The Significance of the Character Shadrack in the Novel...

The Significance of The Character Shadrack in The Novel Sula By Toni Morrison The book Sula by Toni Morrison is regarded as one of Morrison’s best work because of the content and structure of the book. Shadrack is an important character in the novel although his appearance in the plot is fairly brief. His significance in the novel stems from the fact that he represents one of the recurring themes of the novel, which is the need for order. Since the need to order and focus experience is an important theme, the character Shadrack illustrates the terror of chaos through his self-proclaimed day â€Å"National Suicide Day† in his small town, which portrays the importance of fear, chaos, and death in the book Sula by Toni Morrison. Shadrack, one†¦show more content†¦His holiday, National Suicide Day, becomes part of the language and landscape in The Bottom. The sight and sound of Shadrack walking down the street ringing his bells and proclaiming National Suicide Day are quite normal. The importance of fear is represented through many events in the book. For example, Sharack was a veteran of World War I, so in 1917, he was in battle with his fellow comrades in the treacherous grounds of France (Sula 7). The battle was just detrimental in all sorts of ways because at any time anyone, including Shadrack, could die from a bomb or grenade. For instance in one of the battles fought, which would be the last one Shadrack fought in the war, while running through the fields in pain because a nail pierced the ball of his foot, he witnessed the head of one his comrades get blown off from the rest his body. This traumatic event forever changed the way Shadrack saw things. The word fear comes to mind when speaking about how Shadrack reacted after the war was over. The sudden death of a comrade during the war, as well as the widespread violence and terror he has experienced, has left him cowering and shaking, even when he is away from the battlefield. His me ntal breakdown is a direct result of his having viewed death constantly and up close. While he is in the hospital, Shadrack prefers to be in a straight jacket; he needs the order and predictability of confinement instead of the

