Question #1:

scientific method homework help?

Determine whether or not each of the following hypotheses can be tested using the scientific method. Remember, for a hypothesis to be considered "good" it must be consistent with well-established facts, testable, and falsifiable.

please help me on one of the questions.

1. Most of the energy coming from the Sun is in the form of visible light.
2. Unicorns live in the woods of Georgia.
3. Shelley wrote beautiful poetry.
4. Diamond is harder than steel.
5. Diamond is more beautiful than ruby.
6. Detergent A cleans clothes better than detergent B.
7. Coke tastes better than Pepsi.
8. Invisible fairies turn the grass green every spring.
9. Birds are neat.
10. Bird-watching is one of the most popular leisure activities among Americans.

Question #2:

Do you think, in your opinion, trying to finish the bachelor's degree fast is a good idea?

Dear friends,

I've heard a lot of people recommending getting a bachelor's degree as fast as possible in order to save time and money(?), get to work full-time job earlier thus gaining fine money earlier, and whatnot. This can be done by taking summer classes, taking overload hours in each semester, taking classes between periods such as "wintermester", and 10-day classes after spring, etc; and/or not having a job to focus on studying, and so on.

So, what do you think? Is it a good idea to practice?

I'm concerned about the quality of studying, prior experience, and life enjoyment in higher education. Quality of studying refers to how you get the most out of your classes. I think taking overtime hours in one semester reduces your degree of fully understanding the concepts and matters in the classes since less time for each class is distributed. By prior experience, I mean you getting a part-time job concurrently with college. But that can't be well achieved if you take so many hours in the semester. And by life enjoyment, I refer to your personal leisure, extracurricular activities, sports, social interactions, and so on. I mean, the ultimate goal of getting a degree and having a job are for your life enjoyment, aren't they? So why not do it in college while you can?

Please voice your opinion. I know generally people have their own situations and perspectives and this issue is pretty dependent. That's why I want to hear your own opinion.

Thank you very much for spending your time.
As Light Cloud pointed out, my examples in the question are kinda... extreme. Yes, they are. I put the notion to the extreme so the matter would be easily recognized and analyzed. I wouldn't do it in real life.

Well, I actually kinda did. To give you a little perspective, in Spring 2010, I took 6 classes and worked part-time simultaneously. I got 101/100 for the average of 6 classes by "doing anything extremely," if you know what I mean. That's just an experiment though, to show that it's possible. But as you know, that's not a very pleasant experience. So I'm questioning that act since I kinda thought I did great, which is not so true.

Question #3:

Can someone help me translate this to Spanish?

CLASS GOALS:
•To both affirm the value of being bilingual and accessing the Spanish-speaking world
•To extend and enhance the student’s listening, speaking, reading, writing, creative and analytical skills.
•To provide a sound linguistic base for further study, work and leisure in the target language.
•To offer students insights into the Spanish and Latin American cultures while providing effective ways to integrate comprehension and productive skills with the teaching of culture.
•To provide an opportunity for enjoyment, creativity and intellectual stimulation in the study of a language other than English.
•To develop a stronger sense of self and community identity.
•To engage in leadership activities and bolster student knowledge of technology.
•To become proficient at an intermediate level in the content area.
•To command use of the common verb tenses and their usage.
•To prepare students for promotion into the advanced levels of Spanish Language courses
•To prepare students for college-level writing
•To improve student writing in all academic classes

Question #4:

chinese business visa and review my letter of invitation?

ok, 2 things here:
1. i was wondering, in my visa application form should i apply for a 6 month business visa, or 1 year business visa? i will be doing an internship at an english school in guangzhou, and they would like me to stay for 9 months...

2.can someone plz review my letter of invitation, and tell me if it sounds promising? any advice would be welcome!

thx

heres the letter:


(print on official company letterhead)

August 26, 2010

Mr. Lucas Correas
**** S. Tabor Way
Morrison, CO, USA
Passport # *********



Dear Mr. Correas,


As a prospective English teacher for Uni-Horizon Education Group interested in learning about Chinese culture, our company would like to invite you to stay with us in Guangzhou from September 27, 2010 to June 30, 2011. This will allow you a special chance to gain superior teaching knowledge and experience, and hopefully work for our company in the future. You have been selected from a vast number of individuals based on your past private tutoring experiences, as well as your volunteer work with Special Education students, plus the fact that you have previously resided in Beijing, China and you show a strong interest in Chinese culture.

