Fast Food An Alternative Food Source - 1080 Words

Fast Food By max Cornett Fast food is an alternative food source for many people around the world who have little time or money for a homemade meal or for a meal cooked at a restaurant. However fast food can also cause many problems with our bodies if it is consumed to often or in very large quantities. The fast food epidemic has caused increasing amounts of people being labeled as overweight and obese. â€Å"As many as 30 percent of American adults or 60 million are either overweight or obese. Most alarming to health officials is the fact that 9 million of these obese adults are severely obese† (Loonin). Obesity can be caused by many factors, some people have slower metabolism, some people just eat too much food, and some people don t exercise enough. â€Å"Let’s think back to the pioneer days. People had to plant their crops, tend to their animals and cook foods from scratch. There were no box mixes or pre-made items. Meals had to be planned ahead every day. People really had to work for their food Coincidentally, the obesity rates were much less years ago.† (Muntel). Because we don’t have to work for our food it is much easier to take it for granted and eat too much. The most work that we have to do would be to turn on the oven and throw the mac and cheese into it for an hour or tell the cashier how many burgers you want to eat. In our society today the ability to doShow MoreRelatedFast Food : An Alternative Food Source1080 Words   |  5 Pages Fast Food By max Cornett Fast food is an alternative food source for many people around the world who have little time or money for a homemade meal or for a meal cooked at a restaurant. However fast food can also cause many problems with our bodies if it is consumed to often or in very large quantities. The fast food epidemic has caused increasing amounts of people being labeled as overweightRead MoreRelation Between Fast Food Restaurants and Obesity1195 Words   |  5 Pagesï » ¿Fast Food Restaurants and Obesity Introduction The combination of increasingly sedentary lifestyles, two-income families with children, busy single professionals and the proliferation of fast food restaurants in recent years has created a perfect storm of obesity in the United States as well as a number of other countries. Further exacerbating the problem is the lack of nutrition and high levels of fat content in many fast food restaurant products, making their consumption a high-risk activityRead MoreFast Food By Eric Schlosser933 Words   |  4 PagesSpecter uses outside sources such as, Eric Schlosser who wrote Fast-food Nation in 2001. By including outside sources Specter is able to credit his information and make sure that he has accurate and compelling information. To provide even more accuracy, he even includes quotes from other authors such as this quote, â€Å"In 2012, companies produced enough regular soda to supply every single person in America, regardless of age, with nearly thirty gallons,’’ from Ma rion Nestle who the recently publishedRead MoreEnough Blame From The Fast Food Industry1195 Words   |  5 Pages Summative Essay 1 December 2014 Enough Blame to Go Around The fast food industry is a thriving enterprise in America s economy these days. One can find a fast food vendor on nearly every block, says David Zinczenko in his article Don t Blame the Eater. The article explains the growing expanse of the fast food industry and the subsequent number of nutritional food businesses declining, there by leaving the fast food industry responsible to provide adequate nutrition for countless numbersRead MoreFast Food Is A Kind Of Mass Produced Food872 Words   |  4 PagesFast food is a kind of mass-produced food which are made and served very quickly. Fast food becomes more popular in 1950 in the United States, and it is likely to have less nutritional content compared to other foods. Food that needs less preparation time is also called fast food; literary the term refers to foods sold in restaurant or store with ready-made ingredient and it is served to the customer in wrapped form to take-out. Fast food cafeterias are known for their capabilitie s to serve foodRead MoreFast Food As An Common, Easy Meal1661 Words   |  7 PagesHow many times do you eat fast food in a given week? Is it tough choosing which fast food restaurant you want to go to? What do you order when you are sitting the McDonald’s drive thru? As a college student, with no income, writing papers and taking strenuous tests, I do not have the time or the financial resources to spend ample amounts of money going grocery shopping and cooking a heart healthy meal. A one dollar hamburger from McDonald’s is much more adventitious regarding my financial situationRead MoreCase Study 5.1 Panera Bread1633 Words   |  7 Pagesthe restaurant industry by developing itself with various approaches. First of all, Panera Bread has observed the consumer always wanted good food quality and speed services. This has given the Panera Bread an opportunity to reposition itself by joining the concept of fast food and casual dining category. This category provided the consumer the alternative they wanted by capturing the advantages of the both categories. Besides, with the good timing which became the first mover to this new categoryRead MoreChipotle Mexican Grill : Snapshot Of The Company1611 Words   |  7 PagesChipotle Mexican Grill Snapshot of the company Chipotle Mexican Grill, Inc. is one of the leading fast-casual Mexican restaurant chains throughout the United States, United Kingdom, Canada, Germany, and France. Chipotle has been in operation since it was founded in Denver, Colorado in 1993 by Steve Ells. It is known for its fresh, gourmet, and increasingly organic ingredients. In 1995, Chipotle opened their second restaurant and later opened their third restaurant with a Small Business AdministrationRead MoreA Formula for Using Alternative Energy to Reduce Global Oil Dependency1579 Words   |  6 PagesThe continued use of oil in its many applications is a dominant cause of air and water pollution, which is substantially contributing to global warming. Only by reducing mankinds dependence on oil can these issues be constructively addressed. Alternative forms of energy are the rational solution for reducing global oil dependency, which will result in positive changes to the global environment and to global political affairs. Oil reserves are not a renewable resource, dependent as they are onRead MoreWhat You Eat Is Your Business By Radley Balko And Don t Blame The Eater By David Zinczenko Essay775 Words   |  4 PagesZinczenko composes his opinion on the fast food industry’s absence of nutritional information and more. Zinczenko starts his piece by giving his own life experience. He recalls his childhood trying to find food and that fast food was â€Å"the only available options for an American kid to get an affordable meal† (Zinczenko 462). By giving his own life experience, Zinczenko relates to the reader and grabs their attention. Zinczenko’s rhetorical comments on the fast food industry are spaced throughout his Fast Food An Alternative Food Source - 1080 Words Fast Food By max Cornett Fast food is an alternative food source for many people around the world who have little time or money for a homemade meal or for a meal cooked at a restaurant. However fast food can also cause many problems with our bodies if it is consumed to often or in very large quantities. The fast food epidemic has caused increasing amounts of people being labeled as overweight and obese. â€Å"As many as 30 percent of American adults or 60 million are either overweight or obese. Most alarming to health officials is the fact that 9 million of these obese adults are severely obese† (Loonin). Obesity can be caused by many factors, some people have slower metabolism, some people just eat too much food, and some people don t exercise enough. â€Å"Let’s think back to the pioneer days. People had to plant their crops, tend to their animals and cook foods from scratch. There were no box mixes or pre-made items. Meals had to be planned ahead every day. People really had to work for their food Coincidentally, the obesity rates were much less years ago.