011). Personal Analysis of the Responses and the Phenomena From a personal experience in the practice, the level of preparedness between the expecting couples and their family members would affect the choices that the people make based on the suitability of such decisions. This is because the practicing community is dynamic and keeps on changing in terms of policies and ideologies. Truly, this signifies that the kind of marriage must assume a dynamic tendency depending of the changes that have been introduced in the region or the youth’s situations in such communities. As a result, it is important to understand that contingency explanation works depending on the kind of variables at hand, and could be used in educating the youth on the impacts of Luohun in their lives and the subsequent generation. In addition, the level of preparedness between the expecting couples and their family members would affect the choices that the people make based on the suitability of such decisions. This is because the practicing community is dynamic and keeps on changing in terms of policies and ide ologies. Truly, this signifies that the kind of marriage must assume a dynamic tendency depending of the changes that have been introduced in the region or the youth’s situations in such communities. As a result, it is imperative to understand that contingency explanation works depending on the kind of variables at hand, and could be used in educating the youth on the impacts of Luohun in their lives and the subsequent generation. Methodology The research will employ qualitative methodologies in conducting the study. Specifically, the study will involve random sampling of 40 people for interview. The selected people will be those who have background on Chinese history. This method is appropriate because it limits the chances of biased selection of the participants. Conclusion In summary, it is worth noting that the form of naked marriage employed in any particular marriage institution or setting has the potential to determine the development of the followers and marriage inst itution or setting itself. In addition, there are many explanations for naked marriages because similar researches have identified some among the practicing community, such as contingency, situational, behavioral explanations and others. It is also important to understand that naked marriage development is an art that can be learnt and perfected through proper and effective training practices especially in a field that is dynamic such as practicing. This means that the quality of a leader in a field such as practicing can only be determined by the leader’s ability to adapt to the changes that keep happening in the field. References Allan, C. (2012). Buck Naked Marriage. Kindle Edition: Kindle eBooks. Chang, L Wang, F. (2011). å… ³Ã¤ ºÅ½80Ã¥ Å½Ã¢â‚¬Å"è £ ¸Ã¥ ©Å¡Ã¢â‚¬ Ã§Å½ °Ã¨ ± ¡Ã§Å¡â€žÃ§ ¤ ¾Ã¤ ¼Å¡Ã¥ ­ ¦Ã¦â‚¬ Ã¨â‚¬Æ'. (Social Science Edition). Journal of Northwest AF University, vol.11, no.4. China.org.cn, (2011). Naked Marriage Challenges Traditions. Web. Cohen, H. (2 012). Naked Dating. New York, NY: St Martin’s Griffin. Corinne, D. (2011). â€Å"Why more women in Beijing are delaying marriage.† The Christian Science Monitor, pp. 5. Retrieved from ProQuest Central. Ford, P. (2011). â€Å"Naked marriages’ on rise in China.† The Christian Science Monitor. Retrieved from ProQuest Central. Graham, L. (2012). Roccanti’s Marriage Revenge. London: Mills Boon Modern. Gungor, M. (2009). Laugh Your Way to a Better Marriage: Unlocking the Secrets to Life, Love, and Marriage. New York, NY: Atria Books. Gupta, M., Ebenstein, A. Sharygin, E. (2010). China’s Marriage Market and Upcoming Challenges for Elderly Men. (Policy Research Working Paper). The World Bank Development Research Group. Lan, Y. (1991). Bare Marriage Times: To Teach Women to Fashion Naked into a Happy Marriage Golden Wedding. Beijing: Jiangsu Literature and Art. McCarthy, J. (2007). Life Laughs: The Naked Truth about Motherhood, Marriage, and Moving on. Kindle Edition: Kindle eBooks. Sun, M. (2008). â€Å"æ µâ€¦Ã¨ ® ºÃ¥Å¸Å½Ã¥ ¸â€šÃ© «ËœÃ¦Ë† ¿Ã¤ » ·Ã¥ ¯ ¹Ã¦Å¾â€žÃ¥ » ºÃ¥â€™Å'è ° Ã§ ¤ ¾Ã¤ ¼Å¡Ã§Å¡â€žÃ¥ ½ ±Ã¥â€œ Ã¢â‚¬ .ä ¸ ­Ã¥â€º ½Ã©â€ºâ€ Ã¤ ½â€œÃ§ » Ã¦ µÅ½.† Ã¥ ¹ ´Ã§ ¬ ¬Z2æÅ"Ÿ. Vallotton, K. Vallotton, J. (2011). Moral Revolution: The Naked Truth about Sexual Purity. Shippensburg: Destiny Image Publishing. Xinzhen, L. (2010). â€Å"Taming the Real Estate Market.† Beijing Review, vol. 53(18), pp. 34. This report on Research Proposal about Naked Marriage was written and submitted by user Lillianna Suarez to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

A Cursory Examination of Classical Philosophy Essays

