Death1 essays

Death1 essays Death: Good for the Dead, Bad for the Dying, and Worse for Those It Leaves Behind My whole life, death has been a distant thing to me. It is not even really a thing, but more of an idea. I have heard about death millions of times with the media. Everyday in the news, people are dying left and right with disease in the foreign countries, famine in distant lands, and even murder in the suburbs. I even heard about it a few times from my friends when they told me about their recent loses. With all of these stories of "tragedy" and awful accidents, I never felt any emotion. The news reporter's sympathy for these victims was not convincing enough to make me think that something tragic had happened, or my elementary school friend did not understand the situation himself in order to feel pain. If something was truly awful about the story, it was too far away for me to consider it a reality. When I was about eight years old, I experienced the first death in my family. My father's sister had died and my he got a call soon after. I was in the room when the phone rang and my dad answered the phone. He first sounded excited to hear the voice on the other end, but that happiness soon turned to devastation. His only sister had passed away and he began to cry. My father is not a crying man, and he soon regained his composure and finished the conversation. He was able to put his sadness aside and tend to business. This was a very small event, but it had a large impact on me and helped shape my ideas about the idea of death. The way that I saw my father handle this so-called tragedy gave me the impression that life was almost like a movie. What goes on in the movie might be sad or scary or whatever, but it is not a big deal. We just need to get over the emotion because the movie is still playing and something different is happening now. The reason that this event w as not a tragedy to me is that it was extremely distant from ...

