The History of Black Women in the 1950s

African-American women are an essential part of our collective history. The following is a chronology of events and birthdates for women involved in African-American history, from 1950-1959. 1950 †¢ Gwendolyn Brooks became the first African-American to win a Pulitzer Prize (for Annie Allen). †¢ Althea Gibson became the first African-American to play at Wimbledon. †¢ Juanita Hall became the first African-American to win a Tony Award, for playing Bloody Mary in South Pacific. †¢ January 16: Debbie Allen born (choreographer, actor, director, producer). †¢ February 2: Natalie Cole born (singer; daughter of Nat King Cole). 1951 †¢ July 15: Mary White Ovington died (social worker, reformer, NAACP founder). †¢Ã‚  Linda Browns father sued the Topeka, Kansas, school board because she had to travel by bus to a school for African-American children when she could walk to the segregated school for white children only.  This would become the  Brown v. Board of Education  landmark civil rights case. 1952 September:  Autherine Juanita Lucy and Pollie Myers applied to the University of Alabama and were accepted. Their acceptances were rescinded when the university discovered they were not white. They took the case to court, and it took three years to resolve the case. 1954 †¢ Norma Sklarek became the first African-American woman licensed as an architect. †¢ Dorothy Dandridge was the first African-Amerian woman nominated for a Best Actress Oscar, for playing the lead role in Carmen Jones. †¢ January 29: Oprah Winfrey born (first African-American woman billionaire, first African-American woman to host a nationally syndicated talk show). †¢ September 22: Shari Belafonte-Harper born (actress). †¢ May 17: In Brown v. Board of Education, Supreme Court ordered schools to desegregate with all deliberate speed — finds separate but equal public facilities to be unconstitutional. †¢ July 24: Mary Church Terrell died (activist, clubwoman). 1955 †¢ May 18: Mary McLeod Bethune died. †¢ July: Rosa Parks attended a workshop at the Highlander Folk School in Tennessee, learning effective tools for civil rights organizing. †¢ August 28: Emmett Till, 14 years old, was killed by a white mob in Mississippi after he was accused of whistling at a white woman. †¢ December 1: Rosa Parks was arrested when she refused to give up a seat and move to the rear of the bus, triggering the Montgomery bus boycott. †¢ Marian Anderson became the first African-American member of the Metropolitan Opera company. 1956 †¢ Mae Jemison born (astronaut, physician). †¢ Hundreds of women and men in Montgomery walked for miles to work rather than use the buses as part of the Montgomery Bus Boycott. †¢ A court ordered the University of Alabama to admit Autherine Juanita Lucy, who filed a lawsuit in 1952 (see above). She was admitted but was barred from dormitories and dining halls.  She enrolled on February 3 as a graduate student in library science, the first black student admitted to a white public school or university in Alabama. The university expelled her in March, claiming she had slandered the school, after riots broke out and the courts ordered the university to protect her. In 1988, the university annulled the expulsion and she returned to school, earning her M.A. degree in education in 1992. The school even named a clock tower for her, and featured her portrait in the student union honoring her initiative and courage. †¢ December 21: The Supreme Court ruled bus segregation in Montgomery, Alabama was unconstitutional. 1957 †¢ African-American students, advised by NAACP activist Daisy Bates, desegregated a Little Rock, Arkansas, school under the protection of military troops ordered in by the federal government. †¢ April 15: Evelyn Ashford was born (athlete, track and field; four Olympic gold medals, Track and Field Womens Hall of Fame). †¢ Althea Gibson became the first African-American tennis player to win at Wimbledon and the first African-American to win the U.S. Open. †¢ The Associated Press named Althea Gibson their Woman Athlete of the Year. 1958 †¢ August 16: Angela Bassett born (actress). 1959 †¢ March 11: Raisin in the Sun by Lorraine Hansberry became the first Broadway play written by an African-American woman — Sidney Poitier and Claudia McNeil starred. †¢ January 12: Motown Records founded in Detroit after Berry Gordy deferred working for Billy Davis and Gordys sisters Gwen and Anna at Anna Records; female stars from Motown included Diane Ross and the Supremes, Gladys Knight, Queen Latifah. †¢ December 21: Florence Griffith-Joyner born (athlete, track and field; first African-American to win four medals in one Olympics; sister-in-law of Jackie Joyner-Kersee).

Sociocultural Theory And The Cultural Construction

Sociocultural theory, education is a process of social integration of the individual, which it means that during this process the individuals receiving and accepting the norm of society which is part of the cultural construction, according to Lev Vygotsky. As sociocultural theory is a theory that human learning and cognitive development is a social process possibly by social interaction with culture and society. It has been highlighted in the news article â€Å"China’s WW2 Remembrance: ‘Patriotic Education’ in Action†, written by Alexandre Dor on August 15, 2015. Where it discussed the issue of the nationalist ideology that the government of China which has swept crossed the nation, especially for the last twenty-five years as it became a huge part of the society that made up the Chinese culture. The former Soviet’s psychologist Lev Vygotsky, the founder of cultural-historical psychology which it seeks to examine how sociocultural factors that effect human mental states and behavior. He believes that social interaction, in particular with cooperative dialogues between children and more knowledgeable members of society is necessary for children to acquire the ways of thinking and behaving that make up a culture of the society, which means that the culture values, beliefs, customs and skills of a social group are transmitted from one generation to the text. This is also the social constructionism, which is how the knowledge and social structures and meanings are constructedShow MoreRelatedSociocultural Approaches And The Construction Of Knowledge1650 Words   |  7 Pagesâ€Å"Sociocultural approaches emphasize the interdependence and individual processes in the construction of knowledge†.(John-Steiner,V and Mahn,H 1996).The real understanding of constructivism is only paying much attention on the learners’ previous experience and background knowledge .It maintains that individuals create or construct their own new understandings or knowledge through the interaction of what they already believe and the ideas,events,and activities with which they come into contact.(FacultyRead MoreThe Frameworks Of New Literacy Studies ( Nls ), Multimodality, And Sociocultural Identities Theory826 Words   |  4 Pagesmultimodality, and sociocultural identities theory. NLS looks at literacy learning in the 21st century as a social and cultural phenomenon; multimodality uses a variety of modes such as visual, audio, and spatial representations to achieve the purpose of meaning making; sociocultural identities theory focuses identity construction in social contexts where individuals interact with the social world such as their literacy activities of reading and writing in various social and cultural contexts; I willRead MoreCulture and Foreign Langua ge: Teaching and Learning Essay1488 Words   |  6 Pagesthe close relationship between culture and language and determine what is understood as culture in this study. As it was mentioned above, there are different definitions of culture. These views have relied on the different language acquisition theories and teaching approaches that have emerged in the history of foreign language teaching. (Hinkel, 1999) Until the mid-twentieth century, culture was seen as the transmission of factual information about the target language, which consisted of statisticalRead MoreAdvertising : The Magic System786 Words   |  4 PagesAssumptions 1. Epistemology: This theory assumes that knowledge is gain through social construction in which the power holding minority assist the masses create meanings through advertisements. A. Question: How do both the advertisement and the audience predisposition create a social reality? 2. Ontology: While not explicit in this theory, it may be implied that it stands in the middle between determinist’s and pragmatist’s viewpoints because while the theory explain the interactions as a systemRead MoreMeaningful Learning1933 Words   |  8 Pagesacquires from the world. As for this personal interpretation, I view that humans are affected by social and cultural factors in that humans are cultural beings. As such, my description of human experience is more in line with the social constructivist perspective. With such epistemological belief in mind, my philosophy of learning is based primarily on the tenets of sociocultural learning theories—which view learning as a social process, rather that takes place only within the individual. Hence, I firmlyRead MoreCritical Discourse Analysis ( Cda )1507 Words   |  7 Pagesdeveloped on the basis of Discourse Analysis (DA) since 1970s. The insights have been expanded into a broader range of social, cultural, psychological and political practices. It is regarded as the textual study aiming to elucidate the abuses of power residing in the texts by analyzing linguistic/semiotic remarks in accordance with the existing (social, political, cultural, etc.) contexts in which those texts circulate (Wodak: 2001, 1-2; Fairclough: 1995; Huckin, Andrus, and Clary-Lemon: 2012, 107;Read MoreCritical Whiteness in Education Essay1179 Words   |  5 Pagestwenty years reveals the positive student outcomes associated to service-learning. However, as Susan Jones (2002) argues, â€Å"the student’s ability to engage with all aspects of their service-learning courses depends on the interaction of their own sociocultural backgrounds, developmental readiness for such learning to occur, and the privileging conditions that situate college students in community service organizations in the first place.†Accordingly, different complexities may emerge when students â€Å"engageRead MoreA Comparative Analysis Of Theories Of Vygotsky And Piaget1446 Words   |  6 PagesThis paper is a comparative analysis of the theories of Vygotsky and Piaget with emphasis on how the role of cultural context in child development is present in each of the theories. An in depth examination of each theory will be completed so as to give a clear understanding of the theories. The paper will also focus on the similarities and differences of the theories. Jean Piaget (1896 - 1980) was a developmental psychologist who introduced the theory of cognitive development in children. PiagetRead MoreEssay Sociocultural Theory: Lev Vygotsky1112 Words   |  5 PagesLev Vygotsky was a Russian psychologist, born November 17, 1896, who had a wide range of interests that included the cognitive and language development of children. Vygotsky’s theories are somewhat incomplete due to his death at the young age of 38 from tuberculosis. Vygotsky faced many struggles in life that he was able to overcome, such as being a young Jewish boy who grew up in a time where the Russian District limited the number of Jews who were allowed to be educated at a University levelRead MoreThe Social Context Within A Classroom1828 Words   |  8 PagesThey must be aware of the sociocultural factors, cognitive development and the socioeconomic status each student brings to the classroom and how these three key factors influence the scaffolding to ensure a higher and equal standard of learning for each individual child. The understanding of an individual’s sociocultural factors is essential to the construction and delivery of language and how it is interpreted within any learning environment. One of the sociocultural factors a teacher needs to