A Cursory Examination of Classical Philosophy Essays A Cursory Examination of Classical Philosophy Essay A Cursory Examination of Classical Philosophy Essay Essay Topic: Classical Moderation, according to Homeric tradition, is a virtue of humanity. It, along with other â€Å"Homeric virtues,† such as strength, courage, physical prowess, and wisdom in accomplishing goals in unique ways, are considered the model of human excellence. The Iliad, written by Homer, is a story that emphasizes the need for moderation and illustrates how the lack of it, can lead to tragedy. One of its main characters, the hero Achilles, while possessing many of the virtues mentioned above, lacks the virtue of moderation.It is Achilles’ pride and anger which lead to disaster and his eventual death. In the story, Achilles is at first angered by Agamemnon, the brother of Menelaus, king of Sparta. After a raid on a Trojan ally, the Spartans capture a beautiful girl, a daughter of a priest of Apollo. The girl is given to Agamemnon, but the priest pleads for her return. After Agamemnon refuses, the priest prays to Apollo to help get his daughter back. Apollo answers with a plag ue that wreaks havoc on the Spartan army.Agamemnon returns the girl to stop the plague, but demands that he receives Achilles’ prize as a replacement (another exceptionally beautiful woman). They quarrel over the prize, but in the end, Achilles complies, but is outraged. Achilles, being the greatest Greek warrior, having an uncontrollable anger has serious consequences. He refuses to fight at first, and this leads to a change in momentum to the Trojan army. However, when one Achilles’ closest friends dies at the hand of Hector, the Trojan hero, Achilles turns his focus on revenge. He kills Hector then drags his body from his chariot back to camp.The moral of this story is about moderation. It shows how the lack of moderation, even though all the other virtues may be present, can result in tragedy. As the oracle at Delphi said: â€Å"Nothing too much. † Hubris is another concept we see introduced in classical Greek mythology. Hubris, in Homeric poetry is when hum an beings act or think beyond their nature or intended limitations. It is a form of great arrogance as it attempts to portray humans as gods themselves. Hubris isn’t restricted to simply believing one is on equal footing with the gods however.It can also happen when one doesn’t honor the gods properly or do as they command (or expect). According to Homeric tradition, and even in the writings of others, such as Pindar, there must be a distinction between mortal man and the gods. Human beings are not immortal, not divine, and thus, have no right to put themselves on the same playing field as those who are. Thales, Heraclitus and Parmenides Thales, whom Aristotle calls the founder of philosophy, was a metaphysical monist who believed that water is both the cause and element of everything, and that everything is filled with gods.Thales, as Aristotle explains, seems to have believed that because water is essential for practically all living things, and that it is the only n atural substance that can have different forms (solid, liquid, gas), it must possess highly unique qualities. He reasoned that it is because of these qualities that water is the underlying nature of all things. Thales believed that all things are filled with gods in the sense that reality is immortal. He is using the essential property of the gods (immortality) to describe reality itself.And he does so by describing nature from within the framework of nature itself, in contrast to using an external framework. Heraclitus’ views of reality are quite a bit different. He believes that reality is a constant flux and opposition. It is Heraclitus who made the famous statement â€Å"you cannot step twice into the same river. † This is the crux of the first part of his theory of reality. It’s the idea that nothing stays the same; everything is in a constant state of change. The second part of his theory about reality involves opposition, or strife.Strife, according to He raclitus is not a bad thing; it is in fact, necessary. It allows for balance; it guarantees that order is maintained. Parmenides’ views of reality are stranger still. He held that there is no â€Å"many,† but rather only â€Å"the One. † He disagrees with Heraclitus’ view that everything is in a constant state of flux. He believed that reality is unchanging, undivided and eternal. As a rationalist (the first rationalist philosophy actually), he believed that the only way to know of reality is not through experience, it is through reason.Of the three philosophies, the one that most makes sense is that of Heraclitus’. While I do not subscribe to his overall philosophy, it does make sense to me that there is a sort of â€Å"order† in the universe. Heraclitus refers to this order as the Logos. As a Christian, this means something more than just â€Å"order. † But Heraclitus uses the term to describe order by way of patterns. I can see an order to the universe as well. It is a necessary order, one that allows life to exist. It is a fine-tuning of elements and physical laws that enable life to prosper.But in addition to this order, I think there is something sustaining it, keeping it from â€Å"burning out,† and that source is God. The Socratic Method The Socratic Method is is a way for someone to discover truth. It requires someone to be willing to go where reason takes them. It’s the asking of questions in such a way, that even the most commonly accepted ideas and values are