Author Technique Questions in SAT Reading Strategies

Author Technique Questions in SAT Reading Strategies SAT / ACT Prep Online Guides and Tips Author technique questions are some of the rarer questions you will see on the SAT Reading section. In this article, I’ll go through what these questions look like and how to solve them step by step. Note: The advice in this article is still relevant for the current SAT (March 2016 and beyond); however, some of the examples have not yet been updated for the new test. What is an Author Technique Question? Author technique questions will ask about the author’s tone or the passage's mood in a Reading passage.These types of questions are relatively rare on the SAT, but they do come up at least a couple of times per test. Here’s an example: The author mentions "sharpener shavings" (line 10) in order to portray a mood of A. unrestrained joyB. sentimental reminiscenceC. bitter disappointmentD. cautious optimismE. dark foreboding Author technique questions are a subset of inference questions. This is because you have to understand the information in the passage and then take it a step further to make an inference about what feelings the author has toward the subject (tone) or what feelings she is trying to instill in the reader through her writing (mood). However, as with all other SAT Reading questions, you should still be able to find clear evidence for your answer in the passage. How Do I Solve These Types of Questions? Step 1: Carefully Read the Question First, read the question and figure out what it’s asking.If it asks for tone, it wants the answer that best describes the feelings the author has toward her subject.If it asks for mood, it wants the answer that best describes the feeling the specified part of the passage conveys to the reader. Step 2: Read the Lines Referenced in the Question Go back to the passage and look over the lines the question is referencing.I would recommend reading the whole paragraph around whichever line is referenced in the question so you get a full picture of the tone or mood in that section of the passage. Step 3: Think about the Tone or Mood Before you read the answer choices, think for yourself about what the general tone or mood of that section of the passage is.For questions like the example question above, look at where and how the phrase mentioned in the question is used and to what effect. Try to find key descriptive words that indicate the tone or mood and imply connotation. It's often helpful to identify positive or negative connotation for the tone or mood first in order to eliminate a couple of answers that definitely don't fit. Step 4: Go Through the Answer Choices, and Eliminate 4 Once you have a preliminary idea of the tone or mood in the passage, look at the answer choices.Eliminate any that obviously don’t fit based on your judgments about connotation.Then, look at the remaining choices and get more specific with your assessment so you can get rid of four choices.Try to find approximate synonyms for the answer choices in the passage - you should be able to come up with direct evidence for your answer. Now that we know the steps, let’s try and solve a question for real! SO PUMPED. Author Technique in Action Ready? Ok, here’s the question: The author's overall tone in this passage is best described as one of A. jubilationB. frustrationC. curiosityD. appreciationE. uncertainty First, we'll read the question over carefully. This is a tone question, and it’s going to be asking about the passage as a whole.We need to look for the author’s treatment of the subject of the passage and how she feels about it. Now let’s read over the passage: In between school days, we gathered hazelnuts, fished, had long deer-hunting weekends, went to powwows, beaded on looms, and made quilts. I did not question the necessity or value of our school education, but somehow I grew up knowing it wasn't the only education I would need. I'm thankful for those experiences of my Anishinaabe heritage, because now I now by heart not only the national anthem, but the ancient song of the loon. I recognize not only the alphabet and the parts of an English sentence, but the intricate language of a beaver's teeth and tail. The author is talking about her experiences growing up and learning skills relevant to her heritage that she wouldn’t otherwise have learned in school or anywhere else.What might the tone of the passage be? Well, the author definitely seems to have a positive impression of these experiences. We see direct evidence for this when she says â€Å"I’m thankful for those experiences of my Anishinaabe heritage.† It sounds likeshe is grateful for the opportunity she had to learn the skills described in the passage and proud of her heritage.Now that we have our basic idea of the tone, let’s see which answer choices we can eliminate. Choice A: jubilation The author is pleased with her learning experiences, but saying she has a tone of jubilation seems a little extreme.Do we see any words in the passage that indicate jubilation or uncontrolled joy? No, the tone is definitely more measured (calm) than that. Eliminate this one! Choice B: frustration This seems wrong right away because frustration has a negative connotation.The author is not frustrated with the learning experiences she had as a result of her heritage - she says herself that she is thankful for them. There's nothing in the passage that indicates frustration on the part of the author. Cross it out! Choice C: curiosity This could be a tricky one.The author does betray a curious personality because she is interested in learning about a variety of different things.However, even if curiosity might describe the author accurately, it doesn’t describe the tone of the passage. The feelings she presents toward the subject of the passage are nostalgia and gratefulness, not curiosity about her experiences. Get rid of this one too! Choice D: appreciation This choice matches with what we originally thought about the tone.The author even says â€Å"I’m thankful for those experiences† when referring to the descriptions of her childhood in the passage.She clearly appreciates having learned about her heritage and the skills that go along with it in tandem with her standard education. Keep this one! Choice E: uncertainty This answer doesn’t fit with the tone. It has a slightly negative connotation, and there's no evidence for any uncertainty in the passage. The author's feelings about her experiences are clearly stated. This one's wrong! Looks like Choice D is our answer! Did you know loons have red eyes? As if the sound of their "ancient song" wasn't creepy enough. You’ll notice that the key here was to look for direct evidence of tone in the passage.Tone and mood questions trip people up because they seem like they are ambiguous and subjective.Remember that SAT Reading can’t ask you any questions where the answers aren’t concretely supported in the text. For tone and mood questions, always look for keywords in the passage that point to the author’s feelings or the feelings she is trying to instill in the audience.Often you will find close synonyms for the correct answer choice like we did above with â€Å"thankful† and â€Å"appreciation†. You should at the very least be able to determine positive or negative connotation in the tone or mood, which usually helps to eliminate two or three incorrect answer choices. Summary Author Technique questions ask about tone and mood in an SAT Reading passage. To answer an author technique question, you should: 1. Read the question carefully2. Read the lines referenced in the question3. Make a preliminary judgment about the tone or mood4. Read the answer choices, and eliminate four based on the evidence in the passage Remember, even though tone and mood may seem like subjective things, on the SAT there is no ambiguity in answers.Look for direct evidence that points to your answer choice - if you can find it, you will get these questions right every time! What's Next? Want more skills-focused SAT Reading articles? Start with these articles on inference questions and big picture questions, or jump right into our ultimate guide to SAT Reading! What's the best way to get information out of a passage on SAT Reading? Find out the best way to read the passage and what's actually on SAT Reading. Learn the strategies you should be using to score an 800 on SAT Reading. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Reading 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:

Genetic Variation Definition, Causes, and Examples

Genetic Variation Definition, Causes, and Examples Definition In genetic variation, the genetic makeup of organisms within a population change. Genes are inherited segments of DNA that contain codes for the production of proteins. Genes exists in alternate versions, or alleles that determine distinct traits that can be passed on from parents to offspring.   Genetic variation is important to the processes of natural selection and biological evolution. The genetic variations that arise in a population happen by chance, but the process of natural selection does not. Natural selection is the result of the interactions between genetic variations in a population and the environment. The environment determines which genetic variations are more favorable or better suited for survival. As organisms with these environmentally selected genes survive and reproduce, more favorable traits are passed on to the population as a whole. Key Takeaways: Genetic Variation Genetic variation refers to differences in the genetic makeup of individuals in a population.Genetic variation is necessary in natural selection. In natural selection, organisms with environmentally selected traits are better able to adapt to the environment and pass on their genes.Major causes of variation include mutations, gene flow, and sexual reproduction.DNA mutation causes genetic variation by altering the genes of individuals in a population.Gene flow leads to genetic variation as new individuals with different gene combinations migrate into a population.Sexual reproduction promotes variable gene combinations in a population leading to genetic variation.Examples of genetic variation include eye color, blood type, camouflage in animals, and leaf modification in plants. Genetic Variation Causes Computer graphic illustration depicting a point mutation. A point mutation is a genetic mutation where a single nucleotide base is changed.   Alfred Pasieka/Science Photo Library/Getty Images Genetic variation occurs mainly through DNA mutation, gene flow (movement of genes from one population to another) and sexual reproduction. Due to the fact that environments are unstable, populations that are genetically variable will be able to adapt to changing situations better than those that do not contain genetic variation. DNA Mutation: A mutation is a change in the DNA sequence. These variations in gene sequences can sometimes be advantageous to an organism. Most mutations that result in genetic variation produce traits that  confer neither an advantage or disadvantage. Mutations lead to genetic variation by altering genes and alleles in a population. They may impact an individual gene or an entire chromosome. Although mutations change an organisms genotype (genetic makeup), they may not necessarily change an organisms phenotype.Gene Flow: Also called gene migration, gene flow introduces new genes into a population as organisms migrate into a new environment. New gene combinations are made possible by the availability of new alleles in the gene pool. Gene frequencies may also be altered by emigration of organisms out of a population. Immigration of new organisms into a population may help organisms better adapt to changing environmental conditions. Migration of organisms out of a population could re sult in a lack of genetic diversity. Sexual Reproduction: Sexual reproduction promotes genetic variation by producing different gene combinations. Meiosis is the process by which sex cells or gametes are created. Genetic variation occurs as alleles in gametes are separated and randomly united upon fertilization. The genetic recombination of genes also occurs during crossing over or the swapping of gene segments in homologous chromosomes during meiosis. Genetic Variation Examples A true albino squirrel photographed eating a nut in Companies Garden in Cape Town, Western Cape Province, South Africa.   David G Richardson/Getty Images Favorable genetic traits in a population are determined by the environment. Organisms that are better able to adapt to their environment survive to pass on their genes and favorable traits. Sexual selection is commonly seen in nature as animals tend to select mates that have traits that are favorable. As females mate more often with males considered to have more favorable traits, these genes occur more often in a population over time. A persons skin color, hair color, dimples, freckles, and blood type are all examples of genetic variations that can occur in a human population. Examples of genetic variation in plants include the modified leaves of carnivorous plants and the development of flowers that resemble insects to lure plant pollinators. Gene variation in plants often occurs as the result of gene flow. Pollen is dispersed from one area to another by the wind or by pollinators over great distances. Examples of genetic variation in animals include albinism, cheetahs with stripes, snakes that fly, animals that play dead, and animals that mimic leaves. These variations enable the animals to better adapt to conditions in their environments.

