Definition and Examples of Telicity in English Grammar

In linguistics, telicity is the aspectual property of a verb phrase (or of the sentence as a whole) which indicates that an action or event has a clear endpoint. Also known as aspectual boundedness. A verb phrase presented as having an endpoint is said to be telic. In contrast, a verb phrase that is not presented as having an endpoint is said to be atelic. See Examples and Observations below. Also see: AspectGrammaticalizationTransitivity EtymologyFrom the Greek, end, goal Examples and Observations Telic verbs include fall, kick, and make (something). These verbs contrast with atelic verbs, where the event has no such natural end-point, as with play (in such a context as the children are playing). —David Crystal, A Dictionary of Linguistics and Phonetics, 4th ed. Blackwell, 1997 Testing for TelicityOne reliable test to distinguish between telic and atelic verb phrases is to try using the gerund form of the verb phrase as direct object of complete or finish, which refer to the natural point of completion of an action. Only telic verb phrases can be used in this way. . . . [What did you do last night?] - I finished {repairing the roof / *repairing}. (Repair the roof is a telic VP while repair is atelic.)It was 11:30 p.m. when I completed {writing the report / *writing}. (Write the report is a telic VP while write is atelic.)He {stopped / *finished / *completed} being their leader in 1988. (Be their leader is an atelic VP.) Unlike finish and complete, the verb stop refers to an arbitrary endpoint. It can therefore be followed by an atelic verb phrase. If it is followed by a telic one, stop is by implicature interpreted as referring to a provisional endpoint preceding the natural point of completion: I stopped reading the book at five. (implicates that I had not finished reading the book when I stopped reading it) (Renaat Declerck in cooperation with Susan Reed and Bert Cappelle, The Grammar of the English Tense System: A Comprehensive Analysis. Mouton de Gruyter, 2006) Verb Meaning and Telicity Because telicity is so dependent on clausal elements besides the verb, it could be debated whether it is represented in verb meaning at all. In order to explore that debate, lets start by comparing watch and eat. Examples (35) and (36) provide a minimal pair, in that the only element that differs in the two sentences is the verb. (35) I watched a fish. [Atelic-Activity](36) I ate a fish. [Telic-Accomplishment] Since the sentence with watch is atelic and the sentence with eat is telic, it seems we must conclude that the verb is responsible for the (a)telicity of the sentence in these cases, and that watch is by its nature atelic. However, that easy conclusion is complicated by the fact that telic situations can also be described with watch: (37) I watched a film. [Telic-Accomplishment] The key to whether each of these situations is telic or not is in the second argument--the verbs object. In the atelic watch example (35) and the telic eat example (36), the arguments look identical. Go a little deeper, however, and the arguments do not seem so similar. When one eats a fish, one eats its physical body. When one watches a fish, it is more than the physical body of the fish that is relevant--one watches a fish doing something, even if all it is doing is existing. That is, when one watches, one watches not a thing, but a situation. If the situation that is watched is telic (e.g. the playing of a film), then so is the watching situation. If the watched situation is not telic (e.g. the existence of a fish), then neither is the watching situation. So, we cannot conclude that watch itself is telic or atelic, but we can conclude that the semantics of watch tell us that it has situation argument, and the the watching activity is coextensive with . . . the arguments situation. . . .Many verbs are like this—their telicity is directly influenced by the boundedness or telicity of their arguments, and so we must conclude that those verbs themselves are unspecified for telicity. —M. Lynne Murphy, Lexical Meaning. Cambridge University Press, 2010 Telicity in the strict sense clearly is an aspectual property which is not purely or even primarily lexical. —Rochelle Lieber, Morphology and Lexical Semantics. Cambridge University Press, 2004

Evaluation Of A Good Argument - 1394 Words

7.3 – Neutralization of the fallacy: In paragraph 4 the author has violated the sufficiency criterion of a good argument. The author has violates the sufficiency criteria by committing the fallacy of false analogy. In paragraph 4 the author states, â€Å"In the mid 1940s – before publicly funded healthcare – my grand parents sold their car to pay the hospital bill related to my father’s birth, so â€Å"purchasing† the birth of a child is nothing new.† This is a wrong analogy. Just because you pay for hospital bill and cloning, does not make them the same. In one situation, two persons life is preserved, and in the other a person’s life is changed. The author could have avoided this fallacy by not comparing these two totally different situations at all or giving an analogy that has the same situation as human cloning. 7.4 – Positive Critique: In the fifth paragraph the author argues that the paternal and maternal linages are not the most important thing as what we identify ourselves with us humans, which is quite convincing. As his first premise he states, â€Å"Most people I know do identify with both their maternal and paternal lineages.† As his second premise he states, â€Å"Dual heritage may be normal, but it is seems central to our conception of ourselves as humans.† And as third premise he sates, â€Å"And identical twins seems none worse for the knowledge that they are not genetically unique individuals.† Even though that was said that this argument is convincing, it is not withoutShow MoreRelatedGood Rhetoric, Argument And Writing Essay1336 Words   |  6 PagesMichael Brown English 2010, Section 36 Saturday, August 29, 2015 Good rhetoric, argument and writing What constitutes good rhetoric and argument? How do these factors affect writing? And, the aforementioned questions considered, what practices should then be regarded as bad, or the negation of good? Before these prompts can be adequately addressed, a brief survey on the nature of values is necessary, so as to enframe this discussion of good and bad practices in operationalized terms, localized for ourRead MoreEditorial Evaluation876 Words   |  4 PagesEditorial Evaluation Gabriel Hess City University of Seattle BC301 - Critical Thinking Cheryl-Ann Laws-Brown November 18, 2011 Editorial Evaluation: Feeling poorer? You have plenty of company. USA Today News Could it be true that more people live in poverty today than at any point in the last 50 years? An editorial from the USA Today website titled Feeling poorer? You have plenty of company. presents that exact argument. The following evaluation of this editorial will look at the strengthsRead MoreThe Civil Service And Performance System1366 Words   |  6 Pagesreforms about performance and merit. In his argument, the discussions of the civil service reforms have been dominated by managerial rhetoric (Thompson, 2006, 501). Additionally, he argues that in the current system, performance and merit are not considered keenly as high performers are compensated the same way as poor performers (Thompson, 2006, 496). To provide a solution to this problem, systems have been proposed to reward performers and to promote good governance in the public sector. ThompsonRead MoreThe Detroit Lions And Chicago