The Best Way to Study for the ACT 4 Expert Tips

The Best Way to Study for the ACT 4 Expert Tips SAT / ACT Prep Online Guides and Tips Are you just starting your ACT prep and wondering how to tackle the daunting task of readying yourself for the ACT? Have you been studying for the ACT but not getting your desired results? Do you just want to confirm that you're on the right track? In this article, I'll help you find the best way to study for the ACT by explainingall of your study options and letting you know how to figure out which ones to use. I'll also give you essential ACT study tips that are guaranteed to help you reach your target score. What's the Best Way to Study for the ACT? The truth is,there’s no single best way to study for the ACT. Rather,there are several options you can use, such as self-study, a tutor, a prep class, an online program, or any combination of these. The option you should choose ultimately depends on your resources and what you need. Regardless of which study method you go with, your ACT studying should include strategies that are essential for optimal ACT preparation. I’ll explain the different strategies you can use, and then discuss how to find the right way to study for you. 4Key ACTStudy Strategies Although there's no one-size-fits-all, perfect ACT study plan, there are four strategies that are vital for everyone preparing for the test. So what are these strategies? Let's take a look. #1: Determine Your ACT Target Score Before you begin your studying, you should determine the score you’re aiming for on the ACT. Having a target score will give you motivation and inform your studying. To figure outyour ACT target score, look up the 75th percentile ACT scores for the schools you’re applying to. (You don’t need to include your safety schools- just the ones you’re most interested in attending.)You can find this info by searching for "[School Name] PrepScholar ACT" on Google. Use the link to the PrepScholar page for your school to see what its 75th percentile ACT score is. Then, repeat this process for each school you plan to apply to. Below is an example of the PrepScholar page for the University of Nevada, Reno. Here, you can see the school's average ACT score as well as its 25th and 75th percentile ACT scores: Your ACT target score will be the highest 75th percentile score you find for your schools.Why is this an ideal score to aim for? If you get an ACT score that's equal to or above the 75th percentile score for a given college, you’ll have a great chance of getting accepted since you'll have received a higher ACT score than what 75% of admitted applicants got. Know what score you're aiming for. #2: Figure Out How Long You’re Going to Need to Study You can get a rough idea of how long you’ll need to study for the ACT by calculating the difference between your target score and your baseline score. To determine your baseline score, use the score from your last ACT. If you haven’t taken the ACT yet, take an official practice test. Be sure to simulate real testing conditions as you take it (i.e., find a quiet room and abide by official time limits). Here’s an estimated breakdown of point improvement per number of ACT study hours: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ Say your ACT goal score is 30 and your baseline score is 25. This means you'll need to improve by 5 points in order to hit your target score. According to our estimates, 5 points equals about 40 hours of prep. Once you know how long you need to study, you can make a plan to help you put in enough study hours and reach your ACT target score.For example, if you need to study about 80 hours to reach your goal and you're planning on taking the ACT in eight weeks, you'll need to schedule at least 10 hours of study time per week. #3: Analyze Your Mistakes and Focus On Your Weaknesses It’s not enough to just put in study time; you need to study effectively. You’ll make the best use of your ACT study time by figuring out why you’re missing questions and focusing on improving your weaknesses. There are three major areas you might need to improve: content, time, and strategy. Content The ACT tests you on a number of skills related to reading, writing, and math. By determining the specific types of questions you’re getting wrong, you can identify the topics you need to learn better. For example, on the Writing section, maybe you’re struggling with pronoun agreement questions. On the Math section, perhaps you keep missing coordinate geometry questions. As soon as you know which topics are most challenging you, you can thenuse your study time to understand them better and do more practice questions to improve your weaknesses. Time The ACT is a strictly timed test, so even if you’re comfortable with the content, you might struggle to finish each section in time. If you're somebody who often rushes (i.e., you finish a section more than five minutes early and make careless mistakes) or you're somebody who struggles to complete a section in the allotted time, you’ll need to work on your time management. If you're running out of time, try