Battle of Gallipoli in World War I

The Battle of Gallipoli was fought during World War I (1914-1918) and represented an attempt to knock the Ottoman Empire out of the war. The plan for the operation was conceived by First Lord of the Admiralty Winston Churchill who believed warships could force the Dardanelles and strike directly at Constantinople. When this proved unfeasible, the Allies elected to land troops on the Gallipoli Peninsula to open the straits. The early stages of the campaign were badly handled and Allied forces were effectively trapped in their beachheads. Though the Allies spent much of 1915 trying to breakout, they were not successful and the decision was made to withdraw late that year. The campaign marked the Ottoman Empires greatest victory of the war. Fast Facts: Gallipoli Campaign Conflict: World War I (1914-1918)Dates: February 17, 1915-January 9, 1916Armies Commanders:AlliesGeneral Sir Ian HamiltonAdmiral Sir John de Robeck489,000 menOttoman EmpireLieutenant General Otto Liman von SandersMustafa Kemal Pasha315,500 menCasualties:Allies: Britain - 160,790 killed and wounded, France - 27,169 killed and woundedOttoman Empire: 161,828 killed, wounded, and missing Background Following the entry of the Ottoman Empire into World War I, First Lord of the Admiralty Winston Churchill developed a plan for attacking the Dardanelles. Using the ships of the Royal Navy, Churchill believed, partially due to faulty intelligence, that the straits could be forced, opening the way for a direct assault on Constantinople. This plan was approved and several of the Royal Navys older battleships were transferred to the Mediterranean. On the Offensive Operations against the Dardanelles began on February 19, 1915, with British ships under Admiral Sir Sackville Carden bombarding Turkish defenses with little effect. A second attack was made on the 25th which succeeded in forcing the Turks to fall back to their second line of defenses. Entering the straits, British warships engaged the Turks again on March 1, however, their minesweepers were prevented from clearing the channel due to heavy fire. Another attempt to remove the mines failed on the 13th, leading Carden to resign. His replacement, Rear Admiral John de Robeck, launched a massive assault on Turkish defenses on the 18th. This failed and resulted in the sinking of two old British and one French battleships after they struck mines. General Sir Ian Hamilton, 1910. Library of Congress Ground Forces With the failure of the naval campaign, it became clear to Allied leaders that a ground force was going to be needed to eliminate the Turkish artillery on the Gallipoli Peninsula which commanded the straits. This mission was delegated to General Sir Ian Hamilton and the Mediterranean Expeditionary Force. This command included the newly formed Australia and New Zealand Army Corps (ANZAC), the 29th Division, the Royal Naval Division, and the French Oriental Expeditionary Corps. Security for the operation was lax and the Turks spent six weeks preparing for the anticipated assault. Ottoman machine gun team during the Gallipoli Campaign. Bundesarchiv, Bild 183-S29571 / CC-BY-SA 3.0 Opposing the Allies was the Turkish 5th Army commanded by General Otto Liman von Sanders, the German advisor to the Ottoman army. Hamiltons plan called for landings at Cape Helles, near the tip of the peninsula, with the ANZACs landing further up the Aegean coast just north of Gaba Tepe. While the 29th Division was to advance north to take the forts along the straits, the ANZACs were to cut across the peninsula to prevent the retreat or reinforcement of the Turkish defenders. The first landings began on April 25, 1915, and were badly mismanaged (Map). Meeting stiff resistance at Cape Helles, British troops took heavy casualties as they landed and, after heavy fighting, were finally able to overwhelm the defenders. To the north, the ANZACs faired slightly better, though they missed their intended landing beaches by about a mile. Pushing inland from Anzac Cove, they were able to gain a shallow foothold. Two days later, Turkish troops under Mustafa Kemal attempted to drive the ANZACs back into the sea but were defeated by tenacious defending and naval gunfire. At Helles, Hamilton, now supported by French troops, pushed north towards the village of Krithia. Trench Warfare Attacking on April 28, Hamiltons men were unable to take the village. With his advance stalled in the face of determined resistance, the front began to mirror the trench warfare of France. Another attempt was made to take Krithia on May 6. Pushing hard, Allied forces only gained a quarter mile while suffering heavy casualties. At Anzac Cove, Kemal launched a massive counterattack on May 19. Unable to throw the ANZACs back, he suffered over 10,000 casualties in the attempt. On June 4, a final attempt was made against Krithia with no success. Gridlock After a limited victory at Gully Ravine in late June, Hamilton accepted that the Helles front had become a stalemate. Seeking to move around the Turkish lines, Hamilton re-embarked two divisions and had them landed at Sulva Bay, just north of Anzac Cove, on August 6. This was supported by diversionary attacks at Anzac and Helles. Coming ashore, Lt. General Sir Frederick Stopfords men moved too slowly and the Turks were able to occupy the heights overlooking their position. As a result, the British troops were quickly locked into their beachhead. In the supporting action to the south, the ANZACs were able to win a rare victory at Lone Pine, though their main assaults on Chunuk Bair and Hill 971 failed. Soldiers of the Royal Irish Fusiliers in the trenches on the southern section of Gallipoli Peninsula during World War I. Australian War Memorial On August 21, Hamilton attempted to revive the offensive at Sulva Bay with attacks on Scimitar Hill and Hill 60. Fighting in brutal heat, these were beaten off and by the 29th the battle had ended. With the failure of Hamiltons August Offensive, fighting calmed as British leaders debated the future of the campaign. In October, Hamilton was replaced by Lt. General Sir Charles Monro. After reviewing his command, and influenced by the entry of Bulgaria into the war on the side of the Central Powers, Monro recommended evacuating Gallipoli. Following a visit from Secretary of State for War Lord Kitchener, Monros evacuation plan was approved. Beginning on December 7, troop levels were drawn down with those at Sulva Bay and Anzac Cove departing first. The last Allied forces departed Gallipoli on January 9, 1916, when the final troops embarked at Helles. Aftermath The Gallipoli Campaign cost the Allies 187,959 killed and wounded and the Turks 161,828. Gallipoli proved to be the Turks greatest victory of the war. In London, the campaigns failure led to the demotion of Winston Churchill and contributed to the collapse of Prime Minister H. H. Asquiths government. The fighting at Gallipoli proved a galvanizing national experience for Australia and New Zealand, which had not previously fought in a major conflict. As a result, the anniversary of the landings, April 25, is celebrated as ANZAC Day and is both nations most significant day of military remembrance.