During your stay with Uni-Horizon Education Group you are expected to learn how to run an English class for elementary students. Your obligations will be the following:

- Help our teachers create curriculums and class activities
- Aid the teachers and students in proper spoken and written English
- Further assist our teachers in any work related way that they may request
- Acquire a TEFL certification on your own time (paid by Uni-Horizon Education Group)

We look forward to you bringing your own personal experiences and skills to the classroom, as well. A fully experienced and qualified teacher will be with you in the classroom at all times, however you may be expected to use the skills you have acquired with us about running a classroom to lead the class, under supervision. We believe this will be the best way for you to gain the necessary skills to become an efficient English teacher, and we also believe that you will be able to help Uni-Horizon Education Group greatly.

Uni-Horizon Education Group would also be very excited to welcome you as a fully qualified teacher in the future once you have acquired a TEFL certification, BA Degree, proper Z (Work) Visa, and adequate teaching experience.

Please note, we are requesting that you stay with us from September 27, 2010 to June 30, 2011 because we believe this will be the amount of time necessary for you to acquire proper skills as a prospective educator. We would like to remind you, your position will be strictly that of an intern/volunteer student assistant, and an honored guest. During this time you will not receive a salary from our company, however we will fully accommodate all of your housing, transportation (including 1 round trip plane ticket from Denver, Colorado, USA to Guangzhou, Guangdong, China), utility, leisure, F (Business) Visa, and basic needs fees. However, Uni-Horizon Education Group will reserve the full right to select the means of providing you with these needs.

Uni-Horizon Education group will help you attain a 1 year or two (2) 6 month Single Entry F (Business) Visa(s). Uni-Horizon Education group will pay for all Visa fees. During school vacations Uni-Horizon education Group would be much obliged to take you on several trips around China so that you may learn about China’s vast culture, in addition to your acquiring of promising teaching skills. All your travel fees inside of China will also be covered by Uni-Horizon Education group.

Our full staff is looking forward to meeting you, and we strongly believe this experience will be very beneficial for you, and Uni-Horizon Education Group! We hope to hear from you soon, and on behalf of all the Uni-Horizon Education Group staff, we welcome you!

Yours Sincerely,

Janelle Xu
(company position)

(signature)

(school ID #)
* F/L, ** Xisheng St., Tongxin Rd.
Mid, Guangzhou, P.R. China 510091
************@gmail.com

Question #5:

OCD has complete control of my life (10 points)?

*This is long, but it's all important. So please read it.*
I guess I have "religious" OCD. Well religion was the ORIGIN, but not the current issue. I was raised a Lutheran Christian. I attended church on a weekly basis up until about the age of 12. So in other words, I had a lot of terrifying ideas in my head.

Then I turned 13, and my religious views changed due to the fact that I had serious issues with my life. I went from the all honors classes, straight A student, to slowly failing. I dropped out of high school after my sophomore year. It broke my heart, but my reputation at my school was incredibly bad, mainly because of my attendance and grades, not to mention the fact that I was a compulsive liar (my way of trying to avoid the situations I was in). The bottom line is that I was a failure and didn't have much hope for myself. I got to the point where I had a bottle of pills in my hand. But I didn't give up. A month into the same summer I dropped out, I decided to change my life. I enrolled in a nearby town's adult education night school program. It was the best decision I ever made. I was MYSELF again. The classes were, by no means, difficult. But with that said, the bottom line is that they were classes, and since I was only going to school for two hours a night, it was incredibly less stressful. That made it so much easier to learn, believe it or not. Rather than sitting scared in my room memorizing hundreds of words/pages/formulas in order to survive school, I was clear-minded and open to learning. I actually had the ability to learn, not just to have facts stuck in my head for a couple of days until I forgot them. I would say I learned more this past year than I have in my life.

But there was a problem that began. I've had ADD, anxiety, depression, and mild OCD since I was in kindergarten. As time continued in this new school, my OCD worsened. I don't know why, but it did. I think it was because my mind was much more clear than originally, so my mind had the ability to ninja my brain. How it started is irrelevant though. All that matters is that it did, and it began to control me. There were a few main things that I noticed about the patterns in which it came about. It got increasingly worse when I was:

