Porsche Essays - Sports Cars, Porsche 911 GT3, Porsche 911

Porsche Essays - Sports Cars, Porsche 911 GT3, Porsche 911 Porsche I have narrowed down my project to just Porsche vehicles. I am not going to talk about the man behind the car to much. I have found several web sites that have criteria about Porsche and their different models and their performance. I will discuss these subjects along with others. The history of Porsche will be discussed. I will also talk about some different models such as the 911 GT3. I will also discuss the GT1 and GT3 race seriesI will also discuss Porches latest press releases. History The early years (the 40's & 50's) 1948: The very first Porsche. The very first Porsche 356/1 developed by Ferry Porsche and his proven team is completed in the Austrian town of Gm?nd and receives technical homologation on June 8,1949: Presentation of the Cisitalia racing car.The Cisitalia racing car is presented at the Torino Motor Show, featuring a 12-cylinder dual-compressor boxer engine in mid ship arrangement, 1493 cc, 385 bhp at 10600 rpm, top speed 300 km/h (186 mph), four-wheel drive with individual drive activation of the front wheels. 1950: Porsche returns to Zuffenhausen Porsche returns to Zuffenhausen, near Stuttgart. Thus begins a new chapter in Porsche's history. In rooms rented from the Reutter car body factory, production facilities are set up. Porsche becomes an independent automobile factory. 1951: Porsche's first international success in Le Mans Professor Ferdinand Porsche Sr. dies, aged 75. The Porsche 356 scores its first international success in motor racing, winning the 1100-cc category in the 24 Hours of Le Mans. 1953: Porsche 550 Spyder Presentation of the Fuhrmann engine for the Porsche 550 Spyder: 1.5 liter four-cylinder, four camshafts, 110 bhp 1956: the 10,000th Porsche 356 Commemorating the 25th anniversary of the Company, the 10,000th Porsche 356 leaves the production hall. Porsche has already scored 400 victories in motor racing. The 1.5 liter 550 Spyder, driven here by Richard von Frankenberg, becomes the "shark in the pool of perch" in major races, where it competed against cars with more horsepower. 1958: Commemorating the 25th anniversary of the Company, the 10,000th Porsche 356 leaves the production hall. Porsche has already scored 400 victories in motor racing. The 60's and 70's 1961: Work starts on a new six cylinder engine Behind closed doors, work starts on a new Porsche with a six cylinder engine. The body is designed by Ferdinand Alexander Porsche, Ferry Porsche's son. 1963: Porsche 911.At the Frankfurt International Automobile Show, Porsche presents the 911. The underlying concept of an air-cooled flat engine in the rear is retained.1964: Production start of the Porsche 911.1969: Porsche 914-4 and 914-6. Presentation of the 914-4 and 914-6 mid-engine sports cars at the Frankfurt Motor Show.Porsche for the second time wins the World Championships for works cars. For the second consecutive year, the 911 wins the Monte Carlo Rallye. 1970:The Porsche 917 (4.5-litre 12-cylinder boxer engine) shown to the public for the first time in Geneva wins virtually all races the world over, including the World Championship of Makes and the Endurance World Championship. Work starts at the Weissach Research and Development Centre. 1972: Porsche goes public. Under the guidance of Ferry Porsche as Chairman of the Supervisory Board, Porsche goes public. 1974: The first 911 Turbo With the 911 Turbo a new era begins: exhaust: exhaust turbo charged autos. 1975: The first Transaxle sports car. Porsche introduces the 924, the first Transaxle sports car with the engine at the front, the transmission and drive wheels at the rear. Production of the "big Porsche", the 928, starts in Stuttgart: V8 light-alloy engine, Transaxle configuration, Weissach axle. To this day the only sports car in the world ever to win the title of Sports Car of the Year. The 80's & 90's 1982: The Porsche 956, the most successful racing/sports car of all times, begins its victorious career. 1985: Launch of the Porsche 959, a spearhead in new technology. A limited number are built. In 1986, it is the first sports car to win the Paris-Dakar Rally. 1988: Launch of the new 911 Carrera 4.1989: Introduction of Tiptronic four-speed automatic transmission operated either manually (as a function of load) or serving as a fully automatic transmission. Featured for the first time in the new 911 Carrera 2. 1993: Presentation of the first Boxster concept car at the Detroit Auto Show. Launch of