challenged. It dives deep into the heart of things which are often taken for granted, and it is through this process, Socrates believed, that we can discover what is real, actual, or true. But in order to do this, one must possess a certain character.They must not be wishy-washy, changing their position without good reason, nor should they be dogmatic, not changing their position despite there being a good reason to do so. There ar e many dialogs written by Plato that center around Socrates using this method with various people he meets informally, and in some cases, such as the Apology, formally (in the courtroom). In the dialog Euthyphro, he discusses the nature of piety, or holiness with his friend Euthyphro. Euthyphro offers a definition of piety when Socrates asks, but Socrates finds this definition insufficient and challenges it by asking questions.Euthyphro changes his definition several times. Eventually, the final question that is posed is â€Å"Is the holy loved by the gods because it is holy, or is it holy because it is loved by the gods? † In the Apology, Socrates is on trial, so he begins his method of questioning by challenging his accusers directly. One of the accusations is that Socrates is an atheist. He asks Meletus, who made this accusation, if he still maintains that Socrates is an atheist. Meletus confirms that he does. Socrates then also asks him if he maintains the accusation that Socrates is teaching the youth about new gods.Meletus answers that he does. So Socrates asks how a contradiction can be true. Either it is the case that Socrates is an atheist, and therefore, by definition does not believe in gods and cannot teach that other gods exist†¦or it is the case that Socrates is teaching the youth about new gods and is therefore, not an atheist. Socrates uses this technique in several instances, pointing out the inconsistencies in the charges brought against him. In the dialog Crito, Socrates is in his prison cell talking to his friend Crito, who wishes to help Socrates escape from prison.Crito believes that Socrates has been unjustly charged and sentenced to death. Socrates however, refuses to escape and reasons with Crito about the idea using the Socratic Method. Socrates gets Crito to agree that causing injury is an evil, and evil ought not ever been done. Socrates, using his questioning method, asks Crito if it is ever good to do evil in return fo r evil. Crito answers â€Å"No. † Socrates then, through this questioning method, gets Crito to agree that circumventing law for personal gain is an evil. And because it is an evil, they cannot attempt an escape.Socrates accepts his sentence and maintains the position that he did the just thing. The Metaphysics and Epistemology of Plato and Aristotle Plato’s metaphysics was one of dualism. There is the world of the material, or the physical, which is always changing. It is a world of the senses. In this reality, there exists both the perceptions of the objection and the objections themselves. Shadow of a bird, a reflection of trees over water, the actual bird and trees themselves are all a part of this world. But it is merely a perception of the real world.The real world, where true knowledge comes from, is the world of Forms. Plato’s Forms are the world of the intelligible, and as such, can only be known by reason. It consists of the thoughts of these objects i n the material world, but also contains virtues such as beauty, justice and good. The thoughts of objects in this world are the lower forms, and the virtues or ideals are the higher. We can understand thoughts of objects (such as the perfect triangle or mathematics), but we must use reason to discover the ideals. In regard to Plato’s epistemology, he posited his Recollection Theory.This theory claims that we do not really learn anything new. Instead, we remember our knowledge from a previous existence. Plato believed in reincarnation, and said that we acquire knowledge prior to birth, yet forget this knowledge upon being born. During our lives, we â€Å"recollect† that knowledge that we’ve learned already. Like Plato, Aristotle’s metaphysics was that of dualism. And like Plato’s metaphysics, Aristotle also believed in a world of matter and a world of forms. However, Aristotle disagreed about the nature of these two worlds.For example, for Aristotle , his world of matter contains objections that actually exist; they were very real. We sense this world through our sense organs. While these objects are made up of generic â€Å"stuff,† they are also made up of forms. A statue of a man, for example, can be made of stone or of marble. The stone or marble is the material stuff that we can sense. But the statue also has a form, a form of a man. While both statues may be made up of two different materials, they are made of one common form, â€Å"man. † Aristotle’s epistemology involves induction. Induction is the process by which we can know first principles.First principles are that which we need no further questions or demonstrations to be true. They form the foundation upon which all other reasoning and truth statements rest. The