June 6 SAT Takers Heres How You Can Retest for Free

June 6 SAT Takers Here's How You Can Retest for Free SAT / ACT Prep Online Guides and Tips The College Board is going to allow students who were affected by the mistake on the June 6, 2015 administration of the SAT to re-take the test for free in October. Read on for more information and to see what your options are. A Bit of Background: What Happened on June 6th? June 6 was the final SAT testing date for the 2014-2015 school year, and hundreds of thousand of students across the country registered to take the test. On test day, many were surprised to see that instead of the standard 20 minutes allowed for Section 8 or Section 9, their test booklets instructed they should be allowed 25 minutes. The proctors' instructions, however, still stated the time allowance should be 20 minutes. Therefore,some students got the correct amount of time on both sections, others were given 25% extra time, and still more were given something in between,which overall created a very confusing situation for everyone involved. Of the hundreds of thousands registered, almost all students were affected, apart from those taking the SAT with accommodations. (International test takers were not affected.) For a full breakdown of what happened, see our article here. The Aftermath and the Demand for a Retest After the test, students were very concerned about what would happen with their test results. They were worried that their scores would be invalidated,because the test was no longer standardized compared to other administrations of the SAT.Many worried that colleges would not accept their scores as equal to those from other testing dates. In the days following the exam, the College Boardgave a lot of conflicting information to different people.It told some thatthere would be a retest,but told others thatthe affected section of the exam would be thrown out. Two days later, they finally released an offical statement, in which they announced that they would proceed with scoring the exams,with the TWO affected sections removed.They claimed that they would be able to do this and still provide"reliable scores." Understandably, many students were angered by this response - it was obvious that this was decided on because it is theeasiest and cheapest way for the College Board to "fix" the situation, as opposed to the best way for students. It became clear that though the scores could be called "reliable," they would not necessarily be "accurate," especially for certain students. Students began to worry about how the test scores would affect admissions and qualifications for scholarships. Students began demanding anoptional retest for anyone who had been affected by the College Board's error.One student from Long Island has filed a lawsuit against the College Board, saying that scores of a test missing nearly 30% of its content cannot be considered valid. She has demanded unspecified monetary damanges and a re-test for anyone who wanted it. Another student started a change.org petition that quickly attracted over 1,000 supporters demanding another chance to take the test for free. The College Board Listened and Is Now Offering a Retest Late on June 15th, the College Board responded to unhappy students with an offer for a free retest - but maybe not in the way that they were expecting: â€Å"We remain confident in the reliability of scores from the June 6 administration of the SAT and don't want to cause undue anxiety for students by making them believe they need to sit for the test again. However, we have waived the fee for the October SAT administration for students who let us know that their testing experience was negatively affected by the printing error and we will continue to do so, through the September 3 registration deadline for the October administration.† You can see the full text here. Instead of offering students affected by the June 6th test their own makeup date, the College Board is giving free registration for the October test.This is going to mean that the retest will be too late for many students who need it, and it's only a useful offer for those students who were not relying on getting scores this summer. However, it's questionable how much the College Board really wants students to take advantage of the offer, even if they do have the time to get their scores later! For several days this past week, the informational banner with updated informationwas missing from the College Board web site, which meant that students who wanted more information about the retake would have beenunable to find it unless they had the link already.The College Board has now replaced the banner, but many were frustrated by what seemed to be a deliberate attempt to keep the information quiet. Additionally, on the June 6th FAQ page, the information for a retest is at the bottom, and is not emphasized. Many people would not know to look for the updated information. Fortunately for students (and unfortunately for the College Board), their mistake has received enough national attention that the retest is beingpublicized through various outlets, even though the College Board itself is trying to keep it quiet! I Called the College Board -Here Is How to Get the Retest Once again, there is a lot of misinformation going around abouthow to actually get registered for the retest.This is mostly because the College Board employees seem to know very little about it themselves. I called the College Board to nail down the information so that you don't have to. The first attempt... The first time I called them, the customer service rep I spoke to had no idea what I was talking about when I asked the process to be signed up for the retest. She insisted several times that there was not going to be a retest for students - this went on for about ten minutes. Finally, I verbally directed her to the appropriate section on their own web site and read it aloud to her. I was then put on hold for several minutes. Another rep picked up. I asked her what the proper procedure was to register for the retest. She told me (in quite an annoyed fashion) that Idid not need to take the retest. She said that theCollege Board was only dropping ONE section of the test, and that the scores would not be affected because they always drop one section as an "experimental section." As you know if you are at all familiar the SAT, there IS always an experimental section, but it is always one of the middle sections of the test - a 25 minute section. I said this to the rep and asked how it would be possible to swap in the experimental section for one of the final sections. Not only are they different lengths, but the whole point of the experimental section is to test out future questions and some of them may not