WITCH :: essays research papers

In the winter of 1692, a wave of witch hysteria surrounded the settlement of Salem Village in the Massachusetts Bay Colony. The accusations began with two little girls who were acting strangely. There are many underlying factors to why these thoughts of witchcraft started coming about. These issues were going on before that winter of 1692. The winter of 1692 was the onset of the hysterics behind the witchcraft trials.   Ã‚  Ã‚  Ã‚  Ã‚  To understand the reasons behind the hysteria, you have to know a little about the people who settled the area of Salem Village. Mainly Puritans inhabited Salem Village. There were very few other religions at that time. The Puritans left England to escape religious persecution. Puritans wanted to purify the national church by eliminated what they saw as Catholic influence. They believed in the total sovereignty of God and the absolute sinfulness of man. They wanted to establish a union of church and state. Puritans believed they were entering into a sacred compact with God in the founding of the Massachusetts colony. They agreed to live according to his will in return for a divine endorsement in the New World.   Ã‚  Ã‚  Ã‚  Ã‚  The people of Salem Village believed in witches. The word witchcraft meant the â€Å"art of bewitching, casting spells, or manipulating the forces of nature†. It was the idea of the people that this was impossible without the cooperation of the Devil. Many perceived that the Devil resented their way of life. The Devil had to act through a witch to do physical harm to human beings. He couldnt do it on his own. People who wholly believed in witches were always on the lookout for them. As a result, many people were wrongly accused.   Ã‚  Ã‚  Ã‚  Ã‚  Puritans viewed the world in basic black and white. Discipline and devotion were slogans in the service of the Lord. The simplest acts of innocence were looked upon as questionable conduct or even abnormal. Sinners were severely punished in Salem Village. The punishments were meant to humiliate the person as well as hurt.   Ã‚  Ã‚  Ã‚  Ã‚  There was never respect for the privacy of any individual in the seventeenth century. The community as a whole was expected to uphold the Puritan religion. They were encouraged to watch their neighbors closely and report any behavior that drifted even slightly from the â€Å"straight and narrow†.   Ã‚  Ã‚  Ã‚  Ã‚  According to some sources there was a problem with womens increasing independence. They lived in a society where men exercised substantial authority over a woman.

What Technology Has Made America Today

Technology has been a very big contribution to this generation. Like everything in this world, things age as well as evolve and change. One aspect that has begun to change is where and how we use technology. Three major examples are in the work place, how we monitor our elderly parents or siblings, and how it improved our medicine.While these three topics may seem very different, after reading two articles from the New York Times and one from The New Yorker, â€Å"Technologies Help Adult Children Monitor Aging Parents† and â€Å"The Year of the Multitaskers’ Revenge,† from the TImes and â€Å"The Way We Age Now† from The New Yorker, you can see they are also alike in many ways. One similarity these three pieces of writing share is that life can be much easier with the use of technology as you age. At the work place, technology can help one stay on top of tasks he or she has to complete before the day is done with reminders on a smart phone or their work co mputer.Also, when it comes to monitoring aging parents, a reminder on any type of technology device they are able to use can help one remember to take their pills or blood pressure for example. And finally technology has improved medicine which has lead to people living longer and reaching higher ages before death. Another similarity these three articles also have in terms of technology is people may not want to be watched or monitored. Whether it be in the work place or at home no one wants to feel they are not independent and being observed at all times.At work one can be monitored by cameras and by supervisors checking their computer history. According to the article â€Å"Technologies Help Adult Children Monitor Aging Parents,† a child adult can be updated on almost everything their parent does including opening doors and cabinets, taking out pills and medication, and even what time they got out of bed. In America this may not sit well with a lot of people and can very we ll cause a person to choose not to work a this facility. It can also cause an elderly parent to look elsewhere for permanent residence.With people living longer this is becoming more likely for people to use some type of technology to monitor an elderly sibling. Efficiency is another similarity all of these articles share. Technology has helped America be more efficient. For example in the work place, one can file and keep everything organized simply by putting things into files electronically and not worrying about transferring them anywhere else by carrying them. There are different ways to transfer files such as emails and file sharing.You can even save files to a memory card or flash drive to take electronic things to go. When it comes to child adults monitoring their parents, technology can help the children by receiving updates straight to their phone about their parents needs in a stress-free manner. Lastly technology has caused medicine to make elderlies immune systems more efficient. Things like digital machines that can take blood sugar levels instead of getting a prick on your finger help efficiency, which is causing people to live longer than we are used to.Along with these similarities there are also differences, one being the elderly may not use or need technology to continue with their daily lives, but at a work place