† (Muntel). Because we don’t have to work for our food it is much easier to take it for granted and eat too much. The most work that we have to do would be to turn on the oven and throw the mac and cheese into it for an hour or tell the cashier how many burgers you want to eat. In our society today the ability to doShow MoreRelatedFast Food : An Alternative Food Source1080 Words   |  5 Pages Fast Food By max Cornett Fast food is an alternative food source for many people around the world who have little time or money for a homemade meal or for a meal cooked at a restaurant. However fast food can also cause many problems with our bodies if it is consumed to often or in very large quantities. The fast food epidemic has caused increasing amounts of people being labeled as overweightRead MoreRelation Between Fast Food Restaurants and Obesity1195 Words   |  5 Pagesï » ¿Fast Food Restaurants and Obesity Introduction The combination of increasingly sedentary lifestyles, two-income families with children, busy single professionals and the proliferation of fast food restaurants in recent years has created a perfect storm of obesity in the United States as well as a number of other countries. Further exacerbating the problem is the lack of nutrition and high levels of fat content in many fast food restaurant products, making their consumption a high-risk activityRead MoreFast Food By Eric Schlosser933 Words   |  4 PagesSpecter uses outside sources such as, Eric Schlosser who wrote Fast-food Nation in 2001. By including outside sources Specter is able to credit his information and make sure that he has accurate and compelling information. To provide even more accuracy, he even includes quotes from other authors such as this quote, â€Å"In 2012, companies produced enough regular soda to supply every single person in America, regardless of age, with nearly thirty gallons,’’ from Ma rion Nestle who the recently publishedRead MoreEnough Blame From The Fast Food Industry1195 Words   |  5 Pages Summative Essay 1 December 2014 Enough Blame to Go Around The fast food industry is a thriving enterprise in America s economy these days. One can find a fast food vendor on nearly every block, says David Zinczenko in his article Don t Blame the Eater. The article explains the growing expanse of the fast food industry and the subsequent number of nutritional food businesses declining, there by leaving the fast food industry responsible to provide adequate nutrition for countless numbersRead MoreFast Food Is A Kind Of Mass Produced Food872 Words   |  4 PagesFast food is a kind of mass-produced food which are made and served very quickly. Fast food becomes more popular in 1950 in the United States, and it is likely to have less nutritional content compared to other foods. Food that needs less preparation time is also called fast food; literary the term refers to foods sold in restaurant or store with ready-made ingredient and it is served to the customer in wrapped form to take-out. Fast food cafeterias are known for their capabilitie s to serve foodRead MoreFast Food As An Common, Easy Meal1661 Words   |  7 PagesHow many times do you eat fast food in a given week? Is it tough choosing which fast food restaurant you want to go to? What do you order when you are sitting the McDonald’s drive thru? As a college student, with no income, writing papers and taking strenuous tests, I do not have the time or the financial resources to spend ample amounts of money going grocery shopping and cooking a heart healthy meal. A one dollar hamburger from McDonald’s is much more adventitious regarding my financial situationRead MoreCase Study 5.1 Panera Bread1633 Words   |  7 Pagesthe restaurant industry by developing itself with various approaches. First of all, Panera Bread has observed the consumer always wanted good food quality and speed services. This has given the Panera Bread an opportunity to reposition itself by joining the concept of fast food and casual dining category. This category provided the consumer the alternative they wanted by capturing the advantages of the both categories. Besides, with the good timing which became the first mover to this new categoryRead MoreChipotle Mexican Grill : Snapshot Of The Company1611 Words   |  7 PagesChipotle Mexican Grill Snapshot of the company Chipotle Mexican Grill, Inc. is one of the leading fast-casual Mexican restaurant chains throughout the United States, United Kingdom, Canada, Germany, and France. Chipotle has been in operation since it was founded in Denver, Colorado in 1993 by Steve Ells. It is known for its fresh, gourmet, and increasingly organic ingredients. In 1995, Chipotle opened their second restaurant and later opened their third restaurant with a Small Business AdministrationRead MoreA Formula for Using Alternative Energy to Reduce Global Oil Dependency1579 Words   |  6 PagesThe continued use of oil in its many applications is a dominant cause of air and water pollution, which is substantially contributing to global warming. Only by reducing mankinds dependence on oil can these issues be constructively addressed. Alternative forms of energy are the rational solution for reducing global oil dependency, which will result in positive changes to the global environment and to global political affairs. Oil reserves are not a renewable resource, dependent as they are onRead MoreWhat You Eat Is Your Business By Radley Balko And Don t Blame The Eater By David Zinczenko Essay775 Words   |  4 PagesZinczenko composes his opinion on the fast food industry’s absence of nutritional information and more. Zinczenko starts his piece by giving his own life experience. He recalls his childhood trying to find food and that fast food was â€Å"the only available options for an American kid to get an affordable meal† (Zinczenko 462). By giving his own life experience, Zinczenko relates to the reader and grabs their attention. Zinczenko’s rhetorical comments on the fast food industry are spaced throughout his

Theories in Second Language Acquisition - 1470 Words

