Teenagersims free essay sample

My name is Meagan. There is nothing extraordinary about me. I am a seventeen year old, counting down the days till graduation, just like every other senior in the world. I’ve accomplished a lot in my short seventeen years of life, as have I made mistakes. I’m not perfect; show me one person who is. I’m on the path of self discovery, which, as I have come to realize is not an easy conduit. Trials and tribulations have presented themselves in great abundance. Adolescence; something we all must face, and fight to overcome.I clearly remember the last time I had to move. I was eleven going on twelve. It was the summer before my seventh grade year. At that point, starting a new school wasn’t really THAT big of a deal.I spent the next four and a half years going to Mountain Home. I made four of the best, most amazing friends anyone could ever ask for. We will write a custom essay sample on Teenagersims or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When I had to leave them I was crushed. I’ve never had to deal with letting go of people I was friends with for so long. Leaving people I’ve known for a year and leaving people I’d been around for most of my teenage life was so much harder than I had expected.Over the majority of the summer, I convinced myself that I wasn’t going to meet anyone that didn’t already have their â€Å"established† group of friends. It was my senior year, what else could I expect? I was sure that the majority of people I was about to call my classmates had been at this school for most, if not all of their high school years.I soon realized that starting a new high school was way different than being the â€Å"new girl† in elementary or even middle school. It wasn’t as easy to gain â€Å"approval† of my classmates now as it had been back then.I felt like a freshman all over again. However, at least as a Freshman I had my friends; people I knew. I could very easily name well over ninety percent of my class. Here, at this new school, I knew no one.I am usually not a â€Å"shy† person. I am very outgoing and bubbly. But for some unexplainable reason none of my previous qualities followed me to this new school.As the day progressed, I was dreading lunch time more than anything. I didn’t want to be the weird girl that was forced to sit in the corner by herself due to her lack of friends. Yes, I know what you’re thinking. It was the first day of school, there were bound to be other new students in my position, right? Well that may have been true, and I’m sure it was, but in my mind I didn’t see it that way. I saw it as: I was alone.I am still struggling to meet new people, haven’t really made much progress yet. I just can’t seem to put myself out there. I’ve never had to worry about what others thought of me because socially, I’ve been around the same exact people for the last five years. I didn’t realize that as I grew older things that didn’t use to be so important, all the sudden seemed so dramatic and life-changing. I’ve been told over and again by my mom that I will eventually have to enter the â€Å"real† world and that the worry I have over all of the things that have happened in high school will almost immediately evaporate upon said entrance.What adults fail to realize is that every day in a teenager’s life is a battle. We’re no longer children, but not quite adults. We struggle to make the right decisions. We struggle to find out who we are and what we stand for. We struggle to just fit in.As I looked at through the list of topics we were given to write about I only found one that was applicable to me. And believe me; I struggled for the longest time, deciding which moment in my life to write about, after all, there were so many. So, I decided to look at the bigger picture. And it occurred to me that all of my struggles have come with being a teenager. From there, it just made sense; it sort of â€Å"clicked†. And although I still have about a year and a half left, I honestly believe that being a teenager has been the hardest experience in my life; something I’m sure that I will carry with me for the rest of my existence.

THE CAUSES OF THE CIVIL WAR Essay Example For Students

THE CAUSES OF THE CIVIL WAR Essay The tragic ?fireball in the night imagined by Jefferson had finally rung. The Missouri Compromise had failed. Proslavery and antislavery civilians clashed in the streets and took up arms. Thousands of Northerners were willing to die for their beliefs. The Civil War had begun. The states were at war with each other. This dividing battle between the North and the South was unavoidable. The Civil War was caused by economic, political and moral problems. It all started by an alarming increase in a need for cotton, which triggered the building of a barrier between two territories in a growing nation. New Machinery was changing the textile industry in New England and Britain. These mills needed more and more cotton, creating a new demand in the south. For this trade with Europe, after 1812, raw cotton accounted for one-third all cotton exports of the United States. By 1830, it increased to half. Cotton quickly became a big money-making cash crop for the South and North economy alike. But t he demand also revived the need for slaves. The plantations had to be worked, and blacks were a cheap, efficient way to get the cotton picked. To make their jobs easier, Eli Whitney took advantage of the new idea, and invented the cotton gin(short for engine). It rapidly cleaned the seeds from the short, sticky fibers of upland cotton, the variety that grew all over the South. The process was simple: a roller carried raw cotton along wooden slats. Sharp metal teeth thrust through the slats and quickly pulled the fibers from the seeds. In 1794, he obtained a patent. Whitney still earned little because it was simple enough for manufacturers to copy. Even though the machine made attaining cotton