Adolf Hitler And The Nazi Party - 1988 Words

Adolf Hitler officially took political action to advance with his plans of world domination with his creation of the Enabling Act. He took all the governmental powers away from the Reichstag and distributed them to himself and his cabinet. By creating the Enabling Act, he had given himself the ability to create doctrines, control the budget and approve treaties. Hitler removed the legal power that the German government possessed and gave it to himself which have him the upper hand in the situation. Adding onto his ignorance, he initially arrested anyone who attempted to defy the bill, proving that he would let no man get in his way. After the bill was passed, Hitler suppressed all other political alliances other than the Nazi Party, to ultimately show that the Nazi’s were the only worthy faction in Germany. As Hitler progressed in status and power, so did the discriminatory laws protecting his beloved Germans against the dangerous opposition. The Nuremberg Laws of 1935 separated the Germans and Jews, majorly affecting the citizens lives as this was the first legality put in place to control the Jews daily lives. Within the Nuremberg Laws, the Reich Citizenship law was created which legally differentiated the two races, as if it was a sign to prove that the Germans should know that they were superior to the Jews. The law stated, â€Å"A citizen of the Reich is that subject only who is of German or kindred blood and who, through his conduct, shows that he is both desirous and fitShow MoreRelatedAdolf Hitler And The Nazi Party889 Words   |  4 PagesIn 1933, Adolf Hitler was legally named chancellor of Germany by President Paul von Hindenburg. In the following years, Hitler would take power as Fà ¼hrer and the Nazi party would create laws that pretty much allowed them to kill eleven mi llion people. While the anti-semitic laws and the laws against â€Å"undesirables† were horrible, they were still laws. The truth of the matter was that Hitler belonged to the Nazi party and it was a legitimate political party with a substantial following; and their lawsRead MoreAdolf Hitler And The Nazi Party2566 Words   |  11 PagesAs the Nazi Party took power in the early 1930’s, the whole world was entering a depression. By the early 1930’s, fascist policy seeped into German government and brought Germany out of a deep recession. In the early 1930’s, Keynesian thought was emerging and Germany was amidst recovery from reparations for World War I and required a strong government to get them out of it. The Nazi party believed that in order to get themselves out of recession, they needed to first bring the unemployment rateRead MoreAdolf Hitler And The Nazi Party2747 Words   |  11 PagesAdolf Hitler and his Nazi Party saw their acquisition of power in 1933 as more than simply a change of government. To the Nazis it represented the start of a transformation of German society in accordance with their ideology of National Socialism. This focused on all Germans, regardless of class or income, working for the national good as part of the Volksgemeinschaft, the People’s Community. In the period from 1933 to 1939, the Nazis ultimately achieved consensus in creating the VolksgemeinschaftRead MoreAdolf Hitler And The Nazi Party1333 Words   |  6 PagesHitler as Chancellor In January 1933, Adolf Hitler capitalized on his appointment to Chancellor as a new government began forming around him. Conservative politicians responsible for placing him in power had envisioned a way to harness Hitler and the Nazi party (also known as the National Socialist German Workers’ Party) to establish an authoritarian government by replacing the republic. Hitler, recognizing the circumstances, masterfully established his own totalitarian regime and maintained completeRead MoreAdolf Hitler : The Leader Of The Nazi Party905 Words   |  4 PagesAdolf Hitler was a German politician who was the leader of the Nazi Party, He was the Chancellor of Germany from 1933 to 1945, and Fà ¼hrer of Nazi Germany from 1934 to 1945. As dictator of the Germany, he started World War II in Europe with the invasion of Poland in September 1939, and was the leader to the Holocaust. Born: Apr 20, 1889 Died: Apr 30, 1945 Height: 5 9 (1.75 m) Spouse: Eva Braun (1945-1945) Children: Jean-Marie Loret (Son) Founded: Nazi Party, Schutzstaffel, Hitler Youth, GestapoRead MoreAdolf Hitler, The Leader Of The Nazi Party1153 Words   |  5 PagesAdolf Hitler, the leader of the Nazi Party, had his army kill 6-11 million people. These victims varied from gypsies, homosexuals, handicapped, Jews, and more. As stated by Adolf on his autobiography Mein Kampf, he believed that he was doing God’s work by exterminating the Jews. â€Å"...By defending myself against the Jew, I am fighting for the work of the Lord.