Melting Pot By Dudley Randall Essays - Literary Criticism

Melting Pot By Dudley Randall Explication of Dudley Randall's "The Melting Pot" An explication is an interpretation of a written work. They differ from person to person in that we all don't interpret things alike. It seems to me that we learned in high school about literature and such was a waste of memorizing and testing because we were taught only "right" answers about written works. There is no right way to interpret an author's work. What they do is leave doors open to make you think about their work. Even a songwriter does the same thing. Songs can be even more difficult to interpret than a poem or story because the first that thing usually attracts us to a song is the music and that is what we concentrate on mostly. Then a question comes about in my mind that why there has to be any answers or meaning to a work. Why can't I just enjoy a poem for the way it sounds when it is read aloud? Why can't I just enjoy a song for the way the words are put together and enjoy the music? It can be fun sometimes to analyze a work and pick out things like wonderful metaphors. I can see where that comes in to literature. What I hate is when I read a really great story and I enjoy it and then I go to class and get hounded for answers and I give them and they're not right because I felt different about a story than someone else. Well, anyway, I'm going to do the best explication I can of Dudley Randall's "The Melting Pot" on page 693. Bartorillo 2 "The Melting Pot" seems to be about anyone and everyone being accepted as Americans except Blacks. The second set of four lines is kind of funny because it gives you several names that sound un-American and when they come to be an American they lose that and use a more American version of their name. Even when people came through Ellis Island they usually took a different name or made theirs shorter to be more American. The next four lines read about a Black man who is unaccepted as an American even though he's been there waiting for it. The poem seems to say that no matter where you're from if you're white you can become a white American no matter what country you're from. It seems to say that we're divided into Whites and Blacks regardless of nationalities. The end of the poem is where Blacks decide that they're going to be who they are and be proud of it and they don't care about being accepted or not. So that was my own interpretation of a poem. Someone else might have another idea about it but that is perfectly okay because our minds work in all different ways.

Polloclk essays

Polloclk essays To properly judge any body of work, the first relevant question to ask is; did the creator achieve the objective or vision that he originally sought after? As director and star of Pollock, Ed Harris had the challenge of bringing this extraordinary character to life as well as telling his story. As you might have guessed, being a brilliant actor and a first time director, hell have to settle for one out of two. In the beginning, stumbling up a stairwell in the middle of the night, it is quickly established that abstract art legend Jackson Pollock suffered from a drinking problem. Soon after, Pollock met a painter in Greenwich Village, Lee Krasner (Marcia Gay Harden), who showed passionate interest in his artistic style and work. As the two became romantically involved, Krasner also began to take on the role as his manager. Krasner proved her devotion to Pollock by staying by his side no matter what the circumstance; even though time after time he was repeatedly in and out of being a crazy demented alcoholic. After marrying, the two isolate themselves by moving away from the city to Long Island, where Pollock seemingly contemplates his life as an artist. With growth and change comes a whole new artistic style; one that had never been seen or painted by anyone before. Ultimately, as Pollock reached the height of his success, he unfortunately turns to the bottle again and is met with an untimely death. Pollock is a hugely challenging subject for a first-time director, and Harris is most successful when it comes to his acting performance. However, Harris fails to produce a film worthy of awards. There is no doubt that it takes a tremendous amount of talent to accurately portray the disturbed artistic mastermind, which Harris brilliantly accomplishes. At times he is neurotic and of-the-wall, other times he isintense and powerful; Harris is frighteningly convincing as Pollock. I truly bel...

Academic describe your hometown Dalian, the city of China Essay

Academic describe your hometown Dalian, the city of China - Essay Example However, the region was converted into a small town-center after Sino-Japanese War controlled by both Russian and the Japanese. As such, the town underwent further several developments and became fully operational with modern port facilities in 1984. Since then, Dalian was pronounce a Chinese open city and awarded a provincial level to take up decision-making authority leading to the current Dalian port city. Owing to the strategic location of Dalian, the City is associated with an exemplary prosperity and unique cultural heritage. Firstly, the city is characterized by numerous museums for example Waxwork that has gained tremendous popularity across the world. Secondly, the city of Dalian is also open to the elements of foreign influence such as architectural designs. A typical example is the Zhongshan Square that has been constructed through a combination of varied international cultures. Besides, the town authorities have also been engaged in construction of city squares that are equipped with musical instruments in praise of Dalian culture. Ultimately, the city is emerging as one of the biggest garments manufacturing centers and has a well-developed football champion that have immensely contributed towards the development of Dalian progressive

How To Reduce Hospital Infections Related To Invasive Devices Essay

How To Reduce Hospital Infections Related To Invasive Devices - Essay Example A very common example would be the performance of invasive procedures that use invasive devices such as urinary catheterization, naso-gastric tube insertion, and intravenous catheterization. Key words: invasive devices, invasive procedures, hospital infections, How to Reduce Hospital Infections Related to Invasive Devices Every year more lives are compromised or worst lost due to the increasing number of incidences of hospital related infections. It is very frightening to think that the hospitals and health care facilities which are supposed to save lives are the least places people would think that their health will be compromised and yet some studies point fingers on these health havens and say failure can be from the hands of the health care providers especially in handling invasive devices. Invasive devices such as catheters of different kinds are being utilized by the health care team for patients needing it—such patients needing hydration or infusion of antibiotic therap y are given IV catheter insertions. And such use of invasive devices for such procedures has been reported to have complications that put patient’s life at risk. ... terature in the use of invasive devices, the standard policies and procedures, as well as the solutions and better outcomes deemed and reviewed from published works and studies. Change Plan I. Over the years the increasing number of hospital related infections due to invasive devices increased. The use of these devices has been established to incur and help improve patient outcome by allowing better access to patients in terms of medication, nutrition, hydration and even drainage. But the increasing prevalence of complications from the use of such devices somehow places the credibility of such procedures at risk as well as doubting the ability of the nurse in performing procedures without causing further complications. The standard of safe practice in performing such procedures needs to be reevaluated and reinforced to be able to strengthen the chain of procedures without breaking the barrier to prevent infections. II. The prevalence of hospital infections due to invasive devices nee ds to be addressed. By reviewing the standard practice in the use of invasive devices, healthcare providers will be able to come up with the analysis and evaluation regarding the effectiveness of such practice in ensuring safety to patients and preventing further and additional complications. By performing such evaluation techniques the rate of prevalence of infections will be decreased and eventually totally avoided. Furthermore the review evaluation will increase the nurses’ and patients’ knowledge regarding proper procedure and care of invasive devices that will lead to better patient outcome and preventable related infections. III. Intravenous therapy is a crucial and indispensable aspect of nursing practice in acute settings, and is expanding into community care (Lavery & Smith,

