Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands of SAT Mathpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Building Engineering Services Essay Example | Topics and Well Written Essays - 1500 words

Building Engineering Services - Essay Example The Manning's equation is given as Where V is the velocity of flow through the drains, R is the mean hydraulic radius, S is the slope of the channel and n the Manning's coefficient. As the flowing liquid would contain different types of materials like floating debris and other suspended particles, necessary care must be taken to prevent any potential problems that would adversely affect the flow. In order to maintain the fluid flow , a minimum velocity need to be maintained. This velocity, termed as self cleaning velocity, is necessary to prevent any particle deposition in the channel bed. Similarly, very high velocity could also harm the channel durability. The liquid flow at high velocity could damage the surface lining of the drains especially when the liquid being conveyed is highly abrasive. All drainage works must be prepared and laid as per the prevailing building regulation rules (ADS Inc, 2008). A minimum diameter of 150 mm must be adopted for all the drainage pipe connections involving more than 10 user locations. Grease separator must be included to all the drains connected to hotels or any cooking related centres. Addition of drains to the existing network must be through prefabricated units to avoid the use of saddles (ADS Inc, 2008). ... In such situations either Rocker pipes or filling compressible materials around the drains are the measures adopted. Finally, the rodent control measures like sealed inspection chambers, intercepting traps and solid gully covers are also very essential (ADS Inc, 2008). Rainwater systems The rainwater collected is not allowed to be discharged to the existing sewer lines. In the case of unavoidable situations , the order of priority of rainwater discharge is initially to a soakway then to a water course and finally to sewer (ADS Inc, 2008). The soakways proposed for such situations must be designed based on the data on the rainfall intensity, soil porosity tests and storage capacity. The details of swales, filters and the detention ponds may also be used. The modification to the roof area and gutter sizes besides providing symphonic and eaves drop system need to be followed as per the guidelines (ADS Inc, 2008). The locations that have more chance to produce the contaminated drainage must be separately handled. The areas affected by the petrol spill must try to direct all drainage to an oil interceptor before further segmentation. Inorder ensure sustainable use of resources the rainwater is put into different types of reuse operations. It is estimated that roof area of atleast 2000 sq ft would be able to gather atleast 1246 gallons during 1 inch rainfall (DoE, n.d.). It could be stored in small tanks placed below the ground surface and could store water when the rain water beings in considerable volume. In addition to the storage systems different types of recharge methods also could be adopted. This would result in significant improvement in the ground water level in the

Law of Property 1 Essay Example | Topics and Well Written Essays - 3000 words

Law of Property 1 - Essay Example Jane carried on paying the instalments on the loan. In 2009 Harry became ill and died. Jane has continued to pay the instalments to the friend direct. Under Harry’s will, all his property passes to his widow, Helena. There is ?1,000 still owing on the loan. Helena, as executrix of and sole beneficiary under the will, has applied for a possession order against Jane. Advise Jane. Students are advised not to consider the Land Registration Acts but to answer the question within the syllabus. 2. Augusta had a friend Julius, who was in financial difficulties. Augusta lent Julius ?5,000 " to get himself sorted out". At Augusta's insistence, Julius put the money into a separate bank account and told the bank, to whom he owed money, that the money was a special loan from Augusta. Julius used ?2,000 of the money to pay various debts before he was declared bankrupt. ?3,000 remains in the account. Augusta died leaving a will containing the following provisions: â€Å"To my son Cassius I leave ?20,000 to enjoy as he likes during his lifetime, provided that, at his death, he leaves any of the money that remains to his sister Demeter, The rest of my estate I leave to Gaius and Lucius on trust, so that they may make grants out of the income from this fund to any of the descendants of my illustrious ancestor Tarquin and their families.