How to Get 36 on ACT Science 13 Strategies From a Perfect Scorer

How to Get 36 on ACT Science 13 Strategies From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring between 26-34 on ACT Science? Do you want to raise that score as high as possible - to a perfect 36? Getting to a 36 ACT Sciencescore isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've consistently scored 36 on Scienceon my real ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score - or very close. Brief note: This article is suited for students already scoring a 26 on ACT Scienceor above. If you're below this range, my "How to Improve Your ACT Science Score" articleis more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview For somereason, there aren't very many ACT Science guides out there. There's a lot of material for ACT Math and ACT Reading, but people just seem to shy away from the science section. In contrast, at PrepScholar we've written what we believe are the best guides to ACT Science available anywhere, and we've published them online for free. In this article, I'm going to discuss why scoring a 36 in ACT Science is a good idea, what it takes to score a 36, and then go into the 13 key ACT Sciencestrategies so you know how to get a 36 on ACT Science. Stick with me - as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Sciencescore is useful, since this will fuel your motivation to get a high score. Then we'll get into the meat of the article. Finally, in this guide, I talk mainly about getting to a 36. But if your goal is a 32, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Science? Let's make something clear: for most college applications, a 34 composite on an ACT is equivalent to a perfect 36. Almost no college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36 unless you're applying to a STEM program at a top tier school (which we discuss more in a few paragraphs). For most schools, you're already set, and it's time to work on strengthening your extracurriculars, coursework, and overall application. But if you're scoring a 33 or below AND you want to go to a top college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy for top students to get a 32but a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. A 36 in ACT Science can also help you compensate for weaknesses in other sections like Reading or English.By and large, schools consider your ACT composite score moreso than your individual section scores. If you can get a 36 in ACT Science, that gives you more flexibility in your English, Math, and Reading scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. MIT expects a 36 in ACT Math. There are only two scenarios where a 36 in ACT Scienceis really important beyond just raising your composite score. The first is if you're planning for a science or quantitative major (like biology, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom ACT Scienceis easy. Really easy. Even though schools don't typically release their ACT scores by section, they do release SAT section scores. As a proxy for ACT Science, we can take a look at SAT Math scores at top schools. (I know ACT Science and SAT Math are different, but I'm going to bet that people who are good at math are also going to score high on ACT Science). Here are a few real examples. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800 (or equivalent to an ACT 36). That means at least 25% of all students at these schools have an 800 in SAT Math, or a 36 on ACT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively, or a 34 on the ACT!This means if you score a 34 on your ACT Math, you'rewell below average for these schools! That's how competitive these top-tier colleges are. I'm not going to lie. ACT Science was easy for me. I got 36 on pretty much every practice test and official ACT I ever took. This was largely because I was a science nerd in high school, competing in the academic olympiadsand doing a ton of science research as an extracurricular. I also practiced hard and applied the strategies below to achieve perfection. So reading science passages was like reading English to me. You're competing against people like me. And if you apply as a science major with a 34 or below on Science, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because ACT Scienceis supposed to be easyfor you. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. 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 reasonably intelligent student can score a 36 on ACT Science. The reason most people don't is they don't try hard enough or they don't study the right way. Even if you don't consider yourself a science geek, or you got a B in Biology, you're capable of this. More than anything else, your ACT score is a reflection ofhow hard you work and how strategically you study. Here's why: the ACT is a weird test. When you take it, don't you get the sense that many questions are nothing like what you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP Physics.The ACT Science sectioncan't ask you to solve cold fusionor build a rocket to get to Mars. The ACT is a national test, which means it needs to be a level playing field for ALL students around the country. So it HAS to test scientific concepts that every high school student will cover: how to interpret data graphs, what the scientific method is, how scientific theories disagree from each other. You've learned all of this already in high school. But if all the questions were easy and straightforward, then everyone would score too high. So the ACT needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students whocan predict exactly how the test is going to work. Here's an example graph from a real ACT test: This is one of the most complex graphs I've seen in ACT Science. I can guarantee you've never seen something like this graph before in school. But there's good news - every other high school student in America hasn't seen this graph before either! This means that the ACT expects you to be able to understand this graph using basic science skills. Skills like looking at the twoaxes, understanding how a plot works, and how to get data values from this graph. Just to prove this to you, further down we're going to understand this graph and go through a sample question. On ACT Science, there will alwaysbeweird scenarios you've never seen before, from composition of sediment to dinosaur claw sizes. But more than anything, ACT Science isn't actually about science - it's a lot more about reading comprehension and logic. The key to improving your ACT Science score is to: Master the types of passages the ACT tests Draw on the basic skills you already know to solve the questions Practice on a lot of questions so you learn from your mistakes and know the test inside and out. I'll go into more detail about exactly how to do this. First, let's see how many questions you need to answer correctly to score a 36. What It Takes to Get a 36 in ACT Science If we have a target score in mind, it helps to understand what you need to get that score on the actual test. I compiled the raw score to ACT Science Score conversion tables from four official ACT tests. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Raw Score Test 1 Test 2 Test 3 Test 4 40 (miss 0) 36 36 36 36 39 (miss 1) 34 34 35 35 38(miss 2) 32 32 33 34 37(miss 3) 30 30 32 33 36(miss 4) 29 29 30 31 35(miss 5) 28 28 29 30 34(miss 6) 27 27 28 29 Source: ACT On all 4 of these tests, if you get a perfect raw score and miss 0 questions, you get a perfect 36 score. No surprise there. But if you miss just ONE question, you immediately drop down to a 34 or a 35. Miss another, and you drop to a 32, 33, or 34. This goes to show that the stakes are high. The more difficult the test is, the more leeway you have, but the grading scale istough. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer 3-4 more questions right to get to a 36. As a final example, here's a screenshot from my exact score report: 13 Strategies to Get a 36 on ACTScience OK - so we've covered why getting a higher ACT Science 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. What's your greatest weakness? Strategy 1: Understand Your High-Level Weakness: Content or Time Management Knowing your weaknesses in ACT prep is SUPERimportant. When you know your weaknesses, you can surgically focus your time on what will improve your score most.When you don't, it'll feel like pounding your head against the wall. Every student has different flaws in ACT Science. Some aren't comfortable with underlying skills, like reading data graphs. Others get bogged down in the minutiae of science passages and can't solve questions in time. (As we'll discuss, the ACT Sciencesection applies pretty heavy time pressure. So you likely do suffer from some time pressure - we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the sciencesection of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 35 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, and 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Seewhat we're doing here? By marking which questions you did under Extra Time, we can figure out what score you'd get if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of skills, or a deep weakness in only a few skills. (We'll cover this later). Your first plan of attack should be to develop more comfort with ACT Science question types and passages. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than two points, then you have some big problems with time management. We need to figure out why this is. Are you getting bogged down reading the science passages? Or did specific types of problems slow you down? If you practice a lot and learn more efficient ways to tackle science passages, you'll be able to reduce your time significantly. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score - if they differed by more than one point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues in ACT Science, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. This perfect ACT Science guide covers both time management and content issues, so you're in luck. If you learn that time management is a big problem for you, here's one of the most likely problems with the way you approach ACT Science... Strategy 2: Don't Waste Time onthe Passage and Figures ACT Science passages are full of scientific details that don’t actually matter to answering the questions. This is especially true of charts. The ACT does this on purpose to confuse you and to mimic what real scientific research looks like. But you aren’t reading a science journal – you’re answering ACT Science questions. A common mistake people make is to try too hard to understand the passage in its entirety. They want to understand every detail in every chart. This can happen regardless of how strong a scientist you think you are. If you’re a science geek, you’re tempted to understand all the details since you want to flex your science muscles. If you’re not a science geek, it’s harder to distinguish what’s useful or not, since it all looks the same. Trying to understand the entire passage is a HUGE waste of time because most of the passage isn’t going to have a question asked about it. This is true in ACT Reading, and it’s even more true in ACT Science. So what should you do instead? Skim the passage and understand the passage at a very high level. Answer these two questions only: What’s the main point here? What’s the figure showing? That’s it. When I read ACT Science passages, I don’t understand the deep details of what’s happening. I get the gist and I move on to the questions. Let’s try an example from a real ACT Science passage. I’m going to show you how useless most of the passage is and how little you need to understand to answer the questions. My skimming: There is an old lake. The lake sediment tells us about the climate in the past. They mention average temperature for figure 3, so that’s probably what the main point is. There’s a weird oxygen symbol 18O, but all I need to know is that SMALLER values mean COLDER. This is a map showing three sites. We’ll probably be looking at samples from these three sites. This shows us a cutaway section of the lake, with the three sites from Figure 1. The y-axis is elevation. The key shows that each colored section is a different layer. Lake clay, glacial till, bedrock. The layers change as you move across the graph. How they change I’m not going to care about until I get asked about it. I have no idea what the hell â€Å"glacial till† is but I’m not going to worry about that, since I’ll bet the ACT isn’t going to ask me to define it. Oh lord, a bunch of graphs designed to be confusing. OK. Well they all look about the same. We’ll just look at Site 1. The y-axis shows depth, so the further down the deeper we go. The x-axis shows the 18O thing. From left to right, this value gets larger. From the passage we know that the SMALLER 18O is, the COLDER it is. So the LARGER 18O is, the HOTTER it is. What Site 1 shows is as you go UP in depth, you get a LARGER 18O value, which means it’s getting HOTTER. Now look at the other 2 Sites. Site 2 looks about the same, except for a glacial till boundary. Site 3 looks the same as Site 1. And now there’s this formula. I’m not even going to bother with this crap until they ask me a question about it. Notice from my notes that I really understand the passage only at a high level. I’m not getting bogged down in details, and I’m not understanding every detail of every graph. Doing that would