† (Mein Kampf). His early life, education, and military training all have a crucial role in his rise to power during WWII. Hitler was born onRead MoreAdolf Hitler and The Nazi Party Essay594 Words   |  3 Pagesin history. It was in 1933 that Adolf Hitler was given power; as he was a part of the Nazi grouping in the Reichstag, the largest of the groups in the government by 1932. This meant the Nazis had both the majority and the power. In an attempt to regain power and trust, President Hindenburg and the former temporary chancellor, Papen, decided to confront the Nazi party and allow Hitler to become vice chancellor if the group would become allies with the two. Hitler was dissatisfied and requested toRead MoreAdolf Hitler And His Nazi Party2070 Words   |  9 Pages Adolf Hitler and his Nazi party are key in the story of the modern Jewish plight within central Europe. Despite a vast number of the laws passed within Nazi Germany and then Nazi occupied Europe being applicable to the Jewry of Germany, and Europe it is clear that it was not exclusively for the Jews and the effect of this was not worse for one or another. However, this essay endeavours to discuss the main characteristics of the Nazi poli cies on the Jewish population and it is easy to see that theRead MoreThe Impact Of Adolf Hitler And The National Socialist Nazi Party1284 Words   |  6 PagesThe Nazi Party, also known as the National Socialist German Worker’s Party, was led by Adolf Hitler from 1933 to 1945. Hitler became a member of the party the year that it was founded in 1919 and became the leader in 1921. In January of 1933, Hitler was the legal official and the Nazi Party became government. Together they took on total power of Germany. Because Hitler had so much power, he made the people of his country believe that the reason they had lost World War 1 was because of the Jews. HeRead MoreEssay about Adolf Hitler: Leader of the Nazi Party578 Words   |  3 PagesAdolph Hitler, the leader of the Nazi party, rose to power in the mid 1920s. He was a gifted speaker and very much anti-semitic. When he started his political career, he was really a nobody. Through a series of fortunate coincidences he caugh t the eye of the powers that be in the party. He was a powerful speaker and was able to recuit a lot of new members to the party. He was such an asset that he was able to force himself higher and higher up in the organization or he threatned to leave the party

Taking a Look at Eating Disorders - 1708 Words

EATING DISORDERS Introduction: Eating disorders are conditions characterized by abnormal eating habits that include excessive or insufficient food eating habits that hampers a person’s mental as well as physical health. Anorexia nervosa and bulimia nervosa are the most common types. Others are binge eating disorder and eating disorder not otherwise specified. Classification: †¢ Anorexia nervosa (AN), †¢ Bulimia nervosa (BN), †¢ Eating disorders not otherwise specified †¢ Binge eating disorder (BED) or compulsive overeating, †¢ Pica The two most common types, Anorexia nervosa and Bulimia nervosa are described below: Anorexia Nervosa: Anorexia nervosa (AN) is a psychiatric disorder with severe physiological consequences, characterized by the inability or refusal to maintain a minimally normal weight. Patients have a profoundly disturbed body image as well as an intense fear of weight gain despite being moderately to severely underweight. Diagnostic criteria for anorexia nervosa include the following: †¢ Restriction of energy intake relative to requirements, leading to a significantly low bodyweight in the context of age, sex, developmental trajectory, and physical health. †¢ Significantly low weight is defined as a weight that is less than minimally normal or, for children and adolescents, less than that minimally expected. †¢ Intense fear of gaining weight or of becoming fat, or persistent behavior that interferes with weight gain, even though at a significantly lowShow MoreRelatedTaking a Look at Eating Disorders567 Words   |  2 PagesEating Disorders Physical exercise is inarguably healthy for the normal body functions as well as the overall good physical health. Consequently, many people take exercises to achieve the ultimate benefit of good health. However, a compulsive or compensatory need to take exercise could be an indicator of underlying problem of disordered eating habits. It pragmatic to monitor one’s exercising habits in order to increase chances of early detection of any underlying disordered eating habits. TraditionallyRead MoreTaking a Look at Eating Disorders Essay1107 Words   |  5 Pagesstarts to rule your life, eating proportions or habits, and thoughts- you might be in the beginning stages of an eating disorder. Eating Disorders are circumstances where there are strange or peculiar