to pay more attention to your time spent per question in your practice. Here's an overview of (roughly) how much time you have per question on the ACT: Section Total Time # of Questions Time per Question English 45 minutes 75 36 seconds Math 60 minutes 60 60 seconds Reading 35 minutes 40 52.5 seconds Science 35 minutes 40 52.5 seconds You might also need to improve your content knowledge or use differenttest-taking strategies depending on why you're having trouble finishing in time. Strategy The ACT is known for having questions that can be confusing or misleading. If you struggle to understand what a question is asking or often succumb to common ACT tricks, you’ll benefit by improving your knowledge of ACT strategy. For example, if you comprehend the content on the ACT Science section but are spending way too much time trying to figure out the conflicting viewpoints questions, you should spend more time learning how to decode these questions more efficiently. Or say you're missing ACT Reading questions because you're not reading the passages effectively. That's another sign that you need to improve your ACT strategy. More generally, if you can grasp the content being tested but are having issues understanding or approaching the questions, this is a clear sign that you should change your test-taking strategy. #4: Use Real or Realistic ACT Practice Questions Undoubtedly, the best questions to use are those that most closely resemble the questions on the ACT.A huge flaw of many ACT prep books is that their practice questions aren’t similar to you’d see on the actual ACT; they’re either too difficult or presented in a way that differs from the usual ACT question format. It won't help your ACT score much to focus on questions that aren’t like those you’ll encounter on the ACT.Therefore, be sure to useofficial ACT practice tests in your studying. Also, the official ACT website offers additional practice questions you can access for free. Furthermore, you can get more official questions by buying The Official ACT Prep Guideand/or ACT, Inc.'s online ACT prep program(which is mainly worth it for the extra full-length practice test). How Should You Study for the ACT? 4 Options Now that you know the strategies you should use to study for the ACT, let's go through the various options for ACT studying to help you determine which one will be the best for you. Option 1: Self-Study It’s possible to reach your ACT target score by studying on your own. While some test takers prefer to study independently, others might have to if they don’t have the resources to pursue other prep options. Ultimately, effective self-study for the ACT requires you to be extremely disciplined, organized, and motivated. You should set a definitive study plan and stick to it as closely as possible. Other than real practice tests and any prep books you use, I highly recommend using the articles on this blog to help guide your studying. We've written content and strategy articles for English, Math, Reading, Science, and Writing. Option 2: Private Tutor A private tutor may be a good option for you if you’re looking for customized instruction or you need more help learning the material that’s tested on the ACT.Meeting with a tutor can also help you stay on track if you need a little extra push for motivation. Keep in mind that tutors can be expensive and often vary greatly in terms of their knowledge and effectiveness. Before hiring a tutor, learn what ACT tutors do and how much they cost. Equip yourself with the knowledge to decide if you should work with a tutor or on your own. Monrovia Public Library/Flickr Option 3: In-Person ACT Prep Class In-person prep classes have a set curriculum, and, like tutoring, they’re a good option to help you stick to your ACT study plan. A prep class can be a great idea for you if you want to learn test strategies and increase your overall familiarity with the ACT. The best classes will provide you with a solid foundation to help you study more effectively on your own.In addition, some students learn better in a traditional classroom setting and enjoy being able to socially interact with their peers. Prep classes do have some significant drawbacks, though. In my opinion, the biggest disadvantage of a prep class is that it's not customized to your individual needs.There will be students of varying skill levels, and much of the content of the class might feel like review. Some of the content might be too challenging as well if you've never been exposed to the material before. Depending on the length of the course, you might not have enough time to thoroughly cover all the material on the ACT. Finally, ACT classes can be expensive- many prep classes cost more than $1,000. Option 4: Online ACT Prep Course Online ACT prep courses can be a great option for students who want some structure and the freedom to work independently.The biggest advantages of a good online prep course are that you’ll get an effective study plan along with thorough content instruction. The course will also be customized to your particular skill level. I might