be a waste of time. Just to convince you this high level of understanding works, we’re actually going to answer all five questions for thispassage. Lake clay is gray. Where is it thinnest? Winnipeg, F. You actually didn't even have to read the passage to solve this! You could solve it just by looking at the picture. We want to find the SMALLEST 18O value, which means it’s more on the LEFTside of the graph. From the dots we see that’s going to be at the BOTTOM LEFTof the figure. Choice C. Once again, you barely had to read the passage to solve this! It's just figuring out where the dots are. OK, so figure 2. We start from Grand Forks on the right, then move to Site 3. Lake clay, the gray piece, gets THICKER. They say this in the question, and we see it in the figure. The question asked about glacial till, the striped layer under it. It gets THINNER as you go from Grand Forks to Site 3. So thickness DECREASES, choice J. Yet once again, you barely had to know the passage to solve this! OK, we want the elevation of the TOPof GLACIAL TILL at each of three sites. Glacial till is the STRIPED layer. At Site 1, the top is 200. At Site 2, the top is 205ish. At site 3, it’s 180 ish. Answer choice C is the only one that fits these values. YET AGAIN you barely had to know the passage! To rephrase: it rains. Water gets to 3m deep. What is the 18O 3m deep? Look at figure 3 at a depth of 3m. In each figure, it’s around -15. Answer J. Finally, surprise surprise, you didn't have to know the passage at all to answer this question. EASY PEASY. Notice all the crap we didn’t have to care about: In the passage, we didn’t have to care about how old the lake was or how it formed. Against my expectation, we didn’t even have to care about what 18O means about temperature, so I actually over-read the passage and wasted my time! We didn’t use Figure 1 at all. Stupid map. In figure 2, we didn’t care at all about bedrock. Also, we only needed to care about how the layers changed when we were asked about it. In figure 3, we didn’t have to care at all about how Site 2 had a glacial till layer. We sure as hell didn’t have to know what the formula meant. I hope you get the point. So much of each passage is USELESSto getting the questions right. The ACT knows this, and they WANT you to get bogged down. â€Å"Oh gee, I wonder what bedrock is? How might they ask questions about this?† â€Å"Boy this formula looks real tough. What is 18O, and what is 16O? What’s groundwater and what’s standard water? Why multiply by 1,000?† You can waste so many minutes trying to make sense of the entire passage. If you have time management problems, skimming the passage can be a huge time savings for you! Again, when you read the passage focus on only two questions: What is the MAIN POINT of the passage? What is the MAIN POINT of each figure? I’ve started yelling more just because of how angry this test makes me. So let me take a deep breath. Moving on†¦ Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Strategy 3: Understand EVERY Type of ACT Science Passage and Question ACT Science stands out as the most structured and predictable section on the ACT. What I mean by that is ACT Science has three passage types, and each passage type has specific question types associated with it. This is unlike ACT English, where all five passages have all sorts of random question types associated with it. The great thing about predictability is that it's really easy to diagnose where your problems are and then get focused practice on your weaknesses. Below are the passage types and question types associated with them.I've linked to our guides for every question type, butfirst I suggest you finish reading this 36 guide to get the high-level picture, then come back to the detailed guides. 3 Data Representation Passages - describes a study, heavy on graphs and charts Read-the-GraphQuestions Interpreting Trends Calculating Values 3 Research Summaries Passages - describes an experiment with multiple parts Experimental Design Hypothetical Experimental Changes Interpreting Experiments 1 Conflicting Viewpoints Passage - two or more scientists disagree Understanding Viewpoints Comparing Viewpoints Here's a helpful writeup of the three types of ACT Science passages and an overview of question types. Understanding the content on ACT Science is critical because you next have to understand precisely where you make your mistakes. Our PrepScholar ACT program does the hard work for you by dividing up the entire test into specific skills you need to master. For every skill in ACT Science and every other section, you'll get a focused lesson and a quiz customized to your skill level. This is how I studied for the ACT and got a perfect score, so that's how I designed our prep program to work. If you could use help breaking down the ACT like this, definitely check out our PrepScholar ACT program. Strategy 4:Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on ACT Science will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step - and the more important part - is to be ruthless about understanding your 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. I've seen students who have completed ten official ACT practice tests. They've solved over 400 sciencequestions, but they're still nowhere near a 36 on ACT Science. Why? They never truly understood their mistakes. They just pounded their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one - and find the source of each one - or else the infestation is going to continue and your restaurant's going to be shut down. 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 answer. This way even if you guessed an answer 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 passage type and skill(like data representation - calculations, or conflicting viewpoint). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. It's not even enough to understand how to get the right answer. You have to think HARDabout why you SPECIFICALLYfailed 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. Always Go Deeper - WHY Did You Miss a ScienceQuestion? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." 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 an ACT Science question, and how you take the analysis one step further: Content:I didn't have the science knowledge to understand what was being described in the passage. Example: "I forgot how forces work in physics." One step further:What specific content do I learn, and how will I learn this? How could I have done better, even without understanding the passage? Incorrect Approach:I understood the passage, but I didn't know how to solve this question. Example: "I didn't know how to extrapolate the line in the graph." One step further:How do I solve the question? Where have I seen other questions like this? How will I similarquestions in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. Example: "I confused Scientist 2's perspective with Scientist 1's." One step further:WHYdid 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 making every single mistake. 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. Bonus: If all of this is making sense to you, you'd love our ACT 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 ACT skills, including the ACT Science skills above. 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. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. We also explain the ways every question tries to trick you so you won't get fooled again. 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 5:If You Miss a Question, Re-Solve It When you're doing ACT Science practice questions, the first thing you probably do when reviewing is read the answer explanation and think about it a little. This is too easy. I consider thispassive learning - you're not actively engaging with the mistake you made. Instead, try something different - find the correct answer choice (A-D or F-J), but don't look at the explanation. Instead, try to resolve the question and get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information FARbetter than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to ten minutes. Only then if you don't get it should you read the answer explanation. Then, log your mistakes in your notebook, like I recommended in Strategy 3. Strategy 6: If You Miss a Question, Generate New Questions Missed questions are such important learning opportunities that I have yet another strategy for them. After you fully review the question and understand exactly why you missed it, create two more questions yourself in the very same style. Then solve them. These questions are meant to be close replicas of the original question, so they test the same skill with the same passage but use slightly different scenarios. If it's a graph-related question, change the numbers so you're looking at a different part of the graph. If it's about conflicting viewpoints, changewhich scientist you're talking about. This is perfect for ACT Science because the questions are so stylistically formulaic, it's a lot easier to generate realistic questions. (Contrast this to ACT Reading, where it's tougher to come up with your own questions because of how passage-dependent the reading questions are.) What do you gain from doing this? First, you have a few more chances to practice the very question you just missed. This gives you instant reinforcement of your weakness. Think about it this way - if you're learning how to throw footballs with Patriots quarterback Tom Brady, and he gives you some advice, do you drop your football right at that moment and refuse to throw another one? No! You instantly use his advice to correct your next few throws! The same is true of the ACT, and especially ACT Science. If you instantly practice right after noticing a weakness, you'll get rid of your weakness far more quickly. The other thing you get out of doing this is you put yourself in the mind of the question maker - the ACT - which helps you understand how the test is constructed. Here are a few examples: 1) Change the question so instead you look at the LARGEST 18O value in lake clay. 2) Change the question so you look at the smallest 18O value inGLACIAL TILL. 1) Change the question so it's about 15 m below the surface. 2) Change the question so it's about 30 m below the surface. If youmake a mistake on a question and you review it well, you'll be able to answer your two variants 100%. When I was taking tests for high school and college, I used this strategy all the time. It gave me a lot more practice in areas I already knew I was weak in. Strategy 7:Get Used to Weird ACT Science Graphs On every single test, there will be a weird way to present data that you’ve never seen before. Like this graph of rock types at different temperatures and pressures: or this graph of sediment types and their characteristics: or this masterpiece on hearing: This last one is the craziestfigure I’ve ever seen on an ACT science test. Don’t be alarmed by these complex graphs. Remember what I said in the beginning? To make the test difficult, the ACT has to test SIMPLE concepts in COMPLICATED ways. In this case, that means using the same simple graph reading skills, you can understand EVERY graph the ACT throws at you. Don’t panic – just remember the same basic rules: What does each axis represent? What does the graph show? We're going to tackle, step by step, the last graph about hearing. So scroll up, skim the passage and graph (remember Strategy 2), and then work on this question: ... Ready? Did you give it a good try? It's really easy to get tripped up by a problem like this without knowing where to start. There are all these squiggly lines and even a curve that loops back on itself. But remember the fundamental principles that apply to every single graph. First, let's start by understanding what the graph is even showing. As the text says, "the figure below displays, for sounds in water and in air, the human thresholds of hearing and of pain." And in the paragraph above, it says that "the human threshold of hearing is the minimum intensity at each sound frequency required for a sound to be heard by humans." The critical first step for every graph is to look at the two axes - what's being shown here? On the x-axis is the intensity of the sound (in decibels, or db). As we move left, we lower the intensity. As we move right, we raise the intensity. On the y-axis is the frequency of the sound (in hertz, or Hz). As we move up, we increase the frequency. As we move down, we decrease the frequency. Both axes, intensity and frequency,relate to the definition of "human threshold of hearing" above. Next, on the graph we locate the curved line called "threshold of hearing." Again, this is a weird line, but remember the threshold is the MINIMUM intensity at a specific frequency to be heard by humans. Below that intensity, humans can't hear the sound. Above that intensity, we can. For example, let's pick a frequency: 1 x 102 (or 100) Hz. The threshold of hearing line is an intensity of roughly 40 db. Above 40db, humans can hear a sound at 100 Hz. Below 40db, humans can't hear a sound at 100 Hz. But the threshold of hearing intensity isn't the same at other frequencies! Let's pick103(or 1000) Hz. The line is much lower in intensity - around 0db. So at this frequency, the threshold of hearing is lower than at 100 Hz. As you follow the "threshold of hearing" line up and down, you'll see the intensity increase and decrease. At each frequency, there is a minimum intensity required to be heard by humans. Great - so now we understand the graph. We don't really care WHY this is actually true in real life. For this test, we just need to be able to read the graph. Now, the question - "which of the following is closest to the lowest frequency that can be heard by a human being?" We know that the "threshold of hearing" line defines what can be heard by humans. "Lowest frequency" suggests that we need to look downward on the y-axis. Here's the graph again: Look at the threshold of hearing line and follow it downward in frequency until....wait. It disappears. What does this mean? It must mean that humans can't hear the sound, no matter what the intensity is! Now, the question asks, at what frequency does this happen? To figure this out, you need to look at the y-axis. I draw a line from the point where the line disappears to the left: So we see the frequency is 2 x 101 Hz, or 20 Hz. That's answer G, which is correct. Whew - that was a handful, and one of the most difficult graphs I've seen on ACT Science. You're going to see crazy graphs like this, and possibly even more complicated graphs, on your ACT Science test. DON'T BE INTIMIDATED. Remember Strategy 2? You're not going to need most of the figure anyway! Break every figure down: What does each axis represent? What does the graph show? I guarantee that if you can answer these questions for each graph, you'll be able to answer every question relating to the graph. Strategy 8: Eliminate Careless Mistakes In your quest to get a perfect ACT Science score, you need absolute perfection. Probably the most frustrating type of mistake is a careless mistake. You understand the question, you know the answer, but you get excited and slip up. Oops - they were asking about Scientist 2, but you answered for Scientist 1 instead.There goes your 36. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. ACT Science has a few especially tricky question types that are purpose built to trick you. If you understand this beforehand and know how to defeat them, you’ll be in a much more secure position. The first type is the Interpreting Experiments Question. The answer choices for these are almost always in this form: No, because A No, because B Yes, because A Yes, because B Here's a real example question: (The answer to this question is A.) The tricky part to these questions is that you can focus on getting one half right (especially the A/B part which has more words), and then miss the other half. For example, you might focus so much on verifying whether the solution was blue or yellow that you pick answer choice C, which has the same second half as A, but is Yes instead of No. To combat this, answer each half independently. â€Å"Do the results of Experiment 2 support this claim?† No – because the pH is higher at 1.8 mL.â€Å"If no, why not?† Because the solution was yellowat 0.2 and blue at 1.8mL.OK - then it's answer A. This way, you're less likely to make a careless mistake by misinterpreting the question. Make sure BOTH parts of the answer are correct! The other type of question that breeds careless mistakes is the Understanding Viewpoints questions. The passages will give you the perspectives of two or three scientists, and the questions will ask you about how each one behaves. Here's an example: So here you're tasked with finding the perspective of Student 2. But notice how they bury "Student 2" in the mess of the rest of the question. No doubt the ACT wants you to get distracted and forget which Student you should be thinking about. The correct answer is G. But if you had accidentally identified Student 1, you would have incorrectly answered J! One way to solve this is to circle the "Student 2" in the question text. Then, when you answer the question, think explicitly in your head, "Student 2 believes that..." Avoid considering the wrong perspective at all costs! Strategy 9: Drill Your Weaknesses Until They Disappear When your dentist inspects your mouth and finds a cavity, does she just ignore it and move on to looking at your other teeth? No! She cleans out the entire cavity with a drill so that the rotting doesn't continue. Then she fills in the hole with a filling. This completely solves the problem and preventsfuture cavities in the same location. You should treat every mistake you make like a cavity. Every question you miss on ACT Science points to an infection - a weakness that you have with ACT Science. To clear out the infection, you need to practice on the same type of question repeatedly until you COMPLETELYget rid of your weakness. Again, to get a perfect 36, you can't afford to make any mistakes. Fill in the potholes of your understanding. Remember the listingof every passage and question type in Strategy 3? When you grade your practice test, you MUST keep track of how many questions you are missing in which categories. Be scientific about this - you put in a lot of hard work in the practice test, now get the most out of it! Then, find a LOT of practice questions to keep drilling that specific weakness. Do you keep getting thrown offby complicated figures and charts? Find those charts and practice with them! Do you keep making careless mistakes on Viewpoints questions? Then keep practicing them until you don't anymore! In our ACT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in graph reading, we're going to give you a ton of questions on graphs of all kinds. If you don't know how to interpret experiments, you'll get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Want to learn more about ACT Science? Check out our new ACT Science prep book. If you liked this lesson, you'll love our book. It includes everything you need to know to ace ACT Science, including deep analysis of the logic behind ACT Science questions, a full breakdown of the different passage and question types, and tons of expert test-taking and study tips. Download our full-length prep book now: Strategy 10: Be Fluent WithBasicScientific Concepts By and large, ACT Science is far more a reading and logic test than it is a science test. You can get a good score without understanding much science at all. But if you want a PERFECT score, you will have to understand the most important scientific concepts. The ACT DOESexpect you to know these by heart, even if the information isn't included in the passage. Here's a notable example: (there's more to this passage, but this is all that's relevant for the next two questions) This question asks about the function of organelles. This info isn't provided in the passage! You have to know that photosynthesis occurs in chloroplasts. Another question: Once again, you have to know that C6H12O6 represents glucose in the photosynthesis equation. It's not in the passage - otherwise this would be trivial to answer. Luckily, we've gathered every scientific concept you have to know in our guide, "The Only Actual Science You Have to Know for ACT Science. We scoured dozens of official ACT tests to collect the scientific concepts you need that won't show up in the passage text. This includes concepts like: pH, acids and bases how charges attract and repel the scientific method natural selection and more. To get a perfect 36, you HAVE to know some science - here's what you need. Strategy : Pace Your TimeSection by Section, Question by Question In my experience, ACT Science has the second-most intense time pressure on the ACT (first is ACT Math). For ACT Science, you have to answer 40 questions across seven passages in 35 minutes. And if you want a perfect 36, you'll need to finish the section with time to spare so you can go back and check your work. This is why I recommend aiming to finish the entire ACT science section in 25 minutes. This gives you 10 minutes to spare to go back to questions you weren't sure about and make sure you're not making any careless mistakes. What this also means is that you should try to finish each passage and all associated questions within four minutes. Some passages are easier than others, but this should be your average. This is hard. Even though I'm pretty good at science, I still need 25 minutes or so to finish the section, because some passages really are pretty tricky. But this is what you should aim for. If you can accomplish this regularly, not only do you have extra time to perfect your answers, you've also reached a level of mastery that puts you on the path to a 36 score. It's important to pace yourself section by section and question by question because you do NOT want to obsess over a passage and waste time. The trouble with trying to get a perfect 36 is that you KNOW you have to miss zero questions, so you're more likely to fret about a single hard question. Before you know it, you've sunk three minutes on a single question. So if you spend over 30 seconds on a question, just skip it. You can always come back to it later, and right now it's most important to rack up as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you five minutes, automatically. If you've read my other ACT 36 guides, then you'll already know this. 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 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 between two distinct tasks - solving questions, and bubbling in answers. This costs you time in both mental switching costs 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 five seconds per question, you get back 200 seconds on the 40 questions. This is huge. Note: Be careful that you don't run out of time before bubbling in answer choices! If the instructor calls time and you haven't bubbled anything, you're screwed. Strategy 12: DON'T Study With Actual Science Journals If you actually like science, you may be tempted to pick up an academic journal like Science or Natureto study for ACT Science. "If the testis about science research, then why wouldn't reading science research help?" Don't do it. ACT Science is superficially about science research, but it is VERY simplified for high schoolers. Remember that the ACT needs to be appropriate for high school students around the country, not for leadingscientists with PhDs. The time you spend trying to understand what in the world is going on in a study like thisis far better spent actually doing ACT Science questions. Furthermore, ACT Science asks questions in a very specific way about their passages. You don't do this when you read research journals, so you don't get to practice the actual skills you need to perfect. Now, if you get a kick out of science research, then by all means do read science journals - for fun. Since I did a lot of science research in high school, I tried to read some academic literature too. Just don't expect it to improve your ACT Science score. Strategy13: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on ACT Science. You know that to get a 36, you have to aim for ZERO missed questions. Otherwise, you might get a 35. This makes a lot of high-achieving students nervousduring the test. "I don't get this passage...I can't solve this question...my 36 is gone...I'm getting more nervous and I have to skip the next question too...oh dear...I don't think I know how to read anymore..." You can see how quickly you can fall into a vicious cycle because you have really high goals. Before you know it, your anxiety leads to a worse score than you would have ever expected. You need to learn to be mentally strong, like an athlete on game day. You have to roll with the punches. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later (especially if you've been using the time-saving strategies above). You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get a 36. But if you've consistently been getting 36's on the practice tests, you likely won't go much lower than 34 - and that's still an awesome score, even for the best colleges in the United States. In Overview Those are the main strategies I have for you to improve your ACT Sciencescore to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Sciencescore. Notice how much I talked about reviewing your mistakes, understanding your weaknesses, and drilling them with good practice. I don't tell you that there's a magic solution to getting a 36 that works for everyone. That's because 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. If you want to go back and review any of the strategies above, here's a list of all the strategies: Strategy 1: Understand Your High Level Weakness: Content or Time Management Strategy 2: Don't Waste Time In the Passage and Figures Strategy 3: Understand EVERY Type of ACT Science Passage and Question Strategy 4: Do a Ton of Practice, and Understand Every Single Mistake Strategy 5: If You Miss a Question, Re-Solve It Strategy 6: If You Miss a Question, Generate New Questions Strategy 7: Get Used to Weird ACT Science Graphs Strategy 8: Eliminate Careless Mistakes Strategy 9: Drill Your Weaknesses Until They Disappear Strategy 10: Be Fluent with Basic Scientific Concepts Strategy : Pace Your Time Section by Section, Question by Question Strategy 12: Don't Study with Actual Science Journals Strategy 13: Keep a Calm Mind During the Test, No Matter What Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our complete guide to a perfect 36, written by me, a perfect scorer. Also check out our 36 Math, 36 Reading, and 36 English guides. Learn how to write a perfect-scoring 12 ACT essay, step by step. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT 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:

Gloria Steinem Term Paper Example | Topics and Well Written Essays - 1250 words

Gloria Steinem - Term Paper Example Her grandmother Pauline Steinem was a revered suffragette in her day. But in the early years of Gloria’s life, there was little evidence to suggest that she would uphold her grandmother’s legacy. Since her father had to relocate to new cities very frequently, the young Gloria Steinem could not be enrolled in a regular school. All her early education was provided by her mom at home. This delicate family equilibrium came to an abrupt end, when Gloria was only 8 years old her parents broke off their marriage. Not only was young Gloria deprived of a father figure, she was also thrust into a life of grinding poverty in the next few years. Complicating an already dire situation was her mother’s propensity to suffer mental depression. In the years following the divorce, Steinem’s mother fell into such an abysmal depression that the mother-daughter roles reversed for once and Gloria was left to take care of her ailing mother. When in her late teens, she went to li ve with her elder sister in Washington, D.C., where she enrolled for Smith College. Just as she was about to complete her degree, she got a break which were to prove very significant. In 1956, in the year of her graduation, she got selected for a two year scholarship program in India ((Sondra, 1987). The two years Steinem spent in India during her formative years were to prove profound for her understanding of women’s issues. The experience broadened and deepened her grasp of the status of women in the Third World and how socio-political realities impose severe restrictions for freedom of women. She realized that â€Å"the high standard of living most Americans take for granted was not available to all. She commented at the time that ‘America is an enormous frosted cupcake in the middle of millions of starving people’. She returned strongly motivated to fight social injustice and embarked on her career as a journalist†. (www.gale.cengage.com) Emboldened by her

