The Atomic Bomb Of Hiroshima And Nagasaki - 1364 Words

On the 6th of August 1945 America dropped the atomic bomb by the name of ‘Little Boy’ dropped by the plane ‘Enola Gay’ on the Japanese city, Hiroshima. Three days later on the 9th of August America dropped another bombed called, ‘Fat Man’ on the Japanese city of Nagasaki. A surrender was received and accepted by America on the 15th of August and the war against Japan had ended. Harry S. Truman, the man responsible for dropping the bombs claims it ended the war more efficiently and was in fact the best option but many suspicions arose as news from Japan came to light and the utter destruction of Hiroshima and Nagasaki was revealed. It was never formally called a war crime but it should have been. A war crime as defined by the statue of the International Criminal court are ‘serious violations of the laws and customs applicable in international armed conflict’ and ‘serious violations of the laws and customs applicable in an armed conflict not of an international character.’ The international laws that are being applied currently for wars and international conflict are the Geneva Conventions. These conventions are a series of treaties about the treatment of civilians, Prisoners of War and soldiers who are incapable of fighting. The Geneva Conventions are extensive but a relevant one relating to the bombing in Hiroshima and Nagasaki is, ‘extensive destruction or appropriation of property; not justified by military necessity and carried out unlawfully and wantonly.’ From theShow MoreRelatedAtomic Bombs On Hiroshima And Nagasaki844 Words   |  4 Pagesdropped atomic bombs over the Japanese cities of Hiroshima and Nagasaki killing nearly 200, 000 people. This resulted in Japans surrender in World War II. J. Samuel Walker analyzes this historical event in his book Prompt and Utter Destruction: Truman and the Use of Atomic Bombs. Over the past 70 years’ extensive research has been conducted and there is an understanding that Truman’s decision to drop the atomic bombs is inconclusive. It is impossible to determine that the use of the bomb was the quickestRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1302 Words   |  6 PagesAllies almost one week after being hit with two atomic bombs. On August 6, 1945 during World War II an American B-29 bomber dropped the world s first deployed atomic bomb over the Japanese city Hiroshima, wiping out 90 percent of the city and killing 80,000 people immediately. Three days later a second B-29 dropped another atomic bomb on the Japanese city Nagasaki, killing around 40,000 people. (The Bombing of Hiroshima and Nagasaki) The Hiroshima/Nagasaki bombings were necessary beca use it played aRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki884 Words   |  4 PagesFearful cries spread through the cities of Hiroshima and Nagasaki as the atomic bombs were dropped. Thousands of people were killed instantly, with the rest left critically injured. Eventually, it was measured that 135,000 people were killed as a result of these bombs. We know that many people were killed. But how and why were the atomic bombs created? Who decided to use them? These questions all contribute to the fact that the atomic bombs impacted the world greatly. It all started when WorldRead MoreThe Atomic Bomb On Hiroshima And Nagasaki Essay1776 Words   |  8 PagesThe use of the atomic bomb on Hiroshima and Nagasaki at the end of World War II was a controversial decision that was made by President Truman. On August 6, 1945, President Truman decided to drop the atomic bomb on the Japanese city of Hiroshima and three days later a second atomic bomb on Nagasaki. It brought an end to the bloody war in the Pacific after 4 years. Making Japan surrender in the face of unimaginable force and significant destruction on Japan’s soil. Nevertheless, Truman’s decisionRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki1515 Words   |  7 PagesResearch Question: Was it necessary for President Truman to drop the atomic bomb in Japan? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyed Hiroshima and over 90,000 people were instantly killed in the explosion and an additional 100,000 people perished from burns and radiation sickness. Japan refusedRead MoreThe Atomic Bombs On Hiroshima And Nagasaki1764 Words   |  8 Pagesmake the decision to drop the bombs on Hiroshima and Nagasaki however, President Truman was ultimately the man who made the final decision to launch ‘Little Boy’ and destroy Hiroshima, Nagasaki and their civilians, thus forcing an end to the war. Although there were many alternatives presented to President Truman, it is unknown as to whether they would have actually succeeded in ending the war or producing less casualties. Truman made the decision to drop these bombs in the heat of war but h is justificationRead MoreThe Atomic Bomb Of Hiroshima And Nagasaki Essay1570 Words   |  7 PagesDespite the extreme devastation, the atomic bombings of Hiroshima and Nagasaki were necessary. The atomic bomb is a weapon unmatched in warfare, rapidly releasing