it can be mandated to use on a daily basis. Some jobs may have training for using technology and in order to get the job you may need to know how to work a computer. On the other hand an elderly person may choose to be monitored and learn how to use technology at their own free will. Other elderly people may not use any type of technology.For example, going to the doctors office and using their technology to better their health. One reason they may choose not to use technology is because it was not a part of their generation and they don't think they would find it useful. Another difference between these three writings is the types of challenges it may cause for the person using technology. In a work environment technology may cause an employee to lose focus on the job because he or she is multi-tasking or focusing on their phone, facebook, or some type of other social networking.In an elderly home, the person might not fully know how to use all the technology and this may cause some type of frustration. Not only can it be hard for them to figure it out if it gets damaged they most likely would not know how to repair it and calling some one to fix it would make them feel dependent on others. One other difference with technology from the work place and at home with an elderly parent is the kind of entertainment it provides you, or if it provides any type entertainment.At work social networks and music can help one move through the day much more smooth and rapidly. Some elderly parents or siblings can become annoyed or not even engage in any of the technology present in the house. Many elderly like to do things that have nothing to do with technology, like garden and going for walks. So even though the technology has some sort of entertainment for them they might not even use it. With medicine, pills, blood pressure cuffs, or anything else one might have to take or use for health can be very unpleasant.A result of technology is its ability to make America more efficient. It also can be beneficial to everyones life, even the people who are aging. Though there are some arguments that claim it does not always have a positive impact, like the distraction it may have during ones work day. The pros do outweigh the cons and it is better to have technology in the workplace. It is beneficial to child adults as well, if their parent lives in a different city, town, or even state they can keep up with their habits and health all through a phone or computer.Not only does it help the child but the parent as well because the parent still gets to live independently and can speak to their children quickl y and easily as long as they learn to use the technology device. Technology has also helped Americans to live longer than usual and as the technology and medicine increase so does the average age of a person passing. It can also help other people with everyday things, and it is rapidly improving from day to day. As people continue to age technology will continue to grow. As long as we keep ourselves up to date everyone can see aging and technology can go hand in hand. `

Developmental Stages in Children and Adolscents

Developmental Stages in Children and Adolescents Erica Bass May 7, 2012 Andrew Fletcher PSY 104 – Child and Adolescent Development Developmental Stages in Children and Adolescents In exploring the differences in children and why and how they develop can be quite interesting. There are many different theories that suggest different explanations as to why children develop when they do, whether it is cognitive, socially, mentally, etc. Three very interesting theories are Kohlberg’s moral development theory, Piaget’s cognitive theory and Freud’s psychosexual theory.How does each of these theories pertain to the average child, and can these theories work together? First let us explore three very different theories, the first being Kohlberg’s theory of moral development. Moral development is a major topic of interest in both psychology and education. One of the best known theories was developed by psychologist Lawrence Kohlberg who modified and expanded u pon Jean Piaget's work to form a theory that explained the development of moral reasoning. Kohlberg extended Piaget's theory, proposing that moral development is a continual process that occurs throughout the lifespan.Piaget described a two-stage process of moral development, while Kohlberg's theory of moral development outlined six stages within three different levels, which are outlined below: * Level 1. Preconventional Morality * Stage 1 – Obedience and Punishment – at this stage children see rules as fixed and absolute, they view rules as being important because they avoid punishment * Stage 2 – Individualism and Exchange – at this stage children account for individual points of view and judge actions based on how they serve individual needs * Level 2.Conventional Morality * Stage 3 – Interpersonal Relationships – at this stage the focus is on living up to social expectations and roles. * Stage 4 – Maintaining Social Order  œ at this stage the focus is on following rules and respecting authority * Level 3. Postconventional Morality * Stage 5 – Social Contract and Individual Rights – at this stage people begin to account for different values, opinions and beliefs or other people. Stage 6 – Universal Principles – at this stage people are supposed to uphold the universal ethical principles and abstract reasoning (http://psychology. about. com/od/developmentalpsychology/a/kohlberg. htm) Paiget’s Theory. Jean Piaget's stages of cognitive development describe the intellectual development of children from infancy to early adulthood. Piaget believed that children are not less intelligent than adults, they simply think differently. He also proposed a number of concepts to explain how children process information. The three concepts to support Piaget’s theory are: Schemas – Are