be appropriate. She told me that the experimental section is always randomly selected out of all the sections, which is not true. I also asked how the other section would be accounted for, and was told thatthey are only going to drop one section. Both of these statements are in direct contrast to what has been said to other people who have called, and what has been said by the College Boarditself on its web site. This goes to show how unreliable the information is that they are giving out. If you call and ask for specific information, and it does not seem right to you, make sure to ask to speak to another person. Though we were 20 minutes in and I knew at this point that the conversation was going nowhere, I persevered and asked what I could do to sign up for the retest. I was told that I could wait to see my grades at the end of this month, and if I'm still unhappy to call back by the end of the month to register. The College Board has since updated its statement to specify that they will be accepting registrations through September 3rd for the October 4th test. Nevertheless, if you do want to take this retest, I recommend signing up sooner rather than later - see below for why. The second attempt... I called back a couple days later and had a totally different experience. As soon as I said that I wanted to register for the free re-take, the customer service rep agreed quickly and opened my account. I went though the security questions, she asked for my preferred test center, and waived the fee. In less than 4 minutes, I was signed up for the retest for free. The Takeaway In conclusion, here is how to sign up: The free retest hasnotautomatically been applied to your account. If you register for the test and pay, it will probably be more difficult to get your money back, so just call and register over the phone.Usually there is a fee for registering over the phone, but they are not charging this for June 6th testers. Call the College Board Customer Service line at 1-866-756-7346. Give yourself time to make this phone call. As you can see from my experiences above, how your conversation will go completely depends on which customer service rep you talk to. If the rep tries to give you a hard time about registering, ask to speak to another rep or a supervisor.Stay calm and say that you were affected by the College Board's mistake on the June 6th test, and you would like to take them up on the offer that is posted on the web site. If they still give you trouble, stay polite but firm: "This is not what the College Board is publicly offering. I was promised a free retest and I am calling to register for this. If the process remains difficult, I will contact press members to let them know that the College Board is not honoring its promise." You do not have to take the test at the same center where you took the June 6th SAT.This is great news for people like me who signed up for the June SAT late and had to travel quite far to take it. Usually when the College Board offers a retest it does have to be at the same center, so this is a big bonus. You will have to do all the things you normally do at registration time - including confirming your name, birth date, and high school. If you don't have any trouble with the rep, the whole process should take about 5 minutes. Afterwards, you will receive aconfirmation email and will be able to sign into your account to print out your admissions ticket. Can I See My Scores First? Yes, you can!The scores from the test you took on June 6th will be available around June 25th. You are welcome to look at your scores and decide if you want to take the test again. The College Board has done this intentionally, because they are hoping that many people will be satisfied with their scores and will decide to not take the test again.Remember, for each person who does decide to do the retest, they are losing out on potential registration money. Even if you sign up for the retest now, your scores will still be delivered on time. Remember, however, that these scoreswill not include sections 8 and 9, and youwill not have the option to see what your score would have been with those sections.So it will be difficult todetermine if you have beenpositively or negatively affected by the shorter test. Since they have now officially said that free registration will be available through September 3, you can feel comfortable waiting to sign up if you want to. But it might be a better idea to not wait.Since the College Board is not offering a separate test date for the retest,there will be many more people than usual signing up for the October test.Therefore, there is a very good chance that testing centers will fill up quite quickly. If you register now, you can always cancel later if you want to, and you do not have to risk potential disappointment at not getting a seat. Should I Take the Retest? For most students, signing up for the retest is a good idea if it's at all possible for your schedule. If you get your scores back and think that you were negatively affected, this is the best way to fix it - for free. And if it turns out that you did better than you were expecting to do, you can always cancel your registration. You will not lose out on any money from the registration costs because it's free. If this was your last chance to take the SAT for one deadline or another, then the retest will not really affect you. Though some schools are taking the "wait and see" approach for this test, it is very likely that most willhonor the results, especially for seniors or those who took the June 6th test on a tight deadline. If you feel that you have been significantly disadvantaged by the College Board's error, and cannot take the retest, it might be a good idea to keep an eye on the lawsuit mentioned above to see how it progresses. If they win, you may be entitled to some compensation. Last Words... If you do decide to retake the test, you should use the experience you have had with this test to help guide your studying. Set aside time this summer for dedicated prep so that you can smash it this fall. What’s Next? Worried that taking the SAT again this fall will be one time too many? Read our guide on how many times you should take the SAT. To prep for the re-test this fall, read our 11 top, must-read guides to prepare yourself for the next test. Learn our expert strategies to improve your SAT Math, SAT Writing, and SAT Reading scores to help push your scores above 600s in any section. Wanta top score on the re-take? Read our guide to getting a perfect SAT score. Want to improve your SAT score by 160 points?We have the industry's leading SAT 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 you get the most effective prep possible. Check out our 5-day free trial today:

Paulo Frerie Essay Example | Topics and Well Written Essays - 1000 words

Paulo Frerie - Essay Example I have had an opportunity to experience both sides of the divide during my time in high school and college, throughout much of the former education consisted of sitting in class and taking notes. Despite the fact that they were making some effort to be interactive, I with the benefit of hindsight, realize now that their efforts often simply culminated in our rubber-stamping the teacher opinions. Conversely, in senior high school, there is one teacher who made a difference in the way I perceived education, he was an elderly Gent who loved classics and surprisingly for a teacher, in any lesson, he did the least amount of speaking and the most listening. This was radically different from what most of us were used to, and some of my classmates claimed (Secretly) that he was just lazy, nonetheless with time we realized that we were learning more from ourselves than we would have if he just stood there dictating. This is because, when a teacher is teaching, we would often zone off and I pe rsonally had to be startled out or my reverie, as someone was reading Robert frost, in what I considered sleeps inducing tones. With time, the teacher made the readings more student oriented especially by asking a student to lead the discussion, social rivalries began to show their face in the class as students competed in a new arena, intellect. Initially, we were surprised since whenever we were confused by a problem, we would ask the teacher and he often came out with answers that were complicated, but we often assumed they were right.

PERSONAL DEVELOPMENT PORTFOLIO Coursework Example | Topics and Well Written Essays - 2750 words

PERSONAL DEVELOPMENT PORTFOLIO - Coursework Example Thus, I have always cherished the dream of pursuing an academic career in engineering with some orientation towards electrical engineering. On the other hand, I also value self dependency and supporting myself in my endeavours to the maximum extent possible without having to depend on my family. Therefore, immediately after completing high school, I sought out a job with HSBC Bank, Dubai, as a business development executive. In this position, I was responsible for marketing several products of the bank and I have been effective in this role. Since I had good connection in the region I was instrumental in bringing several new customers to the bank. During my tenure of six months with the bank, I was also able to learn administrative procedures apart from having here had also enabled me to become more organized in terms of settings goals, planning the achievement of targets as well as how to make good the short falls. However, I did not want to entertain the idea of getting strike to a job which did not entirely fit into the frame work of the carrier of my choice. In the meanwhile I realised that global aviation industry is poised for a sea change in the near future, in the aftermath of globalization. Even in Dubai, the developmental activities were in full swing. Similar was the case with Asian and European countries as well as the US. Travel and tourism industry was flourishing on an unfathomed manner. A realisation of the opportunity in aviation management, coupled with my inherent affinity towards a career in engineering, motivated me take up a course in aerospace systems. Thus, I joined Barry College, South Wales, UK, for a 3 year Diploma Course in Aerospace Systems Management. I selected this college because of its popularity as a premier institution in the field of aviation studies and over 9,000 learners pass out from there every year. They provide state of the art aerospace training and development programmes in maintenance, repair and overhauling and th eir courses are approved by the Civil Aviation Authority. Besides, they also have a vast network of institutions in partnership with several colleges that offer a wide range of aircraft engineering courses. The stint I spent in Barry’s campus was a major turning point in my life. The college had an excellent faculty supported by modern equipment and sophisticated infrastructure. It also provided a congenial environment for me to focus on my studies with full involvement both in terms of academic betterment and personal development. My peers and tutors in there were very supportive and encouraging, which helped me in my overall development not only in my academics but in the personal front also, by inculcating in me several values and ethics. My earlier work experience with HSBC had helped me in properly setting my goals and objectives, planning my studies appropriately as well as executing the plans as prescheduled. The main objectives that I set for myself were to achieve im provement in three subjects, which are: mathematics, electrical engineering and practical work (communication skills). Taking cue from my work experience as stated earlier, I was also able to integrate aspects of personal development into my academic schedule, focusing on values and ethics. Thus, I was able to organize my studies in a proper manner, aligning my plans with the objectives I set for myself and executing my plans as per the predetermined schedules. Besides, I had carried out