† Tarquin lived two hundred years ago and is reputed to have had many children both legitimate and illegitimate. Advise Cassius as to his rights and duties over the ?20,000. Advise Augusta’s executors as to whether they will be able to recover the balance of ?3,000 in Julius’ bank account. Advise Gaius and Lucius as to their powers and obligations with the regard to the residue of Augusta’s estate. Question 1 In the above, it is necessary to consider what rights Jane might have over the property. This will involve analysing how proprietary rights over property can be established. Under the Law of Property Act 192 5 the person registered on the deed for the property will be the legal owner of the estate1. This effectively means that Harry would have been the legal owner despite his promise to give the property to Jane if she paid off the loan. The effect of the Will would mean that the house would transfer in ownership to Helena, which would entitle her to dispose of it in any manner she sees fit2. However, this would create unfairness to Jane who has been paying the money owed to Harry and latterly to his friend on the understanding that she would have a right to the property. As there is no written agreement between Jane and Harry, and Harry has not expressly left the property to Jane in his Will, the only rights she might have in relation to the property would be an equitable interest3. As a result of this, Jane might have to rely on the doctrine of implied trusts to be able to claim a share of the property. Implied trusts can exist through statute or as a resulting or constructive trust. The latter 2 trusts exist in equity only and are applied by the courts to rectify any unfairness caused by the denial of legal property rights through the property only being registered in one parties’ name. A resulting trust occurs where there is evidence that the claimant has made payments towards the purchase price of the property but was not included on the register as an owner. Those relying on this principle have to prove that they expended the money in the belief that they would acquire an interest in the property,

Marxist Theories of Punishment

Marxist Theories of Punishment The application of punishment is determined by the class system. Critically discuss this with reference to Marxist theories of Punishment. This essay is going to critically discuss with reference to Marxists theories of punishment whether the application of punishment is determined by the class system. In order to do this we first need an understanding of what Marxist theory is based on, how Marx differentiates the class system and how punishment fits in to his theory. At the time of Karl Marx’s work, he had witnessed many revolutions across Western Europe. Marxism tried to get people to understand the society they lived in and whilst he did only a minuscule amount of work on actual crime and criminals, he did acknowledge that there was conflict within society (History Learning Site, 2010). He recognised there was a split in society between the wealthiest and the poor. One of Marx’s main focus’ in his theory was the economy and he believed those who had wealth were the powerful and those who were poorer were the powerless. By the start of the industrial era Marx believed society to be split between two economic classes. The poorer end of society known as the ‘proletariat’ which is also known to be the working-class, and the ruling-class he described as being a more dominant class, called the ‘bourgeoisie’; these were owners of wealth that did not need to work. The control and owning of private property by the wealthiest (which was the start of Capitalism) and the exploitation of labour done by the working class was his main idea in his theory on the conflict of classes. â€Å"Marx saw conflict in society as being due to a scarcity of resources and a historical inequality in the distribution of those resources, notably power.† (Williams and McShane, 2010; 134). Marxists criminologists suggest that class struggle affects crime in three different positions. Firstly, they suggest that law is a tool used by the ruling class to control the working class. They believe that is why there is no law enforcement for the ruling class (Michalowski and Bohlander, 1976 cited in Williams and McShane, 1988: 135), they said that behaviour that is not placed under any law but instead placed under just administrative and governing laws can only be to protect themselves. Marxist think law is an abuse to general human rights and they also question the power of the law and it purpose in its application, if the working class are policing the working class (Schwendinger and Schwendinger, 1970, 1972, 1977; Platt, 1974 cited in Williams and McShane, 2010). Secondly, Marxist’s see all crime in a capitalist society as a product of class struggle. It causes the working class the need to chase to get ahead which can manifest itself it to criminal behaviour. The di vide between these two classes and the conflict, creates competition. Someone will want something and when they feel there is no other way of achieving this, criminal activity can take place (Bohm, 1982 as cited in Williams and McShane, 2010). This can be seen in Emilie Durkheim’s Anomie theory. There are other theories that also recognise a division in society. Emilie Durkheim’s anomie theory also recognised the division in society and in his book termed it as the division in labour. He studied Europe after the industrial revolution and Durkheim saw from forced industrialisation and commercialisation, a large economic crisis could define factors of causing a state of anomie. He described this as a breakdown of social norms for the working class. He stated without clear rules to guide the working