The Affect Slavery Has On Family Life Essay -- Sociology

Slavery: The Affect It Has On Family Life & The Effects Of It The lives of Harriet Jacobs in Incidents in the Life of a Slave Girl and Frederick Douglass’ Narrative of the Life of Frederick Douglass, An American Slave includes diverse experiences that allow them to share common factors to relate to each others stories. Jacobs and Douglass were born during the slavery period in the â€Å"less harsh† regions of North Carolina and Maryland. Looking at and comparing their childhood, Jacobs and Douglass both enjoy the happier moments until they both experienced the loss of their mother at an early age. Respectively, Jacobs and Douglass conclude that slavery deteriorates the relationship between families - instead of building them up. In Narrative, Douglass describes the emotions being felt after being separated from his mother. Douglass says, â€Å"Never having enjoyed, to any considerable extent, her soothing presence, her tender and watchful care, I received the tidings of [my mother’s] death with much the same emotions I should have probably felt at the death of a stranger† (1890). By being separated from his mother, Douglass was not given an opportunity to develop feelings or a relationship with his mother. Douglass relays to his audience the abnormality of slavery. He explains how slave master’s complicate the natural way of life in order to make someone a slave. Douglass says, â€Å"For what this separation is done, I do not know, unless it be to hinder the development of the child’s affection toward its mother, and to blunt and destroy the natural affection of the mother for the child. This is the evitable result† (1890). Douglass makes it apparent to his audienc e how slavery destroys the importance of maintaining a relationship... ...o? Yet, Jacobs doesn’t allow Brent to feel the captivity entirely. Brent says, â€Å"We [I and my children] are as free from the power of slavery holders†¦and though that is not saying a great deal, it is a vast improvement in my condition† (2054). Jacobs makes the reader realize that Brent still has a battle to fight after freedom. Brent is not married, therefore she will have to be the protector of her children who have been in captivity for years. In conclusion, the lives of Jacobs and Douglass aren’t necessarily identical but they both shared similarities from being slaves. From comparing and analyzing the narrative stories, it is simple to realize that the effects of slavery can be more traumatic on families and the long term effects it can cause. Works Cited Douglas, Frederick. Narrative of the Life of Frederick Douglas and Other Writings. Borders, 2009.

Rational Approach of Organizational Change Essay

Committee unanimously approved a financial fair play concept for the game’s well-being in September 2009 and on 27 May 2010 approved the UEFA Club Licensing and Financial Fair Play Regulations Edition 2010, in the presence and with the full support of the European Club Association chairman, Karl-Heinz Rummenigge. The concept, which has been supported by everyone around football, looks at the long as well as short-term health of club football and individual clubs. In particular, the objectives aim to introduce more discipline within club finances and encourage responsible spending and investment. Financial fair play is a key point in the 11 values of the UEFA president presented at the UEFA Congress in Copenhagen in March 2009. Despite a background of huge and increasing public and commercial interest in European club football over the last decade, many clubs across Europe are in poor financial health, struggling to meet their financial responsibilities and commitments, and reporting repeated financial losses. UEFA has a duty to consider the systemic environment of European club football in which individual clubs compete, in particular, the wider inflationary impact of clubs’ spending on salaries and player transfer fees and increasing levels of indebtedness across European club football, as the Club Licensing Benchmarking Report shows. Therefore, as requested by and in consultation with the football family, UEFA has aimed to develop sensible and achievable club monitoring requirements to supplement the existing club licensing criteria, in order to safeguard the sustainability of European club football. To supplement and complement the former UEFA Club Licensing Regulations, the UEFA Club Licensing and Financial Fair Play Regulations, comprising both club licensing criteria and club monitoring requirements derived from the financial fair play concept, entered into force on 1 June 2010, with the various financial fair play requirements being phased in over a number of seasons. The consistent application of the club licensing criteria by licensors and the monitoring of clubs are overseen by the independent Club Financial Control Panel, which was created in 2009. If a criterion or requirement of the regulations is not fulfilled, appropriate measures will be taken against the club by UEFA’s independent disciplinary bodies. Potential disciplinary sanctions are the remit of the competent disciplinary bodies that have a palette of sanctions at their disposal including ultimately the exclusion from future UEFA club competitions. Since its creation, the Club Financial Control Panel has referred numerous clubs to UEFA’s disciplinary bodies for both club licensing and club monitoring breaches. Of course many people also believe that the dream of Michel Platini for competitive but healthy football for all the 660 football teams under UEFA’s jurisdiction will fail. But taking into consideration the fact that if the FFP fails the credibility of Michel Platini will be harmed the UEFA Club Financial Control Panel are determined to help the president of UEFA achieve its dream. The tasks of the independent Club Financial Control Panel to achieve Platini’s dream are to ensure that the UEFA club licensing system is applied correctly across all 53 UEFA member associations and that clubs have fulfilled the criteria defined in the UEFA Club Licensing and Financial Fair Play Regulations. As well as conducting and deciding on licensing compliance audits to check the awarding of licenses by the national decision-making bodies and checking that club competition integrity rules have been observed, the Club Financial Control Panel governs the ongoing club monitoring process (financial fair play) after the awarding of licenses. It was introduced at the start of the 2004/05 season with the goal of encouraging European club football to look beyond the short term and consider underlying longer-term objectives essential for the game’s continued good health. It is based on a series of defined quality standards, which each club must accomplish to gain entry to UEFA’s club competitions, and on the key principles of transparency, integrity, credibility and capability. The 36 specific criteria of the licensing system can be broken down into five main categories: 1) sporting 2) infrastructure 3) personnel 4) legal 5) financial These criteria – developed in cooperation with the national associations – have helped to improve the credibility of club operations and led to better transparency and governance by clubs and national associations. A license granted to a club by its national association proves that it has achieved a certain quality level.