dont blame the eater - 1292 Words

Who is Responsible for Your Weight? America is known for being one of the most obese countries in the world. Once you step foot in America, people can quickly find out why; everywhere you look there are a ton of fast food chains on nearly every block. Fast food to Americans is a quick, easy, and affordable way to get food. In the past Forty years, more than 160,000 fast food restaurants have opened in America (Pirello). This cheap and quick meal comes at a cost; according to the Centers for Disease control and Prevention (CDCP), more than 66 percent of Americans are overweight and obese. To make things worse, the CDCP notes that one third of children and adolescents are obese. David Zinczenko, the editor-in- chief of Men’s Health†¦show more content†¦Most Americans know that fast- food is very unhealthy and leads to many different health problems such as type 2 diabetes, cardiovascular conditions, and even mortality. I do not understand how people can blame the fast food industries for making themselves obese. When will people stand on their own two feet and take responsibility own health, obesity, and lack of health care management? From an early age, most people are taught by schools about the effects of the fast food industry and unhealthy eating. This allows people to make informed decision about the choices and health effects contributed to fast food. So I do not feel sorry for obese people, because they are the ones who made the poor choices to eat unhealthy. They knew the consequences before ordering that unhealthy meal. In Zinczenko’s article he said, that there are a lack of alternate food options and there are no calorie information charts on fast food packaging, the way there are on grocery items (Zinczenko 394).† This information Zinczenko states may have been true back in 2002 but now of days, government is stepping in. According to the New York Times, President Obama signed off in 2011 that any American p atron that enters into a McDonalds, Starbucks, Burger king, or any major restaurant chain, will be required to put calorie information on their menus and drive-through signs. This legislation also requires labels on food items in vending machines. In addition, anyone can find anyShow MoreRelatedDont Blame the Eater Essay623 Words   |  3 Pagesâ€Å"Don’t Blame the Eater† by David Zinczeko. In his article â€Å"Don’t Blame the Eater,† David Zinczenko argues that today’s fast food chains fill the nutritional void in children’s lives left by their overtaxed working parents. With many parents working long hours and unable to supervise what their children eat, Zinczenko claims, children today regularly turn to low-cost, calorie-laden foods that the fast food chains are too eager to supply. When Zinczenko himself was a young boy, for example, andRead MoreAnalysis Of DonT Blame The Eater1078 Words   |  5 PagesZinczenko, the author of the article â€Å"Don’t Blame the Eater† argue that consumers should not be blamed for what they eat when they become unhealthy because it is not their fault. On the other hand, Radley Balko, the author of â€Å" What You Eat is Your Business†, contends that it is the consumer s false because they are responsible for what you eat and it is their business. Other even maintain neutral and agree with a little on both sides. In my opinion, you cannot blame consumers for eating more and buyingRead MoreDonT Blame The Eater By David Zinczenko1049 Words   |  5 PagesThe article â€Å"Dont Blame The Eater,† written by David Zinczenko evokes readers the crucial impact that fast food restaurants have in todays nations youth causing them to be over weight and have type 2ndiabetes. Throughout Zinczenkos argument