process of knowing, induction, involves both perception and knowledge of reality. It beings with perception, which is the acquisition of information about reality through our senses. Th e second step is memory. It is the retention of this information about reality that is necessary to begin reasoning about it. However, we must experience perception many times in order to properly formulate reasons about it.Each time we do so, it is stored into our memory; we accumulate the experience, and it becomes a stronger memory. Eventually, we reach the fourth step, which is knowledge. When we are able to understand the essence of something through this process, it becomes knowable. The Epicureans, Stoics and Skeptics The Epicureans, Stoics and Skeptics each had philosophies on how to live one’s life, what to believe about reality, and what to do about fears and certain beliefs. The Epicureans believe that one ought to maximize pleasure while minimizing suffering.However, they were also quick to point out that moderation is necessary. That is, unlike what we commonly think about hedonism, the Greek word for pleasure, it is not the case that they taught that any pleasur e ought to be taken. It is not a philosophy of self-indulgences, but one of contentment of the basic, yet essential necessities of life. About what to believe about reality is that we are driven by desire. But not all desires are equal. Some of them we should satisfy, but some of them we should not because the cost of doing so is more than they are worth.Since we have the desire to be happy, to obtain this, we need to exercise control and limit those desires to the ones that are necessary. And to do this, one must live the simple life. In addition, Epicureans believe that we ought to ignore that which does not serve the goal of living that simple life. Philosophy is but a tool in which we can do this; it is not virtuous to pursue philosophy for the sake of philosophizing. Epicureans also believe that we ought not to be concerned with the gods or with death. Epicureans believe that the gods are not nterested in our day to day affairs, so it makes no sense to fear them. Likewise, they hold the fear of death is not rational because while we are living, death is not with us. And when we die and death occurs, we do not exist so we experience nothing to worry about. So in either case, we are not being directly affected by death, so we ought not to be worried about it or fear it. The stoics believed in fate. They believed that we do not control outside events, so there is no need to be concerned with it. These external events cannot make us feel a certain way; it is only how we react to these events that affect us.So if we can change the way we think about these events beyond our control, we will come to realize there is nothing to fear, it all happens whether we want it to or not, it is beyond our control. The goal of stoicism is to reach Apathia or the freedom from passion. This is done by coming to understand that outside events, as we said above, are beyond our control. When this happens, we are living in harmony with nature. And unlike the Epicureans, the Stoics believe that pleasure is never to be pursued because it is not an appropriate end. The Skeptics, like the other two schools of thought, believe it is possible to live the good life.They do so by suggesting that knowledge is an illusion and it is the insistence that this knowledge is real or true, that causes conflict and strife because it leads to disappointment (unhappiness). So by suspending judgment about truth and moral statements, one can then be happy. Skeptics claim that attempting to reason about reality results in either an â€Å"infinite regress† or circular reasoning, so there is no point in trying to reason about such things, and instead, one ought to simply suspend judgment. An infinite regress is when claim A is contingent upon claim B, which is contingent upon claim C, and so on.There are an endless number of claims that are contingent upon another, and obviously, this is problematic. Circular reasoning occurs when the conclusion that is reached is a reason fo r support of one of the reasons for the conclusion itself. The argument goes in a circle, thus is not a valid argument. Skeptics claim that all attempts at reason result in one of these 2 problems, therefore, we ought to suspend judgment. Of the three philosophies, the one that may be closest to reality is that of the Epicureans. But this should not be taken to mean that it is sufficiently representative of reality.It just happens to be the closest of the three. Specifically, the part of epicurean though that I think makes the most sense, is that we ought to live a contented life that maximizes necessary pleasures or desires while minimizing pain and suffering. I think this is a rather pragmatic philosophy that we follow in our daily lives already. Everything that we do seems to do that which brings us pleasure and avoids that which causes pain. But I think this is as close as it gets to being a philosophy that accurately represents reality and how to live.

