Wednesday, March 18, 2020
70 Words and Phrases to Identify a Horse
70 Words and Phrases to Identify a Horse 70 Words and Phrases to Identify a Horse 70 Words and Phrases to Identify a Horse By Mark Nichol An extensive vocabulary surrounds the various subjects pertaining to horses. Below is a list of contemporary and historical words and phrases referring to horses distinguished by characteristics such as color or type of use (but not by breed- hundreds of distinct breeds exist). Some entries also include other meanings for the terms. 1. bay: a reddish-brown horse 2. black: a black horse 3. bronco: a wild horse of North America’s western region 4. buckskin: a yellowish horse with a dark mane and tail; also, the skin of a deer and the leather produced from it, or, previously, to a person dressed in such leather 5. carriage horse: a horse selected, based on appearance and graceful gait, to draw a carriage 6. cart horse: a horse used to draw heavy loads 7. charger: a horse ridden in battle, tournaments, or parades; also, a large platter 8. chestnut: a grayish-brown or reddish-brown horse; also, a type of tree, the wood of the tree, or the nuts produced by the tree (and to the horse chestnut, a separate species), as well as a callus on a horse’s leg or a tired joke, expression, or song 9. chunk: a strong, stocky horse smaller than a draft horse; also, a large or thick amount or part of something 10. cob: a stocky, short-legged horse; also, an ear of corn or the core of it, a male swan, a clay-and-straw mixture for building structures, or a type of Spanish coin 11. cold blood: any one of various breeds of horses bred for calmness and strength 12. colt: a young male horse; also, a young, inexperienced person or a member of a youth sports team 13. courser: an energetic, fast horse 14. cow horse: a saddle horse trained for herding cattle 15. cow pony: see â€Å"cow horse†16. cutting horse: a saddle horse trained to separate animals from a herd 17. destrier: see charger 18. dobbin: a slow horse, or a horse used on a farm 19. draft horse: see â€Å"cart horse†(also spelled, in British English, â€Å"draught horse†) 20. dun: a grayish-yellow horse with a dark mane and tail; also, that color, or drab and dull 21. feral horse: a free-roaming horse of domesticated ancestry, often loosely referred to as a â€Å"wild horse†22. field hunter: see hunter 23. filly: a young female horse; also, a girl or a young woman 24. foal: a horse less than a year old; the phrase â€Å"in foal†means â€Å"pregnant†25. galloper: a fast horse 26. gelding: a castrated horse 27. grade horse: a horse of unknown breed or mixed breed 28. hack: a horse available for hire, a worn-out horse, or an easygoing saddle horse (and see hackney); also, a ride on a horse, a vehicle that can be hired for transportation or its driver, a person (especially a writer) who works primarily for financial gain, an inexperienced or inept athlete, or a computer expert or someone who accesses a computer or a computer system to steal information or cause damage (or an instance of such an act) 29. hackney: a horse for riding or driving (and, capitalized, a breed of small, high-stepping horse); also, a vehicle that can be hired for transportation 30. hot blood: any one of various breeds of horses bred for agility and speed 31. hunter: a strong horse used in fox hunting and stag hunting; also, a person who hunts wild animals or a dog trained to help in hunting, or a person who searches for something (as a treasure hunter), or a type of pocket watch 32. Iberian horse: any one of various breeds of horse once bred in Spain and Portugal 33. jade: a worn-out or temperamental horse; also, a flirtatious or disreputable girl or woman 34. jennet: previously, a small horse from Spain; also, a donkey or a stallion-donkey hybrid (also called a jenny) 35. mare: a mature female horse (or other similar animal); also, a supernatural being that was said to cause nightmares 36. mount: a saddle horse (and an instance of riding a horse, especially in a race); also, a frame or a support, or a mound or a mountain 37. mustang: a small, strong wild horse of North America’s western region; also, a commissioned officer in the military who began service as an enlisted person 38. nag: an old, worn-out horse; also, someone who annoys with repeated complaints or comments 39. Oriental horse: any one of various breeds of horse bred in the Middle East 40. pack horse: a horse used for carrying supplies 41. paint: a horse with patches of white and another color (sometimes distinguished from pinto to describe a pinto with quarter horse or Thoroughbred ancestry); also, a liquid layer applied to an object or structure, or slang for makeup or, in basketball (as â€Å"the paint†), the free throw lane 42. palfrey: a saddle horse other than one ridden in battle, or a small, easygoing