Pyramids of Giza - 719 Words

The Mystery of the Construction of the Pyramids of Giza RUNNING HEAD: THE MYSTERY OF THE CONSTRUCTION OF THE PYRAMIDS 2 AT GIZA There are many mysteries surrounding our history, especially those of ancient times. It is my belief that a mystery is something that simply can’t be explained and is based off of phenomenon. In regards to the Pyramids at Giza, is it really a mystery or have we as a modern society over looked†¦show more content†¦Thousands and thousands of workers, who technically were not slaves, instead were indentured slaves, came together and over the course of the next 23 years created this wonder. As is tradition and custom of ancient Egypt, Pharoahs began constructing their own Pyramids as soon as they took the throne. This of course provided the laborers and indentured slaves with a building frame and structure to continue on. Using copper chiseling tools does not seem farfetched as people of that era were known for their artistic abilities at making things. A common misconception is that the Egyptians were not smart enough to do things of such a nature, but that is ve ry far from the truth. Just because we have a more advanced way of communicating, does not mean we have a more advanced way of thinking, References 3 1) Science Daily( Redford 2013)(Penn State University 2008) â€Å" How were the Egyptian Pyramids Built 2) Humanities, world Cultural studies (Show MoreRelatedThe Pyramid Of Giza And The Pyramids873 Words   |  4 Pagesearth sciences appear to show that the Great Pyramid was a fantastic gadget for get-together, enhancing, and centering a baffling vitality field for the profound advantage of individuals. We don t know precisely how the pyramid and its principle chamber were utilized, and the geometric structure of the pyramid has been quietly adjusted by the evacuation of the packaging stones and the top stone (Ruggles, 2015). None-the-less, the Great Pyramid of the Giza level still radiates incredible power as aRead MoreThe Pyramids Of Giza Pyramids929 Words   |  4 Pagesthe Great pyramids of Giza. The pyramids of Giza in total are three, these are some of the most famous pyramids in the world and some of the most famous landmarks of Egypt. Growing up I would always think of one day traveling to egypt and climbing to the top. This is why I decided to do my research paper on this work of art and great monument of art history. With this paper I was able to research into detail about; The Great Pyramids of Giza, which include The Pyramid (Pyramid of Khufu)Read MoreThe Pyramid Of Giza Pyramids846 Words   |  4 Pagesmy eyes. Up above me, was†¦ a pyramid? I feel disoriented. So I quickly get up, scanning the area. In front of me are some small pyramids, and to the left and right were temples. Behind me was the most ineffable structure I have ever seen. It was the Pyramid of Giza. The oldest wonder of the world. If this is the Pyramid of Giza, then I am somewhere in Cairo, Egypt. Towering over everyone’s head, this structure was far beyond what I have heard about the Pyramid of Giza. In my mind, some mellifluousRead MoreThe Pyramids Of Giza Pyramids879 Words   |  4 Pagesfor the Pyramids of Giza. The Great Pyramid of Giza is the oldest and largest of the three pyramids in the Giza Necropolis bordering Cairo, Egypt. The Great Pyramid is the main part of a complex or set of buildings that include two mortuary temples in honor of Khufu. King Menes is whom founded Egypt. In the year 5500 BCE technology flourished. The technology that they had created was asstounding. They were able to create glass, ramps, levers, and more. There greatest creation was the pyramid. The firstRead MoreThe Great Pyramid Of Giza930 Words   |  4 PagesGiza, an area located southwest of what is now known as Cairo, is home to one of the most astonishing and mysterious feats of architecture ever assembled, The Great Pyramid. Located approximately 5 miles west of the Nile River near the city of Cairo, Egypt, The Great Pyramid is part of a larger complex called the Giza Necropolis, which also houses the Great Sphinx, and two smaller pyramids. It is said to have been built by the enslaved citizens of Khufu, second ruler of the 4th dynasty, and son ofRead MoreThe Great Pyramid Of Giza1382 Words   |  6 Pageswill examine the Great Pyramid of Giza during the Fourth Dynasty, the period in which it was built. My purpose for this topic is to not only educate myself further in the humanities of Ancient Egypt but to also get a better understanding of how the art relates to the people and their lives, I will do so by examining how and when The Great Pyramid of Giza and the surrounding pyramids were built, then how the culture of the people at the time influenced the making of the pyramid, and finally I will discussRead MoreThe Great Pyramid Of Giza Essay1147 Words   |  5 PagesThe â€Å"Great Pyramid of Giza† is situated in the Giza Necropolis which borders the largest city in Egypt – Giza. It is also identified by two other names; the Pyramid of â€Å"Cheops† or â€Å"Khufu†. The Great Pyramid stands as the largest and oldest among the Giza Necropolis pyramids. Furthermore, it is listed among the Seven Wonders of the Ancient World, holding the record of being the oldest in that list. The magnificence of the pyramid’s structure is an attraction that has grabbed the attention of severalRead MoreThe Great Pyramid Of Giza859 Words   |  4 Pages The Great Pyramid of Giza, is one of the oldest and sole surviving wonders of the Ancient World, has attracted the interest of many people such as tourists, philosophers, and travelers for hundreds of years. The pyramids interest has centered on the question of whether the ancient Egyptian people created and or possessed certain mathematical concepts and rules in the pyramids for the proportions and measurements. The Great Pyramid’s elevation encodes three of the most important constants in createdRead MoreThe Great Pyramid Of Giza Essay1704 Words   |  7 PagesThe Great Pyramid of Giza is one of the seven wonders of the ancient world. It is located at El Giza, Egypt. This pyramid was built for the pharaoh Khufu in around 2560 B.C. and was intended to last an eternity. Also, this pyramid was the tallest structure in the world for nearly 3800 years with a height of more than 481 feet. This pyramid is a great tribute to engineering and decades-long labor by tens of thousands of workers. It was estimated that the pyramids were built by 100,000 workersRead MoreThe Great Pyramid Of Giza1138 Words   |  5 Pagesbuilt. The Pyramids! We find these mysterious, immense, and fascinating structures throughout the world. We gaze at them in wonder and ask ourselves: who built them? How were they built? what were they used for? and, when were they built? The Great Pyramid of Giza is the oldest and largest of the three pyramids in the Giza pyramid complex bordering what is now El Giza, Egypt. It is the oldest of the Seven Wonders of the Ancient World, and the only one to remain largely intact. The pyramids purpose has

Personal Career Roadmap