nuclear energy by fission of atomic nuclei. Desperate times call for desperate measures, which is why America chose to unleash its most deadly weapon, the atomic bomb, on Japan. America, who had already fought in World War II for over four years, had no desire to perpetuate the war. When Japan refused to surrender, America was leftRead MoreAtomic Bombs On Hiroshima And Nagasaki1074 Words   |  5 PagesThere are many different ways in which WWII could have ended. Rather than taking the risk of dropping atomic bombs on Japan, many people believe that one of the alternative options would have been much more sensible. The variety of possible options the U.S. could have taken to finish the war have been analyzed for years. T hough Truman’s decision to drop the atomic bombs over Hiroshima and Nagasaki is one of the most controversial and debated topics in history, this researcher believes that he madeRead MoreThe Atomic Bomb On Hiroshima And Nagasaki1998 Words   |  8 Pagesto drop the atomic bomb on Hiroshima and Nagasaki? Joon Jung 2/21/16 Word Count: 1848 Section A: Identification and Evaluation of Sources Research Question: Was it necessary for President Truman to drop the atomic bomb on Hiroshima and Nagasaki? Was it necessary for Truman to drop the Atomic Bombs on Japan in World War II? On August 6, 1945, the first atomic bomb was dropped by a US aircraft on Hiroshima. This atomic bomb was dropped to force Japan into surrender, this bomb alone destroyedRead MoreAtomic Bomb On Hiroshima And Nagasaki Essay1902 Words   |  8 Pagesthe United States dropped the atomic bomb on Hiroshima and three days later dropped another on Nagasaki. This was a significate point in history because there has never been a bomb of this magnitude being use in an urban industrial area. Ultimately the use of the atomic bomb resulted in Japan’s surrender, which aided the allies in drawing closer to ending the war against the Axis Powers. Due to the massive destruction industrially and urbanely the use of the atomic bomb has always been questioned.

The Relational Dialectics Theory And The Genderlect Styles...

Communication is not only verbal, but also nonverbal. We send messages to others through our words, actions, facial expressions and body language. All of these forms of communication affect our relationships and vary between men and women. Numerous communication theories have been established regarding relationships and gender, but I will discuss two specific theories, the Relational Dialectics Theory and the Genderlect Styles Theory. One theory is based on the contradictions and interactions, which takes place in relationships. The other theory is based on the gender communication differences in relationships. When we can understand the differences in communication techniques and theories, we can apply them to our relationships with family, friends, co-workers and strangers. This paper will explore each theory and how it is incorporated into our relationships, how each theory helps us in understanding the opposite sex and how each theory connects to our biblical worldview. Relational Dialectics Theory is â€Å"A dynamic knot of contradictions in personal relationships; an unceasing interplay between contrary or opposing tendencies† (Em Griffin, 2012, p. 137). This theory displays the tensions present in any relationship. According to professors Leslie Baxter and Barbara Montgomery, â€Å"this concept focuses on the contradictions in relationships. These contradictions arise when two people of varying differences maintain a relationship† (Relational Dialectics Theory in

New Deal Dbq Outline free essay sample

Analyze the responses of Franklin D. Roosevelt’s administration to the problems of the Great Depression. How effective were these responses? How did they change the role of the federal government? Thesis Statement: During Franklin D. Roosevelt’s presidency, his administration helped and tried to solve the problems of the Great Depression. He caused the government to play a very important role in society and from their help many people responded with their opinion of what they felt about it. Document A: †¢in Document A it discusses about women during the Great Depression †¢FDR and his administration helped keep women’s condition very well ? omen didn’t suffered as much as the other people oâ€Å"†¦not many women in the bread line†¦Ã¢â‚¬  ? they didn’t have to wait in line for food oâ€Å"†¦you don’t see women lying on the floor of the mission†¦Ã¢â‚¬ , â€Å"They obviously don’t sleep†¦under newspa per in the park† ? women had a better condition than other people, had a better living and didn’t have to sleep elsewhere †¢even though the Great Depression caused many women to become jobless, but they still have a better living than others ? showed that women didn’t suffer much during FDR’s presidency Document B: †¢during the Great Depression, many people pitched in to help out ? FDR helped better the worker’s working conditions and wages ? NRA and Section 7(a) of the National Industrial Recovery Act oâ€Å"Everyone is sympathetic to