faster, slaves were still pushed to work harder and produce more. We will write a custom essay on THE CAUSES OF THE CIVIL WAR specifically for you for only $16.38 $13.9/page Order now Blacks under captivity certainly led a harsh, unfair life. But that is where the white southerners believed blacks belonged. Northerners knew better. Harriet Beecher-Stowe, a female, black abolitionist was aware of these conditions. She wrote Uncle Toms Cabin, which was published in 1852, and described the incredible cruelty and horrors of slavery. Stowe wanted to write something that would make the whole nation feel what an accursed thing slavery is. Her novel became widely popular, and within a year, readers had bought 300,000 copies. Wherever it went, it carried its powerful message of the evils of slavery. She hoped the novel would bring a peaceful end to slavery, but instead it seemed to bring the nation closer to war. Of course, not all Southerners supported slavery, nor did all Northerners oppose it. Yet antislavery feelings were on the rise in the North?few white Southerners went to extremes. Their concern lay in maintaining the plantation system as it existed. With her book she was able to gain many Northerners support in the antislavery race, yet at the same time she outraged the Southerners. Harriets novel was one of the many things that sparred mistrust between the North and South. The North didnt trust the South because they refused to help Southern plantation owners capture slaves. North depended on the South for making money, and the South depended on the slaves to pick their cotton. This created the Northern fear of Competition. The North was afraid that South would gain power of crops and put them out of business. This meant that slavery would double. The North was torn between giving the slaves their rightful choices, or keeping the economy balanced. It was a matter of moral standards. The South wanted to break away from the union, while the North still wanted the two territories to stick together. This conflict was the main cause of the Civil War. The South argued about their states rights. They said a state could nullify a federal law it did not consider constitutional. Southern states based their right to leave the union, on the fact the original 13 states had existed separately before they formed together for the United States. The South could break their allegiance to the union because they were not part of the original U.S. If they could form there own confederacy, the South could continue the use of slaves while also keeping their reign on the cotton industry. .u07940ed1e8a8a5f06de714118a5914a5 , .u07940ed1e8a8a5f06de714118a5914a5 .postImageUrl , .u07940ed1e8a8a5f06de714118a5914a5 .centered-text-area { min-height: 80px; position: relative; } .u07940ed1e8a8a5f06de714118a5914a5 , .u07940ed1e8a8a5f06de714118a5914a5:hover , .u07940ed1e8a8a5f06de714118a5914a5:visited , .u07940ed1e8a8a5f06de714118a5914a5:active { border:0!important; } .u07940ed1e8a8a5f06de714118a5914a5 .clearfix:after { content: ""; display: table; clear: both; } .u07940ed1e8a8a5f06de714118a5914a5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u07940ed1e8a8a5f06de714118a5914a5:active , .u07940ed1e8a8a5f06de714118a5914a5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u07940ed1e8a8a5f06de714118a5914a5 .centered-text-area { width: 100%; position: relative ; } .u07940ed1e8a8a5f06de714118a5914a5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u07940ed1e8a8a5f06de714118a5914a5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u07940ed1e8a8a5f06de714118a5914a5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u07940ed1e8a8a5f06de714118a5914a5:hover .ctaButton { background-color: #34495E!important; } .u07940ed1e8a8a5f06de714118a5914a5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u07940ed1e8a8a5f06de714118a5914a5 .u07940ed1e8a8a5f06de714118a5914a5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u07940ed1e8a8a5f06de714118a5914a5:after { content: ""; display: block; clear: both; } READ: Othello - Treatment of Women EssayThe political issues that caused the Civil War, revolved around matters that involved territorial subjects and slavery acts. In 1820, the Missouri Compromise was worked out and gained congressional approval. Missouri was to be admitted as a slave state, and Maine would enter the union as a free state. The compromise also prohibited slavery in other American territories west of the Mississippi river and North of Missouris southern boundary. Stephen A. Douglas introduced a bill called the Kansas-Nebraska Act. It proposed to divide the area into two territories: that of Kansas and that of Nebraska. It was implied that Kansas would become a sl ave state, and Nebraska would be free of slavery. Popular sovereignty was also put into effect. This act gave the voters, in each territory, the right to decide whether to become a free state or a slave state. Together, they rendered the Missouri Compromise meaningless. As the Souths dependence on slavery increased between 1790 and 1860, the gap between the Southern cotton economy and industrial economy of the North widened. The opposing goals and needs of the North and South created a deeper conflict- a conflict that eventually lead to war. Basically, the North fought to keep the union together, and give black slaves freedom, while the South fought for their lifestyle, homes, and to keep things together economically. The northerners had high moral issues while the Southerners wanted to keep their plantations and cotton production. They werent willing to give up there slaves. There were too many conflicts between the two territories, so they fought to resolve them. John Brown, a ven geful abolitionist put it best, the crimes of this guilty land will never be purged away, but with blood. The north won the war, and ties were broken. The barrier they had started to build so long ago finally crumbled.