horse to be ridden by a lady 43. palomino: a light cream or golden horse 44. piebald: a horse (or any other animal) spotted with white and another color, especially black; also, a spotted pattern like this 45. pinto: see paint 46. plug: see nag; also, something used to connect devices or to stop a hole or something resembling one, a piece of compressed tobacco, or a favorable mention that provides good publicity 47. polo pony: a horse used in the sport of polo 48. pony: a small, stocky horse (or in plural form, as slang, racehorses); also, a small glass for beer or liqueur, or a word-for-word translation of a text in a foreign language, especially when used to cheat on an examination 49. quarter horse: a small, strong horse good at running fast for short distances 50. racehorse: a horse bred and trained for competitive racing 51. riding pony: one of several types of horse used in competitive horseback riding 52. road horse: a horse used for pulling a carriage on a road 53. roan: a horse whose hide has white hairs mixed with a darker color; also, such a mixture, especially with a base of red 54. rouncey: an all-purpose horse ridden during the Middle Ages, as distinct from a warhorse (also spelled rouncy or rounsey) 55. saddle horse: a horse used for riding 56. show hunter: a hunter (see hunter) used in competitive horseback riding rather than for hunting 57. show pony: a type of riding pony (see â€Å"riding pony†) 58. skate: see nag; also, a shoe or an attachment for a shoe equipped with wheels (for rolling on a hard surface) or a blade (for sliding on ice), or a period of skating, or a flat fish with large fins, or slang for man 59. skewbald: a horse with patches of white and any other color than black 60. sorrel: a brownish-orange or light brown horse (or other animal); also, that color, or any one of several plants that produce a sour juice 61. sport horse: a horse used in various horseback-riding competitions (also spelled sporthorse) 62. stallion: an adult male horse (or other animal), especially one used for breeding 63. steed: a horse that is ridden, especially an energetic one 64. stock horse: a horse used in herding cattle 65. thoroughbred: a horse (or other animal) whose parents are from the same breed; technically, in capitalized form, a particular breed often bred for racing 66. trotter: a horse trained to trot in races; also, a pig’s foot used in cooking 67. warhorse: a large horse ridden in battle; also, a person with much experience (especially a politician or a soldier) or a familiar piece of visual or performing art 68. warmblood: any one of various breeds of horses bred to combine the characteristics of cold-blood and hot-blood types of horse 69. workhorse: a horse used for work other than riding, driving, or racing; also, a dependable, hardworking person or machine 70. working hunter: a type of show hunter (see â€Å"show hunter†) used in fence-jumping competition Want to improve your English in five minutes a day? 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Monday, March 2, 2020
ACT English Practice Questions
ACT English Practice Questions ACT English Practice Questions The actual ACT English section of the ACT exam will have five different reading passages with 75 questions total. Here, try your hand at just one of the reading passages to see how you might fare on this multiple-choice portion of the test. Be sure to use those ACT English strategies! The set-up below is a little different than what youll see on the actual exam. Here, the questions are indicated by a number in front of the bold text youll need to address. On the exam, the numbers will be underneath the underlined portion youll need to address. Additionally, the text will be on the right with the questions on the left on the actual test. Scroll down for answers below the questions More Than Light Itself               On hot and humid summer evenings, almost everyone has witnessed fireflies, also called lightning bugs, flitting around (2) your yard or landing on a windowsill and occasionally emitting a soft glow. Flashing on and off like flashlights or twinkling holiday lights, a firefly is just one of the many organisms that can produce (3) its own (4) light. This feature, known as bioluminescence or cold light, (5) appears in nature quite often.            All forms of light occur through a similar process. To understand this process, you must first know a little bit about atoms. Atoms are the (6) smaller parts of elements, such as iron and sodium, (7) which have the same chemical properties. The center of an atom is called the nucleus and is composed of particles called protons and neutrons. Other particles, called electrons, orbit the nucleus of an (8) atom; just like the earth orbits the sun. The electrons orbit does not change unless the electrons are excited or energized in some way. QUESTION 9 Then, when they fall back to their normal energy level, they fall back to a lower orbit and release packets of energy called photons, (10) which produce light. Light from a lamp or streetlight is produced when electrons are excited by heat from electricity.            