All the SAT Idioms You Need Complete List

All the SAT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the SAT are different than most of the other grammar questions. Why? Idiom questions can't be figured out by applying a specific rule. You have to rely on your general knowledge of English and your familiarity with certain phrases. Because you’re likely to encounter a couple of idiom questions on the SAT Writing and Language subsection, I’ll provide you with some information about idioms that should help you raise your SAT score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common type of idiom questions on the SAT Writing and Language subsection. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough SAT idiom list to help guide your studying. Provide you with practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "at the drop of the hat," "beat around the bush," and "in over (one's) head." However, the SAT does not test you on these colloquial expressions. SAT Writing and Language idiom questions will test you on different types of idioms. How Are Idioms Tested in SAT Writing and Language? While the SAT does not test you on the figurative expressions I referenced above, the SAT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you're "interested in" something, not "interested at" something. You "focus on" something, not "focus at" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Because he laughed when his friend fell down, Justin was accused of being devoid at sympathy. You may encounter a sentence like this on your SAT. In the sentence, there is no violation of a specific grammar rule. However, "devoid at" is an idiom error. Why? Well, the correct phrase is "devoid of." The corrected version of the sentence looks like this: Because he laughed when his friend fell down, Justin was accused of being devoid of sympathy. The expression "devoid of" means without. Familiarity with the given expression greatly helps to identify an idiom error. There is another type of idiom that may be tested on the SAT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include running, jumping, and thinking. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to run, to jump, and to think. What are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable as being." The proper idiomatic expression is "mind being,"not "mind to be."For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it is acceptable to use an infinitive or a gerund. Here's an example: I struggle to do geometry. Or, you can also write: I struggle doing geometry. Both sentences are correct. Here is a sentence with an idiom error: Bob insists at being annoying. Do you recognize the idiom error? Do you know the right idiom? This is the corrected version of the sentence: Bob insists on being annoying. Again, there is no rule to learn that lets you know that the phrase should be "insists on being" instead of "insists at being." This is another example of an idiom error: Julietends being worrisome. Check out the sentence after the idiom error is corrected: Julie tends to be worrisome. The infinitive form should be used with the word "tends" instead of the gerund form. Now let's look at idiom questions from the SAT. Real Examples Here are a couple of idiom questions from the College Board's practice tests. Explanation:The infinitive "to be" is incorrectly used with the verb "serves." In this sentence, the proper idiomatic expression is "serves as." The correct answer is B. See if you can figure out this idiom question: Explanation: The correct idiomatic expression is "as a means of." The answer is B. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Those who have recently learned English have had less exposure to idiomatic expressions and can't learn all of the correct expressions by memorizing a rule. Why They're Easy Idiom questions are one of the few types of grammar questions where solely relying on what "sounds right" is likely to give you the right answer. These questions don't require you to understand and apply a rule. If you're familiar with the specific idioms that appear on your SAT, you can easily spot any idiom errors. SAT Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3:Keep a list of idioms that appear on practice tests. #4: Review and familiarize yourself with the list of idioms below. Complete List of SAT Writing Idioms While there are thousands of idioms in the English language, SAT idiom questions will most likely involveprepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the College Board’s practice tests are listed first. It's not practical for you to memorize every single idiom on this list. There will probably only be a couple of idiom questions on your SAT Writing and Language subsection. Spending numerous hours learning hundreds of idioms wouldn't be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the SAT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. Here's my thorough list of idioms: IDIOMS FROM SAT PRACTICE TESTS as a means of serve as wait for in order to be PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional Practice Congratulations on successfully making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the SAT. I've created some realistic SAT questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. Diligent research performed byeducation scholars indicatesthat moretime spent studying correlates frombetter educational outcomes. A. NO CHANGE B. of C. with D. Delete the underlined portion 2. Because she is extremelyprotective, Renee hopes to preventher younger sister formaking irresponsible decisions atparties. A. NO CHANGE B. to C. from D. at 3.After beinginterrogated bythe police for five hours, Ken admitted to beingguilty of racketeering and money laundering. A. NO CHANGE B. to be C. to having D. is 4.Even thoughshe was expected doingall of the domestic labor, Natasha wasunwilling to conformto traditional gender roles. A. NO CHANGE B. to do C. at D. having done Answers: 1. C, 2. C, 3. A, 4. B What's Next? Now that the maximum score for the SAT is a 1600, find out what's a good score on the new SAT. Find out how to find your target score. Finally, learn whether you should take the SAT or the ACT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

