Personal Statement Essay Example for Free

Personal Statement Essay I was asked to winter formal my freshman year of high school by the Air Force JROTC commander who just happened to be a senior. Having the head-person in charge even talk to me at all was a big deal back then. I still don’t know how it happened, but with a bit of dumb luck and a lot of late nights out, we started dating. Danail and I were on top of the world. There was nothing we couldn’t accomplish if we set our minds to it, and so we did. We were always out on adventures. You could catch us hiking, backpacking, or just hanging out with friends, but we always had huge smiles on our faces. Slowly getting to know each other better, and planning our futures together, one important detail I found out is that during her sophomore year of high school she was diagnosed with ovarian cancer. She was in remission, but at the expense of having to endure extensive treatments of chemotherapy and radiation. Halfway through my sophomore year (we were still dating) she was re-diagnosed with malignant tumors in her abdomen. She went through several hospitals and even more treatment plans, keeping her optimism high and still living to love life. Fast forward to this last summer when at 2am on June 12th, 2012 at the Cancer Treatment Center of America in Arizona, our last hope, Danail Lynn Frey took her last breath. She meant more to me than I could ever comprehend at the time, and my life was suddenly derailed in an instant. Immediately after Danail passed away, I felt abandoned and without purpose. I had shaped my life around this one individual and for the first time in my life, I didn’t know what I wanted. Danail was a nursing student at ASU, and we had always planned on me becoming a doctor, and then us joining an organization that benefits third world countries. Having to change my original plans of becoming a neurosurgeon to shape my future with someone else was definitely not an easy decision. Now I didn’t know what to do, and I had to get out. With that being the first summer that I wasn’t packed full of already scheduled activities, I ended up learning how to scuba dive and I went on a trip to San Carlos, Mexico. This trip was just the chance I needed to get out of the painfully familiar places at home and really let me think about what I was going to do. I realized that I had to regain a sense of self and maybe even some independence. Having witnessed first-hand Danail’s amazing oncology team provide for her the care she most certainly deserved, I was able to better fully realize that I knew being in healthcare, more specifically being a physician, was still in store for my future. On top of that, being in the Civil Air Patrol’s emergency services team and already having a background in search and rescue attending the National Emergency Services Academy in Indiana, I decided to combine the two. This thought process started a new personal track revolving around my future that ignited a new fire and passion having been able to better understand the realities of medicine. With that combination, my new focus all geared toward bettering our current healthcare system and looking into international rescue and relief with organizations like the WHO. All of these events helped shape what I want to be, and ultimately, at the end of the day, I know I will realistically change my mind again. Currently here is where I am at. I know it may sound eager, unrealistic, and possibly even pretentious to say this with the only one-specialty or track that doctors are supposed to choose, but maybe eventually not. I would like to practice in multiple fields that I believe are all connected to make the ultimate healer. I have interned as an ophthalmic technician learning about eyes and optics, which has really intrigued me. However, I have also always been fascinated by human behavior and the inner workings of the mind and plan to potentially major in neuroscience. Because of all the second-hand chemo and radiation tragic memories that I experienced, I want to bring alternative cures to cancer into tested clinical environments studying oncology. On top of that, I will always be in the rescue settings. So, trauma and world health medicine are also on my mind. I want to always build upon my education and health experience to incorporate that knowledge into a practice of its own. If Danail taught me anything, it would have been how to love, and that if I set my mind to something, especially as important as medicine, I need to remain true to my goals and use her as my inspiration to achieve them.

Troys Battle with Anger in August Wilsons Fences Essays -- August Wi

Troy's Battle with Anger in August Wilson's Fences Conflicts and tensions between family members and friends are key elements in August Wilson's play, Fences. The main character, Troy Maxon, has struggled his whole life to be a responsible person and fulfill his duties in any role that he is meant to play. In turn, however, he has created conflict through his forbidding manner. The author illustrates how the effects of Troy's stern upbringing cause him to pass along a legacy of bitterness and anger which creates tension and conflict in his relationships with his family. Troy?s relationship with his father was one, which produced much tension, and had a strong influence on Troy?s relationships with his loved ones as an adult. He had very little respect for his father because his father did not, in Troy?s mind, make his family a priority. At an early age, Troy?s father beat him ?like there was no tomorrow? because he caught Troy getting ?cozy? with a girl (549; I,4). Troy said that ?right there is where [he became] a man? (549; I,4). It was at that moment that Troy made the decision to free himself from his father?s power. Despite the fact that he did eventually escape his father?s wrath, the struggle with his father?s aggressive behavior and lack of love resulted in a coldness that resided in Troy?s heart toward life and love. His father did not care about his children; children were there to work for the food that he ate first. Troy describes his feelings toward his father by saying, ?Sometimes I wish I hadn?t known my daddy. He ain?t cared not hing about no kids. A kid to him wasn?t nothing. All he wanted was for you to learn how to walk so he could start you to working? (548; I,4). Although Troy had very little respect for his father and vowed to be nothing like him, many of his father?s harsh personality traits show up in his own personality. Despite Troy?s continuous attempts to push himself away from anything he had ever known about his father, the inheritance of such irrational behavior was inevitable because it was all he had ever known. The inheritance of this angry behavior was, in turn, the cause of his damaging relationships with his own family. Just as Troy endured his father?s cruel ways, Troy?s family is left with no choice but to try to learn to live with his similar ways. Troy?s family is one that strives to maintai... ...y as a responsible person. He overlooks Cory?s efforts to please him and make a career for his son, learned from his past with his own father, is responsible for the tension that builds between him and Cory. This tension will eventually be the cause of the lost relationship that is identical to the lost relationship that is identical to the lost relationship between Troy and his father. Troy?s damaging relationship with his father had a dual effect in his life. It created a conscious awareness of how not to conduct his life and built fences, which inevitably recreated his father in his personality. These fences shaped and formed his relationships with his son. Due to his conscious efforts to not become what he did hold that were his father?s. The narrowness of his thoughts and ideas about life made him an almost impossible person with whom to have a relationship. These flaws permanently changed the lives of the people around him and built barriers which were too solid to ever be broken. Works Cited Wilson, August. Fences. New Worlds of Literature: Writings from America?s Many Cultures. 2nd ed. Jerome Beauty and J. Paul Hunter. New York: Norton, 1994. 522-575.