Lions1734 Words   |  7 PagesSanders era. The audience of this article is mainly towards the local Detroit Lions fans, but can also be towards people who love the NFL or are big fans of the NFL franchise itself. The author also uses some evaluation arguments to get his purpose across the audience. The evaluation argument is ideal for this article because it’s an article where he is comparing one football team to not only the same team in the past, but also all the other teams in the NFL. For example, the author states, â€Å"LastRead MoreEvaluation Criteria for Text Sources1325 Words   |  5 PagesEvaluation Criteria for Text Sources Title and Author of Source: Enoch, Jessica and Jordynn, Jack. Remembering Sappho: new perspectives on teaching and writing womens rhetorical history. College English 73(5): pp. 518-537. Print. (Copy). Retrieved from: ProQuest Database. [Accessed on 31 May 2012]. First, consult the document entitled Guidelines for Evaluating Sources. Then judge the credibility of the all the sources you located (use one worksheet for each source) according to each ofRead MoreRefining Solution Paper719 Words   |  3 Pagesyour situation or budget, but there are some general guidelines to keep in mind. In this paper, the individual will discuss the original issues, initial solution, and the critical examination of the best solution. Also do an evaluation of the argument and revise the argument to come up with a better solution to the problem (University of Phoenix, 2013). As a final point I will refine the solution with an implementation plan and the come up with a final solution to the problem. First, the individualRead MoreArguments Of Proponents And Opponents Of The Safe And Accurate Food Labeling Act1744 Words   |  7 PagesAfter presenting the arguments of proponents and opponents of the Safe and Accurate Food Labeling Act. This paper will now analyze each issue to determine the strengths and weakness of each side’s argument. One argument that proponents make about genetically modified food is that they are no different than natural foods. An argument that opponents make is that genetically modified organisms have not been tested enough because they are fairly new and some scientist truly don’t have an understandingRead MoreHow My Writing Has Improved Greatly Improved After Taking English 103928 Words   |  4 Pagessemester, my confidence in writing has improved greatly. In high school, I didn’t really know how to write effectively. I wasn’t really sure what was considered to be â€Å"good writing† until I took AP* English. However , even while I was taking this â€Å"Advanced Placement† class, I was still trying to figure out how to really create â€Å"good writing†. I feel as if this had something to do with the fact that I never really had to work with the rules of grammar intensively. After taking this course, however,Read MoreReflection About Self Reflection1343 Words   |  6 Pagesmuch more there was to learn and how much I could improve my writing. I have learned many valuable skills such as researching credible information, using critical thinking and rhetorical strategy, writing mechanics, analyzing and disproving counter-arguments, addressing specific audiences, and using peer editing in my writing process. With my progress throughout this class, I have developed into an exceptional writer which will benefit me in future school and career situations. My ability to researchRead MoreJapanese Culture636 Words   |  3 PagesJapanese culture is fairly staid, traditional, and, for the most part, static. Although there is bound to be a degree of generalizations in any cultural evaluation, the preceding statement certainly applies to Japanese culture. Some of the principle characteristics of Japanese culture that render it distinct from most Westernized ones (especially the United States) are its definitive homogeneity and conventional family structure. In terms of homogeneity, it is significant to note that the vast

Music Appreciation Renaissance Period Assessment Flashcard Example For Students

Music Appreciation Renaissance Period Assessment Flashcard The following excerpt is an example of Renaissance a cappella choral music. (player 7:19) False Two important composers from the Renaissance period were: Desprez and Palestrina Despite advances in other areas, Renaissance harmony and polyphony remained restricted to the music rules that governed most of the Medieval period. False Which of the following is a composition for the vihuela? (player 1:58) Example B The following excerpt features characteristics of polyphonic texture. (player 1:38) True The following excerpt has smooth melodies that imitate one another on entrances. (player 3:42) False Which of the following events occurred in America during the time period known as the Renaissance? Columbus discovered The New World. The following composition, featuring 40 voices, was written by: (player 12:15) Thomas Tallis This instrument, which was very popular during the Renaissance, is called a: Lute According to the text, the Renaissance period was known as: The Golden Age of Choral Music The following example is played on an instrument that was very popular during the Renaissance. That instrument is the: (player :37) Lute Which of the following was NOT a popular form during the Renaissance period? Plainsong The following excerpt is an example of Renaissance a cappella choral music. (player 3:13) True Venit ad Petrum was often used as the cantus firmus for the mass. True The following example was composed by a musician whose career exemplifies the dominance of composers from Northern France and the Netherlands during the Renaissance. (player 5:37) Josquin Desprez Renaissance artists didnt really care very much if their works appealed to the public at large; they were more concerned about the purity of their music. False Concentration on vocal music during the Renaissance period meant that instrumental music continued to be used as mere accompaniment for voices. False This is an excerpt from a: (player :25) Madrigal This example is: (player :25) From a Renaissance composition having its roots in folk songs One difference between a Renaissance Mass and a motet is: A Mass is always based on a specific text that is part of the liturgy of a given day. The composer of this selection is: (player 10:26) Jacob Obrecht The Renaissance was the Golden Age of: Choral composition for small ensembles What element of the musical style of the following piece indicates that it is from the Renaissance period rather than the Medieval period? (player :27) It features imitation that goes through all the voices The Renaissance period saw inventions and developments that: Changed the physical and intellectual landscape of Europe. Which time period is generally considered the Renaissance period? 1450 1600 During the Renaissance, what was the name composers gave to the original chant used as the basis for the main melody in a composition? Cantus firmus The following excerpt features characteristics of polyphonic texture. (player 4:32) False The following excerpt has smooth melodies that imitate one another on entrances. (player 5:37) True Which of the following selections is an example of a Renaissance consort? (player 1:30) Excerpt D The Renaissance madrigal was a sacred music form used to convey the meanings behind the poems on which they were based. False Which of the following is not part of the Ordinary of the Catholic Mass? Alleluia The Renaissance may be described as an age in which: Individualism, humanism, and secular values started to flourish once again.