Leadership and Communication Term Paper Example | Topics and Well Written Essays - 1750 words

Leadership and Communication - Term Paper Example Each leader possesses a unique leadership style and/or philosophy and communicates in a particular way depending on numerous factors such as their individual personalities, their levels of experience, education, or training, which greatly determines how followers react to leadership (Hersey, Blanchard, & Johnson,2013). Three major leadership styles that have persisted over the years include the Authoritarian, Democratic as well as Laissez-Fair; the autocratic leader establishes clear guidelines specifying tasks and procedures for accomplishing the given tasks thereby providing guidance for his or her followers. Nonetheless, the autocratic leaders make their independent decisions without involving their followers and are viewed as controlling, bossy and dictatorial thus may undermine the motivation of the workforce in accomplishing their specific tasks. Unlike the autocratic style, the democratic style of leadership entails a consideration of group input in the decision-making process ; precisely, democratic leaders value the need to engage followers in decision-making by listening to their suggestions. Consequently, the democratic leader makes his/her followers feel more engaged, valued and respected, which eventually makes them even more creative and motivated to contribute to the success of the organization; nonetheless, this style may also undermine performance due to disagreements and long consultation sessions. Unlike the other two leadership styles, the Laissez-Fair is suitable for work environments that have responsible group members that can work productively on their own without any form of supervision.

Case Study Essay Example | Topics and Well Written Essays - 250 words - 14

Case Study - Essay Example This would drastically reduce fatigue levels among employees and effectively reducing stress levels. Good pay to ensure that compensation within the eight hour day, should be put in place to eliminate the need to work overtime. Proper training practices ought to be employed to properly prepare employee beginning work in the company. Motivational incentives such as rewards for most commitments would effectively motivate workers within the allowable HR practices. Development of human resource systems and policies would be an ideal move by the company. A company as big and significant as FoxConn ought to have a functional legal department. Drafting such systems and procedures would go a long way in ensuring the benefits of workers were well catered for (Gilmore, 2009). In the case that the company is unable to manage its human resource by itself, human resource service providers should be sought. External human resource service providers assist with the implementation and administration of HR practices (Gilmore, 2009). Such a company should also provide control and auditing services to ensure that human resource practices are adhered

