How to Get 36 on ACT Math 8 Strategies by a Perfect Scorer

How to Get 36 on ACT Math 8 Strategies by a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you scoring in the 26-34 range on ACT Math? Do you want to raise that score as high as possible- to a perfect 36? Getting to a 36 ACT Math score isn't easy. It'll require perfection. But with hard work and my strategies below, you'll be able to do it. I've scored 36 on Math on all my ACTs, and I know what it takes. Follow my advice, and you'll get a perfect score- or get very close. Brief note: This article is suited for students already scoring a 26 on ACT math or above. If you're below this range, my "How to improve your ACT Math score" article is more appropriate for you. Follow the advice in that article, then come back to this one when you've reached a 26. Overview In this article, I'm going to discuss why scoring a 36 is a good idea, what it takes to score a 36, and then go into the 8 key ACT Math strategies so you know how to get a 36 on ACT Math. Stick with me- as an advanced student, you probably already know that scoring high is good. But it's important to know why a 36 Math score is useful, since this will fuel your motivation to get a high score. Then we'll get into the meat of the article. Finally, in this guide, I talk mainly about getting to a 36. But if your goal is a 32, these strategies still equally apply. Understand the Stakes: Why a 36 ACT Math? Let's make something clear: for all intents and purposes, a 34 on an ACT is equivalent to a perfect 36. No top college is going to give you more credit for a 36 than a 34. You've already crossed their score threshold, and whether you get in now depends on the rest of your application. So if you're already scoring a 34, don't waste your time studying trying to get a 36. You're already set for the top colleges, and it's time to work on the rest of your application. But if you're scoring a 33 or below AND you want to go to a top 10 college, it's worth your time to push your score up to a 34 or above. There's a big difference between a 32 and a 34, largely because it's easy to get a 32 (and a lot more applicants do) and a lot harder to get a 34. A 33 places you right around average at Harvard and Princeton, and being average is bad in terms of admissions, since the admissions rate is typically below 10%. So why get a 36 on ACT Math? Because it helps you compensate for weaknesses in other sections. By and large, schools consider your ACT composite score moreso than your individual section scores. If you can get a 36 in ACT Math, that gives you more flexibility in your English, Reading, and Science scores. It can compensate for a 32 in one other section, for example, to bring your average back up to 34. MIT expects a 36 in ACT Math. There are two other scenarios where a 36 in ACT Math is really important. First is if you're planning for a quantitative or science major (like math, physics, statistics, chemistry). The second is if you're applying to a highly selective technical school like MIT or Caltech. Here's the reason: college admissions is all about comparisons between applicants. The school wants to admit the best, and you're competing with other people in the same "bucket" as you. By applying as a math/science major, you're competing against other math/science folks: people for whom ACT Math is easy. Really easy. Even though schools don't typically release their ACT scores by section, they do release SAT section scores, so we can take a look at SAT Math scores at top schools. Here are a few examples from schools. For Harvard, Princeton, MIT, Caltech, and even less selective schools like Harvey Mudd, the 75th percentile SAT Math score is an 800 (or equivalent to an ACT 36). That means at least 25% of all students at these schools have an 800 in SAT Math, or a 36 on ACT Math. Even more surprising: the 25th percentile score for SAT Math at MIT and Caltech are 750 and 770, respectively, or a 34 on the ACT! This means if you score a 34 on your SAT Math, you'rewell below average for these schools! I'm not going to lie. ACT Math was super easy for me. I got 36 on pretty much every practice test and official ACT I ever took. This was largely because I had a strong math background and competed in math competitions like AMC/AIME. I also worked hard and applied the strategies below to achieve perfection. You're competing against people like me. And if you apply with a 34 or below on Math, schools like MIT, Harvard, and Princeton are going to doubt your ability. Because ACT Math is supposed to be trivially easy for you. But if you can work your way to a 36, you show that you're at an equal level (at least on this metric). Even if it takes you a ton of work, all that matters is the score you achieve at the end. Know That You Can Do It This isn't just some fuzzy feel-good message you see on the back of a Starbucks cup. I mean, literally, you and every other reasonably intelligent student can score a 36 on ACT Math. The reason most people don't is they don't try hard enough or they don't study the right way. Even if math wasn't your strongest suit, or you got a B+ in Calculus, you're capable of this. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Here's why: the ACT is a weird test. When you take it, don't you get the sense that many questions are nothing like what you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who never took AP Calculus. It can't ask you to solve Fermat's Last Theorem. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover. Numbers (integers, fractions, ratios), Algebra (solving equations for x, word problems), Geometry (x-y coordinate geometry, circles squares and triangles), Trigonometry, Probability. You've learned all of this before in high school. But if all the questions were easy and straightforward, then everyone would score too high. So the ACT needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is one of the more difficult problems in ACT Math. You might already know how to solve it. But it's unlikely you ever ran into something like this in school. Finish trying the question? Did you get stuck? Most students try to solve this question by plugging in -3 for x. "If the only possible value for x is -3, then plugging it in makes sense, right?" There's a problem: You can't solve for two variables (m and n) with only one equation. Here's the way to solve this question. It requires integrating multiple concepts together. First, this is a critical clue: "the ONLY possible value for x is -3." Normally when you solve a quadratic equation, you get two different values. For example, x2 + 5x + 6 = 0 factors to (x + 2)(x + 3) = 0. This gives you two values for x, -2 and -3. But this question is telling us that when you factor the equation, you get -3 for both values of x. If x = -3, then x + 3 = 0. Getting (x + 3) twice means squaring (x + 3). This gives us: (x + 3)2 = 0 x2 + 6x + 9 = 0 So the answer to this question is C, m = 6 This question is difficult for many students because you're not trained to think about factoring in this way. If the ACT merely asked you, "what is the value of x if x2 + 6x + 9 = 0?" most students would be able to answer this easily. This is what you did in school. But in this weird format, it's easy to get tripped up. If you don't make the connection that I showed above, it's very hard for you to solve this question. The ACT math section is full of weird examples like this, some of which get even more difficult. But the next time you see a question like this, you already know the trick- and you know exactly what to do. Therefore, to improve your ACT Math score, you just need to: master the types of questions that the ACT tests, like the one above draw on the correct concepts you already know to solve the questions practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right a 36. What It Takes to Get a 36 in Math If we have a target score in mind, it helps to understand what you need to get that score on the actual test. Here's a sample raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Score Math Raw Score 36 59-60 35 57-58 34 55-56 33 54 32 53 31 52 30 50-51 29 49 28 47-48 Source: ACT In this grading scale, you can miss one question and still get a 36. In other tests, you must get EVERY question correct to get a 36- missing 1 would bring you down to an 35. This all depends on how the particular test you're taking is scored. The harder the math questions are, the more likely you can miss one question and get a 36. The safest thing to do is to aim for perfection. On every practice test, you need to aim for a perfect raw score for a 36. Whatever you're scoring now, take note of the difference you need to get to a 36. For example, if you're scoring a 30 now, you need to answer 10 more questions right to get to a 36. As a final example, here's a screenshot from my exact score report showing that I missed 1 question (oops) and earned a 36. OK- so we've covered why scoring a higher ACT math score is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable strategies that you should use in your own studying to maximize your score improvement. Strategies to Get a 36 on ACT Math What's your greatest weakness? Strategy 1: Understand Your High Level Weakness - Content or Time Management? Every student has different flaws in ACT Math. Some people aren't comfortable with the underlying math material. Others know the math material well, but can't solve questions quickly enough in the harsh time limit. (As we'll discuss, the ACT Math section applies VERY heavy time pressure. So you likely do suffer from some time pressure- we're trying to figure out how much) Here's how you can figure out which one applies more to you: Take only the math section of a practice test. We have the complete list of free practice tests here. For that section, use a timer for 60 minutes. Treat it like a real test. If time runs out and you're not done yet, keep working for as long as you need. But starting now, for every new answer or answer that you change, mark it with a special note as "Extra Time." Grade your test using the answer key and score chart, but we want two scores: 1) The Realistic score you got under normal timing conditions, 2) The Extra Time score. This is