25 Synonyms for Delete

25 Synonyms for Delete 25 Synonyms for â€Å"Delete† 25 Synonyms for â€Å"Delete† By Mark Nichol The word delete did not loom large in the general vocabulary until the personal-computer revolution exposed us all to the keyboard key labeled with the word based on the Latin term delÄ“re, meaning â€Å"to wipe out† or â€Å"destroy.† Modern usage is not so vivid; the term is usually neutral in connotation. But many of its synonyms come with a more potent and portentous sense of removal. 1. Bowdlerize: This word, derived from the surname of an editor notorious for removing words and passages he considered vulgar, connotes puritanical pruning. 2. Censor: The connotation of this word, originally a Latin term for an official charged with approving literary works, is of removal of content considered subversive or dangerous to the stability of the state and society. 3. Efface: This term, from an Anglo-French word literally meaning â€Å"un-face,† refers to the physical act of removal, but in the context of content, it suggests removing content so as to eliminate it from memory. The verb also refers to wearing away or making inconspicuous. 4. Eradicate: The Latin progenitor of this word, eradicatus, literally means â€Å"pull up from roots,† but the contemporary sense is similar to that of efface. However, the idea is that the content is destroyed from the roots up rather than from the surface down. 5. Erase: The Latin predecessor, erasus, which means â€Å"to scratch or scrape,† refers to the removal of ink from parchment or paper or of incisions in clay by literally abrading the surface, which a modern rubber eraser does more gently. The sense, however, is of an action just as definitive. 6. Excise: Excise literally means â€Å"to cut out,† as if referring to an element lifted out from the whole. 7. Expunge: The literal translation of the Latin term expungere is â€Å"to dot out,† from when words were marked for deletion by making dots underneath them. An idiom employing this word, â€Å"expunge from the record,† indicates the modern sense of elimination from documentation. 8. Expurgate: The meaning of this word is clear from its central element it means â€Å"to purge,† to remove objectionable material. An unexpurgated version of a document retains the original content. 9. Launder: To launder language is to clean it by removing objectionable material. 10. Obliterate: The root of obliterate is disguised by the pronunciation of the first two consonants as a blend; its elements are ob and literate. The Latin term from which the word is derived, oblitteratus, literally means â€Å"against letters.† The sense of obliterate is of definitive destruction. 11. Omit: This word’s Latin forbear originally had the same prefix as obliterate. The other element, found in admit, remit, and submit, means â€Å"to let go or send.† Now, omit means â€Å"to leave out.† 12. Redact: Redact means â€Å"to select for removal.† It is also a synonym for edit, but the primary sense is of removing sensitive information in documents, usually by superimposing blocks of black marks over the text. 13. Repress: This is perhaps the most figurative of the synonyms for delete, in that it refers to preventing expression. 14. Silence: Though this word is normally associated with speaking and hearing, rather than writing and reading, it has a figurative connotation of removing the means of communication. 15. Suppress: Suppress differs only slightly in form and meaning from repress (â€Å"hold down,† as compared to â€Å"hold back†); the connotation is of authoritarian action to block publication. 16-25: Idiomatic expressions for delete include â€Å"black out,† â€Å"blot out,† â€Å"rub out,† and â€Å"wipe out.† Informal single-word synonyms are bleep, blip, clip, cut, and crop. (The first two derive from acoustic deletion but are sometimes applied to writing.) The most colorful of terms stems from the nearly obsolete tradition of using a brightly colored writing instrument to make deletions stand out on a page: red-pencil. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Vocabulary category, check our popular posts, or choose a related post below:How Many Tenses in English?Hang, Hung, Hanged50 Tips on How to Write Good

godot and repitition essays

godot and repitition essays Nothing to be done, is one of the many phrases that is repeated again and again throughout Samuel Becketts Waiting For Godot. Godot is an existentialist play that reads like somewhat of a language poem. That is to say, Beckett is not interested in the reader interpreting his words, but simply listening to the words and viewing the actions of his perfectly mismatched characters. Beckett uses the standard Vaudevillian style to present a play that savors of the human condition. He repeats phrases, ideas and actions that has his audience come away with many different ideas about who we are and how beautiful our human existence is even in our desperation. The structure of Waiting For Godot is determined by Becketts use of repetition. This is demonstrated in the progression of dialogue and action in each of the two acts in Godot. The first thing an audience may notice about Waiting For Godot is that they are immediately set up for a comedy. The first two characters to appear on stage are Vladimir and Estragon, dressed in bowler hats and boots. These characters lend themselves to the same body types as Abbot and Costello. Vladimir is usually cast as tall and thin and Estragon just the opposite. Each character is involved in a comedic action from the plays beginning. Estragon is struggling with a tightly fitting boot that he just cannot seem to take off his foot. Vladimir is moving around bowlegged because of a bladder problem. From this beat on the characters move through a what amounts to a comedy routine. A day in the life of two hapless companions on a country road with a single tree. Beckett accomplishes two things by using this style of comedy. Comedy routines have a beginning and an ending. For Godot the routine begins at the opening of the play and ends at the intermission. Once the rout ine is over, it cannot continue. The routine must be done again. This creates the second act. The sec...