eating routine where there is too much or too little food intake for the lack of benefit to the person’s mental and physical health. Linked from Anorexia are some of the most common types of eating disorders such as Bulimia, anorexia, and binging. All of these eating disorders fall back onto excessiveRead MoreEating Disorders Are A Worldwide Problem1676 Words   |  7 Pages Are Eating Disorders are a worldwide problem? There are 3 types of eating disorders: Anorexia Nervosa, the fear of gaining weight or becoming fat, Bulimia Nervosa, the act of binge eating then purging or vomiting, and Binge Eating Disorder, eating until uncomfortably full in one sitting. The most common ones are Anorexi a Nervosa and Bulimia Nervosa. Even though they have become more common in the 20th century, the first cases of eating disorders were in the Western world and dated from the 12thRead MoreEssay on Health of the Female Population Endangered by Media1008 Words   |  5 Pageswomen and the way that they think about themselves and how they should look. This portrayal of unattainable beauty has effect women and young adolescent girls the most. The number one wish for girls ages 11 to 17 is to be thinner, and girls as young as five have expressed fears of getting fat (Tiggemann, 1996). The medias usage of ultra thin and beautiful models are leading to eating disorders and depression and other mental disorders in women. Robin Gerber who is a motivational speaker and author saysRead MoreAnorexia has many negative effects as well. According to the University of Maryland Medical Centers1700 Words   |  7 PagesAnorexia has many negative effects as well. According to the University of Maryla nd Medical Centers article Eating Disorders, â€Å"Anorexia nervosa can increase the risk for serious health problems such as: hormonal changes including reproductive, thyroid, stress, and growth hormones, heart problems such as abnormal heart rhythm, electrolyte imbalance, fertility problems, bone density loss, anemia, and neurological problems.† Anorexia can severely affect a person internally. The continuous lack of nutrientsRead MoreAnorexia Bulimia: Why Are American Teens Starving Themselves?1533 Words   |  7 Pagesstarts taking image to the extreme and starts harming themselves by starving themselves. More and more teenagers are becoming anorexic and bulimic and it is not only affecting girls but boys are starting to come out and say they have an eating disorder. Anorexia and bulimia is a disorder that can not be taken lightly and needs to have more focus and the dangers to be taught to youth. Anorexia and bulimia sometimes are thought of as the same, they are not. Anorexia is an eating disorder, markedRead MoreEating Disorders and the Media941 Words   |  4 PagesAccording to the National Association of Anorexia Nervosa and Associated Disorders, â€Å"the body type portrayed in advertising as the ideals is possessed naturally by only 5% of American females.† (â€Å"ANAD†) Body image has been a controversial theme because of the influence of the media. It is a widely known fact that eating disorder cases are on the rise. The concept of body image is a subjective matter. The common phrase, â€Å"Beauty is in the eyes of the beholder,† holds true meaning in this sense. One’sRead MoreThe Problem Of Teenage Girls1343 Words   |  6 Pagesastronomically high. Females this young should not have to worry about things as superficial as looks at this age. Teenage years are supposed to be the best years of a person’s life and time should not b e wasted on worrying about body image. The pressure imposed on teenage females to adhere to a fictional standard of beauty has many negative consequences including: eating disorders, low self-esteem, and mental disorders. Teenage girls are targeted by the media the most. Ads showing thin, successful womenRead MoreExcessive Weight Loss Teenage Girls898 Words   |  4 PagesShe desires beauty, but does not look like â€Å"them† therefore she is not beautiful. She fits into her clothes, but the sizes do not fit the standard. She passes up the toast for breakfast, the hamburger for lunch and the Chinese takeout for dinner. She sweats daily so that someday she will not have to sweat it at all. She looks at the scale unsatisfied knowing twenty pounds is not enough. She, along with millions of teenage girls feel pressured to build or maintain the perfect body. Thoughts on howRead MoreEssay on The Unrealistic Concepts of Female Beauty858 Words   |  4 Pagesof perfection. What girl would not want to look like them? Unfortunately, a number of girls want to be just like them. Every year, millions of people are hurting themselves trying to be carbon copies of these sex symbols. The media presents socie ty with unrealistic body types promoting people, especially women, to look like them. In this day and age there have been an increasingly high rate of eating disorders. The trend of turning to these eating disorders to maintain that perfect, â€Å"accepted† body

