Industrialization 2 Coursework Example | Topics and Well Written Essays - 250 words

Industrialization 2 - Coursework Example These techniques included forming a consumer base and using label names, brands, and warranties. Fourth, new industries of the late 1800s also incurred social and ecological expenses and enjoyed likewise benefits. These factors of industry entailed laborsaving equipment with workers vulnerable to bodily harm and pollution. Examples of new technologies that led to the growth of industries are equipment that made steel stronger and railways. Two inventions in organization developed by corporations are downsizing and vertical incorporation and a large staff. The device of downsizing and vertical incorporation mostly applied to oil companies that made deals with railway companies for transportation benefits. This device aided in ridding the competition. The device of a large staff or the â€Å"pull factor,† involved the migration of immigrants, mostly southern African Americans, with plants. Three ways the government played a role in the rise of big business are supporting corporations by offering federal forces to reinstate order, making court rulings in favor of big businesses, and side with big businesses against worker unions. New technologies were the main difference between industries of the late 19th century and those of the pre-civil war period, organizational devices defined the operation and production of big businesses during the 1800s, and the government played major roles in the success of great businesses during the 19th

Tomorrow When the War Began Film Review Essay Example for Free

Tomorrow When the War Began Film Review Essay Tomorrow when the war began is an adventure movie written and directed by Stuart Beattie. It is about the occupation of Australia by a foreign power. The film began in the Hunter Region and the Blue mountains, in tNew South Wales, Australia on 28 September 2009 with early shooting in Dungog. The film starts with a video recorded by Ellie Linton (Caitlin Stasey). She said a sentence at the beginning, â€Å"from the beginning† to tell us the story. She is the protagonist and the leader of the camping group. Firstly, Ellie and Corrie Mckenzie (Rachel Hurd-Wood) are suggesting to go camping together and Ellie said she might want to invite more people or friends to join them. Corrie’s best friend is Ellie. Secondly, they found some neighbors, which are Kevin Holmes, Corrie’s boyfriend (Lincoln Lewis), Homer Yannos, Ellie’s next-door neighbor, Fiona Maxwell (Phoebe Tonkin), Lee Takkam, the one who Ellie’s interest (Chris Pang) and the youngest character, Robyn Mathers (Ashleigh Cummings). During their first night of camping, Ellie wake by a lot of aircrafts sounds and the jet fuels. All of the people start to wake up also. They feel badly about the town and they start to pack up and go back to their homes. Since they arrived, there was no one in the town. Ellie’s home was the first stop. They went into her home and looking for her family. They found that her dog was dead and the electricity has shut down by unknown reason. After that, they continued to go to each person’s house. It’s the same with Ellie’s. Upon reaching a small hill, they found that the citizens of the town included their families are being detained by a foreign group. Soldiers spot Ellie and her friends and Ellie saw a man with a shot to the head on the ground get shock then ran away. Then they planned to save their families and used their power to blow up the bridge to against the soldiers. Finally they planned to fight for their families, tomorrow when the war began. There’s a scene which Robyn pick up a gun and kill a soldier to protect her friends. This is one of a big issue in the film, it’s telling about is it right to kill people if it is for self-defense. Robyn is a religious girl and she broke the rule to kill people. I think this film’s theme is this issue because they have to reach their mind and have pluck to fight. The good thing in this film, I think it can clearly show about Australia’s national security, the moralities of warfare and the European invasion in Australia through Ellie’s video log. It was a interesting way to start the story. It shows a very realistic story by video recording. Looks like Ellie really filmed the truth of the Australia.

Internet2 Essay example -- Internet Computers Technology Essays

Internet2 Internet2 was formed in 1006 with an original 34 institutions participating. With Internet2, the Clinton Administration was trying to advance technologies for many people. Their first step was to connect 100 institutions at 100 times the speed of the current internet. The applications generated by this research have already had a positive affect on fields such as health care, national security, distance learning, energy research, environmental monitoring, and manufacturing. Internet2 is an extremely interesting subject. One very important fact to keep in mind throughout learning about Internet2 and its different goals and purposes is that Internet2 is not meant to replace the present day form of the Internet, but rather to improve tomarrow's form of the Internet. Internet2, today, has grown into a consortium, or agreement that is being carried out by a group of 206 universities all across the United States. These various universities are working as partners along with industry as well as the government in hopes to develop and eventually deploy more advanced network applications and technology. This newly created network applications, along with the technology, will help to better the forms of Internet that will be available in the future. What Internet2 is really doing is completely recreating the partnership between education, industry and the government, which is what brought the Internet to its current state. There are three primary goals that Internet2 is aiming to accomplish. The first goal is to create a leading edge network capability for the national research community. The second goal is to enable revolutionary Internet applications. The thrid goal of Internet2 is to ensure the ... ...ng that he or she has absolutely no past knowledge of. I not only learned what Internet2 is, but I learned a lot about the current Internet and how it actually functions. To me, the Internet has always just been out there. I log on, and then I have immediate access to pretty much anything I desire. Now that I know and understand what gives me that access and how I get it, I will never look at the Internet or World Wide Web the same way. Just as e-mail and the World Wide Web are legacies of earlier investments in academic, industry and federal research networks, the legacy of Internet2 will be to expand the possibilities of the broader Internet. I believe that within the next four to five years, the world will see and have access to the use of an entirely different and advanced Internet due to the developments made by Internet2 and its actively working members.

American Factory System before the Civil War Essay

The introduction of the factory system into the United States brought economic prosperity to many urban cities. The factory system increased the market for manufactured goods and export products. This generally caused a population boom in many urban centers such as New York, Philadelphia, Baltimore, and Boston. New methods of transportations were introduced to facilitate the increasing flow of goods and labor among states. Trade with European countries also increased as the number of exports skyrocketed. In essence, the factory system hastened the industrialization process in the United States before the Civil War. In the South, the factory system for cotton spinning and weaving became firmly established in the United States as a result of the War of 1812. In Europe, textile machinery phased out domestic industries in which the worker owned his tools and implements. In America, however, there was little domestic weaving, and as such, the introduction of the factory system (for weaving) faced little opposition. In 1840, there were about 1200 cotton factories in the United States, operating 2 250 000 spindles. Ring or frame spinning had been invented, power looms were being manufactured in large numbers, and even exported. The factory system in the United States, unlike in Europe, offered relatively high wages to workers. People from rural areas migrated to urban areas to work in factories. Typical of which was the so-called ‘Lowell factory girls.’ These girls worked in factories, earning an almost equal wages with men, and having ‘special’ privileges (the so-called ‘literary weeks’). In essence, the wide opportunities available in a rapidly developing country gave workers wide ‘preferential’ initiatives. Factory girls left the mills to marry after three or four years, and child laborers elsewhere usually managed to find some other occupation by the time they reached their majority. In other words, the supply of labor in the factory system was fluid. Unlike a worker in Europe who was generally dependent on the factory system for subsistence, the worker in the United States was generally well-off in terms of wages and available opportunities. The laborers saw the factory system as a temporary source of income. Many Americans still preferred the old fashion way of farming or engaging in trade. The factory system for them could not be counted as a permanent work. The relatively higher wage level of an ordinary factory worker in the United States is the proof of such claim. Factory owners preferred a fluid supply of labor in their factories for efficiency purposes. This fluidity of labor was due temporarily to the shortage of labor supply in urban centers. Note that the manufacturing industry of the United States before the Civil War was still at its infancy stage. Moreover, much of American labor was still allocated to plantations in both North and South. Factory owners were forced to raise the wage level of workers above the minimum standard (unlike in Europe where wage levels were generally minimum or below minimum). There was another reason why factory owners treated their workers with some degree of respect and fairness. The experiences of the Revolution were enough to convince them that maltreating an ‘ordinary’ American would always lead to bloody confrontation. Their fears were not without basis. In 1832, for example, a factory in New York was burned by the workers. The factory management apparently withheld the salary of some members of the workforce for ‘apparent misconduct of behavior’ while working. This fear was momentarily. The factory owners saw that by increasing wage levels, labor productivity can be increased. This translated into huge profits. The conduct of ‘giving workers just compensation’ (except blacks) became incorporated to American labor practice. As such, one could only cite a very few number of radical/extreme labor movements in the country. Reference Morison, Samuel Eliot. 1963. The Oxford History of the American People. Oxford: Oxford University Press.