The Functions And History Of The Roman Senate Essay Example For Students

The Functions And History Of The Roman Senate Essay The Functions and History of the Roman SenateIn todays modern world representative government is the norm. Nearly all governments are ruled by their citizens via a republic or some other type of governing body. However, in the ancient world, this standard of democratic government had not yet taken hold; political control still belonged to the few elite, rich, and powerful persons and influential families. Thus, we have a contrast between governments of the ancient world and our modern day governments. In other words, the past generally denotes monarchy, empire, or absolute control. While modern government usually implies republic, voting, or democratic control. However, an analysis of Roman government reveals that it does not exactly fit purely into either mold of government. It was a mixture of many elements, democratic, monarchial, and aristocratic. The purpose of this report will be to provide a general overview of the structure, power, and function of one component of the Roman g overnment- that is, the Roman Senate. Also, this paper will serve to provide a historical context for the Senate, including both the origins and demise of this governmental body and will discuss the issues of class conflict as it related to the Senates power and jurisdiction. We will write a custom essay on The Functions And History Of The Roman Senate specifically for you for only $16.38 $13.9/page Order now There were three main components of the Roman Republic. The first of which represents the monarchial element surviving from when Rome had a king (this will be discussed in greater length and detail below). Two magistrates or consuls had ultimate civil and military authority. The two consuls held their office for one year (they were elected by Roman citizens) and then after their term had expired, entered the Senate for life. Each consul could veto the actions of the other, thus serving as a check for one individual gaining too much political power and therefore prevented (at least temporarily) the Republic from being undermined by a potential dictator. Their primary duties included leading the army, serving as judges, and having ceremonial religious duties. The next governmental institution, which represented the democratic element of the Roman Republic, are the Assemblies. These Assemblies were theoretically made up of all adult male Romans (the only exception is that they had to be present at the meetings). Their primary functions were the annual elections of consuls, approving or rejecting laws, and deciding issues of war and peace. One great flaw of this body was that the wealthier citizens voted first and thereby had a great influence on how the rest of the Assembly voted. Finally, we come to the focus of this report, that is, the Roman Senate. The Senate represented the aristocratic and elitist element of Roman government and was a collection of patrician citizens (the patrician/plebian conflict will be described in more depth later) who served as the legislative branch of the government as well as an advisory body. In the beginning of the Republic, the Senate contained 300 members, the members themselves were chosen from the patrician class, ex-consuls, and other officers who served for life. By the time that Julius Caesar gained power, the Senate’s membership had increased to nearly 800 people. Despite having a mostly advisory role, by the 3rd Century BC the Senate had been able to increase its influence and power. Some of the powers that it gained were that it prepared legislation to be put before the Assembly, it administered finances, dealt for foreign affairs, and supervised the official state religions. However, despite its increase in p ower, the Senate did not have the power to make laws, by only issue decrees known as Decreta or Senatus Consulta, which basically served as official recommendations and while they carried some weight, they still had no actual binding and legal authority. Another interesting aspect of the Roman Senate was that Senators received no pay for their services as government officials. During the republic, the most important activity for the small group of patrician families that controlled the Senate was the pursuit of political power for themselves, their family, and friends. A senator was expected to greet everyone warmly and by name, and was actually assisted by a slave called a nomenclator whose duty it was to memorize names and help identify people. .u8c3b4a353dc6c81afdc545087f1c87b9 , .u8c3b4a353dc6c81afdc545087f1c87b9 .postImageUrl , .u8c3b4a353dc6c81afdc545087f1c87b9 .centered-text-area { min-height: 80px; position: relative; } .u8c3b4a353dc6c81afdc545087f1c87b9 , .u8c3b4a353dc6c81afdc545087f1c87b9:hover , .u8c3b4a353dc6c81afdc545087f1c87b9:visited , .u8c3b4a353dc6c81afdc545087f1c87b9:active { border:0!important; } .u8c3b4a353dc6c81afdc545087f1c87b9 .clearfix:after { content: ""; display: table; clear: both; } .u8c3b4a353dc6c81afdc545087f1c87b9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u8c3b4a353dc6c81afdc545087f1c87b9:active , .u8c3b4a353dc6c81afdc545087f1c87b9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u8c3b4a353dc6c81afdc545087f1c87b9 .centered-text-area { width: 100%; position: relative ; } .u8c3b4a353dc6c81afdc545087f1c87b9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u8c3b4a353dc6c81afdc545087f1c87b9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u8c3b4a353dc6c81afdc545087f1c87b9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u8c3b4a353dc6c81afdc545087f1c87b9:hover .ctaButton { background-color: #34495E!important; } .u8c3b4a353dc6c81afdc545087f1c87b9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u8c3b4a353dc6c81afdc545087f1c87b9 .u8c3b4a353dc6c81afdc545087f1c87b9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u8c3b4a353dc6c81afdc545087f1c87b9:after { content: ""; display: block; clear: both; } READ: A Modern Macbeth EssayMeetings of the Senate were attended by the Senators themselves and magistrates (the consul for example) only. However, the public could gather by the open doors of the Senate. The meetings took place in the Curia Hostilia in the northwest corner of the Forum, but they could take place at any public place within the city limits of Rome. Senators sat on benches known as subselli, which ran down the long sides of the building, in no fixed order. The Senate met daily, and Senators were allowed to address the Senate on matters pertaining to state or foreign affairs. In fact, a main activity of the Senate was the debate of issues and many of the early sena tors were great orators and we have their words preserved for us today by contemporary historians. Cato the Censor, Cicero, and others sometimes swayed the opinion of the entire population of Rome with their fine rhetoric and persuasive arguments. The history of the Roman Senate goes back to before there was an accurate written history for Rome. The Senate was composed of leading citizens who were members of the original aristocratic families in the old Monarchy. The original purpose of this group was to advise the King. This worked well during the first two centuries of Rome’s existence when Rome was little more than a city-state built on seven hills and ruled by a king. The Senate originally had one hundred members chosen from amongst the Patrician class but the early kings soon increased its size to three hundred members. After the expulsion of the last king, Tarquinius Superbus, in 509 BC the Senate formed the main governing body of the Roman Republic. The two consuls, who took the place of the old monarchy, used the Senate as their official advisors and aristocratic (Plebian) supporters. This is the beginning of the Republic, and hence, Senatorial power and domination of the Roman GovernmentThe next series of event s that proved to be historically important regarding the Roman Senate occurred during 133 and 27 BC. During this time, the Republic was engaged in a constant series of civil wars, making up what many refer to as