Job hunting after graduation Essay

If you’ve left university and don’t yet have a job, here are tips on creating an action plan for finding work. It’s widely acknowledged that it’s harder than it used to be to land your first graduate job, and more people now find they are graduating without a job to go to straight away. If you are one of them, don’t panic. Take the opportunity for a short rest, then focus on what you can do to make things happen. 1. Keep looking The good news for graduate job hunters is that employers are now recruiting all year round. Traditionally, most graduate jobs were advertised in the autumn ‘milkround’, with many students having a job offer before they sat their finals. These days, graduate employers are more likely to advertise on an ad hoc basis, as jobs become available or as they get additional budget for recruitment. So don’t stop looking. The gradireland Summer Fair that takes place each June in Dublin is a chance to meet employers who did not fill all their jobs in the autumn or who have new vacancies. Use the same vacancy sources as when you were at university: gradireland.com, your careers service website etc. But don’t just rely on these: spread your net as far as possible. 2. Network Tell everyone you know that you are job hunting; be open to any suggestions. Start with family and friends, then build new relationships through them. The more contacts you make, the more likely you are to find out about opportunities and meet people who can help you. The majority of job vacancies are not advertised, so word of mouth can be very valuable. It can also be worth making speculative applications. These work best when they are targeted to an organisation that you have researched and know you want to work for: a few carefully-written applications are more  effective than hundreds of standard letters. Work experience or voluntary work can also widen your pool of contacts and provide a foot in the door of the industry you’d like to work in. Don’t spend all summer on Facebook. Use a range of social media to make new contacts and find out about new opportunities. Follow employers on LinkedIn, search Twitter for news of the industry you’re interested in, use everything to ‘meet’ new people. Start a blog: done well, it could be a good addition to your CV by highlighting your expertise, creativity or networking skills. 3. Apply for internships There are several internship programmes now available, many aimed specifically at graduates. These tend to vary from three months to a year. Some offer payment on top of your benefits while others carry accreditation; some even give an opportunity to work abroad for a while. Some of the main schemes currently available are:2. Network Tell everyone you know that you are job hunting; be open to any suggestions. Start with family and friends, then build new relationships through them. The more contacts you make, the more likely you are to find out about opportunities and meet people who can help you. The majority of job vacancies are not advertised, so word of mouth can be very valuable. It can also be worth making speculative applications. These work best when they are targeted to an organisation that you have researched and know you want to work for: a few carefully-written applications are more effective than hundreds of standard letters. Work experience or voluntary work can also widen your pool of contacts and provide a foot in the door of the industry you’d like to work in. Don’t spend all summer on Facebook. Use a range of social media to make new  contacts and find out about new opportunities. Follow employers on LinkedIn, search Twitter for news of the industry you’re interested in, use everything to ‘meet’ new people. Start a blog: done well, it could be a good addition to your CV by highlighting your expertise, creativity or networking skills. 3. Apply for internships There are several internship programmes now available, many aimed specifically at graduates. These tend to vary from three months to a year. Some offer payment on top of your benefits while others carry accreditation; some even give an opportunity to work abroad for a while. Some of the main schemes currently available are: Ireland JobBridge FAS Work Placement Programme IBEC Export Orientation Programme Graduates for International Growth (G4IG) Northern Ireland Graduate Acceleration Programme Applying for internships via an official programme gives you a degree of security. You may, of course, also find an internship by applying directly to the employer. It’s advisable to be aware of your employment rights and the Congress website is a useful source of information. Internships are not just a stop-gap on the way to a permanent job: as a ‘taster’ of a particular sector they can also help you to choose which career you ultimately would like to pursue. Whatever you do, you will gain new skills and experience to add to your CV. 4. Improve your employability Remember that you can still get help from university careers services after you graduate – either at your own university or, if you’ve moved back home, another higher education institution. Make an appointment if you need advice  on how to develop and market your skills or to improve your CV. Despite the downturn, there are still areas where there are skills shortages and unfilled vacancies. If you have the aptitude, consider upskilling, perhaps through a conversion course in IT, or by learning a language. ‘Lifelong learning’ is now considered essential even for those already in work, so if you have spare time use it to read and learn about the area of work you want to get into. Work on your employability skills: writing, administration, team-working, communication etc. You’ll be in a strong position if your job applications can demonstrate these qualities. Consider voluntary work as a way of adding to your portfolio of experience and learning new skills. There are opportunities for short and long-term involvement, whether it’s helping out at a local organisation or working for a national charity. 