Demontration Speech

Demonstration Speech Outline Title: Best Mexican Guacamole Dip Specific purpose: To present you all to one of the best Guacamole recipes to of enter your life. Thesis: Guacamole is simple to make and most of all healthy. I. Introduction A. Attention materials: Did you know that Guacamole dates back to the Aztecs. They were particularly fond of it because of its high fat content. But don’t be alarmed! The avocado contains good fat you want incorporated into your body. B. Tie to the audience: Oh and the best part are its nutritional facts.For all you ladies who enjoy counting your calories. I bet it will put a smile on your face to know that this only contains around 190 calories. C. Credibility material: This Guacamole is so good, that’s every time there is a family event or party, I am expected to bring the Guacamole. I don’t even get asked anymore. I guess I just have that touch. D. Preview: There are only three very simple steps in the making of this tasty snac k. Which involve the following, 1. Mashing the Avocado. 2. Mixing the ingredients. 3. Serving itII. Body A. The first step is to gather your ingredients. You will need, 1. 2 large Avocados 2. 2 tbsps of Onions 3. 2 tbsps of Tomatoes 4. 2 tbsps of Jalapenos 5. 2 tbsps of Cilantro 6. Salt 7. Lime 8. Tortilla chips B. Your second step is to gently mash the Avocados with a fork until chunky smooth in a bowl. C. The third step involves mixing all of your ingredients in the bowl. 1. Pour 1 tablespoon of Onions into the bowl containing the mashed Avocados, and mix. 2. Pour 1 tablespoon of Tomatoes into the bowl, and mix. 3.Pour 1 tablespoon of Jalapenos into the bowl, and mix. 4. Pour 1 tablespoon of Cilantro into the bowl, and mix. 5. Sprinkle some salt into the bowl, adjust seasoning to taste. 6. Squirt ? of a lime, to prevent Avocado from turning brown. D. Serve the Guacamole with Mexican style tortilla chips, and enjoy! III. Conclusion A. Final Review: Today you learned how to make a d elicious Mexican style Guacamole following three easy steps. 1. Mash the Avocados until chunky smooth. 2. Mixing all of you ingredients into a bowl. 3. Serve it with Mexican Style Tortilla Chips. B.Tie back to the audience: Now that summer is coming, everyone is trying to get rid of those extra pounds they gained during the holidays and watch what they eat. Well, most of the ingredients in this Guacamole are vegetables. Which make us that much less guilty to enjoy it. C. Concluding remarks: So next time you have a craving for something yummy and healthy, make yourself a Mexican Style Guacamole dip. It never fails to satisfy. Work Cited: http://www. food. com/recipe/guacamole-real-authentic-mexican-guac-135048 http://guacamole-recipe. net/simple-and-quick-guacamole-recipe-with-pictures/

Greek Cultral Contributions

Greek Cultral Contributions Free Online Research Papers There are influences and contributions found throughout the world. One such example is through the ancient Greeks. During the period of ancient Greece there were several intelligent men whose theories and ideas helped lead to these great contributions. They are now known as the Greek philosophers. These philosophers include, Heraclitus, Pericles, Socrates, Plato, and Aristotle. The Greeks were seemingly much ahead of their time through their beliefs and interest. An as a result, they greatly influenced our society and world today. Perhaps the greatest contribution of the Greeks to society is democracy. By definition democracy means: a government by the people, or a form of government in which the supreme power is vested in the people and exercised directly by them or by their elected agents under a free electoral system. The Greek philosopher Pericles felt that in order for a democracy to succeed it must first contain an authority figure or someone in a leadership role. It was a general belief that in order to maintain this form of government it would require the cooperation of all of the citizens. However, under Greek control it was limited to only white males with property. Today, in American society democracy is available to everyone regardless of his or her race or sex. According to Pericles there are steps necessary for democracy to be present. The first is that one should not care how another enjoys himself as long as it is in private and not in public and thus in public view everyone is to maintain the law. The next is, each person should be interested in not only themselves but also the state. The Greeks were extremely interested in what was happening in their world. Similarly, today we vote as a way of showing our interest in our country’s government. Lastly one must never rush into action, for one acts before debating the consequences then the results are often negative. Through democracy there was never a guarantee of prosperity but a democracy did provide more assistance. Another unique Greek contribution is the idea of questioning everything. The Greek kings made laws, however, eventually the people began to challenge this. They said that the kings were not God so how could they say what was a law. Therefore, American society did not create the idea of questioning as many may think. Instead, the Greeks did because once one questions the king’s authority who else is left. The idea of questioning was mainly put forth by Socrates. He established a method called the Socratic method, which includes a question and answer technique. After the Peloponnesian War the authority figures did not often approve of such ideas. Socrates believed so strongly in the process of questioning that he put his life on the line in an effort to make his ideas known. When he was accused of corrupting the youth through his teaching he refused to back down from his beliefs and was in turn put to death. This is certainly a contribution of the Greeks that is every present in the American society. Another, somewhat contribution of the Greeks to the world comes through their protection of women. For instance, Hector, from Homer’s Illiad, tells his wife, Andromache, to go spin and weave and take care of the children while he goes off to war. Hector felt that it was his duty to fight to protect his wife. Although, in our society today women are not nearly as restricted they still have certain limits necessary for protection. For example, women are not put on the front line in battle to fight for fear of rape. However, the fear is that of the society not of the women. Nevertheless, the Greeks believed in protecting women just as many societies, including ours, do today. Yet another contribution is the Greek idea that man can do anything with time and reason. The Greeks invented the Olympics as a competition for sportsmen to discover who is the best or to determine excellence. Correspondingly, in the present day we use such Olympic oriented events to prove excellence and that man can do anything if he takes his time. For instance, today we have the Special Olympics in which people with disabilities compete. These people much use enormous time and determination to overcome the great obstacles that stand in their way. The Greeks also made some contribution to the idea of life after death. The philosophers Heraclitus, Plato, Hume suggested that perhaps this idea was out of reach of ordinary thought, however, they still contemplated the idea. They did not simply wonder about this issue but researched it. Thus, they became some the first people to actually research one’s fate after physical death. Even though some of their findings were incorrect such as, reincarnation, nevertheless they made a gallant effort to discover the truth. Drama was yet another contribution of the Greeks. The Greek states supported drama because they felt that it was a way of educating the citizens. The first Greek dramas were tragedies. Despite being so long ago these drama deal with issues that we also find in our world today. For example, they included the conflict of good verses evil, people’s rights, spiritually, and human nature. Similarly comedy was also developed from the Greeks. Much like our present day comedies, the Greek comedies contained obscene jokes as a way of entertaining the audience. Another factor is that of reason. Both Socrates and Plato believed that the knowledge of morals must be based on reason. Therefore, they helped to contribute the idea that people should act off of their honorable and just instincts. For instance, it could be said that all societies have evolved in some form of evil because they all evolved from slavery. Slavery is viewed as being wrong because it makes one man master over another man. Therefore, if what is ethical is based on reason slavery could not possibly withstand the test of reason. This contributes to American society, because despite having issues with slavery in the past, the American society of today now views slavery in the same light as the great Greek philosophers. It simply is not right to take charge over another human being. The Greeks had a general interest of wisdom to which they contributed worldwide. This interest spread throughout the generations. From Socrates to Plato, Plato to Aristotle, and Aristotle to Alexander the Great the Greeks continuously distributed this curiosity universally. Plato, a follower of Socrates formed a school called the Academy, in which Aristotle studied. Then as Alexander the Great traveled through his many adventures he carried with him all that he had learned from his great instructor. However, Alexander was not simply satisfied with what he learned from Aristotle, he continued in an effort to learn throughout his life and consequently spread it to the nations that he conquered. In today’s world it is evident that we gained this trait on from the Greeks, because once we gain an interest on a specific topic we strive to learn everything we possibly can on that subject. Americans, like many other societies of the world, like to believe that we are supreme and often develop our own ideas. However, it is evident that many of our unique views on life were in fact copied from the Greeks. If you study the concepts of the Greeks it is clearly similar to that of the Americans. The Greek people were very unique in comparison to other world cultures of their time. Similarly, the Americans share that unique quality as they learned from the ancient Greeks. Kagan, Donald. â€Å"Pericles of Athens and The Birth of Democracy.† Humanities. 26 (1991): 7. Moody, Raymond A. â€Å"Near Death Experiences in Ancient Greek Philosophy; The Origins of Rational Inquiry Into the Afterlife.† Journal of Spirituality Paranormal. 30 (2007): 5-9. Mufuka, K. Nyamayaro, and Ricketson, William F. An Introduction To Western Civilization. Donalds: Voice of Truths, 2000 Perry, Marvin. Western Civilization Ideas, Politics, and Society. New York: Houghton Mifflin Company. 2007 Spielvogel, Jackson J. Western Civilization. Belmont: Thomson Wadsworth. 2006 Research Papers on Greek Cultral ContributionsBringing Democracy to AfricaComparison: Letter from Birmingham and CritoAssess the importance of Nationalism 1815-1850 EuropeQuebec and CanadaEffects of Television Violence on ChildrenRelationship between Media Coverage and Social and19 Century Society: A Deeply Divided EraWhere Wild and West MeetHip-Hop is ArtThe Effects of Illegal Immigration