Go Ahead in Recession Essay Example for Free

Go Ahead in Recession Essay Recession The transport group behind nearly a third of UK rail journeys suffered a profits fall as the double-dip recession hit demand for one of its key commuter lines. Go-Ahead said operating profits at its rail arm fell 17 per cent to  £40 million in the year to June 30, with its Southern franchise, which connects Brighton and much of Sussex with London, seeing revenues at the end of the period 2 per cent weaker than it forecast when it bid for the franchise in 2009. The Newcastle-based firm, which also runs Southeastern and London Midland, said group pre-tax profits fell 3.4 per cent to £94.2 million. Pressure groups: Environmental impacts Another main issue for transport is the control of environmental impact. Go-Ahead takes its responsibility to this very seriously. Because more people already travel by car, this has had a poor impact on our surroundings. Public transport must therefore provide a viable and convenient alternative. Go-Ahead has produced environmental and social responsibility reports on all its operations. The Group came top of the public transport companies that took part in the Business in the Community Corporate Responsibility Index. 66% of public transport journeys are made by bus. Go-Ahead prides itself on operating fleets of buses that are well ahead of European environmental standards. They use ultra-low sulphur diesel as well as particulate traps, which cut exhaust emission levels and improve air quality in cities. http://businesscasestudies.co.uk/go-ahead/meeting-needs-in-a-competitive-sector/planning-for-the-future.html#ixzz2EJCEuy2A Follow us: @Thetimes100 on Twitter | thetimes100casestudies on Facebook David Brown, Go-Ahead Group Chief Executive said: We are delighted to be supporting the Footprinting Gallery. Go-Ahead has worked with the Carbon Trust since 2008, when we became the first UK transport operator to receive Carbon Trust accreditation after taking action to cut our emissions. Reducing our carbon footprint is integral to our business strategy, and we continually seek ways to further reduce our footprint and use fuel more efficiently. We aim to achieve a 20 per cent per passenger journey reduction by 2015 – a target we are well on course to meet. The brands exhibiting recognise that everything we buy, produce and use has a carbon impact, and that helping customers to make more environmentally friendly choices when they shop is becoming increasingly important. Some brands such as Go-Ahead are also working to reduce the carbon footprint at an organisational level by implementing energy-saving measures such as intelligent lighting controls and staff engagement programmes. Govermment policy The government is also looking at ways of charging people who use roads, including motorways and roads in city centres. This is in order to reduce congestion and pollution. The integration of transport systems is a key issue for the government and transport companies. Read more: http://businesscasestudies.co.uk/go-ahead/meeting-needs-in-a-competitive-sector/planning-for-the-future.html#ixzz2EJC7sTFy http://www.coventrytelegraph.net/news/business-news/uk-coventry-business-news/2012/09/07/business-news-go-ahead-hit-by-recession-squeeze-92746-31786637/#ixzz2EJ3jJmKU Competetion Go-Ahead is looking at more ways of forming convenient public transport systems involving the mixing of bus, rail, aviation and car parking links to meet government policy and improve its service to passengers. Go-Aheads other operations already create some of these but car parking for example, is a vital part of integrated transport. Go-Ahead is responsible for 156 rail station car parks and a number of Park Ride sites. Additionally it purchased Meteor (the third-largest operator of off-street parking in the UK in 2002) which has around 60,000 car-parking spaces across 20 sites. The largest part of the business is airport parking. Services include: * managing car parks * car park security * transporting people to and from terminal buildings. Meteor operates under a number of brands, including Pink Elephant and e-parking. The business is growing to provide services at hospitals and shopping centres. Another part of Go-Ahead, aviance, provides a range of airport facilities. The business loads and unloads commercial cargo from freight flights and provides baggage handling and check-in services for passenger airlines. It also operates executive lounges and information desks, and manages aircraft slots and customs clearance. These services are offered at airports like Manchester, Birmingham and the main London airports. : http://businesscasestudies.co.uk/go-ahead/meeting-needs-in-a-competitive-sector/planning-for-the-future.html#ixzz2EJDQ3Fg7

The Vile Bodies Essay example -- Literary Analysis, Evelyn Waugh

The postwar England of the twenties and thirties was the setting of Evelyn Waugh’s first satirical novels, among which was the Vile Bodies. Waugh, an author mostly known for his highly satirical fiction, published his novel Vile Bodies in 1930 right in the middle of the time-period between the Great Wars. Because of the historical evens that occupied England at that time, much of British Literature of the late 1920’s and early 1930’s was concerned with the Modernist movement, which was occupied with the idea of individualism of the young generation. Through the use of prominent and yet highly satirical characters, Waugh strives to criticize his Modernist generation for its unsuccessful movement into Modernism, both on the individual and political/institutional level. He does so by defining his type-characters as ignorant, self-centered and hypocritical in their disastrous movement toward individualism. Through the use of satire, the issues presented by Waugh in Vile Bodies become greatly influenced by the time period in which the novel was written. Great Britain, in the late 1920’s and early 1930’s, was placed on the time line between the Great Wars. Thus, the novel’s placement in the history shifts its focus not only toward the emergence of the World War II but also on the depressed postwar economy of Britain at the time. Some of the most prominent ideas evolving during this period of time were embracive of the idea of change in areas such as religion, science, art, social rules, literature and economic and political conditions—changes that most often led to a feeling of â€Å"loss of community† (Wellman, 327). Because of the nature and the ongoing changes during this period the idea of modernism also played a major role in Britis... ...the importance placed on individualism. For, although he †blinkingly accepts whatever outrageous turn of fortune [he] may encounter† (Twayne, 43) he is still the only character that displays a feeling on emptiness and disillusionment about the constant search of amusement that is seen in all the other characters. Adam questions the generation’s way of living â€Å"do you ever feel that things simply can’t go on much longer† and states that he would â€Å"give anything in the world for something different† (Waugh, 273). Furthermore, he even goes as far as criticizing the never-ending parties and games as â€Å"succession and repetition of massed humanity†¦ those vile bodies†¦Ã¢â‚¬  (Waugh, 171). Although Adam seems to have glimpses of understanding the destruction that this generation is causing, nonetheless, he feels stuck in the vicious cycle that is created by this lifestyle.