Spanish Proverbs and Quotes for Your Life

Spanish Proverbs and Quotes for Your Life Like their English counterparts, Spanish proverbs often capture the wisdom of the ages with timeless advice about life. En boca cerrada no entran moscas Translation: Flies dont enter a closed mouth. (You wont make a mistake if you dont talk.) Here are enough proverbs to last for a month. To test your vocabulary or stretch your interpretation skills, try translating them and coming up with an English equivalent, although be warned that there isnt always a direct English counterpart. Very loose translations or English equivalent proverbs are in parentheses. 31 Spanish Proverbs, Quotes, and Sayings El hbito no hace al monje. The habit doesnt make the monk. (Clothes do not make the man.)A beber y a tragar, que el mundo se va a acabar. Heres to drinking and swallowing, for the world is going to be finished. (Eat, drink and be merry, for tomorrow we die.)Algo es algo; menos es nada. Something is something; less is nothing. (Its better than nothing. Half a loaf is better than none.)No hay que ahogarse en un vaso de agua. It isnt necessary to drown oneself in a glass of water. (Dont make a mountain out of a molehill.)Borra con el codo lo que escribe con la mano. He/she erases with the elbow what his/her hand is doing. (His right hand doesnt know what his left hand is doing.)Dame pan y dime tonto. Give me bread and call me a fool. (Think of me what you will. As long as I get what I want, it doesnt matter what you think.)La cabra siempre tira al monte. The goat always heads toward the mountain. (The leopard doesnt change its spots. You cant teach an old dog new tricks.)El amor todo lo puede. Love can do it all. (Love will find a way.) A los tontos no les dura el dinero. Money does not last for fools. (A fool and his money are soon parted.)De mà ºsico, poeta y loco, todos tenemos un poco. We all have a little bit of musician, poet and crazy person in ourselves.Al mejor escribano se le va un borrà ³n. To the best scribe comes a smudge. (Even the best of us make mistakes. Nobodys perfect.)Camarà ³n que se duerme se lo lleva la corriente. The shrimp that falls asleep is carried by the current. (Dont let the world pass you by. Stay alert and be proactive. Dont fall asleep at the wheel.)A lo hecho, pecho. To what is done, the chest. (Face up to what is. What is done is done.)Nunca es tarde para aprender. It never is late for learning. (It is never too late to learn.)A otro perro con ese hueso. To another dog with that bone. (Tell that to someone who will believe you.)Desgracia compartida, menos sentida. Shared misfortune, less sorrow. (Misery loves company.)Donde hay humo, hay calor. Where theres smoke, theres heat. (Where theres smoke theres fire.) No hay peor sordo que el que no quiere oà ­r. There is not a worse deaf person than the one who doesnt want to hear. (There is none so blind as he who will not see.)No vendas la piel del oso antes de cazarlo. Dont sell the bears hide before you hunt it. (Dont count your chickens before they hatch.)Quà © bonito es ver la lluvia y no mojarse. How nice it is to see the rain and not get wet. (Dont criticize others for the way they do something unless youve done it yourself.)Nadie da palos de balde. Nobody gives sticks for free. (You cant get something for nothing. Theres no such thing as a free lunch.)Los rboles no estn dejando ver el bosque. The trees arent allowing one to see the forest. (You cant see the forest for the trees.)El mundo es un paà ±uelo. The world is a handkerchief. (Its a small world.)A cada cerdo le llega su San Martà ­n. Every pig gets its San Martà ­n. (What goes around comes around. You deserve what you get. San Martà ­n refers to a traditional celebration in which a pig is sacrificed.) Consejo no pedido, consejo mal oà ­do. Advice not asked for, advice poorly heard. (Someone who doesnt ask for advice doesnt want to hear it. Dont give advice unless youre asked.)Obras son amores y no buenas razones. Acts are love and good reasons arent. (Actions speak louder than words.)Gobernar es prever. To govern is to foresee. (It is better to prevent problems than to fix them. An ounce of prevention is worth a pound of cure.)No dejes camino viejo por sendero nuevo. Dont leave the old road for a new trail. (Its better to stick with what works. A short cut isnt always quicker.)No dejes para maà ±ana lo que puedas hacer hoy. Dont leave for tomorrow that which you can do today.Donde no hay harina, todo es mohina. Where theres no flour, everything is an annoyance. (Poverty breeds discontent. If your needs arent met, you wont be happy.)Todos los caminos llevan a Roma. All roads lead to Rome. (Theres more than one way to reach a goal. All actions have the same result.) And a Bonus Handful La lengua no tiene hueso, pero corta lo ms grueso. The tongue doesnt have a bone, but it cuts the thickest thing. (Words are more powerful than weapons.)La raà ­z de todos los males es el amor al dinero. The root of all evils is love toward money. (Love of money is the root of all evil.)A falta de pan, tortillas. Lack of bread, tortillas. (Make do with what you have. Half a loaf is better than none.)El amor es como el agua que no se seca. Love is like water that never evaporates. (True love lasts forever.)

ACT Trigonometry The Complete Guide