Project Management Organizational Goals

Question: Discuss about the Project Managementfor Organizational Goals. Answer: In order to be successful one needs to know what success means to them. One has to identify their goals and objectives, proper planning is needed to achieve those goals and objectives. Defining objectives is very important, unless one knows what are the goals and objectives it would be difficult to plan how to achieve success. Project management is very complex process. Organizational goals are different from personal goals, they are more formal in nature and have liabilities. Goal identification, planning, forecasting, monitoring and evaluation If project managers execute the plan properly and perform according to set standards it is possible to predict success. (Burke,2013) A project manager can deliver successful projects by following the best practices in project management. To achieve success proper execution of the planning and effective utilization of resources is required. For the effectiveness of a Project a detailed planning and coordination is required. Tasks flow and coordination of the project must be maintained simultaneously.(Kerzner, 2013) Controlling expectations is very important as it can be destructive for the project. The results will be based on the output given. Proper monitoring and evaluation can help in reducing unfeasible expectations. The best practice of my life is I have my goals specified and I work to achieve to achieve those goals. For achieving long term goals there are certain short term goals that are inter related. I have a plan for each of my goals and steps designed to achieve them. References Burke, R. (2013). Project management: planning and control techniques.New Jersey, USA. Kerzner, H. (2013).Project management: a systems approach to planning, scheduling, and controlling. John Wiley Sons.

