How to Become a Successful Argumentative Essay Writer Easily and Fast

How to Become a Successful Argumentative Essay Writer Easily and Fast Academic writing is a challenge for many high school and college students. It’s complicated to be a skillful argumentative essay writer as it involves a number of hidden secrets and tricks to succeed. Each essay writer who wants to be successful must master important writing skills and have a helpful education background. You can find many ideas to write an argumentative essay. Readers like complex subject investigations with interesting facts and reasonable arguments and the main point is to fulfill their expectations. How to pick the best topic or your paper People prefer to write an argumentative essay on social subjects to explain their personal ideas, world issues, or life purposes. A good writer has a list of popular topics. Some of the popular themes among children at schools include all kinds of private issues, social matters, local themes, environmental problems, and relationship questions. At their age, they don’t like completing academic assignments about states laws, environmental disasters, governmental issues, or top problems in the society. Choosing a simple idea can lead you to nowhere. A good subject should be interesting and attract the attention of your targeted readers, and the information you use must be relevant and clear. The format of your final draft also matters. To create the proper style for an argumentative essay, a writer should be able to give interesting data, useful facts, and no possible mistakes. Simple and effective rules to follow Original, logical, and analytical papers show high professionalism levels, and drafting them is the work of any talented argumentative essay writer. Look for reasonable ideas that you can argue and describe. Pick the best one based on your forecast potentials, individual beliefs, personal preferences, its value, or any other important reasons. An argumentative essay writer should pay attention to relevant educational questions. Follow these simple and effective rules to be a good argumentative essay writer: Use any suitable theme in your academic assignment; View the subjects that you prefer to analyze in advance; Come up with effective arguments and strong evidence; Avoid using long and complex sentence structures; Use your simple language in the text; Outline all personal opinions clearly; Don’t use negative topics or banned themes; Keep a track of the number of words; Put key ideas and points in a few pages. ASK FOR EXPERT HELP Interesting ideas and subjects for your paper As an argumentative essay writer, you can use a number of popular themes as your topics and find them in the media. What are the interesting ones? A good argumentative essay writer will consider: A bad behavior of a child; Men health concerns; The role of parents in the life of teenagers; Video games and their harmful influence; Equal rights of women in education. Such topics usually require specific skills and your high knowledge level. If you really care about results and future grades, conduct your deep research and investigate the key benefits of your chosen ideas. Opinions and points of view may differ in determining which question can help a writer revise an argumentative essay. Any winning academic paper should give clear answers. It also needs to allow readers check a given idea through its main effects, and a number of its words matters a lot. Copyright issues and helpful tips When completing academic assignments, students tend to choose the most common or popular topics. They also prefer more complex matters. However, staying original is important. This type of writing requires special data, relevant materials, useful details, and strong facts to support major ideas or arguments. Starting your paper from a catchy introduction is a clever step because it provides an argumentative essay writer with higher chances to achieve excellent results. Controlling its structure is another important step. Teachers and instructors will never appreciate any text full of grammar inaccuracies, lexical mistakes, formatting problems, and other errors. Use impressive headings and active voice and offer personal responses or comments. Remember that readers appreciate only the themes they care about. Winning rules to follow To submit a perfect draft, follow these basic rules: Conduct your prior research; Turn to applicable subjects; Analyze a topic and its main points; Use relevant and reliable information to support all ideas; Place opinions, comments, and other evidence; Stick to the requested number of words; Focus on your professional vocabulary and sentence structures; Revise a final draft several times; Avoid any possible copyright infringement. To be a talented argumentative essay writer, you need to find interesting topics, strong evidence, supporting facts, and related ideas. Your basic target is to submit an original piece of writing. ORDER PROFESSIONAL ASSISTANCE What are other guidelines that can help? To end up with a winning paper, follow these simple guidelines: Find a controversial and concrete argument and use it as your base; Format your paper correctly and formulate all ideas efficiently; Research as much as you can to gather relevant information; The more you research and back up your chosen topic, the better your paper will be. When to ask for professional assistance? Revising a final draft is a difficult job. While revising an argumentative essay a writer should check all of its elements, including personal positions, existing points of view, and future expectations. Don’t forget to show your beliefs and chosen stance. It takes some time to classify ideas, gather them into an efficient system, and offer alternative ways of thinking. If you need professional assistance, contact our professional team of experienced and skilled authors who are available 24 hours per day. Order our custom papers and benefit from a high quality. Hire the best argumentative essay writer!

Complete Guide to Fractions and Ratios on SAT Math

Complete Guide to Fractions and Ratios on SAT Math SAT / ACT Prep Online Guides and Tips You likely had your first taste of working with fractions sometime in elementary school, though it's probably been a while since you've had to deal with how they shift, change, and interact with one another. To refresh, fractions and ratios are both used to represent pieces of a whole. Fractions tell you how many pieces you have compared to a potential whole amount (3 red marbles in a bag of 5, for example), while ratios compare pieces to each other (3 red marbles to 2 blue marbles) or, more rarely, pieces to the whole amount (again, 3 red marbles in 5 total). If this sounds complicated to you right now, don’t worry! We will go through all the principles behind fractions and ratios in this guide. If this seems easy to you right now, definitely check out the practice problems at the end of the guide to make sure you have mastered all the different kinds of fraction and ratio problems you’ll see on the test. The SAT likes to present familiar concepts in unfamiliar ways, so don’t let your mastery of fractions lead you to make assumptions about how you’ll see fractions and ratios on the test. No matter how comfortable you are (or are not) with fractions and ratios right now, this guide is for you. Here, we will go through the complete breakdown of fractions and ratios on the SAT- what they mean, how to manipulate them, and how to answer the most difficult fraction and ratio problems on the SAT. This Guide This guide is seperated into two distinct categories- everything you need to know about fractions and everything you need to know about ratios. For each section, we will go through the ins and outs of what fractions and ratios mean as well as how to manipulate and solve the different kinds of fraction and ratio problems you'll see on the SAT. We will also breakdown how you can tell when an SAT problem requires a ratio or a fraction and how to set up your approach these kinds of problems. At the end, you will be able to test your knowledge on real SAT math questions. The more you prep for the SAT, the more your brain can be Swiss-army-knife-ready for any question the test can throw at you. What are Fractions? $${\a \piece}/{\the \whole}$$ Fractions are pieces of a whole. They are expressed as the amount you have (the numerator) over the whole (the denominator). A pizza is divided into 8 pieces. Kyle ate 3 pieces. What fraction of the pizza did he eat? He ate $3/8$ths of the pizza. 3 is the numerator (top number) because he ate that many pieces of the whole, and 8 is the denominator (bottom number) because there are 8 pieces total (the whole). Math is always more fun when it's delicious. Special Fractions A number over itself equals 1 $3/3=1$ $10/10=1$ $(a+b)/(a+b)=1$ A whole number can be expressed as itself over 1 $5=5/1$ $22/1=22$ $(a+b)/1=a+b$ 0 divided by any number is 0 $0/17=0$ $0/(a+b)=0$ There is one exception to this rule: $0/0=\undefined$. The reason for this lies in the next rule. Any number divided by 0 is undefined Zero cannot act as a denominator. For more information on this check out our guide to advanced integers. But for now all that matters is that you know that 0 cannot act as a denominator. Reducing Fractions If both the numerator and the denominator have a common factor (a number they can both be divided by), then the fraction can be reduced. For the purposes of the SAT, you will need to reduce your fractions to get to your final answer. To reduce a fraction, you must divide both the numerator and the denominator by the same amount. This keeps the fraction consistent and maintains the proper relationship between numerator and denominator. If your fraction is $3/12$, then it can be written as $1/4$. Why? Because both 3 and 12 are divisible by 3. $3/3=1$ and $12/3=4$. So your final fraction is $1/4$ Now let's figure out how to perform the four basic math functions on fractions. Adding or Subtracting Fractions You can add or subtract fractions as long as their denominators are the same. To do so, you keep the denominator consistent and simply add the numerators. $4/15+2/15=6/15$ But you CANNOT add or subtract fractions if your denominators are unequal. $4/15+2/5=?$ So what can you do when your denominators are unequal? You must make them equal by finding a common multiple (number they can both multiply evenly into) of their denominators. In the case of $4/15+2/5$, a common multiple of the denominators 15 5 is 15. When you find a common multiple of the denominators, you must multiply both the numerator and the denominator by the amount it took to achieve that number. Again, this keeps the fraction (the relationship between numerator and denominator) consistent. Think of it as the opposite of reducing a fraction. To get to the common denominator of 15, $4/15$ must be multiplied by $1/1$ Why? Because 15*1=15. $(4/15)(1/1)=4/15$. The fraction remains unchanged. To get to the common denominator of 15, $2/5$ must be multiplied by $3/3$. Why? Because 5*3=15. $(2/5)(3/5)=6/15$. Now we can add them, as they have the same denominator. $4/15+6/15=10/15$ We can further reduce $10/15$ into $2/3$ because both 10 and 15 are divisible by 5. So our final answer is $2/3$. Multiplying Fractions Multiplying fractions is a bit simpler than adding or dividing fractions. There is no need to find a common denominator- you can just multiply the fractions straight across. To multiply a fraction, first multiply the numerators. This product becomes your new numerator. Next, multiply your two denominators. This product becomes your new denominator. $1/4*2/3=(1*2)/(4*3)=2/12$ And again, we reduce our fraction. Both the numerator and the denominator are divisible by 2, so our final answer becomes: $1/6$ Special note: you can speed up the multiplication and reduction process by finding a common factor of your cross multiples before you multiply. $1/4*2/3$ = $1/2*1/3$. Why? Because both 4 and 2 are divisible by 2, we were able to reduce the cross multiples before we even began. This saved us time in reducing the final fraction at the end. So now we can simply say: $1/2*1/3=1/6$. No need to further reduce- our answer is complete. Take note that reducing cross multiples can only be done when multiplying fractions, never while adding or subtracting them! It is also a completely optional step, so do not feel obligated to reduce your cross multiples- you can simply reduce your fraction at the end. Dividing Fractions In order to divide fractions, we must first take the reciprocal (the reversal) of one of the fractions. Afterwards, we simply multiply the two fractions together. Why do we do this? Because division is the opposite of multiplication, so we must reverse one of the fractions to turn it back into a multiplication question. ${2/3}à ·{3/4}$ = $2/3*4/3$ (we took the reciprocal of $3/4$, which means we flipped the fraction upside down to become $4/3$) $2/3*4/3=8/9$ But what happens if you need to divide a fraction by a whole number? If a cake is cut into thirds and each third is cut into fourths, how many pieces of cake are there? *** We start out with $1/3$ of a cake and we need to divide each third 4 more times. Because 4 is a whole number, it can be written as $4/1$. This means that its reciprocal is $1/4$. $1/3à ·4$ = $1/3*1/4=1/12$ Our denominator (the whole) is 12. This means there will be 12 pieces total in the cake. Decimal Points Because fractions are pieces of a whole, you can also express fractions as either a decimal point or a percentage. To convert a fraction into a decimal, simply divide the numerator by the denominator. (The / symbol also acts as a division sign.) $4/5$ = 4/5 = 0.8 Sometimes it is easier to convert a fraction to a decimal in order to work through a problem. This can save you time and effort trying to figure out how to divide or multiply fractions. If $j/k=32$ and $k=3/2$, what is the value of $1/2j$ ? *** As you can see, there are two ways to approach this problem- using fractions and using decimals. We’ll look at both ways. If you were to use fractions, you would set up the problem as a fraction division problem. $k=3/2$ So $j/k=j/{3/2}$ $j/{3/2}$ = $j*2/3$ (remember, we take the reciprocal when we divide) So our full problem looks like this: $2/3*j=32$ Now we must divide 32 by $2/3$ in order to bring it over to the other side and isolate j. This means we need to take the reciprocal yet again. So ${32}/{2/3}$ = $32*3/2=96/2=48$ $j=48$ Now, for the final step, we must take $1/2$ of j. (Note: to "take $1/2$" is the same thing as multiplying by $1/2$.) $48*{1/2}=48/2=24$ Our final answer is 24. Alternatively, we could save ourselves the headache of using fractions and reciprocals and simply use decimals instead. We know that $k=3/2$. Instead of keeping the fraction, let us convert it into a decimal. $3à ·2=1.5$ So $k=1.5$ $j/k=32$ $j/1.5=32$ When you multiply both sides by 1.5, you get: $j=(32)(1.5)=48$ $j=48$ And ${1/2}j={1/2}(48)=24$ So again, our final answer is 24. Percentages After you convert your fraction to a decimal, you can also turn it into a percentage (if needed). So 0.8 from can also be written as 80%, because 0.8*100=80. A pie chart is a useful way of showing relative sizes of fractions and percentages. This shows just how large a fraction $7/10$ (or 70%) truly is. Mixed Fractions Sometimes you may be given a mixed fraction on the SAT. A mixed fraction is a combination of a whole number and a fraction. For example, 7$3/4$ is a mixed fraction. We have a whole number, 7, and a fraction, $3/4$. You can turn a mixed fraction into an ordinary fraction by multiplying the whole number by the denominator and then adding that product to the numerator. The final answer will be ${\the \new \numerator}/{\the \original \denominator}$. 7$3/4$ (7)(4)=28 28+3=31 So your final answer = $31/4$ You must convert mixed fractions into fractions in order to multiply, divide, add, or subtract them with other fractions. In this problem, we began with 5 gallons of water and we ended with 2$1/3$. We must figure out how many gallons we used. 5−2 $5-2{1/3}$ First, let’s get our mixed fraction into a regular fraction. 2$1/3$ = ${[(2*3)+1]}/3={7/3}$ $5/1-7/3$ Now, we need to give each fraction the same denominator. We'll do this by converting $5/1$ into a new fraction with a denominator of 3. $5/1*3/3=15/3$ Finally, we can find the difference between the amounts. $15/3-7/3=8/3$ So we have used up $8/3$rds of the water. Now let’s count how many times the pail was emptied to use up that $8/3$rds of the total water. If you count the dots, the pail was emptied 8 times (the first dot does not count as a time it was emptied- that is merely our starting point). Because the same amount of water was removed each time, we must divide our emptied water by 8. ${8/3}à ·{8/1}$ = $8/3*1/8$ We can now either reduce the cross-multiples (because this is a multiplication problem), which would give us: $8/3*1/8$ = $1/3*1/1$ $1/3*1/1=1/3$ Or we can multiply through and then reduce afterwards: $8/3*1/8=8/24$ $8/12=1/3$ Either way, our final answer is $1/3$; each trip removed $1/3$ of a gallon of water from the tank. Now that we've broken down all there is to know about SAT fractions, let's take a look at their close cousin- the ratio. This shape is called the "golden ratio" and has been studied for thousands of years. It has applications in geometry, nature, and architecture. What are Ratios? Ratios are used as a way to compare one thing to another (or multiple things to one another). If Leslie has 5 white socks and 2 red socks, the white socks and the red socks have a ratio of 5 to 2. Expressing Ratios Ratios can be written in three different ways: A â€Å'to â€Å'B A:B $A/B$ No matter which way you write them, these are all ratios comparing A to B. Different Types of Ratios Just as a fraction represents a part of something out of a whole (written as: ${\a \part}/{\the \whole}$), a ratio can be expressed as either: aâ€Å'part:a â€Å'different â€Å'part OR aâ€Å'part:theâ€Å' whole Because ratios compare values, they can either compare individual pieces to one another or an individual piece to the whole. If Leslie has only 5 white socks and 2 red socks in a drawer, the ratio of white socks to all the socks in the drawer is 5 to 7. (Why 7? Because there are 5 white and 2 red socks, so together they make 5+2=7 socks total.) Some of the many uses of ratios in action (in this case, the ratios are- a part: a different part). Reducing Ratios Just as fractions can be reduced, so too can ratios. Kyle has a stamp collection. 45 of them have pictures of daisies and 30 of them have pictures of roses. What is the ratio of daisy stamps to rose stamps in his collection? *** Right now, the ratio is $45:30$. But they have a common denominator of 15, so this ratio can be reduced. $45/15=3$ $30/15=2$ So the stamps have a ratio of $3:2$ Increasing Ratios Because you can reduce ratios, you can also do the opposite and increase them. In order to do so, you must multiply each piece of the ratio by the same amount (just as you had to divide by the same amount on each side to reduce the ratio). So the ratio of 4:3 can also be $4(2):3(2)=8:6$ $4(3):3(3)=12:9$ And so on. Marbles are to be removed from a jar that contains 12 red marbles and 12 black marbles. What is the least number of marbles that could be removed so that the ratio of red marbles to black marbles left in the jar will be 4 to 3? *** Right now, there are an equal amount of marbles, so the ratio is 12:12 (or 1:1) We know that we have an end ratio of 4:3 that we want to achieve and that each side of the ratio has to be multiplied (or divided) by the same amount to keep the ratio consistent. We want to remove as few marbles as possible, so let us imagine that 4:3 is a reduced ratio. That means we need to see how many total marbles the reduced ratio of 4:3 could possibly be. So both 4 and 3 have to be multiplied by the same amount to maintain their ratio and yet achieve a higher number of total marbles than just their 7 (4+3=7). We can see that 12 is divisible by 4, so the red marbles could conceivably remain unchanged in order to get a new ratio of 4:3. $12/4=3$ Because 4 can go evenly into 12, this will give us the fewest amount of marbles taken away. Because the 4 is multiplied 3 times to get 12, we know that both 4 and 3 must be multiplied by 3 to keep a new ratio of 4:3 consistent. To find the new number of black marbles, we take 3*3=9. The new amount of black marbles has to be 9. And because our red marbles remain the same (12), we must take only 3 marbles away from the total number of marbles (Why? Because 12â€Å' blackâ€Å' marbles−3 â€Å'blackâ€Å' marbles=9â€Å' blackâ€Å' marbles) So our final answer is 3, we must take 3 black marbles away to get a new ratio of 4:3 of red marbles to black marbles. Finding the Whole If you are given a ratio comparing two parts (piece:anotherâ€Å'piece), and you are told to find the whole amount, simply add all the pieces together. It may help you to think of this like an algebra problem wherein each side of the ratio is a certain multiple of x. Because each side of the ratio must always be divided or multiplied by the same amount to keep the ratio consistent, we can think of each side as having the same variable attached to it. For example, a ratio of 4:5 can be: $4(1):5(1)=4:5$ $4(2):5(2)=8:10$ And so on, just as we did above. But this means we could also represent 4:5 as: $4x:5x$ Why? Because each side must change at the same rate. And in this case, our rate is $x$. So if you were asked to find the total amount, you would add the pieces together. $4x+5x=9x$. The total amount is 9x. In this case, we don’t have any more information, but we know that the total must be divisible by 9. So let’s take a look at another problem. Teyvon has a basket of eggs that he is going to sell. There are two different kinds of eggs in the basket- white and brown. The brown eggs are in a ratio of 2:3 to the white eggs. What is NOT a possible number of eggs that Teyvon can have in the basket? A) 5 B 10 C) 12 D) 30 E) 60 *** In order to find out how many eggs he has total, we must add the two pieces together. So 2+3=5 This means that the total number of eggs in the basket has to either be 5 or any multiple of 5. Why? Because 2:3 is the most reduced form of the ratio of eggs in the basket. This means he could have: $2(2):3(2)=4:6$ eggs in the basket (10 eggs total) $2(3):3(3)=6:9$ eggs in the basket (15 eggs total) And so forth. We don’t know exactly how many eggs he has, but we know that it must be a multiple of 5. This means our answer is C, 12. There is no possible way that he can have 12 eggs in the basket. Now that we are armed with knowledge of fractions and ratios, we must follow the right steps to solve our problems. How to Solve Fraction, Ratio, and Rational Number Questions Now that we have discussed how fractions and ratios work indivisually, let's look at how you'll see them on the test. When you are presented with a fraction or ratio problem, take note of these steps to find your solution: #1: Identify whether the problem involves fractions or ratios A fraction will involve the comparison of a $\piece/\whole$. A ratio will almost always involve the comparison of a piece:piece (or, very rarely, a piece:whole). You can tell when the problem is ratio specific as the question text will do one of three things: Use the : symbol, Use the phrase "___ to ___† Explicitly use the word "ratio† in the text. If the questions wants you to give an answer as a ratio comparing two pieces, make sure you don’t confuse it with a fraction comparing a piece to the whole! #2: If a ratio question asks you to change or identify values, first find the sum of your pieces In order to determine your total amount (or the non-reduced amount of your individual pieces), you must add all the parts of your ratio together. This sum will either be your complete whole or will be a factor of your whole, if your ratio has been reduced. A total of 120,000 votes were cast for 2 opposing candidates, Garcia and Pà ©rez. If Garcia won by a ratio of 5 to 3, what was the number of votes cast for Pà ©rez? (A) 15,000 (B) 30,000 (C) 45,000 D) 75,000 (E) 80,000 *** As you can see, our ratio of 5 to 3 has been greatly reduced (neither of those numbers is in the tens of thousands). We know that there are a total of 120,000 votes, so we need to determine the number of votes for each candidate. Let’s first add our ratio pieces together. 5:3 = 5+3=8 Because 8 is much (much) smaller than 120,000, we know that 8 is not our whole. But 8 is the factor of our whole. ${120,000}/8=15,000$ So if we think of 15,000 as one component (a replacement for our variable, $x$), and Garcia and Pà ©rez have a ratio of 5 components to 3 components, then we can find the total number of votes per candidate. G:P=5:3 = $5x:3x$ 5*15,000=75,000 3*15,000=45,000 So Garcia earned 75,000 votes and Pà ©rez earned 45,000 votes. (You can even confirm that this must be the correct number of votes each by making sure they add up to 120,000. 75,000+45,000=120,000. Success!) So our final answer is C, Pà ©rez earned 45,000 votes. #3: When in doubt, try to use decimals Decimals can make it much easier to work out problems (as opposed to using fractions). So do not be afraid to convert your fractions into decimals to make life easier. #4: Remember your special fractions Always remember that a number over 1 is the same thing as the original number, and that a number over itself = 1. If $h$ and $k$ are positive numbers and $h+k=7$ then ${7-k}/h=$ (A) 1 (B) 0 (C) -1 (D) $h$ (E) $k-1$ *** Here we have two equations: $h+k=7$ and ${7-k}/h$ So let us manipulate the first. $h+k=7$ can be re-written as: $h=7−k$ (Why? We simply subtracted $k$ from either side) So now we can replace the $(7−k)$ from the second equation with $h$, as the two terms are equal. This leaves us with: $h/h$ And we know that any number over itself = 1. So our final answer is A, 1. Now, let's put your knowledge to the test! Test Your Knowledge #1: Flour, water, and salt are mixed by weight in the ratio of 5:4:1, respectively, to produce a certain type of dough. In order to make 5 pounds of this dough, what weight of salt, in pounds, is required? (A) $1/4$ (B) $1/2$ (C) $3/4$ (D) 1 (E) 2 #2: #3: Which of the following answer choices presents the fractions $5/4$, $4/3$, $19/17$, $13/12$, and $7/6$ in order from least to greatest? (A) $19/17$, $7/6$, $13/12$, $4/3$, $7/6$, $5/4$ (B) $4/3$, $5/4$, $7/6$, $19/17$, $13/12$ (C) $13/12$, $7/6$, $19/17$, $5/4$, $4/3$ (D) $19/17$, $13/12$, $5/4$, $7/6$, $4/3$ (E) $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ Answers: B, D, E Answer Explanations: #1: This question is a perfect example of when to find the whole of the pieces of the ratio. Flour, water, and salt are in a ratio of 5:4:1, which means that the whole is: $5x+4x+1x=10x$ So $10x$ is our whole. We want 5 pounds of the recipe, so we must convert $10x$ to 5. $10x=5$ $x=1/2$ Our variable is $1/2$ . Now, we are looking for the amount of salt to use when we started out with $1x$. So let us replace our $x$ with the value we found for it. $1x$ $1(1/2)$ $1/2$ This means we need $1/2$ a pound of salt to make 5 pounds of the mixture. Our final answer is B, $1/2#. #2: For this question, we must find a non-zero integer for t in which $x+{1/x}=t$, where $x$ is also an integer. We know, based on our special fractions, that the only possible way to get a whole number in fraction form is to have our demoninator equal 1 or -1. This means that x cannot possibly be anything other than 1 or negative 1. (Why? If x were anything else but 1, we would end up with a mixed fraction. For example, if x=2, then we would have: $2+{1/2}$. If $x=3$, we would have: $3+{1/3}. And so on. The only way to get an integer value for $t$ is when $x=1$.) So let us try replacing our $x$ value with 1. $x+{1/x}=t$ $1+{1/1}=2$ $t=2$ Well, $t$ could possibly equal 2, but this is not one of our answer choices. So now let us replace $x$ with -1 instead. $x+{1/x}=t$ $-1+{1/-1}=-2$ t=−2 Success! We have found a value for $t$ that matches one of our answer choices. Our final answer is D, $t=−2$ #3: For a problem like this (one that has you order fractions by size), it is usually a good idea to break out the decimals. But we will go through how to solve it using both methods of fractions and decimals. Solving with decimals: To solve with decimals, simply divide each numerator by its denominator to get the decimal. Then, order them in ascending order (as we are told). $5/4=1.25$ $4/3=1.333$ $19/17=1.12$ $13/12=1.08$ $7/6=1.16$ We can see here that the order from least to greatest is: 1.08, 1.12, 1.16, 1.25, 1.33 Which, converted back to their fraction form is: $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ So our final answer is E. Alternatively, we can solve using fractions. Solve using fractions: Let us find a common denominator between all the numerators. A quick way to do this is by multiplying the two largest numerators together. (It may not be the least common denominator, but it'll do for our purposes.) $17*12=204$ Now let's make sure that the other denominators can go evenly into 204 as well. $204/6=34$ $204/4=51$ $204/3=68$ Perfect! Now let us convert all of our fractions. $5/4={5(51)}/{4(51)}=255/204$ $4/3={4(68)}/{3(68)}=272/204$ $19/17={19(12)}/{17(12)}=228/204$ $13/12={13(17)}/{12(17)}=221/204$ $7/6={7(34)}/{6(34)}$ Now that they all share a common denominator, we can compare and order their numerators. So, in ascending order, they would be: $221/204$, $228/204$, $238/204$, $255/204$, $272/204$ Which, when converted back to their original form, is: $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ So again, our final answer is E. I think a nap is in order- don't you? Take-Aways Fractions and ratios may look tricky, but they are merely ways to represent the relationships between pieces of a whole and the whole itself. Once you know what they mean and how they can be manipulated, you’ll find that you can tackle most any fraction or ratio problem the SAT can throw at you. But always remember- though ratios and fractions are related, do not get them mixed up on the SAT! The vast majority of the time, the ratios they give you will compare parts to parts and the fractions will compare parts to the whole. It can be easy to make a mistake during the test, so don’t let yourself lose a point due to careless error. What’s Next? You've conquered fractions and you've decimated ratios and now you're eager for more, right? Well look no further! We have guides aplenty for the many math topics covered on the SAT, including probability, integers, and solid geometry. Feel like you're running out of time on the SAT? Check out our article on how to finish your math sections before time's up. Don't know what score to aim for? Make sure you have a good grasp of what kind of score would best suit your goals and current skill level, and how to improve it from there. Angling to get an 800 on SAT Math? Look to our guide on how to get a perfect score, written by a perfect SAT scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Space & time Essay Example | Topics and Well Written Essays - 1000 words

Space & time - Essay Example Moreover, it is perhaps because space was not considered in situ that those space-time geometries (which are actually geometries of points of view, made by distance, and light) have burgeoned. And behind these local distortions of points of view, as interesting as they can be, we always find the abstract, traditional separation of concepts which is here proven wrong. (3) There is, as such, a universal simultaneity (with light at a certain point of its travel, incidentally) To validate the proposition of space in situation with its underlying implications must initially require the potential to grasp the traditional understanding of space in an unorthodox presentation where it may be put in a frame of reference capable of projecting or conveying its imperceptible dynamic property. By his findings in the combined queries and discourse of the philosophy of space, Kant states â€Å"Space is not something objective and real, nor a substance; nor an accident, nor a relation; instead, it i s subjective and ideal, and originates from the mind’s nature in accord with a stable law as a scheme, as it were, for coordinating everything sensed externally.† Reason for which the model in place is currently privileged At first sight, it looks surprising to see this identification presence/present being overlooked to this extent: beyond the homonymy, it is difficult to doubt that what is present spatially (what is not absent, what takes place) is actually neither past nor future, and vice versa! However, this obvious point has remained, at best, counterintuitive. Admittedly some people say â€Å"only the present exists†, but in the same breath they admit that it is â€Å"uncatchable†. And with good reason: they see it only as a temporal limit! The reason for all this is simple, fraught with consequences, yet easy to adjust: The conscience of the past, present and future, i.e. the conscience of duration, of temporality (and beyond that the one of Histor y) makes us inevitably isolate, abstract the concept of time, and in return the one of space! And therefore prevents us from seeing space as it really is: in situation. This is why the separation a priori of the concepts of space and time has, until now, always prevailed. Though time and space are disposed unto each other in forming one whole structure for the purpose of serving perspectives treated in the light of relativity on one hand, and with absolute principle on the other, they seem equivalently disposed to separatist realm. Since their discovery and evolution through concepts, human perception has been trained to detect time in fluid behaviour while space thrives in passivity no matter how it is signified to consist of and encompass conceivable dimensions. Time can be measured and quantified in seconds, minutes, hours, years, and so on so that its trait of definitiveness in this regard is a established scientific fact. Space, similarly, can be made quantifiable in volumetric terms considering the size of what can be occupied yet it appears, nevertheless, time is much more concrete for it is sought to be identified with events in dynamic flow along with all the important characters and figures constituting them. It would strip history off of its essence in being a field of

Leadership Capabilities Assignment Essay Example | Topics and Well Written Essays - 2000 words

Leadership Capabilities Assignment - Essay Example To succeed in today’s workplace and achieve a successful career goal, leadership skill is essential. This exercise has enabled me to understand my capability as a leader and see which areas I need to work on more to become a better, more effective leader. The first step of this exercise was to take a number of tests (questionnaires) that revealed my true leadership skill. Based on these skills, I created a leadership profile for myself, recognizing the styles I am most likely to use when in a leading position. Finally, I have identified key strengths and weak areas, based on which I have created a doable recommendations plan for myself. Results of Leadership Questionnaires 1. Leadership Traits Questionnaire The first questionnaire tested my leadership traits: fourteen important leadership traits have been indentified in this test and I was required to ask others (mostly friends and acquaintances) to rate me on those traits, followed by a self rating. The results compared my se lf-rating with the average rating that others gave me. Trait Raters    Self Rating 1 2 3 4 5 Average Articulate 2 3 5 4 3 3.4 5 Perceptive 4 3 5 3 4 3.8 2 Self confident 3 3 5 4 3 3.6 5 Self assured 4 3 5 4 4 4 4 Persistent 5 3 5 4 5 4.4 4 Determined 5 3 5 4 4 4.2 4 Trustworthy 5 4 4 5 3 4.2 4 Dependable 4 5 5 4 4 4.4 5 Friendly 3 5 5 5 5 4.6 5 Outgoing 4 5 5 4 5 4.6 5 Conscientious 5 5 4 5 5 4.8 5 Diligent 4 5 5 4 5 4.6 5 Sensitive 4 4 5 5 4 4.4 5 Emphatic 4 5 5 5 3 4.4 5 My self-rating and the average rating by others had a margin of  ±0.6 points on eleven of the traits, including outgoing, emphatic, sensitive and dependable. The ratings perfectly matched only once for self-assured. However, there were marked differences in three traits: for articulate and self-confident, my self-rating was 5 (highest possible), whereas the average scores given by others were 3.4 and 3.6, which fall in the average category. On the other hand, my self-rating for perceptive was 2, whereas others gave me an average score of 3.8 on this specific trait, markedly higher than my self-perception. Based on the results, I realize that most of my perceptions about my leadership traits are similar to what others think of me. 2. Skills Inventory The second test was for Skills inventory which measures three important leadership skills in a person, namely technical, human and conceptual skills. Based on my answers, my scores were: Skill Score Technical 19 Human 12 Conceptual 21 My scores for conceptual and technical skills are significantly higher than the score on my human skills. It is important to mention that in lower management, technical and human skills are most important. In middle level management all three are of equal importance. In upper level management, technical skills aren’t as important as human and conceptual skills. Based on the test results and this interpretation, I have a weakness in human skill. Human skill is one key skill that is required at every phase in one’s career as well as personal relationships. This area represents a key weakness that I need to proactively work on. 3. Style Questionnaire The style questionnaire tested which leadership style I predominantly use between task and relationship styles. Style Score Range Task 42 High Relationship 43 High My scores for both styles ranked ‘high’, displaying my tendency to use a combination of the styles with emphasis on both tasks and relationships. I prefer to

Work, Culture, and Society In Industrializing America 1815- 1919 Essay Example for Free

Work, Culture, and Society In Industrializing America 1815- 1919 Essay It is historian Herbert G. Gutmans thesis that the conflicts between the working class and the non working class resulted in a departure from its values and principles. The working class did not want this departure to happen; it was only the inevitable result of the growing industrialization. The conflicts between the rest of society and the working class resulted in the disappearance of its principles. During the beginning of the 19th century, the United States had remained a pre-industrial society and there were few workers and factories because at the time, it was dominated by a farming, skilled workers, and agricultural culture. However, after 1843, the industry developed radically through the civil war and was followed by a new nature industrial society that appeared in 1893. During this development, both skilled women and men were forced to modernize. Just as Sidney Pollard had described, a society of peasants, craftsmen, and versatile labourers became a society of modern industrial workers. This process was difficult because it required a task of industrializing whole cultures. Nevertheless, the process was achieved as the nation gathered and worked to transform themselves and new groups from the pre-industry to the new. This progression was continually altered by immigration, social conflicts, and through various other elements. These women and men sold their labor to an employer to join this new changing factory working condition. Work habits in comparison remained the same from the native culture and to the immigrants. Also, the working pattern also parallels one of that of the European patterns in pre-modern development. There were also tensions between culture, work, and society. Work habits of men and women in the new factory and labor life attributed to the diverse pre-modern cultures. During the early 19th century, many Americans were newly introduced to a more efficient process of production called the factory. At this period of time, most work was done by man, not machines. Conversely, as time developed, more and more factories, beginning with textiles and cotton industry used unskilled labor to work in mass producing products. Drinking was common in this time even while working, it caused unproductive labor and often be inclined to have more accidents and deaths. Reform movements began and to solve this there was a temperance movement although it was short lived it served its process. Also, managers began to fine and deduct from wages if there was unproductiveness, for instance, drinking liquor. And at places where unskilled factory workers could easily be replaced, they took this as an advantage and often fired those who did become drunk. The effect was better working habits to society. These work habits were not just common to pre modern America but also later generations of factory workers. And by 1920, two thirds of workers in the twenty-one major mining and manufacturing industries came from either Southern or Eastern Europe or were American blacks. Many of these cultures and factory workers had numerous of the pre-industrial work habits. Assorted patterns of working class behavior accompanied the industrialization of the United States. Forms of protest occurred throughout the periods and development of industrialization in America. This followed the ever changing behavior and diversity of the cultures that were in the working class. Another form of culture was included in street gangs that were believed to hold artisan and lower class workers and were organized by ethnicity. Others, people often had food riots against the monopolies and the rising food prices. Similar behaviors in riots even decades apart for instance, the 1837 food riot wasnt much different from one from 1902. For instance, women became organized and were led by a woman butcher and these people protested the rising price of kosher meat and a disloyalty among the members in not boycotting it. Like the previous disorders and riots, these women battered shops and carried the meat like flags although they did not steal at all. The development of the industrial age was a process where many progressed and left their previous values behind, although there was some resistance to this new modernization.

Comparing the Female Journey in Children on Their Birthdays and Weltys

The Female Journey in Children on Their Birthdays and A Worn Path Male's and female's have been treated differently throughout all of time. Race and looks have also been stereotyped. In this paper I will be talking about two different girls with two different races, looks, and ages. In the stories, "Children on Their Birthday's", and "A Worn Path", the two main characters are girls on a journey with only themselves to lead the way. Throughout their journey the women come across obstacles, good times, and also prejudice attacks against their look, sex, and race. In "Children on Their Birthday's", Miss Bobbit is a 10 year old, very attractive white girl that is journeying for a job. She is treated with much... ...ney with only themselves to lead the way. Throughout their journey the girls come across obstacles, good times, and also prejudice attacks against their look, sex, and race. Works Cited Capote, Truman, Children on Their Birthdays. Atlanta:Peachtree Publishers, Ltd.,1986. Welty, Eudora, A Worn Path. Atlanta:Peachtree Publishers, Ltd., 1986.

Reflection Paper Economics Essay

All in all, demand refers to how much (quantity) of a product or service is desired by buyers. And it is determined by the determinants like taste and preferences, income, population and price expectation. Price must always come first. Consumers are more tend to buy a product. if the price decreases. This kind of behavior on the part of buyers is in accordance with the law of demand. According to the law of demand, an inverse relationship exists between the price of a good and the quantity demanded of that good. As the price of a good goes up, buyers demand less of that good. This law will only be valid if ceteris paribus assumption is applied that means â€Å"all other things are equal or constant†. It means that the determinants of demand must be constant. This inverse relationship is more readily seen using the graphical device known as the demand curve, which is nothing more than a graph of the demand schedule. Change in demand means the change in the determinants of demand. So, an increase in demand shifts the demand curve to the right while a decrease in demand shifts a demand curve into the left. If there is a change in demand, there is also a change in quantity demand, this is different to change in demand because it only shows a movement from one point to another point (a price-quantity combination to another price-quantity combination). Another thing is the supply, it is the schedule of various quantities of commodities which producers are willing and able to produce and offer at a given, place, price and time. Its determinants are technology, cost of production, number of sellers, prices of other goods, price expectation and taxes and subsidies. The law of supply states that â€Å"as price increases, quantity demanded increases and as price decreases, quantity demanded also decreases†. According to the law of supply, a direct relationship exists between the price of a good and the quantity supplied of that good. As the price of a good increases, sellers are willing to supply more of that good. The law of supply is also reflected in the upward-sloping supply curve. A change in the quantity supplied is a movement along the supply curve due to a change in the price of the good supplied and a change in supply, like a change in demand, is represented by a shift in the supply curve. Law of demand and supply explains that when the demand is greater than supply, price increases and when supply is greater than demand, price decreases. The law of supply and demand is not an actual law but it is well confirmed and understood realization that if you have a lot of one item, the price for that item should go down. At the same time you need to understand the interaction; even if you have a high supply, if the demand is also high, the price could also be high. In the world of stock investing, the law of supply and demand can contribute to explaining a stocks price at any given time. It is the base to any economic understanding.

Intellectual Property Rights and software Essay

Moral theories such as utilitarianism are used to defend Intellectual Property Rights of software produced by companies such as the Microsoft. It is important to differentiate between physical property rights and intellectual property rights. The government needs to analyse pros and cons of protecting rights of companies such as the Microsoft. Intellectual Property Rights or IPR is generally defended based on the assumption that they are similar to physical property rights. The ethical argument is that legal experts have upheld the need to protect property rights of individuals. Consequently, due to such rights individuals are able to protect their ownership rights, as they are allowed to approach court of law when their property is encroached. It is not possible to accept this argument in the context of intellectual property. This is due to basic differences that persist between physical property and intellectual property. Physical property allows purchaser to use property and alienate or dispose property at the later period. (Lea 2006) Software patent rights gives the right to use, but does not allow the user to either modify or alienate. This is because software can be produced in large quantities with the assistance of modern technology. Property, on the other hand, cannot be produced in large quantities. Reproduction and duplication of software can affect profitability of a company like Microsoft or author of the program. (Lea 2006) IPR in the context of software cannot be justified on two counts. First, it cannot be compared with physical property. There is no moral justification to protect rights of the creator of software. It is true that it is important to protect rights of individuals who author a computer program. But, at the same time, it is important to protect rights of consumers as well. Based on this reasoning, Wright brothers were not able to patent Airplane. Patents can sometimes discourage creativity. Consequently, modern scientists were able to produce airplane designs and contribute to enhanced facilities to people. The major purpose of patents and copy rights is to encourage people to contribute to scientific knowledge. (Lea 2006) Patents can be considered as recognition of talent of individual. Innovative products can inspire other individuals to produce similar or other products. As software is protected by IPR, it cannot be modified. One needs to differentiate between copy right acts and software patents. Copy right acts protect interest of authors. Generally, mass production of a book involves huge expenditure as it requires investment in printing and machinery. Software production, on the other hand, does not involve such huge investment. This argument is used to defend software patents. But, this argument alone cannot be used to defend right of a person who authors computer programs. (Lea 2006) Utilitarianism believes in welfare principles. Property rights are essential to achieve general welfare. Lack of property rights can affect large numbers of individuals. Non-software copy rights have encouraged producers to enhance production. They are able to obtain recognition for their contribution to their sector. On the other hand, software patent has affected large numbers of individuals, as they are not able to modify source code of a computer program. Duplication of software will affect income rights of a person or organization that produces software. The author will continue to enjoy the right to control the product. At the same time, additional features can be created by tweeting source code. This can benefit large numbers of people as they use free and modified software. Lea 2006) One needs to appreciate the fact that computer programs cannot replace essential goods required by large numbers of world population. In the 1990s, American population depended on computer revolution, which created employment opportunities for large numbers of individuals. At the same time, a country cannot solely depend on computer programs. This is because comp uter programs cannot replace other economic activities such as agricultural and industrial production. (Lea 2006) Protection of monopolistic companies such as Microsoft has created disparity between rich and poor nations. It is not possible to defend high price charged by companies for their software. This is because companies do not invest heavily in R & D, unlike non software industry. From utilitarian perspective, it is not possible to defend IPR of software. This is because the aim of world leaders should be to reduce disparity between rich and poor. IPR in software, on the other hand, has enhanced gap between rich and poor. This is because countries such as the US depend heavily on software export. The US enhanced its software trade surplus which crossed $20 billion in 1999. (Lea 2006) Second, from libertarian perspective also one cannot defend IPR. This is because IPR does not allow freedom to individuals as they are not able to modify and sell software. This can affect their creative abilities. IRP affects autonomy and freedom of individuals. In a free and democratic country such as the US it is not possible to justify protection of organizations such as Microsoft. Free software movement emerged in order to defend the right of individuals to freely distribute software. In the 1960s, computers had to install software as a distinct bundle. Aim of such measure was to avoid monopoly of a particular company. Microsoft believes in protection of its IPR. In actuality, the main attempt of this organization is to protect its commercial interest. Lack of IPR rules in the context of software will erode profitability of this company. By the use of cyber laws, the company is able to reach a monopolistic position. This has contributed to inflated price of software produced by this company. It is interesting to note that the company hired services of professional detectives in Europe to identify people who used unlicensed company products. Microsoft has faced criticism from European countries due to its monopolistic position in the international software market. Lawsuits are filed against this company for discouraging competition from other companies. (Lea 2006) Computer consumers are expected to purchase legal software from designated commercial areas. At the same time, one needs to note that absence of IPR in software would not affect company profitability. This is because it is not possible for individuals to use different free or licensed computer programs. Today, most users depend on Microsoft Windows and Internet Explorer. Other products are not used due to compatibility issue as these programs are not compatible with Microsoft products. This shows that even if Microsoft products are not protected by IPR, consumers will continue to use them as they are accustomed to this company product. In the year 2001, the government compromised with Microsoft by structuring IPR in such a way as to protect interest of this company. (Lea 2006) Data shows that 90 percent of computers use Microsoft products including Windows and Internet Explorer. (Lea 2006) This has affected competition in this sector. Consequently, large numbers of people are compelled to buy products from Microsoft. The solution for this problem is that Microsoft should be divided into two sections. One section can deal with legal and licensed software, which can be sold at a particular price, while another section can concentrate on products such as video player, which can be freely downloaded. This implies that government is taking sufficient measures to protect interest of consumers who in the IPR regime tend to buy software at inflated price. Another alternative is to abolish IPR of software so that it becomes equivalent to mathematical formulae or a scientific law, which consumers can use and modify based on their subsequent research. This can encourage creativity and innovation and achieve welfare of a large section of world population. (Lea 2006) Utilitarian and libertarian perspectives show that software patent rights do not achieve social welfare, as they aim to protect interest of companies such as Microsoft. Software patent rights have affected autonomy and freedom of individuals who are not legally allowed to modify computer programs. The government needs to introduce regulations restricting software prices. This can encourage companies to offer free software, which can be modified and redistributed for non commercial use.

Comparison & Contrast Of Helena and Viola essays

Comparison & Contrast Of Helena and Viola essays These last two plays that we have read have two distinct characters, Helena and Viola, which are similar and different in many ways. In this paper I plan to brush upon a few of them and give you, my readers some incite as to the enjoyment of reading about them. In the play Alls Well That Ends Well, we were introduced to a young lady who had been smitten by the looks of a young fellow she felt was not in her reach. Her name was Helena, the daughter of a very famous, deceased, court physician. She had the physical and mental attributes that could command the attention of any eligible bachelor, but un fortunately she didnt have the correct social pedigree to entice the man whom she so dear cared for, Bertram, a courts son. This first characteristic matches perfectly to a young lady we meet at the beginning of our second play, Twelfth Night. Her name was Viola; she too was smitten by the looks and manner of a man that well beyond her reach. Here she had been shipwrecked and ended up on this seacoast, a young, pretty, virgin woman, all alone. She then comes to find out that this Duke governs the land they are on, of whom she has heard of by her father, and she corrupts this plan to get next to him and try to win him over in love, as Hele na tries to do to Bertram. To make thins more twisted, these two young women then concoct these schemes of deception and trickery to win their men. Helena puts her plan to work by getting close to her lovers father, as Viola tries to get close by disguising herself as a Young Man and wins over the trust of her lover himself. Both of these women seem to be extremely smart and head strong. They both see something they want and will do whatever it takes to get it. Helena gives the audience proof that she will stop at nothing during the first act, ... my project may deceive me, but my intents are fixed, and will not leave...

Sicilian Proverbs, Sayings, and Expressions

Sicilian Proverbs, Sayings, and Expressions Sicilian is a Romance language mainly spoken in Sicily, an Italian island in the Mediterranean Sea. The language is distinct from Italian, though the two languages have influenced each other and some people speak a dialect that combines elements of both. If you are ​traveling to Sicily or one of its nearby islands, you will want to familiarize yourself with some common Sicilian proverbs and expressions. Faith Like the rest of Italy, Sicily has been hugely influenced by the theology and traditions of the Roman Catholic Church. The language is filled with expressions related to faith, sin, and divine justice. Ammuccia lu latinu gnuranza di parrinu.Latin hides the stupidity of the priest. Fidi sarva, no lignu di varca.Faith is salvation, not the wood of a ship. Jiri n celu ognunu và ²; larmu ccà ¨, li forzi no.Everyone wants to go to heaven; the desire is there but the fortitude is not. Lu pintimentu lava lu piccatu.Repentance washes away sin. Lu Signiuruzzu li cosi, li fici dritti, vinni lu diavulu e li sturcà ¬u.God made things straight, the devil came and twisted them. Zoccu à ¨ datu da Diu, nun pà ² mancari.What is given by God, cant be lacking. Money Many Sicilian proverbs, like those in English, are expressions of financial wisdom and advice that have been passed down through the ages, including recommendations about buying, selling, and living within ones means. Accatta caru e vinni mircatu.Buy good quality and sell at the market price. Accatta di quattru e vinni dottu.Buy at the cost of four and sell at the cost of eight. Cu accatta abbisogna di centocchi; cu vinni dun sulu.Buyer beware. Cui nun voli pagari, sassuggetta ad ogni pattu.Who doesnt intend to pay, signs any contract. La scarsizza fa lu prezzu.Scarcity sets the price. Omu dinarusu, omu pinsirusu.A wealthy man is a pensive man. Riccu si pà ² diri cui campa cu lu so aviri.One who lives within his means can be said to be rich. Sà ¬ggiri prestamenti, pagari tardamenti; cu sa qualchi accidenti, non si ni paga nenti.Collect promptly, pay slowly; who knows, in case of an accident, youll pay nothing. Unni ccà ¨ oru, ccà ¨ stolu.Gold attracts a crowd. Zicchi e dinari su forti a scippari.Ticks and money are difficult to pluck out. Food Drink Sicily is famous for its cuisine, and its no surprise that the language has several sayings about food and drink. These will surely come in handy when youre out dining with family and friends. Mancia cudu e vivi friddu.Eat warm and drink cold. Mancia di sanu e vivi di malatu.Eat with gusto but drink in moderation. Non cà ¨ megghiu sarsa di la fami.Hunger is the best sauce. Weather Seasons Like other Mediterranean destinations, Sicily is known for its mild climate. The only unpleasant time of year might be February- the worst month, according to one Sicilian saying. Aprili fa li ciuri e le biddizzi, lonuri lhavi lu misi di maju.April makes the flowers and the beauty, but May gets all the credit. Burrasca furiusa prestu passa.A furious storm passes quickly. Frivareddu à ¨ curtuliddu, ma nun cà ¨ cchià ¹ tintu diddu.February may be short but its the worst month. Giugnettu, lu frummentu sutta lu lettu.In July, store the grain under the bed. Misi di maju, mà ¨ttiti n casa ligna e furmaggiu.Use your time in May to stock up for winter. Pruvulazzu di jinnaru crrica lu sularu.A dry January means a filled hayloft. Si jinnaru un jinnarà ­a, frivaru malu pensa.If it isnt wintry in January then expect the worst in February. Una bedda jurnata nun fa stati.One beautiful day doesnt make a summer. Miscellaneous Some Sicilian expressions are common in English, too, such as  batti lu ferru mentri à ¨ cudu  (strike while the iron is hot). The sayings below can be used in a variety of situations. A paisi unni chi vai, comu vidi fari fai.When in Rome, do as the Romans do. Batti lu ferru mentri à ¨ cudu.Strike while the iron is hot. Cani abbaia e voi pasci.Dogs bark and oxen graze. Cu vigghia, la pigghia.The early bird catches the worm. Cui cerca, trova; cui sà ¨cuta, vinci.Who seeks, finds; who perseveres, wins. Cui multi cosi accumenza, nudda nni finisci.Who starts many things,  finishes nothing. Cui scerri cerca, scerri trova.Who looks for a quarrel, finds a quarrel. Di guerra, caccia e amuri, pri un gustu milli duluri.In war, hunting, and love you suffer a thousand pains for one pleasure. È gran pazzia lu cuntrastari cu du nun pà ´ vinciri nà © appattari.Its insane to oppose when you can neither win nor compromise. Li ricchi cchià ¹ chi nnhannu, cchià ¹ nni vonnu.The more you have, the more you want. Ntra greci e greci nun si vinni abbraciu.Theres honor among thieves. Nun mà ¨ttiri lu carru davanti li voi.Dont put the cart before the horse. Ogni mali nun veni pri nà ²ciri.Not every pain comes to harm you. Quannu amuri tuppulà ¬a, un lu lassari nmenzu la via.When love knocks, be sure to answer. Supra lu majuri si nsigna lu minuri.We learn by standing on the shoulders of the wise. Unni ccà ¨ focu, pri lu fumu pari.Where theres smoke, theres fire. Vali cchià ¹ un tistimonà ¬u di visu, chi centu doricchia.The testimony of one eyewitness is worth more than the hearsay of a hundred.

Literature Review of Studies Focused on Vocabulary Development Research Paper

Literature Review of Studies Focused on Vocabulary Development Strategies and Interventions for Grades 9-12 - Research Paper Example There are strategies ideal only for children and there are those applicable only for grownups. In teaching Grades 9-12, teachers will find issues relating mostly to comprehension and vocabulary. This paper reviews three articles that investigated effective reading strategies for improving vocabulary of Grade 9-12 students. One article worthy of attention was written by Douglas Fisher (2007). In this paper, Fisher reports the five-part program that the teachers and administrators of Hoover High School developed and implemented in order to improve the vocabulary performance of students in state-administered tests. According to Fisher (2007), Hoover High School was a low-performing school with a population of 2,300 students at the time of study, all qualifying for free breakfast and lunch and 76% speak a different language apart from English. To improve vocabulary at the school level, the school implemented vocabulary routines and instruction. The first component of the program was wide reading. This component consisted silent sustained reading (SSR) and independent reading for content area subjects. The school identified and purchased appropriate reading materials, among these were historical accounts of WWII. In addition to these resources, the school assigned teachers who could provide relevant information to students regarding the materials they read. The students devoted 20 minutes per day to SSR and just read any material they wanted. This method was not enough, thus additional time was provided during content area instruction for independent reading. The second component of the program was reading aloud. This strategy is very common for beginning readers. Nevertheless, Hoover High School used it because of its tested effectiveness to learn content and vocabulary. In this method, the teacher read aloud a passage for 3-5 minutes at every class. Again, the school had to purchase materials specially designed for the procedure, including Richardson’s (200 0) â€Å"Read It Aloud! Using Literature in the Secondary Content Classroom,† Trelease’s (1993) â€Å"Read All About It! Great Read-Aloud Stories, Poems, and Newspaper Pieces for Preteens and Teens.† These materials, along with other interesting books, were purchased using the school’s site book funds. School administrators conducted observation of read aloud sessions. Consequently, to enhance interest of teachers in implementing read aloud sessions, professional development funds were also utilized to pay teachers to observe other teachers during read alouds. The third component composed of content vocabulary instruction. This was the usual vocabulary instruction in which teachers used graphic organizers, semantic maps, tables, etc. One issue that aroused teachers’ attention on this component was deciding on what vocabulary words to teach. To address the problem, several questions were raised to qualify the words, such as â€Å"Will the word be u sed in other subject areas? Will the word be used again during the school year?† This kind of questions served as guide to teaching specific vocabulary words. The fourth component was academic vocabulary development. For this component, the school team consulted Coxhead’s (2000) â€Å"Academic Word List† and Marzano and Pickering’s (2005) â€Å"ELL Students and Academic Vocabulary† and came up with 570 academic words to teach their students. The last component was called the â€Å"

Services Marketing Importance of the Internet Term Paper

Services Marketing Importance of the Internet - Term Paper Example In today's day and age, the internet has become a very important part of people's lives. From entertainment to accounting, almost all the facets of life are available on the internet and people are using it for business, banking, shopping and communicating. But the fact that this medium is vulnerable to evil designs of fraudsters namely hackers who lurk behind it with intentions of identity theft or theft of sensitive information of unsuspecting net users, makes this medium risky. But looking into the problem and its span objectively would help to provide solutions and countermeasures for it. With the increased importance of the internet in people's lives, the amount of internet or online frauds have also increased. The challenge is to make sure that internet is a safe medium for services like online shopping, online banking, etc and users are not victims of misdeeds like phishing (What is phishing, n.d.) or other online frauds. The world of the Internet can be as fascinating and as dangerous at the same time. It is a technological wonder through which people access news, information, communicate using emails or social networks, shop online or transact money through online banking. At the same time, the internet is also fraught with dangers. Phishing- Through this method the phisher or the person who attacks through the internet and tries to gain access to important and confidential information such as passwords, credit card numbers, etc of the person who is being attacked. The victim unknowingly falls prey to the evil schemes of the phisher and end up divulging the sensitive information which is then misused. It has been reported that phishing is almost a specialized crime which involves services of many like spammers, hackers, and phishers. This is done to increase the damage caused by the act and also its scope. Some of the most significant operators in this arena are: Mailer- These are people who send out the huge number of fake emails which contain links t o a website meant for phishing. Once the unaware users click on the links in these emails, they are taken to phishing sites or fake websites. Collector- These people set up these fake sites meant for phishing and here the users are requested to provide their confidential information like passwords, social security numbers or credit card pin numbers. Often the fake emails are so well disguised in design and functionality that users take them to be original emails correspondence from their banks and after reaching the fake sites they end up uploading sensitive data there.