ACT Trigonometry The Complete Guide SAT / ACT Prep Online Guides and Tips Trigonometry is the branch of math that deals with right triangles and the relationships between their sides and angles. (The word "trig" is related to the word "triangle," to help you remember.) There will generally be around 4-6 questions questions on the ACT that deal with trigonometry (the official ACT guidelines say that trigonometry problems make up 7% of the test). They may seem complicated at first glance, but most of them boil down to a few simple concepts. This article will be your comprehensive guide to the trigonometry you’ll need to know for the ACT. We’ll take you through the meaning of trigonometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult ACT trig problems. What is Trigonometry and How Do I Use It? Trigonometry studies the relationships between the sides and angles of right triangles. The ratios between the measures of the sides of a right triangle and the measures of its angles are consistent, no matter how large or small the triangle. Some of the many different possible types of right triangles. If you know one side measure and one non-90 ° angle of the right triangle, you will be able to determine the rest of the triangle’s sides and angles. And if you have the lengths of two sides of a right triangle, you will be able to find the measure of all the interior angles. If we have two side lengths, we can use the Pythagorean theorem to find the third. So $12^2+14^2=c^2$ $c^2=340$ $c=√340$ or $c=2√85$ But what if we only have one side length and the measure of one of the (non-ninety degree) angles? Even though we only have the length of one side, we can still find the others using trigonometry because we have the measure of one of the acute angles. So here, we could say $sin 34 ° =12/\hypotenuse\$ So $\hypotenuse\ = 12/{sin 34 °}$ Don't worry if this doesn't make sense to you yet! We'll break down each step as we go further into the guide. (Note: to find the actual degree measure of an angle using two side lengths, you would have to perform an inverse function calculation (also called an "arc" function). But DON’T WORRY- the ACT will never actually make you do this! In terms of your ACT math prep, understand that the test will only ever ask you to calculate far enough to say, for example, "$Cosineâ€Å'x=4/5$." You will never have to find the actual angle measure of x on the ACT. The way we find these measures is by understanding the ratio of certain sides of the triangle to their corresponding angles. These are called trigonometric functions and there are three that you should memorize for the ACT: sine, cosine, and tangent. The easiest way to understand this is through the mnemonic device SOH, CAH, TOA, which we will discuss in a bit./p Trigonometry is widely used in navigation as well as in calculating heights and distances. (In case you were wondering if you ever needed trig in real life.) The Most Common ACT Trig Questions The trigonometry questions on the ACT will fall into just a few different categories. We have provided a few real ACT math examples to demonstrate each concept. #1: Finding the sine, cosine, or tangent (or, more rarely, cosecant, secant, or cotangent) of an angle from a given right triangle diagram. #2: Finding the sine, cosine, or tangent of a right triangle from a word problem. Alex props up a ladder against a wall. The ladder makes an angle of 23 ° from the ground. If the ladder is 10 feet long, what is the expression for finding the distance the foot of the ladder is from the wall? A. 10 $â€Å'tanâ€Å'23 °$ B. 10 $â€Å'sinâ€Å'23 °$ C. 10 $â€Å'cosâ€Å'23 °$ D. $cosâ€Å'{10/23}$ E. $sin{10/23}$ #3: Finding the sine, cosine, or tangent (or, more rarely, cosecant, secant, or cotangent) of an angle from a given sin, cos, or tan and a range in which the angle falls. If $tanâ€Å'ÃŽËœ=3/4 \and 180 °ÃŽËœ270 °$, what is $sinÃŽËœ$? A. $4/3$ B. $-4/3$ C. $-3/4$ D. $3/5$ E. $-3/5$ #4: Finding the period or amplitude of a graph. What is the amplitude of the graph? A. 1 B. 2 C. Ï€ D. 2Ï€ E. 0 #5: Law of sines or law of cosines question. For a question like this, they will give you the formulas for the law of sines or law of cosines, so you don’t have to worry about memorizing them. Having the formula won’t help you much, however, if it looks or sounds like gibberish to you. As you go through this guide, do the ACT math practice questions we've provided, and familiarize yourself with the trigonometry language used in these questions, they will become much easier to solve. We’ll go through how to solve each of these kinds of problems, but this gives you a sense of what the ACT trig problems will look like on the test. SOH, CAH, TOA Remember this famous mnemonic? It will save your life. Let's go through each one. SOH (Sine) Sine is a function where the sine (also called "sin") value of an angle theta can be found by using the ratio of the side of the triangle opposite the angle theta over the hypotenuse of the triangle. SOH: Sin $ÃŽËœ$ = Opposite side of triangle/Hypotenuse of triangle So in this triangle, $sinâ€Å'ÃŽËœ=b/c$ because the side opposite the angle $ÃŽËœ$ is b and the hypotenuse is c. CAH (Cosine) Cosine is a function where the cosine (also called "$cos$") value of an angle theta ($ÃŽËœ$) can be found by using the ratio of the side of the triangle adjacent to the angle $ÃŽËœ$ (that is not the hypotenuse) over the hypotenuse of the triangle. CAH: Cos $ÃŽËœ$ = Adjacent side of triangle/Hypotenuse of triangle Note: adjacent means the side of the triangle that is touching the angle/helps to create the angle $ÃŽËœ$. In this same triangle, $cosâ€Å'ÃŽËœ=a/c$ because the side adjacent the angle $ÃŽËœ$ is a and the hypotenuse is c. TOA (Tangent) Tangent is a function where the tangent (also called "tan") value of an angle theta can be found by using the ratio of the side of the triangle opposite the angle theta over the adjacent side of the triangle to theta (that is not the hypotenuse). TOA: Tan $ÃŽËœ$ = Opposite side of triangle/Adjacent side of triangle. In this same triangle, $tanâ€Å'ÃŽËœ=b/a$ because the side opposite the angle $ÃŽËœ$ is b and adjacent side is a. Now that you are familiar with your mnemonic devices, you can put together questions with multiple steps. For example, a slightly more difficult question may look something like this: You are given the lengths of two sides of the triangle but need the length of the third side to solve the problem. Don’t forget that this is a right triangle and you can use the Pythagorean theorem to find the length of the third side! So $2^2+x^2+5^2$ $x^2=21$ $x=√21$ Now that you have the measure of the third side, you can find $tanâ€Å'B$. $Tanâ€Å'B=\Opposite/\Adjacent$ $TanB=√21/2$ So the