Data Protection Regulation and control Essay Example | Topics and Well Written Essays - 500 words

Data Protection Regulation and control - Essay Example The universal declaration of human rights article12 states that: "there should be no interference with a person, family, home etc. or attacks upon their reputation" (Lloyd1998.58-60). The company has the duty of finding out the stipulated rules and regulation in the various legislative acts that address data protection. The law for example, requires the firm to get registered and get authorization from information commissioner (Carey, 1998.16-31). It is the responsibility of the company to develop policies and procedures that protect customer information using the knowledge so gained. The company then needs to institute the office of a data controller who is the person who, either alone or with others, directs the content and use of personal data (ILO, 1997.14-67). The company, through the office of the data controller has the responsibility of ensuring that personal information collected from client is relevant and secure and its uses in an appropriate manner (Hornberger, 2001.21-49). The company has a duty to keep updating themselves on amendments on data protection acts inorder to maintain relevant policies. It is thus their responsibility to keep in touch with the concerned regulatory bodies or any the media houses that highlight such changes or amendments. To improve this privacy and security, the company should prohibit the use of social security numbers or social insurance numbers as

Customizing the Body and Constructing Gender Essay

Customizing the Body and Constructing Gender - Essay Example In postmodern society, art has undergone several evolutions with one invention of the human body being used as one of the medium of expressing art. Body tattooing, body piercings, incisions like tongue splitting, elongation of body parts are just among the many ways the evolution of body modification evolution has undergone (Rose, 1993).Tattooing and body piercing are perceived as acts of pursuit of empowerment and self-expression. In countries, such as Australia and the U.S., different social groups that associate themselves with Homosexuality, Nerdism, Supremacists, Modern religions and atheists, use tattooing as a symbol of self-stigmatization and as a form of communicative or per formative expression (Rose, 1993). Medically body modification may include plastic surgery, circumcision, body amputation, body piercing, tattooing, and body parts elongations amongst others. According to Edelman, the modern society women may disregard the outlook of some parts of their bodies, and subsequently resort to plastic surgery (Edelman, 2000). The body parts that are commonly modified include the breasts, cheeks, lips, buttocks, thighs amongst others(Edelman, 2000).Some individuals resort to body amputations due to pain or medical implication such as cancer or viral infection, which cannot be treated unless the amputation is performed by a qualified doctor. Others pierce their bodies to cope with trauma or stress to act as therapeutic process, which subsequently helps the subjects in coping with the reaction of the body and mind (Edelman, 2000). Legally, body modification under the American State Laws, stipulates that it should only be done on an individual who is of legal age (18-years-old), of sane mind, voluntarily, and the individual should not be under any influence of intoxications such as alcohol, drugs (Edelman, 2000). Only a qualified physician should perform body modifications that culminate to extreme actions

Digital and Analog TV Essay Example for Free

Digital and Analog TV Essay On February 17, 2009, the Congress of the United States mandates the full shift to digital television transmission. The law is perceived to bring several benefits to the US viewing public. Broadcast frequency bands will be available mainly for public safety purposes, for example, police and fire department concerns. Remaining portions of the old TV broadcast spectrum can be offered for technologically advanced applications such as wireless broadband. The use of digital-capable television sets allows American viewers more choices of what programs to watch, since digital broadcasts can accommodate so much more programs (Federal Communications Commission, 2008). The law is not expected to be received openly by the television viewing public, 100 percent. Since it leaves them no choice but to convert millions of TV sets from analog to digital and give up the true fidelity that analog audio signals offer. This paper aims to point out the differences of digital and analog TV. By doing so, advantages and disadvantages of each can be compared and the individual viewer can make a better choice. Robert Silva (2008) lists differences between analog TV and Digital TV. He says these these differences lie mainly in the manner of transmitting broadcasts, signal content within a bandwidth in the broadcast spectrum, and the ability to broadcast in widescreen (169) format. Transmission Analog television transmission is based on and started after World War II with black and white broadcasts. It complied with the US analog TV standard known as NTSC. After several years, color broadcasting was introduced and accommodated under the NTSC system. The video is transmitted through the AM radio band while audio is transmitted through the FM band. The reception quality depends on the distance from the television station transmitters and obstacles in between. The farther away from the transmission station the TV reception is more prone to ghosting and other video disturbances. Although analog transmission can accommodate all the technicalities of high fidelity reception, the assigned bandwidth to a television channel restricts and limits broadcast quality. Digital TV is based on modern digital technology. It was designed for BW and color broadcasts as well as audio. It handles information in the same manner as computers: on (with a binary value of â€Å"1†) or off (with a binary value of â€Å"0†). Digital broadcasts allow viewers to see uniform reception quality regardless of the distance from the transmitter. Either the digital television receives the broadcast or the TV screen remains blank (it does not receive anything at all). Signal Content Digital TV broadcasts can accommodate complete video, audio, and other information signals within the same bandwidth. Furthermore, digital television can accommodate advances in technology like High Definition (HDTV) signals. In contrast, analog TV broadcast can only send limited traditional video signals. Format The development of wide screen format programming allows the broadcast of the 169 format. Today, widescreen LCD television are getting more popular; but still expensive. It offers the advantage of portraying on the TV screen wide footages of events without the camera lens distortion caused by distances. Furthermore, the widescreen image occupies the whole digital television screen. On the other hand, analog television sets will show widescreen images with portions on top and below blacked out. The widescreen format may not be important to the regular TV viewer. For millions of television watchers, the old analog screen is good enough. Conclusion Paul Wotel (2008) gives an objective assessment of the advantages and disadvantages of both digital and analog television. Some people may opt for the old traditional analog equipment such as phones while others prefer the cordless digital phones. If you want sound fidelity, he recommends the old phones. For more advanced applications, such as the PABX systems, he recommends a digital system. The same reasoning may be applied to television sets. However, the present situation requires new priorities which did not exist before. Today, there is much concern on security and priority is given to police and fire department communications. By requiring television stations to convert to digital transmission, most of the broadcast bandwidth can be assigned to security applications. The advantages of digital television allow the viewing public to benefit from the information age we find ourselves in. Digital television can also take advantage of the internet which has become part of the lives of many, particularly the young generation. Considering the continuing evolution in information and entertainment technology we just have to follow the trend out with old, in with the new.