why you marked the questions you answered or changed during Extra Time. Get what we're doing here? By marking which questions you did under Extra Time, we can figure out what score you got if you were given all the time you needed. This will help us figure out where your weaknesses lie. If you didn't take any extra time, then your Extra Time score is the same as your Realistic score. Here's a flowchart to help you figure this out: Was your Extra Time score a 32 or above? If NO (Extra Time score 32), then you have remaining content weaknesses. You might have weaknesses across a range of subjects, or a deep weakness in only a few subjects. (We'll cover this later). Your first plan of attack should be to develop more comfort with all ACT Math subjects. If YES (Extra Time score 32), then: Was your Realistic score a 32 or above? If NO (Extra Time score 32, Realistic 32), then that means you have a difference between your Extra Time score and your Realistic score. If this difference is more than 2 points, then you have some big problems with time management. We need to figure out why this is. Are you generally slow at math across most questions? Or did particular problems slow you down? Generally, doing a lot of practice questions and learning the most efficient solutions will help reduce your time. More on this later. If YES (both Extra Time and Realistic scores 32), then you have a really good shot at getting a 36. Compare your Extra Time and Realistic score- if they differed by more than 1 point, then you would benefit from learning how to solve questions more quickly. If not, then you likely can benefit from shoring up on your last content weaknesses and avoiding careless mistakes (more on this strategy later). Hopefully that makes sense. Typically I see that students have both timing and content issues, but you might find that one is much more dominant for you than the other. For example, if you can get a 36 with extra time, but score a 32 in regular time, you know exactly that you need to work on time management to get a 36. Strategy 2:Do a Ton of Practice, and Understand Every Single Mistake On the path to perfection, you need to make sure every single one of your weak points is covered. Even one mistake on all of ACT Math will knock you down from a 36. The first step is simply to do a ton of practice. If you're studying from free materials or from books, you have access to a lot of practice questions in bulk. As part of our PrepScholar program, we have over 1,500 ACT questions customized to each skill. The second step- and the more important part- is to be ruthless about understanding your mistakes. Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. I've seen students who have completed 10 practice tests. They've solved over 1,000 math questions, but they're still nowhere near a 36 on ACT Math. Why? They never understood their mistakes. They just hit their heads against the wall over and over again. Think of yourself as an exterminator, and your mistakes are cockroaches. You need to eliminate every single one- and find the source of each one- or else the restaurant you work for will be shut down. Here'swhat you need to do: on every practice test or question set that you take, mark every question that you're even 20% unsure about when you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. in a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory- fractions, algebra- solving equations, etc.) It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Always Go Deeper- WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't get this question right." That's a cop out. Always take it one step further- what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing. One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Bonus: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3:If You Have Content Gaps, Be Ruthless About Filling Them Within ACT Math, you have to master a lot of subjects. At the high level, you need to know number operations, algebra, geometry, trigonometry, probability, and more. Even within each subject, you have subskills to master. Within algebra, you need to know how to solve equations, how to deal with word problems, properties of functions, etc. Unless you're a math whiz and are already scoring a 34-36, it's unlikely that you've mastered all of these evenly. You probably have different strengths and weaknesses across these subjects. If from the analysis of mistakes above you find that you have a content problem, you need to improve your understanding of that content. By Content problem, I mean that you're not comfortable with the underlying math concepts in a subject. Maybe you forgot how to solve a type of problem, or you forgot a formula to use, or you just don't remember the subject material. If you've identified one of these issues, you've spotted an opportunity for yourself to improve your score. Fill in the potholes of your understanding. Think of a mistake like discovering a cavity in your mouth. When your dentist fills in a cavity, he doesn't just patch up the hole right away. He cleans out the entire cavity, sterilizes