- Stressed
- Angry
- Trying hard to concentrate
- Thinking about it

I went on with my life and tried to ignore it. For the most part, I got away with it. However, it has affected me for sure. My obsession is constantly looking up in the air, as if praying to a God. That's not what it's about anymore, but like I said, that's the origin of it all. What would happen is that I would be in class, looking up, and then suddenly would be asked a question by the teacher only to have no idea what she was saying...all because of the OCD. It's not like this was happening on a daily basis, but it did happen enough so that it made me upset. Lately, being summer, it's affected my leisure activities. Playing guitar, videogames, writing, reading, etc. Videogames have been the worst I think, because I play a few competitive games. I play Call of Duty, first and for most, and that's about as stressful as games get. In case you don't know, Call of Duty is a multiplayer game where you basically play on teams and try to eliminate the other team (in a nutshell). Getting killed is annoying to anybody, but ESPECIALLY me. Not that I take it personally, or even actually care, but the frustration/stress automatically falls right into my OCD. And once the OCD kicks in...BOOM. I lose total focus on the game. I am looking up so I don't see some guy sniping. I am looking up, so I don't see the grenade indicator, etc. And I know "it's just a game". I totally agree with that statement. But people take the game very seriously, and that makes me feel pressured to do good. And I truly do know that it's my OCD that gives me those matches where I do horrendous. We all have our bad games, but when my OCD kicks in, I begin to fail. It happens to me too frequently, and as much as I really don't care because it's just a game, just knowing that my OCD is the cause makes me so upset. This causes me to rage-quit a lot (quit games in the middle due to frustration). So when I quit, I get really mad and upset. Quitting the game early automatically counts as a loss to your stats. And today, I saw my wins/loss ratio, and it's the worst among my friends, and I know it's because I rage-quit.

What I am trying to get at by talking about Call of Duty is that OCD affects me way too much, and I can't even enjoy life because of it. I even want to read a book (NOT like me), but I can't do it. I got "Under the Dome" by Stephen King, but I haven't read past the first page, because I end up giving up and in tears. It is taking over my life, and I need advice. I am a good person, and having these kinds of things happe
Minister, first of all, you're mixing up two completely different illnesses. I have OCD, yet every single thing you brought up involves schizophrenia. So don't answer a question that you know nothing about. And take your preaching elsewhere. If I wanted your opinions on religion, I would have said so.

Question #6:

I need to interview someone who has lived outside of the US for more than 15 years prior to moving to the US.?

•Personal Data
oDescription of person
oAppearance
oOccupation
•Arrival in U.S. or family’s arrival - reasons for coming
•Schooling and training
•Aspirations
•Ethnic Information
oImmigration background, language
oReligious beliefs and practices
oWhat they like most about Americans/American culture
oMost challenging/difficult aspects of American culture for them
oFamily patterns, roles, and relationships
oCustoms and behaviors, food, holidays and celebrations
oRecreation and leisure activities
oWhat would they like to change about Americans?
oPolitics
oEconomics
oDegree of Assimilation: do they feel like they fit in?
•Attitudes toward Work
oWhat do they do?
oWhy do they do it?
oWhat value or values do they attach to work?
oWhat role does “time” play?
oOther attributes: obedience, discipline, sociability, authority of others, etc.
oHow offices are set up, open and closed doors, etc.
•Other: What questions, issues, and ideas did you discuss, or would like to know more about this person and their culture?

Question #7:

What to do for leisure activities for an elderly and frail person?

My mother suffers from tinnitus, osteoarthritis and crohn's disease. she can't tolerate loud noise, read books or do things that require concentration, or watch tv. she likes the garden, but can only do so much due to her frail and malnourished condition from crohn's. without anything to do or anyone to talk to, she is becoming depressed and anxious (also has panic attacks). Any ideas?

Question #8:

NO ONE is willing to give me a job?

i'm 21 years old, and i've never had a previous job, i've always concentrated more on academia and leisure activities. But now my mindset has changed and I really want a simple part time job, but due to my lack of work experience, no one is willing to take me on. I have no criminal record or disabilities, although every application being rejected time and again is making me feel very depressed.

Is there anything I can do to help get me a job?

Question #9:

would you rather spend your extra cash on nice trips around the world or buy yourself nice cars?

my college buddy and I have gone in different directions in our lives- we are wondering which one of us has chose the more popular lifestyle- spending money on travel and leisure activities or spending money on sweet cars and motorcycles people will think are cool?

Question #10:

DOES MY FRIEND HAVE ADHD?!?!?

i heard these are the symptoms of ADHD:
Either (1) or (2):
Six (or more) of the following symptoms of inattention have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level:
Inattention
Often fails to give close attention to details or makes careless mistakes in schoolwork, work or other activities
Often has difficulty sustaining attention in tasks or play activities
Often does not seem to listen when spoken to directly
Often does not follow through on instructions and fails to finish schoolwork, chores or duties in the workplace (not due to oppositional behavior or failure to understand instructions)
Often has difficulty organizing tasks and activities
Often avoids, dislikes or is reluctant to engage in tasks that require sustained mental effort (such as schoolwork or homework)
Often loses things necessary for tasks or activities (e.g., toys, school assignments, pencils, books or tools)
Is often easily distracted by extraneous stimuli
Is often forgetful in daily activities
Six (or more) of the following symptoms of hyperactivity-impulsivity have persisted for at least six months to a degree that is maladaptive and inconsistent with developmental level:
Hyperactivity
Often fidgets with hands or feet or squirms in seat
Often leaves seat in classroom or in other situations in which remaining seated is expected
Often runs about or climbs excessively in situations in which it is inappropriate (in adolescents or adults, may be limited to subjective feelings of restlessness)
Often has difficulty playing or engaging in leisure activities quietly
Is often "on the go" or often acts as if "driven by a motor"
Often talks excessively
Impulsivity
Often blurts out answers before questions have been completed
Often has difficulty awaiting turn
Often interrupts or intrudes on others (e.g., butts into conversations or games)
Some hyperactive-impulsive or inattentive symptoms that caused impairment were present before age 7 years.
Some impairment from the symptoms is present in two or more settings (e.g., at school [or work] and at home).
There must be clear evidence of clinically significant impairment in social, academic or occupational functioning.
well she has all of these symptoms. she even admitted it! shes 11 years old. and she will be 12 in february. does she have ADHD?