How to Actually Use Your ACT Math Formulas

How to Actually Use Your ACT Math Formulas SAT / ACT Prep Online Guides and Tips About 33% of the ACT math section requires you to know and use at least one math formula. This means that remembering your formulas and understanding how to utilize them is of paramount importance. We’ve put together all the ACT formulas you’ll need to know (prioritized in the order from greatest to least that you’ll see them on the test) as well as how to best use them for test-day. What Formulas Will You Need on the ACT? You will NOT be given any formulas on the ACT, so all of your formula knowledge will have to come from your own head. You will need to know and use a wide range of formulas, including algebraic, geometric, and trigonometric formulas, all of which are laid out in our guide to the 31 formulas you MUST know for the ACT. You’ll notice that we have prioritized them according to â€Å"need to know† and â€Å"good to know.† This is due to the fact that many ACT questions can be solved long-hand or via more common formulas, rather than forcing you to memorize the more obscure formulas. For instance, you can solve your sequence questions by either using the formula or by calculating your values long-hand. Though solving the question long-hand will take longer, it is still entirely possible to solve each and every ACT sequence question without the use of a formula. Thus we have classified sequence formulas as â€Å"good to know,† not â€Å"necessary to know.† If you feel rusty on any formula or math topic on the list, check out one of our individual math topic guides to see how the formula works (and even why it works), as well as how to recognize when to use it. We’ll also show you the alternatives to using formulas for many questions, including distance questions, sequence questions, and many more. There are many different "right" paths to solve questions in the ACT math section. How to Use Your Formulas Effectively So now that you know what your formulas are, how do you best go about using them? Let’s take a look. 1. Prioritize memorizing your most crucial formulas You will have to memorize every formula you’ll use on the ACT, but it’s best to go about this in a systematic and logical way. Spend most of your time and energy memorizing and practicing the most important (common) formulas and less time on the ones that show up rarely, if at all. Some formulas come up over and over again, while others show up sparingly at best. If you are pressed for time, nervous about memorizing so many formulas, or simply trying to map out your plan of attack, memorize your formulas in the order that they appear most often on the test. Of your â€Å"necessary† formulas, they appear on the test from greatest prevalence to least in roughly this order: Law: the sum of the interior degrees of a triangle is 180 Area of a triangle Law: the sum of the degrees of a straight line is 180 Area of a rectangle (or other quadrilateral) Pythagorean Theorem Finding slope of a given line (rise/run) Finding slope of line connecting two points Finding percentages Law: the number of degrees of arc in a circle is 360 Area of a circle Circumference of a circle Finding averages Sine, cosine, tangent (SOH, CAH, TOA) Area of a circle’s arc Circumference of a circle’s arc Finding probabilities Finding combinations Finding the midpoint of a line Volume of rectangular solid Volume of cylinder Area of a trapezoid Equation of a circle Rearranging logarithms Cosecant, Secant, Cotangent Of the â€Å"good to know† or â€Å"shortcut† formulas, you will need them roughly in this order: Special right triangle properties, 30-60-90 Special right triangle properties, 45-45-90 Arithmetic sequences Geometric sequences Distance formula $sin^2ÃŽËœ + cos^2ÃŽËœ = 1$ ${sinÃŽËœ}/{cosÃŽËœ} = tanÃŽËœ$ 2. Choose NOW which (if any) of your â€Å"good to know† formulas you want to memorize Remembering a formula incorrectly is worse than not remembering the formula at all, so make sure you know your limits when it comes to memorization. For some people, memorizing and using formulas is the easiest way to go. For others, the fewer formulas the better (even if it means taking another step or two to solve a math problem). There is no right answer in terms of how many formulas you memorize, only what is most comfortable for you personally. And when it comes to memorizing your formulas, different people do better with different memory techniques. If you're a visual learner, make yourself a set of formula flash cards. If you're a kinesthetic (movement) learner, practice drawing and/or writing them out on a separate piece of paper. And if you're an auditory learner, get a parent or a friend to help you drill your formulas aloud. Once you feel you've got your formulas down, practice using them on actual problems to help you both remember them and learn how to use a particular formula for a particular problem. (We'll give you the opportunity to practice using your formulas on real ACT math questions in the next section.) 3. Practice ACT math questions at home without looking up your formulas The only way you’re going to be able to remember your formulas for crunch time (and know which formulas to actually use for the individual problem) is to practice on real ACT math questions without the safety net. Once you feel that you’ve got your formulas nailed down tight, practice solving ACT math problems without looking up your formulas. We have a list of all the free ACT math practice you can find online (coming soon!) and you will be able to use any and all of these problems to not only test your formula knowledge, but also your math topic knowledge. Once you’ve gone through your practice problems without the benefit of being able to look up your formulas, you will be able to pinpoint your formula strengths and weaknesses. Did you repeatedly forget the Pythagorean Theorem? How about your trigonometry formulas? It’s better to understand where to shift your focus now than being blindsided on the day of the test. Divide your time between rote memorization and practice problems without the use of formulas, and you’ll be able to solidify the knowledge in your head most effectively. 4. When you reach the math section, immediately write down your formulas If you’re anxious about forgetting your formulas halfway through the test, or if you simply like the idea of a fallback option, it’s always a good idea to write down your formulas at the very beginning of your math test. Once you have them written down, you can concentrate on solving your problems without fear of remembering your formulas wrong or forgetting them entirely. So once you open up your math section, write down all your memorized math formulas and take a deep breath. Now you can move on and use them as a reference for the rest of your math section. 