The British Library

Introduction In 2011, the BL unveiled Vision 2020, which underlines its ambitious plans for the near future. Yet, these plans are in jeopardy because of a reduction in government funding for library services (Potts and Roper, 1995). While such reductions are in line with the government of the UK’s budget austerity, extending it to library services accrues detrimental effects not only to the British library but also to the economy.Advertising We will write a custom research paper sample on The British Library – economics, academic, cultural impact on the British people specifically for you for only $16.05 $11/page Learn More The purpose of this paper is to emphasize the need to continue funding the BL so as to sustain its economic, educational as well as cultural impacts. The BL is one of the leading recipients of UK’s government funds, estimated at US $153 million (Stratton, 2009). An evaluation of its economic benefits reveals a fav orable cost benefit ratio, which indicates attractive returns per pound invested (Pung, Clarke and Patten, 2004). This is besides other non-economic benefits such as transfer of cultural artifacts from one generation to another, protection of Britain historical artifacts, support to other industries such as tourism as well as academic and scholarly benefits. Such benefits underlines the importance of expanding the services offered by the BL. Reducing funding has inverse effects; not only will BL’s 350 years collection be underutilized but also jeopardized. Indeed, there are numerous benefits accrued from BL, but which are as a result of sustained funding. Thus, the call for reduced funding is ill advised and instead, efforts should be made not only to source for additional funds but also look for new investment opportunities. The traditional approach to measuring BL’s economic benefits The purpose of this section is to fully demonstrate the true economic value accrued to the UK economy by the BL. As such, it is important to take into consideration the methods through which it is possible to demonstrate this. The approach is in consideration of the fact that the BL holds a range of valuable resources. Thus, the question is not whether the BL accrues any is economic benefits but to demonstrate its true economic value. In addition to this, an attempt will be made to demonstrate how much economic value the BL adds to the UK economy. For a long period of time, measuring the true economic value of the BL involved identifying both its quantitative and qualitative inputs into the UK economy. This method primarily focuses on identifying the BL’s input and comparing such input to output. For instance, with reference to input, efforts are made to identify the number of new items added to the BL collection.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn Mo re In 2003 alone, about 2.7 million items were added to the BL collection of resources (Howard, 2008). This is perceived to have had major economic effects as outlined here in. To begin with, increase in the number of items held by the BL meant added resources, which translates to additional income. Moreover, extra materials means addition of information based resources, which adds value-based skills, which further enhances economic development (Brindley and Read, 2011). The level of new jobs generated by BL is also factored in, and is used to determine the level of economic input. For instance, in 2003, BL generated about 2300 new jobs (Pung, Clarke and Patten, 2004). This implies that the economic status of 2300 Britons was improved through gainful employment. Thus, the magnitude of the BL’s contribution towards growth of the UK economy is not in doubt since it helps to generate jobs as well as empower Britons with necessary skills for economic development. The new approa ch to measuring BL’s economic benefits While the BL accrues numerous economic benefits, it is impossible to demonstrate the true economic value meaningfully through the criteria outlined above. The number of jobs created as well as the increase in the number of items fails to accurately quantify BL’s economic value. The criteria mentioned above makes it cumbersome to articulate statistically the actual economic value since it just considers the input vs. output. It therefore calls for a different method through which the BL’s true economic value is meaningfully demonstrated. Therefore, outlining a new method of measuring the BL’s true economic value seems relevant. But in determining the kind of approach that demonstrates the BL’s true economic value, it is also imperative to identify specifically what true economic value implies. According to Throsby (2001) one of the most useful methods of determining economic value is by determining return on in vestment. Based on Throsby (2001) assertions, it is therefore imperative to demonstrate the actual returns for every sterling pound invested in the BL. As such, the BL commissioned a survey, conducted by leading consulting firms in the UK. The core of the survey was to determine the monetary returns from the BL activities. After three months of detailed survey work, it was established that for every 1 sterling pound of public funding invested in the BL, the brutish exchequer accrued 4.4 sterling pounds. These returns are directly injected into the UK economy.Advertising We will write a custom research paper sample on The British Library – economics, academic, cultural impact on the British people specifically for you for only $16.05 $11/page Learn More This implies that the cost benefit ratio equals to 1:4.4. As a result, if the UK government withdraws its annual funding, then the UK economy loses a significant amount of money (Pung, Clarke and P atten, 2004). To arrive at these results, the market surveyors used the Contingent Evaluation method. This is an estimation method which involves the designing of a ‘hypothetical market’ within the survey where library users are required to estimate, in terms of monetary value, the BL’s economic value (Noonan, 2002; Pung, Clarke and Patten, 2004). The findings from this hypothetical market are corresponded to value derived from established market benchmarks. The statistics quoted above are largely quantitative. While they reflect the true economic impacts of the BL to the British economy, they nevertheless fail to capture other elements of its economic value, since they fail to incorporate qualitative data. At this juncture it would be imperative to indicate that while qualitative data is crucial in determining BL’s true economic value, 100 % accuracy is not guaranteed (Pung, Clarke and Patten, 2004). This is due to the fact that qualitative data is basica lly implicit, and therefore quite impossible to quantify. Qualitative data is derived from case studies and is related to activities within which the BL engages in and which adds value to other sectors of the British economy. As mentioned by Brindley and Read (2011), the BL is one of the biggest reservoirs of knowledge in the world. This underlines the BL’s importance to other related industries, especially those that rely heavily on research and development. Case study surveys reveal that the BL provides services to 83 out of 100 research and development companies which have made research and development investment in the UK. About 45 % of research and development services are offered to Small and Medium Enterprises, most of which are located near the British Library facilities.Advertising Looking for research paper on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More In developing new products and services, British SMEs heavily rely on the BL for support in research and development activities (Pung, Clarke and Patten, 2004). This indicates that the BL has a relationship with other industries. The fact that much of the research and development services in the UK are provided by the BL portrays a mutual relationship between the BL and other industries. Yet, while the relationship is seemingly direct, the BL plays supportive role in generating economic activity. Therefore, the BL is considered to be among the leading institutions that offers support to other industries. It is also ranked among the ten best companies in the UK, based on value added to the economy (Pung, Clarke and Patten, 2004). Additionally, 40 % of the value added to the UK’s economy is attributed to services offered by the BL (Pung, Clarke and Patten, 2004). The BL’s supportive role is largely facilitated by the Business and IP Centre, a business incubation lab with in the BL, which offers R and D services to startup enterprises. Through the BL’s Business and IP Centre, startup enterprises are able to access thousands of materials on entrepreneurship and business startup. The Business and IP Centre also offers other services such as business conference and workshops. SMEs are able to meet most of their startup needs at the BL’s Business and IP Centre. As such, through the Business and IP Centre, the BL helps SMEs to overcome startup challenges. This further implies that the Business and IP Centre has become a one stop shop for start up enterprises. Since January 2011, the BL’s Business and IP Centre, in realization of the increasing power of social media, has embarked on a mission to sensitize startup enterprises, on how to enhance their online presence through social media. The BL, through the Business and IP Centre teaches startup businesses how to enhance their online presence as well as increasing interaction with clien ts through the social media tools such as Facebook, LinkedIn, YouTube, UnLtdWorld, Smarta, podcasts, webcasts and wikis (Infield, 2011). Such initiatives underscore the BL’s usefulness to business micro startups and that increased funding will enhance the BL’s ability to support other significant sectors of the economy. Just as BL is of significance to other SMEs, its activities also affect other industries not necessarily related to it. For instance, BL plays a significant role towards the development of Britain’s domestic and foreign tourism (Wachowiak, 2006). The BL offers antique products most of which are located in popular galleries such as Sir John Ribault Gallery, which attracts both local and foreign visitors. Additionally, the BL hosts local and international workshops, lectures and conferences. This is besides library services offered to local and foreign scholars. Such types of visitors add value to UK’s tourism industry as they drive up the d emand for meals, accommodation and other related services. It is therefore imperative to increase funding for BL so as to increase its capacity to serve a bigger user base. This translates to increased benefits to other industries such as tourism. Knowledge and information are some of the most valuable resources, and therefore need to be protected. This is achieved through patents. Patenting however, goes beyond violation of user rights; it also enables intellectual property owners to add value to their products. According to Nicholas (2009), a new trend is emerging through which intellectual property owners use patents to add value to their products. The BL holds more than 150 million items, and attracts millions of users every year (Pung, Clarke and Patten, 2004). In this case, patents protect the intellectual property rights and minimize abuse of library materials without jeopardizing accessibility. As such, the BL has developed a simple to use systems and services which enables it to organize the vast database as well as monitor users as they search through catalogued material. This system allows for easy access of more than 50 million patented materials without violating user rights. But this seems to be an archaic approach to the use of patents, especially based on Nicholas’ (2009) assertions. In view of this, in Feb 2012, BL organized an event dubbed â€Å"Create, Innovate, Protect†, which aimed at sensitizing intellectual property owners on value addition through patents (Dulken, 2012). As much as patents add value to products, there is also need to extend the economic benefits accrued from patents to property owners. In this regards, the BL is duly obliged to provide payments to holders of intellectual property rights. Thus, the BL pays owners of intellectual property 10 % of revenues accrued from patented materials. This implies that the economic significance of the BL is spread not only to users but also to owners of property rights (B ritish Library, n.d.). The BL is a streamlined, autonomous and efficient institution. Through increased government funding, the BL has gradually become an effective institution in the management of information resources to the British people. The BL is one of the best managed databases in the world, a phenomenon that can be attributed to having the best data managers. This makes its database not only easy to access but also to use, and is the reason why it attracts many users from across the nation. But there is also need to protect such databases from copyright infringement as well as loss of materials. As such, BL combines the best copyright laws with an efficient database management system. This ensures multiple benefits for all. Even though the initiative is in its early stages, there is need to increase spending in this area so as to tap in the 4.4:1 cost benefit ratio. BL’s educational and academic value The BL holds more than 150 million materials, most of which are us ed as primary sources for academic research. British Library (n.d.) states that the BL holds materials from scholars, academics, scientists, experts and professionals from various fields. This makes it one of the world’s richest collections of knowledge based resources. Additionally, the BL is not comparable to private libraries within and without the UK in terms of usability, efficiency and effectiveness. As a result of this, the BL’s directly affects academic activities within the UK. Due to its richness in terms of academic materials, the BL has become very popular with users from different sectors of the academia, and who rely it as a source of primary and secondary academic materials. Other than the elementary, secondary school and college students who come to study at the BL, there are other users within academia whose varied needs are sufficiently met at the BL. These include Masters and Doctoral students conducting academic research, and whose works are publish ed in acclaimed academic and scholarly and trade journals. Acclaimed publishers, authors and professors use vast resources found within the BL to publish quality books. In addition to this, the BL offers technical support to users, which leads to high quality academic papers. For many years, the BL has offered support to researchers developing original theories for testing within the UK. Findings from such kind of research are archived in theses, books, dissertations and research papers. Researchers using these materials also contribute to further development of such theories in that they merge various original concepts to develop new ones. This implies that the BL enables the furtherance of ongoing research. It so happens that new concepts developed are contained in books and other forms of academic materials stored within the BL. This ensures that there is not only expert criticism of existing knowledge, which definitely leads to improvements, but also the sustenance of a vicious cycle of knowledge within the BL It is imperative at this juncture to note that, most of the BL’s publications for educational purposes are subcategorized for different purposes. The BL offers support to scholars conducting scholarly research. Scholarly works are primarily conceived from