U.S. History Essay Example for Free

U.S. History Essay 1. ) From the turn of the Century to the entrance of America into World War II, American government and its relationship to the people changed drastically. At times the change was slow, at times it was very rapid. Explain the changes that took place both practically and philosophically. By the nineteenth century, the Industrial Revolution transformed the economy and society of the United States. In the 1870s, machines replaced human labor, new sources of energy were found, and manufacturing replaced agriculture as the primary economic activity. The conversion of the United States into a developed country happened mainly behind the Civil War and based on the British representation. New ways of thinking about government, science, economics, and religion had brought many changes to America since then up to the nineteenth century. Concern for individual freedoms became so strong that it led to revolution in many lands. In Britain’s American colonies, revolution brought the establishment of a new nation, the United States. The Americans had declared their independence but still had to win it. They had capable leaders and were strengthened by their dedication to the cause of liberty. The Americans emerged victorious from the Revolutionary War and adopted a plan of government that became a model for other nations. This was then recognized as the Second Industrial Revolution, which was shared by both the United States and Germany. The First Industrial Revolution actually changed the route and accelerated the growth of the American economy. On the other hand, the Second Revolution modernized that economy to become full-fledged industrial economy. In the 1900s, gradually Americans, both immigrant and native-born, began to achieve a better standard of living. They saved their money, bought homes, and gave their children an education. Thousands became part of a growing middle class that the expanding economy had helped create. Middle-class communities arose in the suburbs outside the cities. During the early 1900s, organizations were established to help various groups improve their lives. The expanding economy had opened up jobs for women, for example, and increasing independence helped fuel a movement for women’s rights. The National American Woman Suffrage Association was organized although it was not until 1920 that women throughout the nation were allowed to vote. In 1909, black leaders formed the National Association for the Advancement of Colored People (NAACP) in an effort to ensure the rights of black Americans. Reformers were also able to win passage of a number of important laws. Many state and local laws, for example, tried to improve housing, education, and working conditions. As the United States grew stronger economically, its leaders continued to favor a policy of expansion. The rapid growth of industry created a need for markets for American manufactured goods and a need for raw materials. Moreover, several prominent Americans believed that expansion would demonstrate American power and greatness. It was the destiny of the United States, they argued, to become a great power, and this meant extending American influence to other lands and raising the American flag on distant shores. Many Latin Americans resented the growing influence and power of the United States. They felt their neighbor to the north had turned from a protector to an aggressor. By its role in the Caribbean, however, the United States revealed its strength as a nation. In only a little more than a century it had grown from an infant republic to a major power in international affairs including its big role in the two world wars. In the aftermath of the war and the peace settlements, there were widespread political and territorial changes. Idealistic plans for peace were advanced, but bitter feelings and resentment in many nations worked against a permanent peace. World War I, called by many â€Å"The Great War,† was a crucial turning point in world history. The changes that it brought about and the problems that it created continued long after the fighting ended. The Versailles Treaty became controversial, and the war took a devastating toll of soldiers and civilians. The ground-breaking outcome though was then the Nineteenth Amendment became law in the United States in 1920. This law gave the women the right to vote. In the 1920s, the United States was prospering. The decade after the Great War brought far-reaching changes to American life. The economy crossed the threshold of magnificent-though-jagged-growth. Driven by the good times and an aspiration to be modern, a great number of Americans took on innovative attitudes and standards of living. The assembly-line methods for producing cars had were used in the production of other goods for consumers. Profits of American businesses soared, and the standard of living increased for many people. People all over the world are beginning to seize the opportunity for self-rule, which is a pillar of democracy popularized by the United States. The mounting tribalism has been connected with the revolution in telecommunications because it makes everything transparent. We can all monitor the process of a massive move to self-rule, and check the excesses if we want to. With telecommunications and computers, big companies are working best now if divided up into autonomous small units. The breakup of countries into tribal entities is surely as beneficial as the beneficial of companies. This autonomy is an upshot of democracy that America is bringing to every society there is around the globe. Though the rise of the United States meant the proliferation of democracies in the world, still more people have preferred to use a different kind of freedom to develop leftists in themselves. Then again, the infamous 9/11 incident in America is a clear testament that world leadership of only one country proves that world politics has not yet departed from the ancient political practice of Imperialism. 2. ) What had a greater impact on America in the post war period – foreign policy (the Cold War, Korea, Vietnam, etc.) or domestic issues (the Civil Rights Movement, Free Speech Movement, etc. ) The United States was gradually drawn into the war as part of its Cold War against international communism. The successes of the Vietcong and insatiability of South Vietnam worried United States leaders. Fear of the spread of communism in Asia as well as in Europe involved the United States in war in Vietnam and Southeast Asia as a whole. Successive American presidents from Eisenhower to Nixon poured more and more aid, troops and war equipment to keep the North from conquering South Vietnam (Berman, 1982). Determined to prevent the spread of communism, the United States had set up the Southeast Asia Treaty Organization (SEATO) in 1954. The so-called Second Vietnam War (1954-1975) was significant led to America’s first defeat in a foreign war and ended American prestige as a world power. The United States, by deserting its ally, South Vietnam, in the darkest hour of its need, has lost face. The tall, rich but decadent Americans had lost to the small, poor but determined Asians One of the issues of increasing concern in the postwar years was the civil rights or the movement to gain equality for black Americans. Blacks had benefited from the nation’s growing prosperity, and urban blacks in particular had greater earning power and a wider choice of jobs. Indeed, the Civil Rights Movement in the 1960s had a substantial influence on the country’s economy but still, social and economic discrimination continued. Civil rights leaders waged a struggle against discrimination and segregation. Leaders of the movement turned to the federal courts and were successful in overturning an 1896 Court decision that allowed â€Å"separate but equal† schools for black students. The court ordered schools to end segregation with â€Å"all deliberate speed. †