class, individuals find it hard to find a place in society. He concludes that this in turn causes dissatisfaction, frustration, conflict and deviance. Durkheim’s anomie theory looks at social norms in society being broken while Merton’s Strain theory (1938) looks more at deviance who also refers to bureaucratic behaviour as well as criminal behaviour in his theory. In Merton’s theory he saw certain goals emphasised through society and used financial succe ss as an example. He said not everyone has equal access to these financial achievements or success and that some people may look for illegitimate ways to gain this success. Because of this social inequality and division in society between the working class and ruling class, he believes that certain goals are just not available for certain groups within society such as the lower social class. Merton’s anomie theory is often referred to as strain theory as this lower or working class feel a strain to achieve illegitimately ways to gain this success and those groups with the least access to achieve these goals have higher crime and deviance rates according to Merton. In his study of US societies that these higher rates of crime were amongst the lower classes (Williams and McShane, 1988: 79-83). These theories of anomie and strain theory all take the same direction as Marxist theory in that they believe there to be a division in society between working class and the ruling class. With the ruling class holding the most power and the working class trying to achieve this. The power held by the dominant class has also been termed ‘cultural capital’ (Giddens, ). Marxism influences cultural capital. Pierre Bourdieu another sociologist influenced by Marx argues that it is the education system, to blame for the failure of the working class, not the working class culture. He referred to the cultural capital as those who were in possession of the dominant culture and thought this could be translated in to wealth and power through the education system. He claimed that cultural capital in class structure was not evenly proportionate and he could see this in the class structure through the disparities in education attainment achieved by those of different classes. Bourdieu claims that middle class students succeed better than those of the working class as they are the dominant culture. He states that education attainment is directly related to those who possess the most cultural capital (Giddens – Sociology). Gramsci was a Marxist thinker in the 20th century whose work evaluated culture and political leadership. He believed that the bourgeoisie uphold control, that they developed a hegemonic culture which he saw transmitted its own set of norms and values that just became common sense values and norms of everyone. People from classes outside the ruling class acknowledged their own good with the good of the ruling class. Marxism always expected a revolution in capitalist societies but by early 20th century no revolution had occurred in such advanced countries. Gramsci’s theory suggested that capitalism maintained control not just through political and economic coercion, but also through ideology as well. (Perry Anderson, 1976. (The Antinomies of Antonio Gramsci. New Left Review). SENTENCE TO WRAP IT UP Marxism saw the creation of two different groups that were created through the rise of capitalism; the ruling class (bourgeoisie) and the working class (proletariat) and he claimed that these two classes offered nothing but â€Å"new conditions of oppression, new forms of struggle in place of old ones†. They saw that the labour of the working class needed to be exploited in order for the ruling class to gain more capital. Marxism referred to this as oppression and believed that the ruling class exercised their power over the working class in order to control them. Rusche (1980) took the same approach in his theory of punishment and social structure. He states that when wages go up because of the lack of labour that this in turn causes the ruling class to apply their power to supply the need for cheap labour. Rusche saw that the exploitation of prison labour began to be the preferred method over previous methods such as corporal and capital punishment. He claims that â€Å"When a labour surplus occurs, wages go down causing a mass unemployment resulting in extremely high penalties, such as corporal and capital punishment executed in a torturous fashion. This is thought to be needed in order to keep crime down† (Rusche, 1980:). During the industrial era the ruling class turned prisons in to workhouses which were named the house of correction. These were set up in a bid to help supply their need for cheap labour. The house of correction’s main aim and focus was there to make those that didn’t want to work and was unwilling to work, to make them work. Rusche and Kircheimer (1939) claimed that by being forced to work within this institution that the prisoners would pick up skills in the hope that they could take with them to the labour market on release. During period where labour was in excess, and the attitude changed toward the poor, it became unprofitable to force people to work and prisons became warehouses for people