categories of knowledge that help us interpret and understand the world * Assimilation – The process of taking in new information into our previously existing schema’s * Accommodation – Another part of adaptation involves changing or altering our existing schema’s in light of new information There are also four different stages to Piaget’s theory, which are: * The Sensormotor Stage – This stage last from birth to two years of age and is centered on the infant trying to make sense of the world * The Preoperational Stage – This stage occurs between ages two to six, and is centered on language development * The Concrete Operational Stage – This stage occurs between the ages seven to eleven, and is centered on thinking logically about concrete events, but have difficulty understanding abstract or hypothetical concepts * The Formal Operational Stage – This stage occurs between the ages twelve and last through adulthood, during this time people develop the ability to think about abstract concepts (http://psychol ogy. about. com/b/2008/04/21/key-concepts-in-cognitive-development. htm) Now let’s explore a second theory, Freud’s theory. According to Sigmund Freud, personality is mostly established by the age of five.Early experiences play a large role in personality development and continue to influence behavior later in life. Freud's theory of psychosexual development is one of the best known, but also one of the most controversial. Freud believed that personality develops through a series of childhood stages during which the pleasure-seeking energies of the id become focused on certain erogenous areas. This psychosexual energy, or libido, was described as the driving force behind behavior. If these psychosexual stages are completed successfully, the result is a healthy personality. If certain issues are not resolved at the appropriate stage, fixation can occur.A fixation is a persistent focus on an earlier psychosexual stage. Until this conflict is resolved, the individual will remain â€Å"stuck† in this stage. Freud’s theory consists of five different stages, which are: * The Oral Stage – This stage occurs from birth to one year, the infant’s primary source of interaction is through oral simulation through tasting and sucking. Because an infant it is entirely dependent upon caregivers, the infant develops a sense of trust and comfort through oral simulation * The Anal Stage – This stage occurs from one to three years of age, which is basically training the child to control his/her, bodily needs, toilet training to be specific. The Phallic Stage – This stage occurs from three to six years of age, at this stage children begin to discover the difference between males and females. * The Latent Period – This stage occurs from six to puberty, at this stage the libido interest is suppressed, and the development of the ego and superego contribute to the calm of this stage. This is the time of exploration but is d irected more towards intellectual and social interaction. * The Genital Stage – This stage occurs between puberty and death, this is when an adolescent develops a strong interest in the opposite sex (http://psychology. about. com/od/theoriesofpersonality/ss/psychosexualdev. tm) All of these theories have their way in the world, and when speaking to parents about their children I am sure that they can apply each of these in some shape or form. For example the Kohlberg theory, moral development: Suppose there is a child who has no rules or boundaries. There is one in particular that comes to mind. This child is born, the father is absent, the mother doing it alone, she has issues with alcohol and drugs, so therefore the child gets very little personal attention, or guidance, she is free to do as she wishes. Because of this from birth to adolescence beginning with conventional morality, she does not have rules so, does the Kohlberg theory apply? I would venture to say no, becaus e the ideal of these rules and boundaries being put it to place are not there, and do not happen. This

Living Single essays

Living Single essays Often credited as being the original Friends, Living Single premiered on the Fox television network in 1993. The insanely funny sit-com is guaranteed to keep you in stitches. Each cast member has their own unique style, but when combined create a dynamic combination of explosive humor. Living Single is all about the ups-and-downs of four single African American women, and two men. The old saying that, laughter is the best medicine, is indeed true. The setting is a brownstone apartment building, occupied by three women Kadijah, Sinclair, and Ragine. Kadijah James, played by Queen Latifah is a hard working entrepreneur that owns Flavor Magazine. Kadijah is constantly searching for romance, but deep down will always love her ex-boyfriend Scooter. Scooter lives in California. Sinclair James, played by Kim Coles, is Kadijahs slightly naive cousin. Sinclair is a secretary employed by Flavor Magazine, and is also an inspiring actress. Sinclair is very passionate about her troll dolls, and there are many of them on her desk at work. Regine Hunter (Kim Fields Freeman) another roommate, is extremely fashion conscious. She can frequently be seen wearing different wigs, and faux jewelry. Regine is a costume designer, whose main purpose in life is to marry a wealthy man and live a life of leisure, but somehow always ends up with Mr. Wrong. Maxine Shaw (Erika Alexander) is an attorney that lives across the street, she is constantly at the brownstone apartment building aggravating Regine, and her occasional lover Kyle. Kyle Barker (T.C. Carter) a stockbroker, is Kadijahs upstairs neighbor. Kyle has a love/hate relationship with Maxine. Their insults, aimed at each other, are a regular part of the show. Overton Waikfield Jones (John Henton) works as a resident handyman in the apartment building, and is Kyles roommate. Overton...