the Roman Revolution. Part of the reason for this was because during the Punic and Macedonian wars of the 3rd and 2nd centuries BC Rome had annexed Spain, Macedonia, Greece, the East, and North Africa. Thus Rome had come to control a vast empire and the Republic with its two consuls, Senate, and small group of magistrates was not an adequate government for an empire of the size. In other words the Roman Republic was a form of government that worked well with a city-state or even a group of powerful city-states in control of a region, not a good government for maintaining a large empire (for this and because of this the empire would eventually rise)By 133 BC Roman politics had become extremely divided around two different factions in the Senate. The first group was the suppor ters of the aristocracy, the patricians, who supported the wealthy senatorial class. The other group trying to get political power was interested in the interest of the plebeians and known as the Populares. The Populares demanded the redistribution of land to peasants as well as a reform of the voting procedure. The struggle between these two factions resulted in civil war when the Senate ordered the assassination of Tiberius Gracchus in 133 BC. Gracchus had been elected as a high ranking magistrate and had proposed a law that would divide the land and give it to the plebian citizens of Rome. The Senate, looking out for the interests of the patricians, stopped such a law from being passed and killed Gracchus and 300 of his followers. Following this incident, Gaius Gracchus, Tiberius’ brother took up the cause that his brother had fought for. He demanded that the Senate’s power should be lessened, the military pay rates should be increased, and give free grain to the ci tizens of Rome. The Senate would not even consider such action so they declared martial law. Because of this, riots broke out and 3000 Populares, along with Gaius, were killed. From this point on, the corruption of the Senate was obvious and the respect of the Senate by the citizens severely declined. This was the first blow to the Senate that would eventually bring about the end of the Republic. .u50c954f222403fced25c80434f21ea18 , .u50c954f222403fced25c80434f21ea18 .postImageUrl , .u50c954f222403fced25c80434f21ea18 .centered-text-area { min-height: 80px; position: relative; } .u50c954f222403fced25c80434f21ea18 , .u50c954f222403fced25c80434f21ea18:hover , .u50c954f222403fced25c80434f21ea18:visited , .u50c954f222403fced25c80434f21ea18:active { border:0!important; } .u50c954f222403fced25c80434f21ea18 .clearfix:after { content: ""; display: table; clear: both; } .u50c954f222403fced25c80434f21ea18 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u50c954f222403fced25c80434f21ea18:active , .u50c954f222403fced25c80434f21ea18:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u50c954f222403fced25c80434f21ea18 .centered-text-area { width: 100%; position: relative ; } .u50c954f222403fced25c80434f21ea18 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u50c954f222403fced25c80434f21ea18 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u50c954f222403fced25c80434f21ea18 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u50c954f222403fced25c80434f21ea18:hover .ctaButton { background-color: #34495E!important; } .u50c954f222403fced25c80434f21ea18 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u50c954f222403fced25c80434f21ea18 .u50c954f222403fced25c80434f21ea18-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u50c954f222403fced25c80434f21ea18:after { content: ""; display: block; clear: both; } READ: Neanderthal EssayThe early years of the 1st BC the long period of civil war that began with the struggle mentioned above reached a climax with Octavian’s defeat of Marcus Antonius at the Battle of Actium in 31 B. C. During that period, the Senate steadily lost power to the imperators, or generals of large Roman armies who controlled the government. In 27 B. C., the Senate voluntarily gave much of its power to Octavian, whom they had given the title of Augustus Caesar. While most of the early emperors tried to involve the Senate in the governing process and actively sought its counsel, most of the Senate’s real power was gone by the reign of Tiberius. Thus, th e Battle of Actium marketed the end of the Roman Republic and consequently, the end of the Roman Senate’s power. Rome is said to have had at one point during its history a republic, this is true, but it was definitely a limited one. For example, in theory, all citizens of Rome could vote for the Senators and serve in the Assembly. However, all citizens does not imply all people. Far from this democratic-sounding system, the only people considered to be full citizens were everyone in Rome with the exception of women, slaves, foreigners, those living in the provinces, and the plebeians. Obviously, this was an incredible portion of the population that was not technically citizens, and thus, a huge segment of the population deprived of political rights or representation. Despite the inherent un-democratic system present in Republican Rome, one cannot say that its contributions to our modern ideas of democracy were insignificant. Quite to the contrary, examples of the Roman Senate’s influence can be found right here in our own government. For example the upper house in our legislative branch is called the ‘senate’, our republic was also established by a constitution (as was the Roman’s), the president (our modern ‘consuls’) is also advised by and is subject to our own senate, and America’s founding fathers drew extensively on Roman theories and models of government when deciding how to establish our present system. The ancient Roman Senate’s connection to the modern world is obvious, and its modern day significance is as well. The influence of the Roman Senate is just one example of how the ancient Roman’s society has affected nearly all spheres of modern life. Government Essays

Linsey Belford U5E Essay Example

Linsey Belford U5E Essay Example Linsey Belford U5E Essay Linsey Belford U5E Essay Friar Lawrence is often seen as a character who tragically meddles with events he cannot control. What is your opinion of Friar Lawrence in the play Romeo and Juliet? What do you consider are the most important aspects of his role in the play? You should consider how Shakespeare guides the audiences response to the Friars character within a dramatic performance.The audience knows in Romeo and Juliet that from the moment the play starts there will be tragic events that lead to many different consequences. Decisions are made by by-standers that affect others lives and things go wrong. This could be seen as meddling but it is not always the case. Friar Lawrence does make decisions regarding some of the other characters lives and he cannot control these so they end in one major tragedy.In the play Romeo and Juliet, Friar Lawrence is seen as a meddler between the two star-crossed lovers lives. This means that fate is already against them given the fact that there is a historical conflict between their families. He plays an active part in the most crucial moments of the play where life-changing decisions must be made. At first, the Friar does not initiate events, it is the other characters that approach the Friar and lead him into the play. Friar Lawrence only does as others ask and this usually involves solving a problem. He does this as a religious figure and also as a good friend, even parent figure, to them.Friar Lawrence is first introduced to the play in Act 2 Scene 3 when all the dramatic and most important themes are well established. Previous to this scene violence had taken place and the Friars scene contrasts to this. This is showing that the Friar is a calm and philosophical character interacting with nature and can be seen as a calm figure.The Friar opens Act 2 Scene 3 with a speech. He is talking about earth and nature and says sentences that balance. Some of the things he speaks about are contrasting.The grey-eyed morn smiles on the frowning nightbalef ul weeds and precious-juicà ¯Ã‚ ¿Ã‚ ½d flowersThese lines and