5. Be open to opportunities Realistically, it may not be immediately possible to get a graduate-level job. If something else is available – even if it is a casual or temporary job – try to use it as a stepping stone. A job in admin or customer support could lead to a more senior position in the same company later. It will let you prove that you have workplace experience and a good work ethic, and can give you transferable skills to add to future job applications. Don’t overlook small businesses. There are a lot of them, so add up to a major force as employers. They may not advertise specific ‘graduate’ vacancies but can be a good environment if you’re at the beginning of your career as there is often more flexibility to learn new skills. 6. Don’t give up Taking a year out or signing up for postgraduate study may be tempting as a way to postpone looking for work. They are worth considering if you are sure that you can demonstrate afterwards the benefits to employers. Otherwise, think carefully about whether this will help in the long term. It’s not necessarily the easy route, but the best course of action may be to stay put, stay positive and stay persistent. If things aren’t going well, review your progress and ask for help and support if you need it.

Life of Cochise, Apache Warrior and Chief

Life of Cochise, Apache Warrior and Chief Cochise (ca. 1810–June 8, 1874), perhaps the most powerful Chiricahua Apache chief in recorded times, was an influential player in the history of the U.S. southwest. His leadership came during a critical period in North American history, when shifting political relationships between Native American and European Americans resulted in a complete reconfiguration of the region. Fast Facts: Cochise Known For: Chiricahua Apache chief from 1861–1864Born: ca. 1810 in southeastern Arizona or northwestern SonoraDied: June 8, 1874 in the Dragoon Mountains, ArizonaSpouses Names: Dos-teh-seh and a second wife, whose name is not knownChildrens Names: Taza, Naiche, Dash-den-zhoos, and Naithlotonz Early Years Cochise was born around 1810, in either southeast Arizona or northwest Sonora, Mexico. He was destined for leadership: his father, most likely a man named Pisago Cabezà ³n, was the head chief of the Chokonen band, one of four bands in the Apache tribe. Cochise had at least two younger brothers, Juan and Coyuntura (or Kin-o-Tera), and one younger sister. As is traditional, Cochise received his name Goci as a young adult, which in the Apache language means his nose. There are no known surviving photographs of Cochise, who was described as a striking-looking man with black hair to his shoulders, a high forehead, prominent cheekbones, and a large, handsome Roman nose.   Cochise wrote no letters. His life was documented during a series of interviews conducted during the end of his life. The information from those interviews is somewhat contradictory, including the spelling of his name (variations include Chuchese, Chis, and Cucchisle). Education The Apaches of the 19th century followed a traditional hunting and gathering lifestyle, which they supplemented with raids when hunting and gathering alone could not feed their families. Raiding involved attacking ranches and ambushing travelers in order to steal their supplies. The raids were violent and often left victims wounded, tortured, or killed.  Although there are no specific records about Cochises education, anthropological studies and oral and written histories from the Apache community describe the learning processes for prospective warriors, which Cochise would have experienced. Young boys in the Apache world were separated from young girls and began training in the use of the bow and arrow at the age of six or seven. They played games which emphasized speed and agility, physical strength and fitness, self-discipline and independence. At 14, Cochise likely began training as a warrior, starting as a novice (dikhoe) and practicing wrestling, bow and arrow contests, and foot races. Young men played the role of trainee at their first four raids. During the first raid, they performed menial camp chores, such as making beds, cooking, and standing guard. After completing his fourth raid, Cochise would have been considered an adult. Indian–White Relations At the time of Cochises youth, the political climate of southeastern Arizona and northeastern Sonora was fairly quiet. The region was under the control of the Spanish, who had skirmished with the Apaches and other tribes in the region but settled on a policy that brought a kind of peace. The Spanish aimed to replace Apache raiding with the provision of rations from established Spanish outposts called presidios.   