ICT in Finance :: ICT Essays

Credit Control ============== Credit control is a database and it tells the company when payments need to be made. By implementing a credit control procedure manual Boots are enforcing the company's individual characteristics. They are showing they have management and company values that will inform their customers that they have presence, confidence, diligence, and that they are prepared. Companies that have these values are less likely to suffer from late payment or bad debt (aged debts). Controlling their company's credit, when they no longer control their debtors the cost of financing their company's cash flow is at the mercy of those very same debtors. Boots need this because it tells them when their debts need to be made so they wont get into deeper debts. If they didn't use this method the company could go bankrupt in a few months. Forecasting Boots need to use forecasting when they seeing what products will be needed in the season because they will not buy furry body warmers for babies in the summer, these will be used in winter time this will make sure that boots do not lose any customers to other rivals Supplier Payments Supplier payments are payments that need to be paid to the company they bought their stock of. So if Boots needed to pay supplier payments this would mean that whatever supplier Boots bought their food and drink of these are payments that are to be made to the supplier. Boots gets sent an aged creditors report, this tells them the aged debts, will show the Finance Department who the company owes money to. This helps boots because they wont get behind with paying money they own to different people, so they wont get into deeper debt and that's why Boots needs this type of method. BACS (bankers automated clearing system) BACS means that you can now pay the creditors directly into their own bank accounts. Increasingly suppliers are receiving payment directly into their Bank Account via BACS, the automated clearing system. This means that cleared funds are available on the day you are paid - unlike the time delay associated with cheques, there is no possibility of cheques getting lost or delayed in the post, you are saved the time and trouble of paying cheques into your bank account, accounting procedures are simplified and administrative costs reduced. Boots would use this when they owe money to the suppliers because they have bought their food from them like the sweets the drink they sell. Boots needs this because when they pay the creditors by cheques they can get lost so the creditors will think that they haven't paid causing the company to go into debt with the creditors.