be biased, but our PrepScholar ACT program is an exceptional online ACT prep course. It focuseson improving your weaknesses, and all the practice test questions were written by ACT experts who scored in the 99th percentile on the ACT. Like all the other options, however, online prep courses do have their disadvantages. You need to have the self-motivation to push yourself to put in the necessary hours. In other words, you won’t have the encouragement of a teacher or tutor to help you stay focused. Aquality tutor can keep you engaged with material you might not find overly exciting, while a prep course might not be able to do the same. How to Decide the Best ACT Study Method for You Finally, let's take a look at the four key questions to askyourself as you determine the best way to study for the ACT. #1: How Much Money Are You Willing to Spend on ACT Prep? While I think spending money on ACT prep can be a worthy investment, some students simply can’t afford an ACT tutor or prep course. If you want to take a prep course but can’t afford one, consult your school counselor or look online to see whether there are any free prep courses available in your area. #2: How Do You Learn Best? Personally, I’ve always preferred studying independently. In school, I learned better when I was alone reading from a textbook than when I was in class listening to my teacher. So ask yourself: which ACT study option will work best for yourlearning style? Keep in mind that you can alwayscombine study options.For example, you could primarily self-study and then hire a tutor for a couple of hours to help you understand a puzzling concept. Or you could take an in-person ACT course to learn fundamental test strategies and then enroll in an online course for further content instruction. #3: How Likely Will You Be Able to Stick to a Study Plan? Self-studying and online courses work best for the most disciplined and determined students who are able to stay on task without the help of an instructor. However, even if you take a class or hire a tutor, you need to be motivated enough to do the necessary work to reach your target score. #4: How Much Help Will You Need? If you're only 1 point away from your target ACT score, you might be able to reach your goal with a couple of weekends of self-studying or a short in-person prep course. However, if you need to raise your score by 7 points and you’re struggling to understand important test concepts, you'd probably benefit from more intensive instruction, either from a tutor, online prep course, or multi-week class. Regardless of how you decide to study for the ACT, you can get your desired results, as long as you improve your weaknesses, analyze your mistakes, and use real/realistic practice problems. What's Next? Is time running out for your ACT prep?Get tips on how to study for the ACT in a month, and find out how to properly cram for the ACTif you've got just 10 days before the test. Are you using real ACT practice tests to study but not improving by as much as you'd like? Maybe you need to learn what to avoid when you're taking practice tests. Do you already have a high ACT score? Figure out how to improve even more. Who knows- you might even be able to get a perfect 36! Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes your prep program to your strengths and weaknesses. We also have expert instructors who can grade every one of your practice ACT essays, giving feedback on how to improve your score. Check out our 5-day free trial:

Definition and Examples of Productivity in Language

Definition and Examples of Productivity in Language Definition Productivity is a general term in linguistics for the limitless ability to use language (i.e., any natural language) to say new things. Also known as open-endedness or creativity. The term productivity is also applied in a narrower sense to particular forms or constructions (such as affixes) that can be used to produce new instances of the same type. In this sense, productivity is most commonly discussed in connection with word formation. See Examples and Observations below. Also, see: ArbitrarinessCultural TransmissionDisplacementDuality of PatterningEnglish LanguageNatural LanguageWhat Is Language? Examples and Observations Humans are continually creating new expressions and novel utterances by manipulating their linguistic resources to describe new objects and situations. This property is described as productivity (or creativity or open-endedness) and it is linked to the fact that the potential number of utterances in any human language is infinite.The communication systems of other creatures do not appear to have this type of flexibility. Cicadas have four signals to choose from and vervet monkeys have 36 vocal calls. Nor does it seem possible for creatures to produce new signals to communicate novel experiences or events. . . .This limiting factor of animal communication is described in terms of fixed reference. Each signal in the system is fixed as relating to a particular object or occasion. Among the vervet monkeys repertoire, there is one danger signal