Langston Hughes In the beginning there was language Essay

In The Beginning, There Was Language nbsp;nbsp;nbsp;nbsp;nbsp;A dream is a hope, a wish, and an aspiration. Everyone has dreams about what they want to be when they grow up, how they want to live, whom they want to marry and how their life will turn out. However, not all dreams can come true right away. Many of them are just out of reach and can only be attained by hard work, leadership and determination. The poem â€Å"A Dream Deferred† by Langston Hughes is an example of just that, a dream that is just simply out of reach. So what happens to a dream deferred? Deferred, defined by The New American Webster Dictionary, means to put off, delay or postpone something to a later date. Poetry is filled with many different aspects of poetic†¦show more content†¦These descriptive words however, lead us into the next element of language in poetry, figures of speech such as metaphors and similes. nbsp;nbsp;nbsp;nbsp;nbsp;Within this short eleven-line poem, there are five similes present. A simile is a comparison of two objects using like or as. The first simile used is comparing the â€Å"dream deferred† (1) to a drying up â€Å"raisin in the sun† (3). Before a raisin dries up, it is a beautiful juicy grape. However, once the sun reaches and affects the grape, the once plump fruit used to make juice and wine for all to enjoy, is now just a shriveled up raisin. A raisin can still be of use just not for as many things as a plump grape. The next one compares a dream deferred to a festering â€Å"sore† (4). A sore that never completely heals can grow bad and cause infection in the body. In applying that thought to a dream that cannot be realized, you come up with a dream that has become somewhat of a burden for the owner, like that of a festering sore. If the owner does not attend to and properly care for the sore and it does in fact become infected that could cause more problems for the dream that will not only be deferred but maybe never even realized. The poet just can’t seem to realize the dream instead it just sits there like an infection that continually reminds him it is yet to be accomplished. Does a dream deferred, â€Å"stink like rotten meat† (6)? To imagine aShow MoreRelatedEssay on Langston Hughes: in the Beginning There Was Language1027 Words   |  5 PagesIn The Beginning, There Was Language A dream is a hope, a wish, and an aspiration. Everyone has dreams about what they want to be when they grow up, how they want to live, whom they want to marry and how their life will turn out. However, not all dreams can come true right away. Many of them are just out of reach and can only be attained by hard work, leadership and determination. The poem A Dream Deferred by Langston Hughes is an example of just that, a dream that is just simply out of reachRead MoreAnalysis Of Langston Hughes s Poem I, Too978 Words   |  4 Pages Langston Hughes America, the ideals of freedom, equality, and opportunity traditionally held to be available to every American. This is what everyone was told, what the Declaration of Independence states. But, Langston Hughes a black American poet in the Harlem Renaissance period saw the truth. Being an African American in the United States during the early 1900’s was difficult. Many lived a life full of hardships; segregation, prejudice and economic hardships, viewed as second-class citizensRead MoreLangston Hughes The Weary Blues Analysis1256 Words   |  6 PagesOn Langston Hughes’s The Weary Blues Kevin Young, a graduate of Harvard University and one of the winners of the Guggenheim Fellowship, writes the historical perspective of Langston Hughes. He discusses the flowering of the African American literature and culture and how it is actually just the extension of the New Negro movement. From the Harlem Renaissance, Langston Hughes is able to represent â€Å"different things† for â€Å"different men.† The uprising of Hughes’s poems are the result of their hardshipsRead MoreThe Importance of Determination Essay687 Words   |  3 Pagesuntil they successfully overcome the obstacles that stand in their way. â€Å"Mother to Son† by Langston Hughes and â€Å"Still I Rise† by Maya Angelou are two different works written by two different authors yet they both convey the same message. Together, the two authors stress the significance of pushing harder when faced with conflicts rather than simply giving up. Using figurative language and repetition, L angston Hughes and Maya Angelou effectively emphasize this message in both of their poems. In bothRead MoreLangston Hughes Biography1058 Words   |  5 Pagesâ€Å"James Mercer Langston Hughes, known as Langston Hughes was born February 2, 1902 in Missouri, to Carrie Hughes and James Hughes.† Years later his parents separated. Langston’s father moved to Mexico and became very successful, as his for mother, she moved frequently to find better jobs. As a child growing up Langston spent most of his childhood living with his grandmother named Mary Langston in Lawrence, Kansas. Mary Langston was a learned women and a participant in the civil rights Movement. WhenRead MoreThe Harlem Renaissance M Langston Hughes1243 Words   |  5 PagesAbby Falasco Mrs. Getz Language Arts 10 Honors 6 April 2016 The Harlem Renaissance Man: Langston Hughes â€Å"I too sing America. I am the darker brother.† (Langston Hughes, â€Å"I, Too,† from Collected Poems, 46). Langston Hughes had many factors throughout his life that influenced his works. He was an artist that had works that crossed over into jazz, blues, and expressed his culture. During the 1920s Harlem Renaissance, Langston Hughes shared his African American pride with others through his poetry,Read MoreEssay on Langston Hughes a Harlem Renaissance Man1463 Words   |  6 Pages The beginning of the 20th century many African Americans migrated from the south to the north in what we call today, the Great Migration. Many African Americans found themselves in a district of New York City called Harlem. The area known as Harlem matured into the hideaway of jazz and the blues where the African American artist emerged calling themselves the â€Å"New Negro.† The New Negro was the cornerstone for an era known today as the Harlem Renaissance (Barksdale 23). The Ha rlem Renaissance warrantedRead MoreThe Poetry Of Langston Hughes1001 Words   |  5 Pagesinspiration from their background and past experiences to eloquently formulate their thoughts. Langston Hughes was no exception. Famous for his contribution to the embracement of African American culture in America during the Harlem Renaissance, Hughes began forming his thoughts into poetry early in his life. From growing up in segregated American and his involvement in the Harlem Renaissance, Langston Hughes accounts the celebration of African American culture as well as the fears and struggles, includingRead More i too sing America Essay985 Words   |  4 PagesAmerica†, by Langston Hughes had a significant message in that he desired to voice his expression on the issue of black oppression in America. Langston basic themes focused on the American Dream and the possibilities of hope and advancement were constantly present in his poetry. The tension between the unrealized dream and the realities of the black experience in America provided this insight to the black world. nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Langston Hughes undoubtedlyRead MoreEssay on The Poetry of Langston Hughes During the Harlem Renaissance1694 Words   |  7 PagesI. Introduction: The Harlem Renaissance The village of Harlem, New York was originally established by Dutch Governor Peter Stuyvesant in 1658. It was named after a Dutch city, â€Å"Nieuw Harlem. It sits on a 5.5 square mile area of Manhattan north of 96th Street. The 1830s saw the abandonment of Harlem due to the fact that the farmlands failed to produce. The economic recovery in Harlem began in 1837. It boasted prosperous, fashionable neighborhoods that offered a diverse, rich background provided

Obesity Obesity Rates And Trends Essay - 2302 Words

Introduction 36.5% of Americans are considered to be obese (Adult obesity facts, 2016, September 1). This does not include the many more that are considered to be overweight. This breaks down to 35% of people are obese in 4 states, 30% in another 25 states, and all states have at least 20% of people being obese (Obesity rates and trends, 2016, September). These are staggering amounts. Obesity rates are most common in older adults, middle aged adults, and young adults, with percentages of 38.5%, 41% and 34.3% respectively. It is a good thing that children are not in these top three groups for obesity, however high school students in 2015 had an obesity rate of 13.9% and an overweight rate of 16%. This number could easily grow over the next few years and it could trickle down into younger children being obese (Obesity rates and trends, 2016, September). If families are poor and cannot afford adequate food for their families, they might buy cheap packaged food or eat at cheap fast food places such as McDonald s multiple times a week to keep their family â€Å"nourished†, or at least what they think is nourishment. However, this is not nourishing because eating junk food or cheaply packaged food can and most likely will make people overweight and eventually obese if they eat those kinds of foods on a daily basis without any or much nutritional food. There is a trend with children in lower income families being more overweight and obese than children in families who have money andShow MoreRelatedObesity : Obesity Rates And Trends Essay2258 Words   |  10 PagesIntroduction 36.5 Americans are considered to be obese (Adult obesity facts, 2016, September 1). This does not include the many more that are considered to be overweight. This breaks down to 35% of people are obese in 4 states, 30% in another 25 states, and all states have at least 20% of people being obese (Obesity rates and trends, 2016, September). These are staggering amounts. Obesity rates are most common for older adults, middle aged adults, and young adults, with percentages of 38.5%, 41%Read MoreObesity : A Common Trend985 Words   |  4 Pagesof adult obesity (Center for Disease Control and Prevention, 2015). Obesity is a common trend throughout the U.S. making obesity a serious and costly trend. Although obesity is a common trend throughout the U.S. there are certain groups, lifestyle choices and other factors that may likely put an individual at risk for obesity. An individual’s genetic makeup, age, medical condition, environment, and social-economic status are also other risk factors associated with obesity and are trends seen throughoutRead MoreObesity Has Become An Enormous Problem Essay1571 Words   |  7 PagesIn the United States, obesity has become an enormous problem, both literally and figuratively. This extra weight has become a burden, taking its toll on the health of Americans by making them vulnerable to a range of diseases, including type 2 diabetes, stroke, atherosclerosis, osteoarthritis, and reproductive problems. As a result, public health officials, policy makers, and large parts of the health community are paying increasing amounts of attention to this issue, from the formulation of schoolRead MoreDemographics And Diseases Trends May Influence The Delivery Of Health Care Services1701 Words   |  7 PagesDiseases Trends likely to influence the Delivery of Health Care Services.† Starting with the age group population in the United States at ten to twenty years, then obesity, and then the future to adapt to the health care services. However, the factors that can identify are the environment support and change of trends. In the passage, the writer will talk about aging obesity, and the future of the health care provided. The common diseases examples that will be listed and the aging, obesity, and theRead MoreObesity And Its Effects On Obesity Essay1339 Words   |  6 Pages In the United States obesity has become an enormous problem, both literally and figuratively. Americans have become larger, gaining weight at ever increasing amounts. This extra weight has become a burden, taking its toll on the health of individual Americans by making them vulnerable to a range of diseases, including type 2 diabetes, stroke, atherosclerosis, osteoarthritis, reproductive problems. As a result, public health officials, health policy makers, and the much of the health community haveRead MoreFat Tax for Australia: Obesity Epidemic1723 Words   |  7 Pages Fat Tax for Australia Introduction There is what has been referred to as obesity epidemic in Australia today. This trend affects everyone it the society; whether it be directly or indirectly. One particular concern within the at risk segment is children. The young in our society do not have the capacity, either mentally or the physical resources, to make their own informed decisions about their dietary consumption. Children are generally dependent upon their parents or institutions toRead MoreObesity : A New Generation Of Healthy Young People956 Words   |  4 PagesFor my informative speech I chose a problem facing California today, as well as a company that helps propose a solution for it, following a trend in culture of creating a healthier lifestyle for the future generations. I wish to inform you of how obesity is growing in California’s youth and how HealthCorps, a company founded by Dr. Oz and his wife Lisa, set out to create a new generation of healthy young people. My sources came from scholarly ar ticles as well as a personal interview conducted withRead MoreChildhood Obesity And The United States1286 Words   |  6 PagesChildhood Obesity in America Since 1980 the rates of child obesity have more than tripled which has caused a growing pandemic of childhood obesity in the United States. Out of all the young children and adolescents within the age group of two through nineteen about 12.7 million are obese. That is the equivalent of about 17% of America’s population that is suffering from childhood obesity. Childhood obesity is too prevalent in all American households. Childhood obesity is detrimental on a nationalRead MoreChildhood Obesity : How Has This Become A Problem1218 Words   |  5 PagesChildhood Obesity: How Has This Become a Problem and What Can Be Done to Fix it? Childhood obesity is affecting 1 out 3 kids in our society. These children are being classified as being obese or overweight. Obesity has gained recognition as an important worldwide public problem and in the U.S., appears to be overtaking tobacco use as the number one cause of preventable death (Dennison, B. A., Edmunds, L. S., Stratton, H. H., Pruzek, R. M. (2006). This is the first time we have ever seen our childrenRead MoreObesity: Improving Health Outcomes520 Words   |  3 Pagesissues we are faced with everyday. I narrowed the search down to obesity and the population I would like to focus on is the adolescents. Health People 2010 identified overweight and obesity as one of the top ten leading health indicators that needs serious attention. Obesity has reached epidemic levels globally; being a significant threat to our own nation’s health. Adolescent obesity rates have more than tripled, as the adult obesity rate has doubled since 1980’s (Trust for Americas H ealth, 2011a)