the cause of creating of creating more jobs and better wages for labor†¦Ã¢â‚¬  ? showed that everyone was pitching in to help and create more jobs for people oâ€Å"†¦leading us fast to a condition where the Government must more and more expand its relief activities†¦Ã¢â‚¬  ? the government is using its money to create more jobs for people ? government was playing a major role in providing people jobs Document C: †¢some of the people believed that FDR’s actions during the Great Depression as too radical and it was changing America into a whole new nation instead of fixing the problem oâ€Å"It is a evolution, not revolution, gentlemen! † ?evolution: any process of formation or growing ? developing ? revolution: a radical change in society osaying that this was supposed to be the time t o develop newer ways to prevent the Great Depression from happening again ? a time to develop newer ways and ideas to better the society ? FDR’s actions doesn’t seem like it’s better the society, it seems like he’s doing a radical change to it ? FDR kept creating new administrations and programs, and passing acts and laws ? oing more than bettering the society ? he’s changing it Document D: †¢the government took out money to help relief people and to create more public-works projects so that people can have jobs ? the government was willing to make as much money as they can to help to help people ? this also contributed more to their national debt ? government needs to watch on how much they spend †¢Ã¢â‚¬Å"An enormous outpouring of federal money for human relief and immense sums for public-works projects started to flow to all points of the compass†¦Six billion dollars was added to the national debt†¦Ã¢â‚¬  Document E: †¢the government passed the Social Security Act so that the older generation can retire and still get paid by the government and the younger generation can take their jobs †¢the advertisement is used to advertise and notify people that when they retire they can still get money from the government each month ? â€Å"a monthly check to you-â€Å" ? this helped provide more jobs for the younger generation Document F: †¢the government is getting involved with unions and telling businesses how they should treat them ? people believed that the government is pushing its powers ? elieved the government is doing too much now †¢Ã¢â‚¬Å"The authority of the federal government may not be pushed to such an extreme† Document G: †¢people believed that the government now is overdoing things ? they are getting too involved with workers and union ? government gave worker’s the right to form unions and collect bargains ? businesses and employers didnâ €™t like this, said the government is overdoing it †¢Ã¢â‚¬Å"†¦have no right to transgress the law which gives to the workers the right of self-organization and collective bargaining† Document H: †¢the government needed to take such radical moves to solve problems of the Great Depression ? the government is the main key to helping the nation through the Great Depression ? changing the Supreme Court and adding new justices ? bettered the Supreme Court †¢Ã¢â‚¬Å"The government as an instrument of democratic action in the future has also been strengthened and renovated† †¢Ã¢â‚¬Å"The Courts, too, have been revived † †¢Ã¢â‚¬Å"†¦excellent new appointments, so that we now have a Supreme Court which is abreast of the times† Document I: FDR tried to relief the blacks from the Great Depression but he didn’t have the intention to deal with social injustices ? he did help provide some blacks jobs, but didn’t deal with social injustice because he didn’t want to lose the support from the Southern Democrats †¢Ã¢â‚¬Å"†¦Roosevelt administration has tried to include the Negro in nearly every phrase of its prog ram for the people of the nation†¦Ã¢â‚¬  †¢Ã¢â‚¬Å"†¦most important contribution of the Roosevelt administration to the age-old color line problem in America has been its doctrine that Negroes are a part of the country and must be considered in any program for the country as a whole† Document J: †¢during FDR’s presidency, he provided many jobs to people and the unemployment rate decreased greatly from the Great Depression †¢this graph shows that when the Great Depression started (1929) there was a high percentage of unemployed people, but when FDR came into office (1932) and he started to take actions, the percentage begins to drop ? showed that FDR and the government worked hard to provide people jobs ? government played a very important role ? FDR turned government into the nation’s largest employer

Marxist View on Crime and Deviance free essay sample