Journal Research Paper Example | Topics and Well Written Essays - 250 words - 2

Journal - Research Paper Example 114). An exclusive characteristic of the multilingual creation was carrying out a sequence of expertise workgroups with practitioners and scholars across the United States of America. The main objective of the sessions was to attain a sense of what practitioners and scholars viewed as promising and effective activities. According to Rhian, Pauline, Paramjit and Sheila, they made use of these groups to assist them in explaining what the field is viewed; recurring issues in given directions. The contribution reinforced the validity of the understanding that surfaced and gave a significant connecting amid practice and study. A number of varying sources of data is made use of so as to advance and also substantiate study interpretations (Loudon, Anderson, Gill, & Greenfield, 1999, p. 99). Conscious comparison of disparate researches with divergent results is contrasted in order to assist in enhancing and refine scholar explanations. Critical entertaining of adversary theories are not simply supposed to be disclose to adversary theories (Slavin, 2005, p. 247). Scholars are also supposed to look for adversary explanations and try to comprehend the foundation for these explanations. In a multilingual production, scholars assess the techniques and findings of an offered combination of records and make use of demanding qualitative processes to review the diverse literatures. The steady-relative technique of negotiating information sources to advance and refine clarifications. Ganschow, L. and Sparks, R. Effects of Direct Instruction in Spanish Phonology on the Native- Language Skills and Foreign-Language Aptitude of At-Risk Foreign-Language Learners. J Learn Disabil February 1995 vol. 28 no. 2 107-120 Loudon, R. F., Anderson, P. M., Gill, P. S. and Greenfield, S. M. (1999). Educating Medical Students for Work in Culturally Diverse Societies. The journal of the American medical association. September 1, 1999, Vol 282, No.