answer is F, $√21/2$ Which Sides are Opposite or Adjacent? The hypotenuse of a triangle always stays the same, but the sides opposite or adjacent switch depending on the angle of focus. For example, if you’re trying to find the $sin$ of angle $ÃŽ ³$, you would use the ratio of $b/c$; if you’re trying to find the sin of angle $ÃŽ ¾$, you would use the ratio of $a/c$. How Do I Use These Ratios? For the purposes of the ACT, you will either be given two side lengths, which means your final answer would look like: $Sin ÃŽËœ = \opposite/\hypotenuse$ Here, you find the length of the third side using the Pythagorean theorem. So $10^2+x^2=12^2$ $x^2=44$ $x=√44$ Now $sin$ = $\opposite/\hypotenuse$, so $sinâ€Å'M=√44/12$. So the answer is K. No need to find the degree measure (arcsine or inverse sine) of angle M on your calculator- this is as far as you need to go. You may also be given the value of the angle and the side length of the denominator of your ratio. When this happens, manipulate the equation as you would algebraic equation and multiply the opposite side by the denominator. $sin ÃŽËœ = \opposite/\hypotenuse$ $hypotenuse$*sinÃŽËœ =$ opposite Since you're being asked for the length of the boat to the dock and this side is opposite the 52 ° angle, you know you will either need sin or tan (cos uses adjacent and hypotenuse, not opposite). You are also given an adjacent length, 30 miles, so you will be using tan. (You can tell this side is adjacent because the side opposite the 90 ° angle is the hypotenuse, so 30 miles must be another leg of the triangle). $tanâ€Å'ÃŽËœ=\opposite/\adjacent$ So $tanâ€Å'52 °=x/30$ 30â€Å' $tanâ€Å'52 °=x$ So the answer is F, the length of the boat to the dock is 30 tan 52 °. And again with the word problem from earlier. Alex props up a ladder against a wall. The ladder makes an angle of 23 ° from the ground. If the ladder is 10 feet long, what is the expression for finding the distance the foot of the ladder is from the wall? A. 10 â€Å'$tanâ€Å'23 °$ B. 10â€Å' $sinâ€Å'23 °$ C. 10 $â€Å'cosâ€Å'23 °$ D. $cosâ€Å'10/23$ E. $sinâ€Å'10/23$ First, draw your picture to more easily visualize what is being asked. So we have the measure between the ladder and the ground of $23 °$. We are also working with the lengths of the adjacent side of the triangle and the hypotenuse. This means we will need cosine, as $cosâ€Å'ÃŽËœ=\opposite/\hypoteneuse$ So $cosâ€Å'23 °=\adjacent/10$ (Why 10? The ladder is 10 feet long) This becomes 10 $â€Å'cosâ€Å'23 °=\adjacent$ So the answer is C, 10 $â€Å'cosâ€Å'23 °$ Will I Have to Find the Measure of an Angle? The short answer is: no, you won't be asked to find exact measure of an angle degree using trigonometry. The longer answer is: no, you won't be asked to find the measure of an angle, but it's important to know it's done. To get the actual degree measure of theta (ÃŽËœ), you would have to perform an inverse (also called "arc") function. This would transform your equation from, for example: $Sinâ€Å'ÃŽËœ=x/y$ $ÃŽËœ=sin^{−1}(x/y)$ Although you will never be asked to find the $arctan$, $arcsin$, or $arccos$ of an angle to solve for the actual angle measure degree, it is important for you to understand how these equations are manipulated to get to the right ACT answer. Because we know that $tan^{−1}(a/b)$ is the arctan, we know that it means we can re-write it as $tanâ€Å'ÃŽËœ=a/b$ We also know that $tanâ€Å'ÃŽËœ=\opposite/\adjacent$ This means that, for the angle $ÃŽËœ$, a is the opposite and b is the adjacent. We also know that $cosâ€Å'ÃŽËœ=\adjacent/\hypoteneuse$ Because we already discovered that b is the adjacent, it means that the answer is D, $b/{√(a^2+b^2)}$ When are Sin, Cos, and Tan Positive or Negative? Depending on where the triangle is positioned in two dimensional space, the sin, cos, and tan values will be negative or positive. There are four quadrants in two dimensional space and they are split along the x and y axes. In quadrant I, both x and y are positive. In quadrant II, x is negative and y is positive In quadrant III, both x and y are negative And in quadrant IV, x is positive and y is negative Just like with x and y values, sin, cos, and tan are either positive or negative depending on the quadrant the triangle/angle is in. In quadrant I, all are positive In quadrant II, sin is positive and both cos and tan are negative In quadrant II, tan is positive and both sin and cos are negative In quadrant IV, cos is positive and both sin and tan are negative A good way to memorize this is by the mnemonic acronym ASTC- All Students Take Chemistry- to see which of the functions is positive, depending on the quadrant. So All are positive in quadrant I, Sin is positive in quadrant II, Tan is positive in quadrant III, and Cos is positive in quadrant IV If $tanâ€Å'ÃŽËœ=3/4$ and $180 °ÃŽËœ270 °$, what is $sinÃŽËœ$? A. $4/3$ B. $−4/3$ C. $-3/4$ D. $3/5$ E. $-3/5$ To solve this problem, first complete the side lengths of the triangle using the Pythagorean theorem (or using your knowledge of 3-4-5 triangles). $Tan ÃŽËœ = \opposite/\adjacent$, so we know that 3 is our opposite and 4 is our adjacent. This makes our hypotenuse unknown. $3^2+4^2=c^2$ $c^2=25$ $c=5$ So our hypotenuse is 5. We know that $sin ÃŽËœ = \opposite/\hypotenuse$. So $sinâ€Å'ÃŽËœ=3/5$. But wait! We're not done. Because they told us that $ÃŽËœ$ lies between $180 °$ and $270 °$, we know that the sin value of $ÃŽËœ$ is negative. According to ASTC, only the tan of angle $ÃŽËœ$ will be positive between $180 °$ and $270 °$. So our final answer is E,$-3/5$ Secondary Trig Functions On rare occasions on the ACT, you will be asked to give one of the secondary trig functions. These are cosecant, secant, and cotangent. These will come up on a maximum of one question per test. You might notice that they sound similar to the primary trig functions you learned above. In fact, these secondary functions are the reciprocal (reversal) of sin, cos, and tangent. To help you remember which is which, look to the third letter of the each word: Cosecant = reciprocal