Question: Discuss about the Personal Career Roadmap. Answer: Introduction One cannot be a person if that one has not a notion of oneself. Having the capacity to perceive oneself as oneself in a reflection is an outflow of this notion that is typically called self-awareness. Taking after Velleman (2013), one can state that this self-conception is not quite recently the sentiment being there on the earth. In this manner, one's self-awareness is real as in one can take a real position towards oneself similarly as one does towards a bird in the backyard and ponders whether it is a swamp tit or a willow tit. In like manner, one can contemplate about oneself. In contemplating about myself, I found out that I have a clear thinking personality. I also have an inner need to be objective and methodical. I even like to pursue a specific procedure, responding to logic instead of emotion. Judging by all these I can be for the most part good at handling taxing technical assignments. I have a strong inner drive to achieve personal goals. I believe I have the potential to turn out to be 'the expert' in my chosen field accountancy. Undoubtedly, accounting has assumed an essential part in the field of business. None of the organizations can perceive its incomes and costs and come to know where its budgetary standing is without the accounting framework, which likewise gives valuable data to settling on shrewd choices. With that being noted, I picked accounting as my diploma subject in light of its more noteworthy occupation availabilities and empowering pay, given the difficulties I will face and aptitudes I should create in the vocation (Green, 2014 ). My passion towards accounting keeps me motivated and excited about my course and I get further encouraged on continuing learning it. My aim always has been to be an accountant in future, so taking up this course makes much sense, along with the decision to continue learning and broadening my knowledge on it. I have always been positive about the idea that accounting is very much related to our lives. I considered myself blessed that I had the opportunity to get the appropriate exposure in school that had helped me adapt better in my current surroundings and would do the same in future and improve my chances of getting an accounting job. I have gained immense knowledge and help from the lecturers at Ngee Ann Polytechnic. They have been passionate towards our queries and have motivated us to put in our best in our course. The experiences they shared with me have inspired me to keep on pursuing accounting as my future career and one day fulfil my dream of becoming a Chartered Accountant . Preferred Job As a student of Accountancy, my ultimate aim in life would be to work as successful Chartered Accountant and fulfill my lifelong dream. I have already started working on finding a good job immediately after I finish my course. Recently I was going through some job websites and found one job opening that I think would be a good option for me to start my career. I was always interested in pursuing my career in accounting in a financial firm. For that, I found banks to be an opportune option. Citibank Singapore has an opening for an Accountant position for their Orchard Road branch. The selected person would be assigned a challenging role within the financial control team from the finance department. The main job purpose would be to ensure the integrity of the Balance Sheet for all Citis legal entities in Singapore, including tax related balances. The key responsibilities of the accountant would be supervising, tracking and reporting of Citi's Balance Sheet validation process in compliance with Citi's Balance Sheet Substantiation directive comprising of hosting of monthly gathering sessions with significant stakeholders. He would also be taking care of Reconciliation and monitoring of Singapore Tax Accounting (Income, Trade, Deferred Taxes and VAT) within Singapore entities as well as Balances booked abroad. He would also be allocated the res ponsibility of supporting the Tax team in the preparation of the periodic BS reviews related to tax balances. The main idea of this position is that through the role the candidate would gain an in-depth understanding of Citis accounting control framework and gain exposure to all areas of the Controller organization and an understanding how Finance is structured to meet the expectations and requirements. The accountant would also get the opportunity to grow into a more senior role within the Singapore Finance department ("Singapore Statutes Online - 1 - Accountants (Public Accountants) Rules", 2017). On the other hand, the minimum qualification required for this role is a University degree or other equivalent financial background. The person should also have good Knowledge of US GAAP/IFRS and local generally accepted accounting principles,good tax accounting skills, project management skills and critical skills. For this part, the candidate must have a self-assured character and ought to be profoundly self-persuaded, alongside having a hands-on approach and one who tries to be a key patron in a dynamic group environment of experts. The accountant must have solid interpersonal aptitudes and should be ready to manage a scope of senior/junior staff over various orders, and over an extensive variety of nations. It is necessary that the accountant have a solid control outlook, is a cooperative person with the capacity to convey and arrange viably with a scope of individuals, can perform under weight and work to due dates. Course Structure Modules I have understood from going through the required roles and responsibilities of different job openings that I need to further my qualifications, skills and aptitudes. For that, it is imperative that I enroll in different special courses and include diverse modules in my current course so that I can acquire enhanced knowledge and skills that would assist me in progressing in my career towards my end goal. Diploma in Accountancy would give me the required decision making skills and accounting knowledge that I would require in my career. It would provide me with the necessary assistance to toughen internal controls, explore financial performance and take in value to businesses in terms of tactic and governance. Other than that, there are separate modules on financial and managerial accounting, taxation, computing and communication skills. The Diploma course would help in gaining experience of accounting software extensively employed in the industry for instance MYOB and SAP and get prac tical learning with the help of a six-month EnhancedInternship program with recognized regional and overseas businesses. The modules provided by the institute helps in improving the skills required to join esteemed organizations in the industry like PwC, Deloitte, EY and KPMG, as well as local accounting firms and banks like RSM Chio Lim, Citibank and Standard Chartered Bank.The Enhanced Internship program would help me in gaining important work experience with comprehensible learning outcomes in addition to industry mentorship. All other local local universities and many overseas universities recognize this diploma course. In the discussion of additional modules for enrichment of my career and knowledge, Polytechnic Foundation Program (PFP) would take a special place. The program is particularly planned fortop 'N' Level (Academic)students who have the choice toleave out the'O' Level examinations in Secondary 5to join Ngee Ann Polytechnicunder the PFP. In the lead of enrolment in the PFP,students are provided with temporary slots in their pre-selected diploma programs, in regards to them surpassing all base year moduleswithin the PFP, prior to making progress onto the first year of their diploma courses. CCAs and Enrichment activities Ngee Ann Polytechnic has four different categories of CCA (Co-Curricular Activities): Arts Culture, Sports, Community Service and Special Interest. Understudies who appreciate aggregate advantage learning tend to enhance in school. They can similarly find that they can truly have any sort of impact with what they do. This helps understudies appreciate better their own specific wellness, inciting