he makes the reader view the consumer as a victim yet on the other hand, what he is trying to persuade us to believe by using logos,pathos,and ethos in his argument is that the food industry is the one making the nations youth to increase obesity. The capacityRead MoreDonT Blame The Eater By David Zinczenko985 Words   |  4 PagesIn the article â€Å"Don’t Blame the Eater† by David Zinczenko , he argues his point of view that Fast-food companies are a health issue. What Zinczenko focuses is the topic on how kids are becoming obsessed and the reasons connecting to Fast- food chains. This article being in the â€Å"New York Times† means that there must of been a broad audience who read this article. For those who did stumble upon to read it, they were probably agreed with Zinczenko because he composed a well supported article. He wasRead MoreAnalysis Of DonT Blame The Eater By David Zinczenco1057 Words   |  5 PagesThe New York Times has published an article, ‘Dont Blame the Eater’, by David Zinczenco, in which the author claims that obese people are not completely at blame for their health implications, but, big corporations and fast food restaurants have a big part in this obesity epidemic. Although Zinczenco does not say so directly, he apparently assumes that the fast food industry is completely at fault for the growing health issues in children, including diabetes. Throughout his article, he makes itRead MoreDavid Zinczenkos DonT Blame The Eater : We Is Responsible For A Healthy Lifestyle?1319 Words à ‚  |  6 Pagesperson hold someone else responsible for his or her health when that person is not living a healthy life style? Some people tend to blame others for their health issues and demand that the government or health insurance companies pay for their medicals. Meanwhile, it is believed that we are responsible for our health. According to David Zinczenko ’s â€Å"Don’t Blame the Eater†, he believes that the government should be responsible for our health. On the other hand, Radley Balko’s â€Å"What You Eat Is Your Problem†Read MoreAdult Obesity And Its Effects On Our Health958 Words   |  4 Pagesin the U.S would allow people to leave behind living paycheck to paycheck. No longer worrying whether or not they have shelter, heat, and electricity they can put some money towards a better lifestyle. Work Cited Zinczenko, David. Dont Blame the Eater. They Say / I Say: The Moves That Matter in Academic Writing, with Readings. By Gerald Graff, Cathy Birkenstein, and Russel K. Durst. New York: W.W. Norton, 2015. N. pag. Print. Balko, Radley. What You Eat Is Your Business. They SayRead MoreEssay on Jaws: A Bite Out of Reality1603 Words   |  7 Pagesmyself. Fish are friends, not food (Finding Nemo).† This childs movie has some accuracy in the sense of a sharks image must be changed in order for the â€Å"mindless eating machine† label to be taken away. There is one movie that deserves all the blame for this inaccurate labeling of sharks, and that movie is â€Å"Jaws.† Released in 1975, Steven Spielberg directed a movie that changed the minds of ocean swimmers forever. A menacing great white shark decides that Amity, a small beach town, was idealRead MoreThe Invisible Killer : Obesity, The Modern Day Black Plague1875 Words   |  8 Pagescom/news/top-11-reasons-for-fast-foods-popularity/. Lin, JoannaWith Few Healthy Options, Teens Eating More Junk Food. California Watch. Web. 30 Oct. 2014. http://californiawatch.org/dailyreport/few-healthy-options-teens-eating-more-junk-food-11789. Zinczenko, David. Dont Blame the Eater. The New York times 23 Nov. 2002: 44-45. Print Brownlee, Shannon. Its Portion Distortion That Makes America Fat. The Sacramento Bee 5 Jan. 2003: 33-36. Print.

