Directing Juliets Long Soliloquy Essay -- Drama

How would you direct Juliet's long soliloquy in Act 4 Scene 3 on a Shakespearean stage, conveying Juliet's nightmarish terror and indecisiveness? My staging of Act 4 Scene 3 will emphasise the major themes which are continued in the play as a whole; love, fate and violence. Both Romeo and Juliet are sometimes portrayed as 'pawns of fate' unable to escape their destiny, yet in this scene as I wish to stage it, I want to show that Juliet, following the Friar's plan, takes a step towards changing that destiny. She does this out of love for Romeo and to escape the despair brought on by what she thinks will be a loveless marriage to Paris. Juliet is in the grip of very strong emotions and in this scene her morbid fantasies about tombs and spectres take a violent turn, showing the violence of her feelings and state of mind. It seems strange that most modern productions omit this scene, giving only the first and last lines. The last line too is given in various versions. Do the directors think that this "death bed soliloquy" - for that is what it turns out to be - from the heroine, is too wordy and that modern audiences cannot interpret the violent images she talks about without the images themselves before their eyes? Or do they think that such violent emotions are uncharacteristic of Juliet and are out of place? In my production I intend to combine the powerful words of the distraught Juliet with the inclusion of visual images to produce maximum impact. In order to help the Shakespearean audience visualise Juliet's words, I will place actors as ghosts and spectres acting out her fantasies in the gallery as she speaks the lines. On a Shakespearean stage the scenery was minimal, as were the props, so the contemporary audience relied on the words, clothing and the actor a lot more than we would normally do now. As the director, I would ask the young actor playing Juliet to be wearing a yellow aristocratic night gown of the era. This would indicate to the audience that in the play it is currently night time and that Juliet is in her chambers (because a respectable girl would not be outside in her night clothes). The Shakespearean audience was very superstitious, so Juliet wearing a night gown that is yellow would also portray to them ideas of optimism. Also, along the ideas of superstition, I would want the vial to be red, ... ...loor of the gallery, where he has been waiting. Tybalt should look extremely menacing and threatening towards the crowd. As soon as Juliet says "O look!" I want the actor playing Romeo to appear on the gallery, next to Tybalt. While Juliet is speaking the next lines they should fight with rapiers. At the precise moment that Juliet says the second "stay!", I want Tybalt to stab Romeo, and then for all the actors on the upper stage to collapse to floor so they are not seen. I believe that in the staging of this scene, with actors acting out Juliet's fantasies as she says them, I have exploited the full potential of the Elizabethan stage. Since their access to props and lighting was limited, words had to convey the idea of action, but by combining verbal and visual I wanted to maximise the impact of the words. Juliet's highly emotional state is shown by her restless movements over the stage and her imaginings are portrayed in the gallery above. The violence shown throughout the play is mirrored here in Juliet's words. Her love for Romeo is the cause of the scene but the audience knows that in the end it is all futile since Juliet and Romeo are "star-crossed lovers".