CHUTTER, which is used when a snake is around, and another RRAUP, used when an eagle is spotted nearby. These signals are fixed in terms of their reference and cannot be manipulated. (George Yule, The Study of Language, 3rd ed. Cambridge University Press, 2006) Open-Endedness, Duality of Patterning, and Freedom From Stimulus Control [M]ost of the utterances you produce and hear every day have very likely never before been produced by anybody. Consider a few examples: A large tear rolled down the little pink dragons nose; Peanut butter is a poor substitute for putty; Luxembourg has declared war on New Zealand; Shakespeare wrote his plays in Swahili, and they were translated into English by his African bodyguards. You have no difficulty in understanding theseeven if you dont believe all of them...This limitless ability to produce and understand totally new utterances is called open-endedness, and it should be perfectly clear to you that, without it, our languages and indeed our lives would be unrecognizably different from what they are. Perhaps no other feature of language so dramatically illustrates the vast, unbridgeable gulf separating human language from the signaling systems of all other creatures.The importance of open-endedness has been realized by linguists for decades; the term was coined by the American linguist Charles Hockett in 1960, though others have sometimes preferred the labels productivity or creativity.  (R.L. Trask, Language, and Linguistics: The Key Concepts, 2nd ed., edited by Peter Stockwell. Routledge, 2007)[I]n human language the meaningful messages (both sentences and words) are infinite in variety by virtue of the fact that words are produced from a system of combining a finite set of meaningless units. Linguists since Hockett in the 1960s have described this hallmark property of language as duality of patterning.  (Dani Byrd and Toben H. Mintz, Discovering Speech, Words, and Mind. Wiley-Blackwell, 2010)The ability to respond freely is another key aspect of creativity: no human is obliged to make a fixed response to any situation. People can say whatever they want, or even stay silent... Having a limitless range of possible responses is known (technically) as freedom from stimulus control. (Jean Aitchison, The Word Weavers: Newshounds and Wordsmiths. Cambridge University Press, 2007) Productive, Nonproductive, and Semiproductive Forms and Patterns A pattern is productive if it is repeatedly used in language to produce further instances of the same type (e.g. the past-tense affix -ed in English is productive, in that any new verb will be automatically assigned this past-tense form). Non-productive (or unproductive) patterns lack any such potential; e.g. the change from mouse to mice is not a productive plural formation - new nouns would not adopt it, but would use instead the productive -s-ending pattern. Semi-productive forms are those where there is a limited or occasional creativity, as when a prefix such as un- is sometimes, but not universally, applied to words to form their opposites, e.g. happy → unhappy, but not sad → *unsad. (David Crystal, Dictionary of Linguistics and Phonetics, 6th ed. Blackwell, 2008)[T]he plural affix s which is added onto the base form of nouns is productive because any new noun which is adopted into English will employ it, whereas the change from foot to feet is unproductive becau se it represents a fossilised plural form limited to a small set of nouns. (Geoffrey Finch, Linguistic Terms, and Concepts. Palgrave Macmillan, 2000) The productivity of a pattern can change. Until recently, the adverb-forming suffix -wise was unproductive and confined to a handful of cases such as likewise, clockwise, lengthwise and otherwise. But today it has become highly productive, and we frequently coin new words like healthwise, moneywise, clothes wise and romancewise (as in How are you getting on romancewise?).  (R.L. Trask, Dictionary of English Grammar. Penguin, 2000) The Lighter Side of Productivity Now, our language, Tiger, our language. Hundreds of thousands of available words, trillions of legitimate new ideas. Hm? So that I can say the following sentence and be utterly sure that nobody has ever said it before in the history of human communication: Hold the newsreaders nose squarely, waiter or friendly milk will countermand my trousers. (Stephen Fry, A Bit of Fry and Laurie, 1989)

Book review Research Paper Example | Topics and Well Written Essays - 1000 words