MATERIAL SAFETY DATA SHEET WOMEN A Chemical Analysis ELEMENT Woman S Essay Example For Students

MATERIAL SAFETY DATA SHEET WOMEN: A Chemical Analysis ELEMENT: Woman S Essay MATERIAL SAFETY DATA SHEETWOMEN: A Chemical Analysis ELEMENT:Woman SYMBOL:WO DISCOVERERAdam ATOMIC MASS: Accepted as 118 lbs, known to vary from 110 to 550 lbs. OCCURRENCE: Copious quantities throughout the world. PHYSICAL PROPERTIES: 1. Surface usually covered with a painted film. 2. Boils at nothing, freezes without reason. 3. Melts if given special treatment. 4. Bitter if incorrectly used. 5. Found in various states ranging from virgin metal to common ore. 6. Yields to pressure applied to correct points. CHEMICAL PROPERTIES: 1. Has great affinity for gold, silver, platinum and precious stones. 2. Absorbs great quantities of expensive substances. 3. May explode without prior warning and for no known reason. 4. Insoluble in liquids, but activity greatly increased by alcohol. 5. Most powerful money-reducing agent known to man. COMMON USES: 1. Highly ornamental, especially in sports cars. 2. Can be a great aid to relaxation. TESTS: 1. Pure specimen turns rosy pink when discovered in natural state. 2. Turns green when placed beside a better specimen. HAZARDS: 1. Highly dangerous except in experienced hands. 2. Illegal to possess more than one at a time.

The Fool In King Lear Essays - British Films, English-language Films

The Fool In King Lear The Fool in King Lear There has always been a perpetual jester in a kingly court. Often he has provided entertainment via his superficial jokes and has won the good graces of his master by creating an atmosphere of ebullience and joviality. Rarely has there existed a fool of such vivacious and rudiment cruelty, practicality and unprecedented common sense as the fool of William Shakespeare's King Lear. This fool is blessed with a mellifluous voice of nonsensical reason, which he uses throughout the play as a function of perpetuating Lear's madness to the point of a complete metamorphosis and the conception of clarity of mind. The fool's original and supposed role is that of entertainer; although Lear's Fool is a more convoluted version, as he is an ironical paradox of love, cruelty and is filled with didactic perspicacity. One is able to see his practicality, as well as his affection for Lear when he urges the King to come out of the storm: ?Good nuncle, in, and ask thy daughters blessing.? (III, ii, 11) The Fool primarily recognizes the severity of the storm, and advises Lear to forget his pride, so that he may enjoy a comfortable surrounding. ?Here's a night pities neither wise men nor fools? (III, ii, 12) is the subsequent line, which contains a subjective insult; whereby the distinction of who is the wise man and who is the fool is dubitable. A direct affront to the King, one that is immersed in truth and sagacity, occurs in Act I, Scene IV when the Fool proclaims to Lear: ?I had rather be any kind o'thing than a fool, and yet I would not be thee, nuncle.? (I, iv, 176) This comment is contrived due to Lear's folly in partitioning the kingdom, his relinquishment of his land, and the sanction for his daughters to take power. The Fool attempts to make Lear ascertain his folly, but it is too early for such cognizance. When he realizes this, the Fool tells Lear: ?I am better than thou art now. I am a fool, thou art nothing.? (I, iv, 184) By pointing out his superiority to the King, he cruelly underscores Lear's senility, while returning to the continuous theme of ?nothing,? constructed wholly by Lear. The gratuitous quality of his comments, as well as Lear's seeming disregard for them and his continuous insistence of treating the Fool as though he were his child accentuate the Fool's cruelty. The Fool acts as a way to quantify the king's sanity. Lear's madness (increases) overtly throughout the play, and the fool's presence emphasizes the moments where an alteration in Lear's state of mind in revealed. At the end of Act 1, Lear almost strikes the fool after he tells the king: ?Thou shouldst not have been old till thou hadst been wise.? (I, v, 41) The Fool, however, is under the aegis of the gods as discussed earlier, so Lear would in fact be mad if he were to abuse him. Lear suddenly backs off, revealing a semblance of some sanity, and then professes: ?Let me not be mad, not mad, sweet heaven!? (I, v, 43) In a similar declaration, Lear says: ?O Fool, I shall go mad.? (II, ii, 475) after he speaks of committing revenge upon his daughters. The Fool has been silent for some time, as it seems that Lear owns the necessary insight to perceive the future - a role which the Fool has previously made his own. Lear's fool is untouchable as the insightful, wise and holy fool who is under the protection of the gods or some prophetic powers, and is the ?all licensed jester.? Child-like in his character, loved, pampered and indulged he enjoys the King's good graces despite his continuous devastating remarks. He often tells Lear ?I'll teach you? or ?you were foolish and still are.? This omnipresent exhibition of superiority of a jester over his king could be punished; instead it is embraced. The fool talks to the king as though Lear was his fool: Fool: Dost thou know the difference, my boy, between a bitter fool and a sweet one? Lear: No, Lad, teach me. Lear joins in the game by allowing it