5. Don’t freak out if you forget a formula Most of all, don’t panic if you forget a formula (or three)! Most every ACT problem can be solved in a multitude of ways, including by means of plugging in answersor plugging in your own numbers. And if worst comes to worse, and you cannot solve a problem without a formula, you will still likely be able to eliminate at least one or two answer options. Rememberyou are not penalized for guessing on the ACT, so always take your chances. And if you can narrow down your options, even better! Let's look at an example of how to narrow down your answer choices if you forget a formula. For a question like this, you do not have to understand how trapezoids work or remember any triangle formulas in order to eliminate at least three answer choices. We are being asked to find the distance between our two parallel sides, so draw a straight, perpendicular line between them. This makes a right triangle. Again, without knowing your formulas, you can just take a stab in the dark and estimate how long the side is. Rememberall figures on the ACT are to scale unless noted otherwise, and this line looks about the same length (maybe more, maybe less) as 5 foot leg we are given. Without knowing any more information, we can eliminate answer choices D and E. Now maybe you stop here and pick between answer choices A, B, and C. This would give you a 33% chance of guessing the right answer, which isn't too bad at all. But if we go further, you may remember that the side opposite the right angle is the longest side of the triangle, which means that the distance between our parallel lines must be less than 5. We can therefore eliminate answer choice C as well. So we had a 1 in 3 chance of getting the right answer without any formula knowledge at all and now we have a 1 in 2 chance just by knowing a little bit about how right triangles work. And even now, we can make an educated (rather than a random) guess between our two remaining answer choices. Again, all figures on the ACT are to scale unless noted otherwise and, at a glance, the distance between our parallel bases looks to be longer than the third leg of the triangle. Maybe it is, maybe it isn't, but we have a 50% chance and answer choice B looks to be the best bet between the two. Without using formulas, we can reach a conclusion that the answer is probably B. [Note: just so you know, B is totally the right answer. Go you!] Now it's time to put your formula knowledge to work! ACT Math Practice Using Formulas Now that you’ve seen how to best use your ACT formulas, let’s look at a few real ACT math questions that are formula-necessary. 1. 2. 3. 4. 5. Answers: D, F, J, J, B Answer Explanations: 1. Because the dog can run on the leash 9 feet in any direction, this means that 9 feet is the radius of the circle in which the dog can run. Now we are asked to find the area of this circle. If we remember our circle formulas, we know that we find the area by using the formula: $a =Ï€r^2$ $a =Ï€9^2$ $a = 81Ï€$ $Ï€$ is approximately 3.14 (which we are given), so: $81(3.14)$ $254.34$ The closest answer to this value is answer D, 254. Our final answer is D, 254. 2. If we remember our trig formulas, we know our mnemonic SOH, CAH, TOA. The tangent of an angle is thus the opposite/adjacent. In this case, we are looking for the tangent of angle B. The adjacent side is the side that touches the angle that is NOT the hypotenuse. In this case, the adjacent side for angle B is 2, which means it is our denominator. This means we can eliminate answer choices H, J, and K. If we use the Pythagorean Theorem, we can find our missing side measure. $a^2 + b^2 = c^2$ $a^2 + 2^2 = 5^2$ $a^2 + 4 = 25$ $a^2 = 21$ $a =√21$ Our opposite side will be $√21$ and we have already established that our adjacent side is 2. Our final answer is F, $√21/2$ 3. We can solve this problem in one of two waysby using the more common triangle formulas, or by using a more obscure one. If we use the common triangle formulas, we know that the interior angles of a triangle will always add up to 180 degrees. This means we can find the missing angle measure by subtracting all of our known angles from 180. $180 - 72 - 57 = 51$ Now, we also know that every straight line is 180 degrees as well. We can therefore find the exterior angles by subtracting each of our given angles from 180. $y = 180 - 72$ $y = 108$ $x = 180 - 57$ $x = 123$ $z = 180 - 51$ $z = 129$ Now we can find the sum of $y$, $x,$ and $z$. $108 + 123 + 129 = 360$ Our final answer is J, 360. Alternatively, we can use our more obscure triangle, which is that every exterior angle is the sum of the two opposite interior angles. For instance, $z = 72 + 57$ $z = 129$ From here, we can solve the problem the same way we did above. $x = 72 + 51$ $x = 123$ $y = 51 + 57$ $y = 108$ $x + y + z = 129 + 123 + 108$ $= 360$ Either way, our final answer is J, 360. 4. If we remember our slope formulas, we know that the equation of a line is: $y = mx + b$ $m$ represents the slope of the line, and the bigger the $m$, the larger the slope. In our first given equation, $a$ stands in place of our $m$ and our slope. In our second equation, $c$ stands in place of $m$ and our slope. So if the slope of our first equation is larger than the slope of our second equation, then $a$ must be larger than $c$. Our final answer is J, $a c$. 5. Now our shape in the middle is a square, which means all of the sides are equal. The two sides of the square that make up part of the perimeter are $8 + 8 = 16$. Now we just need to find the part of the perimeter made up by the two half circles. If we put them together, we can one full circle circumference. We know that the circumference of a circle is: $c = Ï€d$ The dimeter of our circle is 8, so our full circumference will be $8Ï€$ Now let's put our two values together: $16 + 8Ï€$ Our final answer is B, $16 + 8 Ï€$ Whoo! You did it! Image: Sean MacEntee/Flickr The Take-Aways Knowing (and knowing how to utilize) your formulas is one of the foundational elements of doing well on the ACT math section, but it is still only one part. Though formulas are used in some capacity or another on approximately 33% of ACT math test, that still leaves 66% of your questions that do NOT require formulas at all. So do take care to understand (and memorize!) your most important formulas, but don’t think that's all you need to do to succeed on the ACT math section. You still must understand the ins and outs of all of the ACT math topicsthat you will see on the ACT, so don't neglect the rest of your ACT math study. A balanced study plan, a knowledge of your formulas, and a more-than-passing familiarity with all your ACT math topics will help get your math score to where you want it to be. What’s Next? Want to brush up on a particular ACT math topic? Check out our individual math topic guides for all your ACT math needs. Running out of time on the ACT math section? We'll show you how to beat the clock and maximize your score before time runs out. Been procrastinating on your ACT math study? Our guide will help you balance out your study time and beat back the urge to procrastinate. Aiming for a perfect score? Check out our guide to getting a 36 on the ACT math section, 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 ofpractice 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:

Marriage Essay Example | Topics and Well Written Essays - 750 words

Marriage - Essay Example For instance, after marriage all the property and inheritance of the woman went to her husband and she used to be completely dependent and vulnerable to him. There were reforms that took place in the 1960s, for instance the women started being able to work and participate in the household income. Single mothers were not frowned upon and neither were spinsters. Child support was assured and property was divided equally. It was in the late nineteenth and early twentieth centuries when major social and legal changes occurred, and therefore we will talk about this period in relation to marriage and matrimony laws and rights. Before the 20th century marriage had deep roots in religion, law as well as interdependence between men and women. Although marriage was not a platform where both men and women stood equally, they were dependent on each other. They could not live without each other without having to face problems. For instance, women needed men to get them the basic necessities to survive, while men needed women to bear and rear their children, take care of the household and family. Often a widower could be found looking for a new wife right after his former one died. This interdependence definitely did not mean equality of men and women. In fact, it was the other way round and marriage was based on patriarchal laws where, at the time of their marriage ceremony, women had to vow to always obey their husbands. The property laws stated that a wife’s â€Å"legal identity was obliterated at marriage and she was entirely under the power and control of her husband† (Chambers 3). There was no way that a married woman could have any kind of property or even have control of the salary she might be getting if allowed to work. Therefore, marriage meant â€Å"civil death† for women (Chambers 3), and they were absolutely dependent on their husbands for everything. The cruel part was that the husbands could spend their wives’ inheritance and money on anything at all, which included keeping mistresses and hiring prostitutes. It was in the late 19th century that in some parts of the world, for instance in Canada, laws were passed that allowed women to own their property as well as the personal savings or earnings they got from any work they did. However, considering that most women, especially of middle and lower class, did not have much of property these laws did not really make much difference, and the judges were reluctant to apply them anyway. In fact, it was not just the women’s property and inheritance that the husbands got control over. The men also co ntrolled their wives’ bodies after marriage. They could force them into sex or childbirth against their wishes, and the women had to oblige them. This also meant that in case there was some kind of an offence against a woman it was only her husband that could prosecute, if he wished to. Women were always at the mercy of their husbands. Apart from their money and bodies, women also did not have any right over their children. Their husbands could take their children anywhere at all and the women could not say or do anything about it. Their ownership lay with their fathers who could keep and raise them wherever they wanted, without giving any reason. In fact, they could practically do anything with them; sell them, trade them, make them work and take the money. Such was the case during the late 19th century. The early 20th century saw feminist groups rising up against this practice too like they were protesting against the property, suffrage and other rights. Birth rate started to decline due to maternal instincts. Due to this and the feminist groups’