Hematologic Discussion Essay

Question 1 Anemia is a condition of the blood in which the number of healthy red blood cells is very low to meet the oxygen requirements of body tissues. It is mainly classified on the basis of erythrocyte morphology, physiology and probable etiology. The classification based on morphology of red blood cells takes into account the size of erythrocytes. Under this category microcytic anemia occurs if the red blood cells are smaller than normal. Normocytic anemia is present if the red blood cells have the normal size but lower in number whereas macrocytic anemia occurs when the red blood cells are larger than normal. Based on etiology, various conditions are considered which result in either blood loss, excessive destruction of red blood cells and decreased or impaired production of red blood cells. On the same note, the physiological classification is based on hemoglobin level and occurs in three stages. These include the mild stage in which the Hb level is 110-90g/l, moderate stage in which Hb level is 90-70g/l, and severe stage in which Hb level is Laboratory criteria (Makama, 2010). The three types of anemia are iron-deficiency anemia caused by blood loss such as in cases of heavy or prolonged menstrual periods, insufficient iron supply or underutilization of iron in the body.   Aplastic anemia is caused by inability of the bone marrow to produce enough erythrocytes, platelets and white blood cells. Sickle-cell anemia is caused by a hereditary defect which affects Hb production in which the red blood cells assume an abnormal crescent shape. It is worth noting that the most common type of anemia in the United States is iron-deficiency anemia since most women are of child bearing age and experience excessive blood loss during menses. Similarly, the signs and symptoms of this type of anemia are pale skin, fatigue, headache, dizziness, gastrointestinal disturbances, and dry mouth. Its treatment involves intake of iron rich diet including iron supplements (bodyandhealth.canada.com, 2009). Question 2 DIC is an acronym that stands for disseminated intravascular coagulation. It is a serious disorder in which proteins which control blood clotting become abnormally active resulting in formation of blood clots within blood vessels. The clogging of blood vessels cuts off blood supply to various organs such as the brain, liver and kidneys. DIC can be caused by certain types of blood cancer, blood infection by fungus or bacteria and blood transfusion reactions. Clinical manifestations include excessive hemorrhage, hypertension, and blood clots. DIC can be treated by using plasma transfusions to replace blood clotting factors. Also heparin may be used to prevent blood clotting (nlm.nih.gov, 2010).

Max weeber

Max Weber is the father of father of the bureaucratic management theory. ‘This theory has two essential element . The prime one is configuring a institution in hierarchy and second one is the organization and the its people are administered by specific legal decision making rules. He believed that once bureaucracy has established in organization it is extremely defiant to any attempt to remove Its power. Weber Identified three basic types of legitimate authority, Traditional authority- where people accept the authority due to tradition and custom.Charismatic authority- In this the acceptances take place from the loyalty to and the confidence In the personal qualities of the rules. Rational-legal authority- Here the concurrence comes from the office position and the person who Is bounded by the rules. In current environment we can see the third legitimate authority. Weber theory still exists In many organizations we can see In current business environment very organization Is di vided In hierarchy.In an organization structure follows the Dillon system for Instance at top level, managing director give have and the other apartment are divided according to their rights and obligations. In the given diagram we can see the division of work into departments in organization. Second principle of bureaucracy says that the decision making power is conserve to the Top level management and the lower lever are only to follow the direction prescribed to them. We can apply Weeper's principle of bureaucracy here as follow Division of labor -This principle can be seen here the every department have their specific work and delegation authority.Structure based on hierarchy a pyramid of control is there managing director supervise its subordinate at lower level and the lower level managers supervise floor workers like in the military where higher-level officials supervise lower-level officials inside the organization authority. Employment which presupposes expert training-ever y employee should show their ability to adapt and work in training process and almost every company provides training to their employees to check their ability.Employees are full-time career worker- this principle refers to the increased control of the organization on employees. Operation of the organization is based upon rigid and impersonal rules of behavior-this is some time perceived as the bureaucracy is against human. In some organization employees are suppose to work as machine without thinking. Some of the organization use modified version of it, in this scenario employees get some to provide suggestion which scan be considered by the top level management In decision making process.