Book review - Research Paper Example Education for special needs clearly indicates the ways of diagnosis of various illnesses and the way teachers who offer education to this student should have a positive approach towards them. A curative teacher is a teacher who deals with the less fortunate and relates to them every now and then. The education given to the needy should be one that appreciates the needy and develops a good rapport with the needy. Looking at the symptoms, the curative teacher comes up with a method that leads to the treatment of an illness affecting the needy one. Impression created by the curative teacher should be one that contributes to the development of a needy person socially, mentally and physically (Steiner, 2009). The audience targeted for this book is people who really relate to the needy every time. This can either be people living with the aged, doctors living with the needy, teachers who attend to the education of the needy or parents having sons or daughters in needy cases. It enhances more on developing the needy and appreciating them as part of our society. Understanding the symptoms of the needy clearly cultivates an understanding that helps the needy cope with the others in the society. One importance is that communication is enhanced and the needy are rejuvenated because there is one who appreciates him and does not look down on him/her. In a case autism the curative teacher understand the needy and an approach of humor is highly recommended in the book. The interrelationship of the society and the needy is also a key point. The book goes further and categorically states that isolating the needy from the rest of the society contributes to the depression of the less fortunate .For a condition such as mental illness when the victim is subjected to stigmatization depressions can cause the victim to undergo mental failures if not mad. The needy ought to be

Culture Essay Example | Topics and Well Written Essays - 250 words - 6

Culture - Essay Example The pregnant women are also prohibited from touching anything with glue to avoid the child being born with birthmarks (Community College, 2005). About foods, the Chinese also believe that if the expectant woman eats too much the baby will be too large making the labor harder. The mothers are advised to take coconut milk, so that the baby will have a good quality skin. On sex determination, the Chinese believe that if the belly is pointed the baby will be a boy and if rounded, it will be a girl. When the baby is finally born, it is the role of the father to give it the first bath. The placenta must be kept near the birth place so that in death, it is used as a sign of atonement and humility of the life on earth. The placenta can as well be used to make medicines cure various diseases (Simpson et al., 2008). Post-partum care involves taking of hot foods, including ginger, pig’s feet, and high protein meats, to rebuild the lost blood supply. Cold foods are believed to cause headache or arthritis in old age. To prevent complications, the mothers should avoid showering, washing hair, or exposing themselves to cold conditions. Before handling the baby, they are required to purify their hands using ginger. To increase milk production, the mothers are required to take papaya soup and fish. The first milk, colostrum, is considered dirty and should be discarded (Community College, 2005). In conclusion, Chinese people have a strong belief in their culture as long as the pregnancy is concerned. They observe the practices right from the pre-natal stage to post-partum care and the way the child is raised. Women are more inclined to the

Iagos Role in Othello :: essays research papers

How powerful and credible is Iago?s role in Othello? Use literary criticism to inform your opinion. Possibly being one of the most despicable characters that Shakespeare has ever drawn up, Iago is fascinating for his most terrible characteristic: his utter lack of convincing motivation for his actions and therefore this questions his credibility within the play. Douthat, Ross, Stewart and Adam (August 2001, former Harvard University students and writers of the ?SparkNote on Othello?) claim that ?In the first scene, he [Iago] claims to be angry at Othello for having passed him over for the position of lieutenant (I.e. 7?32). At the end of Act I, scene iii, Iago says he thinks Othello may have slept with his wife, Emilia: ?It is thought abroad that ?twixt my sheets / He has done my office? (I.iii.369?370)?. This suggests two of the main reasons why Iago might hate Othello but it does not explain his deep hatred and loathing of him. It seems that Iago does not reveal his true reasons behind the hatred of Othello or that he does not have one. This, then, interferes with Iago?s characte ristics of being a clever, cunning and specific in what he wants and does. Another flaw in the play that can be used to question Iago's credibility is his actual ability to persuade and manipulate Othello. ?Iago, the protagonist is yes evil but yet fascinating. His methods of deception when planting the, ?seeds of poison,? into Othello?s mind are astounding, how he can make an experienced man of the world (although granted he is not experienced in the ways of women, a factor Iago plays upon) believe a shallow and very unstable lie is amazing (Charlie Clough, Dec 2002). This could advocate two things: Iago must have an amazing ability to manipulate and persuade other people (though this astonishing ability is put to use without a main purpose) or Othello, despite our early impressions of him, is gullible and irresponsible with his opinion so we begin to question whether Othello is worthy of his title and position.