There has been a lot of research in Second Language Acquisition and there has many theories in this field. Since the 1970s more scholars have been very keen to explain the acquisition process. Particular attention has been given to the way we process information and this involves input and output. The major debate on this subject is what takes place in between the two stages. This essay will consider the contributions made by each of the above named scholars on the models of SLA. They each have their different versions of the model. Generally, the classic model of SLA is believed to be Input-Developmental system-Output. However, these two scholars have offered their own take on this classic model. The essay will first discuss the similarities of both of their models and later explain the differences between the two models. The similarities between the models are that they both agree that not all language data is available and utilised by the learner. This means that learners will have to use internal strategies as a result of not having all the information they need to process a sentence but they are able to process lexical items. They both show a progressive reduction of the amount of information processed. This means learners have a limited capacity for processing information. Therefore, they can only comprehend input by extracting meaning from the data they receive. This also means that learners will find it more challenging to process form and structure. AnotherShow MoreRelatedSecond Language Acquisition Theories1239 Words   |  5 Pagesto see themselves as volunteer ‘tutors’ but rather as English buddies to their young ELL partners (see p. 175). Why would the researchers insist on this subtle, but real, shift in the identity of the volunteers? Discuss at least two second language a cquisition theories that could plausibly be guiding the researchers. In Latino Children Learning English-The Steps in the Journey by Guadalupe Valdes, Sarah Capitelli, and Laura Alvarez we look the colleagues looking at the range of affordances onRead MoreSecond Language Acquisition ( Sla ) Theory1456 Words   |  6 Pageson second language acquisition (SLA) theory. In this section I address a number of studies that have been conducted on vocabulary acquisition and share results of studies that are related to the topic. This is the framework I use for establishing the importance of the study and a benchmark of comparing results with other findings. Literature Review Vocabulary Acquisition History Since the early 1980s, research on second language vocabulary has taken a prominent role in the field of second languageRead MoreSociocultural Theory Of Second Language Acquisition994 Words   |  4 Pages The sociocultural theory of second language acquisition has provided me with the strongest reasons for reconsidering my previous views on second language learning. Vygotsky proposed a sociocultural theory that is very influential within the field of second language learning. The focus was on the idea that all learning is primarily social. The connections between people and the sociocultural context in which they interact with one another are crucial. Through interaction in shared experiences newRead MoreTheories of first and second language acquisition Essay1536 Words   |  7 Pagesï » ¿ Theories of First and Second Language Acquisition There are various theories that have been put forward to describe first and second language acquisition. This paper outlines similarities and difference between first and second language acquisition. Additionally key theoretical points on second language acquisition have been identified. Finally, an explanation of how I intend to use my understanding of language acquisition theory to inform my teaching practice will also be includedRead MorePersonal Second Language Acquisition Theory Research Paper2249 Words   |  9 Pages Personal Second Language Acquisition Theory Research Paper Thesis and Introduction Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at the time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Kirsten Hummel states, â€Å"The one most effective way to increase L2 competence was by exposureRead MorePersonal Second Language Acquisition Theory Research Paper1899 Words   |  8 Pages Personal Second Language Acquisition Theory Research Paper Thesis and Introduction Many popular theories of second language acquisition have been analyzed throughout history. The socialization of L2 learners, their present emotional state that is present at time of acquisition, as well as the comprehensible input and output with the use of scaffolding play a major role in second language acquisition. Let us also not forget the importance of written expression as well as reading comprehensionRead MoreFirst And Second Language Acquisition And The Theories Of Literacy Learning And Associated Approaches Essay2275 Words   |  10 PagesIntroduction The purpose of this report is to explore the different theories related to first and second language acquisition and the theories of literacy learning and associated approaches. Furthermore, to consider the impact it may have on language learning, how it relates to the role of a language teacher and the implementation of strategies to facilitate and foster effective learning. Rational Language and literacy is a key component for effective social interaction and communication. StrongRead MoreTheories in Second Language Acquisition by James P. Lantolf and Steven L. Thorne593 Words   |  3 PagesAcquiring second language has its impact on the social and cultural knowledge. One of the theories that concern with that knowledge is the sociocultural theory that was originated by the Russian psychologist L. S. Vygotsky. The theory explains how individual mental functioning is related to cultural, institutional, and historical context. SCT has three main areas. These are: interaction, ZPD, and scaffolding. Summary In chapter (11) of James P. Lantolf and Steven L. Thorne’s book â€Å"Theories in secondRead MoreCritically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition980 Words   |  4 PagesCritically evaluate Gardner and Lambert’s theory of instrumental and integrative motivation as a key influencing factor in Second Language Acquisition During the process of studying second language, Gardner and Lambert’s theory about instrumental and integrative motivation has a significant impact on different learners. As Falk (2000; cited in Norris-Holt, 2001) states that if learners aim to develop relationship with foreign friends or comprehend lyrics in popular song, which means that theseRead MoreLesson Planning with Siop: a Theoretical Base (Benchmark Assessment)1370 Words   |  6 PagesESL-523N SEI English Language Teaching: Foundations and Methodologies October 4, 2012 * Abstract Over the past few decades much research has been conducted as to how second language is acquired. Many theories of second language acquisition have been formulated. This paper will compare and contrast two influential second language acquisition theories: the behaviorist theory and the innatist theory specifically, Krahsen’s Monitor Theory. An overview of how these theories impact the SIOP Model

Emotional Functioning And Social Competence Free Essays

This article is more of a research paper and review on previous studies than new experimental findings. This paper tries to make a connection between emotional functioning and social competence (popularity) of a child. The definition used in this paper of social competence is â€Å"the ability to be effective in the realization of social goals. We will write a custom essay sample on Emotional Functioning And Social Competence or any similar topic only for you Order Now † This can also be viewed as the ability to influence peers and their activities. Peers of the children were chosen as the source of competence evaluations. This research was based on six different emotional functions and abilities. Children’s understanding of emotions, their identification of their own emotions, emotion regulation, practice of emotion display rules, their sympathetic response, and their mood states. Understanding of emotions seems very closely correlated to peer social status of a child. The ability to understand emotions also implies the ability to judge the social context in many situations, allowing the child to make â€Å"relevant comments and [engage] in group-oriented behavior. † This ability allows the child to â€Å"engage successfully in cooperative play for sustained periods of time. † There was no direct evidence that the ability to identify one’s own emotion has an impact on social competence of a child. However, it is logical that being able to identify one’s own emotions would help understand the emotional states of others. Emotion regulation also seems to play a