that he also claimed cost money. He also claimed that the attitudes towards punishment need to change when the living conditions of the working class began to get worst. In order to see that people were being punished according the conditions of the prison had to be worse than those of the prisoners conditions on the out side of prison. As Jenner (2014) stated â€Å"the conditions need to be markedly more unpleasant than the conditions of life experienced by those of the lowest strata living free in society†. This of course, had economic advantages, less food was needed and no medical assistance offered, but it came to be seen that the living conditions of the working class, did not ‘vary’ much, from those of the prison. This caused the conditions to deteriorate even worst in an attempt to deter the working class not to end up inside the prison (Rusche and Kirchiemer, 1939). Evidence to support these theories that prison is a way of controlling the working class by the ruling class can be seen in the inequalities of the prison population. According to a report by NACRO (1997a; 1997b) England and Wales have one of the highest prison populations in Western Europe which in 1997 was as high as 61,000. They reckoned this figure could rise by the year 2005 to 82,000. A national survey done by the Home Office carried out on prison population in 1991 showed that it was made up by uneducated young men, many whom had an ethnic minority background. His study found some interested figures in evidence of the theories that have been presented in this essay. This study found that 40% of the prison population to be under 25 but over 18 compared to 16% of the general population; this shows there is a huge over representation of young men between 18-25 years old, imprisoned. It found that 41% of prisoners either posed no skills or had very little, compared to 18% of the g eneral population; again a large over representation of unskilled labour force. This study also found that 15% of prisoners were from Black or Asian ethnic minorities yet these minorities only make up 5% of the general population. 40% of prisoners under the age of 25 had left school before they were supposed to, compared with only 11% of the general population. 38% of prisoners under 21 had experienced being in care whilst only 2% of the general population experience this and 13% said they did not have a place to live before they entered the prison system (Walmsley et al., 1992 cited in NACRO, 1997b). From these figures and our knowledge of Marxism with regards to class struggle and the segregation of the lower class, how the ruling class exert their power over the working class and how they use this power to control, we can see that the prison has been used in the same way. That it is a mere control of the bourgeoisie bid to control the working class. This can also be seen in the a pplication of law and how the bourgeoisie wrong doings do not fall under any law but as mentioned earlier fall under administrative and governing laws in order to protect their own. This could also be argued in the case of why white collar crime does not get much attention paid to it over criminal law. REFERENCES Anderson, P. (1976) The Antinomies of Antonio Gramsci. New Left Review. Bohm, R.M. (1982) Radical Criminology: An explanation. Criminology, 19, 565-589. Giddens – Sociology). History Learning Site (2010) Marxism and Crime [online] available at. http://www.historylearningsite.co.uk/marxism_crime.htm accessed on. (20th Feb 2014). Jenner, A. (2014) Assessment Workshop [SC6001 Justice, Punishment and Social Control]. 27th February, 2014. Maguire, M., Morgan, R. Reiner, R. (2007) The Oxford Handbook of Criminology (4th edt), University Press: Oxford. Merton, R. K. (1938) Social structure and anomie. American Sociological Review, 3, 672-682. Michalowski, R. J. Bohlander, E. W. (1976) Repression and criminal justice in capitalist America, Sociological Inquiry, 46, 95-106. NACRO (1997a) Information Bulletin, An occasional briefing compiled by NACROS Youth Crime Section, Issue 7, NACRO: London. NACRO (1997b) Criminal Justice Digest. No. 91, February, NACRO: London. Platt, T. (1974) Prospects for a radical criminology in the United States. Crime and Social Justice, 1, 2-6. Rusche, G. (1980) Labour Market and Penal Sanctions: Thoughts on the Sociology of Criminal Justice. In T. Platt, Takahi, P. (Edts.), Punishment and Penal Discipline (pp 10-16). Berkeley, CA: Crime and Social Justice Associates. Rusche, G. Kirchiemer, O. (1939). Punishment and Social Structure. New York: Russell Russell. Schwendinger H. Schwendinger, J. (1970) Defenders of order or guardians of human rights? Issues in Criminology, 5, 113-146. Schwendinger H. Schwendinger, J. (1972) The continuing debate on the legalistic approach to the definition of crime. Issues in Criminology, 7, 71-81. Schwendinger H. Schwendinger, J. (1977) Social class and the definition of crime. Crime and Social Justice, 7, 71-81. Walmsley, R., Howard, L and White, S. (1992) The National Prison Survey 1991 main findings. A Home Office Research and Planning Unit Report, HMSO: London. Williams, F. P. and McShane, M. D. (2010) Criminological Theory (5th edt), Pearson: London.