The People Act 1983

Question: Analyze all the situation of the People Act 1983. Answer: Introduction The objective of the study is to analyze all the situation of the People Act 1983. The present study is divided into four parts. The four parts of the study will conclude about the four different ideas of the rules and regulations different legislation in Europe. The first part of the study is to analyze the rules and regulations, which a prisoner needs to follow. All these particular rules and regulations are incorporated in the representation of the People Act 1983, which mainly imposes a legal body on voting on all convicted prisoners in detention irrespective of the nature or gravity. The second part of the study concludes about the European Convention on Human Rights [1]. The election system in entire Europe maintains good level of democracy. All the citizens in Europe are free to elect their candidates in the selected constituents. Europe maintains a large level of democracy across the world. The third part of the study will conclude about the different kinds of issues, which are highlighted in the British Political Arena. The objective of the study is to incorporate different kinds of rules and regulations, which will allow the prisoner to apply their voting rights. In a democratic nation the all the citizens are entitled to vote. It i s one of the most significant parts in the entire democratic nation, is to develop a proper election campaign. There are different kinds of rules and regulations, which are developed by the British political arena in order, incorporate voting rights for the prisoner in Europe [2]. All the critical points of this particular law are analyzed properly in the present assignment. The final part of the study will conclude about the rules and regulations of the right guaranteed Article 3 of Protocol No. 1to the European Convention on Human Rights of the European court. References Europa.eu, 'EUROPA - EU Law' (2016) https://europa.eu/eu-law/index_en.htm accessed 3 March 2016 Europeanlawinstitute.eu, 'ELI Home' (2016) https://www.europeanlawinstitute.eu/ accessed 3 March 2016

Rhetoric of Blue Jeans free essay sample

â€Å"Blue Jeans† by Fred Davis talks about denim jeans, their creation about 700 years ago, and how since then this item of apparel has served as a form of expression. Jeans were and still are made from sturdy indigo- dyed cotton cloth. Before the 60’s one did not see blue jeans on everyone, in the 30’s and 40’s painters and artist were the main consumers, and in the 50’s the denim trend spread to hoodlums and motorcyclist. Not until the 60’s did jeans become universally worn, crossing all genders, ages, regions and national boundaries. In the 60’s Jeans also crossed the occupational boundaries; no longer being looked at as a work tool but simply another article of clothing. What is it that makes jeans the one apparel item that has made them the fashion statement that they are today? According to Davis, the idea behind jeans was that they crossed over boundaries and did not look at class or status, jeans were simple and anyone could wear them. We will write a custom essay sample on Rhetoric of Blue Jeans or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page For the common man and unpretentious, they stood for the symbol of the American West free spirited and self-reliant. This way of thinking did not stand for a long time, according to Davis, because at the end of the day, social status still counts. Davis states that once Jeans hit the mass marketplace what they stood for changed. Jeans were no longer the same to all people because they became part of fashion, creating many different types and styles. The new message was one of the fashion industry, and if you were not â€Å"in fashion† you simply were not up to date. Elite vs. Populist status market In the 90’s Urban Denim made jeans a fashion garment by developing a men’s fall collection that eluded the idea of jeans no longer being about â€Å"western cowboys and country†. The word denim was versatile, not only meaning play clothes but also meaning office clothes. Jeans were now a symbol of taste, distinction, and hierarchical division. Conspicuous Poverty: Fading and Fringing Soon the faded and fringed look became more popular than ever, more so to the younger generations. With the growth in demand for the faded look, Davis says, companies manufacturing of these â€Å"older looking† jeans caused an inflammation of product cost. Labeling, Ornamentation, and Eroticization Designer jeans were the next popular trend in the American fashion and denim movement. With this new trend and shift towards individuality, silhouettes and overall fitting, jeans changed drastically. Men’s denim became more loose and relaxed fitting, while females squeezed into skinnier, tighter denim fits. Now when someone went in to purchase a pain of slacks, they had to think about their decision much harder. What kind material, wash, pocket, fit, etc. did they want? This complex decision was exciting to consumers. They felt a more individual sense of expression when they chose every aspect of their new jeans, truly exposing the real purpose of the fashion industry and movement at that time. Designer Jeans Soon, the new trend was designer labels on denim. Consumers, especially of the middle and lower classes, loved this new movement. Designers such as Yves Saint Laurent, Oscar de la Renta, Dolce Gabbana, or Gloria Vanderbilt would sew their prestigious labels on the back pockets of jeans and sell them at a price that every consumer could push to afford. With ultra expensive collections by these designers that only the upper class could buy, wearing denim with designer labels ultimately manipulated an image of an individual coming from any class. It gave the lower classes of America that vibrant feeling of wealth and hierarchy of social status. Davis concludes that fashion is a movement everyone follows weather intentionally or not. It is a movement that shapes our country, and influences the world. Trends are set through the aesthetically pleasing and unspoken language of fashion. Through articles of clothing like blue jeans, individuals can express themselves, their lives, and futures through a miniscule pair of pants. Through the evolution of these iconic blue denim pants, individuality and expression of ones self have been changed forever.