Essay on Public Speaking Essay Example

Essay on Public Speaking Essay Example Essay on Public Speaking Paper Essay on Public Speaking Paper Essay Topic: Public Speaking Public Speaking Public Speaking and Communication 1. Personal opinion on Public Speaking. Suggested answers: Public speaking means giving a speech to a group of people on a special occasion like Teachers Day, opening ceremony of an event, graduation. i) Nervous, self-conscious, butterflies in the stomach, scared; challenging, fun, confidence booster, empowering. ii) To be a more confident, fluent, effective public speaker; to gain confidence, improve the command of English, overcome the fear of speaking in front of an audience. 2. What should you do to give a good speech. Suggested answers: write out the speech and memorise the script;- practice, practice, practice! choose an interesting title; make it short, funny and captivating; speak clearly with a moderate speed; use simple language and make sure one idea is connected to another naturally. 3. Ethics. Answers: i) Because speechmaking is a form of power, it carries with it heavy (ethical, sociological, psychological) responsibilities. ii) (Rhetoric, Ethics, Theology) is a branch of philosophy that deals with issues of right and wrong in human affairs. iii) In public speaking, sound ethical decisions involved weighing a potential course of action against A. a set of ethical standards of guidelines. B. the practicality of taking that course of action. C. a set of legal criteria for acceptable speech. D. the speakers goals in a given situation. iv) Which of the following violates the speakers ethical obligation to be honest in what she or he says? A. juggling statistics. B. quoting out of context. C. citing unusual cases as typical examples. D. all of the above. v) Even though it is not easy to assess a speakers goals, it is still necessary to ask ethical questions about those goals. True / False vi) The larger the audience becomes, the greater is the ethical responsibility of the speaker to be fully prepared. 4. Impromptu Speech: Self-introduction Suggested answer: Good morning to everyone. My name is John Ooi Teck Leong, you can call me John or my nickname TL. My hometown is Sitiawan, Perak. My parents run a small family business in town. I have an elder sister and two younger brothers. When Im free, I like to hang out with my friends, play basketball and watch the TV. I come to UTAR because I want to become an accountant, and my parents believe UTAR is the right place for me. In the future, I hope to become a successful accountant, run my own auditing firm, buy a big house for my family and travel around the world. Thats all, thank you! 5. Famous influential speakers of the world. Suggested answers: Mahatma Gandhi political spiritual leader of India who fought for independence Aung San Suu Kyi freedom fighter of Myanmar Sir Winston Spencer Churchill -Prime Minister of the U. K. during WWII John F. Kennedy 35th President of the USA (1917-1963) Martin Luther King civil rights activist, USA (1929-1968)

How to Get a 30 (or Higher!) on the ACT 9 Key Tips

How to Get a 30 (or Higher!) on the ACT 9 Key Tips SAT / ACT Prep Online Guides and Tips A 30 ACT score is a solid goal to have for test day. But how difficult is it to get a 30? How many questions can you miss? And what kinds of schools can you get into with a 30? In this guide, we teach you how to get a 30 on the ACT with our nine top tips, covering everything from starting your prep through picking answers on test day. In fact, the tips in this article will help you even if you're shooting for a higher or lower score, like a 32 or a 29. But first, what are the benefits of getting a 30? Can You Get a 30 on the ACT? Why Aim for a 30? In short, yes, you can get a 30 on the ACT- as long as you're willing to dedicate a lot of effort to your prep. Be aware, though:getting a 30 will be easier for some students than it will be for others. How easy (or difficult) it is for you ultimately depends on where you're currently scoring and how much time you can commit to studying. But why 30?Is 30 a good ACT score? According topercentiles,an ACT score of 30is quite high. Data collected by ACT, Inc., shows that a 30corresponds to the 94th percentile. In other words, very few test takers- only 6 percent- score 30 or higher on the ACT, making it a great score to aim for on test day. Getting a 30 offers a couple of benefits to test takers. One isthat it can help make up for less impressive parts of your college application. For example, if you had a lower GPA, an ACT score of 30 could make your application more impressive to schools by showcasing your test-taking skills and proficiency in ACT topics. Another benefit is thatyou’ll have a better shot at getting accepted to competitive schools. With a score of 30, you’ll be just around average for admitted students to many selective private schools, such as Boston University and Rensselaer Polytechnic Institute.You’ll also be in the 75th percentile (that is, at