Radioactive Decay, Age Dating, Geologic Time Assignment

Radioactive Decay, Age Dating, Geologic Time - Assignment Example Now use the matches to represent a different radioactive element (with a different half-life). Write a "D" on one side of the box to indicate daughter isotopes. Place the matches in the box and shake well (up and down, not side to side as the matches will â€Å"line up† with side to side shaking). After shaking (one time step) remove all matches that point (using the head of the match as the pointing end) toward the end of the box that is indicated by the D. Record the number of remaining matches in the box and repeat until nearly all of the matches have been removed. Plot the results on both of the attached graphs. Use a dot for the coins and a plus sign for the matches. Connect the points on your graphs with a smooth line. Your graph should now resemble in shape the curve in Figure I-5. The more coins used, the better will be the resemblance. (The reason for this is that statistics do not apply well to small samples. An individual gambler can never predict how he or she migh t do on a given try at a slot machine but averaged over many thousands of gamblers, the casino owners are assured of a steady flow of profits.) In the same way, we can never predict just when an individual radioactive atom will decay, but when we are dealing with billions of atoms in rocks (which is always the case), we can be assured that the Law of Radioactive Decay is followed very closely. Use both the linear scale and logarithmic scale graph for the penny and the match data - plot both data sets (pennies and matches) on both graphs.

Good Country People by Flannery O’Connor Essay Example for Free

Good Country People by Flannery O’Connor Essay The short story Good Country People by Flannery O’Connor, is didactic literature, with hefty character analysis to portray that people are not who they appear to be. Hulga, a 32 year old woman with a heart condition. O’Connor portrays Hulga as an experience and strong woman, but through analysis Hulga is well educated but childish and weak Hulga obtains a PhD in philosophy and is taught by highly intellectual people. Hulga has the impression of herself that because she has gone to school for many years and obtain her PhD that she is an experienced woman. In the beginning of the story that is how she appears to be. â€Å"Science on the other hand, has to assert its soberness and seriousness afresh and declare that it is concerned solely with what is. † A line underline in blue pencil, therefore it can be inferred that this quote is of importance to Hulga. Hulga, in this sense is to be thought of as well educated because of her exposure and open mindedness to her religious mother and scientific education leaving her to feel as if she is well experienced, when she is only educated. Her mother is religious therefore Hulga being exposed to religion and while in college educated with science and allowing her to make an informed decision on her beliefs, which is atheism. She has a more open mind for she sees what is in front of her and not what just is told to be true. Therefore she is not well experienced but just well educated. Also her lack of experience is evident when her first date is at the age of 32, when in society that happens when a person is an adolescent, therefore inferring that she has missed important stages in life that add to a person’s experience. Leading to the theme people are not who they appear to be. Hulga, appearing to be experienced is only a well-educated woman. Hulga is childish, thus rebuking the original thought of Hulga as experienced. Hulga falls for the multitude of compliments and lies the boy selling the Bible fills her head with. â€Å"You’re a brave sweet little thing and I liked you the minute I seen you walk in the door. † Hulga believes that this is how he truly thinks of her when in reality he is just using her. â€Å"During the night she imagined she had seduced him. † Hulga, holding such thoughts is seen to be childish because one who is not, understands and would realize deep feeling needs to be given time and does not happen overnight. Even though Hulga is portrayed as experienced because she is uneasy about the situation, she is in reality childish because she falls for the boy’s lies. Also she is seen to be a strong woman, but she is not because she did not stand her ground and fell for the boy’s lies. Therefore leading the reader to see that people are not who they appear to be, as Hulga is just as childish as she is educated. Hulga because of her heart condition is depicted to be a strong woman, but she is really a weak and vulnerable human being. She gave a little cry of alarm but he pushed her down and began to kiss her again. Without the leg she felt entirely dependent on him. † Her mental well-being is far from strong. She is weak because without her leg she is left to feel utterly weak and vulnerable and dependable on a boy who she vaguely knows. O’Connor from the beginning of the short story was portraying Hulga to be a woman that was strong, for she had a heart condition that could claim her life at any time but, she still continued on with her life in the form of education. Hulga reserved, spent most of her time alone, leading the reader to believe that she did not need anyone in particular in her life to make her feel as if she was important. But, with insight from this particular scene. the reader can see that she is a pure vulnerable and weak human being for she does not know how to conduct herself in such a situation out of her control; Leading to the theme people are not who they appear to be. Hulga appears to be strong and independent when in reality she is a weak human being. O’Connor’s didactic literature uses character analysis to portray the theme people are not who they appear to be using a 32 year old woman who is disabled and an atheist. O’Connor portrays Hulga to be experienced and strong but when placed in a situation that is unfamiliar to a person, her true colors shows and the reader sees her for who she really is. A well-educated but inexperienced, childish and weak human being, leading to the lesson, people are not who they appear to be.