All the SAT Idioms You Need Complete List

All the SAT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the SAT are different than most of the other grammar questions. Why? Idiom questions can't be figured out by applying a specific rule. You have to rely on your general knowledge of English and your familiarity with certain phrases. Because you’re likely to encounter a couple of idiom questions on the SAT Writing and Language subsection, I’ll provide you with some information about idioms that should help you raise your SAT score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common type of idiom questions on the SAT Writing and Language subsection. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough SAT idiom list to help guide your studying. Provide you with practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "at the drop of the hat," "beat around the bush," and "in over (one's) head." However, the SAT does not test you on these colloquial expressions. SAT Writing and Language idiom questions will test you on different types of idioms. How Are Idioms Tested in SAT Writing and Language? While the SAT does not test you on the figurative expressions I referenced above, the SAT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you're "interested in" something, not "interested at" something. You "focus on" something, not "focus at" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Because he laughed when his friend fell down, Justin was accused of being devoid at sympathy. You may encounter a sentence like this on your SAT. In the sentence, there is no violation of a specific grammar rule. However, "devoid at" is an idiom error. Why? Well, the correct phrase is "devoid of." The corrected version of the sentence looks like this: Because he laughed when his friend fell down, Justin was accused of being devoid of sympathy. The expression "devoid of" means without. Familiarity with the given expression greatly helps to identify an idiom error. There is another type of idiom that may be tested on the SAT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include running, jumping, and thinking. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to run, to jump, and to think. What are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable as being." The proper idiomatic expression is "mind being,"not "mind to be."For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it is acceptable to use an infinitive or a gerund. Here's an example: I struggle to do geometry. Or, you can also write: I struggle doing geometry. Both sentences are correct. Here is a sentence with an idiom error: Bob insists at being annoying. Do you recognize the idiom error? Do you know the right idiom? This is the corrected version of the sentence: Bob insists on being annoying. Again, there is no rule to learn that lets you know that the phrase should be "insists on being" instead of "insists at being." This is another example of an idiom error: Julietends being worrisome. Check out the sentence after the idiom error is corrected: Julie tends to be worrisome. The infinitive form should be used with the word "tends" instead of the gerund form. Now let's look at idiom questions from the SAT. Real Examples Here are a couple of idiom questions from the College Board's practice tests. Explanation:The infinitive "to be" is incorrectly used with the verb "serves." In this sentence, the proper idiomatic expression is "serves as." The correct answer is B. See if you can figure out this idiom question: Explanation: The correct idiomatic expression is "as a means of." The answer is B. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Those who have recently learned English have had less exposure to idiomatic expressions and can't learn all of the correct expressions by memorizing a rule. Why They're Easy Idiom questions are one of the few types of grammar questions where solely relying on what "sounds right" is likely to give you the right answer. These questions don't require you to understand and apply a rule. If you're familiar with the specific idioms that appear on your SAT, you can easily spot any idiom errors. SAT Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3:Keep a list of idioms that appear on practice tests. #4: Review and familiarize yourself with the list of idioms below. Complete List of SAT Writing Idioms While there are thousands of idioms in the English language, SAT idiom questions will most likely involveprepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the College Board’s practice tests are listed first. It's not practical for you to memorize every single idiom on this list. There will probably only be a couple of idiom questions on your SAT Writing and Language subsection. Spending numerous hours learning hundreds of idioms wouldn't be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the SAT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. Here's my thorough list of idioms: IDIOMS FROM SAT PRACTICE TESTS as a means of serve as wait for in order to be PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional Practice Congratulations on successfully making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the SAT. I've created some realistic SAT questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. Diligent