Math and architecture free essay sample

Geometry PJ Architecture and Geometry Architecture and geometry are perfect complements of each other they go hand to hand in so many ways lets discuss some of these ways. Architecture has geometry written all over it if geometry never existed Architecture wouldnt have existed either. First of all geometry is the reason that we can calculate and measure the sizes and shapes of certain structures for us to use. Geometry allows us pin point exactly how much more we may need or less , without using geometry building stuff would all be guess to what size we may need or the shape well need it in. Geometry is the primary source of all harmony in geometry. Using Pythagoreans and other formulas based off geometry is key to finding solutions to architectures problems dealing finding rite shapes and pieces to fit in a whole structure 2 by 4s things like that are all possible measurements and the reason that they are measured is because of the work from geometry. We will write a custom essay sample on Math and architecture or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page 3d shapes such as cylinders and Castles would not be able to create without the work of geometry. Also dealing with painting say if you wanted to aint a structure you would have to know how much paint you would need rite well believe it or not you will not be able to calculate exactly how much paint you will need without geometry. Also say if you wanted to know how much space you have in your structure you will have to find the volume and calculate the mass and finding the height of your structure when it all comes down to it geometry is at the root of it all all the formulas we use for calculating objects and structures rather you know it or not all comes from the works of geometry. Architecture begins with geometry Architecture needs geometry for safety issues think about it you making a rooftop without the formulas in geometry you will not be able to calculate how much you will need so imagine making the roof too small then your roof would fall down on you and possibly kill you. We use geometrical shapes to decorate our structures which is very important if you want like an appealing building or object. One more way geometry shapes architecture (literally) is the way we build our gardens we wont know how much soil or plants can fit like getting a ew piece of land you have to measure that land to know what can fit there and what cant these both are very important and wouldnt be possible to determine without geometry. See so as I basically was saying geometry shapes architecture. Architecture is possible and only directly through geometry. Creating building finding areas and volumes of structures and finding the safest and honest ways of doing them is done through geometry. The role that geometry plays in architecture is very big and I want to thank you for your time in reading this essay.

SEO title Ida Lupino biography H1. Ida Lupino - t Essays

SEO title: Ida Lupino biography H1. Ida Lupino - the first female director in Noir. Ida Lupino is an outstanding English and American actress, talented director, a pioneer among women cinematographers, who worked in film and television from the mid- the too late 1940s through the 1960s.During 48 years of his acting career, Ida played in 59 films and created nine images. In addition, the actress appeared on television 58th time and 50 times acted as director of television projects. Ida also created scripts for films and television series. With her production company, she co-wrote and co-produced several of her own social-message films, and was the first woman to direct afilm noir,"The Hitch-Hiker," in 1953.H2. BiographyIda Lupino was born on February 4, 1918 - in the family of artists inHerne Hill, London. Her parents are actress Connie O'Shea, known as Connie Emerald and Stanley Lupino, a member of a centuries-old theatrical dynasty dating back to Renaissance Italy.She act ed with her sister in a modeltheatrebuilt by her father. Ida wrote her first play at the age of seven and played the leading female roles in each of Shakespeare's plays.It was supposed that Ida, after having grown up, will definitely work in show business. That's what happened. Although Ida wanted to be a writer, to gratify her father, she entered the Royal Academy of Dramatic Art at age 13.MoviesFor the first time, Ida appeared on the TV screen in 1931 in the film "The Love Race" and then in the film "Her First Affaire." Later after her debut, she played several insignificant roles before the role of a vengeful prostitute in "Light That Failed" (1939), working with Columbia. Subsequently, the actress began to cooperate with the company Warner Brothers, gradually gaining respect and love to the audience. In the early forties, the actress starred in several films, including They Drive by Night (1940) and High Sierra (1941). Very soon, Ida turned into one of the most popular and desir ed actresses in filmography.In 1949, her desire to become a filmmaker was realized, after Elmer Clifton had a mild heart attack unexpectedly, and he could not complete his last film "Not Wanted." Aida Lupino finished his work until the end, after which she decided to start her own directorial projects. Lupino created her own independent company (first named Emerald Productions and then The Filmmakers in 1950) with her then-husband, Collier Young. Later, Lupino mostly shot noir movies, becoming the first female director to work in this direction. Her most famous director's work is "The Hitcher." Very soon director's projects of Ida became popular in Hollywood and were positioned as female, as she wrote and directed films about the "invisible" issues of 1950s America.In the 50-60th, Ida actively appeared on television and was noticed in such shows, including "The Twilight Zone," "Have Gun Will Travel," "Columbo: Swan Song," etc. Personal lifeLupino was married and divorced three times . She married to actorLouis Haywardin November 1938. Her second husband was producerCollier Young, but after three years they divorced. Ida's third and final marriage was to actor Howard Duff, whom she married in 1951. Six months later, the couple had a daughter, Bridget. But in 1983 they divorced. Ida died on August 3, 1995, from a stroke, having a cancer of the rectum. She was 77 years old.Her grave is in Glendale, one of California's memorial parks.Awards and tributesThe actress and director Ida Lupino has repeatedly been awarded - her name is listed on two stars of the Alley of Glory in Hollywood. Her performance in "The Hard Way" won the New York Film Critics Circle Award for Best Actress. Ida won Inaugural Saturn Award -for Best Supporting Actress for "The Devil's Rain." Composer Carla Bley paid tribute to Lupino with her jazz composition "Ida Lupino."According to various sources, Ida Lupino's net worth has grown significantly in 2018. It is estimated to be in the range of app roximately $5500000.

benefits of a volcano essays

benefits of a volcano essays Volcanoes both harass and help mankind. As dramatically demonstrated by the Mount St. Helens on May 1980 Volcanic materials ultimately bread down to form some of the most fertile soils on Earth, cultivation of which fostered and sustained civilizations. People use volcanic substances as construction materials, as abrasive and cleaning agents, and as raw materials for many chemical and industrial uses. The internal heat associated with some young volcanic systems has been harnessed to produce geothermal energy. The Earth's crust, on which we live and depend on, is in large part the product of millions of once-active volcanoes and tremendous volumes of magma that did not erupt but instead cooled below the surface. For example, volcanic ash blown over thousands of square kilometres of land increases soil fertility for forests and agriculture by adding nutrients and acting as a mulch. Groundwater heated by large, still-hot magma bodies can be tapped for geothermal energy. And over many thousands of years, heated groundwater has concentrated valuable materials including copper, tin, gold, and silver, into deposits that are mined throughout the world. Therefore the benefits of living near the volcano outweigh the costs. Given enough rainfall, areas buried by new lava recover quickly; revegetation can begin less than one year after the eruption. Erosion and breakdown of the volcanic material can form fertile soils over periods of tens to thousands of years. These rich soils fostered the agricultural development of the Hawaiian Islands, as represented principally by the sugar, pineapple, coffee, and macadamia nut industries. This is also the case of Mt Merapi in Indonesia where farmers are excited and continues to plant new rice on the rich soil. When snakes slither from their pits and move down the mountain thats a sign for villagers to toss rice and tonics of herbs and spices into the crater . Mt merapi is one of indon...