Greek Mythology and Medea Essay

Medea – Protagonist of the play, Medea’s homeland is Colchis, an island in the Black Sea, which the Greeks considered the edge of the earth–a territory of barbarians. A sorceress and a princess, she used her powers and influence to help Jason secure the Golden Fleece; then, having fallen in love with him, she fled her country and family to live with Jason in Iolcus, his own home. During the escape across the Mediterranean, she killed her brother and dumped him overboard, so that her pursuers would have to slow down and bury him. While in Iolcus, she again used her devilish cleverness to manipulate the daughters of the local king and rival, Pelias, into murdering their own father. Exiled as murderers, Jason and Medea settled in Corinth, the setting of Euripides’ play, where they established a family of two children and gained a favorable reputation. All this precedes the action of the play, which opens with Jason having divorced Medea and taken up with a new family. The play charts Medea’s emotional transformation, a progression from suicidal despair to sadistic fury. She eventually avenges Jason’s betrayal with a series of murders, concluding with the deaths of her own children. Famously, the pleasure of watching Jason suffer their loss outweighed her own remorse at killing them. Jason – Jason can be considered the play’s villain, though his evil stems more from weakness than strength. A former adventurer, he abandons his wife, Medea, in order to marry Glauce, the beautiful young daughter of Creon, King of Corinth. Hoping to advance his station through this second marriage, he only fuels Medea to a revenge that includes the deaths of his new bride, her father, and his children. Jason’s tactless self-interest and whiny rationalizations of his own actions make him a weak, unsympathetic character. Children – The offspring of Jason and Medea, the children are presented as naive and oblivious to the intrigue that surrounds them. Medea uses them as pawns in the murder of Glauce and Creon, and then kills them in the play’s culminating horror. Their innocent deaths provide the greatest element of pathos–the tragic emotion of pity–in the play. Chorus – Composed of the women of Corinth, the chorus chiefly serves as a commentator to the action, although it occasionally engages directly in the dialogue. The chorus members fully sympathize with Medea’s plight, excepting her eventual decision to murder her own children. Creon – The King of Corinth, Creon banishes Medea from the city. Although a minor character, Creon’s suicidal embrace of his dying daughter provides one of the play’s most dramatic moments, and his sentence against Medea lends an urgency to her plans for revenge. Glauce – Daughter of Creon, Glauce is the young, beautiful princess for whom Jason abandons Medea. Her acceptance of the poisoned coronet and dress as â€Å"gifts† leads to the first murder of the play. Although she never utters a word, Glauce’s presence is constantly felt as an object of Medea’s jealousy. (Glauce is also referred to as Creusa. ) Aegeus – The King of Athens, Aegeus passes through Corinth after having visited the Oracle at Delphi, where he sought a cure for his sterility. Medea offers him some fertility-inducing drugs in exchange for sanctuary in Athens. His appearance marks a turning point in the play, for Medea moves from being a passive victim to an aggressor after she secures his promise of sanctuary. Messenger – The messenger appears only once in the play–he relates in gruesome, vivid detail the death scenes of Glauce and Creon, which occur offstage. Nurse – Caretaker of the house, the nurse of the children serves as Medea’s confidant. Her presence is mainly felt in the play’s opening lament and in a few speeches addressing diverse subjects not entirely related to the action of the play. Tutor – A very minor character, the tutor of the children mainly acts as a messenger, as well as the person responsible for shuffling the children around from place to place