According to Wickham (1991), deviance is behaviour that violates the standards of conduct or expectations of a group or society. Karl Marx says that deviance is due to unequal power relationships and is a function of class struggle. Crime, however, is an act of deviance prohibited by law. The conflict theory of crime states that those in the higher social classes will benefit more from the government, compared to those in the lower class. Thus, conflict will be present in society, and the resulting crime will benefit those in power. Marxists support this view, and focus on the conflict between different sets of groups values. Marxists believe that all classes in society are deviant and criminal. They disagree that deviance is a working class phenomenon, though they are thought of as the main offenders of crime and deviance. Laws are made by the state, which represent the interests of the ruling class. We will write a custom essay sample on Marxist View on Crime and Deviance or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Marxists tend to emphasise ‘white collar, corporate crime’ and pay less attention to ‘blue collar’ variants. They note that the crimes of the upper class exert a greater economic toll on society than the crimes of the ordinary people. Marxists believe that crime and deviance is a direct outcome of the exploitative nature of the capitalist society. According to him, the ruling class exploits the working class. There are those that â€Å"have†, and those that â€Å"have not†. They believe that the superstructure (the state, the police, the legal system, the family) maintain and reflect ruling class ideology. The working class is under a state of false class consciousness, and are therefore very vulnerable and easily taken advantage of. rime acts as a way to divert the working class’s attention away from their exploitation, and therefore contains their resistance. Until true class consciousness can be reached by this exploited working class, the ruling class would continue to use crime for their benefit. Thus, it is those in power who define crime. To reach success, functionalists believe that the correct thing to do is go through institutionalized means in order to access certain goals. However, what Marxists point out is that these institutions are all corrupt, and are just used to secure the superiority of the ruling class. Thus, those being exploited cannot use these institutions to reach higher up in society. This is why many turn to crime and deviance in order to get what they want. Working class crime is a result of labour exploitation and labour misery. Hence, theft is an expression of that exploitation and is a political act of the proletariat against the bourgeoisie. However, the ruling class will violate laws will impunity while the members of the working class will be punished. The current economic system is ensured to stay in favour of the ruling class due to existing laws. Obviously, crime and deviance will occur as these laws are designed to sustain the capitalist economic system. Hence, in a capitalist society, crime is inevitable, as it stems from social inequalities. The economic and social environment created is almost guaranteed to create crime and deviance. In all capitalist societies, the ruling class gains more in every aspect of social life. Since they are benefiting, they would not want to change the norms and values of society (the status quo), of the capitalist society. This is known as ideology, as is considered the ‘soft edge’ of social control. Karl Marx believes that revolutionary means is the best way to make a change and to resist the dominant ideology present, as he states that the presence of a capitalist society is what causes crime. Hence, he believes that a revolution will happen, rather than criminal activity, where the ruling class will be overthrown, resulting in the elimination of crime. Karl Marx has been both criticized and praised for his works. Firstly, his ideas are said to offer some kind of balance, as they do not focus on working-class deviance, and emphasize that deviance occurs at every level of society. However, they ignore the impact of other systems as they focus too much on the capitalist system. Jock Young states that Marx fails to acknowledge that the social controls provided by the state can protect working-class people from crime and deviance. Feminists say that Marxism places undue emphasis on class inequality, ignoring the role of patriarchy in shaping how the criminal justice system operates . Marxists overestimate the extent to which â€Å"capitalism causes crime†. Marxists assume that in a communist utopia, crime would be eradicated, but historically, this has not been the case. Marxists have an over simplistic view of crime. Although there are clearly some people with more power than others, this does not mean that they can pass any law that benefits them. â€Å"Left realists† claim Marxism places undue emphasis of corporate crime, arguing that robbery, burglary and other violent crimes cause more harm than Marxists recognise. Unlike the functionalist theories, the conflict theories focus on conflict between different sets of group values, rather than consensus in society. Marx believes that the government and those in the upper class are the culprits of causing crime, and that they create laws and rules to continue to exploit the exploited. Hence, they often use crime as a means of controlling the working class, and this oppression makes crime inevitable.