SAT Essay Rubric Full Analysis and Writing Strategies

SAT Essay Rubric Full Analysis and Writing Strategies SAT / ACT Prep Online Guides and Tips We're about to dive deep into the details of that least beloved* of SAT sections, the SAT essay. Prepare for a discussion of the SAT essay rubric and how the SAT essay is graded based on that. I'll break down what each item on the rubric means and what you need to do to meet those requirements. On the SAT, the last section you'll encounter is the (optional) essay. You have 50 minutes to read a passage, analyze the author's argument, and write an essay. If you don’t write on the assignment, plagiarize, or don't use your own original work, you'll get a 0 on your essay. Otherwise, your essay scoring is done by two graders - each one grades you on a scale of 1-4 in Reading, Analysis, and Writing, for a total essay score out of 8 in each of those three areas. But how do these graders assign your writing a numerical grade? By using an essay scoring guide, or rubric. *may not actually be the least belovà ¨d. Feature image credit: Day 148: the end of time by Bruce Guenter, used under CC BY 2.0/Cropped from original. The Complete SAT Essay Grading Rubric: Item-by-Item Breakdown Based on the CollegeBoard’s stated Reading, Analysis, and Writing criteria, I've created the below charts (for easier comparison across score points).For the purpose of going deeper into just what the SAT is looking for in your essay, I've then broken down each category further (with examples). The information in all three charts is taken from the College Board site. Reading The biggest change to the SAT essay (and the thing that really distinguishes it from the ACT essay) is that you are required to read and analyze a text, then write about your analysis of the author's argument in your essay. Your "Reading" grade on the SAT essay reflects how well you were able to demonstrate your understanding of the text and the author's argument in your essay. Score Reading 1 (Inadequate) The response demonstrates little or no comprehension of the source text. The response fails to show an understanding of the text’s central idea(s), and may include only details without reference to central idea(s). The response may contain numerous errors of fact and/or interpretation with regard to the text. The response makes little or no use of textual evidence (quotations, paraphrases, or both), demonstrating little or no understanding of the source text. 2 (Partial) The response demonstrates some comprehension of the source text. The response shows an understanding of the text’s central idea(s) but not of important details. The response may contain errors of fact and/or interpretation with regard to the text. The response makes limited and/or haphazard use of textual evidence (quotations, paraphrases, or both), demonstrating some understanding of the source text. 3 (Proficient) The response demonstrates effective comprehension of the source text. The response shows an understanding of the text’s central idea(s) and important details. The response is free of substantive errors of fact and interpretation with regard to the text. The response makes appropriate use of textual evidence (quotations, paraphrases, or both), demonstrating an understanding of the source text. 4 (Advanced) The response demonstrates thorough comprehension of the source text. The response shows an understanding of the text’s central idea(s) and of most important details and how they interrelate, demonstrating a comprehensive understanding of the text. The response is free of errors of fact or interpretation with regard to the text. The response makes skillful use of textual evidence (quotations, paraphrases, or both), demonstrating a complete understanding of the source text. You'll need to show your understanding of the text on two different levels: the surface level of getting your facts right and the deeper level of getting the relationship of the details and the central ideas right. Surface Level: Factual Accuracy One of the most important ways you can show you've actually read the passage is making sure you stick to what is said in the text. If you’re writing about things the author didn’t say, or things that contradict other things the author said, your argument will be fundamentally flawed. For instance, take this quotation from a (made-up) passage about why a hot dog is not a sandwich: â€Å"The fact that you can’t, or wouldn’t, cut a hot dog in half and eat it that way, proves that a hot dog is once and for all NOT a sandwich† Here's an example of a factually inaccurate paraphrasing of this quotation: The author builds his argument by discussing how, since hot-dogs are often served cut in half, this makes them different from sandwiches. The paraphrase contradicts the passage, and so would negatively affect your reading score. Now let's look at an accurate paraphrasing of the quotation: The author builds his argument by discussing how, since hot-dogs are never served cut in half, they are therefore different from sandwiches. It's also important to be faithful to the text when you're using direct quotations from the passage. Misquoting or badly paraphrasing the author’s words weakens your essay, because the evidence you’re using to support your points is faulty. Higher Level: Understanding of Central Ideas The next step beyond being factually accurate about the passage is showing that you understand the central ideas of the text and how details of the passage relate back to this central idea. Why does this matter? In order to be able to explain why the author is persuasive, you need to be able to explain the structure of the argument. And you can’t deconstruct the author's argument if you don’t understand the central idea of the passage and how the details relate to it. Here's an example of a statement about our fictional "hot dogs are sandwiches" passage that shows understanding of the central idea of the passage: Hodgman’s third primary defense of why hot dogs are not sandwiches is that a hot dog is not a subset of any other type of food. He uses the analogy of asking the question â€Å"is cereal milk a broth, sauce, or gravy?† to show that making such a comparison between hot dogs and sandwiches is patently illogical. The above statement takes one step beyond merely being factually accurate to explain the relation between different parts of the passage (in this case, the relation between the "what is cereal milk?" analogy and the hot dog/sandwich debate). Of course, if you want to score well in all three essay areas, you’ll need to do more in your essay than merely summarizing the author’s argument. This leads directly into the next grading area of the SAT Essay. Analysis The items covered under this criterion are the most important when it comes to writing a strong essay. You can use well-spelled vocabulary in sentences with varied structure all you want, but if you don't analyze the author's argument, demonstrate critical thinking, and support your position, you will not get a high Analysis score. Score Analysis 1 (Inadequate) The response offers little or no analysis or ineffective analysis of the source text and demonstrates little or no understanding of the analytic task. The response identifies without explanation some aspects of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s choosing, Or numerous aspects of the response’s analysis are unwarranted based on the text. The response contains little or no support for claim(s) or point(s) made, or support is largely irrelevant. The response may not focus on features of the text that are relevant to addressing the task, Or the response offers no discernible analysis (e.g., is largely or exclusively summary). 2 (Partial) The response offers limited analysis of the source text and demonstrates only partial understanding of the analytical task. The response identifies and attempts to describe the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing, but merely asserts rather than explains their importance, or one or more aspects of the response’s analysis are unwarranted based on the text. The response contains little or no support for claim(s) or point(s) made. The response may lack a clear focus on those features of the text that are most relevant to addressing the task. 3 (Proficient) The response offers an effective analysis of the source text and demonstrates an understanding of the analytical task. The response competently evaluates the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. The response contains relevant and sufficient support for claim(s) or point(s) made. The response focuses primarily on those features of the text that are most relevant to addressing the task. 4 (Advanced) The response offers an insightful analysis of the source text and demonstrates a sophisticated understanding of the analytical task. The response offers a thorough, well-considered evaluation of the author’s use of evidence, reasoning, and/or stylistic and persuasive elements, and/or feature(s) of the student’s own choosing. The response contains relevant, sufficient, and strategically chosen support for claim(s) or point(s) made. The response focuses consistently on those features of the text that are most relevant to addressing the task. Because this category is so important, I've broken it down even further into its two different (but equally important) component parts to make sure everything is as clearly explained as possible. Part I: Critical Thinking (Logic) Critical thinking, also known as critical reasoning, also known as logic, is the skill that SAT essay graders are really looking to see displayed in the essay. You need to be able to evaluate and analyze the claim put forward in the prompt. This is where a lot of students may get tripped up, because they think â€Å"oh, well, if I can just write a lot, then I’ll do well.† While there is some truth to the assertion that longer essays tend to score higher, if you don’t display critical thinking you won’t be able to get a top score on your essay. What do I mean by critical thinking? Let's take the previous prompt example: Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich. An answer to this prompt that does not display critical thinking (and would fall into a 1 or 2 on the rubric) would be something like: The author argues that hot dogs aren’t sandwiches, which is persuasive to the reader. While this does evaluate the prompt (by providing a statement that the author's claim "is persuasive to the reader"), there is no corresponding analysis. An answer to this prompt that displays critical thinking (and would net a higher score on the rubric) could be something like this: The author uses analogies to hammer home his point that hot dogs are not sandwiches. Because the readers will readily believe the first part of the analogy is true, they will be more likely to accept that the second part (that hot dogs aren't sandwiches) is true as well. See the difference? Critical thinking involves reasoning your way through a situation (analysis) as well as making a judgement (evaluation). On the SAT essay, however, you can’t just stop at abstract critical reasoning - analysis involves one more crucial step... Part II: Examples, Reasons, and Other Evidence (Support) The other piece of the puzzle (apparently this is a tiny puzzle) is making sure you are able to back up your point of view and critical thinking with concrete evidence. The SAT essay rubric says that the best (that is, 4-scoring) essay uses â€Å"relevant, sufficient, and strategically chosen support for claim(s) or point(s) made.† This means you can’t just stick to abstract reasoning like this: The author uses analogies to hammer home his point that hot dogs are not sandwiches. Because the readers will readily believe the first part of the analogy is true, they will be more likely to accept that the second part (that hot dogs aren't sandwiches) is true as well. That explanation is a good starting point, but if you don't back up your point of view with quoted or paraphrased information from the text to support your discussion of the way the author builds his/her argument, you will not be able to get above a 3 on the Analysis portion of the essay (and possibly the Reading portion as well, if you don't show you've read the passage). Let's take a look of an example of how you might support an interpretation of the author's effect on the reader using facts from the passage: The author’s reference to the Biblical story about King Solomon elevates the debate about hot dogs from a petty squabble between friends to a life-or-death disagreement. The reader cannot help but see the parallels between the two situations and thus find themselves agreeing with the author on this point. Does the author's reference to King Solomon actually "elevate the debate," causing the reader to agree with the author? From the sentences above, it certainly seems plausible that it might. While your facts do need to be correct, you get a little more leeway with your interpretations of how the author’s persuasive techniques might affect the audience. As long as you can make a convincing argument for the effect a technique the author uses might have on the reader, you’ll be good. Say whaaat?! #tbt by tradlands, used under CC BY 2.0/Cropped and color-adjusted from original. Did I just blow your mind? Read more about the secrets the SAT doesn’t want you to know in this article. Writing Your Writing score on the SAT essay is not just a reflection of your grasp of the conventions of written English (although it is that as well). You'll also need to be focused, organized, and precise. Score Writing 1 (Inadequate) The response demonstrates little or no cohesion and inadequate skill in the use and control of language. The response may lack a clear central claim or controlling idea. The response lacks a recognizable introduction and conclusion. The response does not have a discernible progression of ideas. The response lacks variety in sentence structures; sentence structures may be repetitive. The response demonstrates general and vague word choice; word choice may be poor or inaccurate. The response may lack a formal style and objective tone. The response shows a weak control of the conventions of standard written English and may contain numerous errors that undermine the quality of writing. 2 (Partial) The response demonstrates little or no cohesion and limited skill in the use and control of language. The response may lack a clear central claim or controlling idea or may deviate from the claim or idea over the course of the response. The response may include an ineffective introduction and/or conclusion. The response may demonstrate some progression of ideas within paragraphs but not throughout the response. The response has limited variety in sentence structures; sentence structures may be repetitive. The response demonstrates general or vague word choice; word choice may be repetitive. The response may deviate noticeably from a formal style and objective tone. The response shows a limited control of the conventions of standard written English and contains errors that detract from the quality of writing and may impede understanding. 3 (Proficient) The response is mostly cohesive and demonstrates effective use and control of language. The response includes a central claim or implicit controlling idea. The response includes an effective introduction and conclusion. The response demonstrates a clear progression of ideas both within paragraphs and throughout the essay. The response has variety in sentence structures. The response demonstrates some precise word choice. The response maintains a formal style and objective tone. The response shows a good control of the conventions of standard written English and is free of significant errors that detract from the quality of writing. 4 (Advanced) The response is cohesive and demonstrates a highly effective use and command of language. The response includes a precise central claim. The response includes a skillful introduction and conclusion. The response demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay. The response has a wide variety in sentence structures. The response demonstrates a consistent use of precise word choice. The response maintains a formal style and objective tone. The response shows a strong command of the conventions of standard written English and is free or virtually free of errors. Because there's a lot of different factors that go into calculating your Writing score, I've divided the discussion of this rubric area into five separate items: Precise Central Claim Organization Vocab and Word Choice Sentence Structure Grammar, Etc. Precise Central Claim One of the most basic rules of the SAT essay is that you need to express a clear opinion on the "assignment" (the prompt). While in school (and everywhere else in life, pretty much) you’re encouraged to take into account all sides of a topic, it behooves you to NOT do this on the SAT essay. Why? Because you only have 50 minutes to read the passage, analyze the author's argument, and write the essay, there's no way you can discuss every single way in which the author builds his/her argument, every single detail of the passage, or a nuanced argument about what works and what doesn't work. Instead, I recommend focusing your discussion on a few key ways the author is successful in persuading his/her audience of his/her claim. Let’s go back to the assignment we've been using as an example throughout this article: "Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich." Your instinct (trained from many years of schooling) might be to answer: "There are a variety of ways in which the author builds his argument." This is a nice, vague statement that leaves you a lot of wiggle room. If you disagree with the author, it's also a way of avoiding having to say that the author is persuasive. Don't fall into this trap! You do not necessarily have to agree with the author's claim in order to analyze how the author persuades his/her readers that the claim is true. Here's an example of a precise central claim about the example assignment: The author effectively builds his argument that hot dogs are not sandwiches by using logic, allusions to history and mythology, and factual evidence. In contrast to the vague claim that "There are a variety of ways in which the author builds his argument," this thesis both specifies what the author's argument is and the ways in which he builds the argument (that you'll be discussing in the essay). Organization While it's extremely important to make sure your essay has a clear point of view, strong critical reasoning, and support for your position, that's not enough to get you a top score. You need to make sure that your essay "demonstrates a deliberate and highly effective progression of ideas both within paragraphs and throughout the essay." What does this mean? Part of the way you can make sure your essay is "well organized" has to do with following standard essay construction points. Don't write your essay in one huge paragraph; instead, include an introduction (with your thesis stating your point of view), body paragraphs (one for each example, usually), and a conclusion. This structure might seem boring, but it really works to keep your essay organized, and the more clearly organized your essay is, the easier it will be for the essay grader to understand your critical reasoning. The second part of this criteria has to do with keeping your essay focused, making sure it contains "a deliberate and highly effective progression of ideas." You can't just say "well, I have an introduction, body paragraphs, and a conclusion, so I guess my essay is organized" and expect to get a 4/4 on your essay. You need to make sure that each paragraph is also organized. Recall the sample prompt: â€Å"Write an essay in which you explain how Hodgman builds an argument to persuade his audience that the hot dog cannot, and never should be, considered a sandwich.† And our hypothetical thesis: The author effectively builds his argument that hot dogs are not sandwiches by using logic, allusions to history and mythology, and factual evidence. Let's say that you're writing the paragraph about the author's use of logic to persuade his reader that hot dogs aren't sandwiches. You should NOT just list ways that the author is logical in support of his claim, then explain why logic in general is an effective persuasive device. While your points might all be valid, your essay would be better served by connecting each instance of logic in the passage with an explanation of how that example of logic persuades the reader to agree with the author. Above all, it is imperative that you make your thesis (your central claim) clear in the opening paragraph of your essay - this helps the grader keep track of your argument. There's no reason you’d want to make following your reasoning more difficult for the person grading your essay (unless you’re cranky and don’t want to do well on the essay. Listen, I don’t want to tell you how to live your life). Vocab and Word Choice In your essay, you should use a wide array of vocabulary (and use it correctly). An essay that scores a 4 in Writing on the grading rubric â€Å"demonstrates a consistent use of precise word choice.† You’re allowed a few errors, even on a 4-scoring essay, so you can sometimes get away with misusing a word or two. In general, though, it’s best to stick to using words you are certain you not only know the meaning of, but also know how to use. If you’ve been studying up on vocab, make sure you practice using the words you’ve learned in sentences, and have those sentences checked by someone who is good at writing (in English), before you use those words in an SAT essay. Sentence Structure Creating elegant, non-awkward sentences is the thing I struggle most with under time pressure. For instance, here’s my first try at the previous sentence: â€Å"Making sure a sentence structure makes sense is the thing that I have the most problems with when I’m writing in a short amount of time† (hahaha NOPE - way too convoluted and wordy, self). As another example, take a look at these two excerpts from the hypothetical essay discussing how the author persuaded his readers that a hot dog is not a sandwich: Score of 2: "The author makes his point by critiquing the argument against him. The author pointed out the logical fallacy of saying a hot dog was a sandwich because it was meat "sandwiched" between two breads. The author thus persuades the reader his point makes sense to be agreed with and convinces them." The above sentences lack variety in structure (they all begin with the words "the author"), and the last sentence has serious flaws in its structure (it makes no sense). Score of 4: "The author's rigorous examination of his opponent's position invites the reader, too, to consider this issue seriously. By laying out his reasoning, step by step, Hodgman makes it easy for the reader to follow along with his train of thought and arrive at the same destination that he has. This destination is Hodgman's claim that a hot dog is not a sandwich." The above sentences demonstrate variety in sentence structure (they don't all begin with the same word and don't have the same underlying structure) that presumably forward the point of the essay. In general, if you're doing well in all the other Writing areas, your sentence structures will also naturally vary. If you're really worried that your sentences are not varied enough, however, my advice for working on "demonstrating meaningful variety in sentence structure" (without ending up with terribly worded sentences) is twofold: Read over what you’ve written before you hand it in and change any wordings that seem awkward, clunky, or just plain incorrect. As you’re doing practice essays, have a friend, family member, or teacher who is good at (English) writing look over your essays and point out any issues that arise. Grammar, Etc. This part of the Writing grade is all about the nitty gritty details of writing: grammar, punctuation, and spelling. It's rare that an essay with serious flaws in this area can score a 4/4 in Reading, Analysis, or Writing, because such persistent errors often "interfere with meaning" (that is, persistent errors make it difficult for the grader to understand what you're trying to get across). On the other hand, if they occur in small quantities, grammar/punctuation/spelling errors are also the things that are most likely to be overlooked. If two essays are otherwise of equal quality, but one writer misspells "definitely" as "definately" and the other writer fails to explain how one of her examples supports her thesis, the first writer will receive a higher essay score. It's only when poor grammar, use of punctuation, and spelling start to make it difficult to understand your essay that the graders start penalizing you. My advice for working on this rubric area is the same advice as for sentence structure: look over what you’ve written to double check for mistakes, and ask someone who’s good at writing to look over your practice essays and point out your errors. If you're really struggling with spelling, simply typing up your (handwritten) essay into a program like Microsoft Word and running spellcheck can alert you to problems. We've also got a great set of articles up on our blog about SAT Writing questions that may help you better understand any grammatical errors you are making. How Do I Use The SAT Essay Grading Rubric? Now that you understand the SAT essay rubric, how can you use it in your SAT prep? There are a couple of different ways. Use The SAT Essay Rubric To...Shape Your Essays Since you know what the SAT is looking for in an essay, you can now use that knowledge to guide what you write about in your essays! A tale from my youth: when I was preparing to take the SAT for the first time, I did not really know what the essay was looking for, and assumed that since I was a good writer, I’d be fine. Not true! The most important part of the SAT essay is using specific examples from the passage and explaining how they convince the reader of the author's point. By reading this article and realizing there's more to the essay than "being a strong writer," you’re already doing better than high school me. girl sleeping on a couch holding a mirror by RickBrenda Beerhorst, used under CC BY 2.0/Resized from original. Change the object in that girl’s left hand from a mirror to a textbook and you have a pretty good sketch of what my junior year of high school looked like. Use The SAT Essay Rubric To...Grade Your Practice Essays The SAT can’t exactly give you an answer key to the essay. Even when an example of an essay that scored a particular score is provided, that essay will probably use different examples than you did, make different arguments, maybe even argue different interpretations of the text...making it difficult to compare the two. The SAT essay rubric is the next best thing to an answer key for the essay - use it as a lens through which to view and assess your essay. Of course, you don’t have the time to become an expert SAT essay grader - that’s not your job. You just have to apply the rubric as best as you can to your essays and work on fixing your weak areas. For the sentence structure, grammar, usage, and mechanics stuff I highly recommend asking a friend, teacher, or family member who is really good at (English) writing to take a look over your practice essays and point out the mistakes. If you really want custom feedback on your practice essays from experienced essay graders, may I also suggest the PrepScholar test prep platform? I manage the essay grading and so happen to know quite a bit about the essay part of this platform, which gives you both an essay grade and custom feedback for each essay you complete. Learn more about how it all works here. What’s Next? Are you so excited by this article that you want to read even more articles on the SAT essay? Of course you are. Don't worry, I’ve got you covered. Learn how to write an SAT essay step-by-step and read about the 6 types of SAT essay prompts. Want to go even more in depth with the SAT essay? We have a complete list of past SAT essay prompts as well as tips and strategies for how to get a 12 on the SAT essay. Still not satisfied? Maybe a five-day free trial of our very own PrepScholar test prep platform (which includes essay practice and feedback) is just what you need. Trying to figure out whether the old or new SAT essay is better for you? Take a look at our article on the new SAT essay assignment to find out! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Marketing strategy Essay Example | Topics and Well Written Essays - 1000 words