The substitution reactions

The substitution reactions Acknowledgement The preparation of this project on the topic- substitution reactions.: a profile would not have been possible without the valuable contribution of my TEACHERS. I would like to give most specially thanks to my CHE sir Dr. Ashish kumar who is my chemistry teacher to giving me the important guidelines during making this project. So, I hope this project will provide large and sufficient information about the different coordination numbers present in the coordination chemistry. Introduction In substitution reaction, afunctional groupin a particularchemical compoundis replaced by another group[1]. Inorganic chemistry, theelectrophilicandnucleophilicsubstitution reactions are of prime importance. Organic substitution reactions classified in several mainorganic reactiontypes depending on whether thereagentthat brings about the substitution is considered anelectrophileor anucleophile, whether areactive intermediateinvolved in the reaction is acarbocation, acarbanionor afree radicalor whether thesubstrateisaliphaticor aromatic. It also is helpful for optimizing a reaction with regard to variables such as temperature and choice of solvent Substitution reaction : chlorination of methane Nuclophilic reactions: These kind of substitution reactions happen when the reagent is a nucleophile, which means, an atom or molecule with free electrons. Anucleophilereacts with analiphaticsubstrate in anucleophilic aliphatic substitutionreaction. When the substrate is anaromaticcompound the reaction type isnucleophilic aromatic substitution. Carboxylic acidderivatives react with nucleophiles innucleophilic acyl substitution. This kind of reaction can be useful in preparing compounds The Nucleophilic substitutions can be produced by two different mechanisms: Monomolecular nucleophilic substitution (SN1): In this case the reaction proceeds in stages, the compounds first dissociate in their ions and then this ions react between them. Its produced by carbocations. Bimolecular nucleophilic substitution (SN2): In this case the reaction proceeds in only one stage. The attack of the reagent and the expulsion of the leaving group happen simultaneously. Electrophilic reaction Electrophilesare involved inelectrophilic substitutionreactions and particularly inelectrophilic aromatic substitutions: Electrophilic reactions to other unsaturated compounds thanarenesgenerally lead toelectrophilic additionrather than substitution. Radical substitutions Aradical substitutionreaction involvesradicals The term nucleophile comes from the Greek meaning nucleus loving, in other words nucleophiles seek positive charged centres. Nucleophiles have lone pairs of electrons and may carry a negative charge. There are many examples of nucleophiles, such asNH3,H2O,CN-,HC?C-, andOH-. Alkyl halides contain a halogen (X =F,Cl,BrorI) covalently bonded to a carbon atom. Due to the electronegativity differences between carbon and the halide, theC-Xbond is polar with a partial positive charge (?+) on the carbon atom and a partial negative charge (?-) on the halogen. Halogens are good leaving groups and can be replaced by an incoming nucleophile. Nucleophilic substitution is the reaction of an electron pair donor (the nucleophile, Nu) with an electron pair acceptor (the electrophile). An sp3-hybridized electrophile must have a leaving group (X) in order for the reaction to take place. Mechanism of Nucleophilic Substitution The term SN2 means that two molecules are involved in the actual transition state: The departure of the leaving group occurs simultaneously with the backside attack by the nucleophile. The SN2 reaction thus leads to a predictable configuration of the stereocenter it proceeds with inversion (reversal of the configuration). In the SN1 reaction, a planar carbenium ion is formed first, which then reacts further with the nucleophile. Since the nucleophile is free to attack from either side, this reaction is associated with racemization. In both reactions, the nucleophile competes with the leaving group. Because of this, one must realize what properties a leaving group should have, and what constitutes a good nucleophile. For this reason, it is worthwhile to know which factors will determine whether a reaction follows an SN1 or SN2 pathway. Common examples include Organic reductionswithhydrides, for example R-X?R-HusingLiAlH4 (SN2) hydrolysisreactions such as R-Br + OH-?R-OH+Br-(SN2) or R-Br + H2O ? R-OH +HBr (SN1) Williamson ether synthesis R-Br +OR-?R-OR+ Br- (SN2) Electrophilic substitution Electrophilic aromatic substitutionorEASis anorganic reactionin which an atom, usuallyhydrogen, appended to anaromatic systemis replaced by anelectrophile. The most important reactions of this type that take place arearomatic nitration,aromatic halogenation,aromatic sulfonation, and acylation and alkylatingFriedel-Crafts reactions. Basic reaction Aromatic nitrationsto formnitro compoundstake place by generating a nitronium ion fromnitric acidandsulfuric acid. Aromatic sulfonationofbenzenewith fumingsulfuric acidgives benzenesulfonic acid. Aromatic halogenationof benzene withbromine,chlorineoriodinegives the corresponding aryl halogen compounds catalyzed by the corresponding iron trihalide. TheFriedel-Crafts reactionexists as anacylationand analkylationwith acyl halides oralkyl halidesas reactants. The catalyst is most typicallyaluminium trichloride, but almost any strongLewis acidcan be used. In Fridel-Crafts acylation, a full measure of aluminium trichloride must be used, as opposed to a catalytic amount. Basic reaction mechanism In the first step of thereaction mechanismfor this reaction, the electron-rich aromatic ring which in the simplest case isbenzeneattacks the electrophileA. This leads to the formation of a positively-charged cyclohexadienylcation, also known as anarenium ion. Thiscarbocationis unstable, owing both to the positive charge on the molecule and to the temporary loss ofaromaticity. However, the cyclohexadienyl cation is partially stabilized byresonance, which allows the positive charge to be distributed over three carbon atoms. In the second stage of the reaction, aLewis baseBdonates electrons to the hydrogen atom at the point of electrophilic attack, and the electrons shared by the hydrogen return to thepisystem, restoring aromaticity. An electrophilic substitution reaction on benzene does not always result in monosubstitution. While electrophilic substituents usually withdraw electrons from the aromatic ring and thus deactivate it against further reaction, a sufficiently strong electrophile can perform a second or even a third substitution. This is especially the case with the use ofcatalysts. Radical Substitution Radicals A radical is a species that contains unpaired electrons. Typically formed by a homolytic bond cleavage as represented by the fishhook curved arrows: RADICAL CHAIN MECHANISM FOR REACTION OF METHANE WITH Br2 Step 1 (Initiation) Heat or uv light cause the weak halogen bond to undergo homolytic cleavage to generate two bromine radicals and starting the chain process. Step 2 (Propagation) A bromine radical abstracts a hydrogen to form HBr and a methyl radical, then The methyl radical abstracts a bromine atom from another molecule of Br2to form the methyl bromide product andanotherbromine radical, which can then itself undergo reaction 2(a) creating a cycle that can repeat. Step 3 (Termination) Various reactions between the possible pairs of radicals allow for the formation of ethane, Br2or the product, methyl bromide. These reactions remove radicals and do not perpetuate the cycle. There are two components to understanding the selectivity of radical halogenations of alkanes: reactivity of R-H system reactivity of X. R-H The strength of the R-H varies slightly depending on whether the H is 1o, 2oor 3o. The following table shows the bond dissociation energy, that is the energy required to break the bond in a homolytic fashion, generating R.and H. Halogen radical, X. Bromine radicals are less reactive than chlorine radicals Br.tends to be more selective in its reactions, and prefers to react with the weaker R-H bonds. The more reactive chlorine radical is less discriminating in what it reacts with. The selectivity of the radical reactions can be predicted mathematically based on a combination of an experimentally determined reactivity factor, Ri, and a statistical factor, nHi. In order to use the equation shown below we need to look at our original alkane and look at each H in turn to see what product it would give if it were to be susbtituted. This is an exercise in recognizing different types of hydrogen, something that will be important later. REFERENCES:- Chang Raymond www.wikepedia.org www.google.com