Free Essays on Hatshepsut - The Woman Who Was Pharaoah

The Woman who was Pharaoh Hatshepsut, one of the ancient world’s most beautiful and intelligent women, is remembered as being the first woman to become King of Ancient Egypt. A woman of strong character, she acted as co-regent of Ancient Egypt for 20 years and worked hard to vastly improve the lives of all of her people. Her influence on the politics, trade, architecture and war during this time was immeasurable in the eyes and hearts of all who knew her and knew of her. Ancient Egypt was a peaceful civilization while Hatshepsut sat in the throne, dressed as a man to gather the admiration of her people. Peace rather than war found its way into Egyptian’s lives as they lived in harmony rather than tragedy. Tuthmosis III whom she shared the throne with led the army while she ruled the land. Wars were always businesslike and informative. This plan of attack resulted in no major wars while Hatshepsut was pharaoh. However, the forces were maintained efficiently despite the peaceful dent it carried. Many thousands of Egyptians lives were saved due to these 20 years of peace due to Hatshepsut’s keen political skills and her ability to jump every hurdle that came in her way. Hatshepsut ordered many trading expeditions during her time as King, which enabled Egyptians to live in domestic prosperity. Trade became an important part of her policy and many products returned in these expeditions can still be identified today in these lands. One of the most infamous trade expeditions was her voyage to Punt. Five ships sailed the Red Sea to Punt (now known as Somalia) with goods to exchange with the native people of Punt. Historians know of this voyage as the painted scenes of the expedition are seen today on the walls of her temple at Deir el-Bahri. Hatshepsut returned to Egypt with her ships carrying products Egyptians desired as dictated by the God Amon. The boats were laden with myrrh, frankincense, woods, resin, ivory... Free Essays on Hatshepsut - The Woman Who Was Pharaoah Free Essays on Hatshepsut - The Woman Who Was Pharaoah The Woman who was Pharaoh Hatshepsut, one of the ancient world’s most beautiful and intelligent women, is remembered as being the first woman to become King of Ancient Egypt. A woman of strong character, she acted as co-regent of Ancient Egypt for 20 years and worked hard to vastly improve the lives of all of her people. Her influence on the politics, trade, architecture and war during this time was immeasurable in the eyes and hearts of all who knew her and knew of her. Ancient Egypt was a peaceful civilization while Hatshepsut sat in the throne, dressed as a man to gather the admiration of her people. Peace rather than war found its way into Egyptian’s lives as they lived in harmony rather than tragedy. Tuthmosis III whom she shared the throne with led the army while she ruled the land. Wars were always businesslike and informative. This plan of attack resulted in no major wars while Hatshepsut was pharaoh. However, the forces were maintained efficiently despite the peaceful dent it carried. Many thousands of Egyptians lives were saved due to these 20 years of peace due to Hatshepsut’s keen political skills and her ability to jump every hurdle that came in her way. Hatshepsut ordered many trading expeditions during her time as King, which enabled Egyptians to live in domestic prosperity. Trade became an important part of her policy and many products returned in these expeditions can still be identified today in these lands. One of the most infamous trade expeditions was her voyage to Punt. Five ships sailed the Red Sea to Punt (now known as Somalia) with goods to exchange with the native people of Punt. Historians know of this voyage as the painted scenes of the expedition are seen today on the walls of her temple at Deir el-Bahri. Hatshepsut returned to Egypt with her ships carrying products Egyptians desired as dictated by the God Amon. The boats were laden with myrrh, frankincense, woods, resin, ivory...

NMSQT Why Should You Care

What Is the PSAT/NMSQT Why Should You Care SAT / ACT Prep Online Guides and Tips Have you heard about the PSAT or the National Merit program and are wondering what they are?Are you looking for ways to prepare for the SAT? Read this guide to learn what the PSAT/NMSQT is, what it tests, and how it can get you ready for the SAT and earn you money for college. What Is the PSAT/NMSQT? First of all, what do all those letters stand for? The full name is thePreliminary SAT/National Merit Scholarship Qualifying Test, often abbreviated to PSAT. So what is the PSAT? It's a standardized test that 10th and 11th graders can take, and about 3.5 million students choose to take it each year. The PSAT is used to determineeligibility and qualification for the National Merit Scholarship Program (which is what the "NMSQT" part of the name is for). It also serves as a practice test for the SAT, but be aware that you can't submit PSAT scores to colleges as your standardized test scores. What Sections Does the PSAT/NMSQT Include? The structure and content of the PSAT have been recently revised to reflect changes made to the SAT. There are three sections on the PSAT: Math, Reading, and Language and Writing. The total testing time of the PSAT is 2 hours and 45 minutes, and it includes 139 questions. This information is broken down more specificallybelow. Reading Section: 60 minutes to answer 47 questions Writing and Language Section: 35 minutes to answer 44 questions Math