In bioluminescent organisms, electrons are excited by a chemical reaction, not heat, which is why the phenomenon is often referred to as cold light. The chemicals that various organisms use to create light are luciferin and luciferase. Luciferin is the substance that produces (11) light luciferase is the enzyme that causes the chemical reaction to begin. In the simplest terms, luciferase makes luciferin react with oxygen, which produces light.            QUESTION 12 1 Many organisms, (13) from bacteria and mushrooms to certain sea creatures, insects, and others are capable of producing their own light. 2 Certain fungi, such as the jack-o-lantern mushroom, can also create light. 3 The orange jack-o-lantern mushrooms are often found growing on trees in the fall. 4 Among the terrestrial creatures are fireflies, glowworms, and some centipedes and millipedes. 5 Fox fire is another type of glowing fungus, usually found growing on dead or decaying trees. 6 At night, the gills of the mushroom, found beneath the cap and partway down the stalk, emit a greenish light. ACT English Practice Questions 1. The writer is considering deleting On hot and humid summer evenings from the first sentence (adjusting the capitalization as needed). If the writer were to make this change, the paragraph would primarily lose: A. an indication of the tone that will be used in the rest of the passage. B. details that emphasize the time of year bioluminescence must occur. C. an example of the kinds of weather imperative for bioluminescence to occur. D. nothing, because it is irrelevant to the paragraph. 2. F. NO CHANGE G. their yard or landing on a windowsill H. his or her yard or landing on a windowsill J. your yard or landing on a windowsill 3. A. NO CHANGE B. its C. its D. their 4. Which of the following is NOT an acceptable alternative for the bold portion? F. light, this feature G. light; this feature H. light, and this feature J. light. This dramatic feature 5.The writer would like to indicate here the surprising frequency of bioluminescence. Which choice does this most effectively while maintaining the tone of the passage and the meaning of the sentence? A. actually appears in nature at a higher frequency than one might come to expect. B. actualy appears in nature more often than you might think. C. actually appears in nature more often than it does not. D. actually shows up in nature more than you could ever even believe. 6. F. NO CHANGE G. most small H. smallest J. more small 7. A. NO CHANGE B. despite having the same chemical properties as the elements. C. that has the same chemical properties as the elements that contain them. D. and have the same chemical properties as the elements that contain them. 8. F. NO CHANGE G. atom just like H. atom, just like J. atom: just like 9. Given that all the following choices are true, which choice provides the most effective transition from the preceding sentence in the paragraph to the following one? A. When electrons absorb energy, they move to a higher orbit. B. When electrons take in energy, they resume their normal energy level and move to the highest orbit. C. After they are energized, they move into a lower orbit. D. After they are energized, they resume their normal energy level. 10. Which of the following is NOT an acceptable alternative to the bold portion? F. which produce light; light from G. which produce light. Light such as that from H. that produce light. Light from J. that produce light from 11. A. NO CHANGE B. light. Luciferase C. light, but luciferase D. light; and luciferase 12.Which of the following sentence orders makes the paragraph the most logical? F. NO CHANGE G. 1, 4, 6, 5, 2, 3 H. 1, 4, 2, 6, 5, 3 J. 1, 4, 2, 3, 6, 5 13. A. NO CHANGE B. from bacteria and mushrooms to certain sea creatures, insects, and others is C. from bacteria and mushrooms to certain sea creatures and insects are D. from bacteria, mushrooms, and certain sea creatures are Questions 14 and 15 relate to the passage as a whole 14. The writer is considering adding a statement to the beginning of the passage, clarifying the purpose for writing. Which statement LEAST emphasizes the writers purpose? F. Reading this passage will inform you of instances of bioluminescence in nature and the science behind this phenomenon. G. Although the primary cause of bioluminescence is unclear, after reading this passage, youll know a little more about the science surrounding this magical feature of nature, a few examples of it in the wild, and the chemical reactions that cause it to occur. H. After you finish reading this passage, youll be able to explain scientific data about bioluminescence and provide a few examples of this wonder in the natural world around us. J. When youve finished reading this information about bioluminescence, youll be persuaded to study the complexities of the science behind this phenomenon, and the different forms of nature preserving themselves with a bioluminescent feature. 