1949 UN Resolution Calling for Referendum on Kashmir

1949 UN Resolution Calling for Referendum on Kashmir Pakistan was carved out of India in 1947 as the Muslim counterweight to Indias Hindu population. Predominantly Muslim Kashmir to the north of both countries was divided between them, with India dominating two-thirds of the region and Pakistan one third. A Muslim-led revolt against the Hindu ruler triggered a build-up of Indian troops and an attempt by India to annex the whole in 1948, provoking a war with Pakistan, which sent troops and Pashtun tribesmen to the region. A UN commission called for the withdrawal of both countries troops in August 1948. The United Nations brokered a cease-fire in 1949, and a five-member commission made up of Argentina, Belgium, Columbia, Czechoslovakia and the United States drew up a resolution calling for a referendum to decide Kashmirs future. The full text of the resolution, which India never allowed to be implemented, follows. Resolution of the Commission of January 5, 1949 The United Nations Commission for India and Pakistan, Having received from the Governments of India and Pakistan, in communications dated 23 December and 25 December 1948, respectively, their acceptance of the following principles which are supplementary to the Commissions Resolution of 13 August 1948: 1. The question of the accession of the State of Jammu and Kashmir to India or Pakistan will be decided through the democratic method of a free and impartial plebiscite; 2. A plebiscite will be held when it shall be found by the Commission that the cease-fire and truce arrangements set forth in Parts I and II of the Commissions resolution of 13 August 1948 have been carried out and arrangements for the plebiscite have been completed; 3. (a) The Secretary-General of the United Nations will, in agreement with the Commission, nominate a Plebiscite Administrator who shall be a personality of high international standing and commanding general confidence. He will be formally appointed to office by the Government of Jammu and Kashmir.(b) The Plebiscite Administrator shall derive from the State of Jammu and Kashmir the powers he considers necessary for organizing and conducting the plebiscite and for ensuring the freedom and impartiality of the plebiscite.(c) The Plebiscite Administrator shall have authority to appoint such staff of assistants and observes as he may require. 4. (a) After implementation of Parts I and II of the Commissions resolution of 13 August 1948, and when the Commission is satisfied that peaceful conditions have been restored in the State, the Commission and the Plebiscite Administrator will determine, in consultation with the Government of India, the final disposal of Indian and State armed forces, such disposal to be with due regard to the security of the State and the freedom of the plebiscite.(b) As regards the territory referred to in A.2 of Part II of the resolution of 13 August, final disposal of the armed forces in that territory will be determined by the Commission and the Plebiscite Administrator in consultation with the local authorities. 5. All civil and military authorities within the State and the principal political elements of the State will be required to co-operate with the Plebiscite Administrator in the preparation for the holding of the plebiscite. 6. (a) All citizens of the State who have left it on account of the disturbances will be invited and be free to return and to exercise all their rights as such citizens. For the purpose of facilitating repatriation there shall be appointed two Commissions, one composed of nominees of India and the other of nominees of Pakistan. The Commission shall operate under the direction of the Plebiscite Administrator. The Governments of India and Pakistan and all authorities within the State of Jammu and Kashmir will collaborate with the Plebiscite Administrator in putting this provision into effect.(b) All person (other than citizens of the State) who on or since 15 August 1947 have entered it for other than lawful purpose, shall be required to leave the State. 7. All authorities within the State of Jammu and Kashmir will undertake to ensure, in collaboration with the Plebiscite Administrator, that: (a) There is no threat, coercion or intimidation, bribery or other undue influence on the voters in the plebiscite;(b) No restrictions are placed on legitimate political activity throughout the State. All subjects of the State, regardless of creed, caste or party, shall be safe and free in expressing their views and in voting on the question of the accession of the State to India or Pakistan. There shall be freedom of the press, speech and assembly and freedom of travel in the State, including freedom of lawful entry and exit;(c) All political prisoners are released;(d) Minorities in all parts of the State are accorded adequate protection; and(e) There is no victimization. 8. The Plebiscite Administrator may refer to the United Nations Commission for India and Pakistan problems on which he may require assistance, and the Commission may in its discretion call upon the Plebiscite Administrator to carry out on its behalf any of the responsibilities with which it has been entrusted; 9. At the conclusion of the plebiscite, the Plebiscite Administrator shall report the result thereof to the Commission and to the Government of Jammu and Kashmir. The Commission shall then certify to the Security Council whether the plebiscite has or has not been free and impartial; 10. Upon the signature of the truce agreement the details of the foregoing proposals will be elaborated in the consultations envisaged in Part III of the Commissions resolution of 13 August 1948. The Plebiscite Administrator will be fully associated in these consultations; Commends the Governments of India and Pakistan for their prompt action in ordering a cease-fire to take effect from one minute before midnight of 1 January 1949, pursuant to the agreement arrived at as provided for by the Commissions Resolution of 13 August 1948; and Resolves to return in the immediate future to the Sub-continent to discharge the responsibilities imposed upon it by the Resolution of 13 August 1948 and by the foregoing principles.