to more confidence and a can-do aura that can spread to their work and educational interests (Bulmer, 2015). Making a profound pull penchant for gathering organization can help understudies end up being more strong through the traverse of a lifetime. Taking an interest in gathering advantage demonstrates understudies aptitudes that are beneficial to organizations, like basic considering, collaboration, and the ability to take after headings. Volunteering is especially imperative when it is related to an understudy's future occupation. Assemble advantage opens understudies up to a plenitude of frameworks organization openings, allowing them to manufacture new associations inside their gathering as they contribute. Understudies can meet ne w people, work with new affiliations, and strengthen their ties to the gathering. Appreciating bunch advantage licenses understudies to develop their present inclination sets. As understudies work in gathering advantage programs, they'll make sense of how to better capacity in gatherings (Caldern Pollack, 2015). Continuing Education and Lifelong Learning Regardless of the nature and size, accountants are essential segments of any business. Indeed, even in the subsidence time frame, accountants are essential part of any association, for doing accounting, evaluating and monetary administration. Because of the way that each organization needs an accountant, whether open, private or non-benefit, people seeking after the back course have the decision of discovering accountant occupations in a differentiated industry and organizations. There is no shortage of good accountant openings for work. It is considered as one of the top profession decisions made by understudies (Drury, 2013). Subsequent to completing graduation, an understudy can at first join an organization as a lesser accountant or a learner. Likewise, accountants can discover work in differentiated parts like statistical surveying, spending arranging, organizations and consultancies. There is a decent extension in showing field additionally, where a post-graduate understudy can settle on showing occupations in schools and colleges. This area offers huge specialist accountant openings for work, which can be investigated at your own comfort. References Bulmer, M. (2015).The Social Basis of Community Care (Routledge Revivals). Routledge. Caldern, J. Z., Pollack, S. S. (2015). Weaving Together Career and Civic Commitments for Social Change.Peer Review,17(3), 16. DRURY, C. M. (2013).Management and cost accounting. Springer. Green, W. L. (2014).History and Survey of Accountancy (RLE Accounting). Routledge. Velleman, J. D. (2013). Sociality and solitude.Philosophical Explorations,16(3), 324-335. Bae, T. J., Qian, S., Miao, C., Fiet, J. O. (2014). The relationship between entrepreneurship education and entrepreneurial intentions: A meta?analytic review.Entrepreneurship Theory and Practice,38(2), 217-254. Chong, E. (2013). Managerial competencies and career advancement: A comparative study of managers in two countries.Journal of Business Research,66(3), 345-353. Citibank.com.sg. (2017). Credit Cards | Home Loan | Deposits | Investments - Citibank Singapore. Retrieved 6 January 2017, from https://www.citibank.com.sg/portal/bluehome/index.htm Deville, P., Wang, D., Sinatra, R., Song, C., Blondel, V. D., Barabsi, A. L. (2014). Career on the move: geography, stratification, and scientific impact.arXiv preprint arXiv:1404.6247. Laughlin, R. (2014). Tony Lowe and the Interdisciplinary and Critical Perspectives on Accounting Project: Reflections on the contributions of a unique scholar.Accounting, Auditing Accountability Journal,27(5), 766-777. Singapore Statutes Online - 1 - Accountants (Public Accountants) Rules. (2017). Statutes.agc.gov.sg. Retrieved 6 January 2017, from https://statutes.agc.gov.sg/aol/search/display/view.w3p;page=0;query=Id%3A%2202e025c8-d2ab-4413-9384-7024a873ba3a%22%20Status%3Ainforce;rec=0 Watts, R. L., Zuo, L. (2016). Understanding practice and institutions: A historical perspective.Accounting Horizons,30(3), 409-423.

The Adventures Of Huckleberry Finn Character Analysis Essay Example For Students

The Adventures Of Huckleberry Finn Character Analysis Essay Mark Twain’s novel The Adventures of Huckleberry Finn is a novel about a young boy’ s coming of age in the Missouri in the mid 1800‘s. It is the story of Huck’s struggle to win freedom for himself and Jim, a run away slave. This novel deals with numerous of social issues such as slavery and humanity morals and values . Society believes that slaves should be treated as property; Huck, who had befriended a runaway slave, sees Jim as a person, not property. Though out the novel Huck fights a internal battle by deciding weather he should turn Jim in to the authorities because society has told him what Jim is doing is wrong or should he help Jim escape the precaution and humility of slavery because he knows in his heart what he is doing is right. In the end, Huck Finn decides that he would rather disobey societys teachings about slavery, than betray his friend by returning him to his previous condition .This novel relates to this course because this novel show you that you shouldnt make society’s views influences your individual judgements you should make your own beliefs and perceptions on issues. We will write a custom essay on The Adventures Of Huckleberry Finn Character Analysis specifically for you for only $16.38 $13.9/page Order now Hucks views on slavery shows how society views on certain issues can sometimes be wrong someone has to be brave enough to break what others assume is correct and just, and make decisions for themselves and the ability to stand on our own and do something about it Like Huck did in the novel. This novel is making a powerful statement, that following society’s norms are not always correct that being a individualBibliography:

Mussolinis Rule of Italy essays

Mussolini's Rule of Italy essays Mussolini's Rule of Italy Mussolini ruled Italy between 1923 and 1939. Many important things happened during this time. In 1922, Mussolini organized the march to Rome. 26,000 "blackshirts" marched to Rome and threatened the Italian King Emmanuel II. The King asked Mussolini to form the next government and on October 29, 1922, Mussolini became Prime Minister. In 1923, the Acerbo Laws were formed so that the party with the most votes would recieve two-thirds of the seats in the Chamber of Deputies. Because of this, the Fascists became the largest party in Parliament. When Mussolini wins, he outlaws all other parties. To set the seal on Mussolini's success, the Catholic Church signed the Lateran pact with the Fascist government. For doing this, the church got complete control over education, and the Pope's right to rule over Vatican City. Mussolini got the Pope's acceptance of his way of running Italy. This made the people also accept him. Also in 1923, Mussolini took control over the "22 corporations" so he could skim money off the top of them. These were things such as coal and transportation. In 1927, the OVRA (secret police) were established. They killed people who did not obey Mussolini. To stop Hitler from invading Austria, Italy, Poland, France, and Czechoslovakia came together and formed the Stresa Front. This stopped Hitler for awhile. In 1936, Mussolini invaded Abyssinia because he wanted the oil and wanted to make a new Roman Empire. Abyssinia let Mussolini take over. Next, Rome and Berlin signed a treaty to support each other if there was a war. Also, Mussolini sent troops to the Spanish Civil War. He did this to support other Fascists. ...