it, then adds a filling. Content mistakes are similar- you have a weakness in a subject, say x-y coordinate geometry. This probably means you have a lot of other weaknesses in that subject, beyond the one identified by that question. Don't just focus on understanding that one question you missed. Take the opportunity to research that subject and get more practice in it. You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. In our ACT prep program PrepScholar, we do that work for you by splitting up our 1,500+ practice questions by skill and difficulty. If you're weak in algebra- solving equations, you get 20+ questions in a quiz dealing specifically with that skill. This repetitive practice fills up your content gap far better than any other method I know. Strategy 4:If You Miss a Question, Try It Again Before Reading the Explanation When you're doing practice questions, the first thing you probably do is read the answer explanation and at most reflect on it a little. This is a little too easy. I consider thispassive learning- you're not actively engaging with the mistake you made. Instead, try something different- find the correct answer choice (A-E), but don't look at the explanation. Instead, try to resolve the question once over again and try to get the correct answer. This will often be hard. You couldn't solve it the first time, so why could you solve it the second time around? But this time, with less time pressure, you might spot a new strategy, or something else will pop up. Something will just "click" for you. When this happens, what you learned will stick with you for 20 times longer than if you just read an answer explanation. I know this from personal experience. Because you've struggled with it and reached a breakthrough, you retain that information far better than if you just passively absorbed the information. It's too easy to just read an answer explanation and have it go in one ear and out the other. You won't actually learn from your mistake, and you'll make that mistake over and over again. Treat each wrong question like a puzzle. Struggle with each wrong answer for up to 10 minutes. Only then if you don't get it should you read the answer explanation. Strategy 5: Finish With Extra Time and Double Check Your goal at the end of all this work is to get so good at ACT Math that you solve every question and have extra time left over at the end of the section to recheck your work. I'll admit, this is hard for the ACT. You have 60 minutes to solve 60 questions, which of course gives an average of a minute per question. But the last, most difficult questions might take you 2 or 3 minutes each. In high school and even now, I can finish a 60 minute section in 40 minutes or less. I then have 20 minutes left over to recheck my answers at least once. The best way to get faster is, as explained above, to do so many questions and get so fluent at the questions that the ways to solve the question become obvious to you. Complicated circle questions become as easy for you as 2+2. What's the best way to doublecheck your work? I have a reliable method that I follow: Try to resolve the question another way. If I solved a question algebraically, I can recheck it by plugging in the solution. If I'm 100% sure I'm right on a question, I mark it as such and never look at it again. If I'm not sure, I'll come back to it on the third pass. At least 2 minutes before time's up, I rapidly doublecheck that I bubbled the answers correctly. I try to do this all at once so as not to waste time looking back and forth between the test book and the answer sheet. Go 5 at a time ("A F E K B") for more speed. If you notice yourself spending more than 30 seconds on a problem and aren't clear how you'll get to the answer, skip and go to the next question. Even though you need a perfect raw score for a 36, don't be afraid to skip. You can come back to it later, and for now it's more important to get as many points as possible. Quick Tip: Bubbling Answers Here's a bubbling tip that will save you 5 minutes, automatically. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself between two distinct tasks- solving questions, and bubbling in answers. This costs you time in both mental switching costs and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just 5 seconds per question, you get back 300 seconds on the 60 questions. This is huge. Note: If you use this strategy, you should already be finishing the section with ample extra time to spare. Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Strategy 6: Eliminate Careless Mistakes Careless mistakes are one of the most frustrating types of errors to make, and nearly everyone makes them. You know the underlying material, you know how to solve the question, and you're feeling good. But then you grade the quiz, and you find a careless mistake. Oops- the question asked for the perimeter of the circle and not the area, which is what you calculated. These types of errors are the most costly and frustrating. You've already put in a ton of work to master the underlying material, and here a question has tricked you into losing a point. This is why finishing the test early, like I mention above, is so helpful. You get extra time to take a breather and doublecheck your answers. If you find that careless mistakes are a recurring problem for you, here are some strategies to get rid of them: In the question, underline what the question is specifically asking you to solve for. It's so easy for the ACT to trick you into solving the wrong thing. If you're solving for a particular value (like length, area, etc), write the units down in the scratch space. Be careful with calculator entry. A missing parentheses makes a big difference. "4 + 9 / 2" is completely different from "(4 + 9) / 2" Avoid bubbling errors by using the Quick Tip above. Here's an example: This question is asking us to solve for y + z. Not x, y, or any other combination of variables. To make sure I remember this, I underline y + z, and I also write "y + z = ?" in the work space so that I remember what I'm solving for. You can bet that in many answer choices, the ACT will have trap answers for other things you can solve for, like x. (This one happens not to, but it's very common). Memorize the ACT Math Formulas. Strategy 7: Memorize All Formulas and Common Math Facts If you're still struggling to remember math formulas to solve questions, you haven't gotten to understand ACT Math well enough yet. Not only does this cost you time, it also indicates that you haven't practiced enough with ACT Math to have the required formulas come to you fluidly. Memorize the formulas at the front of the section and these common math facts: Calculating slope from two points (rise over run) Common right triangles: by angles: 45-45-90 (1-1-√2), 30-60-90 (1-2-√3); and by sides: 3-4-5, 5-12-13 Formulas for arithmetic and geometric sequences Formula for diagonal of a rectangular prism This list isn't complete, but if you study according to my advice above, you'll notice which formulas come up over and over again. You should memorize these. Strategy 8: Keep a Calm Mind During the Test, No Matter What Now you know what it takes to achieve perfection on ACT Math. You know that it's critical to get a perfect raw score, or you might score a 35. This makes a lot of students freak out during the test. "I can't solve this question...my 36 is gone...I'm getting more nervous and I have to skip the next question too..." You can see how quickly you can unravel like this. Before you know it, you're scoring way worse than you ever did on a practice test. You need to learn to be mentally strong, like an athlete on game day. Yes, you might have to skip a question on the first pass through. Maybe even two in a row. But you've practiced hard up to this point. You know this stuff, and you'll come back to those questions and get it later. You need to keep up a positive mindset during the test, or you'll crumble. And in the worst case, maybe you won't get a 36. But if you've consistently been getting 36's on the practice tests, you likely won't go much lower than 34- and that's still really good. In Overview Those are the main strategies I have for you to improve your ACT math score to a 36. If you're scoring above a 26 right now, with hard work and smart studying, you can raise it to a perfect ACT Math score. Notice that I didn't actually teach you that much math content. I didn't point to any specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. Keep reading for more resources on how to boost your ACT score. What's Next? We have a lot more useful guides to raise your ACT score. Read our complete guide to a perfect 36, written by me, a perfect scorer. Learn how to write a perfect-scoring 12 ACT essay, step by step. Want to improve your ACT score by 4+ points?We have the industry's leading ACT prep program. Built by Harvard grads and ACT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. I built the PrepScholar program based on the principles in this article- the principles that worked for me and thousands of our students. Check out our 5-day free trial today:

Examples of Ionic Bonds and Compounds

Examples of Ionic Bonds and Compounds Here are examples of ionic bonds and ionic compounds: NaBr:Â  sodium bromideKBr: potassium bromideNaCl: sodium chlorideNaF: sodium fluorideKI: potassium iodideKCl: potassium chlorideCaCl2:Â  calcium chlorideK2O: potassium oxideMgO: magnesium oxide Note that ionic compounds are named with the cation or positively-charged atom written before the anion or negatively-charged atom. In other words, the element symbol for the metal is written before the symbol for the nonmetal. Recognizing Compounds With Ionic Bonds You can recognize ionic compounds because they consist of a metal bonded to a nonmetal. Ionic bonds form between two atoms that have different electronegativity values. Because the ability to attract electrons is so different between the atoms, its like one atom donates its electron to the other atom in the chemical bond. More Bonding Examples In addition to ionic bond examples, it may be helpful to know examples of compounds that contain covalent bonds and also compounds that contain both ionic and covalent chemical bonds.