of sine Secant = reciprocal of cosine Cotangent = reciprocal of tangent Cosecant Cosecant is the reciprocal of sine. $Cosecant ÃŽËœ = \hypotenuse/\opposite$ Secant Secant is the reciprocal of cosine. $Secant ÃŽËœ = \hypotenuse/\adjacent$ Cotangent Cotangent is the reciprocal of tangent. $Cotangent ÃŽËœ = \adjacent/\opposite$ Useful Formulas with Sin, Cos, and Tan There are two formulas that will appear occasionally on the ACT. If you feel that you cannot possibly memorize any more trigonometry, do not worry about memorizing these- they will only ever come up on a maximum of one question per test. But if you want to get every last point possible, then these would be useful for you to memorize. $Sin^2{ÃŽËœ}+cos^2{ÃŽËœ}=1$ Whenever you see $sin^2{ÃŽËœ}+cos^2{ÃŽËœ}$, immediately replace it with 1. This will often make problems much simpler and therefore easier to solve. You can also manipulate the equation around just as you would any other algebraic equation. So $cos^2{ÃŽËœ}=1-sin^2{ÃŽËœ}$, and $sin^2{ÃŽËœ}=1-cos^2{ÃŽËœ}$ They told us that $x$ is between 0 and $Ï€/2$ radians, so we know that both sin and cos are positive (because it is in quadrant I). We also know that $Sin^2{ÃŽËœ}+cos^2{ÃŽËœ}=1$ which means that $sin^2{ÃŽËœ}=1-cos^2{ÃŽËœ}$. So if we square the first fraction (to get rid of the square root sign), we would have: $({√{1-cos^2{x}}}/{sinx})^2$ $(1-cos^2{x})/(sin^2{x})$ Because $1−cos^2{ÃŽËœ}$ is equal to $sin^2{ÃŽËœ}$, we can replace our $1−cos^2{x}$ with $sin^2{x}$ This gives us $(sin^2{x})/(sin^2{x})$, which equals 1. We can do the exact same process to the second fraction: $({√{1-sin^2{x}}}/{cosx})^2$ $(1-sin^2{x})/(cos^2{x})$ $(cos^2{x})/(cos^2{x})$, which also equals 1. So then we have 1 + 1 = 2 The final answer is H, 2. $$(sinâ€Å'ÃŽËœ)/(cosâ€Å'ÃŽËœ)=tanâ€Å'ÃŽËœ$$ This equation makes sense logically if you think about it with a diagram. Say you have a triangle that looks like this $Sin ÃŽËœ$ would be $5/13$. $Cos ÃŽËœ$ would be $12/13$. $Tan ÃŽËœ$ would be $5/12%. You could also say $tanâ€Å'ÃŽËœ={sinâ€Å'ÃŽËœ}/{cosâ€Å'ÃŽËœ}={5/14}/{12/13}=(5/13)(13/12)=65/156$ (you could also just cancel out both 13s to make it simpler) = $5/12$ Graphing Trig Functions The ACT will not ask you to graph a trig function, but you do need to recognize what each function looks like as a graph. Sine The sine graph crosses through the origin in a wave pattern. It always rises after $x = 0$, after it crosses the origin. It is an "odd" function because it is not symmetrical about the y-axis. Cosine The cosine graph is similarly "wavy" but it does not cross the origin. It descends after $x = 0$. It might help you to remember that cosine descends after x = 0 by thinking that "co is low" Cosine is an "even" function because it is symmetrical about the y-axis. This means that for all values of $x$, $f(x) = f(-x)$. For example, in the graph above, $y = 0.7$ both when $x = 1$ and when $x = -1$ Sometimes all the question will ask is for you to identify if a graph is even or odd or if a graph is sin or cos. This will be an easy point for you to get if you can remember the basic elements of trig graphs. Though you can figure this question out from the information given, it will take far less time if you can recognize that the graph is a cosine graph and is therefore even. And on the ACT, time is limited and valuable. Tangent The tangent graph looks very different than the sin and cos graphs- you just have to be able to recognize the tangent graph when you see it. Periods and Amplitudes The ACT will sometimes ask you to find the period or the amplitude of a sine or cosine graph. Period The period of a graph is the distance along the x-axis at which point the graph starts to repeat. Find the distance along the x-axis where the point returns to where it started after making a complete cycle. The period of the sine graph here is 2Ï€. It has to go both up and down before finally returning to $y = 0$. The period of the cosine graph here is also 2Ï€. It must go down and then back up to return to where it began at $y = 1$. Amplitude The amplitude of a graph is its height from the x-axis, the distance between its highest $y$-value and $x = 0$. So to use the same graph as above: Both the sine and the cosine have an amplitude of 1 (and, again, a period of 2Ï€). Radians Radians are another (more accurate) way to measure a distance around a circle, rather than using degrees. Instead of degrees, radians are expressed in terms of Ï€ (and fractions of Ï€). If you have a complete circle, that is 360 degrees. It is also 2Ï€ radians. Why 2Ï€ radians? Well, think of the formula for the circumference of a circle. C=2Ï€r. If your radius is 1, then your circumference is 2Ï€, which is the same as your radian measure. A circle that has a radius of 1 and is centered at the origin is called the "unit circle." It is convenient to think about radians by situating them on a unit circle. So if you have a half circle, it is 180 ° or Ï€ radians. And so on. 90 ° is $Ï€/2$ radians, 270 ° is $(3Ï€)/2$ radians. To convert degrees to radians, it is easiest to use the conversion between 180 ° and Ï€. Convert 45 ° to radians = $(45){Ï€/180}=Ï€/4$ â€Å'radians Convert $(3Ï€)/4$ radians to degrees = ${(3Ï€)/4}(180/Ï€)$=135 ° Steps to Approaching a Trig Question So let’s review how to break down a trig question #1: Identify if the problem requires trigonometry. You can tell that the problem will require trig when: The problem mentions sin, cos, or tan in the question or in the answer options The problem gives you a diagram or describes a right triangle and then asks you to find a value that cannot be found by using the pythagorean theorem alone. As we saw in this problem earlier- you may use the pythagorean theorem in a trigonometry problem, but you cannot solve a trig problem by only using the pythagorean theorem. The problem shows you a "wavy" graph along the x and y axis The problem asks for a graph’s period or amplitude #2: Remember SOH, CAH, TOA. The vast majority of ACT trig questions will just