15. The writer would like to add a paragraph to the end of the passage challenging readers to donate money to fund research on bioluminescence in habitats around the world. Should this paragraph be added? A. Yes, because the passage is left without a conclusion, and adding a challenge to the end of this piece is a great way to create a conclusion without repeating too much information. B. Yes, because it would tie the whole point of the passage together while offering a way for readers to connect to the scientific data presented. C. No, because although the passage is left without an appropriate conclusion, adding a paragraph about donating money changes the purpose of the essay. D. No, because the paragraph that is currently at the end sums up the passage enough for the reader to be left with information about bioluminescence that he or she didnt know prior to reading. Answers Question 1 A            Although this phrase mentions weather, the rest of the essay never indicates that bioluminescence has anything to do with the weather, which gets rid of choices B and C. D is obviously incorrect. If you completed this question second, answering all of the easy questions first and coming back to this later, youd know that! Question 2 H            Here, the antecedent is everyone, which is singular. It requires the singular his or her, although we can all agree that youd probably use the word their in spoken English. Question 3 B            Here, we need the possessive pronoun for firefly, so its is appropriate. Its is a contraction of it is. Its is not a word, and their, Choice D, changes the pronoun to plural when it must be singular. Question 4 F             This one is tricky, because you have to figure out which one is NOT acceptable. Choice F creates a comma splice sentence, but every other choice is structurally sound. Question 5 B            Choice A is too formal, choice C is inaccurate, and Choice D is too informal. Choice B maintains the casual tone the best. Question 6 H            Here, the superlative form shouldve been used, which would make it smallest, which rules out choice F. Choices G and J are never appropriate. Question 7 D            This is a matter of an ambiguous pronoun reference. Were not sure if the pronoun which is referring back to atoms or the elements. Choice A is incorrect because it doesnt fix the ambiguity. Choice B creates a different meaning and doesnt fix the ambiguity. Choice C actually creates a new error by using the singular pronoun has. Question 8 H            Remember that a semicolon must follow the same rules as an end mark by joining independent clauses. Here, the second clause is not independent, so a better usage is a comma and the conjunction. Question 9 A            This sentence must join the previous and following sentences together. Since the following sentence mentions the lower orbit in the comparative sense, we have to assume that higher is what its being compared to. Question 10 J             This is one of those NOT questions, which means you simply have to cross of the stuff that does work. Here, youre looking to form a correct sentence, so check each one by plugging in. Choice J changes the meaning of the sentences altogether, so it doesnt work. Question 11 B            In the passage, the sentence is a run-on. So, choice A is out. Choice C creates faulty meaning, and Choice D uses the semicolon improperly. Question 12 J             The easiest way to figure this out is by underlining the topic of each sentence, and paying close attention to transitions. That way, youll logically figure out which should come next. Question 13 C            Choice B creates another error: subject verb agreement. Choice D leaves out some information (insects), so it has to go. Choice A is wrong because the sentence isnt parallel in context. Question 14 J             Here, youll greatly benefit from having read the entire passage. If you skimmed, youll miss out on what the author was clearly trying to do, which is to inform you about something. Since choice J says the author was trying to persuade you, it is wrong. Question 15 C            Although choices A and B indicate that the essay is missing a conclusion and it is, the reason for adding it is incorrect. That kind of a conclusion would neither tie anything together, nor would it keep the tone of the piece. Choice C indicates this.