Industrial Dispute Tribunal

The Industrial Dispute Tribunal was conceptualized as an established permanent body for easier access to arbitration, an alternative to industrial action, and as an avenue for economic growth through its dispute settlement and income policy potential. According to George Phillip in his book A-Z of Industrial Relations Practice at the work place â€Å"Dispute may be defined as a quarrel between a worker and an employer or between a trade union and employer or between groups of unions and employers, relating to terms and condition of employment†. Industrial relations had its roots in the industrial revolution which created the modern employment relationship by initiating free labor markets and large-scale industrial organizations with thousands of wage workers. As society wrestled with these massive economic and social changes, labor problems arose. Low wages, long working hours, monotonous and dangerous work, and abusive supervisory practices led to high employee turnover, violent strikes, and the threat of social instability. In Jamaica 1938 the frustration of the working class which had built up over the years, became explosive. A wave of industrial unrest swept the country, with workers on the waterfront, in the sugar industry, transportation sector and the government service taking industrial action. Between January and June of 1938, there were several outbreaks of disturbances, beginning with a strike by cane cutters on the Serge Island Sugar Estate in St. Thomas. Other riots included the general strikes on the Kingston waterfront on May 21st and the strike by street cleaners on May 23rd. There were also other general strikes by dock and transport workers, municipal employees, as well as food and tobacco workers. However, one of the major industrial action that took place during this time was the Frome Riot of 1938. This riot had left six dead, fifty wounded and 89 charged with rioting. Frome was the breaking point in the seething unrest island wide over pay and conditions of work and massive unemployment. It was also the start of a series of strikes, demonstrations and disturbances in which Sir Alexander Bustamante played a major role. The riots which occurred throughout this period proved to be very significant as they were the catalysts for the improvement of working conditions for the working class. This was achieved through the formation of trade unions and political parties which lobbied for increased workers’ benefits and rights which eventually led to the granting of Universal Adult Suffrage in 1944, which was the right of all adults, regardless of class, sex, race, religion, etc. to vote. With all this labour unrest taking place there became a need for some sort of regulation that would govern the working condition and treatment of workers. As a result a law was instituted that govern labour relations in Jamaica. Industrial disputes in Jamaica were now settled through the route of Arbitration, provided for under the Public Utility Undertaking and Public Services Arbitration (PUUPSA) Law and the Trade Disputes Arbitration and Enquiry Law. The PUUPSA law established that it was illegal for workers to strike or for employers to declare a lockout in connection with any trade dispute. Unless the dispute had been properly reported to the Labour Minister and the Minister had failed to act within the time specified in the law. However, there were certain deficiencies in the law. One of these was the possibility of a strike occurring where there was no industrial dispute as defined and such action would not be illegal. Another was the absence of penalties written into law for the enforcement of awards. Also the arbitrator acting under the Arbitration Act did not have the power to reinstate a worker. It was even difficult to select an arbitrator by parties and this sometimes result in a very long process. Perhaps one of the major deficiencies is that Arbitrations only took place in the essential service under the PUUPSA, and in the event where the workers were represented by a union and the grievance procedure allowed for arbitration. The workers became very discontented with the manner in which grievances were handled by Arbitrators. The Government now felt that it was necessary to have a modern and permanent State machinery to determine and settle disputes expeditiously. In 1975 the PUUPSA law was repealed and incorporated into Labour Relations and Industrial Dispute Ac that sought to correct the omissions. This Act was passed in 1975 after much discussion and debate, the Act gave strength to companion Laws, which have generally assisted in improving living standards and giving more justice to workers as active participants in the Industrial relations process in the country. Under the Labour Relations and Industrial Dispute Act an employer is required to grant bargaining rights to a trade Union which secures a simple majority of the votes of employees eligible to vote in representational ballot. The Ministry of Labour conducts the ballot provided that is it satisfied with the claimant union has made out a prima facie case of representation following a comparison of the audited list submitted by the union or its membership in the establishment with the list of employees submitted by the employer. The LRIDA provided principally for the establishment of an Industrial Disputes Tribunal (IDT) as a final arbiter of disputes; compulsory recognition and protection against discrimination in respect of union membership; recognition of trade unions; settlement of disputes in the essential services; the setting up of a Board of Enquiry; a Labour Relations Code; and vesting the Minister of Labour with authority to declare a dispute to be one which is likely to gravely endanger the national interest and give him power to have the dispute put to compulsory arbitration. The Tribunal was also established to determine and settle industrial disputes and to promote industrial harmony. The industrial Dispute Tribunal consist of a Chairman and two deputy Chairmen and not less than two members representing employers and two representing workers and such special members as may from time to time be appointed to form a Special Division of the Tribunal. The appointments of the Chairman and Deputy Chairmen must be made by the Minister after consultation with organizations representing employers and