many others that he says portray a good and bad side to things in life in general. He talks about there being good and bad in everyone which is ironic to talk about it at this stage as we see him as good and bad throughout the play, in his best moments and his worst. To start the Friar is portrayed as a non-meddler as he is on his own and is then approached by Romeo.We see the Friar from many aspects, sometimes playing the hero, meddler and occasionally the fool. It is hard to work out the consequences of what may have happened if Friar Lawrence did not become involved and make his decisions. The end may have been a lot worse for the families overall.The Friar plays the hero at first before he goes through the stages of being a meddler then a fool. Making decisions was not the Friars best quality and he needed to think his decisions through properly before putting them into practice. This is how the point of the Friar ca n be argued. The Friar may be a meddler but he interferes with good intentions.The Friar gives sensible advice at first but is then motivated by the fact that he can solve larger problems such as ending the conflict between the two families of the Capulets and the Montagues. He feels that if he can unite these families that he will have achieved something major and may be praised for his actions.For this alliance may so happy prove,To turn your households rancour to pure loveEven though he is a philosophical figure he does not consider the consequences of the task he is trying to do and this is why it results in a tragedy. During the play the Friar does not seem to show any bad motives and is only trying to do his best to help others. However, this does not always work.Tragically meddling is not really the Friars major role in the play and if his does interfere it is due to others asking for his help. Romeo talks to the Friar a lot as a father figure and asks for his help on many oc casions. When Romeo is banished from Verona by the Prince, the first person he turns to is the Friar who comforts him. This is the very caring side of the Friar but this changes in another part of the play.An hour but married, Tybalt murderà ¯Ã‚ ¿Ã‚ ½d,Doting like me, and like me banishà ¯Ã‚ ¿Ã‚ ½dIt is clear to see that Romeo would rather face death than to be banished as if he was dead then he would not be able to think about or long for Juliet. The Friar returns with the comment that he is ungrateful but tries to provide a solution so that he will still be able to confirm his marriage to Juliet and everything will be fine when he returns from Mantua in a few months. This soon becomes sorted and at this stage the lovers have backing from Juliets nurse.The parents of both the lovers are unaware that their only child have got married and are just about to confirm this. This comes across, as the Friar is the one who is helping them. Both families could stop the wedding at any point and this is where the Friar risks losing his respect from others by helping them and agreeing to go ahead with the marriage. However, Juliets parents have found Juliet an eligible man to marry, named Paris, and so have arranged a marriage ceremony with the Friar. They do not really consult Juliet with this. This is another point in the story where a character approaches the Friar for help; this time it is Juliet concerned that she will be forced to marry Paris, the eligible chosen man to be her husband.It is at this point that the Friar thinks up a plan to stop the marriage from taking place and the idea of a sleeping potion is the best that he can think of. The Friar cannot have thought this through properly as if he had he would have seen all the disadvantages that were involved. Juliet needs to be guided on using the potion and so the Friar gives instructions. It is this scene, Act 4 Scene 5, that the audience can see a different side to the Friar and how he reacts under pressur e. It is actually in the Capulets mansion that the audience see the Friars reaction in a stressful situation and it is also where several of the Friars scenes take place. All the settings that the Friar can be seen in are very personal. For example he is first introduced when he is in his cell. Another place is a room in the Capulets mansion.Lord and Lady Capulet find Juliet dead in her bed on the morning of her marriage to Paris. The Friar is called to bless the body and this is where the Friar can be seen as uncaring. He is abrupt with the Capulets as they do not know what is going on but he knows she is not really dead.Dry up your tears, and stick your rosemaryYet natures tears are reasons merrimentThis is how the Friar rebukes the family for grieving over Juliets death. He says that she is much better in heaven away from the cruel world so to stop crying and get her to church. With the having to organise the funeral and the news of Juliets death spreading quickly the Friar canno t deliver a letter to Romeo personally explaining what is going on so he sends someone else to do this. This message is very important and as it cannot be delivered due to a disease, this starts another major problem. In my opinion, the Friar should have given the letter to Romeo before he gave Juliet the potion but the Friar had to act instantly for Juliet so he could not have done this. Romeo hears the news by word of mouth and does not get the actual explanation of what is going on. He therefore immediately travels to see Juliets body.Once again the Friar has interfered with peoples lives and the problem that he thought he had solved for Juliet has only created an even bigger problem for himself with regards to Romeo. I think that the audience, if shown in a dramatic performance, could become very tense here as the pace of the play is increasing and whether or not Romeo will get the message in time keeps the audience in suspense. It is clear to see the desperation of Romeo to be with Juliet, dead or alive, and he does not hesitate to break his banishment and visit her instantly.Ill be with thee straightAnd if man did need a poison nowIt is in the last crucial scenes that most of the action takes place. The viewer has to be paying attention or they can lose track of what is going on. Romeo visits Juliet and kills himself just as Juliet wakes from her sleep. She realises that she cannot use any of the poison he used to kill himself so instead takes Romeos dagger and stabs herself. The Friar was in the tomb as she woke but fled as he heard people coming. Juliet would not have killed herself if the Friar had not have left. At the end of the play the Friar asks for forgiveness from the Prince, as he feels guilty for all the things he has done. He is granted forgiveness as the Prince realises that the Friar did not mean to meddle and that he just got tangled up between two lovers in need.Many, in anti-catholic audiences, may see the Friar as a meddling character. This was in Elizabethan times when the new Church of England had just come about and many did not like Catholics. Friar Lawrence was a Catholic and this may be another reason why people may feel he meddles and causes problems. It is fair to say that individual audience members will view this play differently, maybe even in accordance to their own lives. Some will consider the Friar as a meddler while others could see all along that he was good natured and just wanted to help the lovers who already had fate against them. He tries to show consideration for both families throughout the play and I think that at the most stressful point of the play in the Capulets mansion that the Friar shows he is only human and this is where he realises that he should not have interfered and starts to panic.At the end of the play it is clear to see that the Friar has changed and has learnt a lesson of not meddling with peoples lives. He can see that although his intentions were good, they caused troub le and that truth was the best option to use when dealing with both families. The audience may take pity on the Friar because he does apologise to the Prince and all involved and ask to be punished proving that he realises his mistakes.