key role in the social competence of a child. Most children realize that they are in charge of their emotions and that emotions can be altered. As children get older, successful play will require more self control because there will be many situations where â€Å"negotiation of conflict† is necessary. Children who are able to display more self-control will be perceived as a more desirable play partners. It has also been found that â€Å"social popularity is inversely related to overt anger incidents. † It seems that the more popular children are better at coping with anger inducing situations. The concept of emotional display rules is similar to emotion regulation. Emotional display rules are the rules that are followed so as to keep the peace and balance in a social setting. Certain emotions are not appropriate for some situations. It is difficult to quantitatively assess how well a child uses emotional display rules, but it follows logically that a child who is well liked by his peers will be able to properly display or mask his emotions in a given situation. Since sympathy requires one to be â€Å"other-oriented,† meaning understanding the distress of others from their point of view, it would require some emotional control. Both teachers and peers describe popular children as more cooperative and helpful than the average child, and rejected children as less helpful. However, there was no direct evidence for concluding that social status can be predicted from sympathetic responding. Mood states of a child can also be a factor in whether that child is a desirable playmate or not. Children who routinely display positive moods are better liked by their peers. Moody children tend to be disliked by their peers. However, it is difficult to determine cause and effect of this. From this article, a child’s social status and popularity has great correlation to the emotional functionality of that child. We do not always know, as with many other psychological studies, what the cause is and what the effect is. This seems to be the case with the mood states of the children. However, in all the other cases, the cause seems to be the emotional functionality of the child and the effect is popularity. So should we teach our children to be more emotionally stable and functional? Should we make our children conform to society’s standards to be â€Å"popular? † I see nothing wrong with it. We can make our society more utopian by making sure that our children are emotionally functional and that all the children are accepted by each other. As those children grow to be adults, they can be more cooperative and productive, making a overall better society. How to cite Emotional Functioning And Social Competence, Essay examples

Mary Rowlandson free essay sample

Carissa DiPietro Professor Ginsburg LIB133. G Exam 1 Essay A 892 Words Through metaphorical analysis of Shakespeare’s â€Å"The Tempest,† Takaki shows how in each geographical area Caliban was perceived as a different race, supporting the idea that the entire foundation of the English’s definition of â€Å"savagery† was not universally based on race but rather the gap in cultural identity and the judging parties own beliefs on what is â€Å"civilized. Takaki analyzes the demonization of the Indians and interprets this as being based upon the natural inability of humans to understand and appreciate those who are unlike themselves. He essentially expresses that the Indians are not, as a whole and based exclusively upon race, â€Å"savages,† but rather a people misunderstood by a culture different than their own. In presenting his interpretation of events in the 1670’s to the reader, Takaki references the captivity narrative of Mary Rowlandson. Takaki utilizes Rowlandson’s first person account of the events in order to support his interpretation based on dual-sidedness of Rowlandson’s account. We will write a custom essay sample on Mary Rowlandson or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Though Rowlandson did, throughout her narrative, reinforce negative stereotypes of the Indians, she also gave credit where it was due; her stories acknowledge the humanity of the Indians. Essentially, Rowlandson’s account highlights that the Indians were people too, though a people of a different culture and spiritual background than the English were familiar with. Rowlandson begins her narrative with harshly worded judgments of the Indian people. She exclaimed, when discussing her first departure with the Indians, â€Å"†¦Away we must go with those barbarous creatures† (Rowlandson 22). Rowlandson does carry these judgments on throughout much of the narrative; however, she soon begins to acknowledge the kindness of several Indians as well. During the second remove, Rowlandson tells the reader, â€Å"One of the Indians carried my poor wounded babe upon a horse†¦ at length I took it off the horse and carried it in my arms till my strength failed and I fell down with it: Then they set me upon a horse with my wounded child in my lap† (Rowlandson 23). She again exemplifies the kindness of the Indians towards her and her child when she shares that after the child’s death â€Å"they went and showed me where it was, where I saw the ground was newly digged and there they told me they had buried it† (Rowlandson 26). The Indians had not just left the child out in the wilderness to be destroyed by animals, nor harmed it in any way. These displays of humanity support Takaki’s claim that â€Å"Rowlandson’s observations, acknowledging the humanity of the Indians, offered possibilities for the English to understand, even empathize with, the people they were dispossessing† (Takaki 44). Rowlandson did not stop there; however. Not only did she continue to exemplify the humanity of the Indians [for example, when her son’s dame brought him to see her while the dame’s master was away (Rowlandson 26) or when an Indian from Medfield â€Å"asked if I would have a bible†¦ I was glad of it, and asked him, whether he thought the Indians would let me read? e answered yes† (Rowlandson 27)] but actually began to outline a relationship that she was forming with the Indians later in her journey. When she was weeping in the eighth remove, one of them asked her why she was upset and gave her food to comfort her (Rowlandson 30). This establishment of a relationship led to a meeting with K ing Philip whom asked that she create some clothing for his son. Soon, many Indians were asking for Rowlandson’s seamstress services and out of this a mutual respect was born. Rowlandson indicates this to the reader when she discusses the twentieth remove. She states, â€Å"But to return again to my going home†¦ At first they were all against it†¦ but afterwards they†¦ seemed much to rejoice in it; some asked me to send them some bread, others some tobacco†¦ not one moving hand or tongue against it† (Rowlandson 31). After establishing a relationship with Rowlandson the Indians wished the best for her. They did not care to hold her captive any longer. In this they showed her a valuable lesson that Takaki attempts to instill in the reader through chapter two. Rowlandson states in her last sentences of her narrative, â€Å"I hope I can say n some measure, as David did, It is good for me that I have been afflicted. The Lord hath showed me the vanity of these outward things† (Rowlandson 34). Here Rowlandson leaves the reader with the idea that because of what she had gone through she could not only better understand another people and another culture, but also better understand herself. She could relate to the struggles of others and became a more empathic person. It is this value that Takaki attempts to instill in his reader throughout his novel.