This was a deliberately planned action on the part of the Spanish to disrupt and destroy the Apache social system. Rations were corn or wheat, meat, brown sugar, salt, and tobacco, as well as inferior guns, liquor, clothing and other items designed to make the Native Americans dependent on the Spanish. This did bring peace, which lasted nearly forty years, until near the end of the Mexican Revolution in 1821. The war seriously depleted the treasuries, rationing broke down slowly, and disappeared entirely when the Mexicans won the war.   As a result, the Apaches resumed their raiding, and the Mexicans retaliated. By 1831, when Cochise was 21 years old, hostilities were so extensive that, unlike earlier times, nearly all of the Apache bands under Mexican influence participated in raiding and conflicts.   Early Military Career The first battle that Cochise probably participated in may have been the three-day battle from May 21–23, 1832, an armed conflict of Chiricahuas with Mexican troops near the Mogollon Mountains. Three hundred warriors led by Pisago Cabezà ³n lost after the last eight-hour battle under 138 Mexican men led by Captain Jose Ignacio Ronquillo. The following years were punctuated by a number of treaties signed and broken; raidings halted and resumed.   In 1835, Mexico put a bounty on Apache scalps and hired mercenaries to massacre them. John Johnson was one of those mercenaries, an Anglo living in Sonora. He was granted permission to track down hostiles and on April 22, 1837, he and his men ambushed and massacred 20 Apaches and wounded many more during a trading deal. Cochise was not likely present, but he and other Apaches sought revenge.   Marriage and Family In the late 1830s, Cochise married Dos-teh-seh (something at the campfire already cooked). She was the daughter of Mangas Coloradas, who led the Chihenne Apache band. Cochise and Dos-teh-seh had at least two sons- Taza, born 1842, and Naiche, born 1856. His second wife, who was from the Chokonen band but whose name is not known, bore him two daughters in the early 1860s: Dash-den-zhoos and Naithlotonz.   Cochises son Naiche, Hereditary Leader of the Chiricahua Apaches, taken by Adolph F. Muhr about 1898.   Library of Congress According to Apache custom, men lived with their wives after they married. Cochise most likely lived with the Chihenne for six to eight months. However, he had become an important leader in his fathers band, so he soon returned to Chokonen.   A (Temporarily) Settled Peace In early 1842, Cochises father - Pisago Cabezà ³n, leader of the Chokonen - was ready to sign an armistice with the Mexicans. Cochises father-in-law - Mangas Coloradas, leader of the Chihinne - disagreed. A treaty was signed on July 4, 1842, with the Apaches promising to cease all hostilities, and the Mexican government agreeing to feed them rations. Cochise drew rations with his wife in October, and Mangas, seeing that the Chokonen treaty would hold, decided to negotiate a similar treaty for his own band. In late 1842, that armistice was also signed.   This settled peace would not last long. In May of 1843, Mexican troops at Fronteras murdered six Chokonen men for no apparent reason. In late May, seven more Chiricahua men were murdered at the Presidio in Fronteras. In retaliation, Mangas and Pisago attacked Fronteras, killing two citizens and wounding another.   Deteriorating Conditions By 1844, conditions among the Apache bands in the region had deteriorated sharply. Smallpox arrived in the fall, and the supply of rations for the communities had sharply decreased. Mangas Coloradas and Pisago Cabezà ³n returned to the mountains by February 1845, and from there they conducted several raids on Sonora. Cochise would have participated in these raids.   In 1846, James Kirker, a mercenary sanctioned by the Mexican government, set out to kill as many Apaches as possible. On July 7, under the protection of a treaty, he hosted a feast at Galeana (in what is now Chihuahua state in Mexico) for 130 Chiricahuas, and then had them beaten to death in the morning. It was an ill-chosen moment, because in April of that year, fighting had broken out between the U.S. and Mexico, and Congress declared war on Mexico in May. The Apaches had a new and dangerous source of support, but they were rightly wary of the Americans.   In December of 1847, a war party of Apaches attacked the village of Cuquiarachi in Sonora and killed a longtime adversary, seven other men and six women, and captured six children. The following February, a large party attacked another town called Chinapa, killing 12 men, wounding six and capturing 42, mostly women and children.   Cochise Captured Throughout the summer of 1848, the Chokonen band carried on a siege of the fort at Fronteras. On June 21, 1848, Cochise and his Chokonen chief Miguel Narbona led an assault on Fronteras, Sonora, but the attack went awry. Narbonas horse was killed by cannon fire, and Cochise was captured. He remained a prisoner for about six weeks, and his release was only obtained by the exchange of 11 Mexican prisoners.   Apache Pass, Arizona, as viewed from Fort Bowie facing north.   Mark A. Wilson In the mid-1850s, Miguel Narbona died and Cochise became the principal chief of the band. In the late 1850s, United States citizens arrived in his country, first settling at Apache Pass, a station on the Butterfield Overland Mail Company route. For a few years, the Apaches maintained a tenuous peace with the Americans, who now provided sorely needed rations to them.   