Question #11:

can california resident collect unemployment and not actively be seeking a job?

person refuses to look for work spends time in leisure activities taking vacations

Question #12:

What decreases and increases GDP?

Hurrican Katrina could wind up being the most devastating storm. Early forecasts of insured losses run as much as $26 billion…As for as damage to the economy, the storm is likely to drop third-quarter gross domestic product growth by 50 basis points, figures Beth Ann. She also expects consumer sentiment and production to be hurt. However, likely repairs from hurricane-related damage should boost GDP in the following 3 quarters. This is largely because of rebuilding….

A devastating storm can initially decrease GDP by
A)Destroying buildings and equipment, which reduces production
B)Decreasing the amount of tax paid to the government
C)Increasing underground economic activity
D)Decreasing household production
E)All of the above

After the initial effects, GDP increases because
A)Tax revenue increases
B)Government expenditure and investment increase when destroyed buildings, equipment and infrastructure are rebuilt
C)There is an increase in labor performed by volunteers
D)There is a decrease in leisure time

The increase in GDP resulting from the storm (does/does not) indicate a rise in the standard of living.

Question #13:

What do I do about choosing a major/career when my interests keep changing? And if you can, why do they change?

I was originally an Elementary Ed major. I began having doubts and started looking into other careers. I remembered I was good at Math, English, and Psychology back in HS as well as Biology and Anatomy&Physio. I thought perhaps I could take math/science courses and switch to a math/science major. I, however, can't think of any careers in the area to be enthusiastic about. I like the human body but cannot be in hospitals around sick people. Recently, I came across a person I became very interested in who is half indian and who embraces their culture. Since, I've wanted to completely understand the Indian culture and have this intense want to visit India. Through all of this, I've become more interested in the liberal arts and humanities. I've looked into Philosophy courses, specifically one on the Philosophy of Religion. I've looked into Poetry classes and other English courses. I suddenly want nothing to do with math and science. This interest began less than a week ago, so I can't say it will stay. I really don't know what direction to take. I don't know which classes I should pursue.

I've never had a dream job. I can't think up any occupations that I will absolutely fall in love with. So, I figure my career will not be my priority in life. But because I will be with this career for a while, I want it to be something I enjoy and will be great at. I want to earn money so that I will be able to travel and spend on other leisure activities/items. Traveling is something important to me; I've always wanted to get away and experience other cultures. This is one reason I questioned Elementary Ed; I wouldn't make much.

Again, I don't know what to do. I'm really stuck and could use help. Also, if you could address why my interests keep changing so suddenly; why I am so indecisive. What will I do once I have a career and I keep wanting to pursue other things?

Question #14:

Can someone please help me on some questions of economics?

1. The CIA uses GDP as an indicator of economic activity in countries around the world. How would you explain to a noneconomist CIA director what GDP can and cannot tell the CIA about those countries?

2.Prostitution, gambling, and some types of drug use are legal in some countries and illegal in others. What implication does this have for international GDP comparisons? What other issues might cloud such comparisons?

3.In 1996, champion bicycle racer Lance Armstrong was diagnosed with cancer and spent, perhaps $60,000 on surgery and chemotherapy. Each yearfrom 199 to 2005, Armstrong's team shared a $400,000 prize in the Tour de France bike race. For the purpose of this exercise, let's ignore the money that Armstrong made from endorsements and other sources and assume that the prize money was divided evenly among Armstrong and his nine teammates. In which year do you think he had the lowest level of individual welfare? Ind which year do you think he had the highest level of individual welfare? Discuss the relationships among income, output, and yur own happiness.

4. Categorize each of the following items as being in or out of U.S. GDP i nthe relevant year:

a. Lance Armstrong's winnings in the Tour de France
b.The used toboggan you bought on ebay
c. The whopper you boughy fro lunch
d The massage you bought for your dad for Father's Day.
e. The Monet painting you bought your mother for Mother's Day
f The coffe beans that Starbucks roasted in December but didn't sell until the following year.