an intellectual perspective, but can be used for academic purposes. Academic publications, on the other hand, are designed to be used for academic purposes and are published in academic journals. Categorization of educational materials is in line with the BL’s efforts to enhance its educational benefits. This is besides the general educational services such as organized lessons and educational tours for school children as well as tutorials and lectures for post secondary school students (The British Library Board, 2011). The assertions made herein indicate that, the BL requires continued support if these benefits are to be sustained. However, it appears that the realization of these be nefits is jeopardized by the downward adjustment of government funding. In 2011, the UK government funding to the BL was cut by 15 % (The British Library, 2011). Such cuts, unfortunately, come at a time when the BL has unveiled the Vision 2020, which largely entails the expansion of the BL’s research and development services. Thus, such cuts are likely to cut back the BL’s educational and academic value now and in the near future. With reference to the development of academic and educational needs, the BL’s potential is not limited to providing research work. For the last 40 years, the BL has dedicated a lot of its resources, especially finances, to research work aimed at developing information literacy (Markless and Streatfield, n.d.). The need to conduct research on information literacy, popularly known as information skills, emanate from recommendations made in the ‘Report on Information Skills in the Secondary Curriculum’ which underlined the ne ed to improve information skills among students in secondary and tertiary institutions of education. In the report, it was noted that developing information skills improves student’s ability to interact with information. This is of crucial academic importance. But, from the late 1990’s, the BL has significantly reduced its involvement and funding of research in information literacy. The results have been felt across academia, with significant decline in information literacy skills amongst students (Markless and Streatfield, n.d.). This has had negative academic impacts. Thus, while Markless and Streatfield’s (n.d.) work highlights the negative impacts already felt by reducing funding for BL related services, it is imperative to note that similar results are likely to be realized, if currently funding is adjusted downwards. The BL holds more than 150 million materials which are primarily used for academic purposes. These materials have been used to advance knowle dge to the British people. While the development of informational skills is crucial towards the utilization of the BL as a valuable academic resource, reduction in financial support for the development of information skills has significantly affected academic standards. This is an indicator of how much important it is to continue and increase funding. The BL’s Cultural impacts From what has been demonstrated so far, questions can be raised as to whether the BL only accrues academic and economic benefits to the British people. The answer to these questions can be found within the BL’s vision statement, which asserts the BL’s commitment towards the provision of services that enrich the cultural lives of users (Brindley, 2011). The BL has developed Vision 2020, which aims at making the BL to be the UK’s leading center for cultural studies. For a very long time, the BL has endeavored to incorporate materials on peoples’ cultural heritage (British Libra ry, n.d.). But with the new 2020 vision, there is need to strategically position the BL as a leading center of cultural exchange. It is imperative to note that the BL holds vast amounts of materials on the British heritage, which as of now stands underutilized. As such, the BL aims at reinvigorating cultural learning through immersive and interactive activities. But to do this, the BL requires additional funding from the government and other sources, such as donations from wells wishers, so as to rebuild and improve its infrastructure. Such improvements include designing a new web portal as well as redesigning the current one to reflect its new thinking (Brindley, 2011). Therefore, going forward, the BL requires additional funding to meets its future aspirations, which are aimed at strategically positioning it as a one stop learning destination and for the purposes of enhancing cultural learning. As stated by Andretta (2005), the BL holds a collection of cultural materials dating ba ck more than 300 years, in form of writings, artifacts and personal reflections. These materials archives the British cultural past and are thus a rich collection of Britain’s heritage. To sustain such a rich archive on the British heritage, the BL engages the British National Bibliography, an institution that traces publishing activity in the UK and Ireland. The British National Bibliography operates under the tutelage of the BL and is perceived to archive UK’s intellectual output; it contains records of all published works within the UK. The British National Bibliography also contains records of publications missing from the BL archives and therefore supplements the BL’s initiatives. The efforts by the BL to collaborate with other institutions indicate healthy cross-institutional partnership with multiple benefits especially on culture (British Library, 2012). The BL’s cultural benefits are not limited to those mentioned above, but also extend to increa sing cross cultural awareness among the British people. As stated earlier, the BL attracts users from all spheres of life all of them intending to gain access, learn and compare knowledge from different cultural backgrounds (Pung, Clarke and Patten, 2004). This implies that the BL is a cross cultural melting pot, where scholars, students and academics meet to study and exchange ideas. In addition, there are those users who prefer the BL for its vast collection of resources. A publisher, author or scholar is likely to utilize the BL’s vast resources and publish a document comparing and contrasting varied cross national approaches on a particular issue. Such a publication is likely to gain a national appeal and foster, albeit indirectly, increased awareness of the international community among Britons. Such are among the numerous non-economic benefits which need to be sustained through continued funding. Historical impacts It would be a great disservice if benefits from a histo rical perspective are not offered within this paper. The BL’s long history of collecting materials can be traced to English Law of 1662, from which the legal despot requirement emanates. The legal deposit requires authors to make available to the BL a copy of any publication made. Following the legal deposit requirement, the BL has overtime built rich archive of information (The British Library Board, 2011). While the credibility of such materials cannot be questioned, the history of the legal deposits requirement has not been without challenges. In the 19th century, Sir Anthony Panizzi, the BL’s director, battled with renegade authors and publishers who had refused to oblige (Milne, 2007). Nevertheless, many battles have been fought and numerous adjustments made to the original Legal Deposit requirement to the extent that the legal deposit currently covers non print materials (The British Library Board, 2011). The resultant work of Sir Anthony Panizzi and others indic ates progressive efforts to grow and expand the BL. The BL’s origin can be traced to Museum’s Department of Printed Books started in the early 1750s. The museum only collected printed materials, but has over time included digital, audio, visual and other non-printed materials. Even though the legal deposit requirement can be traced to the English Law of 1662, its usefulness was not realized until the 1850s, especially after the input of Sir Anthony Panizzi. So effective was the legal deposit requirement in expanding the BL databases that there was need to expand its premises in the mid 19th century. This led to the construction of the reading room, a facility that enables users not only to conduct research but also access numerous materials easily. As a result, the BL has increasingly attracted the attention of different categories of users such as George Orwell (Caygill, 2000). Due to its historical benefits to the British people, similar expansions were done in 1900s , 1950s, 1970s and early 2000s and are as a result of the ever expanding database (British Library, 2012). One of the most significant changes occurred in 1927. It involved an inter library cooperation, which was aimed at creating an inter-library network and increasing access to library resources across Britain. This paved way for the eventual independence of the BL. Currently, the BL is committed to expanding its utilization of the digital platform not only to ease access of resources but also to incorporate culture based learning. From this, it is evident that extensive work has been undertaken to sustain the BL for the last 350 years, which has also involved massive funding (British Library, 2012). Reduction in funding therefore indicates concealed efforts to break with the past. It also brings to the fore the question of whether enough resources are being expended to ensure the usability to the current and future generations. The need to continue funding the BL’s current and future initiatives emanates from the realities of the present time. There is also need to continue a long history of gradual increase in funding as well as to protect the BL’s rich collection of materials. Funding the BL improves accessibility of such materials. This is intended to enhance the attainment of cultural, economic as well as academic benefits for current and future generations. Conclusions and Recommendations The fact that BL is the world biggest collection of material is not in doubt. Such a status has been attained after more than 300 years of colleting materials. While this has been facilitated by a host of factors, sustained funding from the government, donors, well wishers and granters has combined well with existing Laws such as the Old English Law; here in special reference is made to Legal deposits requirement. As a result, the BL has accrued numerous benefits to the British people. For instance, surveys conducted reveal that the BL’s cost bene fit ratio is 4.4:1. This implies that for every 1 pound of funding, the government accrues 4.4 pounds. Other economic benefits include the supporting other industries especially the SMEs through R and D. The BL’s benefits are not limited to economic; it also accrues academic as well as cultural benefits. The BL’s vast collection of materials has been utilized for a wide range of academic and scholarly activities, with notable impacts in academia. This is besides other benefits such as cultural exchange programs, transfer of cultural and historical facts from one generation to another, among others. All these benefits are accrued as a result of sustained investment since the 1750s. As noted by Potts and Roper (1995) and Pung, Clarke and Patten (2004), reduced funding of the BL is likely to have dire economic effects, as well as undercutting the gains made so far. Since reducing the funding of the BL is such as calamitous alternative, the following recommendation seems r elevant. To begin with, the current level of funding should not be adjusted downwards, not even by a single digit. This is to avoiding risking benefits so far achieved. Secondly, the US library derives much of its funding from the government grant, individual and corporate donors, public trusts, friends and well wishers. While there are numerous comparisons between the US and Britain, there are nevertheless lessons for Britain to learn from the US. The BL ought to explore special events such as merchandising which not only increases public awareness of services offered, but also raise additional funds. Additionally, the BL ought to evaluate its donor policy, especially regarding financial donation, and explore possible means to attract additional corporate sponsorship. Additional corporate sponsorship ought to be emphasized since it ensures continued flow of income as well as provide sufficient source of capital which will cushion it against budgetary deficits should the government adjust its funding downwards. Therefore, through such initiatives, the BL will not only continue to sustain its beneficial services and expansion programs but also stabilize its financial resources. Reference List Andretta, S. (2005). Information literacy: a practitioner’s guide. Oxford: Chandos Publishing. Brindley, D. (2011).Growing knowledge: the British Library’s strategy. Retrieved from http://www.bl.uk/aboutus/stratpolprog/strategy1115/strategy1115.pdf British Library. (n.d.).Document supply centre: Submission of theses to the British Library. Retrieved from http://www.red.mmu.ac.uk/documents/res_files/ applications/BritishLibraryForm_enabled.pdf British Library.(2012). The British national bibliography. Retrieved from http://www.bl.uk/bibliographic/natbib.html Caygill, M. (2000). The British museum reading room. London: The British Museum Dulken, S. (2012).Create, innovate, protect at the British Library. Retrieved from http://britishlibrary.typepad.co.uk/patent sblog/2012/02/create-innovate-protect-at- the-british-library.html Howard, P. (2008). The British Library, a treasure of knowledge. London: Scala Infield, N. (2011).What is the Business IP Centre doing with social media? Retrieved from http://britishlibrary.typepad.co.uk/inthroughtheoutfield/2011/01/what-is-the- business-ip-centre-doing-with-social-media.htm Markless, S. and Streatfield, D. (n.d.).Three decades of information literacy: redefining the parameters. Retrieved from http://www.informat.org/pdfs/streatfield- markless.pdf Milne, R. (2007). A sure foundation? Research libraries in the digital age. Retrieved from http://www.st-andrews.ac.uk/media/Inaugural%20Lecture.ppt Nicholas, T. (2009).Cheaper patents.Elsevier. Retrieved from http://people.hbs.edu/tnicholas/Cheaper%20Patents.pdf Noonan, D. (2002). Contingent valuation studies in the arts and culture. Chicago: University of Chicago Potts and Roper (1995).Sponsorship and fund-raising in public libraries: American and Briti sh perceptions.New Library World96(1). Retrieved from http://www.emeraldinsight.com/journals.htm?articleid=859894show=pdf Pung, C., Clarke, A. and Patten, L. (2004).Measuring the economic impact of the British Library. New Review of Academic Librarianship, 10(1) doi:10.1080/13614530412331296826. Stratton, B. (2009). Provisional committee on proposals related to a WIPO development agenda second session, Geneva June 26-30, 2006. Retrieved from http://www.ifla.org/publications/provisional-committee-on-proposals-related-to-a- wipo-development-agenda-second-session- The British Library. (2011). Annual report to CDNL 2011. Retrieved from http://www.cdnl.info/2011/CDNL_2011__country_report_UNITED_KINGDOM.pdf The British Library Board. (2011). Legal Deposit in the British Library. Retrieved from http://www.bl.uk/aboutus/stratpolprog/legaldep Throsby, D. (2001). Economics and culture. Cambridge: Cambridge University Press. Wachowiak, H. (2006). Tourism and borders: contemporary issues, polic ies, and international research. London: Ashgate Publishing, Ltd 4/23/2019 13:44 a4/p4 Page of This research paper on The British Library – economics, academic, cultural impact on the British people was written and submitted by user Tiana Morris to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Links between the art forms Essays