employers and workers. The Minister may increase the number of persons comprising the tribunal if work increase and its necessary. The members representing employers and workers are appointed from panels supplied to the Ministry by organization representative of employers and workers, respectively. If there is no such panel the Minister may constitute a panel as he deems fit. These are now several divisions of the tribunal. In the case of a special Division of the Tribunal to settle disputes affecting the nation interest, the Chairman is appointed by the Minister on the joint recommendation of the parties involved and the other two members are appointed, respectively on the recommendation of the employer organization and the trade union involved. Reference of disputes to the Tribunal must be made through the Minister including the determination of the entitlement of categories of person to participate in a ballot under the procedure for settlement of representational claims to the Tribunal, when other mean of settlement failed to resolve the issue in disputes. In a reference by the Minister to the Tribunal of representational dispute, it shall be lawful for the Tribunal to determine the bargaining unit in which the workers may be included. In disputes affecting the Nation Interest the Minister may make an order calling on the parties to refrain from taking or continuing any industrial action for a period of 30 days. If there is no settlement within those 30 days, the Minister shall call upon the parties to select the chairman of a special Arbitration Tribunal with the employers and workers selecting their representative, respectively, which shall sit as a special division of the Tribunal to hear the dispute. If there is no agreement on the selection of the special Tribunal, the Minister shall refer the dispute to the Tribunal. In other disputes, reference to the Tribunal will be made on request of all the parties to the dispute where the Minister is satisfies that other means of settlement provided by Collective Agreement have failed to resolve the issue in the dispute. By the amending act of 1978 and a further amendment in 1986, the minister is empowered on his own initiative to refer a dispute to the Tribunal of he consider that the dispute should be settled expeditiously and where he is satisfied that attempts were made without success to settle the dispute or if, in his opinion, all the circumstances surrounding the dispute constitute such an urgent or exceptional situation that it would be expedient to do so. The Tribunal is not empowered to hear disputes relating to the appointment removal of or disciplinary action against any person holding public office. Disputes over representational rights of government employees are also not referred to the Tribunal. The award of the Industrial Dispute Tribunal are binding, except on a point of law, and shall not be inconsistent with national interest or any enactment regulating or controlling terms and conditions of employment. An award may be made with retrospective effect form a date earlier that the date on which the dispute first arose. Thus is particular so in the case of any claim with respect to a new bargaining unit. Roles & Functions Industrial Dispute may be defined as a quarrel between a worker and an employer or between a trade union and employer or between groups of unions and employers, relating to terms and condition of employment. Where a dispute has been referred to the Tribunal and the parties reach full agreement before the tribunal begins to deal with the dispute, the parties will have to furnish the Tribunal with a copy of the signed agreement and also a letter of request to the Minister to withdraw the dispute. If both parties did not reach an agreement the IDT will therefore initiate the procedure in settling the dispute. The secretary of the IDT will advised the parties (union/individual vs. firm) that a matter with stated terms of reference has been referred to it by the Minister of Labour. The parties may be then summoned to a preliminary hearing usually on a mutually agreed date. The hearing is conducted by a panel consisting of a chairman and two other members, as well as a secretary and one or two recording steno typist. Undertakings from both parties are given to provide written briefs in a specified period. Alternatively the IDT may by letter invite the parties to submit briefs within a specified period, written briefs must be concise and accurate. In the event that either party cannot prepare a brief by the deadline date, an extension of time must be sought in writing from the IDT. When the briefs are prepared by the party the company and/ or the union may wish to be represented at the hearing by an attorney-at- law or industrial relations professional. If so, the parties must supply the representatives with all the pertinent facts to ensure accuracy of detail in preparing briefs, submission maybe elaborated verbally at the hearing. When the briefs have been submitted by both parties, the Tribunal will schedule a meeting. Opening submission from aggrieved side, usually the union will begin the hearing. Witnesses maybe summoned, documents maybe presented along with all relevant evidence submitted in support of the case. When the hearing is completed an award is handed down. Arbitrators are governed by the term of reference. The Tribunal must ensure that awards are capable of being implemented. If it is, at least two members of the panel a simple majority must sign the award in order for it to be binding; this award from the IDT is binding on all parties. If there is a disagreement among members of the panel about the terms of the award a minority report may be submitted but the members disagreeing with the award should consider whether it is appropriate to write a minority report. This may be necessary where the arbitrator feels that his reputation maybe damage or where he feels that it is essential to set out his reason. His disagreement is recorded on the award document. If all three disagree the award maybe handed down by the chairman. The chairman of the panel might also seek clarification of the award in doing this he might sit alone or with other members and invite all parties to attend the sitting. Clarification of the awards may also be provided by the panel in writing, but without out a sitting. On the contrary, the awards