research performed byeducation scholars indicatesthat moretime spent studying correlates frombetter educational outcomes. A. NO CHANGE B. of C. with D. Delete the underlined portion 2. Because she is extremelyprotective, Renee hopes to preventher younger sister formaking irresponsible decisions atparties. A. NO CHANGE B. to C. from D. at 3.After beinginterrogated bythe police for five hours, Ken admitted to beingguilty of racketeering and money laundering. A. NO CHANGE B. to be C. to having D. is 4.Even thoughshe was expected doingall of the domestic labor, Natasha wasunwilling to conformto traditional gender roles. A. NO CHANGE B. to do C. at D. having done Answers: 1. C, 2. C, 3. A, 4. B What's Next? Now that the maximum score for the SAT is a 1600, find out what's a good score on the new SAT. Find out how to find your target score. Finally, learn whether you should take the SAT or the ACT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

All the SAT Idioms You Need Complete List

All the SAT Idioms You Need Complete List SAT / ACT Prep Online Guides and Tips Idiom questions on the SAT are different than most of the other grammar questions. Why? Idiom questions can't be figured out by applying a specific rule. You have to rely on your general knowledge of English and your familiarity with certain phrases. Because you’re likely to encounter a couple of idiom questions on the SAT Writing and Language subsection, I’ll provide you with some information about idioms that should help you raise your SAT score. In this post, I’ll do the following: Explain the concept of an idiom. Detail the most common type of idiom questions on the SAT Writing and Language subsection. Offer strategies to help you identify and correctly answer idiom questions. Give a thorough SAT idiom list to help guide your studying. Provide you with practice questions to test you on what you’ve learned. What Is an Idiom? Idioms are phrases or expressions that do not conform to simple rules. Each idiom, by definition, is unique. Most people think of idioms as expressions that often have figurative meanings different from their literal meanings. Examples of this type of idiom include "at the drop of the hat," "beat around the bush," and "in over (one's) head." However, the SAT does not test you on these colloquial expressions. SAT Writing and Language idiom questions will test you on different types of idioms. How Are Idioms Tested in SAT Writing and Language? While the SAT does not test you on the figurative expressions I referenced above, the SAT may test you on two types of idioms: prepositional idioms and idioms with gerunds/infinitives. Prepositional Idioms For prepositional idioms, you must know which prepositions to use with a given word based on the context of the sentence. For example, you should say that you're "interested in" something, not "interested at" something. You "focus on" something, not "focus at" something. There is no rule to determine the correct preposition to use. You must be familiar with the phrase or rely on what you think "sounds right." Here's an example sentence with a prepositional idiom: Because he laughed when his friend fell down, Justin was accused of being devoid at sympathy. You may encounter a sentence like this on your SAT. In the sentence, there is no violation of a specific grammar rule. However, "devoid at" is an idiom error. Why? Well, the correct phrase is "devoid of." The corrected version of the sentence looks like this: Because he laughed when his friend fell down, Justin was accused of being devoid of sympathy. The expression "devoid of" means without. Familiarity with the given expression greatly helps to identify an idiom error. There is another type of idiom that may be tested on the SAT. Idioms with Gerunds or Infinitives Gerunds are verbs that are used as nouns and end in "ing." Examples of gerunds include running, jumping, and thinking. Infinitives are verbs used as nouns and are constructed by using the word "to" plus a verb. Examples of infinitives include to run, to jump, and to think. What are some examples of idioms with gerunds or infinitives? The correct phrase is "capable of being," not "capable as being." The proper idiomatic expression is "mind being,"not "mind to be."For these types of idioms, you need to know which preposition to use and whether to use a gerund or an infinitive. With some idioms, depending on the context, it is acceptable to use an infinitive or a gerund. Here's an example: I struggle to do geometry. Or, you can also write: I struggle doing geometry. Both sentences are correct. Here is a sentence with an idiom error: Bob insists at being annoying. Do you recognize the idiom error? Do you know the right idiom? This is the corrected version of the sentence: Bob insists on being annoying. Again, there is no rule to learn that lets you know that the phrase should be "insists on being" instead of "insists at being." This is another example of an idiom error: Julietends being worrisome. Check out the sentence after the idiom error is corrected: Julie tends to be worrisome. The infinitive form should be used with the word "tends" instead of the gerund form. Now let's look at idiom questions from the SAT. Real Examples Here are a couple of idiom questions from the College Board's practice tests. Explanation:The infinitive "to be" is incorrectly used with the verb "serves." In this sentence, the proper idiomatic expression is "serves as." The correct answer is B. See if you can figure out this idiom question: Explanation: The correct idiomatic expression is "as a means of." The answer is B. Why Are Idiom Questions Difficult/Easy? Why They're Difficult Idiom questions can be challenging because other grammar questions follow specific