Business studies Essay Example | Topics and Well Written Essays - 1250 words

Business studies - Essay Example Diversity was not encouraged neither welcome. However, organizations view diversity at workplace as a positive sign and they even try to position themselves as the champions of diversity. Minority groups are no longer forced to fit-in, in fact, organizations make an effort to understand their culture and background to deal with them in harmony (Ham, Shams & Madden, pp. 60-64, 2004). This paper is an attempt to look at how an American businessperson can reach the same wavelength as his Saudi Arabian counterpart while dealing with him regarding business issues. This paper will take use of the classic research of Hofstede and Trompenaars in order to explore lesson for the American businessperson as in to understand the Saudi Arabian culture. Discussion Despite the fact that the entire world is quickly moving away from traditional concepts in all occupations, Saudi Arabia is still one of those countries, which have remained as theoretic Islamic monarchy. This means that the concept of re ligious freedom does not exist even in its theoretical form. The constitution of Saudi Arabia assumes that all the citizens are Muslims, however, it does not prohibit from being a non-Muslim. However, important here to note is that any expression of any religion, other than Islam, in public is taken as misappropriate behavior in public (Shoult, pp. 89-96, 2006). Furthermore, even if someone is found to be following any other religion even in their private lives inside their homes, police has all the right to break in, arrest, and punish those individuals. In fact, there is an entire committee of officers with the name of Committee for the Promotion of Virtue and the Prevention of Vice, which takes the responsibility of application of Shariah Laws on every individual (Morrison & Conaway, pp. 69-74, 2006). Therefore, this means many different things. Nothing can take place, which is not in line with Islam. There are many examples. For example, no liquor would be tolerated even for cel ebration of a business deal or successful completion of a project. Women cannot wear revealing or tight dresses, in fact, it necessary for women to cover their bodies. Furthermore, a considerable distance is important to keep between men and women during their work and conservations. While meetings, it is advisable not to make any comment on the women, which are more than 12 years of age, of the family of the Saudi counterpart. Conversations should start with Islamic greeting line, which is â€Å"As-salam alaikum†, and the reply shall be â€Å"Waf alaikum as-salam† (Ham, Shams & Madden, pp. 60-64, 2004). One of the biggest problems that western businesspersons face while dealing with Saudi people is regarding the conception of time. There is a huge difference between the value, perception, importance, and concept of time in both of these cultures. In western cultures, time is equivalent to money, a very crucial resource, important to use it fully and do not waste any o f it. Business meetings have fixed timings and participants try their level best to ensure that meetings must start at the specific time. Anyone who is late is considered as lazy, lethargic, rude, arrogant, careless, irresponsible and offensive (Shoult, pp. 89-96, 2006). People do not prefer to wait for each since waiting for someone has the meaning, which any

Religion and the Meaning of Life Essay Example for Free

Religion and the Meaning of Life Essay According to Frederich Nietzche, â€Å"A man who has a why to live can bear any how†. To me this statement provides massive insight into the human experience: all people need a purpose in life. As humans we need a constructive outlet through which we can invest our thoughts, emotions, efforts and energies. We need something to thrive for and strive toward. Religion, for many people provides this outlet in life in a most positive manner. It allows people to find themselves by losing themselves foremost. Religion encourages service to others, selflessness, forgiveness and ascetic values that allow people to displace personal prejudices and mental barriers that are roadblocks on the path toward self awareness and understanding. Religion teaches that human beings are direct creations of God. Due to this, the religious person places immense gravity into the definition of what it means to be human. To the religious person human life is sacred therefore all human beings are treated as if they are sacred entities. Dignity is vital to this experience and the religious person lives a decent life based largely on the fact that they find it a grave injustice to engage in dehumanizing acts. A dehumanizing act is any action that undermines the value of what it means to be human, and because human life to the religious person is sacred; treating other people and oneself with respect is part of the job description. Religious people also are heavily focused on remaining loyal to traditions and place heavy emphasis on the concept of togetherness through ceremonies, rituals and even celebrations. Religious people congregate and come together in a forum of mutual understanding of one another’s beliefs and values, and respect for the characteristics that make individuals unique. This is how religious institutions have survived throughout the ages. People of all sorts come together based on a mutual understanding of the same truths. The idea of coming together forms a family-like atmosphere that strengthens dynamics within individual households and strengthens interpersonal bonds among all people whom the religious person encounters. The religious person lives a life of kindness, simplicity and dignity highlighted by unity, loyalty and fairness. These concepts are vital to becoming a well integrated person which is the key component to finding one’s purpose and meaning in life. Once a person gains a sense of purpose, the other aspects of their lives fall into place based around what that person chooses to life for. When a person lives for their faith, their lives are based around morals that encourage reverence for all human beings and a genuine perceptive of righteousness. This is why religious people not only have a strong sense of self, but also have unshakable character based in a solid affection for mankind.

very detailed renaissance report :: essays research papers

Renaissance background report. The word renaissance means â€Å"rebirth† or â€Å"reconstruction†, The Renaissance era was a time for the revival of learning. The Renaissance took place during the fourteenth and fifteenth centuries; it was a period in which artistic, social, scientific, and political thought turned in new directions. As part of the culture or beliefs that existed in the renaissance ages, baths were only taken when prescribed by a doctor because it was believed that water would open pores allowing bacteria to enter causing diseases such as the plague. Scented linens and sponges were used to hide smells that followed such horrible hygiene. Water was only used on the hands and face or for very refined women of that time. Toilets were simply just cubes in wood or stone with a whole in the middle of it, and were usually found near the stairs in a dark corner to keep smells away from the houses. As crazy as it may sound, it was a great belief that the moon and the sun had to do with the organs of the people during this time. Jewels were often used to help heal and gold was often used against leprosy. Clothing of the renaissance was very unique; the materials often used were sheep’s wool, mohair, plant fibers from the cotton plant, and silk. For color, natural materials became ground colors: brown, white, cream, or black. For shades of brown, red or orange, the Madder root was used. Embroidery included running, chain stitches, or a buttonhole. Dangling jewelry and tassels added color and movement to many of the costumes worn at that time. Renaissance men as well as women wore extraordinary clothing decorated with gold and precious jewels. During this period a person’s wealth was shown by the amount of gems sewn onto his clothing. Changing shirts was considered to be bathing since water was rarely used for hygiene, and by the end of the 15th century changing shirts became a daily act. During the Renaissance one of the main foods was bread. To start off every meal, toast would be eaten. Shortly after the bread was eaten porridge or salad is served followed by a very large roast. It was not common to drink mineral water because it was thought to be very unhealthy. People of the renaissance ate hearty meals and drank milk or wine. Servants were often times used to taste the food of important people because of the possibility of it being poisoned.

Commentary on the opening of Margaret Atwood’s “The Handmaid’s Tale” by Alexander von Ramm Essay

The opening of Margaret Atwood’s â€Å"The Handmaid’s Tale† deals with a woman who lives in a gym which has been converted to a kind of camp. By describing the gym she has a lot of flashbacks. In the build up to the story Margaret Atwood uses a lot of literary devices in order to achieve specific goals. The setting, the narrative voice, the structure of the opening passage and her style raise a lot of questions and . Furthermore the opening passage expresses a lot of ideas which might be central to the plot. Achieves a range of effects. Using a detailed setting the author manages to highlight that a lot of things in today’s society changed. The first person narrator describes the gym where she lives by elaborating on the former use of the single objects. (â€Å"a balcony ran around the room, for the spectators,†¦). The description all takes place in a imaginative episode of the past. By describing the perfume, the jewellery and the clothing of the girls she highlights the personal freedom in the former society. (†¦ I could smell, faintly chewing gum from the watching girls, †¦). Furthermore Margaret Atwood states that the blankets still say U.S. This is the last evidence for the big change in the society (and army-issue blankets, old ones that still said U.S.) The description of the former use of the object emphasizes the big change in the society very well. In the former US- society the gym was a place of fun. The games which have been played here express energy and the willingness to play. This play changed into a prison-like place. The reader is immediately pulled into the plot which takes place in a society which is totally different to the one we know. This makes the reader excited to read the complete book. Margaret Atwood employs a special narrative voice in order to express some central ideas of the plot. The whole opening passage is written in first person plural. This shows the shared perspective of the society group the first person narrator (â€Å"WE yearned for the future.†). Furthermore this expresses the sense of solidarity among the women. By describing the past in a sad voice the first person narrator is not happy with her actual life situation. In addition to that the fact that the whole opening section does not have any plot at all and that she concentrates her telling on the past before the big changes in the society expresses her feeling of being trapped. The employed narrative voice gives the reader a first view on the main ideas of the novel. In addition to that there a question raised. For example the first person voice raises the question: † What lead to the shared perspective of the women in the gymnasium?† Furthermore the author works with a well chosen structure again in order to highlight the changes in the society. By employing a binary structure she emphasizes the positive things of the past. She starts by describing the former use of the former use of the gymnasium in the whole first paragraph. The intensity and the positive voice in the first paragraph express her positive opinion about it. In addition to that her sentence in the first two paragraphs which deal with the past are good connected while her sentence in the other paragraphs where she deals with the present are not connected at all. These 3 paragraphs reflect her actual thoughts about her life and the society she lives in. Margaret Atwood expresses via her structure her first person narrators opinion about present and past. Furthermore she again highlights the changes in the society. By using good stylistic elements the author manages to emphasize her points even more. The employed positive imagery is always from the past. That highlights again the positive facts of the past. In addition to that her long and complex sentence structure expresses the first person narrators intelligence- Even though she might be part of the lowest stand in the society she is not stupid. All her stylistic elements are employed in order to emphasize her two points, the change in the society and that the pasts society was so much better than the society of today. By emphasizing her first person narrators intelligence she adds reliability to her story. Margaret Atwoods literary devices express a lot of ideas which might be part of the plot. Regarding her merging of tenses and the content of her opening passage it is quite apparent that the novel will be dealing with a patriarchal society. Furthermore, freedom and control will be part of the plot. In addition to that language and imagination as a tool for independence will be part of the plot as well. These topics were quite important in the realisatione of the book.