How to Recognize Common Figures of Speech

How to Recognize Common Figures of Speech Of the hundreds of figures of speech, many have similar or overlapping meanings. Here we offer simple definitions and examples of 30 common figures, drawing some basic distinctions between related terms. How to Recognize Common Figures of Speech For additional examples and more detailed discussions of each figurative device, click on the term to visit the entry in our glossary. Whats the difference between a metaphor and a simile?Both metaphors and similes express comparisons between two things that arent obviously alike. In a simile, the comparison is stated explicitly with the help of a word such as like or as: My love is like a red, red rose / Thats newly sprung in June. In a metaphor, the two things are linked or equated without using like or as: Love is a rose, but you better not pick it. Whats the difference between metaphor and metonymy?Put simply, metaphors make comparisons while metonyms make associations or substitutions. The place name Hollywood, for example, has become a metonym for the American film industry (and all the glitz and greed that go with it). Whats the difference between metaphor and personification?Personification is a particular type of metaphor that assigns the characteristics of a person to something non-human, as in this observation from Douglas Adams: He turned on the wipers again, but they still refused to feel that the exercise was worthwhile, and scraped and squeaked in protest. Whats the difference between personification and apostrophe?A rhetorical apostrophe not only animates something absent or non-living (as in personification) but also addresses it directly. For instance, in Johnny Mercers song Moon River, the river is apostrophized: Wherever youre going, Im going your way. Whats the difference between hyperbole and understatement?Both are attention-getting devices: hyperbole exaggerates the truth for emphasis while understatement says less and means more. To say that Uncle Wheezer is older than dirt is an example of hyperbole. To say that hes a bit long in the tooth is probably an understatement. Whats the difference between understatement and litotes?Litotes is a type of understatement in which an affirmative is expressed by negating its opposite. We might say litotically that Uncle Wheezer is no spring chicken and not as young as he used to be. Whats the difference between alliteration and assonance?Both create sound effects: alliteration through the repetition of an initial consonant sound (as in a peck of pickled peppers), and assonance through the repetition of similar vowel sounds in neighboring words (It beats . . . as it sweeps . . . as it cleans!). Whats the difference between onomatopoeia and homoioteleuton?Dont be put off by the fancy terms. They refer to some very familiar sound effects. Onomatopoeia (pronounced ON-a-MAT-a-PEE-a) refers to words (such as bow-wow and hiss) that imitate the sounds associated with the objects or actions they refer to. Homoioteleuton (pronounced ho-moi-o-te-LOO-ton) refers to similar sounds at the endings of words, phrases, or sentences (The quicker picker upper). Whats the difference between anaphora and epistrophe?Both involve the repetition of words or phrases. With anaphora, the repetition is at the beginning of successive clauses (as in the famous refrain in the final part of Dr. Kings I Have a Dream speech). With epistrophe (also known as epiphora), the repetition is at the end of successive clauses (When I was a child, I spoke as a child, I understood as a child, I thought as a child). Whats the difference between antithesis and chiasmus?Both are rhetorical balancing acts. In an antithesis, contrasting ideas are juxtaposed in balanced phrases or clauses (Love is an ideal thing, marriage a real thing). A chiasmus (also known as antimetabole) is a type of antithesis in which the second half of an expression is balanced against the first with the parts reversed (The first shall be last, and the last shall be first). Whats the difference between asyndeton and polysyndeton?These terms refer to contrasting ways of linking items in a series. An asyndetic style omits all conjunctions and separates the items with commas (They dove, splashed, floated, splashed, swam, snorted). A polysyndetic style places a conjunction after every item in the list.Whats the difference between a paradox and an oxymoron?Both involve apparent contradictions. A paradoxical statement appears to contradict itself (If you wish to preserve your secret, wrap it up in frankness). An oxymoron is a compressed paradox in which incongruous or contradictory terms appear side by side (a real phony).Whats the difference between a euphemism and a dysphemism?A euphemism involves the substitution of an inoffensive expression (such as passed away) for one that might be considered offensively explicit (died). In contrast, a dysphemism substitutes a harsher phrase (took a dirt nap) for a comparatively inoffensive one. Though often meant to sh ock or offend, dysphemisms may also serve as in-group markers to show camaraderie. Whats the difference between diacope and epizeuxis?Both involve the repetition of a word or phrase for emphasis. With diacope, the repetition is usually broken up by one or more intervening words: Youre not fully clean until youre Zestfully clean. In the case of epizeuxis, there are no interruptions: Im shocked, shocked to find that gambling is going on in here! Whats the difference between verbal irony and sarcasm?In both, words are used to convey the opposite of their literal meanings. Linguist John Haiman has drawn this key distinction between the two devices: [P]eople may be unintentionally ironic, but sarcasm requires intention. What is essential to sarcasm is that it is overt irony intentionally used by the speaker as a form of verbal aggression (Talk Is Cheap, 1998). Whats the difference between a tricolon and a tetracolon climax?Both refer to a series of words, phrases, or clauses in parallel form. A tricolon is a series of three members: Eye it, try it, buy it! A tetracolon climax is a series of four: He and we were a party of men walking together, seeing, hearing, feeling, understanding the same world.Whats the difference between a rhetorical question and epiplexis?A rhetorical question is asked merely for effect with no answer expected: Marriage is a wonderful institution, but who would want to live in an institution? Epiplexis is a type of rhetorical question whose purpose is to rebuke or reproach: Have you no shame?