Marketing strategy - Essay Example One of Porsche’s unique selling points is its engine design and care should have been taken in this regard. Given the heavy losses the company suffered as a result of the introduction of the 928 model, there was a need for a new product strategy. The BCG Matrix was an effective tool for this situation. This portfolio planning method recognizes the need to reposition products in the portfolio to achieve cash flow and profitability. According to the Boston Consulting Group, 928 would have been regarded as a dog because of its low growth rate and low market share. Although 928 may generate enough cash, possibly to break even, it’s simple not worth the investment. Therefore Porsche’s strategy to divest the 928 model and to pump more money in a more promising investment say the 911, was a very sound approach. â€Å"Porsche purists are wary every time a new incarnation of 911 is unveiled. Will there be a change of look, feel, and sound? Porsche’s 911 is going to be made forever, or possibly longer. This is because the company does not know how to end it, only how to make a new one every few years (3)† The use of the product life cycle would have been of interest to the luxury sports car company when deciding its advertising and extension strategies. The 911 model existed at the maturity stage and the failure for the 928 to pick up sales forced the company to reposition and redesign the 911 model over a period of time. So far these strategies were successful, however an important point which Porsche should be aware of is that extension strategies are short term measures and not permanent in nature. In spite of this fact, each product life cycle for each car model is different and therefore its usefulness as a forecasting tool for Porsche may be limited. The Porsche brand developed over the years. There is the belief, however, that the introduction of recent brands

Organizational Behaviour Team Assessment EssayReport Essay

Organizational Behaviour Team Assessment EssayReport - Essay Example Effective teams need to work together and take collective responsibility to complete significant tasks (Campion, Medsker and Higgs, 1993). So teams are formed around a specific purpose. It provides the team a meaningful purpose which decides the direction, momentum and commitment of the team members. This purpose is a vision and broader than specific goals. In my college, I am one of the team members working to shift and rearrange our library. Setting an objectives and purposes motivates members and increase sense of responsibility and ownership over the work and it make the work more interesting to perform. In my team, the main purpose of the team is to shift the library and arrange the books according to subject index, so that it could be available to each student as soon as possible and it's become easier to search the books immediately. We are the team of 15 self motivated enthusiastic students having zeal to perform the job. This self managed work team is capable of performing highly related or interdependent jobs and ready to take many of the responsibilities. Our team is ready to take the planning and scheduling of work, assigning task to members, collective control over the pace of work making operating decision, taking action on problems. Being the fully self managed team, we have the autonomy to select our team members and ev aluate each other performances objectively. Due to these specific characteristics, team leader position within the team decreases and it is almost vanished. We as a team have liberty to express our views and could set our schedules, which has been decided collectively. We have the choice of selecting new members, and disciplines members who creates problems. As a result our response to job assigned to our team has increased and implementation process becomes fast. Once we selected our team members we have different kind of person's having different abilities. In our team we have four members with technical expertise in library sciences. Another four members are from the computer sciences department who are capable of computerizing the library so that book could be found more easily and be issued to students without any problem. Apart from these members of technical expertise our team has 2 members having excellent problems solving skills. These problems solvers and decision makers a ctually been able to identify problems, generates alternatives, evaluates those alternatives and can make competent choices. The remaining 5 members are from management stream in which one member is form supply and logistic management stream. Apart from being in different streams and backgrounds all the members are good listeners as well as are able to provide objective feedbacks and have the ability of conflict resolution; all the members of my team have good interpersonal skills (Stevens and Campion, 1994). But having members with specific skills also require proper mixture of all the qualities. My team has higher mean levels of conscientiousness. The whole team always tries to maintain higher level of conscientiousness because if a single team members who lacks minimal level of say agreeableness, can negatively affect the whole team's performance so we all members of the team always try to motivate each other and try to create an informal atmosphere within the team. We have a job in our hand i.e., to shift the