What Is the SAT Adversity Score What Does It Mean for You

What Is the SAT Adversity Score What Does It Mean for You SAT / ACT Prep Online Guides and Tips Last Thursday, the College Board announced via the Wall Street Journal that it has been testing out a project where, along with students' SAT scores, colleges see each student's "Overall Disadvantage Level," or their "adversity score." In this article, we'll go over what we know so far about the adversity score and how it might affect college admissions. We'll also give some tips on how to limit what information about you the College Board can use to calculate your adversity score. We'll keep this article updated as new information comes out on the adversity score, so be sure to check back periodically. What Is the SAT Adversity Score? The SAT adversity score, also known as a student's Overall Disadvantage Level, is a number that the College Board calculates from information it has about different aspects of an SAT test taker's life about the disadvantages they've faced.This score is visible to colleges and institutional score report recipients only; if you're a test-taker and you look at your SAT scores in your College Board account, you won't see this information. The College Board states that the adversity score is on a scale of 1 to 100, with 100 denoting test takers with the least amount of hardship and 0 the test takers with the most amount of hardship. Just what information goes into the adversity score calculation, though? The Wall Street Journal initially listed 12 factors that were used to determine a test taker's "adversity index." Further elaboration about how this adversity score is shared with colleges can be seen in the screenshot posted by the College Board: In the above image, you can see that the "Overall Disadvantage Level" (aka the adversity score) appears as part of an "Environmental Context" report, which is just one of several reports shown on the dashboard through which colleges view test takers' scores in context. From this screenshot, it's also possible to see that the "Disadvantage Level" calculated by the College Board draws from data in broad categories like college attendance, family stability, median family income, housing stability, education level, and crime, for both the applicant's high school and neighborhood. The only information on the Environmental Context Dashboard based on information about test-takers as invididuals is their SAT score. As per the College Board, the Environmental Context Dashboard (including adversity scores) was first used in a pilot study of 50 schools 2018-2019, with expansion to 150 schools planned for Fall 2019 and a more widespread release in the following year. Specific schools named as having had access to the adversity score for this past year's admission cycle include Florida State University, University of Michigan, Trinity, and Yale. How the SAT Adversity Score Is Calculated In contrast to the initial reporting from the Wall Street Journal, the adversity score does not take things like whether test-takers are English Language Learners or have differing AP opportunities into account. The following information is included on the Environmental Context Dashboard but is not actually used to calculate a student's "Overall Disadvantage Level" (aka adversity score). SAT Score in High School Context Applicant's SAT score compared to the 25th, 50th, and 75th percentile scores from their high school* High School General Information Senior class size Free/reduced-price lunch rate Rural/urban Average SAT score of colleges students from that high school attend* %age of seniors taking an AP Exam* Average number of AP Exam taken* Average AP score from that high school* Number of unique AP exams administered at that high school* Instead, the adversity score is calculated using the following 31 publicly-available data points on test-takers' neighborhoods and high school environments*: Income and Family Structure median family income poverty rate % of families with children in poverty % of families that are single-parent families with children % of families that are single-parent families with children in poverty % of households with food stamps Housing % of housing units that are rental % of housing units that are vacant what % of income rent is Educational Attainment % of adults with less than a 4-year college degree % of adults with less than a high school diploma % of adults with agriculture jobs % of adults with nonprofessional jobs % unemployed college-going behavior Probability of being a victim of a crime (neighborhood-level only) *As of this article's publication, it's not entirely clear how the College Board is calculating things like "percentage of housing units that are vacant" for test-takers' high school environments (since in general, teachers do not actually live in schools). We'll update with more information as it becomes available. Why Did the College Board Create the Adversity Score? Based on quotes from the College Board's CEO David Coleman, it's clear that the main reason for this score is that the College Board is trying to show that the effort and "resourcefulness" needed to get a certain score differs drastically between test takers, depending on certain advantages or disadvantages the test taker starts out with. This is not the first time the College Board or the SAT's creator ETS has tried to contextualize SAT scores for colleges. According to the Wall Street Journal, one attempt to do this happened in the early 1990s, when Winton Manning (an ETS researcher) worked on creating a modified SAT score that took "background factors" into account called the Measure of Academic Talent. Far more extreme a change than the current adversity score, the MAT ended up being scrapped ostensibly due to lack of resources. In 1999, the ETS decided to take another crack at giving colleges more information about how SAT scores should be weighed. Through the Wall Street Journal, ETS announced that it was creating a program called Strivers, which would identify students whose actual SAT score exceeded their expected SAT score by 200 points or more as strivers. This expected SAT score was calculated using "14 different categories, including family income, parents' education level and high-school socioeconomic mix" (Wall Street Journal). (Sound familiar?) After public outcry, ETS decided not to go forward with the Strivers program in 1999. Archival footage of ETS circa 1999 before they announced the Strivers program. In 2019, it's not entirely surprising that the College Board is yet again trying out the idea that they should give more information to colleges about SAT test takers than just a single test score. As more and more colleges are becoming test-optional or test-flexible and events like the recent college admissions scandal and the more regular SAT/ACT cheating scandals continue to occur, it makes sense that the College Board would want to give colleges a reason to continue using the SAT as part of college admissions. While the information that the College Board is using to calculate the adversity scores for students is available to colleges anyway, being able to use a single score to compare students will save schools a lot of work; it's part of the logic behind using standardized test scores in the first place, after all. Or to look at it from a more optimistic point of view, the new adversity score will make it easier for colleges to identify students whose got the score against the odds, rather than with them. Now that we've discussed some of the general reasons why the College Board might have decided to implement the adversity score, we're going to move on to going over specific positive and negative aspects of the program. Pros of the SAT Adversity Score Although it's easy to dismiss as pointless or silly, the SAT adversity score does have some positive features. #1: It's a Sign the College Board Is Trying In recent years, the College Board has taken substantial steps towards trying to level the SAT prep playing field. By providing the entire Official Guide to the SAT, including eight official practice tests, for free on CollegeBoard.org, the College Board instantly became more accessible to test takers around the world of varying income levels. College Board's partnership with Khan Academy is another step in the direction of removing economic barriers from SAT prep (even if some aspects of the partnership means that relying on Khan Academy alone to prep won't necessarily be enough for everyone). As positive as they are, though, none of these measures so far have resulted in eliminating the gap between students of different races, income level, and parents' education level. So the fact that the College Board is seeking to account for this difference by giving test takers an explicit score that says "oh, this is why there might be that difference" could be seen as another attempt to get rid of SAT score gaps. #2: More Data = More Robustness The College Board regularly releases data on how