may be appealed in the Supreme Court if there is a breach of law, insobriety of one or all panelists; or insanity of panelists. The decision made by the Supreme Court on an appeal is binding on all parties, but there are provisions for further appeals through the judicial machinery to the Privy Council in England. An award may be retroactive but it must not precede the date when the dispute first arose. Tribunals have the function of a civil court to enforce the law but are not restricted by the rules and procedures of an ordinary court. The Industrial Dispute tribunal has the advantage of being quicker, cheaper, and more informal, have great discretionary power and can be staffed by expert in the field. On the other hand, IDT have disadvantages by being less precise than the ordinary court. All the matter arises in Industrial relations are referred to the TDT because tribunal only deals with civil law. Employee rights such as redundancy payment, discrimination, unfair dismissal and maternity leave are matters that are referred to the tribunal. Often it is the interest of both parties to resolve the situation as quickly and as cheaply as possible. To this end tribunals serve a useful purpose. The Industrial Dispute Tribunal performs its task on its own merit and as such they have the power to make awards that are binding and are deemed to be final. These awards can only be overturned on a point of law this means only where the decision of the tribunal may be in error can an appeal be made. The tribunal also has the power to summon any person before to give evidence or produce documents and records in control of that person. Another function of the tribunal is that it may also administer an oath or take an affirmation of any witness appearing before it; the tribunal may conduct it hearing in private for the purpose of hearing evidence. If industrial action is threatened or has begun and the dispute is referred to the tribunal it can order that such industrial action not take place or cease from such time. If the order is disobeyed, offenders may be prosecuted. No action may be taken against members of the tribunal in respect of action done during the course of operations. Where three of the members are selected to constitute a division of the Tribunal and the chairman is one of those members, he shall preside over that division, and where the chairman is not one of those members, a deputy chairman shall preside. In addition where three members of the Tribunal constitute a division thereof and any one of those members dies or is incapacitated after the division begins to deal with the industrial dispute in relation to which it was constituted but before it has made its award, another person shall be selected in accordance with the provisions to fill the vacancy; thereafter the proceedings of the division shall be begun de novo unless all the parties to the dispute agree in writing that those proceedings may be continued as if they had not been interrupted by reason of such death or incapacity. A division of the Tribunal may, by agreement between the chairman of the Tribunal and the parties to the dispute with which the division proposes to deal, be assisted by one or more assessors appointed by the employer or an organization representing the employer and an equal number of assessors appointed by the trade union representing the workers. Where any division of the Tribunal is being assisted by assessors and any vacancy occurs in the number of assessors, that division may, by agreement between the person presiding and the party which appointed the assessor whose place has become vacant, either act not withstanding such vacancy or permit another assessor to be appointed by that party to fill the vacancy. Any industrial action taken in contemplation or furtherance of an industrial dispute in any undertaking which provides an essential service is an unlawful industrial action unless that dispute was reported to the Minister in accordance and he failed to comply or that dispute was referred to the Tribunal for settlement and the Tribunal failed to make an award within the period specified in. The Minister may, as soon as he is satisfied that any unlawful industrial action in contemplation or furtherance of an industrial dispute in an undertaking which provides an essential service has begun, refer that dispute the Tribunal for settlement. Where an industrial dispute exists in any undertaking which provides an essential service and the Minister is satisfied that the dispute relates to the appointment of any person to a public office or to removal of, or disciplinary action taken against, any person holding or acting in a public office, the Minister shall not refer the matter of that appointment, or removal or disciplinary action to the Tribunal but shall cause to be served on the parties directions in writing requiring them to follow, in respect of that matter, the procedure provided by or under the Constitution of Jamaica.

The Pitfall of Children Essay Topics

The Pitfall of Children Essay Topics Unlike adults, children have limited knowledge about politics, and so absorb all of the information that they receive from TV or the net. Schools should not have anything to do with ads. Year round school isn't a good idea. School should occur in the evenings. Children should have to read more. Students ought to be permitted to pray in school. Teachers should be ready to hear some disturbing tales. Facts, Fiction and Children Essay Topics MLA would be the simplest style to get started with, and it's best for each of the ideas listed above. Inspiration to make your own advertising or media argumentative essay topics isn't difficult to discover. Your essay may revolve around gender issues from different regions of the world such as women rights in the Middle East and so forth. Education scholars are continuously evolving the way that they think about how we learn and what's taught. Hearsay, Deception and Children Essay Topics One of the absolute most troublesome tasks for homeless children is locating a quiet place with electricity to finish their homework. In many countries it is normal for families to own and run their own small business. Given the simple fact that children don't have critical thinking and don't understand the essentials of marketing, they need to not be exposed to advertising and the government should