A critical essay based on three scenes Essay

Consider the importance of these scenes in the play as a whole. You should write about:   Dramatic effect   The language of the scenes Presentation of character   Changes in mood and tone Key themes within Romeo and Juliet are conveyed to the audience within the prologue. These themes help the audience to understand the first meeting between Romeo and Juliet and also their later meetings. Within the prologue, it is written by Shakespeare that from these two families, Romeo and Juliet are destined to fall in love; it also conveys the hatred of both families: † From forth the fatal loins of these two foes A pair of star-cross’d lovers take their life†. The audience has already been told that they are destined to fall in love, it is written in the stars and also are destined to take their own lives. The first impression that helps the reader to understand Romeo is that he is in love with a girl called Rosaline, however Romeo has been rejected. Consequently, Romeo feels very lonely and isolated, and he has also become depressed. This prepares the audience for his meeting with Juliet. Juliet does not come into the story until Act 1 Scene 2, where Capulet, her father, and Paris who wishes to marry Juliet are discussing her. The first impression of Juliet that the audience understands is that she is a very dutiful daughter to the Capulet family. Juliet has also become very obedient. The adults control her in her life, all of her decisions are made for her and she is protected form the outside world. These impressions tell the reader that both Romeo and Juliet are very vulnerable. Juliet has never loved anyone whereas Romeo has been depressed from falling out of love. These all lead up to Act 1 scene 5 where Romeo and Juliet meet. Romeo and Juliet are destined to meet because the servant cannot read and asks Romeo for help. Benvolio persuades Romeo to go so that he can see other woman, however destiny has facilitated Romeo and Juliet’s meeting. Act 1 scene 5 is the first scene is the first scene where Romeo and Juliet meet each other. There is a mascarade party within the Capulet household. This is the scene where Romeo and Juliet first kiss. Everything builds up to this scene. Firstly, the beginning of the scene shows the presentation of the characters wearing masks to cover their faces. Within this scene, when Romeo and Juliet first meet, Shakespeare changes the language, which they both speak to each other. The language used by Romeo and Juliet speak is very poetic, and also very religious, also Romeo speaks first: † This holy shrine, the gentle sin is this†. The layout of the way Romeo and Juliet speak is very poetic, and is also in the form of a sonnet. This quote shows that Romeo is comparing Juliet to a shrine and pilgrims: † My lips, two blushing pilgrims, ready stand†. This play has a strong religious base, as it shows signs of death and marriage. Religion also conveys purity and key elements within life. Romeo and Juliet both speak in a manner of a sonnet. They both speak a full stanza, and then two lines each, and then a couplet, which they both share. Juliet gains confidence as the conversation goes on. As both Romeo and Juliet’s responses become much shorter, they also move closer to each other ready to kiss. Within the sonnet, the use of a couplet which Romeo and Juliet both share, suggests that they are meant to be: Juliet: † Saints do not move, though grant for prayer’s sake. Romeo: Then move not while my prayer’s effect I take†. This couplet adds an effect that they are meant to be, love at first sight and are immediately attracted. Fate has dictated that they would die together which allows many moments of dramatic irony due to the audience already knowing that it is written in the prologue. The dramatic effect within this scene is the use of religion. Later on in the scene, dramatic irony is shown again as Juliet speaks to the nurse: â€Å"My grave is like to be my wedding bed†. This is dramatic irony, as the audience already knows from reading the prologue that this will come true, as it is their destiny. Act 2 scene 2 is the second meeting where Romeo and Juliet meet. This is one of the most famous scenes in Romeo and Juliet, and also the most romantic scenes in the history of drama. This is the balcony scene where the destined lovers engage in a very poetic and romantic conversation. The mood and tone of this scene is built up by romantic conversation, firstly, Romeo speaking aloud. Romeo dominates this scene, as he is the one who pursues her. He begins the conversation in the opening of the scene. This whole scene is devoted to Romeo and Juliet’s interaction. Romeo sees light in the window of the balcony, and uses a metaphor to compare Juliet to the sun: ‘It is the east, and Juliet is the sun†. Romeo compares Juliet to the sun, as light is essential for everyone to survive, as Juliet is essential for Romeo to live. Light is eternal and it shows security and warmth. It is also very pure. Again, within this scene, religion is used to convey Juliet’s innocence: â€Å"As is a winged messenger of heaven†. Romeo compares Juliet to an angel, which shows love, purity and innocence. Within this scene, Romeo is very poetic, whereas Juliet is pragmatic: † If they do see thee, they will murder thee†. This shows that Juliet is aware of the consequences that will befall Romeo if he is caught. Within this scene Juliet is very nervous and feels very insecure: † Dost thou love me? I know thou wilt say ‘Ay’. † This quote shows that Juliet feels herself very insecure and questions Romeo about their love. In the scene, Romeo uses a variety of techniques to declare her love: † I should adventure for such merchandise†. Romeo uses this to persuade Juliet and shows exaggerated devotion towards her. Juliet also changes during the course of the scene. † In touch, fair Montague, I am too fond†. Juliet uses an epithet- ‘fair Montague’ which shows that she has had a change in confidence. Juliet’s perception of Romeo is that he is fair and kind. Romeo gives Juliet his reassurance of their love: † Th’exchange of thy love’s faithful vow for mine†. This quote shows that Romeo wants her love. In this scene dramatic irony is introduced again: † And the place death, considering who thou art, If any of my kinsmen find thee here†. This quote shows that Juliet’s family will come after Romeo if they find him here, Tybalt’s violent threats earlier in the play increase the tension. Juliet switches the conversation to where they will next meet: † I have no joy of this contract tonight†. Once Juliet is sure Romeo is in love with her, she needs a sense of future security whereas Romeo continues to be romantic and live for the moment. Act 3 scene 5 is the third and final scene which Romeo and Juliet are presented to the audience alive. Between Act 2 scene 2 to this scene, Shakespeare has added violence to contrast with love. This is so that the audience can anticipate the tragedy as it builds up tension towards the death scene. Within this scene, the mood has changed from previous scenes where Tybalt has been killed, and Capulet insisting on Juliet marrying Paris, the tension has lifted. Juliet opens the scene, which shows that she is more confident now. Juliet is very poetic: â€Å"It was the nightingale, and not the lark†¦. † Juliet is playing with Romeo, teasing him and with the use of romantic imagery she is trying to persuade Romeo to stay with her. Within this scene Romeo and Juliet speak equally, feeling both equally confident. Most of what Juliet is saying is that she wants him to stay longer, due to his banishment: â€Å"Therefore stay yet, thou need’st not to be gone†. This quote shows Juliet’s insecurity, she needs to feel his devotion. Romeo replies to this question: † I have more care to stay than will to go†. This response is what Juliet wants to hear to feel his devotion and reassurance of their love. Within this scene, due to Juliet feeling confident, she once again becomes pragmatic: â€Å"It is, it is, hie hence, be gone, away! â€Å". There is again also dramatic irony in this scene: † More light and light, more dark and dark our woes! † This illustrates that there future is very bleak, becoming depressing as the day goes on. Juliet feels her life is Romeo: † Then, window, let day in, and let life out†. There is another case of dramatic irony when Romeo and Juliet speak: † O think’st thou we shall ever meet again? â€Å". These words are said in innocence but the audience suspect that this will be the last time they are together alive: From these three scenes we can come to a conclusion that Romeo and Juliet’s relationship was set to end in tragedy, which was their destiny. There relationship dramatically changed over the course of five days. The three scenes in which Romeo and Juliet interact all lead up to the tragic ending. The intensity of their love propelled them forward to a tragic end. Over the course of their love the audience can observe that Juliet is becoming more confident in her love for Romeo. Their seemingly desperate need for each other blinds them from behaving rationally. Their love shows intensity which shows that they were meant to be, as together as one soul. Fate and destiny has made them fall in love and also takes their lives.