5.How could leisure time be included in a measure of social welfare? Can you think of measurable values that coincide with leisure?

Question #15:

Where have you gone this summer vacations? Outside of the country maybe?

well, what was your impression of the place you visited?
did you liked it? what kind of activities did you practiced there? why did you choose that place? what about the accommodations? and the people there?

what kind of vacations were (e.g. familiar, romantic, leisure, business, etc..)?
would you go again or you want to see other places too?

any recommendations?

Question #16:

how much money would I need in pounds to live in Beijing for a month?

my apartment and internet are already paid for so it is just the cost of food, drink and leisure activities that I need to cover.

Question #17:

what are the differences between the leisure activities for the young and old?

Question #18:

1. Who of the following saw his close ties and great influence with President Jackson grow stronger as a resul?

1. Who of the following saw his close ties and great influence with President Jackson grow stronger as a result
of the Peggy Eaton affair?
A. DeWitt Clinton
B. Martin Van Buren
C. Isaac Hill
D. Francis Blair
E. John C. Calhoun

2. By the 1830s, political parties were generally regarded as
A. in the control of special interest factions.
B. unnecessary to the political process.
C. a dangerous threat to the democratic process.
D. a desired and essential part of the democratic process.
E. an aberration.

3. The political philosophy of Whigs
A. opposed industrialism as a source of concentrated wealth.
B. favored expanding the power of the federal government.
C. encouraged the rapid western expansion of the nation.
D. allied itself with the abolition movement.
E. celebrated "honest workers" and "simple farmers."

4. Today, the oldest political party in the United States is
A. the Green Party.
B. the Socialist Party.
C. the Libertarian Party.
D. the Republican Party.
E. the Democratic Party.

5. John C. Calhoun drew his doctrine of nullification ideas from the
A. Virginia and Kentucky Resolutions.
B. United States Constitution.
C. Missouri Compromise.
D. Virginia and Kentucky Resolutions and the United States Constitution.
E. United States Constitution and the Missouri Compromise.

6. In 1841, the story of the American ship, the Creole, saw the British government
A. support the rights and freedom of mutinous slaves on the ship.
B. seize the ship because it carried slaves.
C. briefly declare war on American shipping.
D. refuse to trade with American shipping companies that carried slaves.
E. return mutinous slaves to Virginia at the request of President Tyler.

7. By 1828, in all but one state, presidential electors were chosen by
A. state legislatures.
B. popular vote.
C. lottery.
D. Congress.
E. state governors.

8. In 1836, President Andrew Jackson's "specie circular"
A. resulted in a severe financial panic.
B. was defeated by Congress.
C. was of considerable political benefit to Martin Van Buren.
D. required foreigners doing business in the United States to pay their debts in hard currency.
E. caused a significant rise in prices, especially the price of land.

9. In the debate over the Bank of the United States, President Andrew Jackson agreed with
A. the "soft-money" advocates.
B. the "hard-money" advocates.
C. Henry Clay.
D. both "soft-money" and "hard-money" advocates.
E. None of the answers are correct.

10. In the 1830s, the so-called Locofocos were
A. radical Democrats.
B. defenders of monopolies.
C. Southern slaveholders.
D. Western farmers.
E. radical abolitionists.

11. In the 1830s, an argument in favor of political parties was the belief that
A. the parties would provide the training ground for candidates.
B. a permanent political opposition made parties sensitive to the people's will.
C. the present system of government had little effective organization.
D. inexperienced political candidates would be less likely to gain office.
E. parties could create a broader form of consensus than individual leaders.

12. The Black Hawk War
A. constituted a major, although temporary, Indian victory.
B. occurred in New England and upstate New York.
C. was notable for vicious behavior by the American military.
D. was sparked by the kidnapping of the leader of the Fox Indians.
E. resulted in the removal of the Five Civilized Tribes to the west.

13. Which city did NOT owe its growth to the Great Lakes?
A. Milwaukee
B. Chicago
C. Cleveland
D. Cincinnati
E. Buffalo

14. All of the following statements regarding American leisure activities prior to 1860 are true EXCEPT
A. Shakespeare was the nation's most popular playwright.
B. reading was a principle leisure activity among affluent Americans.
C. minstrel shows were increasingly popular.
D. popular tastes in public spectacle tended toward the bizarre and fantastic.
E. unpaid vacations were becoming common among the middle class.

15. In the 1830s, Cyrus McCormick improved grain farming when he patented his
A. tractor.
B. thresher.
C. plow.
D. reaper.
E. mower.

16. During the 1840s, advances in journalism included all of the following EXCEPT
A. the creation of a national cooperative news-gathering organization.
B. the technological means to reproduce photographs in newsprint.
C. the invention of the steam cylinder rotary press.
D. the introduction of the telegraph system.
E. the dramatic growth of mass-circulation newspapers.