Links between the art forms Essays Links between the art forms Essay Links between the art forms Essay All three art forms are very similar, music, drama and dance. Between these three art forms there are many links; the similarities being uses of canon, motifs, unison, rhythm, dynamics, space and dialogue. However there are differences between the art forms but they work together to enhance the theatrical and musical effect; these being the use of tension, pace and dynamics. This essay will be referring to my own practical work.The first drama lesson was focused on Greek Chorus. The way a group works together to become one body to narrate a story is very important, so we took a passage from the play OEDIPUS THE KING by Sophocles and physicalised phrases within the text in small groups.Then we beheld the woman hanging there,A running noose entwined about her neck.But when he saw her, with a maddened roarHe loosed the cord; and when her wretched corpseLay stretched on earth, what followed-O twas dread!We stood in a semi-circle and the person speaking stood in the centre of the formatio n and spoke one line whilst the outer people acted out parts of the line, e.g. on the line Then we beheld the woman hanging there, the outside formation pretended to be dead and hanging by letting their head flop backwards while the rest of their body was loose and floppy. After practising a few times we added sound effects from a spring drum to add tension and make the scene more dramatic.The links between this piece of work and the other art forms are that the words of the passage were spoken in a rhythmic way almost like a spoken song. The actions performed by the outer formation of the semi-circle were all in unison, choreographed like a dance piece. The way that the rhythm and pace worked with the physicality of movements and sound created an enhanced effect.GHOST DANCES was a piece created and choreographed by Christopher Bruce in 1981. The piece was created based on the people who were threatened by General Pinochet a man who overthrew the Chilean Government and ran an oppres sive regime in 1973. People who opposed Pinochet were murdered; according to various reports and investigations, between 1200 to 3200 people were killed, up to 80,000 were interned, and up to 30,000 were tortured by his regime including women and children.We learnt two motifs that were very common in GHOST DANCES, the squat motif and the line motif. We then looked at the animalistic movements within the dance and created our own individually. After that we got into small groups and put the animalistic movements together with the two motifs, whilst adding in some key movements (balances, jumps, stillness etc.) and then developed it slowly. Then we listened to three different pieces of music and picked one to fit our dance round. My group picked the last piece of music played because it emphasised a particular point in our dance which needed to be.The links between this piece of work and the other art forms are that developing the animalistic movements was similar to creating a charac ter using stereotypical actions of the chosen animal. We experimented with travelling in different directions, being in unison or canon and changing the pace to fit the desired mood of the dance. Adding layers to the dance was similar to adding layers in a song, bit by bit fitting it round the existing piece creating an enhanced outcome.Slavery of the African American people occurred from 1619 1895. Rural slaves used to stay after the regular worship services, in churches or in plantation praise houses, for singing and dancing. But, slaveholders did not allow dancing and playing drums, as usual in Africa. They also had meetings at secret places (camp meetings, bush meetings), because they needed to meet one another and share their joys, pains and hopes. In rural meetings, thousands of slaves were gathered together and they listened to travelling preachers, and sang spirituals, for hours. The song WADE IN THE WATER, according to many internet sources and popular books, claim that sp irituals such as this contained plain instructions to fugitive slaves on how to avoid capture and the route to take to successfully make their way to freedom. This particular song allegedly recommends leaving dry land and taking to the water as a strategy to throw pursuing bloodhounds off the slaves trail.Wade in the water.Wade in the water, children.Wade in the water.Gods gonna trouble the water.Over the past few weeks, we have been singing a variety of spirituals and have been looking at the features of them, such as call and response and syncopation. With this, we started to improvise our own piece using a repeated motif of music as a background and singing single bar phrases with nonsense syllables individually. Then we got into little groups, taking a short motif we had already learnt and devised a short piece of music based around this motif using nonsense syllables to make sure we concentrated on the melody, harmonies and layers.The links between this piece of work and the ot her art forms are the fact that we improvise to repeated motifs of music, for example the 12-bar-blues which is similar to improvising to and around a short dance motif. There is a specific link between spirituals and the dance piece Ghost Dances. Both art forms contain intense emotion, layers and types of characters, which leads to the fact that choreographing a dance is not dissimilar to creating a piece of music.EAST is a play by Steven Berkoff written in 1975 all about dealing with growing up and rites of passage in Londons rough East End.We looked at the 25th anniversary version of EAST to get a feel of the uses of mime, melodrama and character types. We created a little scene called Gun in the Drawer and did it to a rhythm of bars of eight. Then we developed it by adding three different points of repetition to enhanced the melodramatic side, and subsequently put it to the preset music of scene two from EAST, a mime sequence where Mike comes to meet Sylv and her parents. Sylv i s attracted to Les and a fight breaks out. After that, we looked at the very beginning text dialogued by Mike and Les explaining how they met and describing a fight between them over Mikes girl Sylv. We individually chose a line from the duologue and heavily physicalised it.LES: Its soft, its gooey but choose it I did not in my Mothers hot womb did she curse this name on me its my handle under the soft its spiky, under the pillow its sharp concealed instrument offensive weapon lies waiting.MIKE: Oh, he doth bestride Commercial Road like a Colossus thats my manor where we two first set our minces on each other and those Irish yobs walk under our huge legs and peep about for dishonourable bother hes my mucker, china or mate.The links between this piece of work and the other art forms are that the words were spoken rhythmically like a song, e.g. its sharp was spoken staccato to accentuate the words. Music was added for effect and to add more tension to the piece along with c hanges in levels and speed of both movements and words spoken. In the mime piece, the actions were choreographed to a rhythm of eight bar phrases like a dance which helped create a further feel of heightened physicality.All three art forms are very similar, music, drama and dance. Between these three art forms there are many links; both similarities and differences the differences working together to enhance the theatrical and musical effects.Using my own practical work as examples, I can see that the different art forms can be used within each other to create tension, or just to enhance it along with pace and dynamics.