Power and Communication Essay

Language discrimination has been prevalent in society for thousands of years. This has been something that happens in every civilization and will not stop now. Language discrimination is unfair treatment of an individual by the way that they compose themselves in a verbal matter. What I mean by this is to treat someone unjust because of factors such as accents, vocabulary size, or just that they speak a different language. This happens a lot to tourists who don’t know how to speak proper English in the United States. I have lived in the United States my whole life and I have witnessed multiple accounts of this. There are multiple situations in which language discrimination occurs. Situations include work, school, vacation spots, and in the general public. The workplace is supposed to be free of any type of discrimination but it is not. People are discriminated against if they speak different or even remotely act differently than what we experience inside the walls of our community. School kids are picked on by other kids if they are a different nationality, this being because they speak different languages and are trying to learn the English language. Tourists on vacation trying to enjoy their stay are constantly pressed with the fact that next to nobody around them knows their native language providing a barrier of communication. The general public tends to look down on a person if they have a speech impediment or an accent even if they are still natives of the United States. They are made to look like tourists in a nation of their own. Some examples of language discrimination I have observed come mainly within my own community. I have witnessed people from work picking on other individuals because they are a different nationality such as Hispanic. Some Hispanics are American-Hispanic being born in the United States. They are typically not discriminated against like the full blood Hispanics are. This  is because they have not grown up in such a culture before and are trying to adapt. The same thing would happen to me if I was traveling to a different country. I would be looked at as an outsider as soon as I open my mouth. There are many identity labels that contribute to discrimination. Labels such as â€Å"Working class† or â€Å"Black† are just a few of them. These are a form of discrimination in themself. Labels are a way to identify someone in the wrong way. They may be â€Å"working class† but may not want to be considered as that. They may want to be known as â€Å"rich† or â€Å"powerful†. Or may find it an insult because they have to work to make a living. â€Å"Black† is also a common term used to identify some African-Americans. This is discrimination because one individual is not better than the next. This may be degrading to anyone who is classified under any sort of label. I do not believe that discrimination in communication is ethical because I feel as if it is a nonverbal or verbal form of abuse. It can be degrading at times and can cause a person to be uncomfortable in their own community. Regardless if I agree with discrimination or not, it will still continue to happen even long after I’m gone.