How You Can Take Advantage of ACT Math Question Order

How You Can Take Advantage of ACT Math Question Order SAT / ACT Prep Online Guides and Tips Understanding how to do your best on the ACT math section means understanding how the math section is structured and where you can get the most points for your time and energy. We’ll walk you through how each ACT math section is organized and how you can use this information to your benefit, both in your studies and as you take your official ACTs. ACT Math Organization The ACT math section is ordered in two main ways- by difficulty and by content. Let's look at each. Math Organization Type 1: Difficulty Of the two organization categories, the biggest factor that determines the order of questions is difficulty level. "Difficulty" on the ACT math questions is characterized by: the time necessary to solve a problem, the steps required, how many math concepts you must employ, and/or how familiar or unfamiliar you are likely to be with the material. And the difficulty level increases over the course of the math test. You can generally split the difficulty of ACT math problems into three even zones. There are 60 math questions total and you can arrange them roughly like so: Questions 1-20- "easy" Questions 21-40- "medium" Questions 41-60- "hard" The reason we put these terms in quotes is due to the fact that these breakdowns are approximately true, but not everyone will have the same concept of"easy" or "hard" when it comes to math problems. The difficulty of any particular problem will depend on your experience with the topic, how well you understand the phrasing of the question, or even your level of fatigue and concentration at the time. But splitting the ACT math section this way works as a rough guideline for most students. In general, with each new tier of difficulty, the questions will take longer to solve and often require more steps. For instance, it might take you as little as 10 seconds to solve question number 3, but take as many as a two or three minutes to puzzle over question 55. (Note: we will talk more about how you can balance your time per question later in the guide.) Math Organization Type 2: Content Because â€Å"difficulty† is partially determined by how well you’re likely to know the material (based on the typical middle and high school curriculum), this follows that the test is also ordered, in part, by topic. The more years you’ve spent studying a math topic, the more likely that you are to consider a particular question â€Å"easy.† Though the topics mix and mesh with one another, there are still overarching patterns of where you are most likely to find your algebra questions or your trigonometry problems. Because you’re likely to have seen and studied single variable equationsfor more years than you've studiedtrigonometry, you’ll see more of your algebra questions early on in the test and more of your coordinate geometry and trig questions later in the test. So most of the algebra questions will be "easy" (though not all) and most of the geometry and trig questions will be "medium" or "hard" (though, again, not all). The ACT is a standardized test, so each test will look very similar. We have broken down one ACT math test (test code 67C) by math topicto demonstrate this pattern in action. 1. Algebra 31. Plane and Solid Geometry 2. Algebra 32. Numbers 3. Algebra 33. Coordinate Geometry 4. Numbers 34. Coordinate Geometry 5. Algebra 35. Numbers 6. Algebra 36. Coordinate Geometry 7. Algebra 37. Plane and Solid Geometry 8. Algebra 38. Plane and Solid Geometry 9. Algebra 39. Coordinate Geometry 10. Plane and Solid Geometry 40. Plane and Solid Geometry 11. Plane and Solid Geometry 41. Coordinate Geometry 12. Algebra 42. Trigonometry 13. Numbers 43. Numbers 14. Algebra 44. Coordinate Geometry 15. Numbers 45. Plane and Solid Geometry 16. Numbers 46. Plane and Solid Geometry 17. Plane and Solid Geometry 47. Plane and Solid Geometry 18. Numbers 48. Plane and Solid Geometry 19. Numbers 49. Algebra 20. Plane and Solid Geometry 50. Coordinate Geometry 21. Algebra 51. Coordinate Geometry 22. Trigonometry 52. Coordinate Geometry 23. Numbers 53. Algebra 24. Coordinate Geometry 54. Algebra 25. Algebra 55. Algebra 26. Numbers 56. Plane and Solid Geometry 27. Plane and Solid Geometry 57. Trigonometry 28. Coordinate Geometry 58. Numbers 29. Algebra 59. Algebra 30. Coordinate Geometry 60. Numbers As you can see, the math topics are mixed in with one another, but there are some distinct patterns. Questions 1-30 are more algebra and numbers heavy (70% of the questions), while questions 31-60 are more geometry and trig heavy (67% of the questions). This pattern will hold true for any given ACT. The difficulty of questions may increase as you go, but if you take it one step at a time, you'll soon be scaling to the top. How to Use the Test Structure to Your Advantage There is no guessing penalty on the ACT, so your goal is to answer as many questions as accurately as possible across the board. Of course you are also on a strict time crunch, so this is not always easy. Depending on your current scores (and your target scores), this may mean that you focus most of your time and energy on a particular section of the test and then blindly- or, time permitting, strategically- guess the rest of your questions. (Note: for more on how to guess to your best advantage, check out how to guess on the ACT math section). For others, your score goals may mean that you look at at and attempt every single question. There will, however, be a general step-by-step guideline to follow for students scoring at all levels. So let's break it down. Step 1: Take a Full Practice Test Taking a practice test- a full practice test!- is always step one when embarking on any kind of study plan for a standardized test. You won’t truly know where you currently stand or how to specifically improve from there without first taking a practice test. And though you may be concerned specifically with your math score right now, that score fits into the larger test-taking picture. The ACT lasts for several hours at a time, and your levels of concentration and fatigue will fluctuate. So only by taking the full test will you be able to see how your math score fits into your overall ACT score. Try to emulate the structure of the real test as much as possible, so carve out a few hours on a weekend and take the full practice test in a quiet environment. Here, you can find free full ACT practice tests and answer keys. Step 2: Set a Target Score Goal Now that you’ve taken your practice test and scored the results, check out how your scores currently stack upand set yourself a target score goal. This will be the score that you aim to reach by test day, and both your current scores and your progress towards this goal will determine how you go about your studying. Step 3: Find the Patterns in Your Right and Wrong Answers Now take a look at all your wrong answers and see if you can spot any patterns to the errors. Are you mostly getting wrong answers in a particular section, like questions 25 - 35 or 45 - 60? Are you mostly getting questions wrong by topic (do those triangle problems throw you for a loop no matter where they are on the test)? Let's look at the different types of errors by location and by content and see which apply to your current test scores. Different types of location errors include: Errors spread fairly evenly throughout the math test (so about as many wrong answers in questions in the first 20 questions as the last 20). Errors clustered in pockets. Usually, these occur around questions 25-35 and questions 40-50 because this is where the test transitions difficulty levels. Errors mostly contained in the "medium-high" and "high" difficulty ranges of