A History of Naan

The story of Naan begins many years ago in the imperial court of Delhi. The Sultan of ancient India in 1320 was Khusro Khan, or Nasiruddin, and he (like his predecessors) was used to fine dining. Chicken, peas, succulent soups and fruits were staples of royal feasting. When naan was introduced, it changed the way food was consumed. While the Sultan liked his food, he couldn’t keep the naan formula to himself. the fabulous recipe was bound to escape, bringing joy to even those that were not considered royalty.Soon, even the lowest of the low were indulging in the tasty treat. Information travels fast, and the news about naan was definitely no exception. Before long, many people of different countries were eating naan, and creating dishes to accompany it. The naan recipe made it’s way to North America with traveling immigrants, and from there its been passed down from generation to generation. Since the recipe made its way by mouth to mouth, every recipe is translated and made differently. Naan is leavened bread baked in a clay oven, originating from India and Southeastern Asia.The first record of its existence is from a journal from the 1300’s, and it wrote of it being served in the imperial courts of Delhi. The name Naan comes from new Persia, and is a generic word for bread. While naan is made of most of the things you find in traditional bread, but you also add yogurt or dahi, which makes the bread fluffier and lighter. After being carefully handled, it is put in a tandoori oven, which is a large clay pot that stands tall above the ground, and baked to perfection. This type of oven is designed to provide dry heat at a very high temperature; the temperature in a tandoori oven usually reaches 900Â °F.The kinds of naan are as vast as the number of years it has been served. The most common types you will find in a restaurant or grocery store are garlic and sweet naan. Naan is typically served with Indian food, but it can be used in everyday foods, or used as sandwich bread with different types of cheese and meats. While Naan is very popular in India and Southeastern Asia, it seems to have become a very widespread delicacy in the Western world. It is so popular, that it has been used in many different food related contests, and has been featured in the Guinness Book of World Records.The largest naan to be made weighed 20 lb 15 oz and was made by Loblaw Companies Limited in Brampton, Ontario, Canada, on 5 July 2008. The naan bread measured 9 ft 6 in x 3 ft 4 in. Indian restaurants have popped up in every country and state, making naan a staple in fine Indian cuisine. http://en. wikipedia. org/wiki/Delhi_Sultanate http://www. palkirestraurant. com/history-of-the-naan http://www. wisegeek. org/what-is-nann. html http://wordnetweb. princeton. edu/perl/webwn? s=naan http://www. wisegeek. com/what-is-a-tandoori-oven. htm http://www. guinnessworldrecords. com/records-1000/largest-naan-bread/

Theme for English B

Dwayne ThomasThomas 1 11/19/2012 Composition II Figures of Speech Essay The Literary Working of Theme for English B Langston Hughes’ instillation of metaphors throughout his poem accentuates the theme concerning the integration of schools which conveys America’s ode to freedom and equality. In addition to the metaphors, irony is also displayed within the carefully crafted work of art, stressing the ridiculousness of society’s digressing of unity and togetherness.These literary devices are shown by the speaker’s inquiry of the paper he is assigned by his white professor whom states, â€Å"let that page come out of you— then it will be true. † â€Å"I guess I’m what I feel and see and hear. Harlem, I hear you†, says the speaker as he is expressing the beginning of his paper. The fact that he only hears Harlem implies that he has lost touch with the feeling and visual context of the African American culture due to the integration o f schools. This does not necessarily expose a bad conception, for he still hears Harlem.Therefore, the idea is that the mixing of races within schools creates a melting pot that disregards feeling different and having opposite perspectives, but maintains the knowledge of where you come from. This is Hughes’ description of the American persona. The speaker extends this metaphor of the American persona even more by stating his enjoyment towards different styles of music, â€Å"I like†¦ records – Bessie, bop, or Bach. † This ranging style of musicality proves that though he is black he is no different than other people of Thomas 2 iverse ethnicity, providing another reasonable argument cooperating with the integration of public schools. Following the quote, the speaker explains, â€Å"I guess being colored doesn’t make me not like the same things other folks like who are other races. † The double negative presented in this quote symbolizes the do uble standard the society of America used during that time period. Though many people regardless of race enjoyed the same music, it was noted that the people of other races were vastly different and could not identify with any other race accordingly.With that, this quote further clarifies the similarity of diverse ethnicities. Hughes incorporates the paper the speaker writes, itself, as a metaphor as well. The physical paper itself represents, in a simplistic view, white people, as the words represent black people. Paper would not mean anything without words written on it, as words would be nothing without paper to put them on; referring to integration this simply means that the black schools and the white schools are two parts of one, and when put together they generate a meaning, an expression, a unified America.This point is emphasized by the speaker’s epiphany that his paper will be a part of the instructor as he explains, â€Å"You are white— yet a part of me, as I am a part of you. That’s American. † The second to last stanza in the poem demonstrates the ludicrous and child-like behavior between the two races, â€Å"you don’t want to be a part of me. Nor do I often want to be a part of you. But we are, that’s true! † This quote, nonetheless, highlights the fact that all of the races are a part of each other no matter how much it is disliked. And that each person learns something from one another, though others were considered â€Å"somewhat more free. In effect, this stanza thoroughly explicates the stressed meaning of the poem by exploiting the comparisons of every Thomas 3 race through humble scenarios. In addition, the last stanza, â€Å"This is my page for English B†, validates the speaker’s paper due to the professor’s claim that the page â€Å"will be true† if it comes â€Å"out of you†. Thus, Hughes cleverly rationalizes his agreement of integration. All in all, t he poem is utilized as a gateway to express the theme of union between different races through integration of public schools.In fact, the beginning of the poem rhymes as does the end, whilst the middle of the poem contains the persuading information. This may represent the two conflicting races being unified by the material discussing the principle of America, for at the beginning the professor speaks and the speaker speaks at the end (symbolizing the two races). Also, the main point within the poem is emphasized when the speaker lists the differing genres of music he likes, because they all begin with the letter â€Å"b†, as does the title of the work. So at that particular point, the theme is best expressed.Another impression is that the title names the letter â€Å"b† as symbol of society’s current position in life. â€Å"A† stands for America, and Hughes is attempting to state that we are not there yet, but rather a step below becoming true Americans because of the conflict between races straying us from unity. Through his employment of strong metaphors and a well use of irony, Hughes skillfully indicates his argument of a need for harmony within society by integrating schools – this being the central view as the â€Å"American† way within poem.