A Campus wide Composting Proposal Essay Example | Topics and Well Written Essays - 2250 words

A Campus wide Composting Proposal - Essay Example Therefore composting is a natural process used to recycle organic materials that have already decomposed. This process leads to an end product known as compost which is also referred to as rich soil or manure from an agricultural perspective. All living things end up decomposing upon death. This decomposing process or decay is vital as it ensures that all our organic wastes return their nutrients back to the soil and this ensures that life cycle continues. For the decomposition to occur anaerobic digestion should take place to accelerate the process. This is seen to overtake composting and it has been used in many countries where they have been down cycling waste organic matter. In composting there must be careful selection of the materials to be composted. The reason is because there are some materials which have shown high performance in composition than others. The materials can also be selected with consideration of the locality where one wants to set the compost. This process ha s been said to be very beneficial to the environment (Sanchez-Monedero, Roig, Paredes and Bernal, 301). There are some scientific and technological approaches which can be used to make the decomposition fast. This is however not encouraged because the whole process aims at using only what is natural and not man-made. In setting compost there is need to make the best preparations for the same so that the process does not work half way. There are different methods of decomposition but are broadly divided into three namely backyard composing, warm decomposing and grass cycling. The three are very different however they all use natural materials. Backyard decomposing involves the use of food scraps, grass clippings which are normally referred to as greens and also use of straws and fallen leaves referred to as browns which are mostly found in the backyard. This method involves the balance of the greens and the browns. To promote this process, some elements of nature need to be present. They include: air, moisture and temperature (Sabine, Konschinsky, Stefanie, Frank and Tebbe, 930). Worm compositing also known as vermin-composting is commonly used by individuals with a tiny backyard and where food scraps are in abundance. This process is mainly used by individuals living in apartments. Based on their natural habitats decaying leaving leaves, compost piles and piles of manure, the worms are domesticated to live in shallow bins in the compound and this diverts all food wastes from being dumped to the landfills and water treatment facilities. Grass cycling involves leaving of grass clippings that one does not intend to use. The grass clippings just left to decompose on the lawn. The basic rule in grass cycling is that the grass should not be cut to more than one third the blade of the grass at any given time. Proper mowing should be maintained and one should always ensure that the mower blades are sharp and that the grass is dry. Watering the lawns early in the morni ng and applying fertilizer is essential. The main aim of compositing is to supply additives to the soil through supplying of humus and nutrients. It provides the best environmental conditions which will make the plants to healthy and also to grow fast (Marek, Michael, Kathleen, and Zaremba, 810). (ii) Problem definition There are a number of food waste management and are based on the various ways of reducing food waste. The first and important method to avoid food waste is first by making a list of what you intent to prepare. This involves designing a menu that helps to plan the meal one intents to prepare for a given timeframe for instance a week. This is best achieved by cross checking what you intend to purchase â€Å"

Behavioural effects of alcoholism in young people Essay

Behavioural effects of alcoholism in young people - Essay Example ion of alcoholism on modern medicine, alcoholism can be triggered by the intake of alcohol and the resulting ailment can be affected by different factors such as the quantity of the alcohol taken, the frequency of alcohol consumption, the capacity or tolerance in terms of intake. These factors differ for each person. In addition, although the biological mechanism underpinning alcoholism are uncertain, some suggested risk factors include social environment, stress, emotional health, genetic predisposition, age and gender (Goodwin, 2000). The objectives of the study then is to present background information on the problem of alcoholism by presenting the composition and history of the beverage, the main causes of alcoholism and ultimately the effects of alcoholism to young members of the population. There are different perspectives involved in the issue of alcoholism. One is the chemical composition of the alcohol, although it cannot be considered the main reason for having alcoholism since the ailment is mainly based on behaviour of the person. Although this is the case it is important to determine the composition of the alcoholic beverages. The development of alcoholic beverages in different parts of the world such as the ancient era represented by Babylon in 2,700 BC, China in 7000 BC, India between 3000 and 2000 BC, and Greece in 1700 BC and the modern era represented by the Pre-Columbian America and Early Modern Europe. After the continuous significant influence of alcoholic beverages in the social and cultural aspect, incidence of alcoholism increased (InterAlcohol.co.uk, 2010c). One of the points that are needed to be considered is the alcohol and its cultural and historical role in the English region specifically. Through the history of Britain and other European countries, the role of alcoholic beverages is recognized. In the 18th century, England was renowned for having the ‘Gin and Debauchery’ which is a mayor producer of alcoholic beverages.