certain factors like race and household income can affect SAT scores, even controlling for other factors. However, these reports don't really get into more complicated effects of how multiple factors interact (e.g. gender, household income, and highest level of parental education achieved), likely because it is difficult to explain these interactions and because the effects might not reach statistical significance. For the adversity score, however, statistical significance is not really relevant. Rather than having to justify why the 31 factors used in the adversity score have a significant effect on SAT scores, the College Board is just calculating the adversity score and handing it to colleges with a "Here, this is the Overall Disadvantage Level of the test taker." The colleges can then decide whether or not that's a metric worth considering, which brings me to the next pro of the adversity score. #3: It's Not Mandatory for Colleges to Consider Just because the College Board provides this data to colleges doesn't mean that admissions officers have to take it into account. In contrast to the proposed early '90s MAT, the adversity score will not actually change an applicant's SAT score. Colleges who want to build more economically diverse classes can use applicants' adversity scores to inform their admissions policies, while colleges who place less importance on this can choose to ignore it. #4: It Doesn't Explicitly Use Race as a Factor Unlike the previous "Strivers" program, which worked best when race was used as a factor, the current SAT adversity score skirts using race as an explicit factor in its calculations. Many of the factors used have traditionally been strongly correlated with race when it comes to SAT performance, so the adversity score still captures some of that discrepancy, even though race itself is omitted. Why is the College Board using this roundabout approach to try to account for SAT performance differences between test takers of different races? The recent Wall Street Journal article makes the insightful observation that this may help schools maintain diversity if even the appearance of race-based affirmative action is outlawed. Since the adversity score is calculated by the College Board, a third party, and the schools (presumably) don't know exactly what weight is given to various factors, only that race isn't one of them, then they may have a better chance at keeping the right to use the adversity score as a way to create diversity in their incoming classes. Because of this, we've landed on the side of the adversity score not including race being a marginally positive factor, but we'll have to see how things play out. Cons of the SAT Adversity Score Despite the positive aspects of the adversity score, we have some concerns about how this new feature will affect testing and admissions. #1: It Doesn't Actually Close the Score Gaps While it's admirable that the College Board is willing to publicly acknowledge that there are score differences between students from different backgrounds, and that it's harder for some students to get to a certain SAT score than for others, the adversity score doesn't actually change any of this. Imagine that you're talking to a teacher about how you've noticed that there is one female composer on the syllabus for a music survey class, and your teacher responds by giving you background into why it was harder for women to make their livings as composers or publicly assert they were composers, particularly if they were women of color. Yes, it's helpful to have that background to contextualize why fewer female composers are widely known, but that still doesn't change the fact that you're only listening to music by men. And don't get me started on Amy Beach Mrs. H. H. A. Beach. #2: None of This Is New Information The data going into the adversity score calculations is data that colleges can access from the public domain anyway. In compiling the data necessary to calculate the adversity score for each test taker and then presenting schools with those numbers, the College Board is essentially doing a huge amount of labor for free for schools. I discussed earlier in this article that a possible motivation for the College Board doing this free labor is to give schools a reason to keep using the SAT as part of college admissions. The fact that the College Board is doing admissions offices' jobs for them with this adversity score does not directly harm test takers and applicants. However, it does indirectly mean that the College Board is spending more of its resources trawling through data to give colleges information they have already and less resources on improving the SAT and making actual progress on eliminating score gaps. #3: It Will Increase Anxiety Among Test Takers and College Applicants It's not surprising that the College Board has so far declined to explain exactly how they calculate each student's adversity score; there's really no advantage to them doing so. The opacity of the whole adversity score program, however, from students not knowing it was going on at all last year or what schools were/are using it to students not being able to see it or know how it was calculated, is likely to increase anxiety and stress levels among SAT test takers and college applicants using SAT scores. We'll update this if and when more information comes out, because some of the categories listed are so broadly named ("college-attending behavior," I'm looking at you) that it's hard to know what they mean. And, speaking as a former high schooler, knowing that there's yet another part of the college admissions process that you can't control, can't see, but affects your admission would have driven me even further up the wall. #4: There's a Disproportionate Effect on Domestic Applicants Something the College Board didn't really address in any of its public statements through news organizations is how the new adversity score is going to be more easily calculated for US test takers than for international test takers. All of the data used to calculate the adversity score come from public records. And although some countries may have this information published freely in easily accessible formats, it's not a stretch to imagine that it's going to be a lot easier to gather things like housing values and vacancy rates for students who live in the United States. If schools are aware of this discrepancy and are specifically looking to increase their diversity when it comes to test takers in the US with certain adversity scores, fine. But it's inevitable that this is going to lead to some US applicants feeling like international applicants are getting a leg up in this regard. #5: Factors Are Still Too Broad Even though the adversity score takes 31 factors into account, some of these factors are still relatively broad or limited. Take a factor like "college-going behavior." Does this refer to the percentage of people in the neighborhood/parents who went to a 2-year college/some college but dropped out/any college at all? (If so, that's a double factoring of "% not attending a 4-year college" into the adversity score.) Whether people attended public or private schools? What degree you earned? What the average college-going rate is for parents of students at your school? In your county? State? Country? I realize that it's impossible for the College Board to get really granular with all of these factors, particularly since they're relying on publicly-available data, but that's why college admissions offices look at specific information about things like parent education level, rather than a score that aggregates that along with other information. What Does the New Adversity Score Mean for Your Admissions Chances? Because the fact that there is an adversity score is still relatively fresh, it's possible there may be changes to how the adversity score is used by schools or if the College Board continues with this program (since it's still being tested on a relatively small sample of schools). The best evidence of how the adversity score might affect your chances comes from the two schools discussed in the Wall Street Journal article, Yale and FSU. The dean of undergraduate admissions at Yale was quoted about how the adversity score was a positive influence in building a freshman class with more diversity. In the article, it was also noted that the assistant vice president for academic affairs at FSU stated "SAT adversity scores helped boost nonwhite enrollment in the incoming freshman class." If you use your SAT Essay-analytical skills, you'll notice that the Yale and FSU representatives are pretty vague about the affect the adversity score has had (e.g. "boost nonwhite enrollment" could mean either that nonwhite enrollment doubled or that one more nonwhite student enrolled). Still, based on this admittedly small sample size, the clear commonality is that the adversity score is being used by colleges who have access to it to increase diversity in admissions to some extent. This is unsurprising- it's