Lines and Slopes ACT Math Geometry Review and Practice

Lines and Slopes ACT Math Geometry Review and Practice SAT / ACT Prep Online Guides and Tips You’ve dealt with the basics of coordinate geometry and points (and if you haven’t already, you may want to take a minute to refresh yourself) and now it’s time to look at the ins and outs of lines and slopes on the coordinate plane. This will be your complete guide to lines and slopeswhat slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the ACT. What are Lines and Slopes? If you’ve gone through the guide on coordinate geometry, then you know that coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any point on this space is given a coordinate point, written as $(x, y)$, that indicates exactly where the point is along each axis. A line (or line segment) is a marker that is completely straight (meaning it has no curvature). It is made up of a series of points and and connects them together. A slope is how we measure 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 have probably heard how to find a slope by finding the "rise over run." This means exactly the same thingchange in $y$ over change in $x$. $${\change \in y}/{\change \in x}$$ Let's look at an example: Say we are given this graph and asked to find the slope of the line. We must see how both the rise and the run change. To do this, we must first mark points along the line to in order to compare them to one another. We can also make life easier on ourselves by marking and comparing integer coordinates (places where the line hits at a corner of $x$ and $y$ measurements.) Now we have marked our coordinate points. We can see that our line hits at exactly: $(-3, 5)$, $(1, 0)$, and $(5, -5)$. In order to find the slope of the line, we can simply trace our points to one another and count. We've highlighted in red the path from one coordinate point to the next. You can see that the slope falls (has a negative "rise") of 5. This means the rise will be -5. The slope also moves positively (to the right) 4. Thus, the run will be +4. This means our slope is: $-{5/4}$ 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 line has a slope of zero. It will be defined by one axis only. $x = 3$ $y = 3$ The steeper the line, the larger the slope. The blue line is steepest, with a slope of $3/2$. The red line is shallower, with a slope of $2/5$ Now that we've gone through our definitions, let us take a look at our slope formulas. 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 keep them consistent. Find the slope of the line with coordinates at (-1, 0) and (1, 3). Now, we already know how to count to find our slope, so let us use our equation this time. ${y_2 - y_1}/{x_2 - x_1}$ Let us assign the coordinate (-1, 0) as $(x_1, y_1)$ and (1, 3) as $(x_2, y_2)$. $(3 - 0)/(1 - -1)$ $3/2$ We have found the slope of the line. Now let's demonstrate why the equation still works had we switched which coordinate points were $(x_1, y_1)$ and which were $(x_2, y_2)$. This time, coordinates (-1, 0) will be our $(x_2, y_2)$ and coordinates (1, 3) will be our $(x_1, y_1)$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 3)/(-1 - 1)$ ${-3}/{-2}$ $3/2$ As you can see, we get the answer $3/2$ as the slope of our line either way. The Equation of a Line $$y = mx + b$$ This is called the â€Å"equation of a line,† also known as an line written in "slope-intercept form." It tells us exactly how a line is positioned along the x and y axis 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 its individual parts. $y$ 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 along the $y$-axis that the line hits (remember, a straight line will only hit each axis a maximum of one time). For this line, we can see that the y-intercept is 3. We can also count our slope out or use two sets of coordinate points (for example, $(-3, 1)$ and $(0, 3)$) to find our slope of $2/3$. So when we put that together, we can find the equation of our line at: $y = mx + b$ $y = {2/3}x + 3$ Remember: always re-write any line equations you are given into this form! The test will often try to trip you up by presenting you with a line NOT in proper form and then ask you for the slope or y-intercept. This is to test you on how well you're paying attention and get people who are going too quickly through the test to make a mistake. What is the slope of the line $3x + 12y = 24$? First, let us re-write our problem into proper form: $y = mx + b$ $3x + 12y = 24$ $12y = -3x + 24$ $y = -{3/12}x + 24/12$ $y = -{1/4}x + 2$ The slope of the line is $-{1/4}x$ Now let’s look at a problem that puts both formulas to work. For some real number A, the graph of the line $y=(A+1)x +8$ in the standard $(x,y)$ coordinate plane passes through $(2,6)$. What is the slope of this line? A. -4B. -3C. -1D. 3E. 7 In order to find the slope of a line, we need two sets of coordinates so that we can compare the changes in both $x$ and $y$. We are given one set of coordinates at $(2, 6)$ and we can find the other by using the $y$-intercept. The $b$ in the equation is the y-intercept (in other words, the point at the graph where the line hits the y-axis at $x = 0$). This means that, for the above equation, we also have a set of coordinates at $(0, 8)$. Now, let’s use both sets of coordinates- $(2, 6)$ and $(0, 8)$- to find the slope of the line: ${y_2 - y_1}/{x_2 - x_1}$ $(8 - 6)/(0 - 2)$ $-{2/2}$ $-1$ So the slope of the line is -1. Our final answer is C, -1. (Note: don’t let yourself get tricked into trying to find $A$! It can become instinct when working through a standardized test to try to find the variables, but this question only asked for the slope. Always pay close attention to what is being asked of you.) Perpendicular Lines Two lines that meet at right angles 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 4 (in other words, $4/1$), the other line will have a slope of $-{1/4}$. Parallel Lines Two lines that will never meet (no matter how infinitely long they extend) are said to be parallel. This means that they are continuously equidistant from one another. Parallel lines 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 ensure that the lines will never touch. No matter how far they extend, these lines will never intersect. What is the slope of any line parallel to the line $8x+9y=3$ in the standard $(x,y)$ coordinate plane? F. -8G. $-{8/9}$H. $8/3$J. 3K. 8 First, let us re-write our equation into proper slope-intercept equation form. $8x + 9y = 3$ $9y = -8x + 3$ $y = -{8/9} + 1/3$ Now, we can identify our slope as $-{8/9}$. We also know that parallel lines have identical slopes. So all lines parallel to this one will have the slope of $-{8/9}$. Our final answer is G, $-{8/9}$. A...valiant attempt to be parallel. Typical Line and Slope Questions Most line and slope questions on the ACT are quite basic at their core. You’ll generally see two to three questions on slopes per test and almost all of them will simply ask you to find the slope of a line when given coordinate points or intercepts. 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 (as well as your rules for parallel or perpendicular lines), and you’ll be able to solve these types of problems easily. What is the slope of the line through $(5,-2)$ and $(6,7)$ in the standard $(x,y)$ coordinate plane? F. $9$G. $5$H. $-5$J. $5/11$K. $-{5/11}$ We have two sets of coordinates, which is all we need in order to find the slope of the line which connects them. So let us plug these coordinates into our slope equation: ${y_2 - y_1}/{x_2 - x_1}$ $(7 - 2)/(6 - -5)$ $5/11$ Our final answer is J, $5/11$ Despite the fact that we are now working with figures, the principle behind the problem remains the samewe are given a set of coordinate points and we must find their slope. From C to D, we have coordinates (9, 4) and (12, 1). So let us plug these numbers into our slope formula: ${y_2 - y_1}/{x_2 - x_1}$ $(1 - 4)/(12 - 9)$ $-3/3$ $-1$ Our final answer is B, $-1$. As you can see, there is not a lot of variation in ACT question on slopes. So long as you keep track of the coordinates you’ve assigned as $(x_1, y_1)$ and $(x_2, y_2)$, and you make sure to keep track of your negatives and positives, these questions should be fairly straightforward. 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 $y = mx + b$ If you are given an equation of a line on the test, it will often be in improper form (for example: $10y + 15x = 20$). 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 and/or the y-intercept of the line. So always remember to rearrange your equation into proper form as your first step. $10y + 15x = 20$ = $y = -{3/2}x + 2$ #2: Remember your $\rise/\run$ Our brains are used to doing things "in order," so it can be easy to make a mistake and try to find the change in $x$ before finding the change in $y$. Keep careful track of your variables in order to reduce careless mistakes like this. Remember the mantra of "rise over run" and this will help you always know to find your change in $y$ (vertical distance) over your change in $x$ (horizontal distance). #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 you are provided with one or if you have to make your own. 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 draw your own graph and count how the line rises (or falls). Next, trace its "run." By doing this, you will always find your slope. Now let's put your newfound knowledge to the test! Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and the few basics you’ll need to solve them, let’s look at a few real ACT math examples: 1. 2. Which of the following is the slope of a line parallel to the line $y={2/3}x-4$ in the standard $(x,y)$ coordinate plane? A. $-4$B. $-{3/2}$C. $2$D. $3/2$E. $2/3$ 3. When graphed in the standard $(x,y)$ coordinate plane, the lines $x=-3$ and $y=x-3$ intersect at what point? A. $(0,0)$B. $(0,-3)$C. $(-3,0)$D. $(-3,-3)$E. $(-3,-6)$ Answers: D, E, E Answer Explanations: 1. You can solve this problem in one of two waysby counting directly on the graph, or by solving for the changes in $x$ and $y$ algebraically. Let’s look at both methods. Method 1- Graph Counting The question was generous in that it provided us with a clearly marked graph. We also know that our slope is $-{2/3}$, which means that we must either move down 2 and over 3 to the right, or up 2 and over 3 to the left to keep our movement across a negative slope line consistent. If you use this criteria to count along the graph, you will find that you hit no marked points by counting up 2 and over 3 to the left, but you will hit D when you go down 2 and over 3 to the right. So our final answer is D. Method 2- Algebra Alternatively, you can always use your slope formula to find the missing coordinate points. If we start with our coordinate points of $(2, 5)$ and our slope of $-{2/3}$, we can find our next two coordinate points by counting finding the changes in our $x$ and $y$. Our first coordinate point of $(2, 5)$ has a $y$ value of 5. We know, based on the slope of the line that the change in $y$ is +/- 2. So our next coordinate point must have a $y$ value of either: $5 + 2 = 7$ Or $5 - 2 = 3$ This means we can eliminate answer choices B and C. Now we can do the same for our x-coordinate value. We begin with $(2, 5)$, so our $x$ value is 2. Because the line has a slope of $-{2/3}$, our x-coordinate change at a rate of +/- 3. This means our next x-coordinate values must be either: $2 + 3 = 5$ Or $2 - 3 = -1$ Now, we must put this information together. Because our slope is negative, it means that whatever change one coordinate undergoes, the other coordinate must undergo the opposite. So if we are adding the change in $y$, we must then subtract our change in $x$ (or vice versa). This means that our coordinate points will either be $(5, 3)$ or $(-1, 7)$. (Why? Because 5 comes from adding our change in $x$ and 3 comes from subtracting our change in $y$, and -1 comes from subtracting our change in $x$ and 7 comes from adding our change in $y$.) The only coordinates that match are at D, $(5, 3)$. Our final answer is D. 2. This question is simple so long as we remember that parallel lines have the same slopes and we know how to identify the slope of an equation of a line. Our line is already written in proper slope-intercept form, so we can simply say that the line $y = {2/3}x - 4$ has a slope of $2/3$, which means that any parallel line will also have a slope of $2/3$. Our final answer is E, $2/3$ 3. This question may seem confusing if you’ve never seen anything like it before. It is however, a combination of a simple replacement in addition to coordinate points. We are given that $x = -3$ and $y = x - 3$, so let us replace our $x$ value in the second equation to find a numerical answer for $y$. $y = x - 3$ $y = -3 - 3$ $y = -6$ Which means that the two lines will intersect at $(-3, -6)$. Our final answer is E, $(-3, -6)$. A good test deserves a good break, don't you think? The Take-Aways Though the ACT may present you with slightly different variations on questions about lines and slopes, these types of questions will always boil down to a few key concepts. Once you've gotten the hang of finding slopes, you'll be able to breeze through these questions in no time. Make sure to keep track of your negatives and positives and remember your formulas, and you’ll be able to take on these kinds of questions with greater ease than ever before. What’s Next? Whew! You may know all you need to for ACT coordinate geometry, but there is so much more to learn! Check out our ACT Math tab to see all our individual guides to ACT math topics, including trigonometry, solid geometry, advanced integers, and more. Think you might need a tutor? Take a look at how to find the right math tutor for your needs and budget. Running out of time on ACT math? Check out how to buy yourself more time on ACT math and complete your section on time. Looking to get a perfect score? Our guide to getting a 36 on ACT math will help you iron out those problem areas and set you on the path to perfection. Want to improve your ACT score by 4 points? 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Charlotte Perkins Gilman v. David Foster Wallace Essay