Essay examples --

WHAT IS SCHIZOPHRENIA? Schizophrenia is a long-term mental disorder involving a breakdown in thought, emotion, and behavior. This brain disorder affects a person’s overall mental health state. Those suffering from schizophrenia experience one or more of the following symptoms: o Delusions, such as feeling that people are trying to hurt them o Hallucinations, such as hearing or seeing things that are not actually there o Bizarre behavior, such as talking to themselves or acting inappropriately o Disorganized speech, such as using disorderly speech patterns and sentence arrangements o â€Å"Negative† symptoms, such as lacking interest in personal hygiene, disinterest in social interactions, and lack of motivation Schizophrenia affects about 1 percent of the American population. Schizophrenia, although being common, does not affect one particular population over another. Cases of schizophrenia occur equally in both men and women, yet are more common in older teens and younger adults ranging from the ages of about 16-30. Schizophrenia will generally not be initially diagnosed in persons over the age of 45. The disorder is not more prevalent in any certain ethnicity. Schizophrenia usually does not affect children, except in rare cases. There is not an overwhelming amount of information about the etiology of schizophrenia, such as its specific biological/cellular causes. Mental health is a relatively young research field and much is still being learned concerning how the brain operates. Scientists do know, however, that schizophrenia is caused by certain chemical imbalances in the brain. Also, this specific brain disorder affects every inflicted person in a different manner, making it extremely difficult for scientists to fully und... ...he illness stop taking their medications. In this case, the individual is feeling more like normal and thus thinks they no longer need to take their prescribed medications. When this happens, symptoms will return, and will often lead to elevated suicide risks for the schizophrenic person. FOR MORE INFORMATION and HELP: o NAMI, National Alliance for the Mentally Ill (www.nami.org) o NAMI in the state of Ohio, 1-800-686-2646 o National Suicide Prevention Lifeline, 1-800-273-8255 o Schizophrenics Anonymous Support Group in Cincinnati, Ohio o Wednesday, 2:45-3:45 at 2340 Auburn Avenue Cincinnati, Ohio 45219 o Contact Chris Pedoto, 513-241-1411, for more information o Cincinnati psychiatric doctors specializing in treatment for schizophrenia o David L Fedders (MD), 513-723-0390 o Michael A Gureasko (MD), 513-281-8840 o Khan & Seth (MDs), 513-585-3690 or 513-585-3690