17. In the 1840s, P.T. Barnum's American Museum in New York showcased
A. nature and natural history.
B. American artists.
C. human oddities.
D. past American leaders and heroes.
E. European artists.

18. For most American farmers, the 1840s and 1850s was a period of
A. economic decline as more people moved to urban centers.
B. rising prosperi
18. For most American farmers, the 1840s and 1850s was a period of
A. economic decline as more people moved to urban centers.
B. rising prosperity due to increased world demand for farm products.
C. extreme economic highs and lows brought on by volatile changes in demand.
D. economic growth in the West but decline in the East.
E. increasing economic connection between the North and South.

19. In the 1820s and 1830s, railroads
A. played a relatively small role in the nation's transportation system.
B. standardized both the gauge of tracks and timetables.
C. saw its greatest development in the southern slave states.
D. became the dominant form of transportation in the nation.
E. had not yet been constructed in America.

20. Before 1860, American middle-class families
A. were typically renters.
B. rarely employed servants.
C. usually saw women holding part-time employment outside of the home.
D. became the most influential cultural form of urban America.
E. had to cook their meals over
21. The "Know-Nothing" movement was partially directed at reducing the influence of
A. Catholics.
B. abolitionists.
C. Democrats.
D. Jews.
E. free blacks.

22. Between 1840 and 1860, the overwhelming majority of immigrants who arrived in the United States came
from
A. Italy and Russia.
B. Ireland and Germany.
C. England and Russia.
D. England and Ireland.
E. Ireland and Italy.

23. After 1852, the "Know-Nothings" created a new political organization called the
A. Copperheads.
B. Republican Party.
C. Nativist Party.
D. Libertarian Party.
E. American Party.

24. In the 1820s and 1830s, the labor force for factory work in the United States
A. saw many skilled urban artisans move into factory jobs.
B. consisted mostly of European immigrants.
C. was reduced by dramatic improvements in agricultural production.
D. All the answers are correct.
E. None of the answers are correct.

25. In the 1840s, the dominant immigrant group in New England textile mills was the
A. Irish.
B. Germans.
C. Engl
25. In the 1840s, the dominant immigrant group in New England textile mills was the
A. Irish.
B. Germans.
C. English.
D. Italians.
E. Chinese.

26. From the selections below, the most common form of resistance to slavery was
A. group rebellions.
B. arson.
C. running away.
D. subtle defiance.
E. poisoning.

27. Southern white lower-class resentment of the aristocratic system was most likely to be found in
A. the cities.
B. river and ocean port towns.
C. the upper South.
D. the mountain regions.
E. the Deep South.

28. Among the features of their religion, American slaves
A. were expected to worship in black churches separate from whites.
B. had mostly converted to Islam by the early nineteenth century.
C. were usually not allowed to attend a church at all.
D. shunned Christianity in favor of the polytheistic traditions of Africa.
E. often incorporated African features into their Christianity.

29. In the American slave family
A. most couples did not formally marry.
B. black women typi
29. In the American slave family
A. most couples did not formally marry.
B. black women typically began bearing children later than white women.
C. premarital pregnancy was uncommon.
D. extended kinship networks were strong and important.
E. premarital cohabitation was frowned upon.

30. In the 1850s, the Southern social theorist George Fitzhugh wrote that women
A. had an obligation to obey.
B. were like children.
C. had the single right to be protected.
D. All the answers are correct.
E. None of the answers are correct.

31. Sexual relationships between white Southern men and female slaves was
A. virtually unheard of.
B. against the law in all slave states.
C. encouraged by proponents of slavery such as George Fitzhugh.
D. an accepted cause for divorce in the Southern court system.
E. a common practice.

32. Which of the following statements regarding slave life is TRUE?
A. Slaves had to grow all of their own food.
B. Slaves were not given medical care except by their own efforts.
C
32. Which of the following statements regarding slave life is TRUE?
A. Slaves had to grow all of their own food.
B. Slaves were not given medical care except by their own efforts.
C. Slave children did no work until they turned twelve years old.
D. It was uncommon to divide slave families for long periods of time.
E. After 1808, the proportion of blacks to whites in the nation steadily declined.

33. The massive and traumatic relocation of African Americans in the antebellum period has been called
A. the Great Migration.
B. the Second Great Awakening.
C. the Trail of Tears.
D. the Road to Canaan.
E. the Second Middle Passage.

34. Most "plain folk" of the Old South
A. owned at least one slave.
B. were subsistence farmers.
C. were passionately anti-slavery.
D. were subsistence farmers who owned at least one slave.
E. were subsistence farmers who were passionately anti-slavery.