Friday, February 14, 2020
Theory of Administration Essay Example | Topics and Well Written Essays - 4000 words
Theory of Administration - Essay Example The study of public administration is approximately seventy years old. The desire to understand government operations and explain the growth of government systems has generated dramatic specialization and compartmentalization of information within the public administration discipline. In fact, looking at most of the American handbooks reveals that the study of public administration has numerous specializations. Each of these specializations has its unique theories, models, and even interpretations. The main reason the field of public administration lacks an overarching theory is that its study has been moving from a discipline point of view towards interdisciplinary (Hood, 1991). An overwhelming number of researchers in the field of public administration agree that public administration is in a state of identity crisis. For a very long time, questions of policy and politics have dominated the study of public administration but the discipline is currently undergoing far-reaching trans formations. The transformations have led to the inclusion of other disciplines including art, science, and professionalism. Over the years, multiple forces of rectification have increasingly augmented the conservative forces to create a multidisciplinary orientation of the discipline. These forces include the social and cultural contributions of managerial, organizational and economic influences (Hood, 1991). The merger between the social and cultural influences started a few years ago but has attained critical attention from the mass and public sector in recent times. The best approach to explain the lack of an overarching theory in public administration is to analyze the historical evolution of public administration. The foundation of contemporary public administration dates back to thousands of years ago.Â
Sunday, February 2, 2020
The Actual Meaning of Being Educated Essay Example | Topics and Well Written Essays - 1000 words
The Actual Meaning of Being Educated - Essay Example The essay evaluates the question regarding the actual meaning of being educated. There has always been a debate on the topic regarding classification of people as educated and otherwise but such debates have not yielded a consensus yet. The most common perception regarding being educated is having knowledge of different subjects that are taught in schools, however in accordance with different philosophers, being educated is just not having knowledge of certain subjects but it has a greater meaning. Theories regarding education have been presented by a number of philosophers and the theories presented stretch over a vast lapse of time. The ultimate goal of the educational philosophy is to get students interested in the subject and cause them be on familiar terms with it as well. To achieve it a teacher is to set several goals such as: to be persuasive, to make students respect the teacher, to know the subject well, to have friendly relations with students, to create a perfect learning environment, and to create a proper curriculum. â€Å"Education - like democracy, free markets, freedom of the press, and "universal human rights" - is one of those subjects whose virtue is considered self-evident†. â€Å"A successful education process embraces the notion of a proper curriculum.†Reece & Walker considers a Scheme of Work to be â€Å"a series of learning experiences, sequenced to achieve the course aims in the most effective way†. Thus it is vital to set the course goals, the length and the system of total evaluation. Â
Friday, January 24, 2020
Women Characters in My Antonia and Giants in the Earth :: Willa Cather O.E. Rolvaag
Women Characters in My Antonia and Giants in the Earth Many women characters appear in fiction who have been damaged by or disintegrate under the stresses of life. Just as in life, however, many fictional characters survive, adapt, and triumph; these characters may never be recognized within a larger world, but they are vitally important to other characters and are the objects of deep love and respect. Creating this woman in fiction can often be difficult, because the writer must present a whole character, not one trivialized by sentimentality or stereotyped by convention. Willa Cather in My Antonia and O.E. Rolvaag in Giants in the Earth have developed such characters. As Michael Peterman points out, Antonia is "a celebration of vitality and of human potential within the context of natural and mortal limitations" and teaches us to "value the irrepressible, genuinely generous, life enhancing aspects of human nature" (98). Antonia also shares these characteristics to a large degree with another fictional character, Rolvaag's Sorine from Giants. Both women emerge as people of great strength, women who are touchstones for those around them. Before considering the similarities, it might be well to review the apparent differences between Sorine and Antonia. In the first place, there are differences in their style. Sorine appears to be a conventional, Old World peasant woman fulfilling conventional roles: devoted mother and loyal wife, helping her husband achieve his dream. Furthermore, we see her only as a mature woman. In contrast, because we follow Antonia's development to maturity and centeredness, we see sides of her life which we can only speculate about in comparing her to Sorine. For example, Antonia works first as a boy might in her family's fields. Then she is brought into town to learn more "proper" roles--housekeeping skills. In town she gives herself to the social pleasures denied her thus far in life and eventually falls prey to the blandishments of an unprincipled charmer. When that relationship ends disastrously, she makes a new life for herself, marrying and happily raising a large family. At this point she is clearly important, not only to the narrator, Jim Burden, but also to many others. Life's path may have been different for her than for Sorine, but its destination was the same: the esteem, admiration, and love of those she held dear .