“Our Day out” by Willie Russell Essay

Our Day out by Willie Russell is an energetic and humorous play, about a school trip to Conwy castle. The ‘progress class’, a class for illiterate children, are on a trip to Wales where the liberal Mrs Kay and the strict Mr Briggs have completely different ideas about the day should be organised. Mrs Kay and Mr Briggs have two distinct personalities that clash frequently throughout the play and Willie Russell presents both in an interesting and comical way in his drama. Mrs Kay is a benevolent and fun teacher who treats the children as if they were her own. ‘She always reminds me of a mother hen rather than a teacher’. Mr Briggs says this and it sums up exactly what Mrs Kay is like and her attitude to the children. Her aim on the school trip is for everyone to have fun with the only rule being ‘†¦think of yourselves but also think of others’. She genuinely cares for the children and wants them to have an enjoyable day out to assuage the social injustice that they find themselves up against. Mr Briggs’ ideology of the children is contrary to Mrs Kay’s. Mr Briggs is a strict, intolerant and old-fashioned teacher who is has firm standards and is harsh towards the students. ‘Stop! Slater, walk†¦walk! You, boy†¦come here. Now stop. All of you†¦stop!’ Mr Briggs is shouting as the children get off the coach but Mrs Kay casually walks past and pours out some coffee. At the zoo, Mr Briggs lightens up a little and we get to see more of the soft and loving side that he conceals in favour of the harsh and angry one. He is enjoying himself when he explains about all of the different animal types to the children, and in the cafà © with Mrs Kay, he even offers to do a small presentation at school with some slides. ‘I didn’t think the kids who came to you would be too interested in animals’. He is pleasantly surprised with the interest of the children in a topic that he holds close to this heart. However, all the reader’s hopes of Mr Briggs turning ‘nice’ are dashed when the children attempt to steal the animals and he returns with vengeance back to the old Mr Briggs, and, with a ‘face of thunder’, shouts at the children  again. Mrs Kay understands that a lot of the children come from a deprived background and sympathises with their predicament. She shows this when she chooses to go on the side of the Progress Class when they attempt to steal some animals from the zoo. ‘Well I’d suggest that if you want the chaos to stop then you should stop seeing it as chaos†¦It’s too late for them. Most of them were rejects the day they were born†¦can’t we try and give them a good day out†¦Ã¢â‚¬â„¢ She realises that it was probably the closest that they would ever get to an animal and many were just over-excited at the prospect of having something that they would never have. Mr Briggs’ encounter with Carol Chandler is a defining moment of the play because when Carol is on the top of the cliff we can see that Mr Briggs does not know what it is like to be Carol and children like her in that situation. He is taken aback at the fact that Carol talks back at him which he is not use to. Carol doesn’t want to go back to school, she dreams of living in a ‘nice place’ and has really enjoyed the outing. Briggs thinks she is just being stubborn but what has Carol got to go back to in Liverpool? Briggs begins to see that she is a poor, innocent girl whom no one loves. After the incident with Carol, Mr Briggs changes, he sees the world from her perspective. He becomes more relaxed, insists on a visit to the fair and lets the children treat him like they do Mrs Kay. At the fair he starts to have fun with the children and most are astounded at his attitude change – ‘I didn’t know you was like that, sir. Y’ know, all right for a laugh an’ that’. However, as the coach nears Liverpool, reality returns, and Mr Briggs purposely destroys the photo film, which held evidence of his changed relationship with the Progress Class. It is plainly evident in the play, that Mr Briggs is the better teacher academically than Mrs Kay. The headmaster asked Mr Briggs to go along on the school trip ‘keep things in some sort of order’ and the headmaster describes Mrs Kay’s attitude to education as ‘one long game’. This epitomises Mrs Kay’s attitude to teaching as something that should be fun, entertaining and not too serious. Mrs Kay may be an incompetent teacher, but the question that needs to be asked is: Can the Progress Class be educated? Mrs Kay doesn’t seem to think so and is more interested in letting them have an enjoyable childhood than in expanding their knowledge. ‘Teach them? Teach them what? You’ll never teach them because nobody knows what to do with them†¦they haven’t got anything to aim for†¦Ã¢â‚¬â„¢ I think Willie Russell intends us to sympathise with Mr Briggs and with the children in the Progress Class, especially Carol Chandler. The children are from poor background and have no hope for the future. Carol Chandler’s school uniform ‘doubles as a street outfit and her Sunday best’. This shows just how poor the children are – their best clothes are their school uniform. Carol, who dreams of being in a ‘nice place’, is probably the child worst affected because she has no one to love and no one to love her. She comes from a rough neighbourhood because she says – ‘ That’s why we never have nothing nice round our way – ‘cos we’d just smash it up’. She took the guinea pig and was affectionate towards it because it was something that was her own and something that she could love. Also, the other children seem to ostracise her and the only person she seems to have a proper conversation with is Mrs Kay. Mr Briggs is an intelligent man trying to educate puerile students. All throughout the play he means well to the children and it is a real stab-in-the heart when Carol says ‘ I know you hate me. I’ve seen you goin’ home in your car, passin’ us on the street. And the way y’ look at us. You hate all the kids!’ When he tells off kids, they take it but after they just ignore him and carry on as normal. He is also the only teacher who doesn’t realise (until after the Carol Chandler incident) that the Progress Class are incapable of being educated. Our Day Out by Willie Russell is a funny and light-hearted play but with lots of hidden messages. Wille Russell presents the characteristics of Mr Briggs and Mrs Kay very interestingly and with good humour. We are left with a feeling of ambivalence at the end when Mr Briggs destroys the camera film.  Has he changed for good or was it just a one off?

Jung: Psychology and Religion Essay

Jung is accurate in his assessment that religion, to many, is a very personal thing. Despite the fact religious organization comprise of many millions of people, a religious experience in not exclusively a collective experience. To most people, religion remains a personal experience that is encoded and decoded in the psyche as well as the spirit. From this, derives the numerous interpretations of what should be an exclusive singular item: the bible. After all, if something is the word of God, then there should only be one religion that derives from it. The notion of taking bits and pieces from the bible, accepting what is acceptable, disregarding what are not acceptable or re-inventing variants of interpretation is absurd on a number of levels. Yet, this is commonplace when it comes to the numerous religions that exist. What occurs, essentially, is that a leader of a religion develops what he or she feels is the truth (often this notion of what is true is arrived at, at the exclusion of any other interpretation of truth) and presented to a collective whole that constitutes the remaining followers of that particular branch of religion. In speaking of religion, I must make it clear from the start what I mean by the term†¦Religion is a careful and scrupulous observation of†¦a dynamic effect†¦not caused by an act of will. (Jung 8) In other words, there is a great deal of assimilation involved with an individual’s being drawn into the world of organized and institutional religion. Since religion exists, oftentimes, as a large omnipresent shadow that envelopes people and, in short order, Jung: Psychology and Religion Pg 2 indoctrinates them. To that regard, there is no true act of will present in terms of the actual acceptance. Yes, there may appear to be an appearance of an act of will, a conscious decision, but the reality is that the true act of will designed to accept the tenants or lifestyle of a religion are in fact, manufactured by external forces. This is about as far from an actual act of will as possible, although it has the perception of being a legitimate, personal act of will. Jung outlines this in his assessment that many time people will cling to a religion as a means of escaping what is some sort of neurosis, also known as psychic forces that seek to harm or undermine the free will (thought) of an individual. Jung goes to show that people are subject to a wide variety of neurotic repressions of varying degrees of severity. While people accept these neurotic feelings as something that is part of them, they feel that the root of all neurosis come from an external source and therefore require another external source in order to alleviate the neurotic feelings that they may be experiencing. The existence of such cases does something to explain why people are afraid of becoming conscious of themselves. There really is something behind the screen. (one never knows) so people are content to consider the external factors outside their very consciousness (Jung 17) This is where the tragic irony of accepting religion as a substitute for therapy. In other words, people seem to be drawn to a source of knowledge in the form of a status quo conclusion. In order to reach the enlightenment they feel will alleviate all their Jung: Psychology and Religion Pg 3 problems in life, they become willing to accept an external force that will provide them with the security they seek. Many times, this security comes in the form of an organized religion, a commonly popular and safe method that they may be able to accept along with so many other people. This is not to say there is something inherently wrong with religion as much as it is an observation of the fact people will accept the role of organized religion as a means of providing the elements that are missing in their life as well as providing an established security from an external force. The notion of external force is highly important here. People have a tendency not to look inward for support. They are always looking for an external source and, many times, that external source is the world of organized religion. While religions have been the source of great good in the world, there is not the omnipresent solution to people’s problems. To a great degree, Jung’s criticism hedges on the fact that people have a tendency to overreach in their expectations of what religion can offer them. This is outlined extensively through Jung’s work in order to drive such a point home. This does not mean, however, that there will always be an open ended commitment to religion and faith in terms of organized religion’s ability to grasp a hold on the psyche of an individual nor does it mean the individual will forever hold on to the religious institution as a crutch. Protestantism, having pulled down so many walls carefully erected by the Church immediately began to experience the disintegrating and schismatic effect of individual revelation. As soon as the dogmatic fence was broken down and ritual lost its authority, nab had to face his inner experience without the protection and guidance of dogma and ritual. (Jung 21) Jung: Psychology and Religion Pg 4 To that regard, there will be an eventually fusion (on some people’s part) to where rational intellect may take over if religion is not able to overtake the deficiencies of institutional religion when it comes to saving people from neurosis or problems of the psyches. Of course, not everything is the proverbial â€Å"one hundred percent† and rational intellect does not automatically provide a cure for any deficiencies. To leave one form of bondage for another is not freedom. Jung contends this in his discourse on rationality. Jung addressed this problem as well and extrapolates on the limits of rationality in the following: It is a psychological rule that when an archetype has lost its metaphysical boundaries, it becomes identified with the conscious mind of the individual, which it influences and refashions in its own form. And since an archetype always possesses certain numinosity, the integration of the numen generally produces an inflation of the subject. (Jung 315) What Jung states here is significant in the manner in which he points out the fact that when what is metaphysical or supernatural loses its significance to its competition: rational reason.