35. Prior to 1860, affluent Southern white women
A. had created the most significant challenge to slavery in
35. Prior to 1860, affluent Southern white women
A. had created the most significant challenge to slavery in the South.
B. occupied a significantly different role from their Northern counterparts.
C. commonly held income-producing jobs.
D. typically played an important role in public activities.
E. centered their lives in the home.

36. To "manumit" means to
A. purchase.
B. punish.
C. work by hand.
D. deny.
E. free.

37. Southern whites who did not own slaves
A. rarely married into the families living on large slave plantations.
B. openly opposed the planter elite.
C. were forced to move west to maintain a livelihood.
D. generally opposed the institution of slavery.
E. were largely dependent on the plantation economy.

38. As compared to nineteenth-century white practices, religious services for American slaves
A. were not allowed by law to mention freedom.
B. were often more emotional.
C. were generally more despondent and melancholy than white services.
D. denied all references to
38. As compared to nineteenth-century white practices, religious services for American slaves
A. were not allowed by law to mention freedom.
B. were often more emotional.
C. were generally more despondent and melancholy than white services.
D. denied all references to their African heritage.
E. emphasized subservience and submission to God.

39. In redefining gender roles, the experimental 1840s Oneida community
A. put women in charge of all major aspects of the community.
B. was a controversial experiment in "free love."
C. demanded celibacy from all its participants.
D. carefully monitored sexual behavior to protect women.
E. put fathers in charge of child-rearing and taking care of the home.

40. The Hudson River School of painters emphasized in their work the importance of
A. democratic ideals.
B. the yeoman farmer.
C. natural beauty.
D. realism.
E. the Founding Fathers.

41. In the early nineteenth century, the American Colonization Society
A. was founded by white Virginians oppo
41. In the early nineteenth century, the American Colonization Society
A. was founded by white Virginians opposed to slavery.
B. called for an immediate end to slavery.
C. opposed the idea of compensation for owners who freed their slaves.
D. carried out a large-scale resettlement of freed slaves.
E. was strongly supported by American blacks.

42. Prior to the Civil War, Southern writers
A. developed a realist tradition that focused on the lives of ordinary people.
B. romanticized the institution of slavery.
C. brought a robust, vulgar humor to American literature.
D. All the answers are correct.
E. None of the answers are correct.

43. In the 1840s in the United States, an initial understanding of germ theory was made by
A. Edward Jenner.
B. William Morton.
C. Oliver Wendell Holmes.
D. James Warren.
E. Ignaz Semmelweis.

44. In 1840, a catalyst for an American feminist movement was a London convention that dealt with
A. woman suffrage.
B. prostitution.
C. abolition.
D. temperance.
E
44. In 1840, a catalyst for an American feminist movement was a London convention that dealt with
A. woman suffrage.
B. prostitution.
C. abolition.
D. temperance.
E. prison reform.

45. The black abolitionist who called for uncompromising opposition to and a violent overthrow of slavery in
his 1829 Appeal to the Coloured Citizens of the World was
A. William Lloyd Garrison.
B. Frederick Douglass.
C. Elijah Lovejoy.
D. Benjamin Lundy.
E. David Walker.

46. In the 1840s, the organized movement against drunkenness in the United States
A. linked alcohol to crime and poverty.
B. grew largely out of immigrant communities.
C. was actively opposed by a large majority of Americans.
D. remained a minor social movement.
E. spent much of its time and resources battling evangelical Protestants.

47. In the 1840s, abolitionists in the United States constituted
A. a small percentage of the national population.
B. approximately one-quarter of the national population.
C. the majority of the population
47. In the 1840s, abolitionists in the United States constituted
A. a small percentage of the national population.
B. approximately one-quarter of the national population.
C. the majority of the population in the North.
D. the largest reform movement in the nation.
E. approximately one-third of the national population.

48. The nineteenth-century reformer Horace Mann believed that education should promote
A. capitalism.
B. democracy.
C. racial equality.
D. economic equality.
E. Christianity.

49. Which of the following nineteenth-century leaders is primarily known for her pioneering work in the
American feminist movement?
A. "Mother" Ann Lee
B. Harriet Tubman
C. Sojourner Truth
D. Rachel Eaton
E. Elizabeth Cady Stanton

50. Prior to the Civil War, free blacks in the North tended to be
A. deeply antagonistic to William Lloyd Garrison.
B. indifferent to slavery in the South.
C. anxious to leave the United States.
D. in favor of the "back to Africa" movements.
E. strongly opposed to Sou

Question #19:

help with history please!!!?

1. The German, Italian, and Japanese drive to empire during the 1930s had roots in
A) competition for African colonies.
B) tensions between communism and capitalism.
C) World War I.
D) economic expansionism.