Bascom Affair, or "Cut the Tent" In early February 1861, U.S. Lieutenant George Bascom met Cochise at Apache Pass and accused him of capturing a boy who had in fact been taken by other Apaches. Bascom invited Cochise into his tent and told him he would hold him as a prisoner until the boy was returned. Cochise pulled out his knife, cut through the tent, and escaped into the nearby hills.   In retaliation, Bascoms troops captured five members of Cochises family, and four days later Cochise attacked, killing several Mexicans and capturing four Americans whom he offered in exchange for his relatives. Bascom refused, and Cochise tortured his prisoners to death, leaving their bodies to be found. Bascom retaliated by hanging Cochises brother Coyuntura and two nephews.  This event is known in Apache history as Cut the Tent. The Cochise Wars (1861–1872) Cochise became the dominant Chiricahua Apache chief, replacing the aging Mangas Coloradas. Cochises rage at the loss of his family members led to a bloody cycle of revenge and retaliation between the Americans and Apaches for the next 12 years, known as the Cochise Wars. For the first half of the 1860s, the Apaches maintained strongholds in the Dragoon mountains, moving back and forth attacking ranchers and travelers alike, and keeping control of southeastern Arizona. But after the U.S. Civil War ended, a massive influx of U.S. soldiers put the Apaches on the defensive.  Ã‚   By the late 1860s, the war continued sporadically. The worst event was an ambush and massacre by the Apaches of the Stone party in October of 1869. It was likely in 1870, when Cochise first met Thomas Jeffords (Red Beard), a stage driver for the Butterfield Overland Stage. Jeffords, who would become Cochises closest white friend, played a significant role in bringing peace to the American southwest.   Making Peace On October 1, 1872, true peace efforts were established at a meeting between Cochise and Brigadier General Oliver Otis Howard, facilitated by Jeffords. Treaty negotiations included a cessation of hostilities including raiding between the U.S. and Apaches, the safe passage of his warriors to their homes, and the creation of a short-lived Chiricahua Apache reservation, located initially in the Sulphur Spring Valley of Arizona. It was an agreement not on paper, but between two highly principled men who trusted one another.   The brigadier general Otis Howard made a lasting peace agreement with Cochise on October 1, 1872.   Hulton Archive/Getty Images The agreement did not include cessation of raiding in Mexico, however. American troops at Fort Bowie were prohibited from interfering with the Chokonens activities in Arizona. The Chokonens kept the terms of the treaty for three and a half years, but continued conducting raids in Sonora until the fall of 1873. Quotes After the Cut the Tent affair, Cochise is reported to have said: I was at peace with the whites, until they tried to kill me for what other Indians did; I now live and die at war with them.   In a conversation with his friend Thomas Jeffords, then the agent for the Chiricahua reservation, Cochise said: A man should never lie... if a man asks you or I a question we do not wish to answer, we could simply say I dont want to talk about that. Death and Burial Cochise became ill in 1871, probably suffering from abdominal cancer. He met with Tom Jeffords for the last time on June 7. In that final meeting Cochise asked that control of his band be passed on to his son Taza. He wanted the tribe to live in peace and hoped that Taza would continue to rely on Jeffords. (Taza went on to keep his commitments, but eventually, the U.S. authorities broke Howards covenant with Cochise, relocating Tazas band out of their homes and into Western Apache country.) Cochise died at the Eastern Stronghold in the Dragoon Mountains on June 8, 1874. The Eastern Stronghold in the Dragoon Mountains of southeastern Arizona. Mark A. Wilson   After his death, Cochise was washed and painted in war style, and his family buried him in a grave wrapped in blankets with his name woven into them. The sides of the grave were walled up about three feet high with stone; his rifle, arms and other articles of value were laid beside him. To give him transportation in the afterlife, Cochises favorite horse was shot within 200 yards, another killed about one mile away, and a third two miles away. In his honor, his family destroyed all the clothing and food stores they had and fasted for 48 hours. Legacy Cochise is known for his significant role in Indian-White relations. He lived and prospered by war, but died in peace: a man of great integrity and principle and a worthy leader of the Apache people as they experienced massive social change and upheaval. He is remembered as a fierce warrior as well as a leader of sound judgment and diplomacy. Eventually, he was willing to negotiate and find peace despite suffering the great loss of his family, tribe members, and way of living. Sources Seymour, Deni J., and George Robertson. A Pledge of Peace: Evidence of the Cochise-Howard Treaty Campsite. Historical Archaeology 42.4 (2008): 154–79. Print.Sweeney, Edwin R. Cochise: Chiricahua Apache Chief. The Civilization of the American Indian Series. Norman: University of Oklahoma Press, 1991. Print.- -, ed. Cochise: Firsthand Accounts of the Chiricahua Apache Chief. 2014. Print.- -. Making Peace with Cochise: The 1872 Journal of Captain Joseph Alton Sladen. Norman: University of Oklahoma Press, 1997. Print.