How to Improve Low SAT Math Scores 9 Strategies

How to Improve Low SAT Math Scores 9 Strategies SAT / ACT Prep Online Guides and Tips Are you struggling with SAT Math scores between 300-500? You're not alone- hundreds of thousands of students are scoring in this range. But many don't know the best ways to break out of this score range and score a 600 or above. Here we'll discuss how to improve your SAT math score effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is suited for students scoring below a 600 and goes over basic SAT math strategies. If you're already above this range, my perfect SAT Math score article is more appropriate for you. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 600, and then go into test strategies. Stick with me - this is like building a house. First you need to lay a good foundation before putting up the walls of the house and pretty windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. (In this guide, I talk mainly about getting to a 600. But if your goal is a 500 or below, these concepts still equally apply). Understand the Stakes At this SAT score range, improving your low SAT math score to a 600 range will dramatically boost your chances of getting into better colleges. Let's take a popular school, University of Alabama, as an example. Its average SAT score is a 20.Its 25th percentile score is a 980, and 75th percentile is an 1240. Furthermore, its acceptance rate is 57%. In other words, a little over half of all applicants are admitted. But the lower your scores, the worse your chances. In our analysis, if you score around a 980, your chance of admission drops to 35%, or around 1/3 chance. But if you raise your score to a 1240, your chance of admission goes up to 72% - a really good chance of admission. For the Math section, this is especially true if you want to apply to engineering or science programs. They expect your math score to be better than your other sections, and if you score low, they'll doubt your ability to do college-level quantitative work. It's really worth your time to improve your SAT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with an 1800 SAT score? Check out ourexpert college admissions guide for an 1800 SAT score(equivalent to 1200 on the 1600 scale). Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 300-500. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your SAT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the SAT is a weird test. When you take it, don't you get the sense that the questions are nothing like what you've seen in school? It's purposely designed this way. The SAT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The SAT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Basic algebra (solving for x, manipulating equations), data analysis (mean, median, mode), advanced algebra (solving systems of equations, quadratic equations), and geometry (triangles, circles, lines). You've learned all of this before in high school. But the SAT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: Find the area of the shaded region below, if the radius of the circle is 5. This is a classic SAT type question. The first time you see this, it might be confusing. How do you get the area of each of the shaded corners? It kind of looks like a triangle, but not really because of the curve region. But you've learned all the concepts you need to solve this. Notice that the shaded area is the area of the square, with the area of the circle punched out. Imagine the square is cookie dough, and the circle is a cookie cutter you punch out. OK. Now you just need to use the area formulas.The area of a square is side x side, or 10 x 10 = 100. The area of a circle isÏ€r2, orÏ€ * 5 * 5 = 25Ï€. So the area of the shaded region is 100 - 25Ï€. This might have been confusing the first time, but the next time you see a question like this, you'll know exactly what to do: find the area of the larger shape, and subtract out the inner piece. The SAT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the SAT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 600 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. We're going to use 600 as our score target, because this is above average and will make you competitive for a lot of schools. Here's the raw score to SAT Math Score conversion table. (If you could use a refresher on how the SAT is scored and how raw scores are calculated, read this.) Raw Scaled Raw Scaled Raw Scaled Raw Scaled 58 800 43 640 28 520 13 370 57 790 42 630 27 510 12 360 56 780 41 620 26 500 340 55 760 40 610 25 490 10 330 54 750 39 600 24 480 9 320 53 740 38 600 23 480 8 310 52 730 37 590 22 470 7 290 51 710 36 580 21 460 6 280 50 700 35 570 20 450 5 260 49 690 34 560 19 440 4 240 48 680 33 560 18 430 3 230 47 670 32 550 17 420 2 210 46 670 31 540 16 410 1 200 45 660 30 530 15 390 0 200 44 650 29 520 14 380 Notice that if you're aiming for a 600, you only need a raw score of 38 out of 58 questions. This is a 65% score. This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. Is this fewer than you thought? A 65% on a math test at school might give you a D, but on the SAT it's actually not that bad and can be more than enough for your target score. We'll go into more detail below about what this means for your testing strategy. Whatever you're scoring now, take note of the difference you need to get to a 600. For example, if you're scoring a 480, you need to answer 14-15 more questions right to get to a 600. Once again, if your goal is a 500, the same analysis applies - just swap the numbers. OK - so we've covered why scoring a higher SAT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. 9 Strategies to Improve Your Low SAT Math Score If you're struggling with your SAT Math score, follow these nine strategies to help you reach the score goal you're aiming for. Strategy 1: Skip the Most Difficult Math Questions Here's an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 600, you only need a 38 out of 58. What does this mean?You can completely guess on 20 questions and still score a 600if you answer the other 38 correctly. In fact, because when you guess you have a 25% shot at getting it right, guessing will give you an extra 5 points - which means you can miss 5 questions and still get a 600. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you way more time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on your SAT section, this will be a huge help. Here's an example. On Section 3, you get 25 minutes to answer 20 math questions. This is usually pretty hard for most students to get through - it's just 75 seconds to answer each question. The average student will try to push through all the questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on questions they SHOULD have gotten right. And then they spend 5 minutes on the last question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in each subsection.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered in difficulty.The hardest questions are always the questions at the end of the subsection. I've been using the term subsection, because Section 3 and Section 4 each have two parts. The first part is the multiple choice subsection. The second choice is the free response question. Let's use an example from real practice tests. This is the Question #15, last question of the multiple choice subsection in Section 3: Pretty tough, right? This is one of the questions you should skip. But here's the next one, Question 16, the first question in the Free Response subsection: Pretty easy, right? This is the type of question you're likely to get right and should thus spend more time on. So, section by section, here's your skipping strategy: Section Subsection Total Questions Questions to Skip Section 3 Multiple Choice 15 3 Free Response 5 1 Section 4 Multiple Choice 30 6 Free Response 8 2 By doing this, you raise your time per question from 82 to 104 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 700-800 scorers who have really mastered all the SAT math skills on the test. If you get to a 600, then you have the right to try these questions. Not before you to get to 600. Important note: skipping does not mean LEAVING BLANK!There is no guessing penalty on the SAT, so you MUST make sure you bubble in every single blank answer on your answer sheet before the section ends. Not doing so will cost you valuable points. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some areas in math than others. You might have done better in algebra than geometry. Or maybe you really like statistics, but hate fractions. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you have friends to hang out with. This means for every hour you study for the SAT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're SHOCKED. I'm not. Studying effectively for the SAT isn't like painting a house. You're not trying to cover all your bases with a very thin layer of understanding. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time on their weaknesses. Instead, studying effectively for the SAT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to SAT math? You need to find the sub-skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. Here's our complete mapping of all 24 skills tested on SAT Math: Basic Algebra Linear functions Single variable equations Systems of linear equations Absolute value Advanced Algebra Manipulating polynomials Quadratic equations Dividing polynomials Exponential functions Function notation Solving exponential equations Systems of equations with nonlinear equations Problem Solving and Data Analysis Ratios and proportions Scatterplots and graphs Categorical data and probabilities Experimental interpretation Medan, median, mode, standard deviation Additional Topics Coordinate geometry - lines and slopes Coordinate geometry -nonlinear functions Geometry - circles Geometry -lines and angles Geometry - solid geometry Geometry - triangles and polygons Trigonometry Complex numbers I know this is overwhelming. SAT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our SAT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty SAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus on the Most Important Skills and Ignore the Rest Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (algebra - solving single variable equations) is 29 TIMES more likely to appear than the least common skill (algebra - function notation). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much SAT Math material you need to know, you'll feel a lot better soon. First, hereare the most common SAT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Solving single variable equations 12.50% 7 Define and interpret linear function .21% 7 Ratios and proportions 10.78% 6 Solving systems of linear equations 7.76% 5 Manipulating polynomials 7.33% 4 Scatterplots and Graphs 6.47% 4 Solving quadratic equations 5.60% 3 Coordinate geometry of nonlinear functions 4.74% 3 Exponential functions 4.74% 3 TOTAL 71.13% 42 This is great news - with just eight skills (33% of all 24 skills), you cover 71% of the test! For example, if you mastered just these skills and got all 42 questions right, that would already bring you up to a 630. In reality, this is unrealistic because some of these 42 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on SAT Math: Skill Frequency Expected Questions Per Test Dividing polynomials 1.72% 1 Trigonometry, radians 1.72% 1 Absolute value 1.29% 0.75 Complex numbers 1.29% 0.75 Experimental interpretation 0.86% 0.5 Lines and angles 0.86% 0.5 Solid geometry 0.86% 0.5 Systems of equations with nonlinear equations 0.86% 0.5 Function notation 0.43% 0.25 TOTAL 9.89% 5.75 Look at these nine skills. Altogether, they add up to a measly 10% of the entire test. Remember what % of the test you need to get right to get a 600? It's 66%. If you completely ignored these nine skills, you'd still be able to get a maximum score of 730. So good news! You don't need to study trigonometry, complex numbers, solid geometry, and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar SAT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Use Only Realistic, High-Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. To begin with, most books that claim to be adapted for the New SAT are actually just minimally edited versions of their Old SAT books. Math has changed a lot between the two versions of the test, both in terms of which skills are tested and how the questions are structured.The worst books copy over the exact same questions from the Old SAT book - this is hugely misleading and can end up wasting a ton of your time with no improvement in score. Second, a lot of prep programs and books don't have very realistic SAT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the SAT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best sources for SAT Math questions is the Official SAT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. The problem is, for the New SAT there aren't that many practice tests available right now. Because you want to use these to train your endurance and sitting for a full-length test, you do need to conserve this precious resource. This means to get enough SAT Math practice, you DO need to use extra materials. If you want to study exclusively through books, I recommend the best books for SAT Math here. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official SAT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the SAT, have hundreds of hours of SAT teaching experience, and have graduated from Ivy League schools. This results in the most realistic, highest quality SAT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 400-600 level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. But don't stop there. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's say you don't know how to solve this with algebra. Let's break down the question. It asks, "which of the following numbers is NOT a solution of this inequality?" What that really means is, "Three of these answer choices, when plugged in, will result in a true statement. One answer choice will result in a false statement." So let's try plugging in each answer choice, one by one. Start with A) -1: 3(-1) - 5≠¥ 4(-1) -3 -3 -5≠¥ -4 -3 -8≠¥ -7 Wait, that's not true! -8 is not greater than -7. Thus answer choice A is tentatively marked as the correct answer choice. Just in case, let's try answer choice B. 3(-2) - 5≠¥ 4(-2) -3 -6 -5≠¥ -8 -3 - ≠¥ - Yes, - is equal to -! Choice A is likely the right answer. (You can evaluate answer choices C and D too, but this is unnecessary since you checked your work and A seems pretty sound). Bonus: Algebraicway You can also solve this question by moving x to one side and the number to the other: 3x - 5≠¥ 4x - 3 3x - 5 - 4x≠¥ 4x - 3 - 4x -x -5≠¥ -3 -x -5 + 5≠¥ -3 +5 -x≠¥ 2 x≠¤ -2 This gets you answer choice A as well! In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the Math Section Once again, time pressure is a big problem for 400-500 scorers. Because many questions are difficult, it's easy to get sucked into a hard problem. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the SAT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the SAT are worth the same as each other. An easy question is worth 1 point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8:Bubble in Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 5 seconds per question, you get back 100 seconds on a section that has 20 questions. This is huge - you can use that to solve a whole other problem. Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. Starting in 2016, the SAT no longer has a wrong answer penalty. In the old SAT, each wrong answer would deduct 0.25 points from your raw score. This required you to have a logical guessing strategy based on how many answers you could rule out. No longer! Now there is no penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 25% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your SAT math score. If you're scoring a 330, you can improve it to a 500. If you're scoring a 460, you can boost it to a 600. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give SAT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math Questions Strategy 2: Find Your Math Weaknesses and Drill Them Strategy 3: Focus On the Most Important Skills. Ignore the Rest Strategy 4: Use Only Realistic, High-Quality Sources Strategy 5: Understand All Your Math Mistakes Strategy 6: Experiment with Different Strategies to Solve Math Problems Strategy 7: Monitor Your Time During the Math Section Strategy 8:Bubble In Your Answers All At Once Strategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your SAT score. What's a good SAT score for you? Read our detailed guide on figuring out your SAT target score.This is important to set YOUR target score and give you something to aim for. Want a bunch of free SAT practice tests to practice with? Here's our comprehensive list of every free SAT practice test. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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The Female Vote and Empire Building Essays