Modern Political Theory

Freedom, one of our most common and powerful concepts, is used (and misused) with extraordinarily little appreciation of its significance. Not only is freedom poorly understood, but we are falsely confident that we do understand it (Dudley 24). One of my main goals in this paper, therefore, is to explain it. In order to do so, freedom ought to be understood or conceived by comparison.In preparation for these interpretations, the paper will consider very briefly the two most important conceptions of freedom on which Mill and Nietzsche build. The first and less comprehensive of these two is that of liberalism. The second, which is more comprehensive than that of liberalism, is that of Nietzsche. The purpose of this paper is to consider the relationships between the conceptions of freedom developed by Mill and Nietzsche. These conceptions, while undeniably different, are complementary.Nietzsche believed that freedom is one of the fundamental problems. But not freedom understood in conve ntional or political terms. Freedom for Nietzsche depends upon both moral virtue and intellectual virtue, yet it is neither exercised in or nor achieved through political life. That does not mean that Nietzsche's account of freedom is devoid of political implications. To the contrary, his peculiar identification of freedom with philosophy and mastery reflects a rank order of values in which political liberty and legal slavery are essentially indistinguishable—both, from the perspective afforded by the commanding heights above political life where the free spirit dwells, are equally forms of unfreedom.Addressing a â€Å"serious word† to â€Å"the most serious,† Nietzsche connects freedom to devotion to the truth (BGE 25). While he warns â€Å"philosophers and friends of knowledge† about the temptation to martyrdom involved in â€Å"suffering ‘for the truth's sake'!† (BGE 25), he nevertheless indicates that the truth is worth seeking for those fit for freedom and solitude. Whereas scientific knowledge serves life by fostering ignorance, philosophical knowledge seems to undermine life by estranging the knower from society.Whereas the scientist, a lover of ignorance from Nietzsche's perspective, is destined to a pleasant unfreedom, the philosopher, in Nietzsche's sense of the term a lover of truth, achieves an excruciating freedom through fidelity to his vocation. This fidelity consists in a measured skepticism directed toward all doctrines, accompanied by a prudent withdrawal from political life.The free spirit's knowledge and freedom are not the highest of which human beings are capable. The highest awaits the advent of a â€Å"new species of philosophers† (BGE 42-44). These future philosophers are especially characterized by the risky experiments they undertake. They probably will be â€Å"friends of ‘truth†Ã¢â‚¬Ëœ and very likely will love â€Å"their truths,† but, Nietzsche insists, they â₠¬Å"will certainly not be dogmatists† (BGE 43).By this he does not mean that the new philosophers will lack beliefs they hold to be true, but rather that they will refrain from insisting that what is true for them must be â€Å"a truth for everyman.† Yet so far from reflecting a leveling doctrine that celebrates the equality or dignity of all opinions, Nietzsche's understanding of dogmatism is rooted in the deeply aristocratic view that only the â€Å"higher type of man† is fit to hear, and to live in accordance with, the highest insights (BGE 30).While the free spirit remains the new philosopher's herald and precursor (BGE 44), there is a chasm on the opposite side between the freedom of the free spirit (der Freie Geist) and the freedom of the â€Å"falsely so-called ‘free spirits,†Ã¢â‚¬Ëœ that is, the freethinkers (Freidenker), the democrats, all the â€Å"goodly advocates of ‘modern ideas†Ã¢â‚¬Ëœ (BGE 44). Free thinkers reveal their un freedom in their â€Å"basic inclination† to see aristocratic political life as the root of all suffering and misfortune.Nietzsche discovers in the democratic interpretation of political life the same offense against truth that he claims Plato perpetrated, for it is â€Å"a way of standing truth happily up on her head† (BGE 44). Democratic freethinkers, wishing to spread material prosperity, guarantee comfort and security, establish universal equality, and most characteristically abolish suffering, are blind to the rank order of human types and hence enslaved to ignorance.What is so terrible from Nietzsche's point of view in the promotion of democratic, bourgeois notions of the good is not simply that the democratic interpretation of man is false but rather that, like Socrates' theoretical interpretation of reality and Christianity's religious interpretation of the world, the democratic interpretation cripples those of high rank by poisoning the air that free spirits b reathe.The free spirit is educated and elevated not by material prosperity but by deprivation, not by comfort and security but by fear and isolation, not by equality but by slavery, not by the abolition of suffering but by the release of