Momentum Essays - Physics, Mechanics, Classical Mechanics, Collision

Momentum Essays - Physics, Mechanics, Classical Mechanics, Collision Momentum Conservation of Momentum Kristin Favreau October 26, 1999 Purpose: To show that momentum is conserved in a closed system by illustrating the conservation of momentum in an elastic collision and an inelastic collision. Method: If momentum is conserved in a closed system, the total momentum of the system before collision should equal the total momentum of the system after the collision. Strobe photos will be used in the calculations that will prove that momentum is conserved. 1.) Elastic collision: A strobe photo will be used that shows a large glider smashing into a smaller glider which is initially at rest. This will cause the smaller glider to move and the large glider will continue to move also. 2.) Inelastic collision: A strobe photo will be used that shows a glider smashing into another glider which is initially at rest. When they collide the two gliders will stick together and will move. -The masses, distances and times will be measured in order to calculate the momentums of the systems before and after collision occurs. Data: V = d/t P = m x v 1.) Elastic collision: When Mass Distance Time Velocity Momentum Glider A Before Collision .31215 kg .009m .6s .015 m/s .00468 Kg m/s Glider B Before Collision .15580 kg 0 m/s 0 Kg m/s Glider A After Collision .31215 kg .005m 1.0s .005 m/s .00156 Kg m/s Glider B After Collision .15580 kg .011m .6s .018 m/s .00280 Kg m/s 2.) Inelastic collision: When Mass Distance Time Velocity Momentum Glider C Before Collision .3105 kg .016m 1.0s .016 m/s .004968 Kg m/s Glider D Before Collision .3000 kg 0 m/s 0 Kg m/s Gliders C+D After Collision .6105 kg .015m 2.0s .008 m/s .004884 Kg m/s Calculations: 1.) Elastic collision: Before After Glider A .00468 Kg m/s .00156 Kg m/s Glider B + 0 Kg m/s +.00280 Kg m/s .00468 Kg m/s .00436 Kg m/s 2.) Inelastic collision: Total momentum before = Total momentum after mv + mv = (m + m ) v (.3105kg x .016 m/s) + 0 = (.3105 kg + .3000 kg) x .008 m/s .0050 Kg m/s = .0049 Kg m/s Conclusion: Through experiments with strobe photos involving elastic and inelastic collisions, I was able to show that momentum is contained within a closed system. My efficiency for the elastic collision was 3.54% and my efficiency for the inelastic collision was 1.01 %. Less than 10 % of the momentum was lost in either collision indicating a good experiment. The lost momentum can be attributed to the transfer from mechanical energy to thermal energy. Sources of Error: 1.) The distances measured in the two strobe photos were estimated. 2.) The measurement of time was an average. % error = difference x 100 sum of all 1.) % error = .00032 x 100 = 3.54 % error .00904 2.) % error = .0001 x 100 = 1.01 % error .0099