The Best Way to Study SSAT Vocabulary

The Best Way to Study SSAT Vocabulary SAT / ACT Prep Online Guides and Tips If you’re taking the SSAT, you’ll need to have a good vocabulary in order to do well on the test. It can be difficult to find good SSAT vocab resources, but we’re here to help!In this guide, we explain the three main ways vocab is tested on the SSAT (with sample questions), go over the top resources to help you find SSAT vocab words, and give you advice on the best way to study those vocab words. How Important Is Vocabulary for the SSAT? Vocabulary is a key part of the SSAT and one of the main areas it tests.There are three levels of the SSAT depending on the grade you’re in. (Students take the test based on their current grade, not the grade they’ll be entering next year.) Elementary for students in grades 3 and 4 Middle for students in grades 5 through 7 Upper for students in grades 8 through 11 Each version of the SSAT includes questions on vocabulary. The SSAT has three main sections: verbal, quantitative, and reading comprehension. Vocabulary questions will primarily appear in the verbal section of the test, with some more indirect vocab questions in the reading comprehension section. There are three types of vocab questions on the SSAT. We explain each of them below and include a practice question so you can get a better idea of the types of vocab questions to expect on the test. Synonyms Synonym questions test vocab by giving a word and asking you to choose its synonym from five options. The questions feature words from various subjects including science, technology, and social studies. Here’s a sample synonym question from an Elementary-level SSAT. DISTURB amuse support bother complete Declare The correct answer is C. Analogies For analogy questions, you’ll need to make comparisons between two words or phrases. The relationship might be that of synonyms, antonyms, homonyms, or part to whole, to give a few examples. The words may also fall into similar categories or share certain characteristics. Here’s a sample Middle-level analogy question. Translucent is to opaque as light is to (A) sun(B) dull(C) lamp(D) candle(E) darkness The correct answer is E. Reading Comprehension Questions You also need a strong vocabulary to do well on certain reading comprehension questions. These questions won’t directly ask you about vocab, but you’ll need to know the definitions of the words they mention in order to understand the question and answer it correctly. Directions: Read the passage carefully and then answer the questions about it. For eachquestion, decide on the basis of the passage which one of the choices best answers thequestion. We had a consuming desire to see a pony rider, but somehow or other all that passed us streaked by in the night, and so we heard only a whiz and a hail, and the swift phantom was gone. But now the driver exclaims: "Here he comes!" Every neck is stretched and every eye strained. Away across the endless dead level of the prairie a black speck appears.Soon it becomes a horse and rider, rising and falling, sweeping nearer and nearer, and the flutter of hoofs comes faintly to the ear. Another instant a whoop and hurrah from our upper deck, a wave of the rider's hand, but no reply, and man and horse burst past our excited faces and go winging away like a belated fragment of a storm! At the driver’s call, the people became more eager puzzled hysterical frightened disappointed The correct answer is A. In this question, you aren’t directly asked for the definition of the word, but you’d need to know what all five of the answer choices mean in order to get the question right. Where Can You Find SSAT Vocabulary Practice? Even though vocabulary is an important part of the SSAT, the makers of the test don’t produce any official vocab lists you can study from. However, there are still plenty of resources you can use to study SSAT vocab. In this section we discuss both official and unofficial sources. Official Sources Even though there aren't many official SSAT vocab resources, the vocab materials they do provide can be helpful to