Free Essays on The Truth Of Tradition

In the short story "The Lottery" by Shirley Jackson, the author uses irony to expand on a theme of traditions that continue although they are ludicrous and barbaric. The characters are honoring a tradition that is handed down to them from former generations. The reader is led through the seemingly normal and quaint little village, and is taken on a ride of ironic horror as he or she slowly grasps the eventual fate of one inhabitant of the village. Shirley Jackson also uses symbolism to make us aware of the pointless nature of humanity regarding tradition and violence. The title "The Lottery" implies a contest with a winner of some kind, like a sweepstakes. When in reality, the â€Å"Lottery† is not about what is won but what is lost. The mood of the story at first seems almost festive. Then in small, but telling glimpses we are told that the men are smiling rather than laughing at the jokes, and the conversation among the bystanders turns to murmurs as the town official, Mr. Summers arrived in the square, carrying the "black box." Then the good-natured folk keep their distance and Mr. Summers must ask for help. There seemed to be a resigned air among the citizens. The narrator recounts a partial history of rituals involving the black box, complete with rumors of chants, recitals, stances, dim memories of the way the lottery used to be conducted. The reminiscing serves as a reminder to the villagers of the way things are and the way they have always been. The sheer weight of generations of villagers following the lottery tradition is felt. The mood of the people shifts from friendliness, to false boasting, to relief and finally nervous release as they fulfill the obligation of stoning the victim. The village, by all appearances, seems to be a normal and ordinary place with its inhabitants meeting in a square with festival like intentions. Children are playing, men are talking about the rain and taxes, and the women are chatting am... Free Essays on The Truth Of Tradition Free Essays on The Truth Of Tradition In the short story "The Lottery" by Shirley Jackson, the author uses irony to expand on a theme of traditions that continue although they are ludicrous and barbaric. The characters are honoring a tradition that is handed down to them from former generations. The reader is led through the seemingly normal and quaint little village, and is taken on a ride of ironic horror as he or she slowly grasps the eventual fate of one inhabitant of the village. Shirley Jackson also uses symbolism to make us aware of the pointless nature of humanity regarding tradition and violence. The title "The Lottery" implies a contest with a winner of some kind, like a sweepstakes. When in reality, the â€Å"Lottery† is not about what is won but what is lost. The mood of the story at first seems almost festive. Then in small, but telling glimpses we are told that the men are smiling rather than laughing at the jokes, and the conversation among the bystanders turns to murmurs as the town official, Mr. Summers arrived in the square, carrying the "black box." Then the good-natured folk keep their distance and Mr. Summers must ask for help. There seemed to be a resigned air among the citizens. The narrator recounts a partial history of rituals involving the black box, complete with rumors of chants, recitals, stances, dim memories of the way the lottery used to be conducted. The reminiscing serves as a reminder to the villagers of the way things are and the way they have always been. The sheer weight of generations of villagers following the lottery tradition is felt. The mood of the people shifts from friendliness, to false boasting, to relief and finally nervous release as they fulfill the obligation of stoning the victim. The village, by all appearances, seems to be a normal and ordinary place with its inhabitants meeting in a square with festival like intentions. Children are playing, men are talking about the rain and taxes, and the women are chatting am...