hard to imagine what else schools would admit to using the adversity score for. If you're a test taker who could reasonably assume you'd have a low adversity score (two-parent household in a wealthy neighborhood with lots of parents with jobs involving post-graduate degrees), then it is possible your chances of admission may be negatively affected by the adversity score (assuming the schools you apply to are one of the 150 schools the College Board plans to have this program rolled out to in the fall). The provocative quote from the assistant vice president for academic affairs at FSU with which the Wall Street Journal chose to end its article puts it this way: "If I am going to make room for more of the [poor and minority] students we want to admit and I have a finite number of spaces, then someone has to suffer and that will be privileged kids on the bubble." (Wall Street Journal). Granted that the Wall Street Journal literally has "Wall Street" in its name and its own motivations for choosing the quotes it did to publish, the FSU representative isn't necessarily wrong (and presumably would know for his own school, at the very least). If a school you're applying to uses the adversity score and you're a middle-of-the-road applicant with few disadvantages, it might not be as easy as it was previously to get into some of the colleges you want to get into. One of the pieces of anecdotal feedback the College Board reports in its post about the adversity score tends to back up this assumption: "For some admissions offices, the tool was most useful for borderline acceptances and students who went to committee. For others, it was valuable for students from nonfeeder high schools and areas they are less familiar with." (bolding mine) So it's likely that the effect of the adversity score will be most felt by applicants who were already on the edge of acceptance/rejection for schools. If there are two applicants who have the same SAT score, have borderline GPAs, letters of recommendation, and personal statements, it's conceivable that colleges who see and use the adversity score would some of the time choose the applicant with the higher adversity score. But as you can tell from our qualifying and italicizing throughout this article, it's not a certainty. One final point about the adversity score is that college admissions is not actually a zero-sum game. Yes, each school has a target number of students that they want to admit, but they're not going to reject you because they're one over their quota of admitted students with overall levels of disadvantage. The adversity score as a way to attempt to recognize the achievements of students who had to overcome certain disadvantages does not nullify the achievements of students who didn't. Recap: Understanding the SAT Adversity Score We know this is kind of a long article, so here's a quick rundown of some of the main takeaways: The College Board is trying out giving some schools an adversity score for individual test takers, which is supposed to indicate how the test taker's "Overall Disadvantage Level" compares to the average test taker. The adversity score uses information about test-takers' neighborhood and high school environments, but does not use any information specific to any individual test-taker The College Board may be doing this to try to account for the score gap between students with different backgrounds or to try to make sure colleges don't do away with standardized testing as part of admissions (or a combination of the two). The factors used to calculate the adversity score include some traditionally associated with race, but do not explicitly include race. The existence of an adversity score could be good because it shows the College Board is at least making some attempt to ameliorate score gap issues, draws from different factors that it was previously hard to account for, and isn't mandatory for colleges to consider. The existence of an adversity score isn't great because it doesn't actually fix the score gap problem, doesn't actually provide new information, is likely to increase anxiety among test takers and college applicants, will disproportionately affect domestic test takers, and still relies on some undefined categories of data for calculation. The people most affected by this will likely be students on the cusp of admittance, where having a high adversity score might tip the scales in favor of one applicant over another. As a final take away, we want to stress that admissions is not going to necessarily be "easier" for applicants with higher adversity scores than it is for students with lower ones. The College Board just wants colleges to take into account that it was likely harder for a students with high adversity scores to get the scores they did on the SAT than for students with the same SAT score but lower adversity scores. We expect to see more in the news about the new adversity score in the weeks and month to come, so stay tuned for updates to this article. Us to the College Board right now. What's Next? Interested in reading about more standardized testing shenanigans? Check out our articles on the Harvard race-based discrimination lawsuit and past SAT/ACT cheating scandals. What does it take to be an outstanding applicant, adversity aside? Learn how to get into the most elite universities in the US with PrepScholar co-founder Allen Cheng's guide on Harvard and the Ivy League. You don't get to see the adversity score, but your SAT score report does show you lots of other interesting information. Find out what you can learn from your score report here. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Ebay website analysis Essay Example | Topics and Well Written Essays - 2500 words

Ebay website analysis - Essay Example It is not just a pioneer of the market but it can also be considered as a model of e-business. Together with he payment system Paypal, it has revolutionized commerce and has paved the way for other business, particularly retail and trading. However, together with the success that Ebay has been able to achieve is the realization that it needs to stay competitive and anticipate developments. In the last few years, there has been an abundance of other similar services on the internet, some even being sponsored by industry leaders such as MSN and Yahoo!. To be able to accomplish this, Ebay must be able to offer not only quality services but develop new ones based on the needs of its patrons. The purpose of this paper is to study Ebay and the current features and functionality of its auction website to learn its competencies and deficiencies. In doing so, the paper will be able to present ways to improve services or features that can enhance the experience of website users. The features recommended will be assessed considering their requirements for operation and the possible partners that the company can have to provide the services. Businesses on the web it is important that there is a thorough understanding of how buyers are motivated to buy. eBay's competitors such as those Figure 1 all have their specializations. Overstock, based in Cottonwood Heights, Utah that sells surpluses; uBid is a identical service with eBay selling directly by companies and those sold by pre-approved Certified Merchants; Oztion is an Australian version of eBay; and eBid is a online auction that has its own payment service called PPPay which is similar to eBay's PayPal. Consumers will consider status, security, comfort and quality to be the essential requirements of selecting a product or service and their perception of this is influenced by factors such as culture, politics, technology and economy. Buying decisions are motivated on maximizing profitability, reducing costs and enhancing productivity (Johansson, 2001). Business should offer products and services concentrate on marketing programs and materials that offer target markets what they need to be able to achieve their individual objectives. It is important to understand what motivates, perceptions and emotions of your buyers and in the case of eBay this entails providing them services and products they most want and need. eBay can accomplish this by developing materials that build awareness, convenience, and service. Goals of Ebay Ebay, Inc., owner of the eBay online auction website Marketplace and services states that their goal is "to pioneer new communities around the world built on commerce, sustained by trust, and inspired by opportunity". The company's eBay Marketplace serves to fulfill this objective by providing the a marketplace for the all internet users. Furthermore, they say that the eBay Marketplace "exists as an online trading platform that enables a global community of buyers and sellers to interact and trade" where the company has the objective to "create, maintain, and expand the functionality, safety, ease-of-use, and reliability of our trading platform while, at the same time, supporting the growth and success of our community of users". Content The company's