Solid Geometry on ACT Math The Complete Guide

Solid Geometry on ACT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. ACT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 33% of ACT math problems(about 18 questions total) will involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the ACT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry questionson the ACT math section. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given ACT, so you should prioritize studying planar (flat) geometry and coordinate geometry (coming soon!) first.Save learning this guide for last in terms of your geometry study ACT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimensionvolumeis added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the ACT, most of the solid geometry problems are located at the end of the mathsection. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong on the first 40 questions in themath section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the ACT. You may also want torefresh your understanding of all the ACT math formulas you’ll need. Note: some of these formulas are given to you on the test in the question itself, but this is often inconsistent. For example, on some ACTs, the formula for the volume of a cylinder is given, other times it is not. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. A typical problem in which you are given the formula in the question. Though many of the formulas are given, it is still important for you to understand how they work and why. The formulas marked â€Å"Necessary to know† are ones you should memorize, but the others will all be given. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the ACT. In this guide, I’ve divided the approach to ACT solid geometry into three categories: 1)Typical ACT solid geometry questions 2)Types of geometric solids and their formulas 3)How to solve an ACT solid geometry problem Solid geometry adventure here we come! Typical Solid Geometry Questions on the ACT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the ACT will ask you about solids. ACT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of ACT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Every solid geometry question on the ACT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through our ACT math tips on how to find volumes, surface areas, and distances of all the different geometric solids. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume Necessary to know $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure. First, identify the type of questionis it asking for volume or surface area? The question asksabout the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area Necessary to know $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height ($lw$, $lh$, and $wh$), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length Necessary to know (Note: it will be necessary for you to know how to find the diagonal, but you don't have to memorize the formula. Continue reading for more details on this.) $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the pythagorean theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the pythagorean theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the pythagorean theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume Necessary to know $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea Necessary to know $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ You can approach this question in two ways: by using the formula or by doing it out longhand. If you use the formula for the surface area of a cube, you can say: $\Surface\area = (6)(3^2)$ $SA = (6)(9) = 54$ If you forget the formula (or are afraid of messing it up come test day), you can always do it out longhand: $\Surface\area = ss + ss + ss + ss + ss + ss$ or $SA = (ss)(6)$ (Remember that there are six faces on a cube like the six faces on a die) $SA = (3)(3) + (3)(3) + (3)(3) + (3)(3) + (3)(3) + (3)(3)$ or $SA = (3)(3)(6)$ $SA = 9 + 9 + 9 + 9 + 9 + 9 = 9(6) = 54$ Either way, you getthe answer K, 54 Diagonal Length Necessary to know (Note: it will be necessary for you to know how to find the diagonal, but you don't have to memorize the formula. Continue reading for more details on this.) $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cubeinto two flat triangles and use the pythagorean theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the pythagorean theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the pythagorean theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Volume Necessary to know $\Volume = Ï€r^2h$ $Ï€$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problemgives you the formula for a cylinder, but the ACT is often inconsistent about this. Notice that this is problem #29 (an easy-medium level question), so you are given the formula. If this had been question #49, you would likely not have been given the formula. But because you are given the formula, it's easy toplug in your values into it. Pay attention, however, to exactly what the question is asking you to do. Just like with the fish tank question above, you are not being asked to fill up the whole container with water, only some of it. So if $\volume =Ï€r^2h$, then $V =Ï€(12^2)(5)$ (The radius is 12 because radius is half the diameter and the full diameter is 24. The height is 5 because the question tells us that we are only filling up the container to 5 feet). $V = 720Ï€ = 2,261.9448$ So the answer is C,2,262 Surface Area $\Surface\area = 2Ï€r^2 +2Ï€rh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2Ï€r^2$), plus the surface of the tube as if it were unrolled ($2Ï€rh$). The surface of the tube can also be written as $SA = Ï€dh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of conesright cones and oblique cones. For the purposes of the ACT, you only have to concern yourself with right cones. Oblique cones will never appear on the ACT. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3Ï€r^2h$ $Ï€$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = Ï€r^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($Ï€r^2$) and the lateral surface area ($Ï€rl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius ($r$). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3Ï€r^3$ Inscribed Solids The most common inscribed solids on the ACT math section will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the ACT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the ACT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any ACT question into smaller pieces. ACT Math Strategy: The Steps to Solvinga Solid Geometry Problem 1) Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. 2) Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. 3) Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. 4) Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the ACT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might be a good idea to review all the math topics tested on the ACT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to a 36 on the ACT Mathby a 36ACT-Scorer. Don't know where to begin?Look no further than our articles onwhat is considered a good, bad, or excellent ACT score And if you find yourself running out of time on the math section, look no further than our articles onhow to stop running out of time on the ACT math. 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:

Campbell soup Essay Example | Topics and Well Written Essays - 1250 words

Campbell soup - Essay Example From this period, Campbell diversified its products and posted billion dollars sale but small profits. The most important development, however, was due to its borrowings from investors, the company gradually became subject to the decision and pressures of stockholders. The most important of which include the managements protracted legal battles with investors. This dimension to Campbell’s existence has resulted to the adoption of management teams that were desperate to improve Campbell’s positive net margins because it affects the stock price. This the reason why it has pulled all the stops in order to generate the positive earnings that Wall Street demands to the point that illegitimate policies were adopted. Cases in point were the improper accounting, trade loading, among other policies. 1. Identify legitimate business practices that corporate executives can use for the primary purpose of manipulating or â€Å"managing† their company’s reported operating results. Are such practices ethical? Defend your answer. Examples of legitimate business practices that corporate executives can use in order to manipulate their organization’s operating results include: trade loading or the use of excessive price concessions in order for consumers to buy more products thereby propping up the reported revenues or profits for a specific period; and, converting given period-ending discounts as selling, general and administrative expenses instead of treating them as reductions of gross revenues. Another legitimate gimmick that organizations could legitimately use to smooth out its earnings and manipulate its operation reports is by putting excessive reserves on its balance sheet (i.e. for bad debts or defective merchandise) in one quarter, in effect, lowering earnings below what they otherwise would have been, and then reversing the process in another quarter, which would result to the conversion of some of the excess reserves into profit