Charlotte Perkins Gilman v. David Foster Wallace - Essay Example Many believe that depression can lead to mental disorder which is not true but it can affect a person’s perception and attitude. The author states that the girl feels neglected as her parents are more concerned about â€Å"scoring petty points of each other† (P). It makes her feel that her parents have abandoned her with no help and or concern. The author further shows that a depressed person looks for support and comfort, which can help her gain confidence and strength to fight the situation. In the book the girl’s therapist finds that the â€Å"depressed person’s support system† comprised of girls who happen to be her childhood friends and few other who helped her at â€Å"various stages of her school career† (P). She calls these acquaintances in late nights to get support and â€Å"some realistic perspective on the day’s despair† (P). The context in which the author mentions the girl’s situation gives the readers a cle ar idea that depression cannot be purely called as a mental illness. Often situations lead a person to a sense of despair which causes emotional stress and trauma. There should be a proper approach to the depressed persons in order to get them out of that situation. They often feel that they are boring and blame themselves for being in that situation. This might be due to lack of proper support system required for an individual in the situation of emotional agony. Giving the example of the situation the girl is in, the author says â€Å"the depressed person always apologized for dragging them down or coming off as boring or self-pitying or repellant or taking them away from their active, vibrant, largely pain-free long-distance lives† (P). They also think that talking to others during depression can make others feel bored. Therefore, most of the depressed individuals like to be alone and isolated. More interaction with such people can help to improve their situation. A great deal of compassion and emotional attachment should be there to deal with depression. Many people are of the notion that depression is a kind of mental illness. This might be because they hear lot of stories and news on depressed people doing weird and horrifying acts. Therapists believe that depressed people do not like to mention their situation in details. They sometimes give only the outline of their emotional agony. People suffering from mental illness always suggest that others are being too harsh in this situation and most of them eventually break down in tears. The author further tells the audience that â€Å"her support system often told the depressed person that they just wished she could not be a little less hard on herself, to which the depressed person responded by â€Å"bursting involuntarily into tears† (Wallace 58). A person in depression is most vulnerable and any comments can affect their mental situation badly. Frequent talking to friends in such situations can make them feel bored and less responsive. Eventually, the depressed person will get a sense of shame talking to their so called support system and there will be an â€Å"inadequacy the depressed person experience about calling members of her support system† (Wallace 58). How to tackle this kind of situation is a big challenge. Besides, continuous depression can make the people in the support system feel bored. Sometimes, their gestures or â€Å"

Security of Social Networks Essay Example | Topics and Well Written Essays - 2500 words

Security of Social Networks - Essay Example The explosion in social networking marks a new stage in the global evolution of technologies and media. Social networking is merely about technologies but about human interactions. For thousands of young people, creating and updating social network content is an important part of their daily routines and a driver of their identity formation (Livingstone 2008). It is through social networks that people create and reconstruct their identities and invite convergence among their daily activities and social networking technologies. The most popular social networks, Facebook, Twitter, and MySpace attract millions of new users every day. Social networking is often believed to be a technological embodiment of the twenty-first century’s lifelogging. In this sense, social networking can be legally defined as â€Å"the practice of using a web site or other interactive computer service to expand one’s business or social network†. These web-based applications and solutions ar e used by individuals and groups to construct a public or semi-public profile, create and articulate connections with other users of the same network, and view and manage their own and their friends’ connections within the given social network. The uniqueness of social networks is not only in that they allow for creating productive social connection but also that they make other social networks and connections visible to users. Social networks enhance public connectivity and impose new social expectations on users. Needless to say, not all social network users are fair and honest. Social networking has far-reaching legal implications. Apart from unprecedented self-expression and community engagement opportunities, social networking enables and facilitates the main dangers of the Internet age. More specifically, social networks attract those who use them to download malware, spam, steal private information and use it in criminal schemes (Nelson, Simek & Foltin 2009). Therefore , social networking is equally a remarkable achievement and a serious threat to the future of Internet technologies. Nonetheless, most, if not all, these threats can be easily tackled by means of wise social network policies, sophisticated security protection, regularly updated software and hardware, and perfect understanding of the risks posed by social networks in the global online reality. Legal controversies. Social networking is surrounded by much legal controversy. At once, the concept of social networking lacks a single legal definition (Terry 2010). Most of what is currently known about social networks and their legal features is due to the hard work of

A Western Wind Essay Example for Free

A Western Wind Essay â€Å"Western Wind† by an anonymous Middle English lyric relates to A Farewell to Arms by Ernest Hemingway. In A Farewell to Arms Fredrick Henry has a stream-of-consciousness. In a stream-of-consciousness the writer approximates the rapid, often chaotic thought patterns of the character. Thinking about Catherine, in the rain, Henry refers to the poem Western Wind†. The poet of â€Å"Western Wind† wishes that his heart would heal from the pain of not being with the person that he loves. That is the same with Fredrick Henry. In his dream, Henry says, â€Å"Blow, blow, ye western wind† (Hemingway A Farewell to Arms 197). Henry is commanding the winds to blow the small rain back and maybe â€Å"That my sweet love Catherine down might rain† (197). During the war time it is raining â€Å"the big rain† (197). Obviously, the poet in â€Å"Western Wind† is also having some big rain because he wants â€Å"The small rain† (Anonymous â€Å"Western Wind† 2). It is obvious that the poet wishes for his heartache to go away because he says, Christ, that my love were in my arms, (3). This blatantly shows that he wishes to be with his love so she could ease his pains. Fredrick Henry’s pain is that he is lonely and only when they are together is when he has no pain. â€Å"Western Wind† â€Å"Western Wind† by an anonymous Middle English lyric relates to A Farewell to Arms by Ernest Hemingway. In A Farewell to Arms Fredrick Henry has a stream-of-consciousness. In a stream-of-consciousness the writer approximates the rapid, often chaotic thought patterns of the character. Thinking about Catherine, in the rain, Henry refers to the poem Western Wind†. The poet of â€Å"Western Wind† wishes that his heart would heal from the pain of not being with the person that he loves. That is the same with Fredrick Henry. In his dream, Henry says, â€Å"Blow, blow, ye western wind† (Hemingway A Farewell to Arms 197). Henry is commanding the winds to blow the small rain back and maybe â€Å"That my sweet love Catherine down might rain† (197). During the war time it is raining â€Å"the big rain† (197). Obviously, the poet in â€Å"Western Wind† is also having some big rain because he wants â€Å"The small rain† (Anonymous â€Å"Western Wind† 2). It is obvious that the poet wishes for his heartache to go away because he says, Christ, that my love were in my arms, (3). This blatantly shows that he wishes to be with his love so she could ease his pains. Fredrick Henry’s pain is that he is lonely and only when they are together is when he has no pain.

The Struggle of the Educational System Essays -- Public Education Scho

The Struggle of the Educational System It seems as if the American government has struggled to evaluate the current educational system in order to determine if significant social issues, including increasing regional poverty, and declining literacy rates in specific urban regions are related to economic differentiations in the education system. There needs to be more emphasis placed on determining a system that provides greater equity between disadvantaged inner-city schools and wealthier suburban, middle class schools. The gap between the nation’s best and worst public schools continues to grow. Our country is based on freedom and equality for all, yet in practice and in the spectrum of education this is rarely the case. Many obvious distress signals seen in today's American urban schools include the increasingly overloaded and under-funded schools, confusion over actual goals and purposes, and a tendency toward a separation into two unequal class divisions within the public schools. Our nation has sadly become a society where many people are concerned only for themselves with little concern for those who are less fortunate. One of the most significant issues raised in public education in recent years is the radical difference that exists in funding levels between wealth and poor school districts. â€Å"Many states have allotted educational funding related to tax revenues, and this has determined a higher level of educational spending in wealthy neighborhoods and a much lower level of spending for inner-city poor and rural poor communities† (Frady 15). A number of states have considered and implemented plans for the equalization of school funding, but this has not come without considerable opposition. Though individuals in low-income neighborhoods areas have defined this equalization as a positive process for improving urban schools, wealthier suburban populations have complained that this will take away funding necessary to maintain programs that are already in place. â€Å"The basic formula for educational spending today is determined by a program called the "foundation program (Kozol 238)". The way that the program works is a local tax based on the value of homes and businesses within a given district raises the initial funds for schools. Then to compensate poorer districts, the state provides sufficient funds to lift the poorer districts to an estimat... ...eets. The lack of equal quality education is producing a generational cycle of poverty in the country that is casting a gloomy burden on our schools and society for the future. Many individuals stay in poverty because they don't know there is a choice and have no one to teach them how to overcome it and become successful. Schools are the only place where students can learn the choices of other social classes. The chances of them overcoming the heavy obstacles that await them without the skills the need are very slim. Their chances of being economically successful in today’s competitive society is small. Those who have had a more extensive and advantageous educational experience will continually overshadow them. â€Å"The children of poverty and those who are products of inner city schools will most likely remain prisoners of an extensive legacy of economic and social exile† (Gross 185). The neglect for the educational needs of the children in urban schools threatens the economic well being of the nation. Unless the inequalities in education between suburban and urban schools are diminished, the schools and their students will always be victims of the divisions of race and class.