require you to plug in values into the SOH, CAH, TOA acronyms to find your sine, cosine, or tangent values #3: Know how to manipulate SOH, CAH, TOA if need be. Trig functions can be manipulated just like any algebraic expression. So if you have $cosâ€Å'40 °=x/18$, the answer becomes 18â€Å' $cosâ€Å'40 °=x$ And if you have $sin^{−1}(10/23)=ÃŽËœ$, you could also say $sinâ€Å'ÃŽËœ=10/23$ If you have $(sinâ€Å'ÃŽËœ)/(cosâ€Å'ÃŽËœ)=tanâ€Å'ÃŽËœ$, it can become $(sinâ€Å'ÃŽËœ)=(tanâ€Å'ÃŽËœ)(cosâ€Å'ÃŽËœ)$ And if you remember that $sin^2{â€Å'ÃŽËœ}+cos^2{â€Å'ÃŽËœ}=1, then you can say $1−cos^2{â€Å'ÃŽËœ}=sin^2{â€Å'ÃŽËœ}, etc. #4:. Remember what the graphs of sine, cosine, and tangent look like. And know that: Period = horizontal distance Amplitude = vertical distance #5: Celebrate, because you’ve completed your ACT trig questions! The Take-Aways Although trigonometry problems may look intimidating, most every ACT trig question can be solved if you know the basic trig building blocks. To make the most of your ACT math prep, remember these three trig concepts: SOH, CAH, TOA, how to manipulate your equations, and how to recognize your function graphs. If you can remember these, you will find yourself solving most every trig question the ACT can throw at you. What's Next? Want more ACT math strategies and guides? Review our article on all the math topics tested on the ACT to make sure you've got them nailed down tight. Do you know your ACT solid geometry? Be sure to brush up if you're looking for every last point. Want to get a perfect ACT Math score? Check out our article on How to a 36 on the ACT Math Section by a 36 ACT-Scorer. Feeling overwhelmed? Don't know where to begin? Look no further than our articles on what is considered a good, bad, or excellent ACT score. Don't know what days the ACT is offered? Check out our complete list of ACT test dates to find the right one(s) for your schedule. And if you find yourself running out of time on the math section, look no further than our article on how to stop running out of time on the ACT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Opinion Essay about Globalization (GLS101) Example | Topics and Well Written Essays - 500 words

Opinion about Globalization (GLS101) - Essay Example Whereas Foxconn had been contracted by Apple as one of the key manufacturing hubs in China, Foxconn has reshaped its business model in the wake of globalization (Yang, 2013). Indeed, Foxconn’s thinking about moving beyond Apple is a classic example of how globalization is taking place in the current world. Globalization has seen China become a darling for most large manufacturers particularly due to the availability of cheap labour and technological advancement. It therefore does not come by surprise that Apple, an American owned company, decided to outsource its production services to Foxconn. However, globalization has caused significant changes in consumer demands leading to mushrooming of other companies seeking to cash in on emerging market niches. For instance, Apple continually became less significant to Foxconn because of the lost grip on the phone market due to globalization. Considering Apple was responsible for almost half of Foxconn’s revenue (Yang, 2013), any shakeup on Apple would have direct ripple effect on Foxconn as a company. Globalization especially in the technology industry has caused unprecedented changes in the way modern businesses operate. For instance, large multinational companies have tuned their supply chain management by outsourcing services and production to other countries. However, the same concept of globalization has empowered production supporting industry players such as Foxconn to think about having their own tailor made products. This could spell doom for companies such as Apple. For example, despite Apple putting its production hopes on Foxconn, Foxconn is on the other hand investing heavily on brand makers such as Sharp’s LCD panel factory (Yang, 2013). This is in a bid to solidify its sustainability in a world where globalization is changing operational challenges with time. The fact that a company such as Foxconn could be pushed by globalization to change from a production outsourcing

Case study-BP Deepwater Horizon platform disaster,LA May 2010 Research Paper

Case study-BP Deepwater Horizon platform disaster,LA May 2010 (Emergency and disaster management) - Research Paper Example One of these groups was stakeholders and authorities in the area of oil emergency and disaster management. The other group comprised of ordinary inhabitants who were in one way or the other victims of the BP Oil Spill Disaster. Through comprehensive analysis of data collected, it came to light that if there were strict standards in place, the BP Oil Spill disaster could have been avoided. Partly to be blamed for the disaster also was the absence of law enforcement as far as safety practices in the oil and gas industry are concerned. To this regard, recommendations on the enactment and enforcement of basic safety laws in the oil and gas industry were made. Indeed the implementation of these recommendations would be a gain step towards the dream of ensuring disaster free operation in the oil and gas industry. INTRODUCTION Background to the Study Oil is one of the major sources of revenue and income for government. Apart from this, the usefulness of oil and gas to the running of local a nd international industries as well as the use of oil as the major source of energy for the country are some other reasons why oil and gas exploration might not end any time soon in America. According to the API (2011), â€Å"oil and natural gas industry that supports 9.2 million U.S. jobs and 7.5% of our nation’s GDP.