Bless Me Ultima :: essays research papers

Bless Me Ultima   Ã‚  Ã‚  Ã‚  Ã‚  Children in many cultures are forced into awkward situations, such as they are expected to make life long decision. Some children (usually boys) are forced to chose a bride at the very early ages. Others are to rule kingdoms, and palaces, and some even countries. In the novel Bless Me Ultima, Antonio experiences many difficult situations that are beyond his years and force him to mature much faster then other children his age.   Ã‚  Ã‚  Ã‚  Ã‚  For example Antonio is the cause of many of his parents fights that occur. They quarrel over what Antonio would be when he is older. Antonio’s mother wanted Antonio to be extremely intelligent, and she wanted him to grow up to be a priest. His mother once said â€Å"An education will make him a scholar, like–like the old Luna priest.†(54) His mother was not very educated, and tried to live her life through Antonio. She also talked a lot about bringing honor to the family. This is where the priest part comes in. Due to Tony’s mother being very religious she wanted Antonio to become a priest to bring honor to the family, and for him to have more of a relationship with â€Å"god†. Antonio’s father on the other hand did not agree with education, or Antonio becoming a priest. He thinks education is a waste of time and money. Antonio’s father grew up wandering on a horse back threw fields and meadows, never having any for mal education. His fathers dream is to own a vineyard, and to have his sons work on it together, and make it thrive. You did not need an education to juice grapes, and therefore it was not important to him. His father is not religous, and thinks its pointless for him to become a priests. His father did not have respect for priest, due to--------------. Antonio is towrn between his parents and searches for answers. He turns to Ultima for comfort â€Å"She understood that as I grew I would have to chose to be my mothers priest or my fathers son†(41). Although Ultima does not give Antonio straight answers on what he will grow to be she does help him through. Which is what he was longing for.   Ã‚  Ã‚  Ã‚  Ã‚  Another situation that Antonio was put in, was the witnessing of the many deaths that occurred during the novel and his young life. The first death Antonio witnessed was the death of Lupito.

The Milky Way

Large-Scale Universe to The Milky Way The Birth of Modern Cosmology Cosmology is the study of the structure and evolution of the universe (Bennett, Donahue, Schneider, & Voit, 2010). Edwin Hubble is often credited with the birth of modern cosmology. He discovered that the Andromeda galaxy was in fact a separate galaxy from the Milky Way. By comparing various photographs taken over several nights and measuring the Cepheids and their luminosities, Hubble’s discovery changed the way we view the universe today. However, this was not the only discovery Hubble made that aided in the development of modern cosmology.In 1929, Hubble’s research of Andromeda and other galaxies led to a dramatic discover concerning the size of the universe. Based on the distance of a galaxy, Hubble discovered that the redshift was greater. A greater redshift indicates that the object is moving away and this led to the discovery that our universe is expanding. The Big Bang Theory The Big Bang Theory is a theory that states that the universe was once in a hot, dense form of matter and radiation which expanded rapidly. The expansion and cooling of this matter allowed the formation of galaxies, stars, and planets.The National Aeronautics and Space Administration (NASA) launched a satellite known as the Cosmic Background Explorer to test the theory of the Big Bang Theory. Astronomers believed that the universe puts off its own heat and as a result, should be able to produce a perfect thermal radiation spectrum (Bennett, Donahue, Schneider, & Voit, 2010). The results aided in the support of the Big Bang Theory. Milky Way Structure 583 References Bennett, J. , Donahue, M. , Schneider, N. , & Voit, M. (2012). The Cosmic Perspective (6th ed. ). Retrieved from The University of Phoenix eBook Collection database.