use. You can purchase official study materials on the SSAT website, and you’ll also be given the option of buying these materials when you register for the test. Official SSAT vocab practice materials include sample questions for each of the three question types we discussed above, as well as videos you can watch that explain the different question types and how to answer them. For Middle and Upper-Level SSAT students, you can purchase the official prep book for $37 or an online version of the official prep book along with the online videos for $69.95.The Elementary-Level SSAT prep materials can be downloaded for free but don’t include any videos. These resources don’t include word lists, but you can use the practice questions to get a better idea of the types of words the SSAT will test you on and what the vocab questions are like. Unofficial Prep Books There are also plenty of helpful unofficial sources to help you study for SSAT vocab. Here are some of the top SSAT prep books. Ivy Global Ivy Global sells three vocab books, each containing over 100 words useful to know for the Middle and Upper-Level SSAT.While high-quality, these books aren’t cheap. Each book costs about $27, which is quite a bit for what is basically a vocab list with definitions. Kaplan Kaplan’s SSAT prep book costs about $15, and it contains a vocab list for each of the three SSAT levels. If you’re trying to save money, you can often find older versions of the prep book that cost less, and they’ll still have the same SSAT words in their vocab lists. Princeton Review Similar to Kaplan, Princeton Review’s Cracking the SSAT and ISEE is also about $15 and contains vocab lists for the different SSAT levels. Unofficial Online Lists There are also lots of websites and online lists with SSAT vocab resources. These can be a great resource and many of them, including the three below, are free, but make sure the resource seems high quality or you could end up wasting time studying unhelpful words. Use other resources first so you can get a sense of what kinds of vocab words you should be studying before you use these resources. Ivy Global In addition to their prep books, Ivy Global also offers a free SSAT vocabulary PDF of 75 words for Middle and Upper-SSAT students. This is a great free resource that you should definitely make use of if you’ll be taking the Middle or Upper SSAT. Varsity Tutors Varsity Tutors has flashcards to help students study verbal questions for each of the three SSAT levels. These are mostly sample questions, not vocab word lists, but they can still be a useful resource. Quizlet Quizlet has a set of nearly 500 SSAT vocab flashcards. These can be a useful resource, but remember that they’re user created so they may not be as accurate as other resources, and the words aren’t organized based on SSAT level. How to Make and Use SSAT Vocabulary Flashcards Once you have your SSAT vocabulary list, you can start studying with them. You can make physical flashcards with note cards (our recommendation) or use a website like Quizlet to create a deck online.We recommend using the waterfall method to study your flashcards. If you’re not sure what the waterfall method is, we break it down for you below. Once you have your SSAT words, go through the complete flashcard deck. For each card whose definition you know easily, you’ll put it in a â€Å"Know It† pile. If you don’t know the definition of a particular SSAT vocab word, put it in a â€Å"Struggled† pile. After you’ve gone through each of the cards once, pick up your â€Å"Struggled† pile. You’ll now go through this pile again. For words where you know the definition, place them in a second â€Å"Know It† pile next to (but not combined with) the first â€Å"Know It† pile. For words you don’t know, make a new â€Å"Struggled† pile. Repeat this process, placing new â€Å"Know It† piles in a row from left to right. This creates your waterfall. Repeat this process until the â€Å"Struggled† pile has only a few words left. Now, you’ll move back up the waterfall. Starting with the most recent â€Å"Struggled† pile, go through the flashcards until you know all the words in the pile. Then, add the most recent (the rightmost) â€Å"Know It† pile. Go through those words. If you miss any, go through the entire pile again until you get all of them right. Go through those words.If you miss any words, go through the entire pile you currently have again until you get all of the words right.It may take awhile to get through the entire pile, but this method will guarantee that you learn those SSAT words! Continue this process until you get all the way back up the waterfall. This is the best method to study vocab flashcards because you’ll spend the majority of your time reviewing the words you struggle the most with, as opposed to just studying the entire stack over