International Corporation Essay Example for Free

International Corporation Essay Hard Rock Cafe International founded in 1971, as one of the worldwide entertainment and dining brands, internationally- highly praised music. It has a network of 122 signature Hard Rock Cafes in 41 countries and owns the worlds greatest collection of music memorabilia. Founded by two Americans, Isaac Tigrett and Peter Morton, they are enterprising and music loving. Peter brought a real understanding of the restaurant business, and Isaac brought many creative attributes and together they made the Hard Rock Cafe (â€Å"The Hard Rock Cafe Story†, 2005). Hard Rock Cafe was an instant classic, entertain and attracting customers with its first-rate, but fairly priced casual American charge, warm service and ever-present rock n roll music and sensibility. They offer quality, classic American food in their unique, high-energy, music memorabilia-packed atmosphere. Hard Rock Cafe has finally become the worlds leading collector and exhibitors of rock n roll memorabilia (â€Å"The Hard Rock Cafe Story†, 2005). Known for its collectible and fashion merchandise, live concerts, Hard Rock Live performance venues, www. hardrock. com and Hard Rock Hotels and Casinos, Hard Rock Cafe International, Inc. is a totally owned subsidiary of London-based The Rank Group Plc. Hard Rock Cafe International provides visitors around the world with a unique experience that combines food and merchandise with the largest collection of rock memorabilia on the world. Hard Rock Cafe has become a global phenomenon. (Adelstein, 1999) People should keep their eye out as Hard Rock Cafe continues to take music into the next millennium, because at Hard Rock, music is truly the universal language. In latest years, Hard Rock has expanded its cafe limitations by reinforcing its music connection through music-related products and programs such as collectible and fashionable Hard Rock Cafe merchandise, the Hard Rock Records music label, www. hardrock. com, Hard Rock Hotels and Casinos, and Hard Rock Live music venues. Not only they can rock hard, they know how to throw a party. Opening celebrations for each new Hard Rock Cafe all around the world are started by live musical performances (â€Å"About Hard Rock cafe†, 2005). Hard Rock Cafe has been governed by a guiding service with law talent and honest philosophy, Love All Serve All. Means a place where all have always been welcome, in spite of age, sex or class. Hard Rock Cafe remains amazingly faithful to its original intentions. Its rock n roll sensibility a Hard Rock Cafe legacy- remains at the very center of all Hard Rock restaurants and every development hard work undertaken by Hard Rock Cafe. Classic American food, served up by a skilled, caring and helpful wait staff, is still the order of the day at Hard Rock Cafe. And a their commitment to widespread humanitarian causes under the banner Save the Planet- has helped make Hard Rock a legitimate cultural force, from coast to coast, continent to continent (â€Å"The Hard Rock Cafe Story†, 2005). Nowadays, Hard Rock Cafe International, with Hard Rock Cafe at its center, is an entertainment and leisure company that continues to successfully expand the Hard Rock Brand through limitless music-related ventures. Hard Rock Cafe is innovating on a system wide modernization program for the 21st century and adding a new day part, a nightclub with live music. Hard Rock is best known not for its food but for its atmosphere. The cafes ask for donations of music memorabilia and have the worlds largest collection of such. Time after time, their guests have told them that they are looking for an opportunity to make a personal, physical and sometimes even spiritual connection to the music and artists of their time. Then Hard Rock Cafe offer a entertaining, unique and educational look at the evolution of music, that can effects on world events and the emotional appeal and timeless energy as told through priceless memorabilia, interactive displays, educated guides and self-guided tours (â€Å"Hard Rock Cafe Announces Plans†, 2002). For Hard Rock Cafe the biggest challenge facing reputable restaurant chains like theirs is losing their customer. In addition, there have been many new competitors, paying attention by a low cost of livelihood and rising people, offering a comparable dining experience. Moreover, employee turnover has continued to increase. Fighting this situation, Hard Rock Cafe wanted to take improvement of their well-built brand image, combined with excellent customer service and constantly high food quality and to attract more customers from the close region (â€Å"Hard Rock Cafe sets new dining trends†, 2004). At Hard Rock Restaurant, to serves their customer they do not applied manual POS (Point of Sales) systems. The reason why The Hard Rock restaurant is do not make use of manual POS solution because it was based on manual processes, it was inefficient and costly to train new staff— and tracking lost revenue was nearly impossible. Before a new employee was ready to work on the restaurant floor, they have to follow the intensive classroom education for a week. From this activity expected, deliver the new wait-staff and cashiers that enable to memorize extensive information, from standard menu items and services options, to preparation alternatives, pricing details and corporate service policies (â€Å"Hard Rock Cafe sets new dining trends†, 2004). To be confident for the long term, The Hard Rock Cafe management needed to find a way to enhance customer service and reduce the amount of time that customers had to wait for their orders. Moreover, they had to decrease on training costs, as well as organization more-effective profits controls and a process for tracking customer preferences and sales trends to advance productivity. To face a great deal disturbance in the technology industry lately, the restaurant’s major concern in selecting a new POS resolution was dependability. Not just of the restaurant’s new systems, but also of the technology source delivering them. Then they use the new IBM technology-based solution (â€Å"Hard Rock Cafe sets new dining trends†, 2004). Hard Rock Cafe expects a full return on investment (ROI) for the new IBM technology-based solution. ROI expected can reduce the cashier headcount and staff training costs. Hard Rock Cafe wait-staff and cashiers can trust in rapid access to concurrent menu and pricing information to respond quickly to diners, by leveraging new functionality. Besides, human error during the order-entry process has been reduced to nearly nothing, resulting in better consistency, efficiency, and customer satisfaction (â€Å"Hard Rock Cafe sets new dining trends†, 2004). To constrain decision making about promotions, pricing and staffing, Hard Rock Cafe managers can track member of staff and customer activities, enabling the company to collect precious business data. By that method, they can rapidly identify popular items, advantage information to cross-sell extra menu items and track the preferences of common. The customers have seen the new technology and they often comment on the new modern system and Hard Rock Cafe innovative approach to reform the dining experience. This will affect customer faithfulness over the long term by enabling Hard Rock Cafe to leverage unforgettable, first-rate service and the strong brand image to attract a bigger base of both visitor and local customers (â€Å"Hard Rock Cafe sets new dining trends†, 2004). To build financial system work well, strategy for the Hard Rock Cafe are: ? They should fix the infrastructure and the existing corporate systems, ? They must invest in customer-facing programs ? They supposed to provide technologies that will drive traffic to Hard Rocks website (www. hardrock. com) and from there to the restaurants

Walt Disney :: essays research papers

Walt Disney   Ã‚  Ã‚  Ã‚  Ã‚  Walt Disney was one of the famous motion-picture producers in history. He first became known in the 1920's and 1930's for creating such cartoon film characters as Mickey Mouse and Donald Duck. He later produced feature length cartoon films, movies about wild animals in their natural surroundings, and films starring human actors. Disney won 32 Academy Awards for his movies and for scientific and technical contributions to filmmaking. He also gained fame for his development of theme parks.   Ã‚  Ã‚  Ã‚  Ã‚  Walter Elias Disney was born on Dec. 5, 1901, in Chicago, Illinois. His family moved to Missouri, and he spent much of his boyhood on a farm near Marceline. At the age of 16, Disney studied art in Chicago. In 1920, he joined the Kansas City Film Ad Company, where he helped make cartoon advertisements to be shown in movie theaters.   Ã‚  Ã‚  Ã‚  Ã‚  In 1923, Disney moved to Los Angeles to become a film producer or director. When he failed to find a job, he returned to producing cartoons. He set up his first studio in the back half of a real estate office. For several years, Disney stuggled to pay his expenses. He gained success in 1928, when he released the first short cartoons that featured Mickey Mouse. Earlier filmmakers had found that animals were easier to animate than people. Mickey Mouse, drawn with a series of circles, proved ideal for animation.   Ã‚  Ã‚  Ã‚  Ã‚  In 1927, sound that had been added to motion pictures, and a process for making movies in color was developed a few years later. Disney and his staff made imaginative use of sound and color. Disney himself provided Mickey Mouse's voice for Steamboat Willie (1928), the first cartoon to use synchronized sound. His cartoon Flowers and Trees (1932) was the first cartoon in full Technicolor.   Ã‚  Ã‚  Ã‚  Ã‚  From 1929 to 1939, Disney produced a cartoon series called Silly Symphonies, which played in theaters along with other animated films featuring Mickey Mouse and other characters, like Donald Duck, Goofy, and Pluto. After 1924, Disney actually did more of the drawing necessary for his animated films. His genius lay in creating, organizing, and directing the films.   Ã‚  Ã‚  Ã‚  Ã‚  In 1937, Disney issued the first full-length animated feature film to be produced by a studio, Snow White and the Seven Dwarfs. It became one of the most popular movies in history. Disney's later full-length animated films included Pinocchio (1940), Fantasia (1940), Dumbo (1941), Bambi (1942), Cinderella (1950), Alice in Wonderland (1951), Peter Pan (1953), Lady and the Tramp (1955), Sleeping Beauty (1959), 101 Dalmations (1961), and the Jungle Book (released in 1967, after his death). In 1950, Disney released Treasure Island, his first full-length movie to use only human actors.