Jerry Mathis Essays - Thomas Jefferson, American Slaves, Free Essays

Jerry Mathis Essays - Thomas Jefferson, American Slaves, Free Essays Jerry Mathis March 2018 American Presidents Prof. Steven Brady The Declaration of Hypocrisy During the 18th Century, the United States of America was in the process of gaining independence from Europe and establishing themselves as a strong country. Many new Americans saw a great opportunity to step up and contribute ideas that could turn America into a true international superpower. They decided to create a democracy, the government where the leader ideally represents the voices of many public citizens. One of these leaders was the third president and member of the original founding fathers, Thomas Jefferson. While most Americans view Thomas Jefferson as an upstanding, honorable, and accomplished man, he was plagued with the moral contradiction of having fathered children with one of his slaves, Sally Hemings, spurring a great deal of controversy. Jefferson preached equality, but owned slaves. He fought for individual rights, yet had intimate relationships with people who were his property. Jefferson's virtuous demeanor has been questioned when celebrating his legacy an d historians often argue how hypocritical he really was. However, by delving into Jefferson's relationships with his slaves and by looking at his plantation, Monticello, it is easy to tell that Jefferson did not see slaves as less of a person than others.Thomas Jefferson's parents are Peter Jefferson, a lawmaker in the Virginia House of Burgesses, and Jane Randolph. Growing up, Jefferson was taught discipline and self-perseverance. His father taught him how to read, write, and how to do a numerous amount of outdoor activities. However, he soon had to put his child behavior behind him and without warning take over being the man of the household. Peter Jefferson died in 1757, when Thomas was only 14 years old. Thomas Jefferson now had to take responsibility over his younger siblings. He inherited many of his father's belongings, and used these to his advantage. Unable to completely enjoy his youth, attended private schools and was provided with the best tutors where he studied several languages. Due to Jefferson's early onset maturity, education became his top priority. In 1760, Jefferson enrolled in the college of William and Mary, located in Williamsburg, Virginia.Thomas Jefferson used this education to gain influence within the Democratic-Republicans. He stood out as the party's leader, and used the publicity and high profile to rise in government rankings. Jefferson wrote the Declaration of Independence in 1776, which is what most historians study to grasp Jefferson's ideals. Jefferson writes about the fundamental goals of life, which he pulled from writer John Locke to be "life, liberty, and the pursuit of happiness." Jefferson made it clear that he believed the only point of government was to protect these ambitions, allowing all humans to pursue their happiness. Jefferson also speaks about the equality of men, saying, "We hold these truths to be self-evident, that all men are created equal, that they are endowed by their creator." Jefferson knew that his ownership of slaves contradicted the very principles that he was trying to bestow upon the young nation. He refused to grant freedom to his own slaves because of their significances to his wealth, but overall, he repeatedly and overtly condemned slavery. Jefferson inherited land from his deceased father, and waited until 1770 to begin building his plantation in Charlottesville, called Monticello. Jefferson's personality was reflected in his home, that Francis Cogliano in his book "Thomas Jefferson: Reputation Legacy" described as "a working plantation, a family home, an informal innand not least a reflection of Jefferson's view of the world and how he wanted to be viewed by the world." (Cogliano, 108) This estate was more than 10,000 acres and housed over 180 slaves who cared for his estate while he was away. The way his home was decorated, with many mementos from Native Americans, showed his interest in other cultures. In 1772, Jefferson married Martha Skelton Jefferson and moved her into his home at Monticello. Martha came from a well-established family; John Wayles, her father, was a well-known lawyer. Wayles' daughter, and Martha's half-sister Sally Hemings became one of Jefferson's slaves. (Cogliano, 170) After Martha died in 1 782, Jefferson became intimately involved with Hemings. James Callender took the liberty to write about this controversy in the Richmond Recorder. Callender