â€Å"everything evil, terrible, tyrannical in man,† and not by happiness but by â€Å"malice against the lures of dependence that lie hidden in honors, or money, or offices, or enthusiasms of the senses† (BGE 44). Nietzsche knows of no interest that supersedes, recognizes no right that limits, and sees no good beside that of the higher type. This is not a matter of calculation but of principle.Embracing as his own the struggle to return truth to her feet and restore her dignity, Nietzsche defends truth's honor by challenging not only Plato but Christianity, the form in which Platonism has conquered Europe. The struggle against Christianity has opened up tremendous new possibilities; it â€Å"has created in Europe a magnificent tensio n of the spirit, the like of which has never yet existed on earth.†Note that Nietzsche not only makes philosophy, and its political reflection in Christianity, responsible for the worst, most durable, and most dangerous of all errors, but, in proclaiming that â€Å"with so tense a bow we can now shoot for the most distant goals,† he also finds in philosophy the source of his highest hope (Dudley 31). That most distant goal, which he speculates is only now coming into view for â€Å"good Europeans, and free, very free spirits,† among whom he classes himself, is a philosophy of the future.Platonism and Christianity granted human beings a sense of security as individuals. Christianity did this by promising a beatific afterlife as a reward for the proper conduct of this life. Platonism gave the individual the hope that individual limitations could be transcended by rational insight which, when fully developed, could transport the soul to an experience of the ultimate , atemporal reality. Christianity and Platonism offered the individual a sense that the activities of this life were meaningful by referring them to unchanging realities outside life.The Platonic-Christian interpretation of individual existence is, in a sense, already dead, according to Nietzsche. The members of the modern world do not really experience their lives as meaningful as a consequence of these traditions' extraworldly visions. But modern human beings who have come to believe that this world is the only world, this life the only life the individual will ever experience, are likely to be disturbed by this insight. Our Platonic and Christian background has given us the sense that our activities have meaning, yet the ground of that meaning no longer seems available.Nietzsche's version of this critique of liberalism is implicit in his discussions of decadence. For the decadent subject, it turns out, is precisely one whose will fails to be self-determining. Free willing is rese rved for, and is the determining characteristic of, the noble subject, with whom Nietzsche contrasts the decadent. Nietzsche's discussions of decadence and nobility can thus fruitfully be understood as addressing the question of the necessary requirements of a free will.Nietzsche also recognizes, like Mill, that even the most freely willing subject remains incompletely free, and that an adequate account of freedom must therefore discuss the activities that provide a liberation that willing cannot. Nietzsche's account of the limitations of willing is implicit in his critique of nobility. The noble subject manages to will freely, but nonetheless remains externally determined and so incompletely free.This incomplete freedom of nobility is overcome only by those individuals and communities able to develop the stance that Nietzsche characterizes as tragic. Nietzsche understands the development of the tragic stance required by freedom to depend upon philosophy. He thus agrees with Mill th at freedom is not only treated in philosophical works, but also produced through philosophical practice.Mill’s discussion of liberty focuses on when society may impose constraints on individuals, rather than on the nature of constraint. Accordingly, his discussion generally refers to intentional, rather than unintentional, constraints on individuals. Nevertheless, Mill believes that customs and traditions are constraining. To the extent that these are the unintentional results of human life, he is committed to the view that some constraint is unintentional.Mill has argued that the social tyranny of others which takes place in moral coercion, custom, and tradition is one of the most important constraints that people face today (Mill 1956: 7). For instance, if people express their views that homosexuality or polygamy ought to be allowed, but their neighbors and employers strongly disagree (even though the government does not), they may be constrained in their actions and lifest yles. Finding work may be more difficult; access to housing may be blocked. They may feel themselves compelled to move to other cities or countries to live. Thus, though early liberalism placed great emphasis on the limitation of freedom by physical constraint, it is false to maintain that it has only done this.Mill is simply much more sensitive than Nietzsche in recognizing that social pressure may be