Themonstersaredueonmaplestreet

Once the object flies overhead, the machinery and technology in the neighborhood begins to fail; the cars won't start, the phones don't work, and the power grid for the homes goes dark. Though there may be many different messages to interpret with this particular episode, I believe the main one to leap out at us is this: if technology fails us, we resort to our primal instincts and chaos ensues. This is evident when a young boy in the neighborhood hypothesizes that the object overhead is some sort of alien craft, and that the aliens won't let any of them leave the neighborhood.The boy goes on to mention that in a comic book that he read, only the aliens sent down before the spacecraft would be able to leave the town and that they would look and act just like one of them (humans). I would personally find this idea a farce, but the neighborhood entertains this idea after a man disappears to investigate the next block over and doesn't return for hours. At this point, mass hysteria begin s to take hold.The neighborhood becomes suspicious of their neighbors and begins to ostracize one another to figure out who the invaders are. When one neighbors car starts on its own, the mob is quick to question why his car works but theirs don't. Another neighbor points out that she often sees the man standing out in his yard late at night, gazing up into the sky as if he were looking for something. Accusations continue to be passed around, with each neighbor pointing out something suspicious about the other.Are we beginning to see the theme here? As night falls, paranoia has taken over. Though some might argue that it would likely take more than one day for neighbors to act so rashly, its easy to e that in this confusion of an inexplicable event how effectively The Twilight Zone fast-forwards the like-minded mob mentality to communicate the episode's message. A figure appears in the street, and one man–thinking it to be some sort of invader-?raises a gun and kills the figu re for all the mob to see.It's revealed to us that the figure was no monster at all, just the innocent neighbor that went to investigate the other blocks only couple of hours earlier. At this point, the mob accuses the man who shot their neighbor that he's the real monster-?maybe he wanted them dead all along. They throw stones at him and more chaos ensues. At the end of the episode the camera pans out to a spacecraft perched on a hill overlooking the neighborhood. Two aliens look on as the neighborhood rips itself apart.They discuss how easily man can be manipulated when you take away their technology and how quickly they turn on one other in times of great panic. The episode concludes with them mentioning how easy it will be to conquer the species with this knowledge in hand. Personally I think The Twilight Zone did an excellent job of showcasing how quickly we can turn on one another in times of crisis. In my own experience with the military, I've been in several situations where something went wrong and people began looking for others to blame.

Wofford v. Evans Essay Example

Wofford v. Evans Essay Example Wofford v. Evans Essay Wofford v. Evans Essay This case provides elaboration on the right to due process of a student while being detained by school and police authorities in search for a weapon in the school premises to ensure the safety and protect the lives of children entrusted to the care of school officials. The decision basically notes that parental notification is not requisite to due process.Case SummaryJennifer Wofford, mom to ten-year old M.D., filed an appeal at the U.S. Court of Appeals, Fourth Circuit on the district court’s dismissal of her lawsuit against the Botentourt County School Board and Sheriff’s Department as represented by Principal Rita Evans and Associate Principal Erika Rosa of the Colonial Elementary School, including Detective Jason Markham and others. Wofford claims that M.D.’s rights to due process and freedom from unlawful seizures have been violated by the school and the county sheriff. This issue has arisen, when M.D.’s classmates reported to their teacher that M.D. brought a gun in school on the eve of Thanksgiving in 2001. M.D.’s teacher called the associate principal’s attention and thus, Erika Rosa questioned M.D. regarding the gun. M.D. permitted Rosa to search her book bag and her classroom desk but the assistant principal did not find any weapon. On the Monday following Thanksgiving, Principal Evans and Rosa continued the investigation among M.D. and her classmates. While M.D. denied the allegation, several attested that M.D. did brought a gun and one classmate, Josh Bane said that M.D. threw a black handgun into the woods near the school. Concerned, Evans and Rosa called the police and so three detectives came by mid-morning. The detectives questioned M.D.’s classmates and then M.D. who continued to deny having brought a gun to school. After sweeping the campus grounds, the detectives failed to find any gun.Salient Points of the CaseThe Appellate Court affirmed the district court with the following reasons: 1) †Å"School officials must have the leeway to maintain order on school premises and secure a safe environment in which learning can flourish.† For this, the appellate court pointed out: â€Å"when school officials constitutionally seize a student for suspected criminal activity and transmit the basis for their suspicion to the police, any continued detention of the pupil by the police is necessarily justified in its incipience.† The appellate court further explains: â€Å"when the justification for the original detention includes a concern that also warrants police involvement, no violation of the Fourth Amendment occurs if the police detain the pupil while they allay this concern.† 2) â€Å"Imposing a rigid duty of parental notification or a per se rule against detentions of a specified duration would eviscerate the ability of administrators to meet the remedial exigencies of the moment.† For this, the appellate court pointed out that: â€Å"the Constitutio n does not impose a duty of parental notification before the pupils disciplinary detainment while such school guardianship persists.†Supporting LawsThe following major jurisprudences support the case: 1) Bd. of Regents v. Roth, 408 U.S. 564, 570, 92 S.Ct. 2701, 33 L.Ed.2d 548 (1972) which states that â€Å"the range of interests protected by procedural due process is not infinite.† 2) Terry, 392 U.S. at 30, 88 S.Ct. 1868 which essentially says that: â€Å"law enforcement officers may depart from the procedural strictures of the Fourth Amendment when they reasonably conclude ‘that criminal activity may be afoot.’†Concurring or Dissenting Opinions:There are no concurring or dissenting opinions in this case as Judges Williams and Titus unanimously joined Judge Wilkinson’s opinion.ReferencesWest Publishing. (n.d.). â€Å"390 F.3d 318 November 19, 2004.† The Federal Reporter Volume 390 3rd Edition. Retrieved August 4, 2009, from http://bulk. resource.org/courts.gov/c/F3/390/390.F3d.318.03-2209.html