Lines and Slopes in SAT Math Geometry Strategies

Lines and Slopes in SAT Math Geometry Strategies SAT / ACT Prep Online Guides and Tips In our SAT guide to lines and angles, we dealt with parallel lines, perpendiculars, and the many different ways to find angle measures with two or more lines. Now, we’ll look at the other aspect of lines, namely their slopes and equations. This will be your complete guide to lines and slopes- what slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the SAT. What Are Lines and Slopes? Before we start, you may want to take a moment to familiarize yourself with our guide to SAT coordinate points in order to refresh yourself on the basics of coordinate geometry. Basically, coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any place on this space is given a coordinate point- written as $(x, y)$- that indicates where the point is along each axis. A line (or line segment) is a completely straight marker with no curvature. It is made up of (and connects) a series of points together. A slope is the measure of the slant (steepness) of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the $x$ axis. You are probably most familiar with this concept by finding the â€Å"rise over run† to find the slope of a line. $${\change \in y}/{\change \in x}$$ Here is a typical line, presented on the coordinate grid. To find our slope, first start by marking the points where the line hits the grid at perfect integer coordinates. This will make life simpler when we go to find the slope. Wherever the grid meets at a corner, we will have coordinates that are integers. We can see here that our line hits the coordinates: $(-3, 4)$, $(0, 2)$, and $(3, 0)$. Now let us find the rise and run of the line. Our "rise" will be -2, as we must move down 2 units to reach the next coordinate point in our line. Our run will be +3, as we must move 3 units to the right to reach the next coordinate point in our line. So our final slope will be: $\rise/\run$ $-{2/3}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight horizontal line has a slope of zero. It will be defined by one axis only. $y=2$ A straight vertical line has an undefined slope (because run will always be 0, and you can't divide by 0). It will be defined by one axis only. $x=2.5$ The steeper the line, the larger the slope. The red line is steepest, with a slope of $4/1$, or 4. The blue line is not as steep, with a slope of $4/9$ San Francisco knows a little bit about steep slopes. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. (Note: It does not matter which points you assign as $(x_1,y_1)$ and $(x_2,y_2)$, so long as you are consistent.) Given the coordinates $(2, 2)$ and $(-1, 0)$, find the slope of the line. Now, we can solve this question in one of two ways- by drawing a graph and counting, or by using our formula. Since we already saw earlier how it's possible to count out our slope on a graph, let us use our formula to see how it's done. Of the two coordinate points, we must assign one set to be $x_1$ and $y_1$ and the other to be $x_2$ and $y_2$. Let us pick (2, 2) to be our $x_1$ and $y_1$ and (-1, 0) to be our $x_2$ and $y_2$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 2)/(-1 - 2)$ ${-2}/{-3}$ $2/3$ But what would have happened had we assigned $(-1, 0)$ to be our $x_1$ and $y_1$ and $(2, 2)$ to be our $x_2$ and $y_2$? We would have gotten the same results either way! ${y_2 - y_1}/{x_2 - x_1}$ $(2 - 0)/(2 - -1)$ $2/3$ No matter which coordinates we assign to be the first or second values for x and y, we will end up with the same slope so long as we are consistent. Equation of a Line $$y=mx+b$$ This is called the â€Å"equation of a line† or a line in "slope-intercept form" and it shows exactly how a line is positioned along the $x$- and $y$-axes as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into pieces. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value where the line hits the $y$-axis (remember, a straight line will only hit each axis a maximum of one time). Find the equation of the line from the graph. We're using the same graph from above, and we can see that the line intersects with the $y$-axis at around $y=0.5.