How to Get the Best Letter of Recommendation for Scholarships

How to Get the Best Letter of Recommendation for Scholarships SAT / ACT Prep Online Guides and Tips Scholarships are competitive. They represent an investment in you as a student and your commitment to pursuing your goals in college. Donors want to make sure you're putting their money where your mouth is, so to speak. In order to earn a scholarship, applicants should give committees a clear sense of who they are, what their plans are, and how motivated they are to achieve them. Letters of recommendation for scholarships can go a long way toward testifying to a student's past achievements and potential for future success. Let's take a more in depth look at what purpose recommendation letters serve in the scholarship application process. What's the Purpose of Recommendation Letters for Scholarships? Scholarships are often awarded to a specific type of student with specific goals. They might be merit-based and awarded for achievement in science, writing, or math. Others support a special talent in athletics, music, or art.Whatever the focus, most scholarships are looking for something distinct. Letters of recommendation can go a long way toward reinforcing a student's unique story and testifying to her special talent or commitment. If the scholarship committee is looking for the next great violinist at Carnegie Hall, then the recommendation can speak to the student's singular commitment to daily violin practice and her moving solo concerts at school.Letters of rec can both validate and add further dimension to the story a student is telling the scholarship committee. Recommendation letters also show that the student has teachers, counselors, or other people in her life who are excited to advocate for her. Glowing reference letters show that others believe in her past and future accomplishments. They also hint that a student will be similarly successful at connecting with professors at college and making the most out of the opportunities that are available in and out of the classroom. Finally, strong reference letters help a student come to life as a 3-dimensional person in the eyes of a scholarship committee. While students may have similar resumes, recommendations can helpdifferentiate students and illuminate their unique character and personality.While resumes list what a student has done in the past few years, recommendation letters describe how a student conducts herself and what passions and motivations drive her actions. The best person to communicate all this knows the student well and has the writing skills and time to handcraft an eloquent statement of support. If you're a student applying for a scholarship, how can you choose the right person(s) to take on this important task? Choose wisely. Choosing Your Recommender First and foremost, you have to know the requirements of the scholarship. Do they want to see recommendations from a teacher? A counselor? A friend? Do they want one recommendation, two, or three? The type of scholarship will also help determine who you ask. To win a scholarship for achievement in science, you'd most likely want to ask your biology, chemistry, or physics teacher. If it's a baseball scholarship, then Biology Department Head Mr. Wilson singing praises of your lab skills might not get you too far. Besides these more obvious considerations, you should be thoughtful about who you've connected with and who knows you well enough to provide deep insight into your character and personality. Junior year teachers are often a good choice, because they had you in class recently and for an entire year. Freshman and sophomore year teachers may be reaching too far back into the past, and senior year teachers probably don't know you well enough yet. Some students ask a department head or even the principal. These letters can go a long way if the administrator knows you well, as it shows you stood out among all the students in the school. If it's a generic or distant letter though, then it won't be that effective, even coming from the principal or other administrator. Besides supporting you and having a strong relationship with you, the best letter writers are skilled and experienced at writing recommendations. Often your school counselor will have good advice as to which teachers are good choices. You might also hear through word of mouth, or consider how many years of experience a teacher has. Depending on your relationship with the teacher, you might share guides on how to write strong recommendation letters or a sample letter of recommendation for scholarship with them. You can gauge how this would be interpreted, whether it would be seen as a helpful gesture or unintentionally cause offense.Here you can do a little detective work, figure out who has the skill and time to craft an effective letter, and who might be open to suggestions or feedback. Once you've figured out who you want to ask to recommend you for the scholarship, how can you go about asking them? Might I have a moment of your time? How to Request Letters of Recommendation for Scholarships Since a letter of recommendation for scholarship takes time and thought to craft, you should ask for it at least a month before the scholarship deadline. It's definitely advisable to ask in person. Asking face to face communicates respect and maturity, plus it allows you to have a discussion about your application and any questions your recommender might have. If you're asking a teacher, it's a good idea to set up a time to meet during a break period or after school. You should also bring your completed "brag sheet" in hand, which I'll discuss in more detail below. When you meet with your teacher, you can make your request direct and to the point. She's probably well used to receiving requests for letters of recommendation, whether they're for college or scholarship applications. You could say something like the following, customized to your specific scholarship and teacher: I'm applying to the X Scholarship to support my plans for college next year. I really enjoyed your class and learned a ton from you. I'd be flattered if you could provide me with a strong letter of recommendation for my application. From here, pay attention to your teacher's reaction. If she seems busy, hesitant, or otherwise not into it, you might want to ask someone else. A lukewarm letter won't boost your application; in fact, it could actually hurt it. Make sure your recommender is happy to write you a letter without reservation. Otherwise, thank her and ask somebody else. A lot of teachers, especially experienced ones, are familiar with the various colleges that their students apply to over the years and can customize their rec letters to each school. Since there are so many scholarships out there, though, they might not know the ins and outs of the one you're hoping to win. This information, along with a "brag sheet," is useful to discuss when you make your request. Information to Give Your Recommender Of course, the necessary information is the logistics: how to submit, what forms to fill out, and what deadlines to meet. Make sure to tell your recommender exactly how and where to send their letters of recommendation and by what date. Then you can share more about the scholarship itself and why you feel you deserve it. To help your recommender customize your letter to your scholarship, tell her all about what the scholarship is for and what kind of students it's looking to reward. You can also share the rest of your application, so your recommender can complement your story. If you're focusing in on your passion for coding and building websites, then your computer science teacher can talk all about the site you designed in her class. In addition to your application, you could provide a "brag sheet" like many students do for college recs. You might call this something else in your school, but for the purposes of this article I'll stick with brag sheet. The brag sheet is more than a resume. It goes beyond listing your grades, clubs, and activities and provides space for you to reflect on your goals and passions. You can share significant experiences that shaped your values and sense of who you are, along with tough obstacles you had to overcome in your life. Your parents may also give input on this. Sharing these reflections not only helps remind your recommender of what you've accomplished in high school, it also helps reveal deep things about yourself that she may not have known about yet. By learning what's important to you and what lessons you take from your experiences, your recommender can gain even further insight into who you are. All of this is a recipe for a powerful and moving letter of recommendation in support of your scholarship application. Sharing so much about yourself can feel uncomfortable to a lot of students, and requires a certain amount of vulnerability and courage. Don't feel like you have to talk about anything you'd rather keep private. At the same time, sharing your stories could help you connect more meaningfully with your recommender and lead to an insightful, dynamic recommendation letter in your favor. Your recommender may even share her letter with you for feedback, though this is completely up to her. Recommendation letters are generally kept confidential in the academic world. Once you've made your request and shared all the important details, what are the next steps you should take in this process? Unlike the Penrose Stairs, these next steps are possible and recommended. Next Steps After giving your recommender at least a month's notice, if not more, I recommend following up with her about a week before your deadline. You can ask her if she has any other questions about the scholarship and thank her again for providing you with a reference. Once she's submitted her part, and you've completed all the other parts of the scholarship application to the best of your ability, make sure to send a thank you note. Also let her know how it all ends up, hopefully with a letter of congratulations from the scholarship committee! Ultimately, your instincts about who should recommend you will take you a long way. Additionally, these are the most important points to remember about getting a letter of recommendation for scholarship. Money fan. Key Points to Remember These are the most important takeaways for requesting letters of recommendation for scholarships. Ask a qualified person (experienced teacher, counselor, supervisor, etc) who knows you well and is happy to provide you with a strong and thoughtful endorsement. Discuss all the important details with your recommender, like the requirements of the scholarships and the themes of your application. Take the time to reflect on and share your thoughts about your own motivations, goals, and the significant experiences that have shaped you in your life. Send your recommender a friendly reminder about a week before your deadline, and be careful to get everything completed thoroughly and on time. Send a thank you note (or fruit basket, cookies, Groupon for paintball lessons...whatever seems most fitting). All parts of your scholarship application are important, including your recommendation letters! As long as you're careful about who you choose, your letters of recommendation can go far toward strengthening your application and impressing the scholarship committee. What's Next? Do you also need letters of recommendation for college? Is the process of asking for a letter for college any different than asking for one for scholarships? Find out here, with our complete guide to requesting recommendation letters for college. Are you applying to a selective institution, like an Ivy League school? Learn how to make your application stand out among the pool of qualified applicants with this Harvard alum and admissions expert's guide to getting into Harvard or the Ivy League. Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Spectral graph theory Research Paper Example | Topics and Well Written Essays - 3750 words