Thursday, January 16, 2020
Desperate Times Call for Desperate Measures an Essay on the Rise of Adolf Hitler Essay
When Adolf Hitler and his party of National Socialists were elected into power, Germany was in quite a rut. The stock market had crashed, it was the middle of the great depression, and Germany was still in uproar over the Treaty of Versailles. The public was desperate to find someone to take them out of this terrible place, and because they were willing to listen to the outlandish ideas that Nazis had, what they got was far from that. Adolf Hitler was a phenomenal public speaker and he was very firm in his own beliefs. He managed to pin every German fault on someone else, creating a sense of power in the German public, and thus why he was elected. The times were so desperate, Germans turned to a mentally unstable man for help. Hitler became leader because the living conditions were so bad in Germany that he was the only guy it made sense to turn to, which is a problem in itself. The Treaty of Versailles is a big reason why Germany was having such bad troubles. The main terms of the Treaty stated that : â€Å"- Germany to give up Alsace-Lorraine to france – The Rhineland to be demilitarized and placed under Allied occupation – Germany to lose West Prussia and Posen to Poland – Danzig to be made an international city – Germany to surrender all its overseas colonies – Germany to be deprived of its warships and aircraft and to have its army limited to 100 000 †(Lynch 2004: 4) The German Public felt that the terms of the treaty were unfair and were humiliated by it. The Nazi party felt the same, and when Germans discovered this they felt more comfortable siding with them. It was because of these people and the overwhelming sense of humiliation in Germany that the Nazi government (when elected) violated the treaty in many different ways, and ultimately caused WW2. The times that these people lived in would have been difficult for any country to handle, not just Hitler and the Nazis and Germany. The economy in Germany was terrible after the first war. Not only were they already in debt for the money they used to finance the failure of a war that they had, but now because of the war guilt clause they had another $5 billion debt to pay off. Instead of paying out of their own pocket, they decided to begin printing more money until they could wax off their debts. However this did not help the economy, but hindered it instead. The more money Germany printed out, the less it became worth as a currency, creating mass inflation. This put Germany in an even worse economic situation, and the worse that situation got, the more popular the Nazi party became. The party took advantage of the economic struggles in germany, and the better the situation got, the less people felt the need to side with the Nazis. In May of 1924 the Nazi party had 32 seats and 6.6 percent of the vote in Germany. In December of 1924, these numbers dropped to 14 seats and 3 percent of the vote, and worsened in Ma y of 1928, at 12 seats and 2.6 percent of the vote. However, in the beginning of the 1930’s (Lynch 2004: 10), the economy steadily got worse and worse, and the Nazi party gained more recognition and was finally elected. The times had become so rough that the mentally unstable Hitler became a beacon of hope. At the end of the day, Hitler became leader of Germany because of economic instability, and because the public hated the Treaty of Versailles. The times were extremely difficult and due to the Nazi’s extreme views on how to fix Germany’s problems (and the fact that they only had 2 opposing parties), they were elected into the Reichstag. So what does this mean? It means that the times were what made the people turn to Hitler, not Hitler just flat out being an awesome guy.
Wednesday, January 8, 2020
Organizational Environment And Behavior Method - 1882 Words
Abstract Deutsche Lufthansa AG, also known as Lufthansa (sometimes also as Lufthansa German Airlines), is the largest German airline and, when combined with its subsidiaries, also the largest airline in Europe, both in terms of passengers carried and fleet size. In this paper, I will initially examine Lufthansa organizational environment and behavior method. I will start of by analyzing the collaborative work environment, specifically discussing collaboration techniques, interaction between leaders and followers, and supportive communication. Therefore, covering the decision-making environment, risk management, and how the organization resolves conflict through the strategic negotiation process. Secondly, I will examine its approach to accomplish team-building and drive innovation. Introduction Today, 90 years ago, the merging of Junkers Luftverkehr AG and German Aero Lloyd AG on January 6, 1926 in Berlin, was the birth of the German national airline â€Å"German air Hansa†known today as Deutsche Lufthansa. An amazing foundation of historical events that took place after World War I, the airline has a story of pioneering spirit, expansionism, visions, and is marked by continuous improvements and innovations. Lufthansa is one of the largest and best-known airlines in the world. The cooperate headquarters sits in Cologne with major airport hubs located in Frankfurt, Munich, Zurich, Vienna, and Brussels. 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