Free Essays on Mills Utilitarianism

When faced with a moral dilemma, utilitarianism identifies the appropriate considerations, but offers no realistic way to gather the necessary information to make the required calculations. This lack of information is a problem both in evaluating the welfare issues and in evaluating the consequentialist issues which utilitarianism requires be weighed when making moral decisions. Utilitarianism attempts to solve both of these difficulties by appealing to experience; however, no method of reconciling an individual decision with the rules of experience is suggested, and no relative weights are assigned to the various considerations. In deciding whether or not to torture a terrorist who has planted a bomb in New York City, a utilitarian must evaluate both the overall welfare of the people involved or effected by the action taken, and the consequences of the action taken. To calculate the welfare of the people involved in or effected by an action, utilitarianism requires that all individuals be considered equally. Quantitative utilitarians would weigh the pleasure and pain which would be caused by the bomb exploding against the pleasure and pain that would be caused by torturing the terrorist. Then, the amounts would be summed and compared. The problem with this method is that it is impossible to know beforehand how much pain would be caused by the bomb exploding or how much pain would be caused by the torture. Utilitarianism offers no practical way to make the interpersonal comparison of utility necessary to compare the pains. In the case of the bomb exploding, it at least seems highly probable that a greater amount of pain would be caused, at least in the present, by the bomb exploding. This probability suffices for a quantitative utilitarian, but it does not account for the consequences, which create an entirely different problem, which will be discussed below. The probability also d... Free Essays on Mills Utilitarianism Free Essays on Mills Utilitarianism When faced with a moral dilemma, utilitarianism identifies the appropriate considerations, but offers no realistic way to gather the necessary information to make the required calculations. This lack of information is a problem both in evaluating the welfare issues and in evaluating the consequentialist issues which utilitarianism requires be weighed when making moral decisions. Utilitarianism attempts to solve both of these difficulties by appealing to experience; however, no method of reconciling an individual decision with the rules of experience is suggested, and no relative weights are assigned to the various considerations. In deciding whether or not to torture a terrorist who has planted a bomb in New York City, a utilitarian must evaluate both the overall welfare of the people involved or effected by the action taken, and the consequences of the action taken. To calculate the welfare of the people involved in or effected by an action, utilitarianism requires that all individuals be considered equally. Quantitative utilitarians would weigh the pleasure and pain which would be caused by the bomb exploding against the pleasure and pain that would be caused by torturing the terrorist. Then, the amounts would be summed and compared. The problem with this method is that it is impossible to know beforehand how much pain would be caused by the bomb exploding or how much pain would be caused by the torture. Utilitarianism offers no practical way to make the interpersonal comparison of utility necessary to compare the pains. In the case of the bomb exploding, it at least seems highly probable that a greater amount of pain would be caused, at least in the present, by the bomb exploding. This probability suffices for a quantitative utilitarian, but it does not account for the consequences, which create an entirely different problem, which will be discussed below. The probability also d...