Spectral graph theory - Research Paper Example In this paper I will examine the facts and the new developments of graph theory with the use of the theoretical proofs laid forward by Fermat’s Little Theorem. In addition, I will also examine Nielson-Schreier’s point of view as far as the subject is concerned (Bonchev, Danail and Rouvray, 17). I will also discuss the concept’s new application to DNA arrangement and computer network security and its important application when it comes to the vertex cover graphs (Beineke, Lowell and Robin 69). There is also the use of edge color and matching in development of vertex colouring and this has well been explained in y work. Graph theory is very fast gaining merits in the field of mathematics as a result of its application in other different fields such as computer science, biochemistry, and biotechnology (CvetkovicÃŒ  & DragosÃŒÅ', 21). This field make use important concept that are procedures related to a part of graph theory referred to as matching which in turn its results are used to prove Dilworth’s series disintegration theorem (Bonchev, Danail and Rouvray, 196). One of the most ackn owledged field in graph theory is matching. Matching give an explanation that there is a set of left and right co-set agent of a subgroup and this can be seen in a finite group which in turn plays a viatl role in proving Dharwadker’s four-color theorem. In addition to this prove, there was also proof of existence of a subset of real numbers that could not be measured going with the views of Lebesgue. What we realize is that the theorem could also be proofed with the use of discrete mathematics (Beineke , Lowell and Robin 95). A graph is said to be a cluster of dots linked together by lines and below is an example of such graph depicting the linked dots. However, this definition is not accurate enough to be used in mathematical arguments. In a conventional way a graph is suppose to be depicted as a pair of sets (V, E) in which V represents a