â€Å"more formidable than many kinds of political oppression, since, though not usually upheld by such extreme penalties, it leaves fewer means of escape, penetrating much more deeply into the details of life, and enslaving the soul itself† (Mill 1956: 7). Further, Mill’s view has been dominant amongst liberals. Morality, custom, tradition, and the law are viewed as constraints on people’s freedom. One is less free to the extent that he or she is constrained by any of these institutions.The implication of the preceding expanded concept of constraint is that any n arrow or restricted model of liberal freedom can no longer be defended. Once the Pandora’s box of constraints is opened, the thrust and momentum of this view is not to be detoured. The burden will always be placed on the person who claims not to see an obstacle by those who claim to see the obstacle and claim that their activity is hindered, retarded, or impeded by that obstacle.Some liberals have tried to stem this tide, but they fight an overwhelming flood. The thrust of liberalism is such that if an obstacle can be humanly removed, then it will be seen as inhibiting someone’s freedom if it is not removed. The upshot is an enormous extension in the number and kinds of constraints to which people are thought to be subject. The implications of this are of the first importance.There remains one essential aspect of the liberal determination of when constraints may be imposed on other individuals. How directly or indirectly may individuals impose injuries on themselves or others without being legitimately subject to restraint in the name of freedom? To decide this issue is part and parcel of the liberal attempt to define a sphere of privacy as opposed to publicity – a private realm of freedom, in which people may act, think, and relate to consenting others without constraints imposed by others. In this private realm, and only in this private realm, may that ideal of complete freedom be most fully realized.Mill refers to such a sphere of personal, private life, where society may not legitimately interfere as â€Å"the appropriate region of human liberty† (Mill 1956: 16). In this realm, Mill says, â€Å"in the part which merely concerns himself, his independence is, of right, absolute. Over himself, over his body and mind, the individual is sovereign† (Mill 1956: 13).Nietzsche's philosophical practice, however, is quite obviously not the same as Mill's. Mill’s philosophy is always systematic philosophy. Nietzschean philosop hy is resolutely unsystematic. And thus, although Mill and Nietzsche agree that philosophy has a role to play in our liberation, the liberating roles that they envision for philosophy, and consequently their conceptions of freedom itself, are significantly different.Works CitedBeyond Good and Evil, trans. Walter Kaufmann, New York: Vintage, 1966.Dudley, Will. Hegel, Nietzsche, and Philosophy: Thinking Freedom. Cambridge University Press: Cambridge, 2002.Mill, J. S. On Liberty, Indianapolis: The Bobbs-Merrill Company, Inc, 1956.

Book Report On The Movie Valentine - 1964 Words

THEY rolled. Valentine watched the SUV flip twice, slamming into a shipping container and careening off into a brutal spin on its roof. He laughed, high and harsh. Then he limped after them, following the trail of broken glass and splinters of plastic and metal. Valentine led with the pistol he’d taken from one of the sailors, gripped in both hands. He ignored the pain in his right palm where he’d sliced it open as the cheap steak knife had broken off in the sailor’s neck. He’d had worse. Finish the job. The SUV had stopped moving now, oily smoke rising into the night like winter fog. A figure struggled out on the far side, the door screaming as it popped open. Valentine snapped off a quick shot, but it went wide. The figure stumbled away, towards the cover of a hulking mass of shipping containers. Even in the shadows, Valentine saw that they were big. Moving faster than he expected. Hirsch. Valentine went into a crouch, skirting around the edge of the SUV wreck. His ankle burned dully where he’d jumped from the trawler. His palm was slick with blood. The burned tattoos along his back and arms itched and stung. But Hirsch he wasn’t worried about. Hirsch wasn’t the problem. Gunfire crackled in the darkness. Valentine flinched, but the fusillade was nowhere near him. Someone guessing. Laying down blind cover fire. He hugged the shadows on the edge of the containers, working his away around the SUV. He picked his way carefully, the pistol held steady.Show MoreRelated The contemporary Hollywood blockbuster is not so much a film as a dev1631 Words   |  7 Pages â€Å" I like ideas, especially movie ideas, that you can hold in your hand. If a person can tell me the idea in twenty-five words or less, its going to make a pretty good movie.† Steven Spielberg.’ For this essay I intend to discuss how Hollywood as an industry has used the marketing strategies of blockbuster films to significant advantage in film merchandising. 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