a very good advantage!) for numerous public universities, including UMass Amherst and UC Santa Barbara. On the other hand, a 30 is low for extremely competitive schools. For Ivy League schools such as Harvard and Princeton, a 30 places you below the 25th percentile, meaning you’ll have a very small chance of getting accepted. Too bad the ACT doesn't test how proficient you are in hitting people in Mario Kart. (Giancarlo Marseglia Ceccoli/Flickr) What’s Needed to Get a 30 ACT Score? A 30 ACT score means scoring highly on all sections of the exam (excluding Writing, as this optional section score does not affect your composite score). Because your composite score is the average of your four section scores (English, Math, Reading, and Science), you must aim for at least a composite ACT score of 29.5- or around 30 on each section. These section scores can vary. For example, you could aim for scores in the upper 30s on your stronger sections and scores in the upper 20s on your weaker sections and still get a composite score of 30. To do this, however, you'll always need to score at least 30 on two or more sections of the exam. Here are some ways you could get a composite ACT score of 30: 30s on all four sections. 30s on two sections and 29s on the other two. 32s on two sections and 28s on the other two. 32, 31, 29, and 28 on the four sections. (And so on.) So how many correct answers do you need to get a 30 on the ACT? In truth, the answer varies depending on what test you take. Since all ACTs differ slightly in difficulty,the number of questions you must answer correctly to get a 30 also varies slightly with each test. Below, we’ve analyzed five score conversion tables from official ACT practice tests to calculate approximately how many questions you must get right to get a 30 on each section of the exam. (Remember, you don’t necessarily need to get 30s on all four sections, but you will need to get 30s on at least two sections.) After averaging the conversions, here's what we discovered: To get a 30 on ... You’ll need an average raw score of ... Meaning you can miss around ... English 67 8 questions Math 51 9 questions Reading 34 6 questions Science 36 4 questions Once again, these numbers are allapproximations based on the average number of raw points you'd need to get 30s on five different ACT practice tests. The chart above indicates that you can miss the most raw points on Math and the least on Science. You can also miss several questions on English and slightly fewer on Reading to get a 30. Here is an example of anACT scoring chart, with score conversions to 30 highlighted: Overall, you can’t miss more than a small handful of questions on each section of the ACT if you’re hoping to score a 30. To avoid missing too many questions, you must ultimately learn what to expect on test day and how to study effectively for each ACT section. We teach you how to do this next. Tip #0: don't build a pillow fort to try to hide from the ACT. How to Get a 30 on the ACT: 9 Key Tips Getting a 30 isn’t easy, but it’s certainly not impossible- you just need to know how to prepare. Our top nine tips below teach you how to get a 30 on the ACT and give you the confidence you'll need for test day. #1: Create a Study Plan When aiming for a 30 on the ACT, you'll definitely want to use a study plan to guide your prep, ideally one that specifically prepares you for getting a 30. Start by taking an official ACT practice testto get your baseline score.This is the score you start out with before beginning any ACT prep. As you take the test, try to recreate real testing conditions to give yourself a more accurate indicator of your scoring ability. This means you'll need to minimize potential distractions, take the test in a quiet room, and time yourself using the official time limits. Once finished, use your test’s scoring guide to calculate your section and composite scores. The composite score (out of 36) you get will be your baseline score. Next, subtract your baseline score from your goal score (in this case, 30) to see how many points you'll need to improve by to hit your goal score. Match this difference to one of the point ranges below to see the approximate number of hours you’ll need to study: 0-1 point improvement: 10 hours 1-2 point improvement: 20 hours 2-4 point improvement: 40 hours 4-6 point improvement: 80 hours 6-9 point improvement: 150 hours+ For example, if I scored 26 on a practice test, I’d need 4 points to hit my goal score of 30. Using the list above, we can see that this difference corresponds roughly to 40-80 hours of prep time. Once you’ve figured out the number of study hours you'll need to do, draft a study schedule that works well for you. You should try to study consistently every week until test day, so make sure to divide up your time appropriately. In addition, try to plan around any obligations you have in the time leading up to your test. #2: Use High-Quality Study Materials To get a 30 ACT score, you’ll need to use the best ACT resources currently