questions 45-60. Now look over your math test and see if you can identify the questions according to topic. How did your right and wrong answers sync up with specificACT math topicsbeing tested? Tally how many questions on each topic were on the test and how many questions you answered correctly for each topic. (So if questions 15 and 29 were sequence questions and you answered number 15 correctly and 29 incorrectly, give yourself a score of $1/2$ in sequences.) Often, student errors will be a combination of location and topic, so don’t be alarmed if this is the case. Write down on a separate piece of paper: The location of most of your errors Your personal "score" by math topic (e.g., $3/6$ in lines and angles, $4/4$ in statistics, and so forth.) This list will help you hone in on your weak areas and target them as you go through your studies. Step 4: Brush Up on the Most Important Content The big-picture goal when studying for the ACT is the maximize your score gain for every hour spent studying. This means that the best strategy for success is to focus your time and energy on places you can make the easiest (and, therefore, quickest) improvements and areas where you can make the most improvement. So let's divide and conquer. Making Quick Improvements Each and every question on the ACT is worth one point. It doesn't matter if it was the easiest question on the test and took you all of three seconds to solve, or if it was the hardest question on the test and took three minutes- each question is worth the same amount of points as every other question. This means you should maximize your time and energy by picking up any points you're missing in the first half of the test (which, you'll remember, is the "easier" half of the test). This will net you a point increase in the shortest amount of time. So if you’re missing five or more questions in the 1-30 range, take a close look at each of your wrong answers. This is about 17% or more of the "easy" half of your test, so see if you can look at your errors and identify whether or not you’re missing these questions based on a lack of knowledge of the content. If so, it’s time to brush up on some of your algebra and numbers topics. If, however, you’ve taken a look at your errors list and seen that you're mostly missing questions in the later half of the test based on both difficulty and content, it’s time to more specifically hone your focus. Making the Most Improvement Let’s say you can organize your current mathematical knowledge into four categories: perfect understanding, good understanding, okay understanding, and no understanding. Because we're looking to now gain the most improvement from your time, the first step is to focus on improving your "okay" areas. These are areas you have some familiarity with, but aren't the strongest in, and just a quick refresher on the topic can gain you tremendous point value for your time. Our individual math topic guides will take you through the know-how on each and every ACT math topic you need to brush up on. In each, you'll gain a greater understanding of the topic in question as well as how you'll see it presented on the ACT, as well as get a chance to practice on real ACT math problems. After you've brought these "okay" topics up to speed, the next step is to look at improving your "no understanding" topics. These are areas where you have a current weak foundation and so will represent the greatest potential leap and improvement in your score. (Again, our math topic guides will help you improve your knowledge of each and every ACT math topic you'll see on the test.) Because this might be difficult to visualize right now, let's take a sample score breakdown of the test by topic. Let’s say that there were six questions each on four different topics- exponents, circles, lines and slopes, and trigonometry- and your score breakdown of correct answers looked like this: Exponent questions: 5 out of 6 Circle questions: 2 out of 6 Lines and slope questions: 4 out of 6 Trigonometry questions: 0 out of 6 If we classify each of these topics by your understanding, we would say that you had a â€Å"perfect† (or nearly perfect) understanding of exponents, â€Å"good† understanding of lines and slopes, an â€Å"okay† understanding of circles, and â€Å"no understanding† of trigonometry. Now that you've cataloged your scores, you know which topics to target your study focus on and in which order. To start with, the next step would be to focus and brush up on your â€Å"okay understanding† areas (in this case circles). Although rehashing your near-perfect knowledge might make you feel productive, it won’t actually help you all that much at this moment. Until you start getting â€Å"perfects† or nearly perfects in all topics across the board, it’s better to spend your study time on areas where you can make the greatest improvement. In this case, honing your knowledge of exponents would only gain you one more point out of 60. Your time can be better spent elsewhere. You may also be tempted to perfect those â€Å"good† understanding areas (in this case lines and slopes). But the difference between â€Å"good† understanding and â€Å"perfect† is likely to only be a question or two out of 60. In this case, you would get a maximum return of 2 points, which is not nothing, but you can spend the same amount of time studying circles and probably get a higher point return for that time. Again, only focus on getting your good scores up to perfect once you’ve brought up your scores on all your topics and you’re aiming for that perfect ACT math score. Now if you bring your â€Å"okay† areas up to almost perfect, you will likely be able to gain a significant point increase. In this case, if you spend your study time learning your circle material, you could potentially increase your score by 3 or 4 points. Once you’ve brushed up on your â€Å"okay† understanding areas, set your sights on those â€Å"no understanding† math topics. The reason these topics are in â€Å"no understanding† purgatory is likely because it is a topic that you dislike or that you haven’t studied much in school. But, despite this, even a little more understanding of the topic than you have now will likely gain you a few more points than you had before. In addition, bringing up your â€Å"okay† understanding and â€Å"no understanding† areas will allow you to use your imperfect- but still significant- knowledge of the ACT math topics in question to strategically eliminate answer choices. Even if you don’t actually know how to solve the problem, knowing a little more about the topic than you do now will give you a much better foundation to strategically eliminate answer options and guess for your right answer. Your study time is precious and limited, so distribute it wisely and use it to gain the most point return for your energy. An hour spent brushing up on unfamiliar topics will gain you a much more significant point increase than an hour spent brushing up on topics you already understand almost perfectly. Step 5: Develop Your Own Personal Timing Plan for the ACT Math Section One of the hardest aspects of the ACT math section is the fact that you must keep track of your pacing yourself. You are given 60 minutes and 60 questions to do with what you will, so taking too long on some questions will leave you with no time at all to solve others. And yet going too quickly through the test can lead you to make careless errors. Everyone's pacing and ability to solve questions on a time crunch will be different, and yours may even change from test to test as you get used to ACT questions and the pacing involved. So take the time as you study to develop your own personal timing structure and adapt it as you need to. A good plan to start with is to break the test