The Complete Guide to ACT Grammar Rules

The Complete Guide to ACT Grammar Rules SAT / ACT Prep Online Guides and Tips Even though the English language is complex, ACT English tests a specific set of grammar rules. Furthermore, it tests these rules the same way, over and over again. In this complete guide, we've compiled the comprehensive list of ACT English grammar rules you need to know to ace the ACT English section. If you master all these rules and practice them with realistic ACT questions, you'll have a huge advantage on the English section.Unlike other guides, we give you lots of examples to help you understand how grammar rules will show up on the ACT. After all, you need to master the ACT format to do well on the ACT. Quick Overview The English rules tested on the ACT can be grouped into two categories: Usage and Rhetoric. Usage skills are what are typically called "grammar rules," such as punctuation, subject/verb agreement, and verb tenses. Rhetorical skills have to do with style, organization, and writing logic. You'll need to know how to organize sentences in a paragraph, connect two ideas together logically, and sequence paragraphs together. We'll start first with Usage skills, then move onto Rhetorical skills. Want to improve your ACT score by 4 points or more? We've put our best advice into a single guide. These are the 5 strategies you MUST be using to have a shot at improving your score. Download this free ACT guide now: USAGE SKILLS Usage questions cover primarily grammar and punctuation - what we generally think of as correct English. Punctuation The ACT only tests very specific uses of certain kinds of punctuation. Those rules, and only those rules, are detailed below. Commas Use commas to separate words and word groups in a simple series of three or more items. We had coffee, cheese, crackers, and grapes. Use a comma to separate two adjectives when the adjectives are interchangeable. It was a vibrant, massive painting. When starting a sentence with a dependent clause, use a comma after it. When Jim studied in the library for his chemistry quiz, it was very quiet. Use commas to set off nonessential parts of the sentence. The woman, knowing it was late, hurried home. Apostrophes Apostrophes are used two ways on the ACT: to show possession and to create contractions. Many of the apostrophes issues are tested using the "Word Choice" skill further below. To form possessives of nouns: Laura's hat The kids' toys The tree's leaves Note that the singular possessive Laura's has the apostrophe before the s, while the plural possessive kids' has the apostrophe after the s. To create contractions (show the omission of letters): There's a clown. You'd love it. Who's there? Colons Use a colon after an independent clause when it is followed by a list, a quotation, appositive, or other idea directly related to the independent clause. The vote was unanimous: the older candidate had won. Semicolons Use a semicolon to join 2 independent clauses when the second clause restates the first or when the two clauses are of equal emphasis. I'm not sure how to get there; let's get directions. Use a semicolon to join 2 independent clauses when the second clause begins with a conjunctive adverb (however, therefore, etc.) or a transition (in fact, for example, etc.). The basement is scary; thus, I do not go down there alone. Dashes Dashes are used to set off or emphasize the content enclosed within dashes or the content that follows a dash. Dashes place more emphasis on this content than parentheses. Upon discovering the errors- all 124 of them- the publisher immediately recalled the books. End Punctuation Use a period at the end of a sentence that makes a statement. He will try again. Use a question mark after direct questions. Where are we? Use (rarely) an exclamation point at the end of a sentence to express strong emotion. Stop it! Pronouns A pronoun is a noun that can stand in for another noun. For example, the pronoun "she" can stand in for "the woman" or "Queen Elizabeth." But, unlike nouns, pronouns change their form if they're used in different ways. These are the ways that pronouns are tested on the ACT. Subject vs. Object Pronouns Nouns, in relation to verbs, can be subjects or objects. Subjects "do" verbs and objects have verbs "done" to them: a dog (the subject noun) chases (the verb) its tail (the object noun). Regular nouns like dog or tail do not change depending on whether they are subjects or objects, but most pronouns do. For example, in the phrase "she likes him," the woman is the subject, so the pronoun is she; in the phrase "he likes her," the woman is the object, so the pronoun is her. Subject Pronouns Object Pronouns I you he she it we they me you him her it us them Examples Error: Me and my parents ate dinner. Corrected: My parents and I ate dinner. Error: The tourists asked my friends and I for directions. Corrected: The tourists asked my friends and me for directions. Error: The Girl Scouts sold cookies to my sister and I. Corrected: The Girl Scouts sold cookies to my sister and me. Note above that all of the examples pair the faulty pronoun with another noun. This is almost always how the harder ACT pronoun questions test this skill. That vs. Who This concept is simple: who is the pronoun for a person or people, and that is the pronoun for everything else. Examples Error: The coach is the person that is in charge of the team's schedule. Corrected: The coach is the person who is in charge of the team's schedule. Error: The elephant is the animal who asks for the most treats. Corrected: The elephant is the animal that asks for the most treats. Error: The corporation is who owns this land. Corrected: The corporation is what owns this land. Pronoun Agreement When we use pronouns more than once in a sentence, we have to use the same perspective throughout. Examples Error: If a person wants to succeed in corporate life, you have to know the rules of the game. Corrected: If a person wants to succeed in corporate life, she has to know the rules of the game. Error: Everyone should make their own decision. Corrected: Everyone should make his own decision. Error: Every student must study hard if they want good grades. Corrected: Every student must study hard if she wants good grades. Note: In the second example, that the error is the commonly-used "their" to mean a singular noun (everyone); while this is used in common, everyday speech, using "their" as a possessive pronoun for a single person is not formally accepted as grammatically correct on the ACT. These singular nouns that seem plural (such as nobody, anyone, and each person), as well as "their" instead of the singular "he" or "his," are often tested in the hardest pronoun questions. Ambiguous Reference Wherever there is a pronoun, it should be obvious what the pronoun is "standing in" for. Examples Error: Ethel told Lucy that her pie was wonderful. Corrected: Ethel told Lucy that Lucy's pie was wonderful. Error: The files arranged by the temporary workers were out of order, so