available. This means no low-quality prep books, no sketchy websites, and no inefficient apps. By far the best resources to use are official ACT materials, many of which are completely free! Popular options include official ACT practice tests, sample questions, and The Official ACT Prep Guide, which currently sells for around $25 on Amazon. Be pickier when choosing unofficial ACT materials. I recommend only opting for those that are highly rated and contain realistic practice questions with comprehensive answer explanations. (Bonus if it includes helpful test-taking tips!) Our guides to the best ACT prep books, apps, websites, and vocabulary listscan give you more info on what unofficial resources to use. In short, always remember that quality beats quantity. There’s no point in getting tons of ACT resources if they’re not going to actually help you understand the test and get the 30 you want, so only get whatever you think will be most useful. #3: Track Your Progress Using Practice Tests An ACT study plan not only helps you space out your prep sessions but also allows you to track your progress. Throughout your studies, it's important to take occasional full-length practice tests to see whether your score is improving. How many tests you take and how often you take them depends on the amount of time you have left before test day. Generally, it’s helpful to take a test every few weeks (but never right before test day!). Once you’ve calculated your score for a practice test, use this to see whether your score is, on average, rising or staying the same. If it’s not rising as quickly as you want it to, consider what kinds of concepts or topics you can focus on more to help raise your score on another attempt. My biggest mistake? Eating eight boxes of Girl Scout cookies within a week. (brian/Flickr) #4: Analyze Your Mistakes When aiming high on the ACT, you’ll need to understand exactly what you’re getting wrong and what you can do to fix your mistakes. As you review your answers to ACT practice questions and tests, don’t just mark the correct answer and move on- take a few minutes to think deeply about why you might’ve missed a certain problem. I recommend doing this before you look at the answer explanation as a way to sharpen your problem-solving skills. After,re-solve the problem and usethe correct answer to guide your thinking. For example, if you thought the answer to a math question was 13 but it was really 36, go through the entire problem again, this time using a different approach to see whether you can find the correct answer on your own. #5: Drill Your Weaknesses Weaknesses will keep you from getting an ACT score of 30. They prevent you from getting certain questions right, even when you’ve studied the concepts. So how do you overcome your weak spots? First, by simply understanding what they are. To see what concepts you struggle the most with, go over all of the ACT practice tests and questions you've completed and try to look forpatterns in the questions you got wrong. For example, are you always missing geometry questions? Do you spend too much time on big-picture questions? Once you know what’s bringing down your score, you can then focus on drilling these weak spots in your prep. This means you’ll need to practice the questions you get wrong, review relevant strategies, and monitor your performance through practice tests to ensure you’re improving. #6: Get Key Strategies Down Pat No matter what score you're aiming for, you should always familiarize yourself with the most useful ACT strategies before taking the test. By "strategies," I mean test-taking approaches and tricks you can use to increase your chances of getting a high score (ideally, a 30!). Some ACT strategies target certain sections of the exam, whereas others apply to the entire test. Not all strategies will necessarily suit you (for example, it's best to pick just one passage-reading strategy that works well for you), but you should always try out all major approaches before choosing one to stick with. Before we dive into section-specific strategies, here are the three general ACT strategies you should be using on test day: Answer every question. There's no penalty for incorrect answers on the ACT, so try to answer every question, even if you have to guess. Because each question is multiple choice with four or five answer choices (only Math questions have five answer choices- everything else has four), you’ll always have at least a 20-25 percent chance of getting it right. Skip hard questions and return to them later. If you come across a question you can’t solve within a reasonable amount of time (see #7), mark the question and proceed to the next one. Then, once you finish the section, go back to any marked questions and try to approach them with a fresh perspective. Use the process of elimination. Not sure which answer choice is correct? Narrowing down your choices can dramatically raise your chance of getting the question right. For example, by eliminating three answer choices for