$* We also determined earlier that the slope is $2/3$. So when we put those two pieces of information together, the equation of our line would be: $y = {2/3}x + 0.5$ *If the question wants you to be more specific than "about a half" about what fraction of a number the line hits $x=0$ or $y=0$ at, it will have a more detailed drawing. In this question, while the actual intercept for a line with coordinates $(2,2)$ and $(0,-1)$ would actually be $2/3$ or $0.66$, not $0.5$, the graph is not at a scale where you could reasonably visually estimate that. Remember to always re-write any line equations you are given into the proper form! Often, the test will try to trip you up by giving you an equation not written in proper form and asking for the slope of the line. This is to get people to make a mistake if they are going too quickly through the test. $$tx+12y=-3$$ The equation above is the equation of a line in the $xy$-plane, and $t$ is a constant. If the slope of the line is -10, what is the value of $t$? First, let us put this equation into the proper equation of a line. $tx+12y = −3$ $12y = −tx−3$ $y = - {tx}/{12} -3/12$ Now, we only care about finding the slope, so let’s find the value of t (our slope) by using our given. $-{t/12} = -10$ $-t = -120$ $t = 120$ Our final answer is $t = 120$. Always remember to set up your equation as your first step and you’ll be able to solve most any slope problem quickly and easily. Perpendicular Lines When two lines meet at right angles, the lines are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of $3/4$ the other line will have a slope of $-{4/3}$. Perpendicular lines with slopes of $3/4$ and $-{4/3}$ And if a line has a slope of −5, the line that meets it perpendicularly will have a slope of $1/5$. Parallel Lines When two lines will never meet, no matter how infinitely long they extend, the lines are said to be parallel. This means that they are continuously equidistant. If two lines are parallel, they will also have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to make sure that the lines will never touch. Parallel lines with slopes of $4/3$ When lines turn devious. Typical Line and Slope Questions Most line and slope questions on the SAT are quite basic at their core. You’ll generally see two questions on slopes per test and almost all of them will simply ask you to find the slope of a line or the equation of a line. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (and your rules for parallel or perpendicular lines). With this knowledge in hand, you’ll be able to solve these types of problems quickly and easily. From the graph, we can see that the y-intercept of the line is (0,1). The line also passes through the point (1,2). This is enough information for us to figure out the slope of the line, which we know is ${\change \in y}/{\change \in x}$. ${2-1}/{1-0}={1}/{1}=1$ Now we know that the slope of the line is 1. In slope-intercept form, the equation for line $l$ is $y=x+1$ or choice D. Our final answer is D. We know that slope is the ${\change \in y}/{\change \in x}$. The equation $y=kx +4$ is already in slope-intercept form, so we know the slope of the line is $k$. We also know that the line contains the point $(c,d)$ which means we can substitute those variables for $(x,y)$ in the equation. This gives us $d=kc+4$ Solving for this equation for the slope, $k$, gives us $k= {d-4}/c$ Our final answer is A, ${d-4}/c$ How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y=mx+b$ The test makers will often present you with an equation of a line that is not in proper form, for example: $4y+3x=12$. If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope of the line. So always remember to rearrange your equation into proper form as your first step. $4y + 3x = 12$ = $y = −{3/4}x + 3$ #2: Always remember your $\rise/\run$ It can be easy to make a mistake try to find the change in $x$ before finding the change in y, as our brains are used to doing things "in order." Keep careful track of your variables in order to reduce careless mistakes of this nature. Remember the mantra of "rise over run" and this will help you always know to find your change in y over your change in $x$. #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph- whether from a given graph or from your own. It's never a bad idea to take a second and make your own graph if you are not provided with one. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply count how the line rises (or falls) and trace its "run," and you will always find your slope. Oh, for the days when all we needed to know about lines was how to color in (or out of) them.... Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and a few basic tips you’ll need to solve them), let’s put your knowledge to the test. 1. 2. 3. 