and over. Summary: SSAT Vocabulary Practice Vocabulary is an important part of the SSAT, and you’ll see several types of vocab questions in the Verbal and Reading sections of the exam.It can be difficult to find a high-quality SSAT vocabulary list though, but we’ve compiled several resources you can use, including official study materials, unofficial prep books, and websites. Flashcards are the best way to study SSAT vocabulary words, and we recommend using the waterfall method when studying to memorize the words more quickly. What's Next? Want to learn more about what's covered on the Elementary, Middle, and Upper-level tests?Then be sure to readour complete guide to the SSAT. Looking for free materials to use for SSAT practice?We've gathered links tothe best free SSAT practice tests here. How do you register for the SSAT?Learn all the info you need to know in our step-by-step guide to SSAT registration. Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Drilling Into Faults

Drilling Into Faults Geologists are daring to go where they once could only dream of going- right to the places where earthquakes actually happen. Three projects have taken us into the seismogenic zone. As one report put it, projects like these put us at the precipice of quantum advances in the science of earthquake hazards. Drilling the San Andreas Fault at Depth The first of these drilling projects made a borehole next to the San Andreas fault near Parkfield, California, at a depth of about 3 kilometers. The project is called the San Andreas Fault Observatory at Depth or SAFOD, and its part of the much larger research effort EarthScope. Drilling began in 2004 with a vertical hole going down 1500 meters then curving toward the fault zone. The 2005 work season extended this slanting hole all the way across the fault, and was followed by two years of monitoring. In 2007 drillers made four separate side holes, all on the near side of the fault, that are equipped with all kinds of sensors. The chemistry of fluids, microearthquakes, temperatures and more are being recorded for the next 20 years. While drilling these side holes, core samples of intact rock were taken that cross the active fault zone giving tantalizing evidence of the processes there. Scientists kept up a website with daily bulletins,  and if you read it youll see some of the difficulties of this kind of work. SAFOD was carefully placed at an underground location where regular sets of small earthquakes have been happening. Just like the last 20 years of earthquake research at Parkfield, SAFOD is aimed at a part of the San Andreas fault zone where the geology seems to be simpler and the faults behavior more manageable than elsewhere. Indeed, the whole fault is considered to be easier to study than most because it has a simple strike-slip structure with a shallow bottom, at about 20 km depth. As faults go, it is a rather straight and narrow ribbon of activity with well-mapped rocks on either side. Even so, detailed maps of the surface show a tangle of related faults. The mapped rocks include tectonic splinters that have been swapped back and forth across the fault during its hundreds of kilometers of offset. The patterns of earthquakes at Parkfield have not been as regular or simple as geologists had hoped, either; nevertheless SAFOD is our best look so far at the cradle of earthquakes. The Nankai Trough Subduction Zone In a global sense the San Andreas fault, even as long and active as it is, is not the most significant type of seismic zone. Subduction zones take that prize for three reasons:    They are responsible for all the largest, magnitude 8 and 9 earthquakes we have recorded, such as the Sumatra quake of December 2004 and the Japan earthquake of March 2011.Because they are always under the ocean, subduction-zone earthquakes tend to trigger tsunamis.Subduction zones are where lithospheric plates move toward and underneath other plates, on their way into the mantle where they give rise to most of the worlds volcanoes. So there are compelling reasons to learn more about these faults (plus many more scientific reasons), and drilling into one is just within the state of the art. The Integrated Ocean Drilling Project is doing that with a new state-of-the-art drillship off the coast of Japan. The Seismogenic Zone Experiment, or SEIZE, is a three-phase program that will measure the inputs and outputs of the subduction zone where the Philippine plate meets Japan in the Nankai Trough. This is a shallower trench than most subduction zones, making it easier for drilling. The Japanese have a long and accurate history of earthquakes on this subduction zone, and the site is only a days ship travel away from land. Even so, in the difficult conditions foreseen the drilling will require a riser- an outer pipe from the ship to the sea floor- to prevent blowouts and so that the effort can proceed using drilling mud instead of seawater, as previous drilling has used. The Japanese have built a brand-new drillship, Chikyu (Earth) that can do the job, reaching 6 kilometers below the sea floor. One question the project will seek to answer is what physical changes accompany the earthquake cycle on subduction faults. Another is what happens in the shallow region where soft sediment fades into brittle rock, the boundary between soft deformation and seismic disruption. There are places on land where this part of subduction zones is exposed to geologists, so results from the Nankai Trough will be very interesting. Drilling began in 2007.   