a math question, your possibility of answering it correctly rises from 20 to 50 percent! For additional ACT tips and strategies, check out our individual section guides: English The Top 9 ACT English Strategies You Must Use The Best Way to Approach ACT English Passages How to Get 36 on ACT English: 9 Strategies From a Perfect Scorer Math Plugging in Numbers: a Critical SAT/ACT Math Strategy Plugging in Answers: a Critical SAT Math/ACT Math Strategy How to Guess Strategically on ACT Math How to Get 36 on ACT Math: 8 Strategies by a Perfect Scorer Reading The #1 Critical, Fundamental Strategy of ACT Reading The Best Way to Approach the ACT Reading Passage How to Answer ACT Reading Questions: 5-Step Guide How to Get 36 on ACT Reading: Strategies From a Perfect Scorer Science The 5 Best Strategies for Reading ACT Science Passages The ACT Science Strategies You Must Be Using The Hardest ACT Science Questions and Strategies to Solve Them How to Get 36 on ACT Science: 13 Strategies From a Perfect Scorer Writing ACT Writing Rubric: Full Analysis and Essay Strategies ACT Writing Tips: 15 Strategies to Raise Your Essay Score Why You Shouldn’t Copy Skeleton Templates for the SAT/ACT Essay How to Get a Perfect 12 on the ACT Writing Essay The #1 strategy for Monopoly? Flip the board into the air and play Sorry! instead. #7: Use Your Time Wisely Another key strategy we didn't mention above is to use your time wisely on each section of the ACT.Being able to allocate your time appropriately means you won't be spending too much (or too little) time on certain questions. The chart below shows how much time you have per question on each ACT section. These limits are estimates in that they assume you'll spend the same amount of time on every question. ACT Section Time Per Question English 36 seconds Math 60 seconds Reading 53 seconds Science 53 seconds As you can see, you’ll have the least amount of time per question on English and the most on Math. But even a whole minute can fly by on a math question, so you'll need to know how to approach ACT problems fast yet effectively.For tips on how to pace yourself, check out our time management guides for ACT Math, Reading, and Science. As I mentioned in tip #6, it's a good idea to answer every question since there's no penalty for incorrect answers. But thetime crunch is one of the most challenging parts of the ACT, often making it difficult to finish certain sections in time or get lengthier, more complicated questions correct. Therefore, if you're aiming for a 30, it may be better for you tospend a little more time trying to get questions rightthan to worry about trying to solve every question. You know you'll be missing a few points anyway, so use the time you would've spent answering tougher questions on solving the questions you're absolutely certain youcan get right with a little extra time. Then, just guess on the few you don't have time for. #8: Avoid Careless Errors and Double-Check Your Answers High scorers on the ACT primarily miss questions due to careless errors- that is, questions you misread or misinterpreted, answer choices you didn't fill in correctly, or answer choices you didn't confirm were correct before moving on to the next question. These types of errors, though frustrating, are entirely avoidable. The good news is that these errors mean you’re not struggling with the content of the exam, but the bad news is that you’re losing points on questions as a result of mere hastiness. The best way to avoid making careless errors is to double-check your answers.This means you'll look over each answer before proceeding to the next question. So on a math question, you could quickly double-check your answer choice by plugging it back in and re-solving. Or on an English question, you could reread the sentence you’ve corrected to ensure it sounds accurate. If you have extra time at the end of a section, goback through each question to check that you’ve answered all of them and have marked the appropriate answers on your answer sheet. Here are some additional tricks you can use to prevent careless errors: Read all questions carefully. If you skim, you might misunderstand what the question is asking you to do. For example, on Math, this could mean you accidentally solve for the wrong algebraic expression. Therefore, always read every word in a question. Reread any part of a question you don’t understand.You can't expect to get a question right if you don't get what it's asking you to do. If there's any phrase or word throwing you off, reread the question until you're pretty sure you know what it means. Read all of the answer choices before choosing one.Don't just go straight for the answer choice you think is right- often, what sounds correct isn't actually correct, as many plausible answer choices are included in order to mislead you. Read through all of the answer choices so that you can be certain you know which is right. Write neatly.If your notes are sloppy or confusing (especially when solving for math problems), you'll