Managing Food Allergies and Intolerances in the Hospitality Sector Essay

A food allergy is the response of the body to a food or protein the body perceives as injurious and therefore produces antibodies (Eigenmann, 2009). Highly popular are allergies towards nuts, eggs or seafood. The symptoms can vary from swelling of the throat or mouth, skin reactions, noxious feeling, breathing difficulties or even collapse (Busky, 2012). Intolerance on the other hand is the reaction when the body is not able to deal or digest a kind of food because the body misses or cannot produce certain enzymes. Most commonly known are lactose and gluten intolerances which are coeliac disorders. Triggering a malabsorption of several nutritional ingredients the sufferer has to deal with indigestion, mild abdominal (stomach) pain, bloating, occasional changes in bowel habit, such as episodes of mild diarrhoea or constipation, loss of appetite, weight loss or even vomiting (National Health Services). All these symptoms give high restrictions during daily life and require careful attention. Further the term of anaphylaxis appears quite often in the context of food allergy. Anaphylaxis describes an extreme form of imunsystem reaction to a chemical contact with of a substance of the sufferer within the environment. It impinges on the whole body and can in worst cases lead to an anaphylactic shock which often causes death (National Health Services). The British Allergy Foundation stated that in 2012 up to 21 million people in the UK are affected by food allergies and that almost 10 million of them are suffering from more than one allergy. They further estimated that by the year 2015 almost 50 per cent of the Europeans will suffer from an allergy. These facts are already allowing an insight into the importance of the topic in the hospitality industry and its uprising as a contemporary issue of increasing significance. In the following section some general information and research and three food allergy organizations will be presented more in detail. The topic will be presented with a detailed view on the approach in restaurants. The key findings will be evaluated and summarized in the conclusion. Discussion General Information Allergens in food are not always labelled and indicated on product or menu items. Further as per the findings of Pratten and Towers (2003) there is high education and training for hospitality workers in terms of food hygiene and preparation but with no deeper focus on handling food allergies. Eating out therefore becomes a difficult challenge especially for families. Especially, after reviewing a study of Cathy A. Enz on behalf of the Cornell Hospitality Quarterly in 2004. Her findings show that for restaurant managers and owners the level of concerns regarding food allergies lays only with 3,3 % (out of 100%) and is ranked on the sixed position out of eight criteria (see appendix, exhibit 1). As per Allergykids. com four in ten UK school children have an allergic condition. Hence the parents have to control and watch after their children much more to ensure their well-being. The founder and CEO of Allergyeats. com, Paul Antico states â€Å"First and foremost, I’m a dad of kids who have food allergies. I understand the concerns of parents and know what it’s like to be constantly on guard. † Adding to this statement, seven out of ten sufferers say their allergy has an adverse effect on their lives (Allergykids. com, 2012). This is clearly showing the impact on the hospitality and the need for adaption in the service offer. Within the issue of Food Allergies there have been several approaches to ease and make the topic more valid and accessible on the consumer as well as on the service providers ‘point of view. The Food Allergen Labeling and Consumer Protection Act One step was the Food Allergen Labeling and Consumer Protection Act of the second of August of 2004 which came into effect on the first of August 2006. It obliges manufacturers to label and indicate common allergens like nuts or milk on their product on a clear and comprehensible way (Food and Drug Administration, 2004). Whereas it is questionable if the consumer can be assured by this with correct labeling. The Food and Drug Administration is randomly inspecting different food packaging for the allergen label but it is shady if some products might just slip through and give wrong indications for the consumer. Nevertheless nowadays there is a wide range of products (for example in a supermarket with an average of 50,000 products (Google Answeres)) and most of them are food items. Therefore the control of all packaging becomes a heavy challenge. However the first step is the mplementation of such a law. Regarding the fact that the Act is in effect since 2006 it can be estimated that products have been relabeled over the years and especially new products introduced the allergen label by entering the market. The Gluten Free and Allergy Free Passport The Gluten Free and Allergy Free Passport organization are â€Å"Educating the World about Food & Travel since 2005† (GFPassport, 2012). The below graph is showing their approach to necessary communication between restaurant and allergy sufferer: Fig. 1 Gluten & Allergy Free Passport, 2012 On both sides, on the guest perspective and the restaurant perspective there should be previous education. The Guest, in this case the allergy sufferer needs to assess his comfort level by for example talking to the wait staff. After identifying the eating options the guest conducts the pre planning and starts the interaction with the restaurant. Communication the guest? s needs and specifications are crucial and the first step in the interaction. Ordering the meal and receiving it, the guest should provide feedback about his experience. At the same time not only the guest has to be cautious, the wait staff and the cooks have to understand the guest needs and facilitate the specification ordered by fully ensuring safety for the guest. After the meal is delivered the staff should follow-up not only for the well-being of the guest but also to apply critical feedback. The Chef? s Card To ease this communication between the customer and the restaurant some organisation like the Allergy Free Table LLC company introduced a useful tool. The company is trying to educate and provide information in that area. But not only the provision of important information about allergies and intolerances, facts and figures, problems and risks is their aim but they also giving solutions to make daily life for allergy sufferers easier. One of their approaches is the Chef? s card. It is similar to a business card indicating the allergy of the consumer, the degree of the allergy and the actions to be taken in case of an allergic reaction. Example of Layout of Chef? s Card: Fig. 2: Allergy Chef? s Card (Allergy Free Table, LLC, 2012) The Allergy Free Table LLC.  Co provides sample cards and individual adjusted templates which are provided for free download and print out on their website. This approach is widely spread and having a look through the World Wide Web a lot of positive comments regarding this idea can be found. On the forum for Food Allergy Support, members are commenting â€Å"We go out eat a lot and we use the Chef? s Card [†¦]†, â€Å"[†¦] the cards are useful [†¦]† or â€Å"[†¦] I’m all for chef cards! [†¦]†. Further there can be services found other online services as SelectWisely. com which is providing Chef? Card with the focus on people travelling and therefore translating them in the respective language. From the customer and the restaurants perspective the Chef? s Card is an effective approach to this serious issue. The customer receives the feeling to be taken more serious with the special demand. Further for example the wait staff have something to hold in the hands, which can be handed over to the kitchen staff and results in more security as the level of miscommunications is narrowed. Particularly while travelling the Chef? Card is relieving the customer from feeling stressed eating out as well the restaurant obtains a clear guideline to handle the guest conveniently and most important safely. To sum up the approach of the Chef? s Card is an innovative approach which eases the concern of food allergy issues in restaurant for both parties. The Food Allergy and Anaphylaxis Network Despite many online communities (e. g. the Allergy Free Table LLC. Co) are providing information the most popular one might be the Food Allergy and Anaphylaxis Network. The Food Allergy and Anaphylaxis Network (FAAN) are calling themselves the â€Å"most trusted source of information† and can record over 22,000 memberships in the year 2012 (FAAN, 2012). The network is funded by the annual membership fees, donations and charity events like the yearly FAAN Walk for Food Allergy. They are committed to increase the awareness of the impact and implications of Food Allergies, the provision of education for young and old, advocate further research into the topic. The FAAN offers programs like the â€Å"Safe@School† program which is a package including nformation material as well as implementation and management strategies for schools (FAAN, 2012). Moreover they understood that â€Å"Eating away from home can pose a significant risk to people affected by food allergy. Research suggests that close to half of fatal food allergy reactions are triggered by food served by a restaurant or other food service establishment† (FAAN, 2012). So they are approaching restaurateurs directly and are calling up on more training for hospitality staff: â€Å"Education, cooperation, and teamwork are the keys to safely serving a guest who has food allergies. All food service staff – including restaurant managers, servers, and kitchen staff – must become familiar with the issues surrounding food allergies and the proper way to answer guests’ questions. Further, they must know what to do if an allergic reaction occurs. † The network emphasises on cooperation between the restaurants and customers to ease the barriers and to diminish the risks for allergy sufferers while eating out. The handbook for training of hospitality staff is only one of the collections of information which is provided for free on the FAAN? s homepage. Reviewing the amount of information which is available especially online restaurateurs should no longer hesitate to implement the handling of food allergies as an inherent part of their standards and policies. Much information is available for free and some managerial strategies and ,of course training sessions, will cost some money. Nevertheless this undertaking is not too difficult as food safety and hygiene procedures are already applied in gastronomic enterprises. As shown above the need for an extension to allergy concerns from the customers? side is omnipresent. Although that the adaption of this issue will cost time and money in return target markets and customer acquisition will be promoted. The Trend of Labelling Menu Items Food labelling is only mandatory for products coming from the manufacturer, so those which are e. g. bought in supermarkets and grocery shops. This labelling format has been improved by the Codex Alimentarius by the Commission of the Food and Agriculture Organization of the United Nations and the World Health Organization in 2003 also adapted by the European Parliament and one year later in the USA. It regulated that foods triggering ensitive reactions have to be labelled. Current discussions about having restaurants to label their menu items are on-going but â€Å"[†¦] the restaurant industry argued that mandatory labeling would be a significant burden on most restaurants, the majority of which are small businesses that do not have the technical ability and/or knowledge to provide and publish such data† (Pizam, 2011). Restaurants mostly object menu labeling. Small businesses only produce in small amounts and menu items change frequently which would imply additional financial expenditures on the menu design. Further restaurants are arguing that the demand for labeled menus is not high enough. Attempts with calorie and fat indications mostly failed in past years. The demand for low calorie and low fat items in comparison to the conventional products was not high enough (Din, Zahari, Otham, Abas, 2012). It is questionable if this failure of menu indications is significant in the debate about labeling menus for allergy sufferers (Pizam, 2011). The quoted arguments are comprehensible but the extreme defensive attitude should be dropped. The request for menu labeling must not be a generalized demand but a compromise could be formed. Restaurants could have some additional menus indicating a detailed description of the menu ingredients. Other than that the restaurant might be able to guarantee that the cook on shift knows all its products and ingredients. This could be done by narrowing the amount of suppliers, brands and by maintaining the supplier for basic products. Maintaining loyal to a supplier as a plus would reduce purchase costs as restaurants receive better prices with long-term contracts. Conclusion Concluding from the findings the issue of food allergies in restaurants will be of increasing concern in the following years. Therefore there is every indication to find common approaches and standards to build up a convenient interrelation between customers and restaurants. The customer, most of all, needs to develop the trust to the restaurateur of being served in a serious and safe manner. The presented concept of the Chef? s Card is a recommendable and effective way to ease the communication for the special requirements of an allergy sufferer. Further the restaurant can handle the conveyed responsibility with more secureness and assurance. As the research has shown labelling the menu to needs of allergy sufferers is still in heavy discussion. Nevertheless a common standard should be introduced in order for the restaurant to clearly follow any special requests. To conclude in the future an overall standard is required in restaurants. Procedures should be extended and the implementation of allergy handling should be a standard for all gastronomy venues. The load of information is immense and the accessibility is there. Hence restaurants have little excuse too not implement some new strategies in their procedures. Although staff turnover is very high in the hospitality sector which is complicating the demand for additional training, hygiene and food safety instructions are mandatory for all hospitality staff. So why not extend and cover the issue of food allergies at the same time. Consequently restaurants could be labelled as being trained in allergy concerns and customers can easily choose to eat out.

Impact Of The Sarbanes-Oxley Act

Supporters of companies going public suggest that gaining additional capital is one of the benefits medium sized companies gain by going public. The rationale for going public is to float the shares of the company through the stock market by starting an initial public offer (IPO) inviting the public to purchase its shares and raise additional capital. Once the company has met all of the requirements for filing Security Stock and Exchange (SEC) they are in compliance with SOX.Under SOX section 404, requires all CEO and CFO to certify and report to the public the effectiveness of internal control over the financial statements. Secondly, corporate social responsibility (CSR) is another benefit accrued by a medium sized company by going public through publication of it information. Aside from profitability, corporate social responsibility aids company to position ineffective market-based solutions to social. By CSR redirect negative problems caused by corporate operations onto the consum er and protecting their interests while hampering efforts to find just and sustainable solutions.The rationale of publishing company information is to give the company a platform to state its willingness to take into consideration the stakes of all stakeholders involved in its financing and operations. This increases public confidence in the company. Going public also benefits a medium sized company by increasing its competitive advantage in the global market. Going public is a strategic objective by some medium sized companies to become competitively aligned. Finally, gain competitive advantage all through expanded capital base and improved public confidence.Create an argument that the same goals may be achieved if the company remains a privately held entity. Provide support for your answers The opponents of public listing held that a company can acquire the benefits of going public while still being private and more efficient. For instance, Leuz (2007) asserts that a company can g ain additional capital through borrowing loans from banks as opposed to going public. Corporate social responsibility can also be obtained even for privately owned companies that actively engage in community advancement programs.In this way, the company meets the requirements of its stakeholders without exposing itself to public scrutiny and retains its ability to maintain a competitive advantage through internal strengths and enhanced customer relationship management (Dolvin & Pyles, 2007). The opponents of going public also hold that a corporation can devise ways of being strategically aligned while retaining its private status. For instance, a private company can make objectives that are strategically aligned to its vision and mission and narrow its market niche to serve the needs of its customers.This can be achieved through strategies such as being the least cost provider for commodities or emphasizing unique customer experience through the provision of quality products. This d isqualifies the perception that a company can only gain competitive advantage by going public (Li, Morton & Sonja, 2008). When a company decides to go public, it can typically obtain capital by issuing stocks or bonds. Suggest four (4) leading financial rations that will be evaluated and how each will impact the company’s decision to obtain expansion funds. Determine whether the results of the ratios would alter the decision to go public.Financial analysis serves as both a control and planning tool. Aids in making important company decisions obtain expansion funds and also on the decision to go public or remain private. Liquidity ratio illustrates the ability of a company to pay its accrued debt in the short term. A company with high liquidity ratios is not advised to obtain expansion funds through debt since it cannot pay up the already accrued debt. It would be advisable for such a company to generate expansion funds by going public since this increases the equity ratio and reduces the debt and liquidity ratios (Alrafadi, & Md-Yusuf, 2011).Activity ratio assesses the ability of the company to convert its assets to cash. When activity ratio is high, the company should go public since it already has liquid cash and needs to save up more of its finances through the floating of shares compared to borrowing cash. Profitability ratios assess the measures that organizations will use in making money. It mainly assesses the profitability of a company against the earnings ratio, and when this ratio is low, the company needs to remain private then go public since its profitability will not attract any investors (Alrafadi, & Md-Yusuf, 2011).Debt ratio is aimed at assessing what amount of the company capital structure constitutes debt capital. Where the company has a lower debt ratio, it means that it has more of equity than debt, which is a good state in a company. In this case, the company can borrow debt capital or go public to gain more funds as it has a stron g debt ratio. That it is essential to analyze the financial ratios of a company prior to deciding, whether to obtain more funds by going public (Alrafadi, & Md-Yusuf, 2011).By researching, the results of SOX compliance surveys assess the financial impact that SOX might have on your company if it decides to go public. Considering the impact SOX compliance, take a position as to whether your company can overcome the challenges posed by identifying the potential advantages and disadvantages that SOX may have on your company. SOX is a legal framework developed by the United States with the aim of increasing the accountability and transparency of listed companies, especially pertaining to the cost of going public.Transparency is one of the advantages gained by a medium sized company that uses SOX to go public. Structures put in place through SOX monitor the internal systems of the company, prevent failure, ensure accurate disclosures and improves the management of risk of the company. Th is enhances the transparency of the medium sized company and increases its credibility among the public and potential shareholders (Kaserer, Mettler & Obernberger, 2011). Going public with SOX also enhances the reliability of medium sized companies.The consumers and members of the public are able to predict the company’s behavior since the company publishes its accounts. Through transparency and improved public scrutiny, shareholders and other stakeholders such as customers are able to view the profit of the company, the prospectus and evaluate the ability of the company to meet their expectations in the future. The consumers can through public scrutiny develop confidence on the medium sized company going public via SOX, which increases customer base and profitability of the company (Litvak, 2007).Additionally, a medium sized company benefits from going public through SOX by enhancing investor confidence in the ability of the company to offer viable returns to investorsâ€⠄¢ investment. For example, an investor will be more confident in investing in a company that publishes its financial statements as a requirement of going public. This is because the investor will be able to view the profits of the company and its ability of the provide high returns on the investors capital. This benefits the company through investor loyalty and attracts more potential investors (Li, Morton & Sonja, 2008).Cost is one of the major negative impacts of SOX if a company goes public. For example, a company has to incur underwriting cost, which is a, direct cost for a company going public. The company going public under SOX also incurs indirect costs like under-pricing of its shares in the stock exchange (Wintoki, 2007). The Company also incurs legal cost since lawyers are needed to advise the company on legal consequences of going public. In most instances, the cost of a company going public through SOX outweighs the benefit of going public and may have adverse effects o n the company Leuz, 2007).Lack of secrecy is another adverse effect of a company going public through SOX. For example, a company that discloses its financial records risks sharing its strategic plans with its competitors, which robs the company the ability to remain competitive since its strategies and secrets are available for public scrutiny (Litvak, 2007). Moreover, involvement of external auditors is another adverse effect of SOX going public to medium sized companies. Example; prior to being private where a company would have just an internal auditor, a company that goes public also needs an external auditor to verify the internal systems of the Company.This further exemplifies the operations and the auditing costs of the company by going public as a report of the external auditor are more reputable compared to that of an internal auditor (Grifin & Lont, 2005). Make recommendation as the CEO regarding the alternative (i. e. , going public or staying private) that will best sup port the company’s expansion goals. As the Chief Executive Officer of a medium sized company, I recommend that the medium sized company should go public as this will support the company’s expansion goals.This is affirmed by the fact that going public fits into the strategic objectives of the company by being strategically aligned to gain competitive advantage. Although there are costs incurred during going public if the team is committed to the process and there are available resources to go public; economic feasibility evidences that the benefit of going public outweighs the risk and viable venture for any medium sized company. Moreover, though SOX has been challenged, the benefit that accrues to a medium sized company by going public affirms the rationale for a company to go public.