2. What form of government dominated Germany, Italy, and Japan in the 1930s?
A) military occupation
B) military dictatorship
C) representative democracy
D) monarchy

3. What was Mussolini’s main goal in the 1930s?
A) more natural resources
B) a “new Roman Empire”
C) room for population growth
D) a powerful Italian army

4. Which country did Hitler claim for Germany in 1938?
A) Yugoslavia
B) Austria
C) France
D) Poland

5. Which invasion in the late 1930s was followed by the mass murder of civilians?
A) German invasion of the Rhineland
B) Japanese invasion of China
C) Italian invasion of Ethiopia
D) German invasion of Czechoslovakia

6. What impact did the Hitler-Stalin Pact have on Germany?
A) It allowed Germany to annex Austria.
B) It protected Germany from attack from the east.
C) Germany gained access to important Soviet resources.
D) Germany was permitted to expand its eastern borders.
The United States and Europe Before World War II

7. In the 1930s, Great Britain and France followed a policy of appeasement toward German and Italian aggression because they
A) had a political alliance with Germany and Italy.
B) believed this was the best way to control Hitler and Mussolini.
C) did not want to be involved in conflict or war.
D) had governments similar to Germany and Italy.

8. U.S. isolationists in the 1930s wished to avoid
A) economic dependence.
B) political ties.
C) foreign aid.
D) association with Nazis.

9. At the Munich Conference of 1938, Great Britain and France agreed to let Germany have
A) Ethiopia.
B) the Sudetenland.
C) the Rhineland.
D) Austria.

10. What nation did Italy invade in 1935?
A) Greece
B) Austria
C) Ethiopia
D) Switzerland

11. One reason why Great Britain, France, and the United States did not respond immediately to German and Italian aggression in the 1930s is that all three were
A) distracted by leisure activities.
B) focused on domestic anti-war movements.
C) concerned about the threat of communism.
D) suffering from economic depressions.

12. World War II broke out two days after Germany invaded which country?
A) Poland
B) Albania
C) France
D) Czechoslovakia
The Course of World War II

13. What was the immediate cause of U.S. entry into World War II?
A) Germany invaded the Netherlands.
B) Great Britain sought to mobilize the Allies against Hitler.
C) Japan bombed Pearl Harbor.
D) Germany invaded Poland.

14. In what order were the Axis powers defeated in World War II?
A) Germany, Japan, Italy
B) Germany, Italy, Japan
C) Italy, Germany, Japan
D) Japan, Germany, Italy

15. What was a decisive factor in the German defeat at the Battle of Stalingrad?
A) a prolonged harsh winter
B) superior Russian technology
C) Russian attack by land and sea
D) United States intervention

16. In April, 1945, Germany was attacked from the
A) north and west.
B) east and west.
C) east and south.
D) north and south.

17. Why was Germany divided into two parts following World War II?
A) to give the Soviet Union control of some of its natural resources
B) the Allies wanted to weaken it
C) the Germans could not agree on whether to accept communism
D) to protect its ethnic minorities

18. The term “iron curtain” refers to the division between
A) the Soviet Union and eastern Europe.
B) democratic and communist nations in Europe.
C) Axis and Allied powers.
D) engaged and neutral nations in World War II.

Question #20:

Can anyone help grade my ielts writing?

Hi, everyone.

As I am preparing for my coming ielts, I'd think to invite someone to give a grading to my writing (task2). My composition is as follows.

<<Declining English standard in Hong Kong>>

Surfing though the Internet, it is by no mean difficult to google numerous discussions about the fact that English standard in the territory is falling. In the following essay, I tend to explore the reasons for this issue along with possible solutions to it.

Firstly, one of the reasons is that our English teachers' standard is in decline. From newspaper and TV news we know that almost half the local English teachers who took the English assessment test failed. This definitely undermines the teaching quality because they even cannot manage the language well, not to mention what they can teach our next generation.

Another major contributing factor is lack of time. While people of previous generations had less entertainment, these days we have more and more interesting things to do after school or work, ranging from watching TV, playing computer games to learning ballet, yoga and even skiing for the affluent. These activity simply distract us from practical subjects, like English.

In order to solve the issue, it is my believe that the government has a pivotal role to play. For one thing, the government should boost the standard our English teachers by providing them with more supporting course and materials. Admittedly, the teachers nowadays are too busy to polish their English while working, this measure, however, at least can give them an alternative way to consider during their leisure time. Further and even more importantly, the government can promote more interactive English campaigns, emphasizing learning English is not such boring and using it in daily life is not insurmountable.

By way of conclusion, it is clear that, we cannot stem the tide of decreasing English standard in the short term. However, I believe that the steps mentioned above would be helpful.





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