The Female Vote and Empire Building Essays The Female Vote and Empire Building Essay The Female Vote and Empire Building Essay The Female Vote and Empire Building Name: Course: Date: The Female Vote and Empire Building 1. Provide two or three reasons that men resisted the idea of women voting for so long, focusing on what they may have feared The chauvinistic attitude in men prevented them from allowing the women to have their voting rights. The men believed that voting was the exclusive activity of men. They did not want the women to get the idea of holding political posts, which they strongly believed were supposed to be for men only. Men were overtly against the freedom of women to take part in an election because it would undermine their control. The men were afraid that by allowing the women to vote, they would lose the control they had over the women. The men feared that presenting the women with the freedom of women to take part in an election would make them involved in politics to the extent that they would forget their traditional roles at home. They believed that all women belonged at home, and they had no place in political affairs (Scher, 2011). 2. Make a connection between the enfranchisement of women and the progressive movement, showing how it may have helped with reforms or hindered reforms, or made no difference Many women were engaged in the quest for voting rights. They held demonstrations, protested, and even went on hunger rights. Despite these efforts, some of the women were supporting the men in opposing women suffrage. They were determined to ensure that other women would not achieve the freedom to take part in an election. The provision of education to women, and all the action that went with it, provided an educational and awareness ground for many women. Those who were involved in securing the freedom of women to take part in an election concentrated on educating the other women on the importance of the ballot process. This education and increasing awareness contributed to the progressive movement. The women realized that they had been oppressed and denied many rights, and their success in securing the vote gave them the courage they needed to fight for other rights. 3. Take a position on the passing of the Nineteenth Amendment as a civil rights victory, explaining how you think the female vote has influenced or not influenced the direction of civil rights in this country The 19th amendment secured the right of American women to cast a ballot. As per the requirements of the amendment, all American citizens had the freedom to take part in an election, and no one should deny anyone this right based on gender. The vote of the women was crucial in altering the course of the civil rights. Many people felt that they could fight for their rights of representation and recognition after the passage of the amendment. The passage of this amendment, guaranteed women the freedom to take part in an election. It also made other people, especially racial minorities, demand for their rights. Empire building 1. For a country such as the US that makes the equality and protection of rights one of the centerpieces of its own existence, explain how the annexation of foreign territories during this period was justified The US justified its actions by claiming that it was advancing democracy. It claimed that annexing the foreign nations ensured that the people would live in freedom, and they would have justice. The US was determined to propagate its agenda to the foreign nations because it did not believe that the policies and rules governing these nations were beneficial for the people. It believed in a democratic system which encouraged capitalism, leading to the growth of the economies. Some of those individuals in the affected areas recognized the benefits of this, and they supported the annexations, making the US campaigns successful 2. Give two examples of how the United States benefits by owning territories and having military bases around the world today The US benefits from operating military sites in many countries on a global scale because this helps them maintain and protect their interests. For instance, settling in strategic locations enables the military to be able to ensure more security for its citizens, because it is able to know what is going on around the region, and the threat is facing from different locations. Gathering information becomes relatively easy when troops are deployed to various places around the world. By owning territories, the US is able to secure more resources for its industries. It also benefits from the expertise provided by the people in different sectors of the economy, providing labor in areas of shortage. 3. Describe the political impact to the party in power here at home when the US military is victorious in a foreign war or takeover and when it is defeated The political party benefits because it is able to gain more confidence among the people. When the military is victorious, the people increase their confidence in the government’s ability to take care of them. They feel more secure and guaranteed, and this enables them to know that the government has its priorities right. The political party gets more authority and power, as it increases its memberships. The opposite happens when the military is defeated. The people start opposing the government’s move in engaging in the war, and they show their lack of confidence in the government. Many of them opt to support the party that opposed the war. References Lutz, C. (2009). US bases and empire: Global perspectives on the Asia Pacific. Retrieved from globalresearch.ca/us-bases-and-empire-global-perspectives-on-the-asia-pacific/14468 Scher, K. R. (2011). The politics of disenfranchisement: Why is it so hard to vote in America? Armonk, NY: M.E. Sharpe