we sent them back to the main office. Corrected: The files arranged by the temporary workers were out of order, so we sent the files back to the main office. Error: Once Nora and Elise go to live with their husbands, they have to convert to their ways of living. Corrected: Once Nora and Elise go to live with their husbands, the husbands have to convert to their wives' ways of living. Verb Forms: Tense and Agreement There are two main issues with verbs tested on the ACT: verb tense and subject-verb agreement. The subject is the noun that "does" the verb (below, the subject of the sentences is they.) Verb Tense There are six basic verb tenses, two for each time period: Simple Present: They sing. Present Perfect: They have sung. Simple Past: They sang. Past Perfect: They had sung. Future: They will sing. Future Perfect: They will have sung. All of these tenses are created out of three forms of "to sing": sing (present), sang (past), and sung (past participle). As you can see, some of the correct verb forms are created by adding forms of the words "have" and "do." The idea is to keep verbs in a single sentence within the same time period. Examples Error: The boy insisted that he has paid for the candy bars. Corrected: The boy insisted (past) that he had paid (past perfect) for the candy bars. Error: The doctor suggested bed rest for the patient, who suffers from a bad cold. Corrected: The doctor suggested (past) bed rest for the patient, who suffered (past) from a bad cold. Error: I told him that he can drop by any time and I will be happy to help him. Corrected: I told (past) him that he could (past) drop by any time and I would (past) be happy to help him. Subject/Verb Agreement Nouns and verbs are both parts of speech with number: they are written differently if they refer to just one thing or multiple things. Subject/verb agreement just means that the noun and the verb have the same number (singular or plural). For example, one dog runs fast, but two dogs run fast. Examples Matching subjects and verbs are underlined, while verbs that don't match subjects are bold. Error: The climate in those cities are uncomfortably humid. Corrected: The climate (singular) in those cities is (singular) uncomfortably humid Error: There was a rat and three buckets of whitewash in the corner of the basement. Corrected: There were (plural) a rat and three buckets of whitewash (plural) in the corner of the basement. Error: Ms. Russell is trying to read a book outside but a swarm of flies keep distracting her. Corrected: Ms. Russell is trying to read a book outside but a swarm (singular) of flies keeps (singular) distracting her. Comparisons These are pretty simple. Comparisons between two things are formed by the construction "x is more/less [adjective]/[adjective]-er than y." For example, Bill is more friendly than Louis. Comparisons between three or more things, however, are formed by the construction "x is the most [adjective]/[adjective]-est of the [things]." For example, Lucy was the most adept student in the class or The cheetah is the fastest land animal. The ACT tests this skill by mismatching the types of comparison: Examples Error: Between butterflies and spiders, humans admire butterflies the most. Corrected: Between butterflies and spiders, humans admire butterflies more. Error: Cheetahs are the faster of all land mammals. Corrected: Cheetahs are the fastest of all land mammals. Error: Nationalists think theirs is the better nation of all. Corrected: Nationalists think theirs is the best nation of all. Wondering how best to practice these grammar rules? Check out our #1 rated online ACT prep program. Unlike most prep programs, PrepScholar is special because we give you focused practice on individual skills, customized to your strengths and weaknesses. Are you weak in punctuation? We'll give you dozens of practice questions to master how to use commas. Confused about subject/verb agreement? PrepScholar will drill you on this grammar rule until you master it. We guarantee your money back if you don't improve your ACT score by 4 points or more. Check out our 5-day free trial: Word Choice These questions are about commonly confused words. Just memorize which is which. Its vs. It’s It's is short for it is or it has. It's too late. Its shows possession, like his and her. These are its footprints. Their vs. There vs. They’re There refers to a place. There is a terrarium in the first building; it is over there. They're is a contraction of they are. They're not in this building. Their is the possessive pronoun. Their house is on the next street. To vs. Too vs. Two Two is a number. There were two books on the table. Too means "more than enough" and "also." After we got our dinner for free, they gave us too much ice cream for dessert, too!" To indicates direction and action. We're going to the park to play basketball. Then vs. Than Then is mainly an adverb, often used to situate actions in time. That was then; this is now. Than is a conjunction used mainly in making comparisons. Shaq is taller than Kobe. "Might Have" vs. "Might Of" "Might have" is correct. "Might of" is not. She might have gotten lost. Idioms Idioms are expressions that mean something different than the actual words they use, such as "rain cats and dogs" or "kick the bucket." But in English we also have short phrases made of words that always go together, and these are also tested on the ACT. Examples Error: Maria stumbled in her old rocking horse in the garage. Corrected: Maria stumbled upon her old rocking horse in the garage. Error: Loud guard dogs keep burglars in bay. Corrected: Loud guard dogs keep burglars at bay. Error: Arturo and I happened for meet at the library. Corrected: Arturo and I happened to meet at the library. Verbal Phrases The ACT particularly loves one type of idiom: verbal phrases, which are verb + preposition pairs. They always want to know if you know which is the correct preposition, as in the incorrect sentences below. Examples Error: The show was followed on an encore. Corrected: The show was followed by an encore. Error: She is responsible of returning her library books. Corrected: She is responsible for returning her library books. Error: One should refrain for texting while driving. Corrected: One should refrain from texting while driving. Bonus: Looking for the very best guides to every ACT section? Check out our top guides for every single section of the ACT. Choose the score level you're aiming for: 36 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Essay Choose these guides if you're scoring a 26 or above on a section, and you want to get the highest ACT score possible. 