Quotes and Jokes From Dumb and Dumber

Quotes and Jokes From 'Dumb and Dumber' For moviemakers, comedy is not an easy genre, yet the two leading characters in Dumb and Dumber make comedy seem like a cakewalk. They really know how to get under your skin with their inane behavior. Here are some Dumb and Dumber movie quotes that demonstrate the great comic timing of Jim Carrey and Jeff Daniels. Lloyd Hey, look, the Monkees! They were a huge influence on the Beatles. Excuse me. Could you tell me how to get to the medical school? Im supposed to be giving a lecture in 20 minutes, and my drivers a bit lost. We got no food, no jobs... our pets heads are falling off! Thats what were gonna call it. I got worms! Were gonna specialize in selling worm farms. You know, like ant farms. Hey, I guess theyre right. Senior citizens, although slow and dangerous behind the wheel, can still serve a purpose. Ill be right back. Dont you go dying on me! Harry [after Lloyd trades the van in for a moped] Just when I thought you couldnt get any dumber, you go and do something like this... and totally redeem yourself! I cant believe we drove around all day, and theres not a single job in this town. There is nothing, nada, zip! What if he shot me in the face? According to the map, weve only gone 4 inches. Joe Mentalino Shut up! Now we dont even know who the hell they are! You dont kill people you dont know. Thats a rule.

The Best Way to Study and Practice for ACT Science

The Best Way to Study and Practice for ACT Science SAT / ACT Prep Online Guides and Tips The ACT Science is like a double rainbow: unique,complicated to understand, and people freak out when they see it.Unlike a double rainbow, which tends to freak people out because of its awesomeness, the ACT Science section tends to freak people out because ofthecrazy time crunch with only 35 minutes to answer 40 questions. Even so, if you want to do well on the ACT Science, you can't avoid it. You have to buckle down and create a greatstudy plan. The good news is there are several easy steps to take to make sure you are studying for the ACT Science section in the right way. Here is an overview of what this guide covers: Which study materials to use The importance of using realistic timing How you should be reviewing your practice tests Memorizing whatthe ACT Science expects you to know Step 1: Study With Official Materials This step may seem obvious, but in order to get the most out of your studying, you need to study with ACT Science specific material. As I said before,the ACT Science section is unlike other science tests you've taken; your AP or IB sciencestudy materials will not help you here. You need to find ACT study materials that you like working with and that fit your study schedule. The highest quality source of practice tests is almost always official ACT practice tests. If you like my approach below, you’ll love PrepScholar’s program.We do the heavy lifting for you, by splitting up our prep material into specific skills. We'll detect your weaknesses automatically and give you focused lessons and quizzes to improve those skills. Also, check out our article on recommended ACT prep books. You should takea minimum of four full-length practice ACT Science sections before your test date. Step 2: Stick to the Real Timing The ACT Science section is the tightest time crunch of any section of the test: 7 passages, 40 questions, 35 minutes, leaving only 52.5 seconds to answer each question. You need to keep yourself to a five minutes per passage pace.If you do not do this in your practice, you will not be able to do it the day of the test.You should be taking a minimum of four practice tests, but I'd argue you should take around seven to eight practice ACT Science sections to nail this timing. Don't disturb the dragon. Step 3: Review Your Mistakes This is the MOST important step of all. After taking your practice test, don't just score your test and move on to the next one. You need to actuallyreview your mistakes. When reviewing practice tests, people tend to have some or all of these wrong impulses: Impulse 1: Focusing on what you did well and ignoring what you did wrong (not helpful). Impulse 2: Disregarding questions you got wrong because they were just "careless mistakes" (not helpful). Impulse 3: Focusing on the fact that you got things wrong and ignoring review in favor of self-loathing (popular among some overachievers, and yet...still not helpful). These impulses are not helpful!Review is the most important step in your study process.It is how you learn and improve. Your review of your ACT Science questions should be different depending on the type of passage.If you do not know the three types of ACT Science Passages, I recommend reading our other article first before continuing to read this article. As a brief review, there are three types of ACT Science Passages: 3 Data Representation Passages 3 Research Summary Passages 1 Conflicting Viewpoints Passage Data Representation Passages and Research Summary Passages are very similar. Both use visuals (graphs, tables, etc.) as the primary way to convey information. We willevaluate your mistakes for both in the same way. Conflicting Viewpoints Passages are the most unique since theytypically do not have any visuals.We will use a different approach for evaluating your mistakes. Reviewing Research Summary and Data Representation Passages We can't always be invincible. Start by analyzing your confidence for each question.Categorize each question as skipped, guessed (after process of elimination), or (you thought you) knew.Do this for all questions even the ones you got right.Be sure to review all questions that you skipped or guessed (even if you got some of the guessed ones right). For the skipped questions: Why did you skip? Did you run out of time?You should never skip on the ACT since there is no penalty for guessing.Make sure you leave yourself enough time at the end to at least pick a letter to bubble in for the remaining questions. For the guessed questions: Why did you guess right? Why did you guess wrong? Is there a difference in the way you approached the guessed questions you got right versus those you got wrong? Next, understand the reason you got the question wrong.Categorize your mistakes into 1 of 6 areas. Misreading the visuals Not understanding a trend Not