Drilling New Zealands Alpine Fault The Alpine fault, on New Zealands South Island, is a large oblique-thrust fault that causes magnitude 7.9 earthquakes every few centuries. One interesting feature of the fault is that vigorous uplift and erosion have beautifully exposed a thick cross-section of the crust that provides fresh samples of the deep fault surface. The Deep Fault Drilling Project, a collaboration of New Zealand and European institutions, is punching cores across the Alpine fault by drilling straight down. The first part of the project succeeded in penetrating and coring the fault twice just 150 meters below the ground in January 2011 then instrumenting the holes. A deeper hole is planned near the Whataroa River in 2014 that will go down 1500 meters. A public wiki serves past and ongoing data from the project.

Socrates View on Freud's Civilization and Its Discontents Term Paper

Socrates View on Freud's Civilization and Its Discontents - Term Paper Example In dealing with the reality, it may have become typical for the ego of a man to necessitate separating itself from the harsh truth of real inevitable circumstances, yet Freud must add that it is also through having a sense of genuine community, or of acknowledging the value of socialization and the distinct characteristic of companionship that would help resolve the alienating trait of the ego. To some extent, Freud may be met more than halfway in his claim that ego bears the counter potential of developing for itself an attribute which would make it become capable of securing happiness and fulfillment later on. This is the point where he provides adequate discourse of civilization and the tensions associated with the inner struggle of each individual to cope with its influence. However, Freud appears to draw inference at reducing this effort on arguing that the purpose of life executes fundamentally around the pleasure principle, designating projected human ends to a rather limited cause of shifting out of the cycle of consuming displeasure. It would have been better if, in the process of finding settlement with happiness and trying to rid oneself of suffering, highest human goal attainable which transcends discontents in the material world emerges in realization. He could have accounted for the possibility of going beyond the perception of pleasure as deeply embedded in every conscious faculty having the concern of gratifying the need to drive away incompetence. To Freud, it occurs that the ego assumes the chief role or is central in directing response as a human being attempts to explore various strategies by which to adapt to the environment in possession of elements of discontent to which an individual reacts to ascertain how particular circumstances can be worked to acquire the favor of securing contentment. In fairness though, ‘Civilization and Its Discontents’ signifies what Freud considers as a religious sentiment, brought about by an â₠¬Ëœoceanic feeling’ of wholeness, eternity, and limitlessness as if in a pure state of bliss. He elaborates nevertheless that such is of pathological origins which dissolve the boundary between ego and object of pleasure so that once this is achieved, one is led to a religious degree of relief with cares thrown away due to detachment of inclination to materialism which creates suffering from human weakness often predisposed to sexual desires and violent mode of aggression conventionally against figures of prominence. Freudian concept of ‘civilization’ refers to a man-made entity embodying materialization of human ideals that may eventually address proper gratification of instincts as well as serve to stimulate intellectual functions in order for the ego to manage its own foundation of placing balance between the ‘Id’ and the ‘Superego’. This is not significantly different from establishing a form of democracy which initially sustains mea sure of freedom and revolution desired by people yet this same democracy spontaneously guides the behavior of the latter to threats of evolving tyranny and disorder which are altogether unfavorable to the nation.