How to Get 800 on SAT Math, by a Perfect Scorer

How to Get 800 on SAT Math, by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 600-750 range on SAT Math? Do you want to raise that score as high as possible- to a perfect 800? Getting to an 800 SAT Math score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've scored 800 on Math on all my SATs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 600 on SAT math or above. If you're below this range, my "How to improve your SAT Math score" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 600. Overview A lot of SAT Math guides out there are pretty bad. They're written by people who don't have actual expertise in the test, or they contain vague advice that isn't helpful to the advanced student. You need better advice than simple SAT Math tips like "remember there's no guessing penalty!" In contrast, I've written what I believe to be the best guide on getting an 800 available anywhere. I have confidence that these strategies work because I used them myself to score 800 on SAT Math, every time I've taken the SAT.They've also worked for thousands of my students at PrepScholar. In this article, I'm going to discuss why scoring an 800 is a good idea, what it takes to score an 800, and then go into the 8 key SAT Math strategies so you know how to get an 800 on SAT Math. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why an 800 Math score is useful, since this will fuel your motivation to get a high score. Finally, in this guide, I talk mainly about getting to a 800. But if your goal is a 700, these strategies still equally apply. Understand the Stakes: Why an 800 SAT Math? Let's make something clear: for all intents and purposes, a 1530+ on an SAT is equivalent to a perfect 1600. No top college is going to give you more credit for a 1580 than a 1540. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 1550, don't waste your time studying trying to get a 1600. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 1520 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 1530or above. There's a big difference between a 1450 and a 1550, largely because it's easy to get a 1450 (and a lot more applicants do) and a lot harder to get a 1550. A 1530places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get an 800 on SAT Math? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your composite score moreso than your individual section scores. If you can get an 800 in SAT Math, that means you only need a 730 in SAT Reading and Writing. This gives you a lot more flexibility. MIT expects an 800 in SAT Math. There are two other scenarios where an 800 in SAT Math is really important. First is if you're planning for a quantitative or science major (like math, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom SAT Math is easy. Really easy. Here are a few examples from schools. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800. That means at least 25% of all students at these schools have an 800 in SAT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively. This means if you score a 750 on your SAT Math, you'rewell below average for these schools! I'm not going to lie. SAT Math was super easy for me. I got 800 on pretty much every practice test and official SAT I ever took. This was largely because I had a strong math background and competed in math competitions like AMC/AIME. I also worked hard and applied the strategies below to achieve perfection. You're competing against people like me. And if you apply with a 700 on Math, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because SAT Math is supposed to be trivially easy for you. But if you can work your way to an 800, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score an 800 on SAT Math. The reason most people don't is they don't try hard enough or they don't study the right way. Even if math wasn't your strongest suit, or you got a B+ in Calculus, you're capable of this. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? It's purposely designed this way. The SAT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Basic algebra (solving single-variable equations, word problems), advanced algebra (quadratic and exponential equations), geometry (x-y coordinate geometry, circles squares and triangles), and basic statistics. You've learned all of this before in high school. But the SAT still has to make the test difficult to differentiate student skill levels, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: Find the area of the shaded region below, if the radius of the circle is 5. This is a classic SAT type question. You might already know how to solve it. But it's unlikely you ever ran into something like this in school. The first time you see this, it might be confusing. How do you get the area of each of the shaded corners? It kind of looks like a triangle, but not really because of the curve region. But you've learned all the concepts you need to solve this. Notice that the shaded area is the area of the square, with the area of the circle punched out. To get to the answer quickly, this means that the area of a square is 10 x 10 = 100, and the area of a circle isÏ€r2, orÏ€ * 5 * 5 = 25Ï€. So the area of the shaded region is 100- 25Ï€. The SAT math section is full of weird examples like this, some of which get much more difficult. To improve your score, you just need to: master the types of questions that the SAT tests, like the one above draw on the correct concepts you already know to solve the questions practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right an 800. What It Takes to Get An 800 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. There are 58 questions in the Math section, and how many questions you miss determines your scaled score out of 800. From the Official SAT Practice Tests, I've taken the raw score to scaled score conversion tables from 4 tests.(If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Score Test 1 Test 2 Test 3 Test 4 58 800 800 800 800 57 790 790 790 800 56 780 780 780 790 55 760 770 770 790 54 750 760 750 780 53 740 750 740 770 52 730 740 730 760 51 710 730 720 750 Math has a REALLY strict grading scale. On 3 out of 4 tests, if you just miss a single question, you get dropped down to a 790. That's it- no perfect score! On one of these tests, you get an extra cushion of 1 question, but that's not much. This all depends on how the particular test you're taking is scored. The harder the math questions are, the more likely you can miss one question and get an 800. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for an 800. Whatever you're scoring now, take note of the difference you need to get to a 800. For example, if you're scoring a 700 now, you need to answer 8-9 more questions right to get to an 800. As a final example, here's a screenshot from my exact score report showing that I missed 0 questions and earned an 800. (This was from the previous 2400 version of the SAT.) OK- so we've covered why scoring a higher SAT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get an 800 on SAT Math What's your greatest weakness? Strategy 1: Understand Your High Level Weakness: Content or Time Management Every student has different flaws in SAT Math. Some people aren't comfortable with the underlying math material. Others know the math material well, but can't solve questions quickly enough in the harsh time limit. Here's how you can figure out which one applies more to you: Take only the math sections of one practice test. We have the complete list of free practice tests here. For each section, use a timer and have it count down the time allotted for that section. Treat it like a real test. If time runs out for that section and you're 100% ready to move on, then move on. If you're not ready to move on, keep on working for as long as you need. For every new answer or answer that you change, mark it with a special note as "Extra Time." When you're ready, move on to the next section, and repeat the above until you finish the second math section. Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 700 or above? If NO (Extra Time score 700), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all SAT Math subjects. If YES (Extra Time score 700), then: Was your Realistic score a 700 or above? If NO (Extra Time score 700, Realistic 700), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 50 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at math across most questions? Or did particular problems slow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 700), then you have a really good shot at getting an 800. Compare your Extra Time and Realistic score- if they differed by more than 30 points, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get an 800 with extra time, but score a 700 in regular time, you know exactly that you need to work on time management to get an 800. Strategy 2:Do a TON of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of SAT Math will knock you down from an 800. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 SAT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who did 20 practice tests. They've solved over 3,000 questions, but they're still nowhere near an 800 on SAT Math. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: on every practice test or question set that you take, mark every question that you're even 20% unsure about when you grade your test or quiz, review EVERY single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. in a notebook, write down 1) the gist of the question, 2) why you missed it, and 3) what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (algebra- solving equations, data analysis- experimental interpretation, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the math skill or knowledge needed to answer this question. One step further:What specific math skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3:If You Have Math Content Gaps, Be Ruthless About Filling Them Within SAT Math, you have to master a lot of subjects. At the high level, you need to know basic algebra, advanced algebra, data analysis, and geometry. Even further, within algebra, you need to know how to solve equations, how to deal with word problems, properties of functions, etc. Here's our complete mapping of all 24 skills you need in SAT Math: Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Mean, median, mode, standard deviation Additional Topics Coordinate geometry- lines and slopes Coordinate geometry- nonlinear functions Geometry- circles Geometry- lines and angles Geometry- solid geometry Geometry- triangles and polygons Trigonometry Complex numbers Whew! That's a handful. This might be a greater breakdown of skills then you're used to, but at PrepScholar we believe in grouping questions by specific skill so you can train most effectively. In our program, we break down all our SAT Math content into these detailed skills so you can train your specific weaknesses in focused groups. Unless you're a math whiz and are already scoring a 750-800, it's unlikely that you've mastered all of these evenly. You probably have different strengths and weaknesses across these subjects. If from the analysis of mistakes above you find that you have a content problem, you need to improve your understanding of that content. By Content problem, I mean that you're not comfortable with the underlying math concepts in a subject. Maybe you forgot how to solve a type of problem, or you forgot a formula to use, or you just don't remember the subject material. If you've identified one of these issues, you've spotted an opportunity for yourself to improve your score. Fill in the potholes of your understanding. Think of a mistake like discovering a cavity in your mouth. When your dentist fills in a cavity, he doesn't just patch up the hole right away. He cleans out the entire cavity, sterilizes it, then adds a filling. Content mistakes are similar- you have a weakness in a subject, say x-y coordinate geometry. This probably means you have a lot of other weaknesses in that subject other than the one identified by that question. Don't just focus on understanding that one question you missed. Take the opportunity to research that subject and get more practice in it. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. In our SAT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in algebra- solving equations, you get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Strategy 4: If You Miss a Question, Try It Again Before Reading the Explanation When you're doing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-D), but don't look at the explanation. Instead, try to re-solve the question once over again and try to get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 5: Master Every SAT Math Skill- Even the Rare Ones The SAT has an uneven balance of questions by skill. Algebra dominates the test, taking up over 50% of the test. This is somewhat good news, in that if you're an Algebra whiz, you'll do well on the bulk of SAT math. The bad news is that there's a long tail of straggling skills that show up just a few times a test. We've done a careful analysis of every math question on every official SAT test, and here are the LEAST common skills in SAT math. I'll show you the frequency of appearance, as well as the expected # of questions per test for that skill. Skill Frequency Expected Questions Per Test Dividing polynomials 1.72% 1 Trigonometry, radians 1.72% 1 Absolute value 1.29% 0.75 Complex numbers 1.29% 0.75 Experimental interpretation 0.86% 0.5 Lines and angles 0.86% 0.5 Solid geometry 0.86% 0.5 Systems of equations with nonlinear equations 0.86% 0.5 Function notation 0.43% 0.25 This might surprise you. Some of these skills have an expected # of questions lower than one. That's right: sometimes you might not even get a complex number or solid geometry question. But you have to know it anyway. You have to know it all. In some ways, this is really extreme. You have to know a LOT of topics in trigonometry, just to answer that one question per test. Here's an example: You need knowledge of radians and standard triangles to answer this question.To solve the question, you can realize that if the x length is√3, and the height is 1, then you know that this is a 30-60-90 triangle lying on its long side. Thus the angle is 30 degrees. Then, becauseÏ€ radians is 180 degrees, then the angle isÏ€/6 radians, so a = 6. But notice that you weren't tested on any other items in standard trigonometry- SOH CAH TOA, graphing functions like cos (90 + 2x), and converting between sin and cos. Yet you still need to know this, because you can't predict what they're going to test. This is also true of complex numbers, solid geometry (volumes, surface areas), absolute value, dividing polynomials, etc. This is the challenge of the 800 Math scorer- you need a wide BREADTH of knowledge as well as DEPTH of mastery in each one.No single test is going to test the entire breadth of your knowledge, but you must be prepared anyway. The way we handle this at PrepScholar, which is based on how I mastered the SAT myself, is to give you detailed lessons and quizzes for all 24 Math skills, and all Reading/Writing skills. For even the least common skills like complex numbers and solid geometry, you'll get dozens of questions to practice with and master the skill. You'll leave no stone unturned, which is why top scoring students love us. If you don't use PrepScholar, then you need to find great sources of practice content yourself, and to structure your study time optimally so you get both breadth and depth. Strategy 6: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at SAT Math that you solve every question and have extra time left over at the end of the section to recheck your work. In high school and even now, I can finish SAT Math sections in about 60% of the time allotted. This means I finish a 25 minute section in 15 minutes or less, and a 55 minute section in 35 minutes. This gives me a TON of time to recheck my answers two times over and make sure I make no careless mistakes. How can I finish a section this quickly? It comes down to mastery of the math skills and a LOT of experience with the test. When I see a question, I usually know exactly what the College Board is asking for, and I've seen so many such questions that I know exactly how to solve it in the fewest steps needed. It comes from hard work and perseverance.If you're pretty far from this time benchmark, don't fret- it took me a lot of training and experience to get to this level. (After all, I've seen thousands of questions in my own SAT prep and when designing our PrepScholar SAT program). So let's say you finish a section ahead of time. What do you do with all that extra time? Don't rest and don't put your head down. Use this valuable time to double-check, even triple-check your work. Remember, even ONE question missed will bring you down from an 800- you need to achieve perfection. What's the best way to double-check your work? I have a reliable method that I follow: Re-read the question again. Question your assumption about what the question is about. If the question asks for a specific variable, make sure you're solving for that variable! Try to resolve the question another way. If I solved a question algebraically, I can recheck it by plugging in the solution. If I'm 100% sure I'm right on a question, I draw a huge check mark in the test book and never look at the question again. Even if I feel just a little twinge of remaining doubt, I'll come back to it on the third pass. At least 2 minutes before time's up, I rapidly double-check that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go 5 at a time ("A D E C B") for more speed. Here's an example of solving a question two ways: First way: My natural instinct is to solve this algebraically. I know I can plug in numbers, but I feel that's slower and more error prone than getting a definitive answer through solving the equation. 3x - 5≠¥ 4x - 3 I can rearrange in my head in one step like so: -2≠¥ x (if you make careless mistakes, like the College Board expects you to do, it's worthwhile splitting it up into smaller steps) OK, so the solutioin set is numbers less than or equal to -2. This leaves answer A as NOT the solution. Doublecheck way:Now that I know answer A should be correct, I'm going to verify by plugging that value back in and expecting the inequality to fail: 3x - 5 ≠¥ 4x - 3 -3 - 5≠¥ -4 -3 -8≠¥ -7 That's obviously false, so I can verify that A is the right answer. At this point I'm confident enough that I can move on and not check this question again. Another time management tip: If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for an 800, don't be afraid to skip. You can come back to it later, and on your first pass it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 2 minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 10 seconds per question, you get back 200 seconds on a section that has 20 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. 5 minutes before the section ends, make sure you bubble in the answers you already have. Strategy 7: Eliminate Careless Mistakes Careless mistakes are one of the most frustrating types of errors to make, and nearly everyone makes them, especially on Math. You know the underlying material, you know how to solve the question, and you're feeling good. But then you grade the quiz, and you find a careless mistake. Oops- the question asked for the perimeter of the circle and not the area, which is what you calculated. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. This is why finishing the test early, like I mention above, is so helpful. You get extra time to take a breather and double-check your answers. If you find that careless mistakes are a recurring problem for you, here are some strategies to get rid of them: In the question, underline what the question is specifically asking you to solve for. It's so easy for the SAT to trick you into solving the wrong thing. If you're solving for a particular value (like length, area, etc), write the units down in the scratch space. Be careful with calculator entry. A missing parentheses makes a big difference. "4 + 9 / 2" is completely different from "(4 + 9) / 2" Avoid bubbling errors by using the Quick Tip above. Here's an example: This question is asking us to solve for y + z. Not x, y, or any other combination of variables. To make sure I remember this, I underline y + z, and I also write "y + z = ?" in the work space so that I remember what I'm solving for. You can bet that in many answer choices, the SAT will have trap answers for other things you can solve for, like x. (This one happens not to, but it's very common). Memorize the SAT Math Formulas. Strategy 8: Memorize the Formulas and Common Math Facts If you're still flipping to the front of the section to look at the math formulas, you haven't gotten to understand SAT Math well enough yet. Not only does this cost you time, it also indicates that you haven't practiced enough with SAT Math to have the required formulas come to you fluidly. Memorize the formulas at the front of the section and these common math facts: calculating slope from two points (rise over run) remainder when dividing a polynomial common right triangles: by angles 45-45-90 (1-1-√2) 30-60-90 (1-2-√3) by sides 3-4-5 5-12-13 formula forvolumes, surface areas We have a complete list of SAT Math formulas here. Strategy 9: Don't Overly Depend on the Calculator As you likely already know, Section 3 is a Math section forbidding the use of calculator, with 20 questions. Section 4 is a Math section that allows calculator, with 38 questions. The calculator is really useful for certain questions that require complex calculations, like multiplying decimals together or taking square roots of weird numbers. However, in many other situations, it's too much of a crutch, and it can make you soft. Learning to solve questions without the use of a calculator will strengthen your math intuition and force you to understand the underlying math, rather than relying on a calculator. Actually, every question on the SAT is solvable without a calculator. Because the College Board cares a lot about equality, it doesn't want to give an unfair advantage to students who have grown up with graphing calculators compared to students who can't afford them or never used them in school. So it designs questions that don't require advanced calculators to solve. Practically, this is important because some of the no-calculator questions are solvable WITH a calculator, and you need to wean yourself off of the calc. Here's an example: Yes- you can solve this by plugging it into your graphing calculator's systems of equations tool. But this appears on the no calculator section, so you have to get used to solving this with pen and paper. The second reason to depend less on the calculator is because solving without a calculator is actually faster in many cases. Here's an example: The calculator way to solve this would be to solve for the quadratic formula, 0 = -4.9 t2 + 25t. You can plug it in and the calculator will spit out two values for t. How I would naturally approach is to factor first: 0 = t (-4.9t + 25) Obviously t = 0 is one solution, but the other solution is pretty easy to find too.I don't even need to use the calculator- I know 4.9 is close to 5, so I can see that t is close to 5. This is answer D. For me, the second way is faster and feels more robust than the first. I know I've solved for t definitively, and I'm confident in my answer choice. Whereas if I used a calculator, I don't have a "feel" for the solution- I'm purely trusting the calculator and what I entered into the calculator as correct. Now, when I doublecheck (Strategy 6), I might solve it a different way by plugging in the answer choices. I'll try plugging in answer choices C and D, and it'll be clear that Dis the better answer. But this is reserved for answer checking, rather than the first time I solve it. Being able to solve SAT Math questions without a calculator will train your SAT Math skills more rigorously. This is important when you're aiming for a perfect math score. Strategy 10: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on SAT Math. You know that it's critical to get a perfect raw score, or you might score a 780. This makes a lot of students freak out during the test. "I can't solve this question...my 800 is gone...I'm getting more nervous and I have to skip the next question too..." You can see how quickly you can unravel like this. Before you know it, you're scoring way worse than you ever did on a practice test. You need to learn to be mentally strong, like an athlete on game day. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later. You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get an 800. But if you've consistently been getting 800's on the practice tests, you likely won't go much lower than 750- and that's still really good. Recap: How to Get a Perfect SAT Math Score Those are the main strategies I have for you to improve your SAT math score to an 800. If you're scoring above a 600 right now, with hard work and smart studying, you can raise it to a perfect SAT Math score. Notice that I didn't actually teach you that much math content. I didn't point to any specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. If you want to go back and review any strategies, here are quick links to them: Strategy 1: Understand Your High Level Weakness: Content or Time Management Strategy 2:Do a Ton of Practice, and Understand Every Single Mistake Strategy 3:If You Have Math Content Gaps, Be Ruthless About Filling Them Strategy 4:If You Miss a Question, Re-Solve It First Strategy 5: Master Every SAT Math Skill- Even the Rare Ones Strategy 6: Finish With Extra Time and Double Check Strategy 7: Eliminate Careless Mistakes Strategy 8: Memorize the Formulas and Common Math Facts Strategy 9: Don't Overly Depend on the Calculator Strategy 10: Keep a Calm Mind During the Test, No Matter What Keep reading for more resources on how to boost your SAT score. What's Next? We have a lot more useful guides to raise your SAT score. Read our complete guide to a perfect SAT score, written by me, a perfect scorer. Are you aiming for a top school like Harvard or the Ivy Leagues? Here's my famous guide, How to Get Into Harvard. Learn how to write a perfect-scoring SAT essay, step by step. Want to improve your SAT score by 160 points?We have the industry's leading SAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article- the principles that worked for me and thousands of our students. Check out our 5-day free trial today:

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) In your opinion, was slavery in New York City substantially Assignment - 2

) In your opinion, was slavery in New York City substantially different from slavery in the South during the colonial period How and why - Assignment Example The slave system in New York is substantially similar to the slavery in the south. Despite the difference in the geography of the two zones, the purpose of slavery and the consequent treatment of slaves in the two regions was the same. The circumstances that led to the preference of the slave labor in both New York and the south are similar. In New York, the period prior to the enslavement regime showcases a place whereby labor providers were mostly residents from Britain, who were either law breakers avoiding a jail term or jobless individuals1. In the south, the situation was similar in that the workers prior to the slavery period were immigrants from Britain. After some time, the Britons would leave especially after attaining skills2. The fact was after a short span of time. History also puts forward that economy of England was improving. Therefore, in the 18th and the 17th century, the employment levels in the nation became more promising. Consequently, the number of residents leaving the country became fewer by the day. Due to the fact, work in the America became hard to come by, and other sources of labor became not only important but also significant. The records state that New York became the center of the slave trade. The city was also dependent on slave labor for the development programs then. In a similar view, the south was likewise a market for the slaves. The main reason behind the proposition is that the vast firms in the south were in need of stable and efficient work. The scenario thus was similar in the two locations since both were destinations for the black slaves. Slavery in the south turns out to be dominant despite the test of time unlike in the New York City. The economy of the south found its foundation on the slavery system. Although the enslavement codes were at practice in New York, the place was one of the first locations that the proposals for the

Current event summary Assignment Example | Topics and Well Written Essays - 500 words - 5

Current event summary - Assignment Example ents the global political scenario as the underlying cause of the widespread fear of inflation many people with philosophical mind are currently suffering from. Krugman negated all assumptions leading to the fear of inflation and tried to dilute the fear potion further by identifying deflation as a bigger danger than inflation. Krugman confesses that Federal Reserve is printing more money that apparently makes the circumstances favorable for inflation, yet there remains little chance of any rise in inflation given the banks are not willing to circulate the cash because of the widespread economic recession. This attitude of banks all over the world itself forwards a discouragement for the Federal Reserve with respect to printing more money. The author reiterates that the influence of debts on economical strength is very little and gives the real example of the Bank of Japan, that incurred large debts in the period between 1997 and 2003. Despite that, the consumer prices declined. Kurgman also put forward the examples of Canada, Belgium and Japan whose debts significantly crossed their G.D.P.s and still, the governments never thought about inflating the debt in order to finish it. Krugman emphasizes that the fear of inflation among public has been mainly inculcated by the economists who have adopted a biased approach towards the matter. Present age is an age of economic decline that has occurred globally. The global economic decline has fundamentally surfaced as a result of upsets in the political scenario all over the world, and the economical health of many countries has deteriorated. The area that has suffered the most because of the present economic recession is corporate business which has declined to extinguishment in many countries. People are not willing to invest money and other resources in business because they see little room for the expansion of business. People are aware of the fact that market is currently suffering from a scarcity of dollars.

Sustainable Management Futures Essay Example | Topics and Well Written Essays - 3000 words

Sustainable Management Futures - Essay Example The same was the case in 2007 when banks started providing home mortgage loans while knowing that the borrowers were not eligible or qualified – a major fact that was ignored so that the bank may later charge huge fees and seize the possession of property in case the customer is unable to pay off mortgage and can be termed a debtor. Previous example of similar frauds came on the surface in early 2000 also with Enron, Tyco and WorldCom being the players for stuffing their top management with millions of dollars and ripping the shareholders wealth down by billions. This is exactly what David Cameron declares regarding the current system. Though both the parties more or less stay firm on their stands for generating wealth and profits for the country to make it withstand the upcoming crisis, but the difference prevails relating to the actions and strategies for overcoming such issues that requires shaking the core. Primarily, the objective here should be to hit the basics. Adam Sm ith, the father of capitalism, had certain ethical values over which the philosophy of the free economy system is standing. In his first book, The Theory of Moral Sentiments, he postulated that keeping the self-interest exposed to moral justice based on justice and fair policy, the resultant would be in the best interest of the society, while the invisible hand playing its part in the background. But solely what is missing in decision making process of the current scenario is the absence of ethical decision making. What needs to be kept in the loop is the following set of important questions while making strategic decisions, spanning decades to come and potentially affecting millions of people: 1. What are the rights of the stakeholders and shareholders? 2. What are the obligations, defined and undefined both, of CEO and the board towards these parties? 3. In certain cases, how, the top management walking away with millions of bucks, in the best interest of the shareholders? Despite of both parties claiming to have measures taken in the past and also presenting their future convictions in terms of regulations and plans for the modification of the free economic system, not much has been there to discuss as success for overcoming the downside of the system which is more than just that. The system’s nature calls for the urgency of departing from the uncontrolled, so called, self-dealing for society’s good. The terms ‘prodigals’ and ‘projectors’ were given by Smith to promoters of excessive risk. The terms may be best illustrated by credit swap insurance promoters and those of mortgages in the recent years. Yet government regulations may only provide a short term survival in this high tide scenario. The financial reengineering requires for more creative attempts towards its designing for favourable outcomes in favour of greater number. COMMON CRITICISMS This can be argued that greed may not have been in Smith’s mind w hile framing the word ‘Sentiments’ for his book. The bottom line is that ethical behaviour is not something that can be legislated. Possessing the desire of doing the right for the society and not acting as per self-interests is what comes from within. Following are few criticisms that remain valid since the inception of this system, yet remain unanswered and not catered to a good extent. Power and coercion: Selfish materialism: The free market system encourages this phenomenon in the sense that it marks no

Current event summary Assignment Example | Topics and Well Written Essays - 500 words - 5

Current event summary - Assignment Example ents the global political scenario as the underlying cause of the widespread fear of inflation many people with philosophical mind are currently suffering from. Krugman negated all assumptions leading to the fear of inflation and tried to dilute the fear potion further by identifying deflation as a bigger danger than inflation. Krugman confesses that Federal Reserve is printing more money that apparently makes the circumstances favorable for inflation, yet there remains little chance of any rise in inflation given the banks are not willing to circulate the cash because of the widespread economic recession. This attitude of banks all over the world itself forwards a discouragement for the Federal Reserve with respect to printing more money. The author reiterates that the influence of debts on economical strength is very little and gives the real example of the Bank of Japan, that incurred large debts in the period between 1997 and 2003. Despite that, the consumer prices declined. Kurgman also put forward the examples of Canada, Belgium and Japan whose debts significantly crossed their G.D.P.s and still, the governments never thought about inflating the debt in order to finish it. Krugman emphasizes that the fear of inflation among public has been mainly inculcated by the economists who have adopted a biased approach towards the matter. Present age is an age of economic decline that has occurred globally. The global economic decline has fundamentally surfaced as a result of upsets in the political scenario all over the world, and the economical health of many countries has deteriorated. The area that has suffered the most because of the present economic recession is corporate business which has declined to extinguishment in many countries. People are not willing to invest money and other resources in business because they see little room for the expansion of business. People are aware of the fact that market is currently suffering from a scarcity of dollars.