A Man Defined by War Essay

Similar to many authors during the early part of the 20th century, Ernest Hemingway uses his first hand experience to write meticulous novels conveying his struggles. Hemingway’s efforts are recorded using new techniques not yet seen before. Hemingway, the author of the celebrated â€Å"A Farwell To Arms,† incorporates meaningful diction, imagery, and syntax in Book 1 to convey his detached tone towards the Great War. Book 1 of â€Å"A Farewell To Arms† sets the groundwork for one of the most influential novels of all time. Lieutenant Frederick Henry, an American ambulance driver for the Italian army, seems stoic about his situation. Henry meets a British nurse, Catherine Barkley. After an evening with Catherine, he says to himself, â€Å"I had treated seeing Catherine very lightly, I had gotten somewhat drunk and had nearly forgotten to come but when I could not see her there I was feeling lonely and hollow.† (41). This is the first time Henry fully recognizes that he loves Catherine. His body drained of guilt, Henry utter, â€Å"when I could not see her†¦.I was feeling†¦ hollow.† A lover without a clue, Henry lays his problems, the war, his love life, and his friends on the table. While away from Catherine, he feels he goes through the motions needed to live but can not actually be attached to the world. Catherine completes him. Just after the priest discusses God, Henry walks through Abruzzi. He thinks to himself, â€Å"†¦lovely was the fall to go hunting through the chestnut woods. The birds were all good because they fed on grapes and you never took a lunch because the peasants were always honored if you would eat with them at their houses.†(73). Henry’s thoughts are obviously disconnected from his main problems. Pondering the birds, Henry detaches himself from the rest of the war. Hemingway’s personal issues regarding the war are exemplified in Henry’s speech. Vibrant, vivid imagery became one of Hemingway’s favorite structural devices. In the early stages of the tale, Henry, still getting accustomed to his surroundings, finds time to observe the less important items of his experience. While viewing the scenery around him, Henry observes, â€Å"snow slanted across the wind, the bare ground was covered, the stumps of trees projected, there was snow on the guns and there was paths in the snow going back to the latrines behind trenches.† (6). His world completely changed, Henry resorts to crafting detached images for himself from his surroundings. Snow generates a sense of permanence, just as the war itself has produced. With the same disinterest as he has in the war, Henry continues to show a lack of concern on his job and sometimes with his friends. Hemingway wants the reader to reconsider their opinion of the Great War and contemplate the lesser things in the world such as nature. While driving an ambulance to Pavla, Henry’s car is demolished by a trench mortar. A general without his authority, Henry struggled through this tragedy using his unbelievable willpower and audacity. Just before the attack, Henry, â€Å"ate the end of my piece of cheese and took a swallow of wine†¦then there was a flash, as when a blast-furnace door is swung open, and a roar that started white and went red and on and on in a rushing wind.† (54). The mortar blast that attacks Henry’s ambulance furthers his dismal attitude towards the war. Hemingway knows that innocent men such as Henry have been injured and killed throughout this war and he knows this is not fair. Above all, he further detaches Henry from the world and the war for the reader’s own thoughts to form about the evilness of guiltless casualties. Syntactical devices are one of literature’s most important and practical modes to get a point across in an exciting and interesting manner. Authors utilize such tools to get deeper meanings across to the reader. A variety of syntax Hemingway utilizes is known as subject. Additionally, while he is illustrating one of those most impressing scenes of Book 1, Henry must deal with other feelings and sights. Henry observes, â€Å"The dead were off to one side. The doctors were working with their sleeves up to their shoulders and were red as butchers. There were not enough stretchers. Some of the wounded were noisy but most were quiet† (56-57). To cope with his negative opinions towards the war, Henry draws up his inner strength to battle them. With the same resolve that drove him to the war, Henry eliminates feelings of sorrow and shows a lack of interest on the front. Another syntactical device utilizes repetition. To prepare the reader for the upcoming idea, Hemingway creates a brilliant structural masterpiece. During a mess hall scene in Book 1, Henry narrates, â€Å"Yes, father. That is true, father. Perhaps, father. No, father. Well, maybe yes, father. You know more about it than I do father.† (38). By repeating the same â€Å"father† over and over again, Hemmingway initiates a serious, monotonous tone to this excerpt. The repetition alone is a cautious statement bending the limits of literature itself. Dr. Robert Lamb believes repetition is key to creating great literature, but the author must know how to apply it. He states, â€Å"†¦the most remarkable aspect of the passage is Hemingway’s†¦employment of repetition. The repetition of key words like want and perfectly†¦are used [to] keep the dialogues relevant.† (Hemingway and the Creation†¦17). Hemingway effectively displays repetition demonstrating Henry’s disinterest and detachment from the war and all of its horrors. The everlasting war establishes Henry’s dismal tone as he struggles to survive the war. Out of Henry’s struggles emerged his strengths. In conclusion, Ernest Hemingway’s innovative techniques in the fields of diction, imagery, and syntax generate the protagonist’s detachment from World War I in Book 1. Deriving from his disinterest comes his affection for a young British nurse. Hemingway’s own conflicts in World War I blend with his views from that war and congregate in this masterpiece.