Worked Chemistry Problem Examples

Worked Chemistry Problem Examples This is a collection of worked general chemistry and introductory chemistry problems, listed in alphabetical order. Included are printable pdf chemistry worksheets so you can practice problems and then check your answers. You may also browse chemistry problems according to the type of problem. Alphabetical Index of Chemistry Problem Types Absolute ErrorAccuracy ReviewAcidBalancing Redox Reactions and TutorialBalancing Redox Reactions in a Basic SolutionBalancing Redox Equations- TutorialBohr Atom Energy LevelsBohr Atom Energy ChangeBoiling Point ElevationBond Energies EnthalpiesBond PolarityBoyles LawBoyles Gas LawCalorimetry Heat FlowCarbon-14 DatingCelsius to Kelvin Temperature ConversionCharles Gas LawClausius-Clapeyron EquationConcentration and Molarity- Determine a Concentration From A Known Mass of Solute Concentration and MolaritysDaltons Law of Partial Pressuresde Broglie Wavelength CalculationDensity CalculationDensity of a Solid and a LiquidDensity Example Problem- Finding Mass From DensityDensity of an Ideal GasDiamagnetismDilutions from Stock SolutionsElectron ConfigurationElectron Volt to Joule ConversionElectronegativityEmpirical FormulaCalculate Empirical and Molecular Formula of a CompoundEnthalpy Change - Enthalpy Change of a ReactionEnthalpy Change - Enthalpy Change of a Reaction of a Given MassEnthalpy Change - Enthalpy Change of WaterEntropy CalculationEntropy ChangeEntropy of ReactionEquation of a LineEquilibrium ConstantEquilibrium Constant for Gaseous ReactionsEquilibrium ConcentrationExperimental ErrorFeet to Inches ConversionFree Energy and PressureFree Energy and Reaction SpontaneityFormal Charge - Lewis Structure Resonance StructuresFreezing Point Depression Frequency to Wavelength ConversionGrahams LawGram to Mole ConversionGuy ProblemIdeal Gas LawIdeal Gas Problem Problem–Unknown GasIdeal Gas vs Real GassIonic Bond from ElectronegativityIsotopes and Nuclear Symbols 1Isotopes and Nuclear Symbols 2Joule to Electron Volt ConversionLaw of Multiple ProportionsLength Conversion- Angstroms to MetersLength Conversion- Angstroms to NanometersLength Conversion- Centimeters to MetersLength Conversion- Feet to KilometersLength Conversion- Feet to MetersLength Conversion- Kilometers to MetersLength Conversion- Miles to KilometersLength Conversion- Millimeters to CentimetersLength Conversion- Millimeters to MetersLength Conversion- Micrometers to MetersLength Conversion- Nanometers to MetersLength Conversion- Nanometers to Angstroms Length Conversion 2Mass Relations in Balanced EquationsMean of a Set of NumbersMean, Median, Mode and Range ExampleMolalityMolar MassMolarityMolarity to PPM ConversionMole 2pH of a Strong AcidpH of a Strong BasePhosphate Buffer PreparationpOH CalculationPolyprotic Acid pH Population Standard DeviationPrecision ReviewPredicting Formulas of Compounds with Polyatomic IonsPredicting Formulas of Ionic CompoundsPrepare a Solution (Molarity)Pressure Conversion 2Protons, Neutrons, and Electrons in Atoms/IonsRadioactive Decay 1Raoults Law 2Raoults Law 3Rate of Radioactive DecayRates of ReactionReactions in Aqueous SolutionReaction QuotientRedox ReactionRelative ErrorRoot Mean Square Velocity of Ideal Gas MoleculesSample Standard DeviationScientific NotationSignificant FiguresSimplest Formula from Percent Composition Solubility from Solubility ProductSolubility Product from SolubilityTemperature ConversionsTemperature Conversions- Kelvin to Celsius FahrenheitTemperature Conversions- Celsius to FahrenheitTemperature Conversions- Celsius to KelvinTemperature Conversions- Kelvin to CelsiusTemperature Conversions- Fahrenheit to CelsiusTemperature Conversions- Fahrenheit to KelvinTemperature That Fahrenheit Equals CelsiusTheoretical YieldTheoretical Yield #2Titration ConcentrationUncertaintyUnit Cancelling- English to MetricUnit Cancelling- Metric to MetricUnit ConversionsUnit Conversion- What Is The Speed Of Light In Miles Per Hour?Vector Scalar ProductVolume Conversions- Cubic Centimeters to LitersVolume Conversions- Cubic Feet to Cubic InchesVolume Conversions- Cubic Feet to LitersVolume Conversions- Cubic Inches to Cubic CentimetersVolume Conversions- Cubic Inches to Cubic FeetVolume Conversions- Cubic Meters to Cubic FeetVolume Conversions- Cubic Meters to LitersVolume Conversions- Gallons to Li tersVolume Conversions- Cubic Inches to Liters Volume Conversions- Fluid Ounces to MillilitersVolume Conversions- Liters to MillilitersVolume Conversions- Microliters to MillilitersVolume Conversions- Milliliters to LitersVolume PercentWavelength to Frequency Conversion Chemistry Worksheets (pdf to download or print) Metric to English Conversions WorksheetMetric to English Conversions AnswersMetric to Metric Conversions WorksheetMetric to Metric Conversions AnswersTemperature Conversions WorksheetTemperature Conversions AnswersTemperature Conversions Worksheet #2Temperature Conversions Answers #2Moles to Grams Conversions WorksheetMoles to Grams Conversions AnswersFormula or Molar Mass WorksheetFormula or Molar Mass Worksheet AnswersPracticing Balancing Chemical Equations- WorksheetBalancing Chemical Equations- AnswersPracticing Balancing Chemical Equations- Worksheet #2Balancing Chemical Equations- Answers #2Practicing Balancing Chemical Equations- Worksheet #3Balancing Chemical Equations- Answers #3Common Acid Names Formulas- WorksheetAcid Names and Formulas- AnswersPractice Calculations with Moles- WorksheetMole Calculations- AnswersPractice Mole Relations in Balanced Equations- WorksheetMole Relations in Balanced Equations- AnswersGas LawsGas Laws AnswersGas Laws Answers- Shown WorkLimiting Reagent- Worksheet Limiting Reagent- AnswersCalculating Molarity- WorksheetCalculating Molarity- AnswersAcid Base pH- WorksheetAcid Base pH- AnswersElectron Configurations- WorksheetElectron Configurations- AnswersBalancing Redox Reactions- WorksheetBalancing Redox Reactions- Answers

17th century baroque dress Essay Example | Topics and Well Written Essays - 1000 words

17th century baroque dress - Essay Example The baroque dresses initially consisted of bobbin lace, and had falling collars. The patterns continued to evolve and get bolder. By the middle of the 17th century, the laces in the dresses had become straight edged, and they had patterned flowers. The flowers were arranged in a symmetric way. The designs of the baroque dress were to continue to change and evolve through the century. During the last quarter of the 17th century, there was the development of lighter lace. The lace had more scrollwork and smaller flowers. It also had an abundance of frothy points. The women’s clothes during the late 17th century period mostly resembled the one piece gowns, although they mainly consisted of a skirt and a top that were sewn together at the middle. The design of the dresses was meant to ‘stuff up’ the female figure. The designers during this period begun to come up with elaborate dress textiles that changed depending on the seasons. The period also saw the constant crea tion of new and textured designs. The designs and textures of the dresses was underwent tremendous changes during the 17th century period. From the early 17th century to the mid 17th century, the high wasted baroque dresses that had characterized the earlier 17th century were replaced by dresses with long waists in the mid 17th century. The gowns were typically two piece gowns, with bodices and skirts.The bodice and the skirts were however in most cases sewn together at the waist. The gowns were also open at the front center.