24 Score Guides: ACT English | ACT Math | ACT Reading | ACT Science | ACT Science Choose these guides if you're scoring below a 24 on a section, and you want to boost your score to at least a 24 level. These are the very best guides available on boosting your ACT score, section by section. They're written by Harvard grads and perfect ACT scorers. Don't disappoint yourself - read these guides and improve your score today. Sentence Fragments Run-on Sentences Sentences are made up of groups of words that are called clauses. There are two types of clauses: independent (can be a complete sentence) and dependent (must be attached to an independent clause in order to be a complete sentence). An independent clause has a subject-verb pair and does not start with a word or phrase that makes the clause dependent, such as "when" or "because" (as in example 3 below). In the examples below, the subjects are underlined and the verbs are in bold. A Sentence Fragment is a sentence made of anything less than an independent clause. To fix it, we add an independent clause. Examples Fragment: Such as electrical, chemical, and industrial engineering. Corrected: There are many STEM careers, such as electrical, chemical, and industrial engineering. Fragment: Saving her team at a time when they needed her. Corrected: The goalie was saving her team at a time when they needed her. Fragment: Because the one I have now isn't working out too well. Corrected: I need a new roommate, because the one I have now isn't working out too well. A Run-on Sentence is made of multiple independent clauses joined by only a comma or no punctuation at all. It can be fixed with a comma and conjunction (example 1 below), a joining word like and or because (example 2 below), or a semicolon (example 3 below). Examples Run-on sentence: My favorite Mediterranean spread is hummus it is very garlicky. Corrected: My favorite Mediterranean spread is hummus, as it is very garlicky. Run-on sentence: I rushed out to the shop, I had no milk left. Corrected: I rushed out to the shop because I had no milk left. Run-on sentence: Mary likes dogs she has a beagle. Corrected: Mary likes dogs; she has a beagle. Parallel Construction Parallel construction is when we present a list of things all in the same way. For example, if two things in a list are adverbs, the third should also be an adverb. If two things in a list are "to [verb]," then the other should also be in the form "to [verb]." To fix it, we just phrase all of the items in the list the same way. Examples Error: The couple bought the concert tickets, arrived at the theater, and went about finding their seats. Corrected: The couple bought the concert tickets, arrived at the theater, and found their seats. Error: The deer moved carefully, quietly and in a way that was slow. Corrected: The deer moved carefully, quietly and slowly. Error: Peeling hazelnuts requires skill, patience, and the ability to persevere. Corrected: Peeling hazelnuts requires skill, patience, and perseverance. Faulty Modifiers A modifier is a word or phrase that describes (a.k.a. modifies) something. There are two kinds of modifier problems tested on the ACT: dangling modifiers and misplaced modifiers. Dangling Modifier A dangling modifier is a modifier that begins a sentence, has a comma after it, and has the noun it describes NOT placed after the comma. In the first example below, for example, the modifier is "coating the sidewalk," and it describes the snow. Since "we" is the first word after the comma, not "snow," "coating the sidewalk" is a dangling modifier. Modifiers are underlined, while nouns being modified are in bold. Examples Error: Coating the sidewalk, we trudged through the heavy snow. Corrected: We trudged through the heavy snow coating the sidewalk. Error: Long and tangled, it was difficult to comb the child's hair. Corrected: Long and tangled, the child's hair was difficult to comb. Error: Exhausted and weak, the soldiers' uniforms were covered in frost. Corrected: Exhausted and weak, the soldiers were covered in frost. Misplaced Modifier A misplaced modifier is a modifier that's not close enough to the thing it describes, so it looks like it's describing the wrong thing. In the first example below, for example, the modifier "on the sale rack" seems to be describing how the jacket fits the rack, which isn't right. To correct it, we move the modifier closer to the noun it describes. Examples Error: The jacket was too small on the sale rack. Corrected: The jacket on the sale rack was too small. Error: Ray wore his one collared shirt to the job interview, which was stained with mustard. Corrected: Ray wore his one collared shirt, which was stained with mustard, to the job interview. Error: She handed out brownies to children wrapped in foil. Corrected: She handed out brownies wrapped in foil to children. Bonus: Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. RHETORICAL SKILLS We're now going to cover the Rhetorical skills you need for ACT English. Where Usage skills tend to focus on smaller subparts of a sentence, Rhetorical skills broaden the scope to consider how sentences are constructed, and how sentences fit together with each other. Relevance This skill is deciding what the passage is about and whether a certain detail belongs in that category or not. Which sentences, if any, are irrelevant in the paragraph below? [1] My uncle explained to me that bonsai cultivation was part of our ancestors’ culture that could remain with me for my whole life. [2] He said that bonsai as old as Hoshi didn’t need much maintenance, but he would teach me what I needed to know. [3] He added that I could easily do everything necessary for Hoshi's care in my dorm room. [4] It’s funny to think that Hoshi is older than my great grandparents. Bonsai are grown from parts of normal-sized trees that are kept small by pruning and planting in small pots. [5] They thrive in only partial sunlight but need to be pruned several times per year and kept in temperatures that stay well above freezing year-round. [6] Bonsai also require careful watering, and Hoshi in particular needs to live outside in the summer to get the best light and inside in the winter because of the cold. If you said Sentence 4 is irrelevant, you're correct. The paragraph is all about bonsai cultivation, and Sentence 4 is about the age of bonsai trees. Author Intent For this skill, we need to be able to identify the writer's topic, point, or goal, and the ways she achieves it. What is the writer's point, t in the above paragraph? The correct answer is something along the lines of "the idea of Ra shows that people personify objects they depend on." Organization: Transitional Logic The ACT wants to test our ability to transition between ideas within a sentence, a paragraph, or a whole essay. Examples Error: All through high school, we were inseparable; however, even our parents eventually became friends. Corrected: All through high school, we were inseparable; in fact, even our parents eventually became friends. Error: The painting is a fascinating work because, by representing women in such a novel way, it questions both representational art and traditional notions of femininity. Nonetheless, most critics agree that it is a groundbreaking work in the development of both cubism and modern art as a whole. Corrected: The painting is a fascinating work because, by representing women in such a novel way, it questions