Paper on “Agricultural Rhythms and Rituals: Ancient Maya Solar Observation in Hinterland Blue Creek”

The article of Gregory Zaro and Jon Lohse, â€Å"Agricultural Rhythms and Rituals: Ancient Maya Solar Observation in Hinterland Blue Creek,† mainly discusses the various and highly effective agricultural practices in Mesoamerica during times when sophisticated equipment and instruments were not yet available.The authors mainly focused on the ancient Mayan civilization whose settlements are now collectively known as Latin America.   Basically, it was evident that much of Mesoamerica was highly successful in terms of agricultural production and the planting and growing of crops, among others.However, the authors stressed that it is important to not that the ancient civilizations that lived in the past had little to no knowledge of soil types, regulation and moisture levels, fertility, the growing cycles, and other requirements and that are essential in crop production, yet they still were able to have successful and sustainable agricultural conditions.The authors point out tha t the main reasons behind their success are their ancient rituals, practices and beliefs which mainly focused on the cosmos and are used to mark the passage of time and the seasons relative to their agricultural production.These practices rituals include sacrifices, rituals that are associated with water management and fertility and the civilizations ability to monitor seasonal changes by observing the movements and changes of the celestial bodies in the sky.In addition, these practices, rituals and other agricultural behaviors, according to the authors, are possibly the most overlooked reasons by most archaeologists who are attempting to have a deeper understanding of ancient civilizations.The authors, in their investigations of these ancient races, found their first evidence at the Quincunx site, an architectural complex in Belize. At the site, they discovered an unusual structure which is unlike the Mayan houses and residential patios.It mostly comprises of central masonry room b locks but the most notable structure of the complex, according to the authors, are the four broad, low, circular cobble platforms that are situated intercardinal directions (which means that the four platforms are placed in southeast, southwest, northeast, and northwest each).   Each platform is also located approximately 20 meters from a central structure.The authors noted that initially, it can be surmised that these five-point or quincuncial   structure was designed mainly to monitor the movements of the sun in the sky every year. But upon closer scrutiny, it is actually closely associated with the Mayan civilizations high regard for astronomy and their dependence on agricultural production.In addition, the authors claimed that the evidence which they use to support their claims include ethnographic and ethnohistoric accounts, particularly the Mayan behavior towards astronomy and agriculture;Tthe five-part or quincuncial design of the site; and the solar observations at the s aid site during times of summer solstice on June 21, which are further assessed in relation to architectural elements and features that denote important events in the civilization’s history and way of life.Based on the authors’ accounts, in order to have a better understanding of the Mesoamerican agricultural behaviors and practices, it is first necessary to closely examine symbolisms in their structures, particularly the quincuncial design of the site.Basically, according to historical evidence and studies of Mayan cosmos or their belief in astronomy, the five-part complex mainly represents the universe. Historically, the Mayans believe that universe is composed of four corners and one center, similar to the quincuncial structure.The corners represented what they called the vaxakmen or the race’s standard bearers or spokespersons. In addition, the positioning of these corners also designate and give rise to the center, which more or less represents the Mayan co mmunities themselves.Moreover, the positioning of the quincuncial complex are also closely associated with fertility and famine, which are essential aspects in Mesamerica as these play major roles in determining their way of life.For example, according to the authors, one Mayan Tribe believed that the north is associated with the color white and the god maize/cereal grain, the south is associated with the color and the god of wind, the east is associated with white and the god of rain, and the west is associated with black and the god of death.Meaning to say, the positioning of the quincuncial complex they found may strongly indicate that it is meant to determine their timing in planting crops and other agricultural activities that they Mayan civilization practice during that time.Another example that indicates their strong reverence for astronomy relative to their agricultural production, based on the authors’ article, is the rituals that the civilization practiced. In one r itual, an altar is situated in a center with four corners. In each of the corners, four men sat and imitated the sound of thunder.The entire ceremony is mainly done to pray to the gods to bring rain during times of famine or drought. Moreover, the authors noted that places that are socially significant such as plazas, homesteads, and cornfields also followed the quincuncial rule mainly due to their perception of the universe.Furthermore, the authors also noted that the quincuncial structure is also used in actual agricultural production. Basically, the four corners represent solar events: two zenith passages, in which the sun is directly above the earth, and two summer solstices, in which the sun is either towards or away from the earth, depending on the planet’s tilt.In this regard, quincuncial symbols, especially in places rice in agriculture, help the civilization determine the sun’s position and, in effect, their timing for successful food production.  Finally, i n order to further support and validate their claims, the authors documented a devastated quincuncial architectural site in Belize and recreated it to show the sun’s possible position in the sky and how the Mayan civilization used this to time their agricultural activities.In their excavation, they were able to discover that during the June summer solstice, a person’s shadow was cast from the central structure’s south doorway to the north edge of the southwestern area. From this finding, the authors concluded that the quincuncial structure was indeed crucial to the lives of Mesoamerica as it affects their agricultural production.However, they emphasized that the passage of time has caused a lot of changes in the structures which is why it is hard to assume that all of Mesoamerica used the same quincuncial symbols described above in their lives. But nevertheless, they surmised that all communities in the area shared the same belief that prominent spaces and areas must divided into five parts and four corners in order to represent the universe.