Global warming Essay Example | Topics and Well Written Essays - 500 words - 1

Global warming - Essay Example And as the temperature in our waters heats-up, it harms and kills the algae which serve as food to other living organism in the ocean. When that happens, it inadvertently destroys the ecosystem and balance in the ocean. Carbon dioxide emission from our use of fossil fuels like gas, oil and coal has been the primary culprit of global warming as it traps heat to remain in our atmosphere that makes it warmer. Much of carbon dioxide emission comes from our energy use ranging from the electricity that lights our houses to the to the carbon emission of our cars and industrial plants. Fossil fuel has been the primary source of energy as it is cheap and constitutes 85% of the world’s primary energy source. A very significant portion of the greenhouse gas emission in the atmosphere comes from the developing countries. As they are trying to develop their economy and improve their living condition, the construction of industrial plants, warehouses, offices and other implements of production and development consumes unusual amount of energy that contributes to global warming (http://www.globalwarming.org). Such, this comes to fore the debate of whether it will be appropriate to de-carbonize the source of energy considering its greenhouse emission in the atmosphere. Such measure is debated and at odds with the energy requirement of the world especially with the developmental efforts of developing countries that needs tremendous amount of energy. For decarbonizing energy source will make energy expensive and will take toll on the growth of developing countries. Such, it is often argued that the measure of decarbonizing energy source is anti-poor as it stunts the efforts of developing countries to improve its living condition. But everybody agrees that the environment has to be protected and that the continuous warming of our atmosphere will have a serious consequence on the environment; weather pattern changes,

Great deal of documentation Essay Example for Free

Great deal of documentation Essay These two documents need to be completed by the company and sent off to the companies of house where they will assess if the organisation meets the requirements to trade under the name PLC. The companies of house will provide the organisation of a certificate of incorporation which gives them the legal right to start trading. Apart from the legal requirements the formation of a public limited company is a very expensive process compared to a sole trader or partnership and requires a great deal of documentation. The company also needs to have at least  50,000 of share available before it can become a PLC. Another disadvantage is that the founder(s) of the company can end up losing total control of the organisation due to the company shares being readily available for sale on the stock exchange. Large organisations such as Tesco can become difficult to manage efficiently due to the size and capacity of the organisation which often results in staff feeling ignored by a remote management and the decision making can be difficult and take a great deal of time to be able to reach a conclusion. Also detailed financial accounts of the organisation must be published each year, which provides valuable information on how the company is performing to competitors and prospective take-over companies. OBJECTIVES OF TESCO PLC Tesco is already the number one food retailer in Britain and one of the top three in the world, but the organisations wants to improve in stature and minimise the chances of potential competitors catching up. Tesco PLC has one main aims which it expects to achieve in order to continue it success in the competitive UK retail market against such competitors as Sainsbury and Asda. To increase value for customers continually and to earn their lifetime loyalty For this specific aim, they have also set themselves several objectives to increase their chances of achieving the aim such as: 1. To understand our customers better than any of our competitors do. This objective was set so that the customer service provided and the understanding of customers by Tesco PLC is the best in the market and to ensure their closest competitors are not capable of competing. 2. To earn the respect of our staff for these values and to appreciate their contribution to achieving them. Tesco PLC not only wants to appreciate the contribution of their external customers but also the internal one. Tesco want to show that it cares for the needs and expectations of it staff. 3. To recognise that we have brilliant people working for us and to use this strength to make our customers shopping enjoyable in a way that no competitor can. Tesco PLC want to appreciate what their staff are doing for them and that will increase the staff moral and motivate them to continue with the work so potential competitors are kept at bay.