into thirds and give yourself varying time limits for each section. So begin by giving yourself: 15 minutes for questions 1-20 20 minutes for questions 21-40 25 minutes for questions 41-60 Now this may not be the perfect timing structure for you, but it's a place to start. See how you need to adapt it to your own personal preferences by experimenting. And if you find that you're simply running short on time no matter what you try, check out our more specific advice on how to stop running out of time of the ACT math section. Step 6: Adapt Your Study Focus Based on Your Current and Target Scores As you go through your studies, we recommend that you take at least two to three practice tests, evenly distributed across your study time. So, if you have three months to prep, take a practice test about once a month. This will give you not only the chance to practice the best simulation of the real ACT possible, but will also show you how well and in which areas you’re improving. Your study plan will adapt based on your current scores, your score goals, and your rate of improvement. Current Score is 25 or Under If you’re currently scoring in the 25 or under range, your goal is to turn yourself into a â€Å"jack of all trades, master of none† type of mathematical warrior. If you already have a â€Å"perfect† understanding of any given math topic, great! If not, don’t worry about it right this second. Try your best to get yourself up to â€Å"okay† or even â€Å"good† understanding of each topic before you start mastering any particular one. As you go through your list of "okay" and "no understanding" topics to improve your knowledge of each, focus first on the topics that come earlier in the test, since most of the questions will be "easy" or "medium" difficulty.So if you have an "okay" understanding on both an algebra topic and a coordinate geometry topic, start by bringing up your knowledge of the algebra topic first. If your knowledge base in each topic is relatively similar, then always start by improving your algebra and numbers topics first, then turn to plane and coordinate geometry, and finally trigonometry. We have compiled all of our math guides by topic as well all the free ACT math practice you can find online. No matter where you're struggling, we'll help get you up to speed on where you need to be before test day. Current Score is 26 and Above Only once you start getting into the 26 and above range should you work on perfecting all of your math topic knowledge as much as possible. At this scoring level, you’ve probably already achieved at least a passing understanding of all the math topics on the test, so now is the time to master them to the best of your ability. Look to the types of questions and math topics you missed the most questions in and start by focusing your attention there. Again, areas in which you can make the greatest improvement will be the best focus of your time and energy. And just as you would in the 25 and under range, check out our math topic guides for definitions of each topic, ACT math strategies to solve the questions on each topic based on how you’ll see them on the ACT, and practice questions with answer explanations. Practice and more practice is the way to go when attempting to master an ACT math topic. Be sure to also test yourself against the most difficult math problemson the test to see where you currently stand against the toughest of the tough and where you can improve. Deep breaths, clear head. Though it may all seem overwhelming right now, you are entirely capable of mastering the ACT.(John Henderson/Flickr) The Take-Aways Understanding how the ACT math test is structured and how to use that knowledge to your best advantage while studying is a good chunk of the battle won already. The key to mastering the ACT math section is a combination of understanding and practice, and you’re well on your way already. Your study plan should always be a reflection of your current standing and your target goals, and should adapt as you make progress. Study smart and work with the structure of the test instead, and you’ll see improvements in your scores in no time. What’s Next? Stuck on your ACT math problems? Check out our guide to learn how to spot when you're going down the wrong path and how to correct the course. Stuck procrastinating? Learn how to turn your studying around and overcome your desire to procrastinate. Looking to get a perfect score on the ACT math section? Our guide (written by a perfect-scorer) will help you get those high scores you've been aiming for. 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:

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

Reflection - Essay Example As the paper hghlights the reporter found meaning in herlife with her children and her total being, without him by her side. Today, her children and she is very happy living together and she is proud to say that she feels accomplished and complete without her husband. The early phase of her married life falls on Erikson’s psychosocial stage 6 which covers her early adulthood. This is the stage when she was longing for intimacy; thus, marrying her husband even if she had to go against the will of herv family. This is the time when she wanted to have a close personal relationship rather than be isolated. The reporter wanted to have a satisfying relationship and develop a family of her own. The later part of her married life is a perfect example of Erikson’s â€Å"penultimate† stage or the middle adulthood stage. When she separated from her husband, that was the time when her focus shifted from herself to her immediate surroundings which are her children. Had she fo cused on herself, she could have just wallowed in depression and not strive to work hard for her children. The reporter   focused on integrity and not despair. She focused on the positive rather than on the negative. She had to do something for the good of my children. Her strength was her children, which is what Erickson terms as â€Å"generativity†. She feared of becoming meaningless or inactive. She knew she had to find new meaning and purpose in life because she did not want to be self-absorbed and stagnate. Her going back to school and finding a job was instrumental in helping her get through this stage. The population that the reporter most want to â€Å"give forward† to are the separated wives who feel so depressed and useless. She wants to share with them my experience. From this paper it is clear that she wants to show them how she was able to rise up again from the pain of being left by a husband. She want to prove to them that they do not need a husband to take care of their children. She will show them how to find meaning in their lives and view the separation as a challenge to improve oneself and be useful to society. The reporter will point out to them that the options that they face are â€Å"generativity† or â€Å"stagnation†. It is her objective that they make the better choice of moving forward and care for the â€Å"next generation†, meaning their children. The reporter will prove to them through her experience that choosing â€Å"generativity† will lead them to the path of â€Å"integrity†, which is the positive result of the eighth stage in Erikson’s stages of development. On the other hand, if they choose â€Å"stagnation†, it will only bring them towards â€Å"despair†, the oppos ite side of the eighth stage. Her   ideal legacy for her family is to be able to give a college education to her children. Hopefully, if they are well-educated, they can become successful individuals both with their careers and their family lives. She may not be able to leave them with wealth but she hopes through their education they can pursue whatever it is they dream for in their lives.