Frame Analysis of Merck

The events that Merck encountered in the early 1990s have brought the company under intense economic and political pressure. Managed Care Organizations (MCOs) lowered the prices of drugs since they gained more control over drug prices and alone accounted for 75% of drug purchases. Generic substitutes put more pressure on the pharmaceutical industry. In addition to the election of President Bill Clinton in 1992, who exerted political pressure on the high profit margins of pharmaceutical companies and their alleged contribution to runway U.S. health care costs. Merck CEO, Vagelos at that time, initiated a series of actions to adapt the company to the pressuring circumstances. The immense outside pressure created a sense of uncertainty and ambiguity which is best explained through the political frame. Vagelos actions demonstrated the power of the political frame which is demonstrated by his firmwide cost-cutting campaign. He also inclined to lay off his employees by his managed headcount and cut all waste strategies. Vagelos exerted a structural act by moving the corporate headquarters from its historic home in New Jersey to a 30 wooded campus near Whitehouse Station. The old headquarter was alongside the company research and manufacturing facilities, but the new site was merely corporate and isolated from the company's other divisions.   This move has weekend the sense of family and relationship through the human resource frame. Although, Vagelos claimed a human resource face to create a new corporate culture to prepare the company to meet external challenges, but his acts spoke of power and conflict through the political frame. The political frame created more confusion for Merck employees especially after Vagelos name Richard Markham as president of the company, who resigned after six months leaving the company in more confusion. The absence of the human resource and the symbolic frames has caused morale of company employees to decrease and there was a perception that Merck was losing its way as a company. Advantages and Disadvantages to Merck Advantages for the political frame are the practice of power in face of uncertainty and confusion. However, the political frame created more confusion and the sense of team was lost. Advantages of the human resource frame builds on the sense of family and strong relationships to embrace the company for exerted pressure. The advantages of the symbolic frame are ability to handle complex and uncertain conditions of the company. Evaluation of Gilmartin Performance in Creating Change: Gilmartin has introduced so much change in Merck to enable the company to survive economic and political outside pressures. His performance would be evaluated in this section using the keys to a successful change introduced by Tucker in 1995. The following objects need to be clearly identified: need, objectives, participation, broad guidelines, details by group, benefits of change, and giving rewards. At first the need to change is identified at Merck to be initiated by the increasing economic and political pressure that was imposed on the company during 1992-1993. The change outside the company signalled change inside Merck. The company strategy and organization was compelling especially after the departure of CEO Roy Vagelos. The objectives of this change were to increase company sales, and revenues, increase morale, develop a sense of direction for the company for the future. Guidelines of the change were to maintain the established high ethical standard of the company while developing the tradition of scientific excellence through a cross-function function.. Participation in the change was mainly administrated by the groups that maintain the company; its employees and management, in addition to stockholders. The benefits of this change were to achieve the objectives mentioned in the previous section. In addition to increased earnings and established a sense of direction for the future to come. Rewards for this change were given to employees’ due to their positive view of Merck. Employees were also very pleased with the progress Merck had on management training and leadership development. Employees were also pleased with the their much developed communication among students. The rationale for my analysis considered the political and economic pressures exerted on the company in addition to decreasing income and revenue pressures which created the need for the analysis. Objectives aimed at the improvement of the initial status presented.   Guidelines were the specific way Gilmartin followed to achieve his objectives.   Participation pointed out the affected or participating elements that would be changed. The benefits gained from this change are at best when they match the objectives or even outperform what was expected as the outcome of change. Rewards are the benefits to participants. Stakeholders of the Recall of Vioxx: The 2004 Merck announcement concerning its recalling of the arthritis medicine; Vioxx, has caused the company stock to decrease by 27% on the following day. In 2005, Merck has set aside $685 million for Vioxx’s legal defense for more than 11,000 cases. The internal and external stakeholders are: Patients taking Vioxx, the United States Food and Drug Administration, Merck ; Company Shareholders, and other pharmaceutical firms. Negative Impact of Vioxx Recall: The potential negative impact of the recall of Vioxx, the most successful product launch in the history of Merck is multi-sided to include many losses. The financial losses were estimated to be ten percent of total expected sales per year which amounts to $2.5 billion per year (Appleby ; Matt 2004). The financial loss is further to be enlarged by the large number of lawsuits filed against the company. However, the bold legal strategy that Merck took to fight every individual Vioxx law suit on a case by case basis is expected to dampen the effect of litigation.   Merck accepts to take the cost of one billion dollars in litigation fee rather than open the door for settlements which would be devastating with the entrance of thousands of new law suits. Merck hopes that the waiting game would cause many plaintiffs to back off. The reputation of Merck also sustained great damage. It is believed that Vioxx is responsible for some disastrous health outcomes. Merck is shown to care all about business with less integrity towards doing what's right for its customers.   However, it is the reputation of Merck relative to other pharmaceutical company’s that really determines the extent of damage to Merck’s reputation. In reaction to the increasing economic and political pressures on Merck, Vagelos should have followed a combination of symbolic and human resource frame to better mobilize the company to sustain the encountered pressures. He should have built on the strong emotions and relationships between company employees who were developed during the company golden age 1992-1993. He also could have adhered to his alleged symbolic frame and created a symbol for the company to adhere to until hard times have passed through. Recommendation to Merck: It is recommended that Merck pursuit the development of new products to make up for the decrease in total sales that resulted from the recall of Vioxx. The company should also improve its reputation within the pharmaceutical industry through the involvement in a number of ethical activities to the community. Merck could re-establish its reputation by blaming the FDA for not recalling the drug after learning of Vioxx’s risks. Merck could work with FDA to change its approval process to ensure the safety of future drugs. References Appleby, J. & Matt, K. (2004). Merck estimates $2.5B impact from pulling Vioxx plug. USA Today Posted 9/30/2004 obtained on October 15, 2007 from http://www.usatoday.com/money/industries/health/drugs/2004-09-30-merck-cover_x.htm   

Attitudes on Immigrants

Attitudes on Immigrants Introduction Attitudes can be described as narrow when they mirror positive or negative assessment of an entity and wide ranging when they comprise principles with the character of assessment (Schuman, Charlotte, Lawrence Maria, 1997). Either way, they can be positive and accommodating or negative and stand-offish.Advertising We will write a custom essay sample on Attitudes on Immigrants specifically for you for only $16.05 $11/page Learn More White people generally hold varying attitudes towards immigrants and pro-immigrant policies, that is, policies that favour immigration. Pessimists feel that immigrants should not benefit from pro-immigrant policies for various reasons. They are of the opinion that immigrants seize career opportunities from American born citizens, the state uses up a lot of money aiding them and that their presence leads to escalation of delinquency and law-breaking. Optimists on the other hand have entirely different views. They belie ve that immigrants contribute to advancement in America by coming up with fresh initiatives, enhancing their culture and are beneficial to Americas economy in general. They further express that officially authorized immigrants who are not American citizens should be given similar rights and freedoms to those of citizens and that children of non-citizens who are born in America should have the right to citizenship. These attitudes and subsequent opinions are shaped mainly by core networks (a person’s contacts), group threat from immigrants or intergroup contact with immigrants. They are further influenced by race, education level, age and religion of members of the core networks. Core Networks Core networks focus on particular people and those with whom they socialize. It is believed that a person’s opinion is often shaped by the opinion of their friends and acquaintances (Friedkin, 1990).Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More This is because a friend is someone you trust, open up to, compel, aspire to please and who enlightens you when you are shaping your opinion on people of different races and ethnic backgrounds and the government procedures that affect them (Friedkin 1990). In a community setting, white peoples’ opinions on immigrants are influenced by the total number of people from other races, how learned the occupants of the community are, the period for which they have been acquainted and how close they are. Ordinarily, in a community with many people, close associates reduce hence the likelihood of being compelled to be consistent with the accepted communal tendencies dwindles. This raises the probability of encountering recent facts and knowledge concerning a wide range of topics. Core networks however, tend to consist of people of similar ethnicity hence diminishing the possibility of encountering recent knowledge. This is due to the fact that people of the same ethnicity have the same understanding of ethnic benefit (Blau, 1977). On the other hand, when core networks consist of members of diverse cultural backgrounds, they share knowledge that benefits the different cultures (Bienenstock, Bonacich Oliver; 1990). White people who associate with other races have a high probability of being informed on immigrant-friendly reason thus improving their attitude towards immigrants. Peoples’ attitudes are also affected by how learned they are. Highly learned people associate with more people of diverse racial backgrounds. This is mainly because they work with a wide range of people. This cultivates a sensitive stance towards immigrants and immigration policies that favour them.Advertising We will write a custom essay sample on Attitudes on Immigrants specifically for you for only $16.05 $11/page Learn More A professor in a college, for instance, is likely to have students of different ethnicities in his classes. This exposes him to their beliefs, practices and helps him see their contribution to America’s culture and economy. Subsequently, he exposes his colleagues, friends and family to those views and they do the same in their social circles. This shows that an educated network can influence peoples’ views on immigration and immigration policies. Age on the other hand seems to have an unenthusiastic association with immigration issues. Mature people see immigrants more as a burden than as profitable contributors in society thus support more constraints being placed in immigration processes and immigrants. Accordingly, in deep-rooted core networks, people are likely to be convinced not to uphold pro-immigrant views. The closeness of the members of a core network also determines their ability to influence each others’ opinions on immigrant issues. When people in a core network are very close, they are constantly in contact with each other and therefore reserve little, if any time for the people outside their social circles (Oliver Wong, 2003). This kind of behavior drastically lowers their chances of encountering notions that differ from their points of view and makes it much easier to convince ones’ contacts to maintain ancient views on issues such as immigration. In most cases, the maintained views are usually negative and unsupportive of pro-immigration policies. Group Threat and Intergroup Contact In the surroundings of a community, white residents are likely to either get acquainted with immigrants, known as intergroup contact, or feel intimidated by the large numbers of immigrants around them, referred to as group threat.Advertising Looking for essay on social sciences? Let's see if we can help you! Get your first paper with 15% OFF Learn More The probability of these two occurrences is frequently estimated using the population of immigrants in a particular area (Krystan, 2000). White people are set in various core networks within their communities which are depended upon by researchers to influence the connection between immigration issues, group threat and intergroup contact. Whites feel threatened by the large numbers of immigrants in urban areas such as cities and counties. This depreciates their general outlook on immigration issues specifically when their level of education is low and also in cases where they happen to have few associations of different racial and ethnic backgrounds in their social circles. Then again, when members of a social circle are well learned or have numerous relations in it, including several of varying ethnicities, they tend to feel less threatened by the presence of many immigrants. This is due to the fact that they obtain current knowledge concerning immigrants and immigration policies f rom their contacts and co-workers (Oliver Wong 2003). In the same way, places that experience constructive intergroup contact such as residential estates and zonal localities, these relations encourage an optimistic outlook on immigration policies and immigrants in the case that correlations are poorly educated and have few contacts of different races. This is because the views of the immigrants seem more genuine than those of their fellow whites. However, in those very areas, social circles of the incredibly learned that also have numerous contacts of different ethnicities may appear less supportive of immigration policies and immigrants. This is caused by their various negative personal experiences with their associations of different ethnicity. They feel that direct dealings with people of various cultural backgrounds gives more insight than that gained from a particular inter-racial contact (Friedkin 1999). Likewise, the members of a social circle in an ancient close knit commu nity or neighborhood are less likely to be impressed by intergroup contact. Such people constantly stay in touch hence maintain their beliefs since they have limited knowledge from other quarters. The members are mostly compelled to disapprove any positive opinions on immigrants and immigration policies social circles. In addition, these core networks may experience more intense feelings of group threat as opposed to the more amicable youthful social circles which share positive knowledge of immigrant issues hence fell less threatened by the number of immigrants among them. In a strong and mature religious core network, members hold on to old teachings. Some old religions, for instance, did not allow mixing of people from different races. Members of such groups are likely to remain unyielding to recent opinions supporting immigration policies. Members of newly rising religions however, will probably be more accommodating of the recent pro-immigrant policies. Conclusion Based on the studies conducted by various scholars over several decades, it is evident that attitudes of white people towards immigrants and pro-immigrant policies are influenced by both dependent and independent variables. Independent variables are those that remain constant and do not change from person to person whereas dependent variables are those that vary from one person to another. A survey conducted using data collected by the National Opinion Research Center (NORC) confirms the opinions of the numerous scholars. In my opinion, Americans should strive to be more open-minded and receptive to new ideas. All people should endeavor to make their social networks broader so as to accommodate more people. This kind of contact will allow people of all races to take part in improvement of their lives socially, economically, religiously and politically. This will be a major team player in the advancement of many sectors including the economy and will lead to overall national development. After al l, there is nothing to lose in setting out to try something new, which in this particular case does not cost money. People should also learn to take responsibility and avoid the blame game. For instance, Americans should acknowledge that there are as many white felons as there are those of other races, whether white or blue collar. They should also realize that contrary to some peoples’ beliefs sharing opportunities with people of other ethnic groups does not limit them to Americans. References Bienenstock, E.J., Bonacich, P., Oliver, M. (1990). The Effect of Network Density and Homogeneity on Attitude Polarization. Social Networks, 12, 153–72. Blau, P.M. (1977). Inequality and Heterogeneity: A Primitive Theory of Social Structure. New York: Free Press. Friedkin, N. (1990). Social Networks in Structural Equation Models. Social Psychology Quarterly, 53, 316–28. Krystan, M. (2000). Prejudice, Politics, and Public Opinion: Understanding the Sources of Racial Polic y Attitudes. Annual Review of Sociology, 26, 135–68. Oliver, J.E., Wong, J. (2003). Intergroup Prejudice in Multiethnic Settings. American Journal of Political Science, 47, 567–82. Schuman, H., Charlotte, S., Lawrence, B., Maria, K. (1997). Racial Attitudes in America: Trends and Interpretations. Cambridge, MA: Harvard University Press.

Lines and Angles in ACT Math Review and Practice

Lines and Angles in ACT Math Review and Practice SAT / ACT Prep Online Guides and Tips There are several math topics that act as foundations for understanding ACT Math, even though there are not many questions specifically dedicated to the topic. This is most certainly the case for line and angle problems. Though it is rare to see a pure line and angle problem (without the addition of other geometric shapes), you’ll need to know just how lines and angles work and how to solve for all your missing measures before you can take on those more complex problems. This will be your complete guide to lines and angles on the ACT- what they are, how you’ll see them on the test, and how to solve these types of questions to maximize your points on test day. Properties of Lines and Angles Before we get into how lines and angles function, let’s define our terms. A line is a completely straight marker, meaning it has no curvature. It can either have termination points (and will be called a â€Å"line segment†) or go on infinitely. Its degree measure is always 180 °. Parallel lines are two or more lines that are a set distance apart (equidistant) and never meet. They travel in the same direction continuously. Perpendicular lines meet each other at 90 degree angles. An angle is the meeting of two lines. The measure of how they meet is expressed in degrees, and the point at which they intersect is called the angle’s â€Å"vertex.† Line and Angle Equalities Most of what you’ll need to know about lines and angles on the ACT is how to identify when and how they will be equal or supplementary to one another. Equal angles (or lines) are angles (or lines) that have the same measurement. Supplementary angles are angles that add up to 180 degrees. Because all these angles form a straight line and a straight line equals 180 degrees, the three angles are supplementary. Opposite Angles When two (or more) lines intersect, they form a series of opposite angles. Angles that are exactly opposite will always be equal to one another. Both sets of opposite angles will be equal. Opposite Interior Angles When there are two parallel lines that are crossed by another line (called a transversal), the angles on alternate interiors will be equal to one another. And the angles that are on the same side of the transversal line and the same side of their respective parallel lines will also be equal. That may be difficult to picture, so let’s look at a diagram: The marked angles are all congruent (equal) and the unmarked angles are all congruent. (Note: when you are told that two lines are parallel on ACT Math, the problem will almost always involve opposite interior angles in some way.) Now let’s look at an opposite interior angle ACT problem. Here, the test has made it slightly tricky by asking you for supplementary angles instead of equal ones. But the principle remains the same- we must identify angle measurements/equalities by using opposite interior angle equalities. We can see straight away that $x$ lies on a straight line with both 1 and 2, so angles 1 and 2 will be supplementary with $x$. We can also see that angles 1 and 10 are opposite interior angles and so will be equal to one another. And angle 9 is opposite angle 10 and thus will also be equal. This means that angle $1 = 2 = 9 = 10$ and all are supplementary to $x$. Finally, we can ignore the angles 4, 5, 6, 7 and 12, 13, 14, 15. Why? Because lines $c$ and $d$ are not parallel and so do not have opposite interior angle equalities. This means that $x$ is only supplementary to angles 1, 2, 9, 10. Our final answer is H. Equal lines and equal angles can be quite disorientingin the right hands. Typical Line and Angle Problems Almost every line and angle problem on the ACT is given to you as a diagram problem. You will be presented with a series of givens and then told to find a missing value of some kind. Almost always, this requires multiple steps and the use of multiple pieces of line/angle knowledge. The other notable feature of lines and angle problems on the ACT is that you will be given a â€Å"pure† line and angle problem very rarely. Most of them involve other geometric shapes in some way, most commonly triangles. The good news is that you will generally not need to know more than the fact that all the interior angles in a triangle add up to 180 degrees, but check out our guide to ACT triangles if you are unfamiliar with or unused to working with triangles. Now, we are told that two lines are parallel, so there’s a good chance we’ll need to use our opposite interior angle knowledge. With that in mind, let us expand the drawing we are given so that we can see our opposite interior angles more clearly. Using our opposite interior angles, we know that angle BAC is 82, which means that angle ACX must also be 82 degrees. We can also see that angles ACX and ACD make a straight line. Their sum must therefore be 180 degrees. $ACX + ACD = 180$ $82 + ACD = 180$ $ACD = 98$ We are also told that lines AE and CE are bisectors, which means they cut their respective angles exactly in half. This means that angle EAC = $82/2 = 41$ And angle ECA = $98/2 = 49$ Now, we also know that a the interior angles of a triangle add up to 180 degrees, so we are able to find our angle measure AEC by: $AEC + EAC + ECA = 180$ $AEC + 41 + 49 = 180$ $AEC + 90 = 180$ $AEC = 90$ Our final answer is C, angle AEC is 90 degrees. As we said before, this question is representative of most line and angle problems you’ll see on the test. Based on your givens, you must use your knowledge of opposite interior angles (opposite interiors are equal) and your knowledge of the degree measure of a line (a line is 180 degrees) in order to put together all the clues and solve your problem. And yet, in addition to understanding the properties of lines and angles by themselves, you must also understand the basics of triangles. Because many ACT problems that involve lines and angles also use triangles, your knowledge of lines and angles should definitely be supplemented with triangle study. So don’t forget to brush up on your ACT triangles! Now let's check out our angle tips and tricks. Tips for Solving a Line and/or Angle Problem Most of the time, you must solve a line and angle question piece by piece in order to unlock the final solution. This means you must be careful and vigilant that you keep not only your facts and equalities straight, but your variables as well. As you go through this process, keep in mind these three tips: Tip 1: Write in your givens If you are given a diagram in which your givens are NOT written in, then write them in yourself! Sometimes, seeing the numbers on the page can make all the difference in the world between a difficult problem and an easy one. You’ll also be far less likely to mix up your numbers and variables if you keep your work on the page instead of in your head. Tip 2: Work from your givens to find the next puzzle piece Sometimes, it can be tricky to know where or when or in what order to work through a problem. Take a moment to find what you can before you worry about how to go forward. If you have opposite angles, write in the measure of the angle opposite your given. If you have angles that make a straight line, find the value of the missing variable. Immediately find the missing pieces that you can, and that bounty of information will often lead you straight to your solution. Tip 3: If necessary, use plugging in answers or plugging in numbers If you find yourself stuck (or there is literally no other way to solve the problem), then whip out your PIA or PIN knowledge. Sometimes the process can be slower than a straight solve, but these strategies will almost always get you where you need to go and so can be worth the extra seconds. Ready to put your knowledge to the test? Test Your Knowledge 1. 2. 3. 4. Answers: C, J, B, B Answer Explanations: 1. This problem requires multiple steps, so definitely write in your angle measurements as you find them. In order to find out how many angles measure 50 degrees, we must find the measures of all our angles, so let's go through the process. To begin with, we can see that the 130 degree angle lies on a straight line, so its supplementary angle will be: $180 - 130 = 50$ degrees. Now, we also know that opposite angles are equal, so the angle opposite 50 degrees must also be 50 degrees. We also know that a triangle adds up to be 180 degrees and that our figure in the center is a triangle. So: $180 - 80 - 50 = 50$ degrees. This means that the missing value in our triangle is also 50 degrees. Again, we know that opposite angles equal one another, so the angle opposite this 50 degrees will also be 50 degrees. Based on opposite interior angle equalities, the full angle at the opposite 130 degrees will also be 130 degrees. Because the full angle is 130 degrees and part of it is made up of an 80 degree angle, which means that we can find the other angle by saying: $130 - 80 = 50$ And again, the angle opposite this 50 degree angle will also be 50 degrees. We can also see that the 80 degree angle, plus the 50 degree angle, plus one of the unmarked angles will equal 180 degrees, since they make up a straight line. So we can find the unmarked angle by saying: $180 - 80 - 50 = 50$ Finally, we can use opposite angle equalities to find the last unmarked angle. We have found all our angle equalities, so all that's left is to count how many angles are equal to 50 degrees. There are a total of 8, 50 degree angles. Our final answer is C, 8. 2. For this question, we must use our knowledge that both straight lines and the sum of the interior angles in a triangle equal 180 degrees. First, let us find the measure of angle $y$. Angle $y$ makes a straight line with the 72 degree angle, so: $y + 72 = 180$ $y = 108$ Now, we can use the same process to find angle $x$, which forms a straight line with the 57 degree angle. $x + 57 = 180$ $x = 123$ Now, let us find angle $z$ by first finding the third, unknown, angle in the triangle (which we will call angle $a$). The interior angles in a triangle add up to 180 degrees, so: $a + 57 + 72 = 180$ $a + 129 = 180$ $a = 51$ Now, let’s use that angle to find $z$. The two angles make a straight line, so their sum will be 180. $a + z = 180$ $51 + z = 180$ $z = 129$ (Note: you may notice that the sum of the two non-adjacent interior angles of the triangle is equal to the exterior angle. This is not a coincidence and is in fact one of the many rules of triangles. But don’t worry about having to memorize this rule- you can always find the exterior angles using the properties of straight lines just how we did!) Now, we must find the sum of angles $x, y,$ and $z$, so let’s add our values together. $108 + 123 + 129$ $360$ Our final answer is J, 360. 3. Here, we are dealing with several bisecting angles. This means that the angles are cut exactly in half. This means that angle ABD = DBE and angle DBE = EBC. And because DBE is equal to both ABD and EBC, it means that angles ABD and EBC are also equal. This means that we have three equal angles, all making one line. And we know a line equals 180 degrees, so: $x + x + x = 180$ $3x = 180$ $x = 60$ Each angle measure is 60 degrees, which means that angle DBE is 60 degrees. Our final answer is B, 60 degrees. 4. We can see that angle BAC is part of a triangle. And we know that we need two angle measures of a triangle in order to determine the third. But we can also see that the 45 degree angle is opposite one of our unknown interior triangle angles. Because opposite angles are equal, this means that our second unknown interior angle of the triangle is 45 degrees. We now have two angle measures of the triangle, so let us find the measure of BAC. $BAC + 35 + 45 = 180$ $BAC + 80 = 180$ $BAC = 100$ Measure BAC is 100 degrees. Our final answer is B, 100 degrees. These problems require multiple steps, but the process is often simpler than it looks. So don't tire yourself out prematurely. The Take-Aways The trickiest aspect about line and angles questions is the fact that they require multiple steps and several different numbers and measurements. It can be easy to mix-up your solutions and your work due to careless error, so make sure you take steps to avoid doing so. Remember your equalities, keep your work organized, and do your best to avoid careless errors. Once you’ve locked down lines and angles, you will be well equipped to take on the more and more complex geometry problems the ACT will throw at you over the course of the test. What’s Next? Now that you've learned all about your lines and angles, make sure you're up to speed on the rest of your must-know math topics and formulas for the ACT. Look to our ACT Math tag for all of our guides to ACT Math, including ratios, solid geometry, and more. Studying last minute? Check out our tips for making your time count before test day. Running out of time on the ACT math section? Make sure you review how to buy yourself extra time as you go through your test. Looking to get a perfect score? Perfection is far from unobtainable, so check out our article on how to get a 36 on ACT Math, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, 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:

Understanding of English 200 course Essay Example | Topics and Well Written Essays - 1000 words

Understanding of English 200 course - Essay Example Understanding of English 200 course In a more coherent and well argued out basis, this paper aims at reflecting upon my learning as an English 200 student, and to subsequently put into focus the various English knowledge and related works. For the purposes of this significant analysis, I will put my arguments within the scope of the English 200 syllabus. Within the larger description, English 200 is suitable designed to help students write for a variety of purposes that cuts across various English genres, including research essay and theoretical analysis. While interacting with the course content and course material, many emphases placed to rhetorical challenges in knowledge generation from literary materials and texts and for such I undertook personal and well researched literary essays to demonstrate my understanding of the subject matter. Of importance, my original literary compositions and analysis identified as The Ceremony, Curiosity killed the cat, The Mirror, and a critique of the famous play by Sophocles entit led, Antigone. From the onset of my English classes, I have always been a critical thinker; my subsequent and regular interaction with the right course content and materials in English 200 class has further improved my analytical skills as a critical thinker when examining literary texts. My desire for knowledge acquisition in English 200 influenced more as I constantly look at the ‘why’ platform of an author’s literary text rather than just focusing on the author’s literal meaning as depicted in the text. ... equent and regular interaction with the right course content and materials in English 200 class has further improved my analytical skills as a critical thinker when examining literary texts. My desire for knowledge acquisition in English 200 influenced more as I constantly look at the ‘why’ platform of an author’s literary text rather than just focusing on the author’s literal meaning as depicted in the text. Subsequently, my exposure to rhetorical literary analysis, essay research, close reading, critical analysis, and to a larger extent creative thinking have enabled me to gain insightful rich knowledge into different writing styles such that am able to continuously and with much ease create a sustained arguments in any given literary text for a harmonious understanding of any literary text. Moving in a progressive manner throughout the English 200 class in literary analysis from presenting simple facts to building a sustained argument of the various lite rary components and intentions within various literary complexities, I have indeed expanded my reasoning faculties and mental abilities. At the earlier inception stages of this course, I undertake an in depth and informative discussions concerning critical literary analysis. This whole learning process proceeded through critical essay composition, related theories, pedagogical writing of the critique essay, group discussions, and conference presentations of literary review process. At the end, I submitted a well-researched paper on Antigone with special emphasis on 442BC classic writing. Within this literary analysis, deliberate efforts made in connecting the literary intentions of the earlier literary writing to a modern audience while unearthing the intentions of Sophocles in discussing kinship and family