Inequalities on ACT Math Strategies and Practice

Inequalities on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Inequality questions come in a variety of shapes and forms on the ACT, but, no matter their form, you will see approximately three inequality questions on any given test. This means that inequality questions make up 5% of your overall ACT math test. Now, 5% of your test might not sound like a lot, but with only a quick brush-up on inequalities, that's an additional 5% of your questions that you're bound to rock! This will be your complete guide to inequalities on the ACT: what they are, the different types of ACT math problems on inequalities, and how to solve them. What Are Inequalities? An inequality is a representation that two values are not equal or that two values are possibly not equal. There are different types of inequalities and different symbols to denote these different relationships. ≠  is the "unequal" sign. Whenever you see this sign, you know that two values are not equal, but nothing more. We don't know which value is greater or less than, just that they are not the same. If we have $y ≠  x$, we do not know if $y$ is greater or less than $x$, just that they do not equal one another. is the "greater than" sign. Whichever number or variable is facing the opening of the sign is always the larger of the two values. (Some of you may have learned that the sign is a "crocodile" and that the crocodile always wants to eat the larger value). For instance, $x 14$ means that $x$ can be anything larger than 14 (it can even be 14.00000000001), but it cannot be 14 and it cannot be less than 14. is the "less than" sign. Whichever number is facing away from the opening of the sign is the lesser of the two values. This is just the greater than sign in reverse. So $14 x$ is the exact same equation we had earlier. $x$ must be larger than 14, 14 must be smaller than $x$. ≠¥ is the "greater than or equal to" sign. This acts exactly the same as the greater sign except for the fact that our values can also be equal. Whereas $x 14$ meant that $x$ could only be any number larger than 14, $x ≠¥ 14$ means that $x$ could be equal to 14 or could be any number larger than 14. ≠¤ is the "less than or equal to" sign. Just as the less than sign acted as a counter to the greater than sign, the less than or equal to sign acts counter to the greater than or equal to sign. So $x ≠¥ 14$ is the exact same thing as saying $14 ≠¤ x$. Either way, we are saying that 14 is less than or equal to $x$, $x$ is greater than or equal to 14. Each symbol describes the relationship between two values, but we can also link multiple values in a string. For instance, we can say: $5 x 15$ This gives us both an upper and a lower limit on our $x$ value, because we know it must be both larger than five and less than 15. If we only had $5 x$, the upper limit of $x$ would stretch into infinity, and the same with the lower limit if we only had $x 15$. For tips on how to keep track of which signs mean which, check out this article. The inequality crocodile is always hungry for the most it can get, om nom nom. How to Represent Inequalities We can represent inequalities in one of three different ways: A written expression A number line A graph Let's look at all three. Inequalities as written expressions use only mathematical symbols and no diagrams. They are exactly what we have been working with above (e.g., $y 37$). An inequality number line allows us to visualize the set of numbers that represents our inequality. We use a dark line to show all the numbers that match our inequality, and we mark where the inequality begins and/or ends in two different ways. To mark the beginning of an inequality that is "greater than" or "less than," we use an open circle. This shows that the starting number is NOT included. To mark the beginning of an inequality that is "greater than or equal to" or "less than or equal to," we use a closed circle. This shows that the starting number IS included. We can also combine these symbols if our inequality equation requires us to use two different symbols. For instance, if we have $-3 x ≠¤ 3$, our number line would look like: And finally, we can have inequalities in graphs for any and all types of graphs on the coordinate plane (more on the coordinate plane coming soon!). "Greater than" will be above the line of the graph, while "less than" will be below the line of the graph. Greater: This is true no matter which direction the line of the graph extends. Less: In terms of markings, inequality graphs follow the same rules as inequalities on number lines. Just as we use an open circle for "greater than" or "less than" inequalities, we use a dashed line for inequality graphs that are "greater than" or "less than." And just how we use a closed circle for "greater than or equal to" or "less than or equal to" inequalities, we use a solid line for our graphs that are greater or less than or equal to. And now to dive right in to ACT inequality problems! (Awkward flailing optional). Typical ACT Inequality Problems There are three different types of inequality questions you'll see on the ACT, in the order from most to least common: #1: Solve an inequality equation (find the solution set) #2: Identify or answer questions about an inequality graph or number line #3: Find alternate inequalities that fulfill given information Let's look at each type- what they mean and how you'll see them on the ACT. #1: Solving an Inequality Equation This is by far the most common type of inequality question you'll see on the ACT. You will be given one or two inequality equations and must solve for the solution set of your variable. Inequality problems work exactly the same way as a single variable equation and can be solved in the same way. Just think of the inequality sign as being the same as the equals sign. So you will perform the same actions (adding, subtracting, multiplying, and dividing) on each side. For instance: $9 + 12x 45$ $12x 36$ $x 3$ The only difference between equations and inequalities is that the inequality sign flips if you multiply or divide each side by a negative. For instance, $10 - 4x 50$ $-4x 40$ $x -10$ Because we had to divide each side by -4, we had to reverse the sign of the inequality. Alternatively, we can also use the strategy of plugging in answers (PIA) or plugging in numbers (PIN) to solve our inequality problems. Because all ACT math problems are multiple choice, we can simply test out which answers match our equation (and which do not) or we can choose our own values for x based on the information we know, depending on the problem. Let's look at an example of how this looks on the ACT, whether we solve the problem algebraically or by PIA. The inequality $3(x+2)4(x-3)$ is equivalent to which of the following inequalities? F. $x-6$G. $x5$H. $x9$J. $x14$K. $x18$ Solving Method 1: Algebra First, distribute out the variable on each side. $3(x + 2) 4(x - 3)$ $3x + 6 4x - 12$ Now, we must isolate our variable just as we would with a single variable equation. $6 x - 12$ $18 x$ Just as we saw back in our definitions, we know that we can also flip the inequality sign if we also switch the sides of our values. So $18 x$ is the same as saying $x 18$. Our final answer is K, $x 18$ Solving Method 2: Plugging in Answers Though it will often take a little longer, we can also solve our inequality problems by testing out the values in our answer choices. Let's, as usual when using PIA, start with answer choice C. Answer choice C says $x$ is less than 9, so let us see if this is true by saying that $x = 8$. If we plug in 8 for $x$ in the equation, we'll get: $3(x + 2) 4(x - 3)$ $3(8 + 2) 4(8 - 3)$ $3(10) 4(5)$ $30 20$ This is true, but that doesn't necessarily mean that it is the correct answer. Just because we know that $x$ can be equal to 8 or less doesn't mean it can't also be greater than 8. All we know for sure is that we can eliminate answer choices F and G, since we've problem that $x$ can be larger than each of them. So let us now go the opposite route and look at the highest value $x$ can be, given our answer choices. Answer choice J gives us $x 14$ and answer choice K says that $x 18$, so what would happen is we gave $x$ a value between the two? Let us say that $x = 16$ $3(x + 2) 4(x - 3)$ $3(16 + 2) 4(16 - 3)$ $3(18) 4(13)$ $54 52$ Because our inequality works for $x = 16$, we know that $x$ can be greater than $x 14$ and can, therefore, be greater than all the answer choices except for answer choice K (the answer choice that gives us our largest possible value for $x$). This is enough to tell us that our final answer is K. Our final answer is, again, K, $x 18$ #2: Inequality Graph and Number Line Questions For these types of questions, you will be asked to identify a graph or a number line from a given equation. Alternatively, you may be asked to infer information from a given inequality graph. Either way, you will always be given the graph on the coordinate plane. We know that the sum of $x$ and $y$ must be greater than 1, so let us imagine that one of those two variables is equal to 0. If we say that $x = 0$, then y alone has to be greater than 1 to make the sum of $x$ and $y$ still be greater than 1. We also know that we indicate that a value is "greater than" on a graph with a dashed line at the value in question and a filled in area above the value. The only graph with a dashed line at $y = 1$ and that has a shaded area above this value is graph J. This means graph J is more than likely our answer, but let's confirm it just to be safe. Because the sum of $x$ and $y$ must be greater than 1, the alternative possibility to $x = 0$ and $y 1$ is that $y$ equals zero, so $x$ must be greater than 1. To show this, we would need a dashed line at $(1, 0)$ and a shaded area above it, all of which graph J has. Now, to finish confirming that graph J is indeed our answer, we would simply do what we did to locate the lower limit of our graph in reverse so that we can find the upper limit. If $x + y 2$, then, when $x = 0$, $y$ must be less than 2, and when $y = 0$, $x$ must be less than 2. This would give us dashed lines at $(0, 2)$ and $(2, 0)$, both of which are on graph J. Our final answer is J. #3: Finding Alternate Inequality Expressions The rarest form of inequality questions on the ACT will ask you to use given inequalities and find alternate inequalities that must be true based off this given information. Let's look at one of these in action, to better see how this type of question works. If $x$ and $y$ are real numbers, such that $x1$ and $y-1$, then which of the following inequalities must be true? A. $x/y1$ B. $|x|^2|y|$ C. $x/3-5y/3-5$ D. $x^2+1y^2+1$ E. $x^{-2}y^{-2}$ There are two different ways we can solve this problem, by plugging in our own numbers or by working through it based on our logic and knowledge of algebra. We'll go through both methods here. Solving Method 1: Plugging in Numbers (PIN) Because we have a problem with multiple variables in both the problem and in the answer choices, we can make life a little easier and give our variables numerical values. Now, we do have to be careful when using this method, however, because there are infinite variables to choose from for both $x$ and $y$ and so more than one answer choice might work for any given variables we give to $x$ and $y$. If two or more answer choices work, we must simply pick new variables- eventually only the correct answer will be left, as it must work for ALL values of $x$ and $y$. When it comes to picking our values for $x$ and $y$, we can also make life easy by picking values that are easy to work with. We know that we must divide both $x$ and $y$ by 3 in answer choice C, so let us pick values that are divisible by 3, and we know we must square our values in several answer choices, so let us pick numbers that are fairly small. Now let's just say that $x = 6$ and $y = -9$ (Why those numbers? So long as they fulfill the given information- and they do- then why not!) And let us plug these values into our answer choices. Answer choice A gives us: $x/y 1$ If we plug in our values, we get: $6/{-9}$ $-{2/3}$ This is NOT greater than 1, so we can eliminate answer choice A. Answer choice B gives us: $|x|^2 |y|$ If we plug in our values, we get: $|6|^2 |-9|$ $36 9$ This is correct, so we will keep answer option B in the running for right now. Answer choice C gives us: $x/3 - 5 y/3 - 5$ If we plug in our values, we get: $6/3 - 6 {-9}/3 - 5$ $2 - 6 -3 - 5$ $-4 -8$ This is correct, so we will keep answer option C in the running for now as well. Because B and C are both correct, we will need to come back and test them both again with different values later. Answer choice D gives us: $x^2 + 1 y^2 + 1$ $6^2 + 1 -9^2 + 1$ $36 + 1 81 + 1$ $37 82$ This is NOT true, so we can eliminate answer choice D. Answer choice E gives us: $x^{-2} y^{-2}$ $6^{-2} -9^{-2}$ $1/{6^2} 1/{-9^2}$ $1/36 1/81$ Now this is indeed true, but what if we had chosen different values for x and y? Let's say that we said $x = 9$ and $y = -6$ instead (remember- so long as the numbers fit with the given information, we can use any values we like). $x^{-2} y^{-2}$ $9^{-2} -6^{-2}$ $1/{9^2} 1/{-6^2}$ $1/81 1/36$ Whoops! Answer choice E is no longer correct, which means we can eliminate it. We are looking for the answer choice that is always true, so it cannot possibly be answer E. Now we are left with answer choices B and C. Let's look at them each again. While we saw that our values for $x$ and $y$ meant that answer choice B was indeed true, let's see what would happen if we choose a much smaller value for $y$. Nothing is stopping us from choosing -6,000 for $y$- remember, all that we are told is that $y -1$. So let us use $y = -6,000$ instead. $|x|^2 |y|$ $|6|^2 |-6,000|$ $36 6,000$ This inequality is NOT true anymore, which means we can eliminate answer choice B. This means that answer choice C must be the right answer by default, but let's test it to make absolutely sure. Let us try what we did with answer option E and reverse the absolute values of our $x$ and $y$. So instead of $x = 6$ and $y = -9$, we will say that $x = 9$ and $y = -6$. $x/3 - 5 y/3 - 5$ $9/3 - 5 {-6}/3 - 5$ $3 - 5 -2 - 5$ $-2 -7$ No matter how many numbers we choose for $x$ and $y$, answer choice C will always be correct. Our final answer is C, $x/3 - 5 y/3 - 5$ Solving Method 2: Algebraic Logic As we can see, using PIN was successful, but required a good deal of time and trial and error. The alternative way to solve the problem is by thinking of how negatives and positives work and how exponents and absolute values alter these rules. We know that $x$ must be positive and $y$ must be negative to fulfill the requirements $x 1$ and $y -1$. Now let us look through our answer choices to see how these expressions are affected by the idea that $x$ must always be positive and $y$ must always be negative. Answer choice A gives us: $x/y 1$ We know that any fraction with a positive numerator and a negative denominator will be negative. And any negative number is less than 1. Answer choice A can never be correct. Answer choice B gives us: $|x|^2 |y|$ An absolute value means that the negative sign on $y$ has been negated, so this might be correct. But y can be any number less than -1, which means its absolute value could potentially be astronomically large, and $x$ can be any number greater than 1, which means its absolute value might be comparatively tiny. This means that answer choice B is not always correct, which is enough to eliminate it from the running. Answer choice C gives us: $x/3 - 5 y/3 - 5$ Now let's look at each side of the inequality. We know that any fraction with a positive number in both the numerator and in the denominator will give us a positive value. This means we will have some positive value minus 5 on the left side. We also know that any time we have a negative value in the numerator and a positive value in the denominator, we will have a negative fraction. This means we will have some negative value minus 5 on the right side. We also know that a negative plus a negative will give us an even greater negative (a smaller value). If we put this information together, we know that the left side may or may not be a negative value, depending on the value of $x$, but the right side will only get more and more negative. In other words, no matter what values we give to $x$ and $y$, the left side will always be greater than the right side, which means the expression is always true. Now this should be enough for us to select our right answer as C, but we should give a look to the other answer choices just in case. Answer choice D gives us: $x^2 + 1 y^2 + 1$ We know that if we square both a positive number and a negative number, we will get a positive result, so the negative value for $y$ is no longer in play. This inequality will therefore be true if the absolute value of $x$ is greater than the absolute value of $y$ (e.g., $x = 10$ and $y = -9$), but it won't be true if the absolute value of $y$ is greater than the absolute value of $x$ (e.g., $x = 9$, $y = -10$). This means that the inequality will sometimes be true, but not always, which is enough to eliminate it. Finally, answer choice E gives us: $x^{-2} y^{-2}$ We know that a number to a negative exponent is equal to 1 over that number to the positive exponent (e.g., $5^{-3} = 1/{5^3}$). This means that each value will be a fraction of 1 over the square of our $x$ and $y$ values. This will give us two positive fractions and $1/{x^2}$ will only be larger if the absolute value of $x$ is smaller than the absolute value of $y$. But, because our $x$ and $y$ values can be anything so long as $y$ is negative and $x$ is positive, this will only sometimes be true. We can therefore eliminate answer choice E. This leaves us with only answer choice C that is always true. Our final answer is C, $x/3 - 5 y/3 - 5$ "Win a war," "Rock the ACT"- we'd say the two are basically one and the same. ACT Math Strategies for Inequality Problems Though there are a few different types of inequality problems, there are a few strategies you can follow to help you solve them most effectively. #1: Write Your Information Down and Draw It Out Many problems on the ACT, inequalities included, appear easier or less complex than they actually are and can lead you to fall for bait answers. This illusion of ease may tempt you to try to solve inequality questions in your head, but this is NOT the way to go. Take the extra moment to work your equations out on the paper or even draw your own diagrams (or draw on top of the diagrams you're given). The extra few seconds it will take you to write out your problems are well worth the points you'll gain by taking the time to find the right answer. #2: Use PIN (or PIA) When Necessary If all you know about $x$ is that it must be more than 7, go ahead and pick a value for $\bi x$. This will help you more easily visualize and work through the rest of the problem, since it is generally always easier to work with numbers than it is to work with variables. As you use this strategy, the safest bet is to choose two values for your variable- one that is close to the definition value and one that is very far away. This will allow you to see whether the values you chose work in all instances. For instance, if all you know is $x 7$, it's a good idea to work through the problem once under the assumption that $x = 8$ and another time under the assumption that $x = 400$. If the problem must be true for all values $x 7$, then it should work for all numbers of $x$ greater than 7. #3: Keep Very Careful Track of Your Negatives One of the key differences between inequalities and single variable equations is in the fact that the inequality sign is reversed whenever you multiply or divide both sides by a negative. And you can bet the house that this is what the ACT will try to test you on again and again. Though the ACT is not engineered to trick you, the test-makers are still trying to challenge you and test whether or not you know how to apply key mathematical concepts. If you lose track of your negatives (an easy thing to do, especially if you're working in your head), you will fall for one of the bait answers. Keep a keen eye. #4: Double-Check Your Answer by Working Backwards (Optional) If you feel unsure about your answer for any reason (because so many of the answer choices look the same, because you're not sure if you handled the issue of negative numbers correctly, etc.), you can work backwards to see if your expression is indeed correct. For instance, let us look at the inequality we had earlier, when talking about the function of negatives on inequalities: $10 - 4x 50$ Again, we would go through this just as we would a single variable equation. $-4x 40$ $x -10$ But now maybe that answer doesn't feel right to you or you just want to double-check to be sure. Well, if we're told that $x$ must be greater than -10 to fulfill the inequality, let's make sure that this is true. Let us solve the expression with $x = -9$ and see if we are correct. $10 - 4x 50$ $10 - 4(-9) 50$ $10 + 36 50$ $46 50$ This is correct, so that's promising. But we found that $x$ needed to be greater than -10, so our expression should also be INCORRECT if $x$ were equal to -10 or if $x$ were less than -10. So let us see what happens if we have $x = -10$. $10 - 4x 50$ $10 - 4(-10) 50$ $10 + 40 50$ $50 50$ The inequality is no longer correct. This means that we know for certain that the solution set we found, $x -10$ is true. You will always be able to work backwards in this way to double-check your inequality questions. Though this can take a little extra time, it might be worth your peace of mind to do this whenever you feel unsure about your answers. Ready, set? It's test time! Test Your Knowledge Now let's put all that inequality knowledge to the test on some real ACT math problems. 1. The inequality $6(x+2)7(x-5)$ is equivalent to which of the following inequalities?A. $x-23$B. $x7$C. $x17$D. $x37$E. $x47$ 2. 3. If $r$ and $s$ can be any integers such that $s10$ and $2r+s=15$, which of the following is the solution set for $r$? A. $r≠¥3$B. $r≠¥0$C. $r≠¥2$D. $r≠¤0$E. $r≠¤2$ 4. Which of the following is the solution statement for the inequality shown below? $-51-3x10$ F. $-5x10$G. $-3x$H. $-3x2$J. $-2x3$K. $x-3$ or $x2$ 5. Answers: E, E, E, H, D Answer Explanations 1. This is a standard inequality equation, so let us go through our solve accordingly. First, let's begin by distributing out our equation. $6(x + 2) 7(x - 5)$ $6x + 12 7x - 35$ $12 x - 35$ $47 x$ Because we did not have to divide or multiply by a negative, we were able to keep the inequality sign intact. And because the expression $47 x$ and $x 47$ mean the same thing, we can see that this matches one of our answer choices. Our final answer is E, $x 47$ 2. We are given two graphs with equations attached and we must identify when one equation/graph is less than the other. We don't even have to know anything about what these equations means and we do not have to fuss with solving the equations- we can simply look at the diagram. The only place on the diagram where the graph of $y = (x - 1)^4$ is less than (aka lower than) the graph of $y = x - 1$ is between $x = 1$ and $x = 2$ on the coordinate plane. In other words, this inequality is true when $x 1$ and when $x 2$, or $1 x 2$. Our final answer is E, $1 x 2$. 3. We know that $s 10$ and it must be an integer, so let us make life easy and just say that $s = 11$. Now we can use this number to plug into the equation. $2r + s = 15$ $2r + 11 = 15$ $2r = 4$ $r = 2$ We know that $r$ can be equal to 2 and that it is the nearest integer to our definition. This means that our answer will either be C or E. So let us now find which direction our inequality sign must face. Let's now try one integer larger than 11 to see whether our solution set must be less or equal to 2 or greater than or equal to 2. If we say that $s = 12$, then our equation becomes: $2r + s = 15$ $2r + 12 = 15$ $2r = 3$ $r = 1.5$ We can see now that, as $s$ increases, $r$ will decrease. This means our solution set will be that $r$ is equal to or less than 2. Our final answer is E, $r≠¤ 2$ 4. Though this problem is made slightly more complex due to the fact that it is a double inequality expression, we still solve the inequality the same way we normally would. $-5 1 - 3x 10$ If we think of this expression as two different inequality equations, we would say: $-5 1 - 3x$ and $1 - 3x 10$ So let us solve each of them. $-5 1 - 3x$ $-6 -3x$ Because we now must divide by a negative, we must reverse the inequality sign. $2 x$ And now let's solve our second expression: $1 - 3x 10$ $-3x 9$ Again, we must reverse our inequality sign, since we need to divide each side by a negative. $x -3$ Now, if we put the two results together, our expression will be: $-3 x 2$ Our final answer is H, $-3 x 2$ 5. Because we have a number line with two closed circles, we know that must use less than or equal to and greater than or equal to signs. We can see that the right side of the graph gives us a set of numbers equal to or greater than 3, which means: $x ≠¥ 3$ The left side of the graph gives us a set of numbers less than or equal to -1, which means: $x ≠¤ -1$ Our final answer is, therefore, D, $-1 ≠¥ x$ and $x ≠¤ 3$. And now, your reward for solving your inequality problems is oodles of Cuteness. The Take-Aways Inequalities are so similar to single variable equations that it can be easy to treat the two as the same. The test-makers know this, so it pays to be careful when it comes to your inequality questions. Remember the key differences (multiplying or dividing by a negative reverses the sign, and you can flip your inequality signs so long as you flip both sides of the expression) and keep careful track of the details to avoid all the common pitfalls and bait answers. After you've mastered the art of answering your inequality questions, that's another 5% of the test that you've dominated. You're well on your way to that score goal of yours now! What's Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to get over your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? We'll teach you how to beat the clock and maximize your ACT math score. Looking to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. 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. 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