The Basic Guide to Integers on ACT Math

The Basic Guide to Integers on ACT Math SAT / ACT Prep Online Guides and Tips "Let x and y be integers such that...", "If y is a positive integer, what is...?" If you've taken a practice test or a real ACT before, these types of questions may look familiar to you. You've likely come across several questions on the ACT that mention the word "integer." And if you don't know what that word means, they will be difficult problems for you to solve. Questions involving integers are common, so it's important to have a solid grasp of what integers are as you continue in your ACT math study. But what are "integers" and how do they fit into the larger ACT math picture? This article will be your guide to basic integers for the ACT, what they are, how they change, and how you'll see them used on the test. For the more advanced integer conceptsincluding absolute values, exponents, roots, and morelook to our advanced guide to ACT integers. What is an Integer? An integer is a whole number. This means an integer is any number that is NOT expressed with a decimal or a fraction. Integers include all negative whole numbers, all positive whole numbers, and zero. Examples of Integers: -32, -2, 0, 17, 2,035 NOT integers: Ï€, $2/3$, 0.478 Think of an integer as an object that cannot be divided into pieces. For example, you can't have half an egg in a basket. Positive and Negative Integers A number line is used to demonstrate how numbers relate to each other and to zero. All numbers to the right of zero are positive numbers. All numbers to the left of zero are negative numbers. Positive numbers get larger the farther they are from zero. 154 is larger than 12 because 154 is farther along the number line in a positive direction (to the right). Negative numbers get smaller the farther away they are from zero. -154 is SMALLER than -12 because -154 is a farther along the number line in a negative direction (to the left). And a positive number is always larger than any negative number. 1 is larger than -10,109 Because we don't have a reference for 0, we cannot say for sure whether A is positive or negative, which eliminates answers F, G, and K. We do know that any number to the left of another number will be less, so the answer must be H, A is less than B. The very opposite of a number line. Typical Integer Questions on the ACT Most ACT math integer questions are a combination of word problem and equation problem. The question will usually present you with an equation and tell you that you must use "integers" in place of a variable. You must know that an integer means a whole number (and that integers also include negative numbers and zero) to solve these problems. When x≠ 0, there are two possible integer values for x such that y=x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 (We'll walk through how to solve this problem in the next section.) Sometimes you’ll have to answer more abstract questions about how integers relate to one another when you add, subtract, multiply and divide them. You don't need to find a numerical answer for these types of questions, but you must instead identify whether certain equations will be even or odd, positive or negative. For these types of questions, you can either guess and check how integers change in relation to one another by plugging in your own numbers and solving, or you can memorize the rules for how integers interact. How you do it is completely up to you and depends on how you learn and/or like to solve math problems. For example, in the charts below, you'll see that: aâ€Å' positiveâ€Å' number * aâ€Å' positiveâ€Å' number = aâ€Å' positiveâ€Å' number, each and every time. If you forget this rule (or simply don't want to learn it in the first place), you can always try it by saying 2 * 3 = 6. Because you can always find these results by plugging in your own numbers, these rules are categorized as â€Å"good to know,† but not â€Å"necessary to know.† negative * negative = positive -2 * -3 = 6 positive * positive = positive 2 * 3 = 6 negative * positive = negative -2 * 3 = -6 Another way to think of this is, â€Å"When multiplying numbers, the result is always positive unless you’re multiplying a positive number and a negative number.† odd * odd = odd 3 * 5 = 15 even * even = even 2 * 4 = 8 odd * even = even 3 * 4 = 12 Another way to think of this is, â€Å"When multiplying numbers, the result is always even until multiplying an odd number and an odd number.† odd +/- odd = even 5 + 7 = 12 even +/- even = even 10 - 6 = 4 odd +/- even = odd 5 + 6 = 11 Another way to think of this is, â€Å"When adding or subtracting numbers, the result is always even unless adding or subtracting an odd number and an even number.† With these understandings in mind, let us look again at the above ACT math problem. Choice A is incorrect, because b is an even integer. And we know that an even number * an odd number = an even number. Choice B is incorrect because a is an odd integer. And we know that an odd number + an odd number = an even number. Choice C is incorrect because a is an odd integer and b is an even integer. An even number + an odd number = an odd number. And an odd number * an even number (in this case 2) = an even number. Choice D is correct. Twice b will be even, because an even number * an even number = an even number. And the final result will be odd because an odd number (a) + an even number (2b) = an odd number. Choice E is incorrect. Twice an odd number (a) will be an even number, because an even number * an odd number = an even number. And an even number + an even number = an even number. So your final answer is D, a + 2b. You can see how you could also solve this by double-checking these rules by using your own numbers. If you assign an odd number to a and an even number to b, you can test out each option in about the same amount of time it would take you to go through your rules like this. So for this question, you could have said a was 5 and b was 6. Then option D would have looked like this: 5 + 2(6) = 17 Again, because you can figure out these kinds of questions using real numbers, these rules are classified as "good to know," not "necessary to know." If you follow the right steps, solving an integer problem is often much easier than it appears. Steps to Solving an ACT Math Integer Problem #1: Identify if the problem is, in fact, an integer problem. If you must use integers to solve a problem, the ACT will explicitly use the word "integer" in the question so that you don't waste your time and effort looking for decimal or fraction solutions. For example, questions may begin with: "x is a positive integer such that...", "For all negative integers...", or "How many integers give the solution to...?" For any problem that doesn’t specify that the variables (or the solution) are â€Å"integers," your answer or the variables can be in decimals or fractions. So let's look again at the problem from earlier: When x ≠  0, there are two possible integer values for x such that y = x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 We are told that x ≠  0, so we know that our y cannot be 0. Why not? Because the only integer values that can give you y = 0 are x = 0 and x = −1 because 0(1+0) = 0 and (−1)(1+(−1)) = 0. BUT we were told that x ≠  0. So y can not equal 0 either, as the question told us that there were TWO integer values for x, neither of which is 0. This means we can cross off C from the answer choices. We can also cross off A and B. Why? Because there is no possible way to have x(1+x) equal a negative. Even when x is negative, we would distribute the problem to look like: y = (1x) + (x * x) We know that a negative * a positive = a negative, so 1x would be negative if x were negative. BUT a positive * a positive = a positive. And a negative * a negative = a positive. So x * x would be positive, whether