Dear Manny and Jennifer Free Essays

Were in the Pink

Were in the Pink Were in the Pink Were in the Pink By Maeve Maddox Look into the word pink in the Merriam-Webster Online Unabridged Dictionary, and youll discover 13 sections for the single word, and 175 two-word passages in which one of the words is pink. A noteworthy inheritance for a word that entered the language in 1573 as the name of a plant and not a shading. The plant known as a pink has the Latin name dianthus. Around 300 types of dianthus exist. The carnation has a place with this family. Nobody is very sure with regards to how dianthus plants came to be called pinks. Its idea that the name gets from the barbed edges of the blossom that look as though theyve been pinked. As an action word, pink has been in English since 1307 with the feeling of penetrate, wound, make openings in. Its from this action word that pinking shears get their name. pinking shears scissors with a saw-toothed inward edge. Theyre used to slice texture so as to make a crisscross edge that wont ravel. In spite of the fact that dianthus blossoms can be different shades, pink more likely than not been the most natural to have given us the word we currently use to mean light red. Pink-hued, for example hued like a pink, is recorded in 1681. Pink as a modifier of shading, which means pale rose shading, is recorded in 1733. NOTE: The act of adding hued to words that as of now signifiy a particular shading is a solecism that is by all accounts making progress. For instance, it bodes well to talk about a Pepto-Bismol-hued house. It is silly to talk about red-shaded region on a guide. The region is red. It is a red territory. The word pinkie, as in pinkie finger, gets neither from the word for the shading, nor from the word significance to penetrate. Obviously it originates from the Dutch minute pinkje. Dutch pink methods little. Pinkie entered Scots vernacular in the mid 1800s with the importance little finger. Scots speakers utilize pink to mean a little glimmer of light, as in the articulation the pink of the night, i.e.,late evening, early night. Another utilization of pink without the shading sense is the term fox trackers use for the red covers some of them wear. These chasing coats, albeit splendid red, are called pinks. One clarification is that the initial ones were made by a tailor called Pinque. No proof exists to help this case of society derivation. A progressively authentic motivation to call the red coats pinks has to do with the articulation to be in the pink. These days, to be in the pink, as a rule intends to be in top state of being, yet in Shakespeares time, pink implied something like embodiment or apex of flawlessness. The dianthus was quite respected by Queen Elizabeth I and her subjects. They may have believed it to be the ideal bloom, excellent to take a gander at and wonderful to smell. When Mercutio (Romeo and Juliet, 1597), says I am the very pinke of curtesie, he implies that he is isn't simply obliging, however a model of kindness. Thackeray (1811-1863), utilizes the expresssion in the extremely pink of the mode to mean at the very tallness of design. Charles Dickens (1812-1870) called an Italian town hed visited the extremely pink of terribleness and foul hopelessness. The presence of a rider in the mark red chasing coat is extremely running, nearly as stunning as a U.S. Marine in full dress uniform. Its very conceivable that such a rider in his red coat was supposed to be in the pink of design and the articulation dwindled to the thing pink for such a coat. Here are some different articulations that have advanced from the word pink with its significance of light red. pink-eye the basic name for an irritation of the layer of the inward eyelid. Its amazingly infectious. A few creatures additionally experience the ill effects of it. The term was first recorded in 1882. pinko a term of political scorn and doubt applied to people who hold liberal perspectives with respect to government and financial matters. Red is a shading related with upset. Probably pinkos are not exactly as extraordinary as socialists, who are frequently called reds. The term pinko entered the language in 1936, however the word pink was utilized as right on time as 1837 to depict individuals whose perspectives have an inclination toward red. to see pink elephants to encounter wooziness tremens (or daydream) due to over-utilization of liquor. Jack London utilized this articulation in a story in 1913. formal notice release notice. At the point when the word was authored, bosses frequently educated workers that theyd been ended by setting a notification composed on a pink piece of paper in their last compensation envelope. First recorded utilize 1915. pink neckline hands on work has for some time been comprehended to mean a vocation requiring work garments instead of a salaried activity performed by office laborers. In 1977 somebody acquainted the articulation pink neckline with allude to occupations held by ladies. Justifiably and deservedly, it didnt get on. Need to improve your English in a short time a day? Get a membership and begin accepting our composing tips and activities day by day! Continue learning! Peruse the Expressions class, check our well known posts, or pick a related post below:Regarding Re:How to Play HQ Words: Cheats, Tips and Tricks1,462 Basic Plot Types

Helpful Online Help For Writing Research Papers

Helpful Online Help For Writing Research PapersA lot of people are quite satisfied with the help that is available on the online help for writing research papers. There are many sites that offer help in writing, providing answers to common questions and offering step by step guidance for creating a research paper. They are designed to guide students in research, helping them to do the best job possible when it comes to completing their work.One of the most important things that a student needs to remember while writing his or her research papers is to be able to clearly state their argument in their papers. If they are too vague or if they are unsure of the topic they are writing about, they will not be able to succeed in their goal of winning the competition. Students should have an idea about what they are writing about, so that they are able to get the gist of what the subject is about.When writing the research papers, students should not make their goal in doing the project to wi n the competition first and foremost. Once the purpose of the project is determined, they should now look at how they are going to attain this goal. Some students take the prize money and turn around and accept it as their final results. They then write the research papers without giving any importance to the actual purpose of the project.It is imperative that a student write his or her papers in order to fulfill the goals that they have set and that includes completing a complete homework project as well. The students can do this by using research papers as their homework for the project. These types of projects are very easy to complete, since they consist of reading several books and magazines as well as reading from the internet. It is up to the students to choose what they want to read, which will give them the idea of what they are going to write.Students' research papers are required in order to pass the final exam. A student must write the research papers in order to show th e professor that he or she has completed the task that was assigned to him or her.Students do not always have the option of taking those online classes which give them the opportunity to show the class what they have written on their final exams. Sometimes, the professor does not give them the option to take the final exams because of their grades. Even though they cannot take the final exams, there are other methods which can give them the opportunity to complete their assignments.The first step in writing research papers which a student has to follow is to know what the topic of the assignment is. This is important in order to know the subject matter that the student is going to write about. When writing the papers, they need to be able to identify the area where they are writing about. Knowing the area in which they are writing will allow them to write more clearly and concisely.The next step is to identify the objective statements. For example, if they are writing a dissertation paper, the objective statement would have to be in the form of 'To examine and analyze the effects of environmental factors on the world bird population.' The objective statement in the example above would be 'To examine and analyze the effects of environmental factors on the world bird population.' Identifying the objective statement will also help the student to have a clear understanding of the topic that they are writing about.

Summer Season Dates and Weather

Grab your shorts, swimwear, and SPF 30 because summer is here! But what does that mean season- and weather-wise? What is summer? Summer, in a nutshell, is the warmest season of the year worldwide (with the exception of one or two tropical locations that also see balmy weather at other times of the year). When is Summer? The Memorial Day holiday is considered to be the unofficial start of summer here in the U.S. But summer isnt officially declared until the summer solstice, which occurs every June 20, 21, or 22 in the Northern Hemisphere (December 20, 21, 22 in the Southern Hemisphere). It runs until the next season, fall, begins with the fall equinox. On this date, Earths axis points its innermost towards the sun. As a result, the suns direct rays strike at the Tropic of Cancer (23.5 ° north latitude) and heat the Northern Hemisphere more efficiently than any other region on Earth. This means that warmer temperatures and more daylight are experienced there. When is the summer solstice? See the table below for a list of 2015 to 2020 summer solstice dates. These are the summer start dates youll see marked on your calendar. But if you want to celebrate summer like a true meteorologist (or just want it to start as soon as possible) youll want to observe its start on June 1. Meteorological summer not only begins earlier, but it ends sooner too. It lasts for the 3-month period of June, July, and August (December, January, February in the Southern Hemisphere) and ends on August 30 (February 30). Year Northern Hemisphere Southern Hemisphere 2015 June 21 Dec 22 2016 June 20 Dec 21 2017 June 21 Dec 21 2018 June 21 Dec 21 2019 June 21 Dec 22 2020 June 20 Dec 21 (Astronomical) Summer Solstice Dates More: Astronomical vs. Meteorological summer - whats the difference? Summer Weather Summers most treasured weather type is of course its higher temperatures. But even summer, a seemingly cheerful season, has a severe side. Extreme HeatHeat IndexDroughtsHail stormsThunderstorms One of the reasons storms become more intense during this time of year is because of the high amount of heat in the atmosphere which works to fuel convection (the heat exchange between the ground and air).   Now that you know what summers about, youre ready to enjoy its activities, including swimming. But before you cannonball into the nearest pool, I should warn you about this...

Fahrenheit 451 by Ray Bradbury - 878 Words

In a dystopian society where life consists of television walls and the burning of books, deep, underlying themes surface throughout the course of the novel. These themes can be connected to each other with one thing: fire. Ray Bradbury uses fire to show the intellectual discourse in this futuristic society overrun with technology by using characters and other symbols to show the downfall of a society where entertainment and â€Å"snap endings† are increasingly valued. At the beginning of the novel, Montag meets a young girl, Clarisse McClellan: the symbol of innocence. She represents how technology has destroyed most of the innocence within the world. The phoenix, as explained by Granger, represents mankind, rising from the ashes, in a way representing the transformation Montag goes through. A symbol represented throughout the whole novel is the parlor walls. They represent a distraction from reality so people don’t need to have independent thought. Ironically, they end up getting burned down by none other than the fire. Clarisse McClellan is introduced at the beginning of the novel as a young girl who thinks differently than everyone else in this society. She is considered strange because her and her family go on walks together and she asks questions rather than sitting inside watching T.V. all day. When Montag asks Beatty about Clarisse’s disappearance, he gets a chilling response. â€Å"She didn’t want to know how a thing was done, but why. that can be embarrassing. You askShow MoreRelatedFahrenheit 451 by Ray Bradbury719 Words   |  3 PagesThe flash point of paper, or the temperature at which paper will burst in flames, is 451 degrees Fahrenheit. In Fahrenheit 451, written by Ray Bradbury, the main character, Guy Montag, is a â€Å"fireman† in a futuristic society where he and his coworkers start fires, rather than put them out. Books are banned and burned, along with the owner of the book’s house and sometimes even the owner of the book, upon discovery. Technology has taken over in a sense that social interaction between the average personRead MoreFahrenheit 451 By Ray Bradbury1952 Words   |  8 Pagesis clearly displayed in the plight of Ray Bradbury’s novel about a dystopian American society, Fahrenheit 451, which contains many ideas and bits of content that some people believed should be censored. In fact, one of the reasons that this novel was censored for displaying the dangers of censorship, which is both extremely ironic, and telling as to where this society is going. Thanks to several distributors and oversensitive parents and teachers, Fahrenheit 451 has been banned in many schools overRead MoreFahrenheit 451 By Ray Bradbury954 Words   |  4 Pages In Fahrenheit 451 by Ray Bradbury, the author uses allegory (often misinterpreted by readers) to show the dangers of mass media consumption and the decline of reading traditional media. Many readers draw incorrect conclusio ns (lessons learned) from the book due to how generally the book applies its theme. Government censorship, though an important topic, is not the intended focus of the novel Fahrenheit 451. Finally, Bradbury’s original message of the book shows the beauty of traditional media andRead MoreFahrenheit 451 By Ray Bradbury1592 Words   |  7 PagesWhen writing the introduction to Fahrenheit 451, author Neil Gaiman stated that â€Å"ideas--written ideas--are special. They are the way we transmit our stories and our thoughts from one generation to the next. If we lose them, we lose our shared history†. Gaiman is absolutely correct; especially because what he is saying heavily applies to books. Books are a critical aspect in shaping humanity as a whole, they create and share a network of creative ideas, history, and overall entertainment; to loseRead MoreFahrenheit 451 By Ray Bradbury918 Words   |  4 Pagesâ€Å"Fahrenheit 451,† written by Ray Bradbury, is a futurist ic, dystopian novel based upon a society secluded by technology and ignorance. In this future society, books are outlawed and firemen are presented with the task of burning books that are found in people’s homes. Montag, a fireman, finds himself intrigued with the books, and begins to take them home and read them. As the story progresses, Montag learns the truth behind why books are outlawed and flees his city to join the last remnants of age-oldRead MoreFahrenheit 451 By Ray Bradbury847 Words   |  4 PagesSet Knowledge On Fire The book Fahrenheit 451 is a postmodern work by Ray Bradbury first published in 1951. In Bradbury’s story, all books are illegal and are subject to be burned by firemen. Furthermore, the two predominant themes of Fahrenheit 451 are censorship and ignorance. The censorship implemented over the years removes all information from society that is necessary to learn, which accomplishes to prevent people from questioning anything. The ignorance of society has been fostered and theRead MoreFahrenheit 451 By Ray Bradbury1661 Words   |  7 Pages1.) In the novel, Fahrenheit 451 by Ray Bradbury, Montag’s view on life reverses. Two characters the influence the main character Guy Montag are the old lady whose house and books were burnt down and Mildred. The old lady was caught preserving books in her home. Firemen including Montag were ordered to burn the books. The old lady refused to leave her books, so she too was burned. She bravely gave an allusion as her last words, â€Å"Play the man,’ she said, ‘Master Ridley.’ Something, somethingRead MoreFahrenheit 451 by Ray Bradbury818 Words   |  4 PagesFAHRENHEIT 451 BY RAY BRADBURY Important People in Montag’s Life In Partical Fulfillment Of English 2 Ms Irina Abramov By Helen Hernandez November 9, 2012 â€Å"There are worse crimes than burning books. One of them is not reading them† -Ray Bradbury. In the past there were events that affected book writers. People will get together to burn books because they thought it was inappropriate or they were against their literature. Montag is a fireman in a futuristic society who would startRead MoreFahrenheit 451 By Ray Bradbury863 Words   |  4 PagesThe novel, Fahrenheit 451 was written by Ray Bradbury and it took place in the dystopian future. Throughout each novel, we are able to see a major theme, which is censorship. In this essay, I will explain how this theme are explored in the story by using the literary devices. To begin with, in this novel, censorship is not given a straight description, but we can see how the author shows it through many literary elements, such as using the setting, tone and symbolisms even foreshadowing. This novelRead MoreFahrenheit 451 by Ray Bradbury904 Words   |  4 PagesLiving in a world with no free thought would be bland as cardboard. But, if that cardboard illuminated with fire, would it have more meaning than it did before? The answer is yes. In the novel Fahrenheit 451 by Ray Bradbury, the main character, Montag, finds much meaning behind the simple element of fire. The symbol of fire is used to represent how Montag changes himself and his ideas and thoughts about fire throughout the novel. At first, Montag views fire as destructive, but enjoys burning because

Why Is It so Difficult to Define Poverty free essay sample

Why is so difficult to define poverty In general, the term poverty refers to a social and economic condition which is undesirable for any individual or group in society. This essay will discuss different approaches used to define poverty. First is absolute poverty, this approach looks at the lack of income in order to satisfy the essential requirement for physiological survival. It then goes on to discuss the relative approach which is lack of income in order to reach the average standard of living in society in which one live. This essay also addresses the consensual approach this is based on the lack of socially perceived necessities, it also incorporate an income measure to the extent that it is used along with deprivation. It also look at social exclusion which describe the lack of access to basic service whether in the home or outside, the different ways through non-participation in common social activities, isolation, and discrimination. Absolute poverty is define as not having the basic means to live adequately, it also measure a set poverty line. The problem and limitation of defining poverty by use of poverty are many. It has encouraged a tendency to define poverty at an extremely low level of income necessary to ensure physical survival. An absolute measure of poverty will remain the same regard of the social circumstance is an impossibility. Even the attempt to calculate absolute nutrition requirement for substance (for example: the poverty line which the USA is base on a dollar a day) fails once we appreciate that even necessary minimum levels of nutrition will vary with such changeable factor as life expectancy. Such measure are even less realistic when consider the need for clothing or shelter, for what we consider necessary minimum can never be fixed absolutely. Other concepts of absolute poverty go beyond the notion of substance and materials poverty by introducing the idea of ‘basic cultural needs’. This broadens the idea of basic human needs beyond the level of physical survival. The life style of the poor differs in certain respects from other members of society, although life styles in different societies share common characteristics. The circumstances of poverty are similar, in many respects, where similar circumstances and problems tend to produce similar responses, and these responses can develop into a culture, that is learn, shared, and socially transmitted behaviour of a social group. Cultures are develops to give people a guide as to how they should behave, and cope with their surroundings. Cultures are always changing; however, the broad outlines are passed on from one generation to another by parents and others who influence people when they are young. Even those who support an absolute definition of poverty tend to relate necessities to their own society, for example, even Rowntree accepted that the choice of food to make up a person’s diet was related to the cultural expectations of food in a society, not just any mixture of vitamins, calories, ect (Stephen Moore, 2002). However, most politicians have adopt a relative approach to poverty, to argue that poverty can never be defined or measured in absolute terms, but always relative to the society in which it occurs. This approach has also encouraged a wider imprecation of the standards against which poverty is measured, that it is not enough simply to measure the minimum requirement for food, clothing, and shelter in any given society at any given point in time. Another definition of poverty is relative poverty. This measurement of poverty is based on working out the income needed to attain an accepted standard of living in a society. Relative deprivation occurs when people cannot obtain, the basic amenities and services which allow them to play their role, participate, and follow expected customary behaviour in their society. In a rapidly changing world, definition of poverty based on relative standards will be constantly changing. In Western society, products and services such as hot and cold running water, refrigerators and washing machines, medical and dental care, fulltime education and motor cars have or are travelling the road from luxuries, to comforts to necessaries because any definition of poverty must be related to the needs and demands of a changing society. It is necessary to discuss poverty in terms of life styles, although it is not sufficient to see poverty as lack of material possessions and facilities necessary for material well-being. Poverty also exists where members of society are excluded from the life style in the community to which they belong. Peter Townsend, pioneer of modern poverty research, devised a scale to determine the minimum necessities for maintenance of merely physical efficiency. Those whose income falls well below this minimum level were said to be in poverty. Anyone with an income of less than a certain amount a week would be considered impoverished and consuming goods less than a monetary value would also be classed as being poor. To view poverty primarily in material and most often monetary terms is un-measurable, because poverty is not just a lack of material goods; it is also a matter of social relationship in the way the poor are treated by those around them. Often those are other in position of authority and power in their dealings with the poor; they may treat the poor with sympathy, with condescension, with difference, with suspicion, or with hostility. To be poor is usually to have little or no influence over how you are treated, such experience cannot be reduced to or measure by a poverty line. The two strong arguments against this definition are, if we go beyond the biological necessities, who is to say what should count as something which everyone ought to have? Secondly is, if income support is used as the measure of poverty, the absurd situation occurs that the higher the level of income support the more people counted who are in poverty. Generally, its disputes like these, on the issue of poverty that reinforce the point that there is no agreement over what the term poverty should mean. Next is the consensual approach, or method which is used when measuring deprivation. It is a simple and straight forward way of getting information on people’s standard of living. This method was first devised in 1985 for the television program Breadline Britain. This approach has been tried and tested in Britain and other country and shown to produce reliable and repeatable result. By directly measuring standard of living it will be possible to identify the numbers of people suffering from material deprivation, social deprivation and social exclusion. Those who are excluded because of financial constraints, lack of services or lack of other resources can be distinguished from those who exclude themselves out of choice. A good success measure is needed to be able to distinguish constraint from choice if cost efficient polices to alleviate poverty and social exclusions are to be developed and maintained. An approach to alleviating poverty is promoting efficient and sustainable growth, tackling unemployment, evaluating efforts to develop the poorest human resources and expansion and diversification of economic activities in rural areas. Then the quality of live will improve. The realistic and appropriate target would be, not only to eliminate relative poverty, but to raise the level of welfare of the poorest citizens. Finally is social exclusion, this is a new term used by the government when discussing poverty. Social exclusion is a process where by individuals are pushed to the edge of society and prevented from participating fully by virtue of their poverty, lack of basic need, and life long learning opportunities or as a result of discrimination. This distances them from job, having an income, and education opportunities as well as social and community activities. They have little access to decision making and often feel power less and unable to take control over the decisions that effect their live day to day social exclusion is underlain by dynamics, a consideration of the future as well as the present. People and their family are excluded not just because they have low income or no job, but because they have little prospect of improving their situation. For these reason, social exclusion cannot be measured only by looking at income levels and cannot be summarised by figure in the same way that poverty line can. Understanding the need of poverty understands the human need. How needs are understood is critical both to absolute and relative poverty, It is said that Townsend’s argues that even physiological needs, such as nutrition, cannot be divorced from social, historical and cultural context. Defining poverty as a necessity item, such as a refrigerator, washing machine, telephone and, activities such as celebrations on special occasion, visiting friends of family or leisure pastime not being able to afford these items classed as poverty. Rowntree did not, himself, believe that only those living in substance primary poverty were poor. However, he used this standard as a device to convince the wider society that a significant number of those in poverty could not meet their basic physical, never mind their social needs. Therefore the life-style of the poor was at least in part caused by low income and not by improvidence as was widely believed. In conclusion we have looked at different approaches to poverty, and argued that it is crucial to consider poverty in relation to standards of the rest of society. to do with out the things that the rest of society regards as essential, such as a fridge, washing machine, or being able to give birthday present, is to experience real poverty. We have seen how difficult it is to define poverty and that there are important consequences in terms of policy of the difference definitions and explanations. Poverty does not strike randomly across the population, some group are much more likely to be in poverty than others. There is no one set measure for poverty with the different definitions and explanations in terms of inability to participate in society, absolute, relative, consensual, standard of living, different suggestions and policies have been implemented to combat and eliminate poverty which shows that there is no one set measure that gives a complete definition of poverty.

Sailing to Byzantium Essay Example

Sailing to Byzantium Essay W. B. Yeats poem Sailing to Byzantium is an allusion to the agony of old age and human mortality, and was written as a part of a collection of poems called Tower. It is in very old verse form which is written as a narrative verse in first person, with four eight line stanzas. It has a rhyming scheme of ABABABCC, or two trios of alternating rhyme followed by one couplet. This rhyming scheme gives the reader the sense that the final two lines of each stanza are the most important, and that the first six are leading up to the conclusion of the stanza. Each line takes the rhythm of iambic pentameter. The tone of the poem provokes a sense of sadness in the reader as it tells of a mans desire to live forever, and how he cant accept that he has grown old and will soon die. This tone is reinforced by the sound of the letter o, heavily used throughout the poem. The poem talks of the mortality of the living, and how the elderly are a reminder of this. The youth are caught up in the moment and do not wish to be reminded that there will come a time when they too will grow old and die. We will write a custom essay sample on Sailing to Byzantium specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sailing to Byzantium specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sailing to Byzantium specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Upon this realisation, he decides to travel to the holy city of Byzantium. Byzantium (which was renamed Constantinople, then Istanbul) was a city in the Eastern Roman Empire. The journey to Byzantium is not a literal one, but a metaphorical one which represents the acceptance of mortality, artistic splendour and a way of immortalising oneself through art. Art is an artificial creation, and is something which can stand the test of time and will remain beautiful from the moment it is first created. The use of symbolism and themes are very prevalent in conveying this message of mortality, which leads me to my guiding questions: How does Yeats use language to distinguish the difference between mortality and immortality for the reader? and How does Yeats use symbolism to convey the theme of immortality versus the transience of life? The first stanza presents an image of life to the reader; the birds in the trees, the fish filled waters, the young people who are preoccupied with their lives and loves. But in amongst the description of life Yeats refers to them as those dying generations. This is a reminder that life is inevitably followed by death, and that we are all moving closer to our deaths, or dying. It is a reminder that everything that lives is doomed. Whatever is begotten, born and dies /Caught in that sensual music all neglect /Monuments of unaging intellect. This is a crude summary of the aspects of life that everyone shares (conception, birth and death) and how all living things get caught up with the sensual music, and neglect the monuments of unaging intellect. The final line has a double meaning. The monuments of unaging intellect represents the elderly and how their minds and intelligence do not age with their bodies, but it also represents the artworks and paintings which Yeats destination, Byzantium, is so famous for. The people in paintings, sculptures and other forms of art are undying, and remain the same as they were the day they were first created for eternity. Yeats is condemning the natural as all things natural are doomed to die, and praising the artificial things as they can stand the test of times. This is paradoxical however, because without the natural, the artificial wouldnt exist. In the second stanza, Yeats likens and aged man to a scarecrow: An aged man is but a paltry thing,/A tattered coat upon a stick. This is a symbol of the elderly. Scarecrows are devices which were created to do just as their name describes to scare crows, but in the poem they represent a device which is to scare the youth. Many people fear death, and as the elderly remind the youth of their own mortality, in looking at the aged, they have a sense of fear as they are seeing what they will become. However, this is followed by unless/Soul clap its hands and sing, louder sing/for every tatter in its mortal dress. By using a personification of soul, Yeats reminds the reader that the soul is what separates each life from the next, and that for every problem it comes by, it becomes stronger. In saying this, Yeats is focusing on the fact that it is possible to avoid becoming an empty, lifeless shell, like the scarecrow, by concentrating on the soul, and therefore overcoming the constrictions of the human body. Since the journey to metaphorical one, Yeats is saying that the only way that the journey to Byzantium is possible is to learn to escape from the constraints of the body. Byzantium represents a desired destination, and in Yeats case, it is a symbol of permanence and intransience through art. During a trip to Ravenna, Yeats saw a painting which portrayed martyrs being burnt because of their faith. In the third stanza, in the line O sages standing in Gods holy fire/As in the gold mosaic of a wall, Yeats has incorporated his interpretation of this painting into the poem. He sees the martyrs as sages and the flames as the Holy Spirit. This is represents the transition between life as a mortal and life as an immortal, as at the time of their deaths the sages gained an immortal existence through being incorporated into art. The mosaic is described as gold, as this colour represents an untarnished and everlasting beauty. Come from the holy fire, perne in a gyre,/And be the singing-masters of my soul. Here, Yeats is referring to a spinning wheel, and the quick movement of thread through a bobbin and spool. This image of each strand of thread being merged into one constant piece symbolises how human life spawns other lives another and how each life links up with another creating a continuous flow of life. Yeats is asking the sages in the mosaic to free him from his body, which he describes as a dying animal, and guide him to Byzantium so that he too can join the artifice of eternity. The sages in the mosaic have seen many generations of people, without ageing themselves. The fourth and final stanza commences with Yeats pronouncing that once he has escaped him human form, he will never again take the form from anything natural, as from his description in the first stanza, these things are all prone to decay and death. He then proceeds to say that he would wish to take the form of a golden bird like the ones the Grecian goldsmiths used to make. He wishes to make the final transition from the transience of human life, and immortalise himself through an ancient form of art. The final line of the poem Of what is past, or passing, or to come is a reflection of the line Whatever is begotten, born and dies found in the first stanza. Yeats categorises time into past, present and future, which is a suggestion that even after escaping his human body, his mind would still be limited to what he can perceive as a human being. The idea of eternity is a concept almost impossible for a human mind to grasp, so we classify time into past, present and future. In answer to my first guiding question, there is a notable difference in the language Yeats uses depending on whether he the idea of mortality or immortality is being conveyed. For example, in the first stanza when the old country is being described, the words are limited to one or two syllables, and the language is rough and has a staccato style rhythm: The salmon-falls, the mackerel-crowded seas,/Fish, flesh, or fowl, commend all summer long. The quick, often monosyllabic words help to enforce the idea that these things will eventually die, and the f and sh sounds are repeated, creating an alliteration which gives a sharper sound to the line. Yeats uses long, more flowing words in line 7, Caught in that sensual music all neglect, as if to admit that he, too, become preoccupied with this aspect of human life. In the final line of the first stanza, the reader is first introduced to the idea of an everlasting existence: Monuments of unageing intellect. This line rolls over the tongue, and is a contrast from line 5 which describes things that will die. It also displays a use of alliteration, as the letter n is echoed throughout the line. More examples language being used to emphasize the difference between transience and an endless existence can be found in the other stanzas: A tattered coat upon a stick and Monuments of its own magnificence: Consume my heart away; sick with desire/And fastened to a dying animal against Into the artifice of eternity. The lines which are referring to immortality have a much more soothing tone, whereas the lines which are referring to mortality are more staccato-like and harsher sounding. In answer to my second guiding question, Yeats use of symbolism is essential in his portrayal of immortality in opposition to mortality. The symbolism begins in the poems title, Sailing to Byzantium. Sailing symbolises a metaphorical journey, and Byzantium symbolises a desired destination, in this case, the desire to become immortal through art. In the first stanza, the images of the young lovers, fish and birds symbolise mortality and eventual death. By highlighting this component of the world he lives in, it makes it easier for the reader to understand his need for permanence. In the second stanza, the scarecrow signifies the elderly. The image of a solitary scarecrow in a field is seen often through literature and film, and in this case the scarecrow represents the neglected generation. The scarecrow is described as paltry (which means contemptible), and this symbolises how the younger generations have contempt for the older generations because they are a reminder of their own mortality. The scarecrow also represents everything that Yeats wishes to leave behind in departing his mortal existence. Finally, the image of the golden bird symbolises the flight Yeats has taken from his previous body, and the permanence he has found through art. The colour gold his also used several times throughout the poem, and this indicates everlasting beauty. Yeats uses images representing young life through to old life to demonstrate the transience of human life, but uses the constant image of the golden mosaics and the golden bird to show how art has a never-ending beauty. In conclusion, I think the main idea W. B. Yeats was trying to convey in writing this poem was that the artificial is superior to the natural, and that while all things natural are doomed to die, the artificial can exist forever. The way Yeats uses imagery helps to convey the idea that the artificial is an everlasting creation, and whereas the natural, while is beautiful at one time, eventually withers and dies. The fact that the author believes the artificial is superior to the natural becomes apparent in difference in language Yeats uses, depending on which of them he is talking about. The abrupt phrases and monosyllabic words Yeats uses to talk about the natural connote that the lives of these things, like the words, are quickly over. However, the more descriptive and flowing language used to describe things which are man-made, such as art, tells the reader that these things are longer lasting and more beautiful. I think that the way in which Yeats tells the poem complements the message he is conveying and causes the reader to contemplate their own existence. Sailing to Byzantium Essay Example Sailing to Byzantium Paper Poetry means many things to people all over the world. Poetry is an outlet or artistic and creative way of telling a story or expressing your emotions. It is something that does not require a lot of skill, but imagination and feeling. â€Å"Sailing to Byzantium† written by William Butler Yeats is a poem that speaks of the craving for something one cannot have and the immortality of people, art and intellect, and greatness. â€Å"Sailing to Byzantium† is a poem based on the theme longing for something one cannot have. In this case the old man in the poem is yearning to be young and live on forever even when his time is up. To escape death and old age the man sails to Byzantium. Byzantium is the opposite of the old man. â€Å"The young in one another’s arms, birds in the trees† and â€Å"The salmon falls, the mackerel crowded seas† are lines from the poem that illustrate the youth and vibrance of Byzantium, the youth and viberance the old man desires. Throughout the poem there are lines that hint about the immortality of people and life. One can continue to live on forever spiritually or by being remembered for having a great achievement or a great impact. In the second stanza Yeats writes, â€Å"An aged man is but a paltry thing. We will write a custom essay sample on Sailing to Byzantium specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Sailing to Byzantium specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Sailing to Byzantium specifically for you FOR ONLY $16.38 $13.9/page Hire Writer † The old man sees age as just a number. His body may be growing older, but his insides are youthful. In the third stanza Yeats writes â€Å"Into the artifice of eternity†. This line can translate into on the illusion of immortality. Finally, in the last stanza Yeats writes, â€Å"Once out of nature I shall never take my bodily form from any natural thing. † Yeats writes that once the old man has passed he will be remembered by a symbol or sculpture much like a royal emperor. He will be represented by any natural thing. In this poem it is important to the old man that he lives on forever in the magnificent paradise of Byzantium. In addition to the immortality of people, the continuous life of art and intellect were written about. In stanza one Yeats writes, â€Å"Caught in that sensual music all neglect, moments of unaging intellect. † These two lines illustrate the immortality of art and intellect. Though some may neglect the elders because the elderly seem to lose their intellect as they age, the older generations were basically bards of education and intellect. Intellect is something that is passed down from generation to generation, it is something that will live forever. â€Å"Sailing to Byzantium† is a poem largely associated with greatness. Byzantium was a paradise. It consisted of salmon-falls, mackerel-crowded seas, gold mosaic walls, Grecian goldsmiths, and a royal emperor. Byzantium was magnificent, just like the idea of immortality. I think Yeats wrote about Byzantium and immortality together because they go hand in hand. William Butler Yeat’s poem â€Å"Sailing to Byzantium† is a poem about greatness and all of its elements. Byzantium was a lively place where it seemed like anything was possible. It was a paradise to escape to. To me â€Å"Sailing to Byzantium† is a poem of inspiration. The poem seemed to make the idea of dying meager because one can live on forever, even past their time.

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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A Collection of the Best Thanksgiving Quotes

A Collection of the Best Thanksgiving Quotes Ah, the cherished holiday of Thanksgiving. There are no gifts to buy ahead of time, except maybe a nice bottle of wine or bouquet of flowers for the hosts on your way to your family celebration. You just gather, eat your favorite dishes that remind you of Grandma, enjoy each others company for the day, and then take leftovers home. Then as you heat them up in the microwave the next day (or in the middle of the night after heading out for doorbuster deals with your besties, also a tradition), you are thankful again. To prep for your celebration or as a reflection on the day and its meaning before shopping season overtakes us all, here are several lists of famous humorous and inspirational sayings about being grateful and humorous quips about this, the tastiest of holidays. As William Shakespeare wrote, Small cheer and great welcome makes a merry feast. On God and Heaven G.A. Johnston Ross If I have enjoyed the hospitality of the Host of this universe, Who daily spreads a table in my sight, surely I cannot do less than acknowledge my dependence. Jeremy Taylor God is pleased with no music from below so much as with the thanksgiving songs of relieved widows and supported orphans; of rejoicing, comforted, and thankful persons. Robert Casper Lintner Thanksgiving is nothing if not a glad and reverent lifting of the heart to God in honor and praise for His goodness. Izaak Walton God has two dwellings; one in heaven, and the other in a meek and thankful heart. John Baillie The very fact that a man is thankful implies someone to be thankful to. Johannes A. Gaertner To speak gratitude is courteous and pleasant, to enact gratitude is generous and noble, but to live gratitude is to touch Heaven. Garrison Keillor Thank you, God, for this good life and forgive us if we do not love it enough. On Gratitude and Giving Thanks Frank A. Clark If a fellow isnt thankful for what hes got, he isnt likely to be thankful for what hes going to get. Konrad von Gesner Best of all is it to preserve everything in a pure, still heart, and let there be for every pulse a  thanksgiving, and for every breath a song. Brother David Steindl-Rast Love wholeheartedly, be surprised,  give thanks  and praise†¦then you will discover the fullness of your life. Estonian Proverb Who does not thank for little will not thank for much. Melody Beattie   Gratitude makes sense of our past, brings peace for today, and creates a vision for tomorrow. W.J. Cameron   Thanksgiving, after all, is a word of action. Gerald Good If you want to turn your life around, try thankfulness. It will change your life mightily. Eugene Cloutier To know the value of generosity, it is necessary to have suffered from the cold indifference of others. Willie Nelson   When I started counting my blessings, my whole life turned around. William Ward   Feeling gratitude and not expressing it is like wrapping a present and not giving it. Charles E. Jefferson Gratitude is born in hearts that take time to count up past mercies. Donald Curtis   It is impossible to be negative while we are giving thanks. E.J. Conrad One distinguishing mark of an unregenerate man is ingratitude. Henry Clay Courtesies of a small and trivial character are the ones which strike deepest in the grateful and appreciating heart. Johann Wolfgang von Goethe If we meet someone who owes us thanks, we right away remember that. But how often do we meet someone to whom we owe thanks without remembering that? W.T. Purkiser Not what we say about our blessings, but how we use them, is the true measure of our thanksgiving. Charles Spurgeon Before you go out into the world, wash your face in the clear crystal of praise. Bury each yesterday in the fine linen and spices of thankfulness. Elbert Hubbard I would rather be able to appreciate things I cannot have than to have things I am not able to appreciate. Seneca Nothing is more honorable than a grateful heart. Phillips Brooks Stand up, on this Thanksgiving Day, stand upon your feet. Believe in man. Soberly and with clear eyes, believe in your own time and place. There is not, and there never has been a better time, or a better place to live in. E.P. Powell Thanksgiving Day is a jewel, to set in the hearts of honest men; but be careful that you do not take the day, and leave out the gratitude. Victor Hugo To give thanks in solitude is enough. Thanksgiving has wings and goes where it must go. Your prayer knows much more about it than you do. Frederick Keonig We tend to forget that happiness doesnt come as a result of getting something we dont have, but rather of recognizing and appreciating what we do have. Albert Pine What we do for ourselves dies with us. What we do for others and the world remains and is immortal. Charles Haddon Spurgeon You say, If I had a little more, I should be very satisfied. You make a mistake. If you are not content with what you have, you would not be satisfied if it were doubled. On Food and Humor Margaret Junkin Preston But see, in our open clearings, how golden the melons lie; Enrich them with sweets and spices, and give us the pumpkin pie! Irv Kupcine An optimist is a person who starts a new diet on Thanksgiving Day. Arnold Schwarzenegger I love Thanksgiving turkey...its the only time in Los Angeles that you see natural breasts. Kevin James Thanksgiving, man! Not a good day to be my pants. Erma Bombeck Thanksgiving dinners take 18 hours to prepare. They are consumed in 12 minutes. Half-times take 12 minutes. This is not a coincidence. Rita Rudner My mother is such a lousy cook that  Thanksgiving  at her house is a time of sorrow. Jon Stewart I celebrated Thanksgiving the old-fashioned way. I invited everyone in my neighborhood to my house, we had an enormous feast, and then I killed them and took their land. History Samuel Adams, First Official Thanksgiving Proclamation It is therefore recommended...to set apart Thursday the 18th day of December next, for solemn thanksgiving and praise, that with one heart and one voice the good people may express the grateful feelings of their hearts and consecrate themselves to the service of their divine benefactor. H.U. Westermayer The Pilgrims made seven times more graves than huts. No Americans have been more impoverished than these who, nevertheless, set aside a day of thanksgiving. Alexander Pope Our rural ancestors, with little blest, Patient of  labour  when the end was rest, Indulged the day that housed their annual grain, With feasts, and  offrings, and a thankful strain. Ellen Orleans I have strong doubts that the first Thanksgiving even remotely resembled the history I was told in second grade. But considering that [when it comes to holidays] mainstream Americas traditions tend to be overeating, shopping, or getting drunk, I suppose its a miracle that the concept of giving thanks even surfaces at all.

Assess a market Essay Example | Topics and Well Written Essays - 750 words

Assess a market - Essay Example In above connection, Peattie asserted that the consumer purchase decision may not be influence by green marketing alone but also by other factors such as; Price, comfort, lifestyle, quality to name just but a few(Nobel, Teisl & Rubin, 2006). Therefore, emotive of green marketing may not be very effective because consumers are unlikely to forgo the above mentioned factors for the sake of purchasing eco-friendly products (Nobel, Teisl & Rubin, 2006). Peattie developed a useful tool for products and market analysis called Peattie framework that may help marketers to assess the performance of a product in the market (Bradley, 2007). The framework may be used in this case to evaluate where the two model of vehicles (Volkswagen and BMW vehicles) lies within Peattie framework. Additionally, the effects of having less foot print among the two vehicles selected have also been discussed in detail as well as how footprint may be eradicated (Nobel, Teisl & Rubin, 2006).The eradication of footpri nt may help to ensure that problem of global warming has been reduced significantly (Bishop, 2008). Assessment of where Volkswagen and BMW cars lie within the Peattie framework Peattie provided a substantial basis of evaluation of products with respect to how consumers make choices on the products that they may want to buy (Rakshita, 2011). It can be scrutinized that, much of online green marketing may not be very effective if other factors such as quality, convenience and prices are not taken into consideration (Rakshita, 2011).The two products selected for this assessment were Volkswagen vehicle manufactured in Japan and BMW vehicle manufactured in the United States. (Inderwildi & David, 20120). Research indicates that Volkswagen vehicle have been reported to release a lot of green house emission as compared to BMW (Inderwildi & David, 2012). Necessary measures have been put forth to reduce green house emission in order to make those vehicles more environmentally friendly (Inderwi ldi & David, 2012). In terms of quality and convenience Volkswagen car are more suitable though very expensive (Nobel, Teisl & Rubin, 2006). On the other hand in terms of prettiness and comfort BMW vehicles are more efficient and effective (Inderwildi & David, 2012). It can be observed that the consumer choice of a product depend not only on whether a product is environmentally friendly but also based on the factors within Peattie frame work as discussed herein(Inderwildi & David, 2012). Whether there are products which are better within Peattie framework? Patties framework indicate that the likelihood of a product to be in a better position depend on whether a product fulfills what the customer is looking for in product (Bradley, 2007). Therefore, between BMW and Volkswagen, BMW stand a better position within Peattie framework because the vehicle is not only ecological friendly but also provide what customers are looking for (Bradley, 2007). What should happen if Volkswagen and BMW cars have less foot print? Foot print may be defined as the product of car or a vehicle wheel base in square feet (Sim, 2009). The carbon footprint may help to determine an estimate of the annual world green house effect (Sim, 2009). Additionally, the model of a vehicle and carbon content of fuel used and annual driving mileage of each vehicle is taken into consideration when determining the carbon foot prints (Sim, 2009). The

Early Literacy Development Essay Example | Topics and Well Written Essays - 750 words

Early Literacy Development - Essay Example The assistants should understand that learning is a process. They should not use all their knowledge and strength in teaching the children. If they are coaching different young writers, they should allow them understand the concepts as per their individual abilities. They should not generalize the children’s abilities. A child could understand the reading and drawing but later becomes a slow learner in writing skills. On the other hand, children could become good writers but fail to understand simple drawing skills.Lastly, it is important to know that appreciating the efforts of children increases their understanding abilities. Regardless of what they have written, children accept appreciations as a sign of the job well-done (Reading Rockets, 2014). Through this, they become proud of what they have done and, therefore, put more efforts to achieve better results.As a teacher, one learns a lot from how to encourage young writers. First, children should not be limited to the writ ing materials. They should be given enough writing materials to encourage them to do more of writing and drawing. They should be encouraged to use pencils and markers since, out of these objects, they become more creative. Just like any other persons, children should be allowed to practice their abilities to give room for perfection.Secondly, it is a significant decision to share the concepts with other persons. Engaging other people allows the teachers to understand the ideas children are trying to express.

All Quiet on the Western Front Essay: Effective Criticism of War :: All Quiet on the Western Front Essays

All Quiet on the Western Front:   Effective Criticism of War  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚     All Quiet on the Western Front was a sad tale of Paul Bà ¤umer, a lad just entering adulthood, who fought in a war that he did not even believe in. Erich Maria Remarque wrote this novel to show the war through the eyes of Paul, who saw everything that happened; every death, every horror, and all the bloodshed. Remarque denounced war by showing how it destroys human lives and, more   importantly, how it devours the human soul. World War I was pointless to the young soldiers who did not even seem to know why a war was being waged. Paul showed how war affected an entire generation, of people, which he represented through Paul. Altogether, All Quiet on   the Western Front was a powerful and moving criticism of the war.    Every character in the novel was a tragic character and a sad loss in the war. This includes Paul, whose eyes Remarque used to show the atrocities of war to the world. All the events were shown without heroism, or at least without what was officially determined to be heroic by the people. Paul watched people die and killed people, something that tore him apart emotionally, but for which he would be considered a hero for. "We reach the zone where the front begins and become on the instant human animals" (56). The humanity was taken away from these soldiers, a horrible and mournful thing, and completely unwarranted. These were students like Paul, farmers like Detering, and other ordinary men who were enlisted and taken to the front, not really knowing what they were fighting for, stripped of even their humanity. At one point Paul even said "[i]n many ways we are treated quite like men" (91). However, they were men, even though they were made to feel like animals. They were still men. Remarque effectively used Paul's experiences to illustrate his criticism of World War I, showing the destruction to humanity and human emotion. There was already the mention of the soldiers becoming animals when at the front. He described this further: "The blast of the hand-grenades impinges powerfully on our arms and legs; crouching like cats we run on, overwhelmed by this wave that bears us along, that fills us with ferocity, turns us into thugs,