understanding the setup of the experiment Misreading the passage Not knowing a science fact Careless error I will go into more detail on each type of mistake below. Mistake Type 1: Misreading the Visuals This is one of the most common mistakes since it's easy to do, and it applies to a lot of questions in ACT science. If you read our article on the three types of act science passages, this mistake is usually connected to factual questions and interpreting experiments questions.Did you not read the graphs, tables, scatterplots or diagrams correctly?If so, what did you misread? What did you not understand?Make sure to drill this skill, as it is the most tested on the ACT Science section.Here is an example of a factual question: There are several mistakes you can make when misreading graphs. Did you look at the wrong figure entirely? Example: Did you accidentally use the top graph of the percent of captured finches from Island A? You should have used the two bottom graphs that coveredthe percent of captured finches from Island B and C. Did you misread the valuesalong the x-axis or y-axis? Example: Did you think it said 8 instead of 10? Did you misread the labels along the x-axis or y-axis? Example: Did you think beak depth was measuredalong the y-axis? Did you not notice a key? Example: Many visuals will have a key with them. Keys are usually very important. Do not ignore them. You will recognize these mistakes when your answer choice is very different fromthe correct answer. If you think you may have misread the visual, start by analyzing the question. Did it refer to a specific figure? Did you look at Figure 2 when it said Figure 1? If it did not refer to a specific figure in the question, did the answer choices have numbers? For example, inquestion 1 above, the answers A, B, C, and D all have numbers: 8 mm, 9 mm, 10 mm, etc. If the answer choices contain numbers, it is a safe bet that you either needed to read a visual or understand a trend to answer the question correctly. I will explore understanding a trend mistakes next. If you think you struggle to understand visuals, you need to focus on improving this skill since it is the most tested skill on the ACT Science section. In order to improve, I'd recommend taking a few untimed ACT Science sections. Take as much time as you need to answer each question and dissect the visuals provided. Write out the control and variable(s). Write out the values at each data point. By doing this seemingly tedious step, you will be making sure you understand the information the visual is trying to convey. After reaching an acceptable score when taking untimed sections, I'd start taking timed sections immediately. As I said before, you will need to nail the 5-minute per passage timing to succeed on the ACT Science section. Mistake Type2: Not Understanding a Trend This mistake is usually connected to interpreting trends questions and calculations questions. Were you not able to describe the relationship of the data? Increasing, decreasing, direct, indirect? Were you not able to extrapolate / interpolate a trend? Here's an example of an interpreting trends question: Answering this question requires understanding what caused small seeds or large seeds to bemore abundant. In this case,this graph below and the two sentences directly above it provide the information you need. If you misread the graph or mixed up these sentences, you may have gotten the answer wrong. According to the two sentences, small seeds are abundant during wet years. According to the graph, 1984 was a wet year, so J. 1984 is the correct answer. I'd recommend the same approach to fixing this problem as with misreading the visuals. Take untimed practice sections. Try to draw on the visuals the extrapolation of the data. Draw the line as if it went out further. Follow the table. Put up and down arrows for if the data is going up from point to point or down from point to point. Once you start excelling at these interpreting trends and calculations questions, go back to the 5-minute per passage pace. Mistake Type3: Not Understanding the Setup of the Experiment This mistake is usually connected to experimental design/research intent questions and hypothetical experimental questions.Did you not understand the researcher’s intent? Did you not understand the experiment’s design? Did you not know the control versus variables? Here's an example of an experimental design question: Answering this question requires understanding what the titrant and sample solution were. In this case, the passage defines what a titrant is and what a sample solution is, but if you misread the passage, it's easy to mix it up, especially since it's just a bunch of liquid being mixed together anyway. Be sure to skim the passage for this information if you cannot figure it out from the visuals alone. Mistake Type4: Misreading the Passage Did you miss key information from the passage needed to answer the questions? Make sure you read carefully. If you are not 100% sure what the answer is, go back and skim if you have the time. Try to be 100% sure before you move on to the next question. Regarding the question in mistake type 2, it would be easy to misread the two sentences you need to answer the question correctly. If you were reading too quickly, you may think that the small seeds were abundant during dry years and answer incorrectly. Take your time and make sure you understand what you read, so you get the correct answer. Mistake Type5: Not Knowing a Science Fact If you read our article on the only actual science you need to know for the ACT science, this mistake is on those questions.These questions only appear about four times per test and require outside science knowledge. To make sure the mistake is because of a lack of outside knowledge, re-read the entire passage and make sure they do not give you the information you needed to answer the question.If you still think it is an outside knowledge question, make a flashcard with the information you didn’t know. Study the flashcards, so you get the information down.You should make flashcards for all the topics from the only actual science article and drill yourself.Also, be sure to do some additional light research to refresh yourmemory of that concept. It is not necessary to read a book on the subject, but just be sure you have a basic understanding