both representational art and traditional notions of femininity. Indeed, most critics agree that it is a groundbreaking work in the development of both cubism and modern art as a whole. Organization: Macro Logic Macro-logic is the skill of putting the parts of an essay in the right order. Fortunately, on the ACT, there are tons of clues as to what order sentences and paragraphs should go in. Can you spot the out-of-place sentence(s) in the passage below? [1] He wore a sailor’s uniform and used papers given to him by a free black sailor, showed his ingenuity and courage. [2] After a number of previous failed attempts, Douglass finally escaped to freedom. [3] He took two boats and two trains to get from Havre de Grace, Maryland to a safehouse in New York City, completing his journey to freedom in less than twenty four hours. [4] He received the uniform from Anna Murray, a free black woman in Baltimore who later became his wife. If you said Sentence 4 is out of place, you were right. It should go after Sentence 1. Extra Advice: Want to get into the best college you can? Read our famous guide on how to get into Harvard, the Ivy League, and your top choice college. In this guide, you'll learn: What colleges are looking for in your application How to impress your top choice colleges Why you're probably wasting your time on activities that don't matter Even if you're not actually interested in Ivy League schools, you'll still learn something fundamental about how to apply to college. Read our top college admissions guide today. Conciseness and Redundancy There are times when saying something twice is needed: for emphasis, to review a difficult topic, or to explain something more clearly. None of these apply on the ACT. The two ways this skill is tested on the ACT is through wordy sentences and redundant sentences. They're related, but different. Wordy Sentences Examples Error: To travel around Berlin, we have the option of choosing many different transport systems; among them are the U-Bahn, or the underground rail system similar to New York’s Subway, and the tram, which is another form of transport that involves railways that have tracks on the streets. Corrected: To travel around Berlin, we might take the U-Bahn, or subway; we could also take the tram. Error: High-quality learning environments are a necessary precondition for facilitation and enhancement of the ongoing learning process. Corrected: Good schools enable people to learn more. Error: With reference to the fact that the company is deficient in manufacturing and production space, the contract may in all probability be awarded to some other enterprise. Corrected: The company may not be awarded the contract because it lacks production facilities. Redundant Sentences Examples Error: Many uneducated citizens who have never attended school continue to vote for better schools. Corrected: Many uneducated citizens continue to vote for better schools. Error: The eye of a storm is a region of mostly calm weather found at the center of a tropical cyclone. Corrected: The eye is a region of mostly calm weather found at the center of a tropical cyclone. Error: The teenage woman who wanted to audition was talented, but only sixteen years old. Corrected: The woman who wanted to audition was talented, but only sixteen years old. Formality and Tone Every piece of writing has a level of formality, from none (a note passed in class) to maximum (official government or legal documents). The skill here is understanding the formality of the text (which is always pretty close to a book you'd read in English class). What's the informal phrase in the passage below? Examples Many cultures in recorded history have venerated and even worshipped the Sun. To some civilizations, the Sun represents all life; to others, the reason for the cycles of day and night. To Plato, the Sun represented the offspring of all that was good. In other myths, though, the Sun might have another kind of significance. It's for sure that the Sun carries great significance for many cultures both ancient and modern. If you said "it's for sure," you got it! It's less formal than the rest of the passage, which sounds quite academic. That's It! That's every rule tested on the ACT, as well as the ways in which they are likely to appear. Knowing these rules will make it easier to move forward confidently in your ACT practice. But this is just the beginning. Keep reading to find our most recommended links to master ACT English. What's Next? Knowing the grammar rules is just the beginning. Now, you need to practice them over and over again until you perfect your knowledge of them. Want an 36 on ACT English? Read our detailed guide on how to get a perfect English score. Be sure to also check our ultimate guide to ACT English, with links to all of our articles on ACT English tips and strategies. Better yet, read our guide on how to score a perfect ACT 36 score. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Internatinal aria studies(survey of world history) Essay

Internatinal aria studies(survey of world history) - Essay Example We will discuss the political development in China after 1600 and in Japan after 1600. Africa was the first haven for our apelike ancestors, since then humans have spread far and wide conquering almost every part of land that’s habitable. The reason for the survival of human beings has been their capability to adapt to the changes. As has been explained by John McNeill and William McNeill, â€Å"protohumans were unusually versatile†. Besides, the savannas, the first habitat of human, provided an opportunity for human survival. Savannas are dry and grassy plains with drought resistant trees which provided secure sleeping places and the alternating rainy seasons provided for the source of water. As humans spread out from their basic haven to different places about a million year ago, they started adapting to the various conditions they faced. The basic factors that led to the growth and adaptability was their ability to communicate which was the main reason for our ability to form networks and hence to get organized. Their ability to communicate in abstraction and to store memories and pass on technology allowed humans to survive. Also, the fact that our cranial capacity grew steadily meant we became more intelligent and hence the many discoveries that we made in the meantime about fire and the ability to use tools ensured our survival. Agriculture was another important tool that ensured continuous source of energy for humans. As the humans continued to survive by developing various means, they also developed binding with people in their own groups and with other people in other groups. The earliest form of interaction included the hunter-gatherer societies. The human menstrual cycle changed which allowed humans to produce more offspring. However, this also meant that females had lesser contribution in the production of food, further with the onset of agriculture and domestication, the condition only grew worse. The various bands