Section: 70 minutes to answer 48 questions What Material Do These Sections Cover? Reading Section The reading section tests students'ability to draw conclusions and make inferences from reading passages. The 47 questions arebased on three passages and two passage pairs (a passage pair is when a passage is paired with a chart, table, graph, or other passage, and the questions use information from both of those sources). The five passages/passage pairs will cover the following subjects: 1 on US/World Literature (with 9 corresponding questions) 2 on Social Studies/History (with 18-20 corresponding questions) 2 on Science (with 18-20 corresponding questions) Writing and Language Section The Writing and Language Section testsknowledge of grammar, usage, punctuation, and other English conventions. It does not include an essay. There are four passages/passage pairs in this section whichaddress topics related to careers, history/social studies, the humanities, and science. There are two categories of question in this section: 24 questions on Expression of Ideas 20 questions on Standard English Conventions Math Section The Math Section focuses on algebraic problems and tests ability to analyze and interpret data sets. For the first 25 minutes, a calculator is not allowed, but students are allowed to use a calculator for the last 45 minutes of the section. The questions are mostly multiple choice, but some (17-22%) will have grid-in answers. The topics tested in this section are: Heart of Algebra (linear equations and systems) Problem Solving and Data Analysis (quantitative literacy) Passport to Advanced Math (manipulation of complex equations) Additional Topics in Math (geometric and trigonometric skills) How Is the PSAT/NMSQT Scored? The PSAT has recently implemented a new scoring system. As of 2015, thescore range has been changed, and there will no longer be deductions for incorrect answers.Although the PSAT/NMSQT has a shared common score scale as the SAT, score ranges are not identical. The PSAT's total score range is 320-1520. The PSAT's range doesn'tgo up to 1600 like the SAT's does because the PSAT is a less difficult test than the SAT, and sincea perfect score on the PSAT does not necessarily indicate a perfect score on the SAT, having identical score ranges may have causedsome test takers to mistakenly believe that. There are two main section scores for the PSAT: the Math Score and the Evidence-Based Reading and Writing Score. Both of these sections havescore ranges of 160-760. The Evidence-Based Reading and Writing Score is based on the combined scores of the Language and Writing and the Reading sections. This means that the Math section accounts for half of your entire PSAT score. The PSAT also has three test scores for each of the three subject sections, Math, Reading, and Language and Writing, that range from 8-38. Additionally, within each of these three sections there are several subsections with scores ranging from 1-15. These subscores letexam takers see how well they scored in more specific areas and can help make future studying more effective. There are seven subscores in the following categories: Reading:Command of Evidence, Words in Context Writing and Language:Expression of Ideas, Standard English Conventions Math:Heart of Algebra,Problem Solving and Data Analysis, Passport to Advanced Math What Are the Benefits of the PSAT/NMSQT? How can taking the PSAT help you? There are three main ways: 1. Practice for the SAT The PSAT allowsyou practice taking a test very similar to the SAT, under real test conditions. It can give you an estimate of the score you'd get on the SAT, and you can also look at the section scores and subscores to see which areas you should study the most in the future. The PSAT is a great way to practice for the SAT and other standardized tests 2. Practice for Standardized Tests in General Even though the PSAT will prepare you most directly for the SAT, taking it can benefit anyone looking to get more practice taking other standardized tests, like the ACT. It can help you practice managing your time during a test, improve your critical thinking skills, and also give you an opportunity to seehow well you do under official testing conditions. 3. Potential for Scholarship Money Competition is tough, but students with top PSAT scores can get a significant amount of scholarship money.Of the roughly 1.5 million high school juniors who take the test, about 50,000 students with the highest total PSAT/NMSQTscores qualify for recognition in the National Merit Scholarship Program. About 34,000 of those students become Commended Scholars. The roughly 16,000 students with the highest PSAT scores in the country (partly based on which state you live in) become National Merit Semi-Finalists, and most of them (about 15,000) move on to become National Merit Finalists. Over $180 million in scholarship money is awarded annually to students who get high scores on the PSAT. About half of the National Merit Finalistsreceive a $2,500 National Merit Scholarship, renewable for up to four years. Many corporations offer scholarship money as well. In addition, many colleges offer scholarships to National Merit Commended Scholars, Semi-Finalists, and Finalists. Some schools even offer a tuition waiver, which can save you tens of thousands of dollars. If you're interested in learning more about the National Merit Scholarship program, check out our guide which provides tips to help you improve your chances of becoming a Semi-Finalist! Getting a National