† Yet again, these are reasons why oil exploration continues to be paramount to the United States government. These benefits notwithstanding, there is the need to ensuring that oil and gas exploration becomes absolute blessing to the country rather than a curse. In most countries, oil curse has been a term that stands for tensions and disputes that arise out of the distribution of funds that are accrued from the mining of oil where some faction claim ownership of the oil and thus a greater share of the revenue. Clearly, the United States has developed beyond such uprisings. However, the issue of spillage of large and harmful quantities oil in the course o f oil and gas extraction is perhaps a curse that the country has not been exempted from yet. As technology and the invention of complex machinery and equipment abound, one would have expected that news of oil spillage would hardly be heard among oil companies in the United States but the April 2010 BP oil spillage incidence did not just come to be an ordinarily spillage but one that was serious enough to be classified as a disaster. It is not surprising therefore that Lintner (2010) posits that the BP Oil Spill is â€Å"the greatest environmental disaster in United States history.† Such as another oil spill disasters come with thorning effects on living species and the environment at large. Typically in the case of BP in April 2010, there was massive lost of living creatures in the ocean while waters in the ocean and the soil at the immediate shore had their own versions of destruction. Then of course there was lost of thousands of US dollars that could have been channeled in to national development. Due to the harsh consequences that come with such disasters as oil spill, the researcher is committed to using this research as a platform to delve into the causes, effects, management and prevention of oil spill disasters by using BP’s case as a case study. Research Aims and Objectives This is a case study that aims at revisiting

Cost of Opportunity Essay Example for Free

Cost of Opportunity Essay Assuming the best choice is made, it is the cost incurred by not enjoying the benefit that would be had by taking the second best choice available. [1] The New Oxford American Dictionary defines it as the loss of potential gain from other alternatives when one alternative is chosen. Opportunity cost is a key concept in economics, and has been described as expressing the basic relationship between scarcity and choice. [2] The notion of opportunity cost plays a crucial part in ensuring that scarce resources are used efficiently. [3] Thus, opportunity costs are not restricted to monetary or financial costs: the real cost of output forgone, lost time, pleasure or any other benefit that provides utility should also be considered opportunity costs. Contents [hide] 1 History 2 Opportunity costs in consumption 3 Opportunity costs in production 3. 1 Explicit costs Implicit costs 4 Non-monetary opportunity costs 5 Evaluation 6 See also 7 References 8 External links History [edit] The term was coined in 1914 by Austrian economist Friedrich von Wieser in his book Theorie der gesellschaftlichen Wirtschaft. [4] It was first described in 1848 by French classical economist Frederic Bastiat in his essay What Is Seen and What Is Not Seen. Opportunity costs in consumption [edit] Opportunity cost may be expressed in terms of anything which is of value. For example, an individual might decide to use a period of vacation time for  travel rather than to do household repairs. The opportunity cost of the trip could be said to be the forgone home renovation. [citation needed] Opportunity costs in production [edit] Opportunity costs may be assessed in the decision-making process of production. If the workers on a farm can produce either one million pounds of wheat or two million pounds of barley, then the opportunity cost of producing one pound of wheat is th e two pounds of barley forgone (assuming the production possibilities frontier is linear). Firms would make rational decisions by weighing the sacrifices involved. Explicit costs [edit] Explicit costs are opportunity costs that involve direct monetary payment by producers. The opportunity cost of the factors of production not already owned by a producer is the price that the producer has to pay for them. For instance, a firm spends $100 on electrical power consumed, their opportunity cost is $100. The firm has sacrificed $100, which could have been spent on other factors of production. Implicit costs [edit] Implicit costs are the opportunity costs in factors of production that a producer already owns. They are equivalent to what the factors could earn for the firm in alternative uses, either operated within the firm or rent out to other firms. For example, a firm pays $300 a month all year for rent on a warehouse that only holds product for six months each year. The firm could rent the warehouse out for the unused six months, at any price (assuming a year-long lease requirement), and that would be the cost that could be spent on other factors of production. Non-monetary opportunity costs [edit] Opportunity costs are not always monetary units or being able to produce one good over another. The opportunity cost can also be unknown, or spawn a series of infinite sub opportunity costs. For instance, an individual could choose not to ask a girl out on a date, in an attempt to make her more interested (playing hard to get), but the opportunity cost could be that they get ignored which could result in other opportunities being lost. Evaluation [edit] Note that opportunity cost is not the sum of the available alternatives when those alternatives are, in turn, mutually exclusive to each other – it is the value of the next best use. The opportunity cost of a citys decision to build the hospital on its vacant land is the loss of the land for a sporting center, or the inability to use the land for a parking lot, or the money which could have been made from selling the land. Use for any one of those purposes would preclude the possibility to implement any of the other. See also [edit] Economics portal Budget constraint Economic value added Opportunity cost of capital Parable of the broken window Production-possibility frontier There Aint No Such Thing As A Free Lunch Time management Trade-off