4. Answers: D, A, B, D Answer Explanations: 1. We know that slope is the ${\change \in y}/{\change \in x}$. We are also told that our slope is -2, which means it must be $-{2/1}$. This means that, for every time our y value decreases by 2, our x value increases by 1. And every time our y value increases by 2, our x value will decrease by 1. If we use our rectangle, we also have one point of reference on the line. We can see that the rectangle has a length of 3 (because it spans horizontally from $x=0$ to $x=3$) and a length of 4 (because it spans vertically from $y=0$ to $y=4$). This means that the rectangle hits the line at the top right corner at coordinates (3, 4). Now we can simply count where the line will hit the y-axis. Because the slope increases horizontally (along the x-axis) one unit at a time, we can see that there will be $3/1 = 3$ even points along the line needed to find the y-intercept. Basically, this means that we are taking the slope, $-{2/1}$, and multiplying it by 3 to get $-{6/3}$. In other words, we are adding 6 to the change in y and subtracting 3 from the change in x because we are taking the slope backwards. So now we can find our new point by saying that we increased our y-value from 4 to $4+6=10$, and we have decreased our x-value from 3 to $3−3=0$, which would give us the new slope of: $(4 + 6)/(3 - 3) = 10/0$ So our new coordinate point is (0, 10), which means that our y-intercept is 10. Our final answer is D, 10. 2. We know that we can find the slope of the line using ${y_2 - y_1}/{x_2 - x_1}$, so let's plug in our coordinates of (0,r) and (s,0) for these values. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - r)/(s - 0)$ $r/s$ Our s will remain unchanged, but our r value will become negative, as it is being subtracted from zero. Our final answer is A. 3. If you count to the point at which the line crosses the y-intercept, you can see it hits at $y=3$ In the equation $y=mx+b$, the b is the y-intercept. That means our b will be 3. We can therefore cross off answer choices A and D, leaving us down to B, C, and E. We can also see that our line falls from left to right, so our slope will be negative. This means we can eliminate answer choice E, leaving us between choices B and C. Now let’s take the two points at which the line hits the axes. We already saw that the line hits the y-intercept at $y=3$ and we can also see that the line hits the x-axis at $x=2$. This means our line hits coordinates (0, 3) and (2, 0). This means that the change in our y value is -3 and the change in our x value is +2. (Why? Because we decreased our y value by 3 and we increased our x value by 2.) So our slope must be $-{3/2}$, which means that our final equation will be: $y = -{3/2}x + 3$ Our final answer is B. 4. We're told that the equation of the line is $y=2x-5$. This means that the slope of the line is 2 and the $y$-intercept is at (0,-5). A slope of 2 means that, for each increase in $x$ of 1, $y$ increases by 2. Looking at each of the graphs, choices C and D are the only lines with a slope of 2. (Don't be fooled by choice B which has a slope of -2). Next we can look at $y$-intercepts. The line in choice C has a $y$-intercept at ($0,5)$, which doesn't match the equation of the line we were given. However, choice D's line has a $y$-intercept at $(0,-5)$, which is exactly what we're looking for. Choice D is the only line with both the correct slope and y-intercept. Our final answer is D. Hurray, hurray! You've found your slopes, you know your lines! Congrats, congrats. The Take-Aways Once you have familiarized yourself with the basics of coordinate geometry, slopes should not be too far off field. Though the SAT will try to complicate problems as much as they are reasonably able, questions on lines and slopes are almost always easier than they appear. Keep your important formulas close to your heart and be vigilant with your negative signs, and you’ll do just fine when it comes to slopes and intercepts. What’s Next? Phew! You've learned all there is to learn about your slopes angles. Luckily for you (for a certain definition of "luck"), there is so much more to learn! Before you continue on, make sure you have a firm grasp of all the topics covered on SAT math so that you can see what to prioritize. If you're looking for a particular math topic, scope out our SAT math archive for individual topic guides like this one. We've got guides to solid geometry, probability, ratios, and more! If you don't know where to begin, make sure you take a practice test and see how your score ranks. This will give you a good sense of where your strengths and weaknesses are and how you should focus your study time. Looking to get a perfect score? Check out our guide to getting an 800, written by a perfect scorer! 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:

Elder abuse Essay Example | Topics and Well Written Essays - 250 words

Elder abuse - Essay Example Other types of elder abuse include financial abuse that involves misuse of assets belonging to a defenseless adult, neglect, and abandonment of a vulnerable adult (Jarvis, 2012). Like other types of abuse, elder abuse can be prevented. Effective intervention such as calling for the respect of older people’s assets has the potential to curb elder abuse (Jarvis, 2012). Increasing awareness among family members, physicians as well as mental health professionals can also help break cycles of abuse. For instance, educating the persons close to the older people on the essence of observing the rights of older people will aid significantly in solving this problem. Keeping in touch with older people through simple activities such as taking older friends out to dinner, visiting them as well as calling on them to see how they are faring on will aid in preventing elder abuse. Additionally, participation in committees that advocate observance of older people’s rights as well as encouraging the development of education programmes for older persons on their rights will aid significantly in solving elder

History of Internal Combustion Engine Literature review

History of Internal Combustion Engine - Literature review Example Resonance intake manifold The structure of the internal combustion engine requires a particular length of the manifold. The ability and the efficiency of an internal combustion engine will be determined by the size of the manifold. Short manifolds reduce the performance of the engine. Consequently, manufacturers have developed a system that allows for the length of the manifold to be controlled. Because a vacuum is created when the air is forced out by the piston, the fuel in form of vapour enters and creates energy. The valve that allows the fuel in closes and adds pressure to the fuel. When the fuel mixture is accelerated oscillations are developed depending on the length of the manifold. When the length of the manifold varies, it is also possible to vary the oscillations. Variability in length of the manifold usually affects the power, the speed of the operation and efficiency in fuel use. To maximize the efficiency of this system two intakes are refashioned each of which is regul ated by a valve connected to two manifolds. A short manifold usually functions when the engine is fully loaded while the long one operates when the engine is not fully loaded. ... This spin usually assists in distributing the fuel (in form of vapor) and makes the air and fuel vapor to uniformly mix. With this mixture the process of combustion is enhanced, completed and can even to an extent prevent the engine from knocking. When few revolutions per minute are recorded the velocity of the air is enhanced, while with more revolutions increases per minute, most paths are opened thereby increasing the load. A high volume of air therefore generally leads to increase in the power of the engine3. Vacuum boost theory The difference in pressure between the inlet manifold and the outside atmosphere is referred to as manifold vacuum. Therefore it acts as a measure of the amount of the airflow which is restricted in the engine. The amount of power the engine generates has a relationship with the amount of air that enters the internal combustion engine. For engines that use diesel in the internal combustion engine, greater dependence lies on the amount of fuel that is supp lied while those using gasoline will depend on the restrictions of the airflow. Manifold vacuum is usually in all the engines that use natural fuel as source of energy. The engine’s geometry and the speed of rotation affect the input flow in the engine, because geometry cannot be adjusted while the engine has commenced to run. The input flow in the intake manifold should not be restricted as this will interfere with the power of the engine and the possibilities of the engine breaking down. When the air from the atmosphere is allowed in the engine there is possibility that the pressure will automatic increase thereby creating the vacuum. The engine is now powered. We can conclude that engines running on natural fuel such as diesel generate