Studying The Peach Fruit Fly: Bactrocera zonata

Studying The Peach Fruit Fly: Bactrocera zonata Abstract The peach fruit fly, Bactrocera zonata (Saunders) is one of the most harmful species of Tephritidae. It is a polyphagous species attacking more than 40 species of fruit crops and has also been recorded from wild host plants. The peach fruit fly is a serious pest of peach, guava and mango; secondary hosts include apricot, fig and citrus. It causes serious economic losses, either by direct damage to fruits or indirectly by warranting the need for quarantine and phytosanitary measures. Bactrocera zonata is native from India and is present in numerous tropical countries of Asia. However, this pest has been established in Egypt since the late 1990s and is now largely widespread throughout the country. Therefore, it demonstrated its ability to establish outside tropical climates and its adaptability to local temperate conditions. In Egypt, B. zonata is active throughout the year when temperatures exceed 10 °C and can complete several generations per year, apparently overwintering also in temperate climates. Bactrocera zonata is well adapted to hot climates and shows higher low-temperature thresholds than those of the Mediterranean fruit fly, Ceratitis capitata, which is widespread in the Mediterranean countries. Pest risk analysis suggests that the peach fruit fly is capable to establish and spread in coastal areas of the Mediterranean region, causing significant damage on fruit production. of entering, establishing, spreading and causing significant impacts on fruit production in other countries of the Mediterranean region. INTRODUCTION Tephritid fruit flies (Diptera: Tephritidae) have a major impact on world agriculture, causing yield losses and reducing the quality and marketability of agricultural crops. Control of fruit flies mostly relies on the application of broad-spectrum insecticides, which could cause food contamination, side effects on beneficials and pest resistance to insecticides. Tephritid fruit flies are among the most invasive species of fruits and vegetables in the world. Establishment of exotic flies would cause direct and indirect economic losses due to damage to fruits and  strict quarantine regulations imposed by importing countries to avoid introductions of invasive pests. The family Tephritidae, comprises nearly 4500 species distributed over most of the world and include several species that pose a potential threat to Mediterranean horticulture, mainly of the wide-ranging genus Bactrocera, native to South East Asia and Australasia, the genus Anastrepha, originated from Central and South America, and the genus Ceratitis, indigenous to Africa. The genus Bactrocera is considered a serious threat of fruit crops because of the wide host range of its species and the invasive power of some species within the genus (White and Helson-Harris 1992; Clarke et al., 2005). Several Bactrocera species established outside of their native Asian range: Bactrocera carambolae Drew and Hancock in Surinam and northern Brazil, Bactrocera cucurbitae (Coquillet) in Hawaii, East and West Africa, Bactrocera dorsalis Hendel in Polynesia and Hawaii, Bactrocera invadens Drew, Tsuruta and White in Sub-Saharan Africa and Bactrocera zonata (Saunders) in the eastern Mediterranean basin (Vayssià ¨res et al., 2008). The two polyphagous fruit flies presently established in the Mediterranean region are the Mediterranean fruit fly (medfly) Ceratitis capitata (Wiedemann), the most dangerous and widespread species, and the peach fruit fly B. zonata, which has been detected in Egypt in1998 and spread throughout the country (Amro and Abdel-Galil, 2008). The peach fruit fly was intercepted at the port of Valencia in 2005 by quarantine officials on citrus fruits imported from Egypt. Therefore, a Pest Risk Assessment (PRA) was carried out by Spain and submitted to the European Food Safety Authority (EFSA) for a scientific opinion. The PRA pointed out that the peach fruit fly can establish and spread in southern Europe, causing considerable damage to fruit yield. However, the pest risk assessment can be improved by defining the potential climatic range of the pest in Europe and identifying fruit crops potentially at risk (EFSA, 2007). Bactrocera zonata is listed as Dacus zonatus in Annex IAI of Directive 2 000/29/EC, which includes harmful organisms whose introduction in EC countries are banned. In the present paper we review the life history, host range, influence of climatic factors  and provide a tentative distribution map of the peach fruit fly in the Mediterranean region along with control methods. DISTRIBUTION The peach fruit fly is native to tropical Asia and is widely distributed in Bangladesh, Bhutan, India, Indonesia (Sumatra), southern Iran, Laos, Myanmar, Nepal, Oman, Pakistan, Saudi Arabia, Sri Lanka, Thailand, United Arab Emirates, Viet Nam, Yemen. It also occurs on the Indian Ocean islands of Mauritius and Reunion (EPPO, 2005). In Pakistan, this fruit fly is abundant in coastal and sub-coastal areas of Baluchistan and Sind, and in semi-desert areas and northern plains of Punjab. However, it has also been recorded as rare from foot hills of Islamabad and Peshawar valley of North Western Frontier Province (Hussain, 1995). In Sri Lanka, this species is distributed throughout the island in wet and dry zones and has been recorded up to the elevation of 1800 m (Tsuruta et al., 1997). In the last decades, the peach fruit fly has spread westward and has established in the Arabian Peninsula and Egypt. Bactrocera zonata was identified in 1998 on infested guavas collected in Agamy and Sabahia, near Alexandria. In 1999, monitoring traps showed high capture rates in Alexandria and Cairo. In October 2000, the pest was detected in North Sinai and is at present widespread in all the fruit-growing areas of Egypt (EPPO, 2008). California has been invaded multiple times (1989, 2001 and 2006) by the peach fruit fly, but it has been successfully eradicated (EPPO, 2005). LARVAL HOST RANGE The peach fruit fly has been recorded infesting over 40 cultivated and wild plant species, mainly those with fleshy fruits (Table 1). In Pakistan, B. zonata is a serious pest of guava, mango, peaches, papaya, persimmon and citrus. Damage of 25-50% has been reported in guava, of 10-15% in mango and of 40% in persimmon (Syed et al., 1970; Qureshi et al., 1992; Stonehouse et al., 2002). The relative susceptibility of the most common cultivated fruits in New Valley Oases (Egypt) was determined in field on the basis of adult emergence from infested fruits. Sour orange appeared to be the highest susceptible host, followed by orange and guava, whereas mandarin, apple, mango and fig were more resistant/showed some sort of resistance (Amro and Abdel-Galil, 2008). In Egypt, the highest number of pupae and the highest percentage of adult emergence were recorded under laboratory conditions from pear fruits, followed by guava, peach, apple and apricot (Shehata et al., 2008). Bactrocera zonata seems more adapted to attack citrus fruits than C. capitata. In fact, in 2002/2003 at Fayoum Governatorate (Egypt), the two species infested 15.5 and 0.35% of Navel orange, 10.0 and 0.9% of grapefruit, 8.7 and 3.7% of mandarin, 5.7 and 3.4% of sour orange, 0.6 and 0.3% of lemon and 0.6 and 0.3% of Valencia orange, respectively (Saafan et al., 2005). Restrictions by overseas markets are inevitable if research funding actions show that the peach fruit fly is established in Mediterranean countries. LIFE HISTORY The peach fruit fly is anautogenous, i.e. it emerges from puparia as sexually immature adult that needs to feed to survive and reproduce. Adults obtain sugars from honeydew  and other plant exudates, protein from bird feces and phylloplane bacteria and moisture from dew and rain. Adults are attracted by some plant-derived phenyl propanoids (e.g., methyl eugenol), that might play a role in the mating behaviour. Mated females pierce the skin of host fruits with their ovipositor and lay a batch of 2-9 eggs. The eggs usually hatch in a few days and the young larvae feed upon the fruit pulp destroying the fruit. Tunnels created by larval feeding also allow the entry of secondary pathogens causing secondary fruit rot. The mature larvae leave the fruit and pupate in the soil where they emerge two weeks later as young adults. Bactrocera zonata is a non-diapausing and multivoltine species with overlapping generations. In Pakistan and Egypt, adults are present throughout the year except in January and February (Hussain, 1995; Farag et al., 2009). Overwintering mostly occur in the larval or pupal stage. Adults a strong flier, capable of dispersing more than 24 km in search for host plants (Qureshi et al., 1975). Passive dispersal is mainly by means of winds and transportation of infested fruits. Adults live for 30-60 days and the pre-oviposition period (including sexual maturation of 8-16 days, ranges from 10 to 23 days. A female can lay up to 93 eggs/day, and as many as 564 in its lifetime (Qureshi et al., 1974). Under favourable conditions, the eggs hatch into larvae within 2 days. The larvae feed in the fruits for 4 to 30 days, depending on temperature (Duyck et al., 2004). Mature larvae burrow 2.5 to 12.5 cm in the ground to pupate. The pupal period varies from 4 days in summer to over 6 weeks in winter. Full development takes from 5 to 8 weeks, depending on the season and type of fruit infested (Shehata et al., 2008). The most important parameters influencing the population dynamics of B. zonata are the favourable environmental conditions for reproduction and survival, and host sequence, suitability and availability. Several generations per year are completed under favourable conditions. In Pakistan, the peach fruit fly complete 8-9 generations per year in the coastal plains, whereas only two generations are completed in 5 months in northern areas (Hussain, 1995). At Giza Governatorate (Egypt), seven overlapping generations were recorded from March to November; the first generation is the longest, occurring from March to May-June, whereas summer generations lasted 4-6 weeks. Populations are usually at their lowest level at the end of the winter due to the slowdown or cessation of development. It may take several generations are needed to reach the highest population density, which was observed during the 5th generation at the end of August (Farag et al., 2009). Influence CLIMATIC FACTORS AND OF HOSTS Climate plays a critical role as the determining factor of the peach fruit fly abundance, influencing development and survival, therefore limiting its geographical range. The wide distribution of B. zonata indicates a considerable degree of environmental plasticity. Although the immature stages of Bactrocera sp. can survive short periods of high (>30 °C) or low temperatures ( The temperature is the most important factor determining developmental rates of immatures and adult maturation rates. The duration of the peach fruit fly lifecycle is mainly affected by temperature and host fruit species. Development ceases in all stages below 12 °C; larvae and pupae are more resistant to cold weather conditions. The developmental thresholds of pre-imaginal stages of a peach fruit fly population in Reunion were determined at constant temperatures. Lower thresholds of eggs, larvae and pupae ranged from 12.6 to 12.8 °C, which were higher than those of C. capitata (10.2-11.6 °C). The thermal units required for the development of pre-imaginal stages were estimated in 224 degree day units (Duyck et al., 2004). However, in Egypt, the lower temperature threshold was determined as 11.84 °C and the thermal units required to complete a generation (from egg to egg) were 487 degree days (Sharaf El-Din et al., 2007). Differences on lower developmental thresholds might be due to the different strains and the larval food. However, the existence of cold-hardening ecotypes of the pest can not be ruled out. The upper temperature threshold was estimated as higher than 35 °C (Qureshi et al., 1993; Duyck et al., 2004). The optimal temperatures for development and survival of pre-imaginal stages occurs at 25-30 °C. The duration of the pre-ovipostion period ranged from 23 days at 20 °C to 8.4 days at 30 °C. Fecundity and adult longevity were optimal at 25 °C (Qureshi et al., 1993). Reliable temperature thresholds and thermal constants appropriate for each life stage allow the development of phonological models to predict the duration of the life cycle of the peach fruit fly under various climatic conditions. On the basis of thermal units, expressed as cumulative degree days, a number of 6, 7 and 8 annual generations have been predicted in North Sinai, El Beheira and Asyout (Egypt), respectively (Khalil et al., 2010). Host quality strongly affects development time and survival of pre-imaginal stages and the reproductive parameters of adults. Peach, guava and mango were the most suitable fruits for larval development and fecundity with respect to other fruit species (e.g. apple, pear, plum, orange) (Hussain, 1995). Climatic factors and host suitability influence coexistence of tephritid fruit flies in some areas. The peach fruit fly was detected in Reunion in 1991 and appears to be displacing C. capitata in warm and dry areas. Ceratitis capitata and B. zonata attack almost the same fruit species, indicating that species niche partitioning is determined by climatic factors rather than host range (Duyck et al., 2008). The peach fruit fly showed displacement ability also over B. dorsalis and Carpomyia vesuviana Costa in some areas of its native geographical range (Agarwal and Kapoor, 1986). POTENTIAL GEOGRAPHICAL DISTRIBUTION IN THE MEDITERRANEAN BASIN The potential distribution of the peach fruit fly in the Mediterranean basin has been modelled/predicted with CLIMEX. Based on climatic data, this software compares the geographical distribution of a species in the native area and predict its potential geographical range in other continents using the Compare Locations function (Sutherst et al., 2007). The model combines a weekly population growth index (in response of temperature, rainfall and relative humidity) with 4 stress indices (cold, hot, wet and dry) into an Ecoclimatic Index (EI), which indicates the potential propagation and persistence of the species as determined by climate. A database of 30-year climatic data for meteorological stations irregularly located in the Mediterranean basin was used. Climatic parameters used were modified from available data of other tephritid fruit flies (C. capitata and B. dorsalis) (Vera