Fighting Corruption through Making Music :: Essays on Corruption

Fighting Corruption through Music Singing about corruption is not a new thing and can be described as a disease one can compare with HIV/Aids as been the second most popular in Africa. Thus many see it as the most main cause of many African states slowness in terms of stable economic growth .It is therefore no secret to many ordinary citizens you who keep wondering or face with the dilemma as to how really their governments are operating .As such life in relation to economic growth during and after post colonial rule as always been a litmus test. Sierra Leone The name meaning (Lion mountain) from a Portuguese sailor ?Pedro da sentra also this beautiful diamond shaped country was used by then British colonial masters to settle free slaves thus the capital city was named Freetown .With so many minerals and other resources combined with already many IMF loans been given many see it as been far enough to have change the deplorable living standard of many of its citizens forty years after independence. It is therefore no surprise to many n view of the present governing authorities lack of transparency and willingness to prosecute or crack down hard on those they found in corrupt practice , the faith of many citizens on the Anti-corruption commission been set up is nothing to go by. State of the music industry The music Industry has dramatically grown in the last couple of years despite harsh conditions faced by musicians and composers alike. For many music is sacred , thus it can calm the troubled mind and bind the wandering sense. As such , Sierra Leone during the past years has produced some distinct traditional musicians such as: John Gbala ,Amy Kallon. , Salia,, Rogers(Rogie),Ebenezer Calender and many more.As old musicians continue to rebirth themselves and young musicians continue to see the music industry gaining its reputation , there is now arrays of musicians in categories such as : R&B, POP, traditional , Reggae and religious music. Level of Censorship The level of censorship on music is always a big question whenever musicians produced songs about sensitive issues such as ?

Chemistry Questionnaire Essay

What is meant by the term cis-trans isomerism? How many cis-trans isomers are present in Structure I? Draw any 2 possible cis-trans isomers. (iii) State the physical state of this lipid at room temperature. Explain your answer. [9] (b) Suggest a possible identity for each of the organic compounds A-E below. Explain your reasoning and write balanced equations for the reactions involved where possible. i) A, C11H14O2 is a neutral compound. Hydrolysis of A gives B, C7H6O2 which is a white precipitate and C, C4H10O which does not decolourise acidified potassium manganate(VII) on heating. (ii) D, C4H10O2 reacts with 2 moles of sodium metal, but not with solid sodium carbonate. On boiling under reflux with aqueous potassium manganate(VII), D gives a compound, E, C4H6O3. E reacts with alkaline aqueous iodine to give a yellow precipitate and evolves carbon dioxide when solid sodium carbonate is added. Draw structural formulae of the products of the reactions between glutamic acid and I aqueous NaOH II aqueous HCl (ii) Draw the structural formula of a dipeptide formed between glutamic acid and phenylalanine, showing the ionic form in which it would exist at pH 10. [4] [Total: 20] 5 3 (a) Iron(III) chloride is a dark brown solid which dissolves in water to give an acidic solution. This solution is used to etch, i. e. dissolve, unwanted copper from printed circuit boards. When a copper-coated printed circuit board is immersed in aqueous iron(III) chloride, the solution turns greenish blue. i) Explain, with the aid of an equation, why aqueous iron(III) chloride is acidic. (ii) Use the Data Booklet to explain why iron(III) chloride etches copper. Give a relevant equation to explain the greenish blue solution observed. (iii) Suggest what happens to the overall E0 value if the thickness of the copper coating is increased. Anhydrous aluminium chloride behaves similarly as anhydrous iron(III) chloride in that they sublime readily when heated. When 1. 56 g of aluminium chloride was placed in an evacuated vessel of volume 1. 00 dm3 at 1800C, the pressure produced was 32. kPa. (i) Calculate the apparent relative molecular mass of the aluminium chloride under the stated conditions. (ii) In the vapour phase, aluminium chloride partially exists as a dimer. Using your answer obtained for b(i), calculate the percentage of the dimer under the stated conditions. (iii) Suggest a reason why the dimerisation process of aluminium chloride is exothermic. 