of the concept. The question below expects you to know that protons are positively charged, electrons are negatively charged, like charges repel each other, and opposite charges attract each other. Nowhere in the passage is this property of charges stated - you just have to know this from your science class experience.Knowing what you do, you can eliminate F and H. In this case, the passage stated the reaction uses protons, so the answer is G. Knowingthis material is the only way to get a score between 31 and 36. If you are aiming for a score of 30 or below on the ACT Science section, you do not need to spend as much time focused on these questions, since they only account for about four questions per test. Mistake Type6: Careless Error Did you make a small calculation error in question that requires basic math? Did you misread the question? Did you not see a NOT or EXCEPT?Make sure to read the questions closely and circle or underline the NOT or EXCEPT so you don’t miss it. It would be very easy to read this too fast and think the question is asking which of the following is true. I have watched many of the students I tutor make that mistake, and I have made that mistake myself. Try to read carefully to avoid these careless mistakes. Reviewing Conflicting Viewpoints Passages Again, start by analyzing your confidence for each question.Label them as either skipped, guessed, or knew.Try not to skip in the future since you are not penalized for guessing on the ACT.Review all skipped and guessed problems (even if you got some guessed questions right). Understand the reason you got the question wrong.Categorize mistakes into two categories: Not understanding the point of view Not understanding the differences and similarities in the points of view Mistake Type 1: Not Understanding the Point of View If you read our article on the three types of act science passages, this mistake is usually connected to understanding of viewpoints questions. If you continue to struggle with theses types of question, circle and/or underline as you read the passage to make sure you remember the point of view of each student/scientist. What is their argument? What do they believe?Write yourself a three word or less summary after reading the paragraphi.e. â€Å"pro-comet theory,† â€Å"anti-comet theory.† Answering this question requires understanding Student 2's point of view. In this case, Student 2 said that Algol B became a part of the Algol system because Algol B intersected orbits with the original Algol system, so the original Algol system exerted a gravitational force on Algol B. Therefore, the answer is H. If you did not understand Student 2's argument, you would get this question wrong. Mistake Type 2: Not Understanding the Differences and Similarities in the Points of View This mistake is usually connected to comparing viewpoints questions.Were you able to differentiate between the two scientists/students? How were their viewpoints similar? Answering this question requires understanding both Scientist 1's and Scientist 2's point of view and knowing the similarities between them. In this case, both agreed the object explodedat 8 km above the Earth, so we can eliminate B, C, and D. Therefore, the answer is A. If you did not know this key similarity between them, you probably would have answered incorrectly. Step 4: Study the Science Subjects That the ACT Expects You to Know As I mentioned briefly above, check out our other article on the only actual science you need to know for the ACT Science section. Do some light research to make sure you have a basic understanding of each topic. Make flashcards of that material.Drill yourself until you know it.Because there are 13 topics mentioned in that article and only around four used per practice test, it is possible you may not come across all of them in your studies.You do not want to be surprised the day of the test, so make flashcards and make sure you know them! Recap to the Best Way to Study ACT Science Here are the steps to success: Study with real ACT Science materials When you take practice sections, make sure you are sticking to the real timing! (five minutes per passage) Review your mistakes from your practice tests. (Don't ignore them! This is the most important step!) Study the science subjects that the ACT expects you to know I hope you see know that the ACT Science is easy if you have a good study plan. What's Next? Study hard, review like a pro, and get a 36 on the ACT Science section! Get more helpcracking the ACT Science section. Learn the big secret of ACT Science. Find outthe science you have to know, and learn the best way to read ACT Science passages. Not sure where you want to go to college? Learn how to do college research right.Once, you know where you want to go to school, pickyour ACT target score. Aiming for a top college? Read our advice on getting into Harvard, the Ivy League, and Stanford. Like this article? 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 Sciencelesson, 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:

Restless Giant Essay Example | Topics and Well Written Essays - 250 words

Restless Giant - Essay Example Therefore, he planned his actions and visited China, becoming the first American president to step on the land (ghk). This has been a significant action taken in the history of the United States because it begun the conception of other political strides the United States later implemented in order to make friendly relationships with other nations, especially with Russia which became Nixon’s next focus. Creating alliance with other nations is indeed very important for any nation because in times of troubles, there can always be a source of help that the nation might need. Although America may be known as a strong nation, it does not capable all by itself. Therefore, the nation needs to form strong alliances with other nations. The friendship formed with China had a domino effect on other nations which were formerly not given notice. Even though the nation is now known as a restless giant, putting its fingers on every nation’s affairs, it is playing a very important role in maintaining world peace. Finally, the friendly step did not just affect the nation economically and politically but it also seemed that the nation has become the ambassador for the warring nations it has allied