Merit Scholarship can really fill up your piggy bank Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so that you get the most effective prep possible. Check out our 5-day free trial today: Who Should Take the PSAT/NMSQT? There are multiple groups who can benefit from taking the PSAT. This can include high school sophomores or juniors looking to get more practice for the SAT, especially under real test conditions, as well as studentswho want more practice taking standardized tests in general. If you are trying to decide between the SAT and the ACT, taking the PSAT may also helpful because you can getan estimate of your SAT score without worrying about it being sent to colleges if it is lower than you'd like. Juniors who are confident in their standardized test-taking abilities and want to try for National Merit recognition and scholarships should also consider taking the PSAT, as well as sophomores hoping to increase their chances of winning a scholarship next year by getting more PSAT practice. How Do You Sign Up for the PSAT/NMSQT? The PSAT is administered by high schools, so you will register through your school. The PSAT is taken in October of your junior year. You can also take the exam as a sophomore, however; you won’t be eligible for National Merit awards that year. There is alsoa test called the PSAT10, which is offered only for 10th graders in the spring. This is the same test as the PSAT/NMSQT, but it is for preparation purposes only and is not part of the National Merit Scholarship Program.Students who take the PSAT 10 in the spring can still take the PSAT/NMSQT in the fall. What's Next? Have you decided to take the PSAT and want to know how to prepare for it? Take a look at this guide to finding full-length PSAT tests and practice questions! Not a high school junior yet? Take a look at our guide to the PSAT 10, which is specially designed forsophomores. Interested in winning a National Merit Scholarship? We have a guide that gives step-by-step instructions to improving your chances! Want to improve your SAT score by 160 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Status of Women in Islam Essay Example | Topics and Well Written Essays - 2000 words

Status of Women in Islam - Essay Example In India the widow was consigned to flames at the funeral pyre of her dead husband. The religious faiths given to asceticism regarded her as the source of sin, the door leading to transgression and contact with her was considered an impediment in spiritual development and salvation. In most civilizations of the world she enjoyed no place in society. [1] She was contemptible and despised in their estimate. She had no social and political rights. She could not exercise her own free will in any financial deal. She was under the tutelage of her father, later under the oppressive rule of the tyrant of a husband and lastly under the patronizing care of the male offspring. She was not permitted by long standing conventions to challenge their authority and she had no course of justice to appeal to by way of escape from tyranny and excesses--not even a breath of complaint. Undoubtedly she has at times been in the seat of authority in some parts of the world. And it is also on record in the world history that empires and governments have danced to her tune, even tantrums, and it has been a common occurrence that she has had ascendancy in familial, tribal and monarchial activities. In some uncivilized tribes she had enjoyed superiority and rule and there are remnants of it still to be seen. [2] Yet as female of the human species, there was little change in her status and she suffered in silence through the course of history and remained deprived of her due rights as usual. Role of Women in Religion Muslims seek guidance from Allah through His book, the Qur'an, and His messenger Mohammed. Muslims believe that the word of Allah is supreme and takes precedence over all traditions cultures. Muslim women were expected to participate in the prayer sessions as the Mosque along with that of the men. Not only were women granted equality like the men, the women were given the same spiritual status as men. "Whoever works righteousness, man or woman, and has Faith, Verily, to him will We give new Life, and life that is good and pure, and We will bestow on such their reward according to the best of their actions." (Koran, Sura 16, Verse 97) [3]. As the Islamic state and religion expanded, interpretations of the gender roles laid out in the Quran varied with different cultures. [4] In modern contemporary times, some Muslim women, as well as men, have rejected the limitations put on them and have begun to re-interpret the Qur'an. "I shall not lose sight of the labor of any of you who labors in My way, be it man or woman; each of you is equal to the other (3:195)" [5] "Spiritual equality, responsibility and accountability for both men and women is a well developed theme in the Quran. Understanding the spiritual equality of women in Islam is to understand that equality between men and women in the sight of God is not limited to purely spiritual, religious issues, but is the basis for equality in all temporal aspects of human life." [6] Independence and Freedom of Choice As for what Muslim feminists argue women should wear to conform to Islamic ideals: unlike Islamists, who maintain that the hijab stands as the very symbol of Muslim piety; the most important element for Muslim feminists appears to be the element of freedom of choice in interpreting the Islamic dress code. Mai