Metropolitan Museum of Art Research Paper Example | Topics and Well Written Essays - 1250 words

Metropolitan Museum of Art - Research Paper Example Jackson Pollock is an American artist. He was famous for his drip paintings and is a major figure in American painting, specifically in abstract expressionism. He was the purveyor of the drip technique, and this was seen as the origins of action painting. This was his way of challenging the Western style of painting using the easel and brush, with an attempt to leave figurative representation. However, he abandoned the drip painting style just as it was getting famous and returned to painting using figurative elements. War is one of Jackson Pollock’s earliest known paintings and is the only painting he ever titled. This painting was made before he became famous with his drip style. It should be noted that Pollock was a successful draftsman and often used his sketches to execute his artistic ideas. War is a very apt descriptive title for this abstract expressionist painting. This painting was made just after World War II and it shows the brute violence of war: there is a funera l pyre, a human figure being thrown to it, a bull, and a crucifixion. The colors of red and yellow were then added for drama. The elements of this painting hark to Picasso’s war-inspired painting Guernica, where it also had suffering people and the bull as a major figure in the painting. Although it has more figurative elements, this painting has many linear motions that have emerged in his later paintings. The date is significant to understanding this painting: 1947 is a time when war was still fresh in most people’s collective memory, and this was probably the way that Pollock expresses his feelings towards war. This painting symbolizes the harsh effects of war in society, and the ghosts in people’s consciousness. The media used for this painting are colored pencils and ink. The size is 20 5/8 inches by 26 inches. The size is not exactly relevant to the viewer, but it is easier to observe because of the size. This seminal work of art has influenced the 21st ce ntury because it had paved the way for Jackson Pollock’s Abstract Expressionism genre. It may not be as noticeable here but the traces of Abstract Expressionism are here: the linear movements, the near-abstract figures, the fast composition. This painting may not be as popular as his drip paintings; but this painting shows how he managed to get into that style. Without this painting, abstract expressionism in America would not be as successful. 2. Marilyn Monroe by Richard Avedon (1957) Richard Avedon was one of the most iconic American photographers. His work, Marilyn Monroe, is one of his most popular. Richard Avedon was born and raised in New York City and entered as a photographer for the Merchant Marine. He learned photography there as he took identification pictures of the crew. This picture was taken on May 6, 1957 and it completely embodies the style of portraiture that Richard Avedon helped made famous: his ability to capture the real essence of the subject by lettin g the viewer see the intimate, candid shots of a certain personality in an often bare setting, with no props but just the details needed to compose the picture. He developed his unmistakable style there: stark, high contrast, black and white pictures. The main feature of an Avedon photograph is that it is honest: everything you ought to see in your reflection is seen in an Avedon photograph. This picture, simply called Marilyn Monroe, is named after the subject herself. As a portrait photographer, Avedon shot many famous people, as well as the working class and the criminals; Marilyn Monroe is one of the most famous,

Explain the importance of consistency between firms in various Essay

Explain the importance of consistency between firms in various countries in keeping standard accounting practices. Where possible give examples to illustrate your answer - Essay Example Most importantly, it can be affirmed that the significance of consistency between firms in varied nations in the context of keeping standard accounting practices lay in raising transparency of financial reporting procedure (Securities and Exchange Commission, 2008). With this concern, the prime intent of this essay intends to analyze and discuss the importance of consistency between firms in terms of standard accounting process relating to cross-border transactions. Moreover, appropriate examples will also be provided while elaborating the above stated aspect. Standard accounting practices are regarded as structured accounting processes that aid in measuring the financial position and status of an entity. The prime objective of preparing financial statements for any business organization is to make economic decisions more accurately. Based on the viewpoints of Holloway (2011), standard accounting practices assist business entities in keeping proper record of their respective assets, liabilities, income as well as expenses along with equity and cash flow among others (Holloway, 2011). According to the report published by Governance across Borders (2013), it can be ascertained that fair presentation is highly essential for ensuring rising transparency by keeping and following varied standard accounting practices. At the same time, it can be affirmed that faithful representation of transactions can also ensure greater consistency between firms in case of cross border business operations (Governance across Borders, 2013). According to the viewpoints of Ramanna & Sletten (2009), varied standard accounting practices such as IFRSs assist global nations as well as organizations to maintain fairness in the accounting transactions. At the same time, these practices ensure keeping consistency between firms by representing realistic figures of assets, liabilities, income and expenses of a firm during the conduct of business