rules or patterns that can be applied to all sentences. Idiom questions test your knowledge of specific idiomatic expressions. Literally, there are thousands of idioms. It's not practical to try to remember each one. Furthermore, ESL students are less likely to be able to identify idiom errors. Those who have recently learned English have had less exposure to idiomatic expressions and can't learn all of the correct expressions by memorizing a rule. Why They're Easy Idiom questions are one of the few types of grammar questions where solely relying on what "sounds right" is likely to give you the right answer. These questions don't require you to understand and apply a rule. If you're familiar with the specific idioms that appear on your SAT, you can easily spot any idiom errors. SAT Tips for Idiom Questions #1: If a preposition, gerund, or infinitive is underlined, check for idiom errors. #2: The question may be testing idioms if the answer choices are all prepositions. #3:Keep a list of idioms that appear on practice tests. #4: Review and familiarize yourself with the list of idioms below. Complete List of SAT Writing Idioms While there are thousands of idioms in the English language, SAT idiom questions will most likely involveprepositional idioms or idioms with gerunds/infinitives. I've listed some of the more common prepositional idioms and idioms with gerunds/infinitives to help guide your studying. Idioms that have appeared on questions in the College Board’s practice tests are listed first. It's not practical for you to memorize every single idiom on this list. There will probably only be a couple of idiom questions on your SAT Writing and Language subsection. Spending numerous hours learning hundreds of idioms wouldn't be the best use of your study time. However, I do recommend that you review this list periodically to become more familiar with these phrases. Thinking about proper idiom construction should benefit you when you encounter idiom questions on the SAT. You'll improve your intuitive grasp of idioms and be able to better recognize idiom errors. Here's my thorough list of idioms: IDIOMS FROM SAT PRACTICE TESTS as a means of serve as wait for in order to be PREPOSITIONAL IDIOMS About anxious about ask about bring about curious about hear about think about talk about worry about Against adviseagainst argue against count against decide against defend against go against rebel against As celebrate as regard as see as view as At aim at arriveat laugh at look at succeedat By accompanied by amazed by confused by followed by go by impressed by organized by struck by For advocate for ask for blame for famous for known for last for meant for named for necessary for pay for ready for responsible for tolerance for strive for wait for watch for From abstain from different from excuse from far from obvious from protect from Into enter into lookinto inquire into read into In engage in fall in love in Aas inB interested in succeed in take in On base on draw on focus on impose on insist on move on prey on rely on Over argue over ruleover talk over thinkover Of approve of capable of certainof characteristic of combination of A and B cure of deprive of die of a fan of in danger of in the hope of in recognition of made up of a model of an offer of on the border of remind of a selection of a source of suspicious of take advantage of an understanding of a wealth of To able to accustomed to adapt to adhere to admit to adjacent to agree to as opposed to belong to central to come to contribute to devoted to in addition to in contrast to listen to object to prefer Ato B partial to reluctant to reply to see to similar to a threat to try to (NOT try and) unique to With agree with bargain with correlate with familiar with identify with in keeping with interfere with sympathize with trust with GERUNDS VS. INFINITIVES Verbs Followed by a Gerund accuse of admire for allow appreciate capable of complete concentrate on confess to consider delay describe discourage from discuss dislike effective at enjoy escape finish forbid imagine insist on permit plan on postpone refrain from report resent resume stop tolerate PrepositionsFollowed by a Gerund before after without Verbs Followed by an Infinitive agree attempt choose condescend dare decide deserve encourage expect fail intend love mean neglect offer plan prepare promise refuse scramble seem strive swear tend threaten want Additional Practice Congratulations on successfully making it to this point in the article! I know that was a long list. By now, you should understand the concept of idioms and how idioms are tested on the SAT. I've created some realistic SAT questions on idioms for you. Consider the proper construction of idiomatic expressions and try to answer these questions without referring to the list above. 1. Diligent research performed byeducation scholars indicatesthat moretime spent studying correlates frombetter educational outcomes. A. NO CHANGE B. of C. with D. Delete the underlined portion 2. Because she is extremelyprotective, Renee hopes to preventher younger sister formaking irresponsible decisions atparties. A. NO CHANGE B. to C. from D. at 3.After beinginterrogated bythe police for five hours, Ken admitted to beingguilty of racketeering and money laundering. A. NO CHANGE B. to be C. to having D. is 4.Even thoughshe was expected doingall of the domestic labor, Natasha wasunwilling to conformto traditional gender roles. A. NO CHANGE B. to do C. at D. having done Answers: 1. C, 2. C, 3. A, 4. B What's Next? Now that the maximum score for the SAT is a 1600, find out what's a good score on the new SAT. Find out how to find your target score. Finally, learn whether you should take the SAT or the ACT. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: