ACT Math Strategy

Plugging in Numbers A Critical SAT/ACT Math Strategy SAT / ACT Prep Online Guides and Tips As we mentioned in our math strategy article on plugging in answers, neither the SAT nor the ACT measures how you arrived at your answer. On standardized tests, all that matters is whether your answer is correct or not. There is no such thing as partial credit on a standardized test and no one is looking over your shoulder to see if you solved the question the â€Å"proper† way. This means that finding the right answerno matter the processis the only thing that matters. And there are plenty of short-cut techniques you can use to find that correct answer without the need to create and solve complex equations. This guide will take you through the strategy of plugging in your own numbers, one of simplest processes for working out the answers to several different kinds of standardized math questions. In this guide, we’ll give you a complete walk through on the strategy of plugging your own numbers (PIN) for math questions.We’ll go through the whys, hows, and, most importantly, whens of using PIN your standardized test(s), as well as take you through several real SAT and ACT practice problems. The other best strategy for working around problemsplugging in the answersis covered in a separate guide. Why Use Plugging in Numbers? Sometimes you may find yourself confronted with a problem that you have no idea how to approach. Sometimes you may just think it will take too long to solve the problem algebraically. And other times,you maybegiven so many different variables in a single problem that you want to make absolutely sure you have the correct solution. When this happens, plugging in your own numbers can often help get you to the right answer. It can be intimidating to begiven a question or answer choices with multiple variables, especially when you are on a strict time crunch. But if you use real numbers in place of x or y or a or k(or any other variable), it can make a previously obscure problem turn into one that it quite simple. Using numbers in place of variables can make the more theoretical questions become more practical and easy to visualize, which will allow you to solve them much more easily. For example, (We'll walk through how to solve this question in the next section) It can be very easy to forget that you have the power to replace variables with your own numbers while you’re taking the test. So remember to relax and know that solving a question via complex algebra is not your only option; you have other avenues available that are often much easier to work with. Use any and all advantages you have when battling standardized testing. How to Use Plugging in Numbers So now that you know why plugging in numbers can come in handy, let’s go through exactly how to do it. The basic idea of plugging in your own numbers is that you provide real numbers in place of variables or unknowns in your problem. This technique can work for any problemalgebra or geometryin which you are presented with several unknowns, or variables. The best way to tell if you can use PIN on a question is to look and see if the question, the answer choices, or both involve variables. When the question and/or answer options include variables (especially multiple variables), you can most likely use PIN. Because these kinds of questions are asking about the relationships between numbers (or objects or degrees, etc.), these relationships will be constant, no matter what actual numbers are used. As long as your numbers follow the rules you are presented with in the question, then you can find the right answer using your own numbers. Then, once you’ve picked a number to represent a variable, use that number to solve the original equation. Then use the number you chose for your original variable to replace that same variable in your answer options. By doing this, you can test your answer options and see which answer choices match the result you got for your original equation when you plugged in your own numbers. Don’t worry if this doesn’t make any sense to you yet. We’ll break down the steps using an actual math problem example: We are told that themathematical relationships described above work for all numbers $x, y, z$. This means we are allowed to pick any numbers we would like for $x, y, z$ because any and all numbers must work. We have multiple variables and a complex series of equations. Let's make life easier on ourselves and give each of these variables a number. Let's say that: $x = 2$ $y = 3$ $z = 4$ Now, let's solve our problems in accordance with the rules we were given and see if the equations are equal. The first is: $x⊕y = y⊕ x$ Let's take the left half of the equation first and replace our variables with numbers. $x⊕y$ $2⊕3$ Well, according to our rules, this would be: $2⊕3 =(2)(3) + 2 + 3$ $$ The left half of our equation is. Now let's look at the right half to see if it is equal. $y⊕x$ $3⊕2= (2)(3) + 3 + 2$ $$ Both sides equal , so option I is correct. This means we can eliminate answer choices B and C. Now let's try the equation for option II, using our same numbers for our variables. $(x - 1)⊕(x + 1) = (x⊕x) - 1$ Again, let's take the left side of the equation first. $(x -1)⊕(x + 1)$ $(2 - 1)⊕(2 + 1)$ $1⊕3$ $1⊕3= (1)(3) + 1 + 3$ $7$ So the first half of the equation equals 7. Now let's see if the right half is equal. $(x⊕x) - 1$ $(2⊕2) - 1 = ((2)(2) + 2 + 2) - 1$ $7$ Both sides equal 7, so option II is correct. We can eliminate answer choice A. Finally, let's test the last equation. $x⊕(y + z) = (x⊕y) + (x⊕z)$ Looking at the left side of the equation, we have: $2⊕(3 + 4)$ $2⊕7$ $2⊕7= (2)(7) + 2 + 7$ $23$ The left side of the equation equals 23. Now let's test the right to see if it matches. $(x⊕y) + (x⊕z)$ $(2⊕3) = (2)(3) + 2 + 3$ $$ And $2⊕4 = (2)(4) + 2 + 4$ $14$ We are told to addthe two together, which gets us: $ + 14 = 25$ The left half of our equation was 23 and the right half was 25. The two expressions not equal, so option III is incorrect. This means our final answer is D, I and II are the only correct equations for all values of $x, y, z$. Again, we were able to choose all of our own numbers for this problem, but this will not universally be the case. Always pay attention to when you have the leeway to choose your own numbers for multiple (or all) variables, and when you must choose a number for only one variable and solve for the rest. The reason we were allowed to choose numbers for every variable above was because the problem told us the equations were true for all numbers. This meant that any numbers we chose followed the rules as outlined by the problem. You will be able to tell when you can plug in numbers for multiple variables because the problem will specifically tell you that "all numbers" or "all integers" must work in place of yourvariables. This gives you free reign to pick your numbers with impunity. If you don't see the words "all numbers" or "all integers"in the question, then you may only use your own number for one variable and solve for the rest. This will keep the variables following their defined rules and keep the relationships between them intact. Now let's look at a problem where we CANNOT pick our own numbers for every variable: Because we are not told that this problem works for "all numbers," we know we must choose our own number for just one variable and solve for the rest. In this problem, I've chosen to replace$v$ with my own number. Why $v$? Because $v$ shows up in the middle equation and so will be usefulfor finding our other variables. We can also see that $v = 4t$, so let's give $v$ a number that is divisible by 4. (Note: we do not HAVE to make $v$ divisible by 4, but it makes lifeeasier forus, as it means we will bedealingwith integers rather than decimals.) Solet's just say that $v = 8$. If we replace every $v$ with the number 8, our first equation would look like: $x = 3v$ $x = 3(8)$ $x = 24$ So we know now that, when $v = 8$, $x = 24$. Now for our second equation: $v = 4t$ $8 = 4t$ $t = 2$ So, when $x = 24$ and $v = 8$, $t$ will be 2. And finally, let's look at the last equation using our newly found numbers for $x$ and $t$. $x = pt$ $24 = p(2)$ $p = 12$ So $p$ equals 12. But wait! Maybe you think $p$ equals 12only in this this one instance and that it would equal something else had we chosen a different number for $v$. Well let's test it. Let's say that $v = 20$ instead of 8. $x = 3v$ $x = 3(20)$ $x = 60$ And our second equation: $v = 4t$ $20 = 4t$ $t = 5$ And finally, our last equation: $x = pt$ $60 = p(5)$ $p = 12$ As you can see, no matter what value we choose for one of our variables, $p$ will always equal 12 as long as we keep the relationships between the variables intact. So our final answer is 12, $p = 12$ Using PINcan be like having your own personal decoder ring. Tips and Tricksfor PIN Now that you know how PIN works,you can use it more quickly and accurately by using these tips for your ACT and SAT math questions: Tip 1) When using PIN, your best bet is to testeach and every answer choice, even after one of the answers matches the one you got for your original equation. Why should we do this? Because sometimes when we choose our own numbers, we can get multiple answer options that work. Let's say for this problem that you randomly chose 95 to be your two digit number for $x$. If: $x = 95$, then the tens digit $t = 9$, and the units digit $u = 5$. We are told that $y$ is the number found by reversing the digits, so when $x = 95$, $y = 59$. And finally, we are searching for the value of $x -y$. Using our numbers: $x - y = 95 - 59$ $x - y = 36$ Now let us test our answer options using the numbers we have found for our variables and see which one matches 36. F. $9(t - u)$ $9(9 - 5)$ $9(4)$ $36$ Answer F works! (We can also eliminate answer choice K right now, because $36≠  0$). G. $9(u - t)$ $9(5 - 9)$ $9(-4)$ $-36$ Answer G has been eliminated. H. $9t - u$ $9(9) - 5$ $81 - 5$ $76$ Answer choice H has been eliminated. J. $9u - t$ $9(5) - 9$ $45 - 9$ $36$ Uh-oh! We found 36 for both F and J. When this happens, we must choose a different number or set of numbers in order to eliminate the answer that only works sometimes. Our goal is to findthe answer that works always and no matter what. But now that we have chosen a different set of numbers, do we have to test each answer choice again? Nope! We already know that G, H and K didn’t work last time, so they won’t be our final answer. Again, weare looking for the answer that works every time. Only test F and J again. Instead of $x = 95$, let's say that $x = 43$ (Again, this number is entirely random and can be anything you'd like). If $x = 43$, then $t = 4$ and $u = 3$. It also means that $y$, as the reverse of $x$, will be 34. $x - y = 43 - 34$ $x - y = 9$ So now we are looking for the answer choices that match 9. So let us once more test F and J. F. $9(t - u)$ $9(4 - 3)$ $9(1)$ $9$ Looking pretty good for answer choice F. But let's look at J as well. J. $9u - t$ $9(3) - 4$ $27 - 4$ $23$ Success! We can eliminate answer choice J now and feel confident that F (and only F) will work no matter our values for $x$ and $y$. So our final answer is F, $9(t - u)$ Tip 2) When plugging in your own numbers,avoid using the numbers 1 or 0. It can be very easy to get multiple right answers or very screwy answers when using 1 or 0, so it is best to avoid them. For example, let's look again at the first problem we saw: Now let's say that we had said $x = 0$, $y = 1$, and $z = 2$. For the sake of saving time, the first two equations are still correct, but now let's look at the third. $x⊕(y + z) = (x⊕y) + (x⊕z)$ First, let's look at the left half of the equation: $x⊕(y + z)$ $0⊕(1 + 2)$ $0⊕3$ $0⊕3= (0)(3) + 0 + 3$ $3$ Now let's look at the right half of the equation: $(x⊕y) + (x⊕z)$ $(x⊕y)$ $0⊕1 = (0)(1) + 0 + 1$ $1$ And $(x⊕z)$ $0⊕2 = (0)(2) + 0 + 2$ $2$ So when we add them together, we get: $1 + 2 = 3$ This means that both sides of the equation are equal, which would mean that I, II, AND III were all correct. And we already proved when we did this question earlier that III is actually incorrect. (Remember, the answer choices must work every single time.) If we had used 0 and/or 1 in place of our variables, we would have gotten the question wrong. We would have chosen answer E, when really answer D is correct. Tip 3) Good numbers to use when working with percentages are 100 or 10, as most percentages questions involve you having to manipulate them around. Using nice, round numbers can make life easy for you. Alice has been collecting sea shells for many years. From 2009 to 2010, she increased her collection by 30%. From 2010 to 2012, she added another 20% to her collection. But in 2014, she had to move away and get rid of 50% of her collection. What percentage of her original shell collection did Alice end up with? 75 78 100 150 156 Let's say, for the sake of a nice round number and a good one to use with percentages, that Alice started out with 100 shells. If she increased her collection by 30% from 2009 to 2010, then she would have $100 + 100(0.3) = 130$ shells in 2010. If she then increased her collection by another 20% from 2010 to 2012, she woud have $130 + 130(0.2) = 156$ shells in 2012. Now, she must get rid of 50% (half) of her shells. $156 - 156(0.5) = 78$ So she is left with 78 shells. And, since we used 100 for her original amount, we do not have to fiddle with finding percentages. We can simply see that she is left with 78% of her original collection. So our final answer is B, 78. One day Alice may feelthat she has enough sea shells. Today is not that day. When to Use Plugging in Numbers Because it is best to test out each answer option when using PIN, it can often take longer to solve a question this way than by using algebra alone. Sometimes you can check all the answers at a glance, which will save time, but whether or not using PIN will eat up more time than it saves truly depends on the question This question would be a slow PIN. If you don't remember how to FOIL and you are fuzzy on your rules for multiplying and subtracting integers and variables, then go ahead and use PIN here. But if you are at all comfortable with the above mathematical concepts, then simply work with your variables and save using PIN for another occasion. As a demonstration, see how fast it is to use algebra here: $(4z + 3)(z - 2)$ $(4z *z) + (4z * -2) + (3 * z) + (3 * -2)$ $4z^2 - 8z + 3z - 6$ $4z^2 - 5z - 6$ So your answer is J. On the other hand, look how slow the process is using PIN: Let's say our $z$ value is 4. $(4z + 3)(z - 2)$ $(4(4) + 3)(4 - 2)$ $(19)(2)$ $38$ So we are looking for an answer choice that matches 38. F. $4z^2 - 5$ $4(4^2) - 5$ $64 - 5$ $59$ Option F is too large, so we can eliminate it. We can also eliminate option G because we can see that it would be 58, which is still too large. H. $4z^2 - 3z - 5$ $4(4^2) - 3(4) - 5$ $64 - 12 - 5$ $47$ We can eliminate option H, as it is still too large. J. $4z^2 - 5z - 6$ $4(4^2) - 5(4) - 6$ $64 - 20 - 6$ $38$ We have found an answer that matches our original equation. This could be our right answer, but let's look at option K to make sure we don't have duplicate correct answers. At a glance, we can tell that option K ($4z^2 + 5z - 6$) would be too large, because we would be adding 20 to 64. This means we can comfortably eliminate it. So our final answer is J. Though we were still able to find our answer, it took noticeably longer using PIN. Basically, don't be afraid to use PIN to help you through a test, butmake sure you useit in places that will help you the most and get you to the right answer in the shortest amount of time. Now let's look at a quick PIN problem. This is a problem you can mostly do in your head using PIN. For example, give $a$ and $b$ small numbers and then you can work out your answer choicesfairly quickly. Let's say that $a = 2$ and $b = 3$. Using those numbers, we know then that the absolute value of $a - b = 1$. Why? Because $a - b$ = $2 - 3 = -1$ and absolute values make anything contained in them positive. (For more info on this, check out our guides to advanced integers on the ACT and SAT) So we can tell straight away that F is incorrect, as that would be 5. This means G is also incorrect, as it would be -5. H would be an imaginary number, as it is the square root of a negative. J would be a negative number. Only K makes sense and we can see for ourselves that it is correct. $-(2 - 3) = +1$, which is the answer we are looking for. So our final answer is K. See how we were able to solve thesecond questionnoticeably faster using PIN? As you do more and more ACT and SAT math practice problems, you'll better be able to intuit when to use PIN (and when to use algebra or skip the question entirely) as you go through your test. As a general rule, if you have a lot of spare time per section, then go ahead and use PIN! It may even save you time going back and double-checking your work (though it never hurts to be extra sure and double-check anyway). If, however, you find yourself running short on time, you may want to save using PIN for these circumstances only: 1) You cannot find a way to solve the problem without using PIN If you have absolutely no idea how to approach a problem, definitely use PIN! If you forget a math rule or equation, you can still find the answer with PIN. Often, you won’t have to know the rules for manipulating multiple variables or the rules for exponents, etc., if you can circumvent the question entirely by going straight to using your own numbers. 2) You have enough spare time that you can spend the extra using PIN If you’ve gone quickly and accurately enough through earlier sections, go ahead and let yourself have the extra seconds per question that PIN uses. Though the difference between an algebraic solve and a PIN solve may not be more than 30 or 40 seconds, that time can add up fast. Always be sure you are using your time to your best advantage to get the most points possible across the board. If you feel you are completely running short on time, however, check out our articles on how to buy yourself extra time on both the SATand the ACT. 3) You want to double-check your answer PIN can often act as its own question double-checker. This can sometimes help off-set the extra time PIN eats up, but don’t always count on this. Because you found the answer by testing it out using real numbers instead of variables, you don’t have to plug more numbers into the equation to make sure it worksyou already know it works! You’ve both solved your question and double-checked to make sure it was accurate all in one. 4) You feel that you may have found the wrong answer using algebraic methods Maybe you started in on the question right away with algebra and got halfway through before you felt that you had taken a wrong turn somewhere. Maybe you know you tend to get distributing questions or exponent questions wrong. Maybe the algebra equation you set up spit out an answer that didn’t come close to any that were provided (or worsemaybe the answer you found was just slightly off). If questions with multiple variables tend to trip you up, this means it’s probably a good idea to switch your method and try using PIN. 5) The question lies in a question range in which you have previously made several errors If you have taken a practice SAT or ACT and discovered that you generally start to make mistakes around the halfway or three-quarter mark, switch your tactics to PIN instead of algebraic methods in this section in order to increase your score. It can be slower, but it will be more accurate and you won’t have to spend as much time double-checking your work. The more practice you get using PIN, the more you'llknow when to hold 'em (and use PIN) and when to walk away. Can I Always Use Plugging in Numbers? Unfortunately some questions can NOT be solved by plugging in answers. Again, when the question and/or answer options include variables, you can oftenuse PIN. If, however, your answers use numbersintegers, decimals, or fractionsyour best bet is probably to use the strategy of plugging in answers. Most questions (though not all) can be solved using one of these two strategies. To demonstrate the broad range of question types that both PIA and PIN can cover, let us look real SAT and ACT math questions and how to solve them using PIA and PIN. Test Your Knowledge: 1) 2) 3) 4) 5)In the figure above, $z = 50$. What is the value of $x + y$? 90 130 180 210 230 Answers: A, B, D, E Answer Explanations: 1) In this first problem, we are dealing with the costa boat for $x$ amount of dollars split first 3 ways and then 4. To make life easier on ourselves, let's pick a number for $x$ that is divisible by both 3 and 4, so that we do not have to work with decimals. So let's say that the cost of buyinga boat ($x$) is 120 dollars. Now, we are asked how much less it is per person to divide the cost by 4 instead of by 3. So let us divide 120 by both and find the difference. $120/3 = 40$ $120/4 = 30$ $40 - 30 = 10$ So, when the boat costs 120 dollars, each member of the group will pay 10 dollars less when the cost is split 4 ways instead of 3 ways. Now let us test our answer options to see which one matches 10 dollars. A. $x/12$ $120/12 = 10$ Answer A matches the answer we got. But before we celebrate, let us look over the other answer options to make sure there are no duplicate right answers. Options B and C would be too large. Ifour number for $x$ divided by 12 was perfect, then that same number divided by 3 or 4 would be much larger. Option E would also be enormous and far greater than 10 (as it is $x$ multiplied by 7), so that is out as well. We can also and finally eliminate option D. We found our correct answer simply by dividing our $x$ value by 12. If we multiplied and then divided, that number would be much larger. So our final answer is A, $x/12$ 2) We need to find 75% of $m$ and $k$ percent of 25 (which we are told are equal). Instead of using decimals and fractions (and potentially getting ourselves confused), let us assign a number for $k$. If we say, as a random choice, that $k = 60$, then we are finding 60% of 25. $25 * 0.6 = 15$ And we know that this number (15) is 75% of $m$. So, to find $m$, we would say: ${15 * 100}/75 = 20$ So we have: $k = 60$ $m = 20$ Now, we are asked to find $m/k$ $20/60 = 1/3$ So our final answer is B, $1/3$ 3) Here, we need to know the difference between $t$ and $t^2$. So let us say that $t = 3$. (Why didn't we use 2 for $t$? Because, occasionally, using 2 for questions about squares and roots can give us duplicate right answers. For now, we are using 3 to reduce the possibility of needing to start over and select a different number, but we will look over what would have happened had we used 2 at the end of the problem.) So, if $t = 3$, then $t^2 = 9$ The difference, then, between $t$ and $t^2$: $9 - 3 = 6$ So we are looking for an answer option that matches 6. Answers A, B, and C are all eliminated for being too small (answer C $= t = 3$). Answer D is $t(t - 1)$ $3(3 - 1)$ $3(2)$ $6$ Answer D is correct, but let's look at answer E to make sure D is our only correct answer.Answer E is $(t - 1)(t + 1)$ $(3 - 1)(3 + 1)$ $(2)(4)$ $8$ This does not match, which means D is our only possible correct answer. So our final answer is D,$t(t - 1)$ (But what would have happened if we had used $t = 2$ instead of $t = 3$? Well $t^2 = 2^2 = 4$ and the difference between $t^2$ and $t$ would have been $4 - 2 = 2$. So answers B, C, and D would have all been correct. When this happens, simply choose a different number, like $t = 3$ and test B, C, and D again.) 4) PIN can be used for both straight algebra problems and for geometry problems. As long as the numbers we choose follow the rules of geometry, then we should always get the right answer. So here we have a triangle and we know one angle measure ($z = 50$). So let us give a value for each of the other angles inside the triangle. If $z = 50$, then the other two angles have to add up to $180 - 50 = 130$. So let's call the angle next to $x$ 100, and the angle next to $y$ 30. If the angle next to $x$ is 100, and it createsa straight line with $x$, then $x = 180 - 100 = 80$ And if the angle next to $y$ is 30 and it creates a straight line with $y$, then $y = 180 - 30 = 150$ $x = 80$ and $y = 150$ Together, they equal: $80 + 150 = 230$ So our final answer is E, 230. Remember to always give your brain time to rest and recover while studying. You worked hard, so don't be afraid to take a little break. The Take-Aways The strategy of plugging in your own numbers can be invaluable if you find yourself confronted with a problem you don’t know how to solve algebraically, or if you want to make absolutely sure you have the correct answer. The drawback, however, is that PIN can eat up extra time. If you make sure to use your plugging-in strategies wisely and save them for times in which you need them most, you will likely find yourself solving problems you were never able to before. What’s Next? Now that you’ve gone through the ins and outs of PIN, make sure you know the other techniques for navigating standardized math questions. Be sure to check out our article on plugging in answers (PIA) to get a complete picture for how to circumvent using complex algebra on the SAT and ACT. Running out of time on ACT or SAT math? Look no further than how to buy time on SAT math and how to buy time on ACT math. Want to get a perfect score? Check out our article on how to get an 800 on the SAT math section and how to get a 36 on the ACT math section, both written by a perfect scorer. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Anthology Poems

It is just filled with 5 poetic lines which we had to either do a free verse poem, poems without rhyming or patterns and that don‘t follow any rules, or a blank verse which is a poem that uses no rhyming but has iambic pentameters (patterns). Or you can do a rhyme verse which is a poem that uses rhyming. My poem is blank verse because even though I have no rhyming I have a pattern. You see I repeat the word â€Å"reason† a few times and it follow a pattern. Read ona The Room No matter how many times I tell him, He never cleans his room! On how dirty it is! His underwear is under the ____ Bed. His papers are on the __f_lo__o_r__. Last weeks sandwich is a M O L D Y Mess! Theirs something called â€Å"Clean up your room! † I say to him everyday! At last I punished him with a ban on T. V. That’s when the stink went away. Description This poem is a poem with a speaker. A speaker poem is a person that is talking in the poem. Sometimes the speaker can be the author itself talking in the poem. Other times it is a made up character. In this case, you can figure out that the speaker is the kids mother because she â€Å"banned him with no T. V. † until his room is cleaned up. (Now mothers will do that, just ask my mother. ) Read ona My Cat My cat is dumb! Let me tell you that! He’s the opposite of what a cat Should be! He hates mice, But loves dogs. He doesn’t like milk, But prefers meat. Now tell me, Is that how a cat should be? Description This poem by yours truly is a irony poem. Ever heard of that word? Irony in poetic terms means when a result of something is the complete opposite of what you would expect. For example, in my poem you wouldn’t expect a cat to be friends with dogs. I mean dogs and cats hate each other. Well at least that’s what we would expect. And for a cat to not like milk! Unbelievable, right? (Yea I know, I have a dumb cat. But it is ironic that my cat behaves the opposite of what cats should behave like. That is why this poem is a irony poem. Read ona I Love You Do you remember? All the fun times we had. Oh how you would laugh at my jokes. Oh I’d do anything To hear your lovely voice. Your voice makes me smile Even when I’m mad. So I wrote this poem, To tell you, That I love you! Description This poem is a theme poem. Yes you heard right. Theme. Theme is the main idea in a poem or the authors feelings/thoughts. In this poem the theme is love. This is easy to figure out because the poem just says right there that the person loves another person. Some times these poems can be in a shape. Like my poem is shaped kind of like a heart and the theme of it is love. Isn’t it sweet? Read ona Just A Kiss Silence walks upon the stone halls. As you sleep for a hundred years. Fall, Winter, Spring, and Summer Visited you every year. Hoping to find you up and about. But just as they feared, Everything is weird- Sleeping Beauty has just premiered. But not before your sleep is evoked, Before you stands Charming himself. Thus, a kiss on the lips, Was all that was needed, To arouse you from your ancient sleep. Description This is another poem by me that is an allusion poem. Allusion in poetry terms means when a poem makes a reference to another poem. For example in my poem Just A Kiss the allusion is Sleeping Beauty sleeping for a hundred years until Prince Charming came to wake her from her deep sleep. I am alluding the story of Sleeping Beauty to my poem. Read ona I Wish I wish to drift into the darkness. Into the shadows of death. Slowly my grip loosens. I am trapped in an avalanche. This pain-its too much! I’m like snow trapped in the suns rays. Slowly and silently, I’ll rise, From this nightmare. Description This poem is a chance poem. Nothing big but we just had to pick 5 words from this list and use those words to make a poem. Read ona Moment Of Freedom The monsters in my head, They tell me I’m crazy. Maybe I am. These monsters, they yell and scream, Until I let them out. But they come back, they always do. These monsters they bring me crimson delight. Fresh crimson pleasure, trickling down my arm As the blade digs deeper, I find a moment of freedom. A moment where everything stops. Everything is peaceful. Everything is fine. But soon the monsters will come back. Then, no longer will I feel the pain. No longer will I feel crimson joy. Everything will be back to normal, With the monsters screaming, Until I let them out again. Description This poem is a poem with figurative language poem. Figurative language is a term in poetry when you compare two unlike things to make something clear. For example if I say the soap bubbles in the bath tub are like clouds in the sky, I am comparing the soap bubbles to the clouds, but the soap bubbles aren’t really clouds, right? In this poem I am comparing the suicide thoughts of the speaker to monsters. Read ona Nothing But The Best You’re my summer sun, And I’m your winter wind. No matter what mistakes I make, All the times I’ve yelled at you, You’re always there. Even when I’m fierce like the winter wind; Howling all the time, My nerves are calmed by your sunshine smile. You’re a treasure chest, Full of priceless gems. To me you’re nothing but the best. Description This poem is a poem of assonance/alliteration. Assonance is when you use repetition of the sound of a vowel. I don’t think I have tat but I do have alliteration. Alliteration is the repetition of 2 or more words that end with the same sound or start with the same letter. For example in the poem I said â€Å"winter wind† both words have a â€Å"w† in the beginning. I also used â€Å"sunshine smile† which has a â€Å"s† in the beginning of each word. This is how my poem uses assonance/alliteration. Read ona The Monster Mama always said she loved me. But then why do I cry every time she came home? Why do I hide under the bed, Praying she didn’t come looking for me? Before daddy left, She told me I was her sweet little angel. So why does she tell me that she hates me? Why is it the she says I’m a nuisance? What did I do, To get black and blue, Bruises all over my body. Mama always told me, That the monster always haunts kids, Who lie and cheat and hit people. Then why did she lie to me when she told me, That daddy ran away, When she kicked him out of the house? And why did she cheat on daddy before he Went to another place? And why does she hit me with her whiskey bottle? Why does she love to see me cry When the glass cuts my skin? Mama knew what she did to me, But what she didn’t know was that the monster was, The only one that said it loved me. Description This poem is a poem on symbolism. Symbolism is the idea or topic of the poem. For example, the night is a symbol of death. Or in the poem I made the monster symbolizes the thoughts one would have after abuse. Read ona The End My past is finished, It’s all filled with pain. My past is killing me, ‘Cause I’m trapped in this lane. My mind is at war with me, I can’t control the thoughts deep inside me. I’m bent out of shape with all this pain, I think it’s time I’ve played life’s game. Before it’s time I ask myself, ‘Is this the end? Will there ever be a tomorrow? ’ Almost turning away, I turn right back, I decide there is nothing more for me, Only the end can set me†¦ Free†¦ Description This last poem is a free verse poem. Like I explained in the other poem called â€Å"Reason† I said that free verse poems are poems without rhyming or patterns and that don‘t follow any rules. And just like in this poem I did not follow any patterns. aSTOP? *NO MORE POEMS*

China in the 21st Century Thesis Example | Topics and Well Written Essays - 3750 words

China in the 21st Century - Thesis Example However, it should also be noted in this regard that the stated facets should not be distorted just for the reason of sustaining or for supporting a specific policy consequence1. The existence of intelligence activities in a particular democracy is learnt to exist since long. It is considered to necessary for a certain democracy for the reason of defending the particular state or country in opposition to every form of threats with respect to the national security. The services related to the security intelligence are considered to be facet related to the police force of the nation and so is considered to be a legal activity. It was long forecasted by various analysts of the West that China was competent enough to have a greater degree of control as well as influence with respect to the global scenario. China is considered to be the sole nation in order to value the annual assessments of the different military activities with regard to the United States Congress. ... with respect to China, the most potential and imperative aspect of the nation, which is measured to be its intelligence has been learnt to be usually ignored by the US. It needs to be mentioned in this regard that the intelligence activities conducted by China was viewed to be amongst the greatest risks posed to the US in the recent times2. Thesis Statement The study would intend to focus on the activities that are carried out by the intelligence agencies of China or rather the People’s Republic of China (PRC). Various attempts are found to be made by the PRC to obtain information regarding the programs related to the nuclear weapons. It also requires to be mentioned in this respect that China has already proved to be successful to a significant extent in getting hold of the desired kind of information. In relation to this particular context, the assortment of methods that are learnt to be made use of by the PRC in order to collect information from the US would also be concent rated on along with providing a detailed explanation for each. Based on the provided explanation, the most effective method engaged by the PRC which could be measured to be the greatest threat for the US would be ascertained. Human Intelligence Overseas The Chinese espionage is considered to be managed primarily by two different agencies, i.e. the People’s Liberation Army (PLA), particularly the Second Department of the General Staff Department of the PLA and the Ministry of State Security (MSS). While the facet of intelligence is perceived to be quite a recognizable complexity for any intelligence forecaster, the modus operandi of the Chinese intelligence is however known to offer some form of new realistic complicatedness with regard to the attempts put in by the western

Solution Description Research Paper Example | Topics and Well Written Essays - 750 words

Solution Description - Research Paper Example Primary interventions address coronary artery disease risk factors whilst secondary intervention addresses the health adverse outcomes. Patient’s safety can only be improved through medical adherence. This depends on the patient self-management such as lifestyle modification. All these need support from the health care system. Proposed solution From the survey conducted, it is evident that among the young males newly diagnosed with coronary artery disease, 70% of them have diabetes mellitus and hypertension in their medical history. In addition to that, 60% of these people smoke. However, they regularly carry out some physical exercise and do not have any idea of what coronary artery disease means to their health. This, therefore, means that they do not understand what is expected of them in order to contain the disease with reference to dietary. Given the fact that this population has no idea on diet, they have to be taught on what is expected of them. According to Hermida (2 011), changes in dietary can help in reducing the young men’s systolic blood pressure due to diabetes mellitus and hypertension in their medical history. The dietary factors that need to be considered by this group are reduced amount of salt intake and saturated fat contents. Adherence to these controls helps in managing hypertension and diabetes mellitus. Besides dietary changes, these individuals need to be encouraged not to smoke and also shun environmental smoke (Mosca et al., 2007). Compliance with lifestyle modification improves the patient’s quality of life via eliminating premature deaths and preventing further complications. To the patients’ immediate family, compliance relieves them of the negative psychological effects of losing their loved ones. Additionally, adherence conserves the resources of the family that would have been channeled in the obtaining of health care. Organizational culture: This section aims to illustrate how lifestyle modification , as the proposed solution, is consistent with the organization of resources and culture of the society. To the society at large, patient compliance with treatment is an effective measure of saving costs. This is because it decreases complications of incidents and the need for further medications. This is of great significance to the health care public financed systems. Compliance has a great impact on the health care system. For instance, it limits hospitalization needs and reduces workloads on the healthcare system staff. In addition, satisfactory outcomes of treatment boost the attending clinician’s morale whilst failure in treatment frustrates them and impacts their work delivery. Expected Outcome of the Project The expected outcome of the project is to improve the adherence of the patients to enhance their safety. The main reason is that chronic conditions such as the coronary artery disease need a lot of care. In addition, most of this care focuses on the patient self-m anagement. As a result, it requires complex multi-therapies and medical technology use for monitoring patient lifestyle change. Therefore, if these patients are not supported adequately by the health care system, they may be prone to risks that are life-threatening. The outcome will be achieved by educating the patients on lifestyle modifications such as the amount of salt intake, significance of physical activity, avoiding smoking, reducing the

Applied Information Technology Project Part2 Assignment

Applied Information Technology Project Part2 - Assignment Example By sustaining a narrow profit margin, the grocery proved to be successful and by 1926, M.B. acquired 322 Safeway stores and incorporated as Safeway Inc. the merger saw the incorporation of the grocery to Safeway Inc. before joining the New York Stock Exchange. As a form of improving the quality of products, Safeway introduced product quality assurance through a â€Å"sell by† date on the perishable products for the assurance of quality and nutrients labelling. As of 2013, Safeway Inc had an operating income of U.S. $17.219 billion and employed approximately 138,000 employees. According to Someville (n.p), today Safeway controls about $25 billion in private equity from New York Security Exchange. Since 1928, Safeway Inc. has been listed on the New York Stock exchange, and its headquarters are situated in Pleasanton, California. The retail store’s mission is to ensure that its employees establish loyal relationships with its clients, while its mission emphasizes the use o f employees’ talents and passion to grant customers the best experience. Although Safeway Stores are in the process of merging with Albertsons Grocery Stores, their name while remain while business will proceed as usual under new management. Owing to the merger, some Safeway stores expect great improvements, including better customer services and cleaner stores. In addition, Alberterson reveals that its aim of acquiring Safeways was to put a shine on it through improved customer service and memorable customer experience. However, there is little hope that Safeways will remain given that Albertsons has a history of demising acquired firms such as Hayward-Based Mervyns that was declared bankrupt in 2008. Another controversial aspect of the merger is that Albertson is known for its stake in car, and guns and military and not supermarkets or grocery operations. The acquisition of Safeway places it in a company that has 27 distribution facilities, 2,400 stores, and 20

Curriculum Development for CTE Research Paper Example | Topics and Well Written Essays - 750 words

Curriculum Development for CTE - Research Paper Example The program ensures that it offers the necessary skills and certificates that students require in their careers. It contains a set of the curriculum which is structured to reflect on the basics that are taught during technical training of students. The printed materials used in the CTE program fully match the training requirements because they are in accordance with the syllabus so as to enhance cohesion and understanding of the basics by the students. The students passing through this program highly benefit from the verse academic and technological resources presented by the institutions offering this program. This is because they gain the much needed first hand information on the basics (Wang & King, 2009). The equipments used in the CTE program are always technologically updated to ensure that the instructors teaching the program curriculum finds them efficient and effective to them and the students. This exposes students to the technological world and ensures efficiency upon sitt ing for the real classes. In most cases, it is the government that takes sole responsibility of sponsoring the CTE program for economical purposes. This enhances efficiency on the part of the instructors as they have all the necessary materials; on the other hand, it takes the burden away from private individuals who are out to make profits, and to make it an affordable to every student. Its aim is to bring change in the educational subjects that are of immense importance to the economy. They aim at imparting students with such skills like engineering and medicine which are of meaning to the expansion of the economy technologically (Wang & King, 2009). Reflections To evaluate the CTE program, the outcomes for the program must be measured for accuracy. This can be done through a survey, by conducting a research using a questionnaire to investigate the student remarks, or a sample research where samples of students are asked and data approximated. The CTE curriculum is aimed at helpin g students to acquire the basic skills through a clear organized and reflective program, which is its main purpose. The CTE program has tremendously assisted in my education because to a certain level the resources provided by the program have simplified my academic work, hence the accomplishment of school work accurately, efficiently, and effectively. My technical institution is a beneficiary of the program, and I get the privilege to access various academic resources provided for the student’s purposes. These academic resources have boosted learning and grades in school. Initially, most students could not attain the results which were essential in taking a CTE course, but with the changing times, majority of the students in technical institutions have registered for CTE courses. An example is, before I was enrolled for a CTE course, I experienced certain challenges that denied me an opportunity into the program. The most significant was my geographical area. It turned out t o be one of my nastiest nightmares because the district I came from did not benefit from the program, since it was inaccessible due to a variety of reasons. In my view, all CTE programs should be incorporated to enable it maintain its viability in secondary school education in technical education. The program largely contributes in such fields like

Analyse how Public Relations communications theory can help an Essay

Analyse how Public Relations communications theory can help an understanding of the role of new media - Essay Example Toward the end of the century, as business corporations became the dominant institutions of our times, the scope of PR widened and assumed new roles in the commercial realm of product marketing. At the birth of the new millennium, the ascendency of digital technology into the mainstream has once again enhanced and redefined the nature and role of public relations industry. Irrespective of the evolution and change of mediums of communication over the last century, the essence of PR industry has remained more or less the same. In other words, the theoretical framework within which the PR industry operates is applicable across media technologies, both new and traditional. This essay will pertain itself to the analysis of how Public Relations communications theory can help understanding the role of new media. Firstly, new media is a term that is used to refer to a range of communication options that fall along a spectrum. The research team of Diana Owen and Richard Davis have done extensive analytical work on new media. They describe the wide range of new media technologies thus: â€Å"At one end are communications platforms based on old technologies that have taken on new political roles, such as radio and television talk programs, tabloids, and television news magazines. In the middle of the spectrum are mixed or hybrid media that combine elements of traditional media with newer technologies. These include 24-hour cable news programs and the Internet sites of newspapers and magazines. On the far end of the spectrum are new media that have developed as a result of new technology that has been put to novel political uses. Internet applications, such as social networking Web sites like Facebook and MySpace, blogs, video-sharing sites including YouTube, and podcasts fall into this category.† (Owen & Davis, 2008) What we learn from the history of PR theory over the last century is the identification of