et al., 2002; Stephens et al., 2007), also considering the climatic requirements of B. zonata (Duyck et al., 2004). Then, values were adjusted to fit the distribution of B. zonata in Egypt. To provide a more realistic prediction of the pest range, the Irrigation option in CLIMEX was used. Figure 1 shows a tentative distribution map of B. zonata based on Ecoclimatic Index. Under current climate conditions, the model predicts the establishment and persistenc e of the peach fruit fly in coastal areas of North Africa and Near East. The suitability of European countries to B. zonata establishment was limited to southern areas of Portugal, Spain, Greece and all the main Mediterranean islands (Balearic Islands, Sardinia, Corsica, Sicily and Crete). The potential geographical distribution of the peach fruit fly appears to be narrower than that of C. capitata, which is more adapted to cool temperatures. Moreover, the predicted range of B. zonata seems to coincide with most of the Mediterranean citrus-growing areas. CONTROL METHODS Biological control of the peach fruit fly is ineffective, because young larvae feed into the fruit flesh and are protected from parasitoids. The most common hymenopterous parasitoids recovered from B. zonata in the native area are the braconid Diachasmimorpha longicaudatus (Ashmead) and the eulophid Aceratoneuromyia indica (Silvestri) (Kapoor 1993). In Egypt, Dirhinus giffardii Silvestri (Hymenoptera: Chalcididae) and the pteromalids Spalangia cameroni Perkins and Pachycrepoideus vindemiae Rondani have been recorded on peach fruit fly pupae (Badr El-Sabah and Afia, 2004). Recently, biological control efforts have been focused on augmentative release of D. longicaudatus and Fopius arisanus (Sonan) (Hymenoptera: Braconidae) (Rousse et al., 2006). Bactrocera zonata males are attracted to citronella oil and to its active compound methyl eugenol (Howlett, 1915). This parapheromone, which is present in many plants, has both olfactory and phagostimulatory action and attracts peach fruit fly males from up to 800 m (Roomi et al., 1993). Methyl eugenol proved to be very effective in early detection of peach fruit fly males and has been used in several suppression programs (Qureshi et al., 1981; Sookar et al., 2006). The male annihilation technique (MAT) employs methyl eugenol to attract most of the males of B. zonata populations. Extermination of males in a population severely reduces the frequency of fertile matings, minimizing the chances of successful reproduction and consequently lowering the infestation on fruits. Peach fruit fly males are caught/killed by plastic traps baited with methyl eugenol (mass trapping technique) or attracted to wooden blocks soaked with parapheromone and insecticide (attract and kill technique). MAT is the standard technique to eradicate the peach fruit fly from areas newly-invaded areas and has successfully been applied in several eradication programs (California, Israel) (Spaugy, 1988; EPPO, 2008). A large eradication program based on the massive use of bait stations (wooden blocks) has been very successful in Egypt: B. zonata populations have been reduced about 4-fold from 2008 to 2009 in all the countrys fruit-producing areas (FAO/IAEA, 2010). A number of insecticides used against fruit flies are effective, flexible and low toxic to non-target arthropods. In the European Union, chemicals registered against the medfly include organophosphates (chlorpyrifos-methyl and phosmet) and pyrethroids (lambda-cyhalothrin and deltamethrin). In addition, some naturally-derived insecticide are accepted in organic agriculture, such as spinosad, that is less toxic to beneficials than traditional insecticides, and a Neem formulation/azadirachtin, that showed sterilant and oviposition deterrent activities on the peach fruit fly (Mahmoud and Shoeib, 2008). All these compounds are non-systemic, therefore control treatments are targeted to kill adults and prevent egg-laying in the fruit. Bait applications integrate insecticide and attractant formulations to lure male and female adult fruit flies. The most effective control strategy worldwide against fruit flies consists in bait sprays of malathion mixed with hydrolysed protein acting as attractants and phagostimulants. However, malathion has recently been excluded from the list of plant protection products allowed in the European Union, which has also prohibited importation of fruits with malathion residues. Laboratory experiments carried out in Egypt showed that spinosad might effectively replace malathion in bait applications against the peach fruit fly (El-Aw et al., 2008). Bait insecticides are sprayed in spots on the foliage of host plants by ground or aerial applications. Studies have been carried out to control B. zonata with the sterile insect technique (SIT) (Qureshi et al., 1974), that is widely used in eradication programs against C. capitata and B. dorsalis. However, this technique has never been adopted in the field against the peach fruit fly. The establishment of the peach fruit fly in Mediterranean countries would prevent export of fruits and vegetables to countries with quarantine regulations or be made conform to their rules and restrictions. Fruit fumigation with methyl bromide is still adopted in several countries, but its use may soon be prohibited. Therefore, alternative fruit sanitation techniques based on temperature manipulation have been developed. Cold treatments consist in holding export products at constant temperatures for a time period sufficient to ensure death of the most resistant peach fruit fly life stages (eggs and larvae). Alternatively, fruits can be disinfested with high temperature treatments (water dips, dry or vapour heat, forced hair). Heat treatments can cause fruit injury and alteration of colour, aroma, flavour or texture in some citrus fruits. CONCLUSIONS The host-plant range of the peach fruit fly is broad, with more than 40 plant species verified as hosts in ; therefore, potential hosts are abundant in the diverse, cultivated and uncultivated flora of Mediterranean region and pose the eventuality of peach fruit fly population cycling. This cycling is characterized by different host-plant species sequentially serving as fruit fly reproductive hosts for parts of the year. Given the lack of diapause in this frugivorous tephritid and its wide host range, population cycling in alternate hosts could play a major role in the potential establishment of Bz and future economic depredations of exotic fruit flies such as the peach fruit fly in Mediterranean region. Peach fruit fly is a generalist tephritid species infesting many host species throughout the entire geographical range. Locally these generalists may utilize only a few of their potential host species. However, no absolute statement about plant susceptibility can be made. A good host in one geographic location may not be as good a host in another, and vice versa, as slight environmental changes may occur that influence the plants desirability as a host. In addition, it is important to analyze the plant species in a given area to identify the competing host range. A desirable host in one area may be less desirable in another because a better host exists. The population dynamics of such tephritid species are also susceptible to fluctuations in community attributes, i.e., plant diversity, interspecific interactions, and abiotic factors. These allow such tephritids to become pestiferous in some areas, but barely noticeable in other areas, or subject them to localized extinction in still other areas Rapid transport of infested host fruits through cargo, personal luggage, and mail has complicated efforts to contain peach fruit fly within its present distribution. Efforts should be made to improve exclusion, prevention, detection, and control practices against peah fruit fly, with the aim of decreasing the risk of introduction. Since eradication efforts can be extremely difficult and expensive when peach fruit fly populations become well established, such efforts are started as soon as possible after introductions are detected. Crop yield reductions, control measures, handling processes, and quarantine restrictions on commodity movement are expenses associated with peach fruit fly infestations. Appropriate phytosanitary measures should be applied to avoid the invasion and establishment of these exotic pests in the Mediterranean region. We believe that Mediterranean countries can no longer ignore the inevitability of recurrent peach fruit fly populations. The Mediterranean countries must prepare to deal with the eventuality and consequences of permanent peach fruit fly populations. Economic importance Impact of peach fruit fly on agriculture Peach fruit fly can have a direct impact on agricultural production in Mediterranean area. One estimate of the direct impact of peach fruit fly in Egypt was million euros, which did not include the costs or impacts of insecticide use to control this pest. A great number of crops in the Mediterranean countries are threatened by the introduction of this pest: including apple, apricot, peach, fig, grapefruit, nectarine, orange, peach, pear, persimmon, plum, pomegranate, tangerine. While the direct loss of production of fruit fly host products can have a significant impact on Mediterranean agriculture, perhaps a more important impact is the loss of potential production and markets due to the threat of fruit flies and the high economic costs for their control. A Streetcar Named Desire, Tennessee Williams | Analysis A Streetcar Named Desire, Tennessee Williams | Analysis A Streetcar Named Desire From time to time in life, there are periods when one is faced with conflicts and more often, it does not matter how hard one tries, you just cant fix things and you end up feeling like a broken record. A Streetcar Named Desire focuses on an inconsolable woman called Blanche Dubois. Blanche is a victim of herself and her lifestyle as much as she is the victim of an unfair state of affairs. There are occurrences in her life that she could have handled better ad therefore avoided calamity, but there are as well instances where, there was nothing she could do but play along to the tragic up folding events in her eventful life. First she is nurtured in Old South upper-class traditions, she lived in a classy manner in the family homestead Belle Reve, wedded a man she immensely loved, and followed a professional career as an English teacher. From the beginning of the play, it is forthcoming that she is the victim of her lifestyle, and not a conqueror. The individual Blanche is at present can be covered back to a solitary day in her epic past. Inside only some hours for the duration of this single day, her life would be altered completely. Blanche unexpectedly but walked in on her companion, Allan Grey, in bed having intimacy with another male. She afterwards went to a bar to have a drink with her cheating spouse and his homosexual partner; there she drunkenly told Allan that she was sickened by him. Allan flees the room in serious embarrassment from Blanches utterances and turns a revolver he had on his mouth, she hears him commit suicide in the exterior of the bar they were drinking. Any person would be unba lanced after so mucch pandemonium and distress in such a short period. Argument is fronted that since Blanche had inferred to Allan as disgusting, he committed suicide and this makes Blanche the aggressor and not the victim she almost paints herself to be. Allans deeds towards his suicide were totally his and Blanche could not manage to prevent them. It is obvious that neither of the couple could grip the confusion manifesting at the time and handled them in divergent ways. Blanche was just the fatality of the awful state of affairs that affected the love of her life. Without her dearly loved Allan, Blanche ultimately needed love. All the men Blanche would charm in seduction were because she wanted to mend the emptiness in her heart. This was however not the truthful way to manage affairs and if she had gotten help she could properly have dealt with the pain of her husbands tragic demise. Unfortunately Blanche never had that chance, when she loses her familys plantation, Belle Reve, she is forced to live in Laurel, where she engages in prostitution for the reason that she has no other way of making money to help fend for her personal upkeep. During this tumultuous period, she resides in hotel Flamingo and men seeking sexual pleasures in exchange for money come up to her room every nighttime. Promiscuous sexual relations with men got terribly out of control out of hand. Every time one sexual relation ended, a new one budded the next day. This made her to cement a lousy reputation in the small township of Laurel, Mississippi. Understanding that she was still smarting from the demise of her suicidal husband and acknowledging that the various men could not patch up her inconsolable heart, she turned to drinking to escape her misery. Haphazard alcohol drinking and one-night stands eventually makes Blanche to find herself lonely and with nowhere to go. In order to improve her miserable life and acquire a new character, Blanche makes a decision to begin afresh in Elysian Fields, New Orleans with her young sister, Stella and her bad-mannered husband Stanley Kowalski. Feigning innocence and perfection, to cover up her inadequacies back home is not sufficient as Stellas husband can see right through her. Stanley exposes her precedent behavior and devastates the fresh life she has embarked on in New Orleans she again is back where she began. Blanche is victim to Stanleys insensitive mistreatment. Not oblivious to the truth that they had not once got along, had Stanley not exposed her secrets, she might just have brilliantly started a fresh, improved life. Only to worsen her life further, she becomes the victim of serious sexual assault to the churlish Stanley. If she was not mentally and emotionally unbalanced minded before, Blanche is absolutely now. Stanley was crooked and should not have handled her the way he did, while she was obvi ously in such an unselfconfident shape. Due to her disturbing past and no prospects to seek healthy help, Blanche succumbs to mistreatment and becomes the victim to additional situations than she had to all through the routes of her life. In the closing stages of A Streetcar Named Desire, Blanche is taken to mental establishment where it is only hopeful she may get the necessary assistance to her physical, emotional and mental state. She has suffered too much and respite is necessary for her soul.