6 (iv) Predict, giving a reason in each case, the effect on the proportion of dimer in the equilibrium mixture if I the pressure is lowered, II the temperature is lowered. MgO(s) + CO2(g) ?H? = +117 kJ mol-1; ?S? = +175 J mol-1 K-1 8 (i) Why does the entropy increase when magnesium carbonate decomposes? (ii) Calculate the standard Gibbs free energy change, ? G? , for the decomposition of magnesium carbonate. Comment on the spontaneity of the decomposition of magnesium carbonate at room temperature. (iii) Assuming that ? H? and ? S? for the reaction are independent of temperature, calculate the temperature at which the decomposition reaction becomes feasible. (iv) Compare the ease of thermal decomposition of magnesium carbonate with barium carbonate. [8] Turn over 4 (d) Suggest a simple chemical test to distinguish between each pair of compounds. For each test, give reagents and conditions, and state what would be seen with each compound. The dissociation reactions and Ka values of carbonic acid are given below. H2CO3 HCO3- + H+ Ka1 = 4. 2 x 10-7 mol dm-3 HCO3- CO32 – + H+ Ka2 = 4. 8 x 10-11 mol dm-3 0. 10 mol dm-3 aqueous NaOH is added slowly to 20. 0 cm3 of carbonic acid and the change in pH is followed and shown below. pH x x B x A x x 10 20 30 40 10 Vol of aqueous NaOH added / cm3 (i) Calculate the initial pH of the carbonic acid, stating any assumptions you make. (ii) Calculate the pH at the first equivalence point, A. (iii) What is the pH at point B? Give a reason for your answer. [6] [Turn over 5 (b) Maintenance of pH is vital to the cells of all living organisms because enzyme activity is influenced by pH. For instance, protection from harmful pH change in the blood plasma is provided by the hydrogencarbonate/carbonic acid system (HCO3-/H2CO3). At 370C, the temperature of the human body, pH of blood plasma is 7. 4. i) Explain, with relevant equations, how the hydrogencarbonate/carbonic acid system regul ates the pH of blood plasma. (ii) Calculate the ratio of [HCO3-]/[H2CO3] for maintaining the optimum pH of blood plasma. [4] (c) Describe two differences in physical properties between transition metals and a s-block metal such as magnesium, suggesting reasons for these differences based on their atomic structures. [3] 11 (d) The oxidation of manganese(IV) oxide in alkaline solution in air produces green manganate(VI) ion, MnO42-. When manganate(VI) is added to a dilute acid, a purple solution and dark brown solid manganese(IV) oxide reforms.

The Challenge Of Religious Diversity - 1379 Words

The Challenge of Religious Diversity in The Twentieth Century There are four blind men who discover an elephant. Since the men have never encountered an elephant, they analyze, seeking to understand and describe this new anomaly. One man grasps at the trunk and concludes it is a snake. Another one examines the elephant s tail and announces that it’s a rope. A third finds one of the elephant s legs and describes it as a tree. And the fourth blind man, after exploring the elephant s side, concludes that it is, after all, a wall. Each in his blindness is describing the same thing: an elephant. Yet each interprets the same thing in a radically different way. In comparison to Eboo Patel’s text, â€Å"Acts of Faith: The Story of an American Muslim, the Struggle for the Soul of a Generation,† Patel focuses on living in a diverse faction full of religious prejudice in a world full of materialistic outlooks. He believes religions should be able to coexist without feeling that one religion is superior than the other. Patel’s i ntentions of pluralism in this text is to provide insight on how all religions should coexist, in that manner, I believe that Patel uses logos in the form of his experiences and also the things that he conveys for his argumentative claim of pluralism. His use of logos, in a way that others can relate, makes his claim more effective for those that are reading his book. Individuals must acknowledge the lucidity of one s religious beliefs and respect what theyShow MoreRelatedPolitics and Religion: The Challenge of Religious Diversity Essay2556 Words   |  11 Pagesis becoming a challenge in trying to appease and maintain these different religions in the secular social world. For some Americans the solution is to remove all religious affiliation from the state. 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