x was positive or negative. And adding the original negative value for x will not be a large enough number to take away from the positive square and make the final answer a negative. For example, we already saw that: x =−1 makes our y zero. x =−2 gives us −2(1+−2) = y = 2. x =−3 gives us −3(1+−3) = y = 6, etc. So we are left with answer choices D and E. Now how could we get 15 with x(1+x)? We know x must not be very large to get y = 15, so let's test a few small numbers for x. If x = 2, then x(1+x) = 2(1+2) = 6. This means x = 2 is too small. If x = 3, then x(1+x) = 3(1+3) = 12. So x = 3 is too small. If x = 4, then x(1+x) = 4(1+4) = 20. This means there is no positive integer value that could give us 15. But we did manage to get y = 20, so answer choice E is looking pretty good! Now we can tell that if we kept going higher with x, the y value would keep getting larger (x = 5 would give us y = 30, etc.). This means we probably need a negative integer to give us our second value for x. So let's try to get y = 20 with a negative value for x this time. We already saw above that x = −2 gave us y = 2, and x = −3 gave us y = 6. So let's try some more negative values for x. If x = −4, then x(1+x) = −4(1+−4) = 12 If x = −5, then x(1+x) = −5(1+−5) = 20 We were able to get y = 20 with both x = 4 and x = −5 So our final answer is E, y = 20 #2: If the problem asks you to identify equations that are always true, test out multiple different kinds of integers. If the question asks you to identify whether certain equations or inequalities are true for ALL integers, the equation must work equally with 10 as with 0 and -5. A good rule of thumb is to try -1, 0, and 1 with variable questions like these. These numbers often have special properties that make or break conditions. I'll explain what that means with a practice example. If x is an integer, which of the following equations MUST be true? I. $x^3 ≠¥ (-x)^3$ II. ${x^3}/x ≠¥ {x^2}/x$ III. $x(x + 1) ≠¤ -x + x^3$ (A) I only(B) II only(C) III only(D) I and III only(E) I, II, and III For questions like these, we should test out our sample numbers, as it can get confusing to use our rules of integer behaviors with complex problems such as these. So for option I, let use our test numbers of -1, 0, and 1. $−1^3= (−1)(−1)(−1) = −1$ $(−−1)^3 = $1^3 = (1)(1)(1) = 1$ -1 is NOT greater than +1. This automatically eliminates option I. And by eliminating option I, we can eliminate answer choices A, D, and E right away. Now let's look at choice II with our same test numbers. ${(-1)^3}/{-1} = {(-1)(-1)(-1)}/{-1} = {-1}/{-1} = 1$ ${(-1)^2}/{-1} = {(-1)(-1)}/{-1} = 1/{-1} = -1$ 1 -1 This means that option II works so far when we use a negative number. So let's try it with our positive number, 1. ${1^3}/1 = {(1)(1)(1)}/1 = 1/1 = 1$ ${1^2}/1 = {(1)(1)}/1 = 1/1 = 1$ 1 = 1. So option II still works. Lastly, we should test if the equation still works with 0. ${0^3}/0 = 0$ $0^2/0 = 0$ Option II works for all answer choices, so our final answer is B, II only. Because we know that option I doesn't work, we have eliminated all other answer choices. But if you want to make absolutely sure you didn't make a mistake somewhere, you can test out option III as well. −1(−1+1) = 0 $−(−1)+(−1)^3 = 1+(−1)(−1)(−1) = 1+−1 = 0$ 0 = 0 The two are equal, which means that option III works so far. Now let's try it with 1. 1(1+1) = 2 $−1+1^3 = −1+(1)(1)(1) = −1+1 = 0$ 2 0 When we used a positive number, the equation was incorrect. This means that answer choice C is eliminated and our choice of B has been confirmed to be the only correct answer. #3: If the problem asks you to find the answer to long calculations, use your rules that you learned above or test it out with smaller numbers. a, b, c, d, e, f are odd integers such that a b c d e f. Which statement(s) must be true? I. abcdef is odd II. a + b + c + d + e + f is odd III. a(b + c + d + e + f) is odd (A) I only(B) II only(C) III only(D) I and III only(E) I, II, and III Now you can approach this problem in one of two ways: by using your number rules or by using your own numbers. First, let's use our number rules to test option I. We know that each letter represents an odd integer and that the product of an odd number and another odd number is an odd number. Because an odd * an odd will always be odd, we know that option I is true. This means we can also eliminate answer choices B and C. Now let's look at option II. We know that an odd number + an odd number = an even number. We also know that an even number + an even number = an even number. So if we split a + b + c + d + e + f into pairs of numbers, we'll have: (a + b) + (c + d) + (e + f) We know that each pair of numbers will have an even sum, so we're left with: an even number + an even number + an even number, which will give us an even final result. So option II is incorrect. This means we can eliminate answer choice E. Finally, let's look at option III. As we saw before, when we have six odd numbers (in other words, an even number of odd numbers), the sum will be even. Now, our parenthesis holds five (an odd number) of odd numbers, and an even number + an odd number = an odd number. So we know the number in the parenthesis will be odd. We also know that an odd number (a) * an odd number (the sum of b, c, d, e, f) = an odd number. So option III is correct. This means that our final answer is D, I and III only. The other way you could solve this problem would be to test out these rules with small numbers and extrapolate to find the larger answer. In other words, use small numbers in place of the variables. So for option I, if you didn't know an odd * an odd = an odd, you could replace a and b with the numbers 5 and 3. 5*3=15, so you know that an odd * an odd = an odd number, no matter how many times you multiply it. So option I is correct. For option II, again test it out with smaller numbers. 7+5=12, and 7+5+3=15. So you know that adding odd numbers an even number of times gets you an even answer and adding an odd number of times gets you an odd answer. There are six odd numbers, so the final answer must be even. Option II is incorrect. Taking what you learned by testing option II, you know that adding odd numbers an even number of times gets you an odd answer. And, taking what you learned from testing option I, you know that an odd number * an odd number = an odd number. This means your final answer must be odd, so option III is correct. This means the final answer is D, I and III only. Whoo! There are many ways to solve integer problems and whichever way works for you is perfect. The Take-Aways In order to solve both the basic and advanced ACT integer questions, you must first understand what an integer is. Only then can you build up your integer knowledge to the more advanced concepts. But simply knowing that an integer is a whole number (and that 0 and negative numbers are also integers), will allow you to solve some of the more basic questions about how to plug integers into equations and how integers relate to one another. For the more advanced integer concepts, including absolute values, exponents, etc., be sure to check out our advanced guide to ACT integers. What's Next? Now that you’ve learned about what integers are, you may want to check out the advanced guide to ACT integers where we will go through absolute values, prime numbers, and exponents (among other concepts). Make sure that you also have a solid understanding of all the ACT math concepts on the test as well as all the ACT formulas you'll need to know. Running out of time on ACT math? Check out our article on how to buy yourself those extra precious seconds and minutes and complete your ACT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect score written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice 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:

Theories of Organizational Development Research Paper

Theories of Organizational Development - Research Paper Example Teamwork and team building must have a sense of purpose. No matter how small the team is, it is vital that the whole process is set out in a way that facilitates the realization of clear, concise and specific objectives that all members think are important to achieve (Stone, 2010). Teams should always be set out to conduct specific exercises or activities, such as coming up with solutions to low profitability in a business. Other specific tasks which team building can address include scouting for the right human resources for job vacancies and charting new territories for expansion. In summary, team building can be considered to be a waste of time if there are no clear objectives set for the whole process (Bride, 2011). All teams participating in team building should be made up of members who can contribute positively to the attainment of goals and objectives based on their degree of expertise or knowledge. For example, if a company wants to develop an expense budget for a financial year, the team assigned the task of coming up with that budget should be composed of people who are knowledgeable about budgeting (Stone, 2010). If one or two members of that team are blunt in the dynamics of budgeting, then the whole team will be pegged back in their endeavors. Any team building process must be laced with the spirit of cooperation. Without such a spirit the whole process might fail to realize set goals and objectives. All the participants should feel the need to work together in order to achieve specific objectives. The challenge here is that people have different personalities, and therefore those who are either highly opinionated or have strong personalities are likely to disagree with their colleagues (Callaghan & Voight, 2001). Despite this, successful team building tends to take all these factors into account by balancing the personalities in teams by giving everybody an equal chance to be heard and the opportunity to make a difference. This minimizes bickering while allowing a cooperative spirit to flourish.

Folio paper-cloud computing foe E-learning Assignment

Folio paper-cloud computing foe E-learning - Assignment Example In the recent day context, the concept of cloud computing has gained significant amount of interest due to the advantages that the companies are able to acquire by the utilisation of cloud computing. Certain recent survey reports state that in the global market, about 74 percent of the companies are utilising cloud computing services (Sharma, 2012). These companies include several hotel groups which utilise the cloud computing techniques to enhance their Customer Relationship Management (CRM) systems (Babcock, 2011). Apart from hotels, there are several other companies which utilise the cloud computing techniques for their business operations. A few of the major companies among them have been mentioned below: It is worth mentioning that Amazon has introduced the latest version of cloud computing application known as the EC2 cloud compute. The EC2 is a quite efficient in providing web services that enable the user to utilise the available resources effectively (PRLOG, 2011). Microsoft, which is one of the giant IT companies, has been providing certain cloud computing services to the business enterprises as well. These services, provided by Microsoft to the business enterprises give security to stored data of the enterprises (PRLOG, 2011). Another significant company that provides cloud computing services is Apple. The icloud services rendered by Apple to its customers provide facilities to the user to store files and documents which can be accessed quite easily (PRLOG, 2011). Several research groups have been formed by different companies for carrying out the research works on cloud computing. It is worth mentioning that Microsoft is one of the major companies which has formed a research group for cloud computing. The research group of Microsoft includes Sameh Elnikety, Allen Galler, Christian Geuer-Pollmann, Yuxiong He, Navendu Jain, Jim Larus, and Ravi Pandya. Apart from Microsoft, another significant research group has been developed by IEEE Computer