restrict advertising to children by law. In order to be sure that they get the proper building blocks for their future education, we must limit children's use to technology. The Children Essay Topics Pitfall The important distinction is that the argumentative essay should demonstrate a discussion rather than a single opinion. When you are finished with your essay, you must not simply check it for spelling and grammatical errors, but nevertheless, it also has to be checked for logical fallacies. Thus, you can ask all the essential questions and consult on some points. As tempting as i t might appear to skip past the extra info and go straight to the list of persuasive essay topics, don't do it. Children Essay Topics - Is it a Scam? Of importance always pick a topic which you like. Therefore, the topic ought to be debatable! You will be assigned a topic, or your professor will enable you to select your own. It's possible to select an intriguing topic from any area of science. There are invariably a wide selection of opinions on the topic of technology, and here are our favourite things to consider on the subject. To choose which subject you're likely to discuss, it's crucial to see the complete collection of good persuasive speech topics from the special area of study. Deciding on a simple topic may prove to be an incorrect track because you may have difficulties finding credible sources to support your views. You have to come across good evidence to strengthen your ideas and examples to illustrate the evidence. Therefore, if you're preparing to compose a n essay, our essays on child development and other topics will supply you many valuable insights that will allow you to compose an effective essay. Argumentative essay topics are so important since they are debatableand it's important to at all times be critically contemplating the world around us. It's important to select debatable argumentative essay topics as you need opposing points you can counter to your own points. Moral argumentative essay topics are a few of the simplest to get carried away with. Actually, a great deal of argumentative essays are in fact persuasive papers. An argumentative essay requires you to choose a topic and have a position on it. Writing argumentative essays requires a lot of time to finish, especially when you don't have an assigned topic. It is preferable to grow up in a family with a lot of brothers and sisters. Even though a parent might not even realize that morals are being taught, the concept of good and bad are presented even in the action of disciplining a young child. There are various varieties of homeless children. Because the kid is so utilised to doing things a specific way, the moment the lack of the parent arises, the habits are carried over.

Essay Blacks and Latinos in America - 1026 Words

Blacks and Latinos in America Through our readings of the Mexicans in the U.S. and the African-American experience modules, we begin to understand the formation of identity through the hardships minorities faced from discrimination. In this paper, I am going to compare and contrast the ideas of identity shown through the readings. These two modules exemplify the theme of identity. We see how Blacks and Latinos tried to find their identity both personally and as a culture through the forced lifestyles they had to live. Identity is one of the main questions throughout all of our readings, because it is hard for people to accept who they are in society. Accepting their identity as a minority with little if any freedoms†¦show more content†¦modules gives many examples how strong cultural pasts lead to identity problems in a new society. Also, the module shows us that many Mexicans were not happy with the stereotype formed about their identity. In Between the Lines, we see how Mexicans in America suffer through harsh discrimination, while trying to stay close to their relatives and culture. The letters talk about how Whites did not have concerns with family values or cultural beliefs. Whites based many of their values off succeeding in the economy. Whites in general had no regard for Mexicans as people. It is hard for them to seek true identity when Whites did not want to give any acceptance to their culture. Between language and culture barriers, Mexicans could not find any means to gain freedom in America. The discrimination facing them not only set them back as a society, but did not allow them to grow personally. We see this throughout The House on Mango Street and Zoot Suit. Both of these books give clear examples how Mexicans on a personal level could not keep struggling with the stereotypes being pushed on them. 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The census classification of Hispanic became approved about the late 20th century. The term has produced a lot of misunderstanding. InRead MoreBlack History After American History900 Words   |  4 PagesBlack History Month started off, as Black History Week in 1926 in 1976 it became a month. It is known that many minorities have suffered in America, Canada , and the United Kingdom especially African Americans; therefore, a month was created to raise awareness of their culture and the role they played in American history. There are other minorities such as Latinos and the Gay/Lesbian community who have suffered and played a huge role in American history who deserve an annual celebration of achievementsRead MoreThe United State Government Spent Too Much Money Higher Education909 Words   |  4 Pagesnot having a family is affect the economies grow in America. Fishman used words like â€Å"starved† and family formation:† just get the reader on a more sorrow side. 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This is a 500% increase in the last 40 years, prisons are becoming overcrowded and itRead MoreThe Harvest Of Empire By Juan Gonzalez1376 Words   |  6 Pagesmajor Latin American groups that face social injustice. The Mexicans and Puerto Ricans fought and worked very hard to earn a name in America. Instead, there was a lot of discrimination in the Latino/ Latina communities. In spite of the discrimination they faced, Mexicans and Puerto Ricans had to create true inclusion in a place where they were t reated unfairly. Many Latinos/Latinas has the american dream. Mexicans migrate to the United States to seek that dream of finding more opportunities in education