likely struggle to make sense of what you've written and might even choose the wrong answer as a result. Always write cleanly and coherently so that you don't accidentally foil your own efforts on test day. #9: Don’t Psych Yourself Out Last but not least, don’t let the pressure of the ACT freak you out. Getting a 30 takes hard work, but you shouldn't overwhelm yourself or feel as though your future depends on an ACT score. As long as you’ve got a solid study plan and quality ACT resources, you’re well on your way to getting a great score. Additionally, try to remain calm on test day. A little anxiety is expected, but letting your nerves get to you can make you lose both your concentration and confidence. If you don’t get a 30, remind yourself that it’s not the end of the world; you can always retake the exam or work on improving other parts of your college application. Your chances of college acceptance aren't determined solely by your ACT score, so don’t assume you’re doomed with anything below a 30! Don't look like this after you take the ACT. Seriously. Don't magically turn into a dog. Conclusion: How to Get a 30 on the ACT Many students aim for a 30 on the ACT, but is 30 a good ACT score? Absolutely! In fact,a 30 ACT score is very competitive- in the top 4 percent of test takers, to be exact.This score gives you a solid shot at getting into many moderately competitive universities, such as UC Santa Barbara and Boston University. To get a 30, you mustscore highly on all four sections of the exam (excluding Writing). Specifically, you’ll need to get at least a 30 on two sections and a composite score of 29.5 (which rounds to 30) or higher. This means you can only miss a handful of questions on each section. Above, we taught you how to get a 30 on the ACT using our top nine tips. As a reminder, here are our tips again: Come up with a foolproof study plan Obtain high-quality resources (official ones are a great place to start) Track your progress with practice tests Analyze your mistakes on tests and questions Drill your weak spots so that they don’t bring down your score Learn and practice all major ACT strategies Use your time wisely Avoid making careless errors by double-checking your answers andreading more closely Focus on doing well without psyching yourself out Armed with these tips, you'll be on your way to getting a 30 in no time! What’s Next? Want to aim even higher- say, for a perfect 36?Then check out our in-depth guide to getting a perfect ACT score, written by a real full scorer. What's considered a good ACT score?Our expert guide goes over what ACT scores and percentiles you'll need to aim for in order to be considered a competitive applicant for your schools. What about bad ACT scores? How low is too low?If you're not sure where your score stands, read our guide to low ACT scoresto learn what's considered a poor ACT score. Then, get tips on how to improve. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

You can decide the topic whatever you want by those requirements I Essay - 8

You can decide the topic whatever you want by those requirements I posted - Essay Example Christo and Jeanne-Claude paintings are an excellent example of works of art that successfully exhibited this concept of time and motion. While most painting requires careful handling of the brush, Jackson Pollock approach was unique because he did not use a brush directly on canvas. It is interesting to look at how Pollock was able to bring out time and motion in his unique approach to painting. Diversion from the conventional way of painting helped Jackson Pollock tap into a new world of art. He fixed the canvas on the floor or wall, accessing it from four sides, he poured and dripped paint from a can manipulating it with sticks and knives (Serafini 63). As Pollock put it, having the canvas on the floor made it easy for him as he felt nearer and a part of the painting (Serafini 20). He was able to express his unconscious moods. It resulted in abstract expression through action painting often related to the surrealist theories (Serafini 63). Jackson Pollock ingeniously incorporated the property of time and motion in his works. Through pouring, dripping, flicking and spilling, Pollock was able to put the effects he intended on his paintings (Serafini 28). Considering his painting of 1952 named the Blue Poles, the element of motion and time is very pronounced. One sees how Pollock used his paintbrush to drop and flick paint on the canvas (Serafini 28). The movement of the brush and the flicking action is quite evident in the way the paint is splattered on the canvas. The concept of time and motion is capture in this movement seen on Pollock’s work. The Blue Poles is, therefore, a two-dimensional painting that has the aspect of motion and time presented. In visual arts, texture is a valuable element required for a successful work of art. Texture is the surface quality that is apparent on a piece of art work (Serafini 42). Identifiable through visual and physical qualities,