Embryonic Stem Cell Research Essay

Dear Mr. Doerflinger[1], In response to your article on Embryonic Stem Cell Research, I would like to point out that man’s war against disease, has recently advanced dramatically through the introduction of such techniques as pre-implantation genetic diagnosis (PGD), and has been instrumental in both saving lives and preventing disease. This approach, which has already been used to fight such disorders as Huntington’s disease, cystic fibrosis, and more recently, cancer, opens the way for undreamt of possibilities concerning both the future diagnoses of different diseases, and their subsequent treatments (Genetic Engineering, 2007). Throughout the world, thousands of children are born with life-threatening diseases and conditions, which man, through genetic science, is now potentially capable of either treating, or maybe even entirely eliminating. By allowing genetic scientists the necessary freedom to continue with research, and to use the recent advancements that science has acheived in embryo screening, future generations will be able to live longer and healthier lives (Bionet, 2007). Within your statement you claim that â€Å"More than two decades of research using mouse embryonic stem cells have produced no treatments †¦. that are safe or effective enough for anyone to propose in humans. These cells have not helped a single human being†¦Ã¢â‚¬  (Richard M. Doerflinger, 2007). However, in recent years genetic science has already saved, and changed, the lives of many, giving hope to families facing desperate situations. Adam Nash’s birth, in August 2000, is just one example, which so clearly demonstrates the beginning of a whole new adventure that is just beginning to open before man. Adam’s embryo was chosen after having been screened for Fanconi anemia (FA), which is a rare, and often fatal, congenital blood disorder, due to the fact that Adam’s parents’ were both carriers of the disease. They already had one child, Molly, who had been born with the rare blood disorder, and the Nash’s wanted a sibling for their little girl – but one who was not inflicted with the same disorder. However, doctors, through the use of PGD, were able to find an embryo with tissue that matched Molly’s, which led to their daughter being cured. For the first time in medical history doctors â€Å"blended the sciences of in vitro fertilisation, stem cells, and genetic screening† (5280.com, 2005). One-day-old embryos were tested for FA’s genetic code, and healthy ones were further screened for a tissue match. The embryo was then transplanted into Lisa Nash’s womb and immediately after Adam’s birth blood was removed from the umbilical cord. This was then used for the critical, life-saving transplant. Today both Molly and Adam Nash are healthy, normal children that can, along with their parents, look ahead with confidence (ScienCentralNews, 2004). Clearly research is needed to determine whether the use of embryos is murder, and restrictions enforced to ensure that asthetic choices, such as gender and appearence, are not permitted. But medical sicence isn’t interested in obtaining perfect babies, its objective is curing and preventing disease. Therefore, scientific research in this field to should be continued to advance the human race, especially if he is to make any headway in understanding the nature of disease, its origins and its cure. And, although there is a need to address both the ethical and social questions that have been raised by those who fear the posibility of ‘designer babies’, medical science must be allowed to progress, if we are ever to successfully combat diseases and conditions that both wreck lives, and kill human beings (Caroline Mackie Ogilvie, 2007). The likely possibilities are immense; but genes offering protection against fatal and crippling diseases are not the only benefits of this incredible medical advancement. There are also genes that enhance intelligence, the five senses, beauty, and almost every other aspect of man, which opens up other avenues of exploration. Many animals, for example, possess skills and senses that humans don’t have – such as better hearing, or leg regeneration. In the future it may be possible, through gene identification, to incorporate these functions into humans (GMO, 2007), and use them to heal conditions such as deafness, or in limb replacement. It is clear that ethical and social questions concerning the future use of genetic engineering within modern society will need to be addressed. While appropriate democratic laws and structures will hopefully reflect a considered and balance view of the importance of genetic medicine for future generations, such measures should not be allowed to interfere with future scientific research. References 5280.com, Online Article, The Miracle of Molly, 2005. Information retrieved 03/27/2007. Bionet: Explore life science and debate the issues, Online Article, Design-a-Baby? 2007.   Page Downloaded 03/12/2007. Caroline Mackie Ogilvie, et al., Online Article, Preimplantation Genetic Diagnosis—An Overview, 2007. Page downloaded 03/19/2007. < www.jhc.org/cgi/content/full/53/3/255> Genetic Engineering, Joà £o Pedro de Magalhà £es, Online Article, Defining Our Children’s Traits, 2007. GMO: Genetic Engineering, Online Article, Designer Baby Ethics, 2007. Page downloaded 03/19/2007. Richard M. Doerflinger, The Ethics & Religious Liberty Comission, Online Article,   Testimony of Richard M. Doerflinger on Embryonic Stem Cell Research, 2004.   Page downloaded 03/19/2007.    ScienCentralNews, Online Article, Stem Cell Siblings, 2004. Page downloaded 03/19/2007. [1] Audience: Richard M. Doerflinger is Deputy Director of the Secretariat for Pro-Life Activities, United States Conference of Catholic Bishops, where he has worked for 25 years. Among his duties is the preparation of policy statements and congressional testimony on abortion, euthanasia, embryo research, human cloning, and other medical-moral issues for the bishops’ conference.   

Definition of a Short Story Essay

A short story is a â€Å"short piece of fiction aiming at unity of characterization, theme and effect. 2nd definition: The authors of the modern English short story â€Å"no longer attempt to make daily life more entertaining by inventing exotic plots. Instead, modern short story writers have tended to base their narratives on their own experience; here the focus is much more on the less spectacular aspects of life, on the significance underlying what is apparently trivial. The result of such perceptive writing is perfection of form, harmony of theme and structure, and precision of style to reveal the subtleties of the human mind and of human behaviour. 3rd definition: Many attempts have been made to define the short story. But on a few points at least, the opinion of most critics is unanimous. This does not imply that the literary form of the American short story can be set up in a rigid way. It has undergone and will probably still undergo many changes as the literary taste and demands of the reading public also change in the course of time with new outlooks on life. What are some of the elements that make up a good story? a) A short story is a piece of prose fiction which can be read at a single sitting. b) It ought to combine matter-of-fact description with poetic atmosphere. c) It ought to present a unified impression of temper, tone, colour, and effect. d) It mostly shows a decisive moment of life (which can entail a fatal blow). e) There is often little action, hardly any character development, but we get a snapshot of life. f) Its plot is not very complex (in contrast to the novel), but it creates a unified impression and leaves us with a vivid sensation rather than a number of remembered facts. g) There is a close connection between the short story and the poem as there is both a unique union of idea and structure. The short story is a piece of art that tries to give us a specified impression of the world we live in. It aims to produce a single narrative effect with the greatest economy of means and utmost emphasis.

Arreglar Conjugation in Spanish, Translation, and Examples

Arreglar Conjugation in Spanish, Translation, and Examples The Spanish verb arreglar means to fix or to repair. It is a regular -ar verb, and is conjugated like other regular verbs, such as pelear, tratar and ayudar. This article includes arreglar conjugations in the present, past, conditional, and future indicative mood, the present and past subjunctive mood, the imperative mood, and other verb forms such as the gerund and past participle. Using the Verb Arreglar The most common use of the verb arreglar is to say to fix or to repair something. For example, arreglar la computadora (to fix the computer), arreglar el carro (to fix the car), or arreglar la refrigeradora (to fix the refrigerator). Another verb with a similar meaning is reparar (to repair). The verb arreglar can also mean to resolve or sort out a problem or issue. For example, arreglar un conflicto (to solve a conflict) or arreglar las cuentas (to settle accounts). Another use of arreglar can be to talk about organizing or tidying up a place. For example, arreglar la habitacià ³n (organize the room). Finally, when used reflexively, the verb arreglarse means to get ready or get dressed up, as in Ella se arreglà ³ antes de ir a la fiesta (She got ready before going to the party). Arreglar Present Indicative Yo arreglo I fix Yo arreglo la cama todas las maà ±anas. Tà º arreglas You fix Tà º arreglas el telà ©fono daà ±ado. Usted/à ©l/ella arregla You/he/she fixes Ella arregla la habitacià ³n para las visitas. Nosotros arreglamos We fix Nosotros arreglamos el problema con el jefe. Vosotros arreglis Youfix Vosotros arreglis el florero roto. Ustedes/ellos/ellas arreglan You/they fix Ellos arreglan la motocicleta averiada. Arreglar Preterite Indicative The preterite tense is one of two past tenses in Spanish. The preterit is used to describe completed actions in the past. Yo arreglà © I fixed Yo arreglà © la cama todas las maà ±anas. Tà º arreglaste You fixed Tà º arreglaste el telà ©fono daà ±ado. Usted/à ©l/ella arreglà ³ You/he/she fixed Ella arreglà ³ la habitacià ³n para las visitas. Nosotros arreglamos We fixed Nosotros arreglamos el problema con el jefe. Vosotros arreglasteis Youfixed Vosotros arreglasteis el florero roto. Ustedes/ellos/ellas arreglaron You/they fixed Ellos arreglaron la motocicleta averiada. Arreglar Imperfect Indicative The imperfect tense is another form of the past tense in Spanish. The imperfect is used to talk about ongoing or repeated actions in the past. It can be translated to English as was fixing or used to fix. Yo arreglaba I used to fix Yo arreglaba la cama todas las maà ±anas. Tà º arreglabas Youused to fix Tà º arreglabas el telà ©fono daà ±ado. Usted/à ©l/ella arreglaba You/he/she used to fix Ella arreglaba la habitacià ³n para las visitas. Nosotros arreglbamos We used to fix Nosotros arreglbamos el problema con el jefe. Vosotros arreglabais Youused to fix Vosotros arreglabais el florero roto. Ustedes/ellos/ellas arreglaban You/they used to fix Ellos arreglaban la motocicleta averiada. Arreglar Future Indicative To conjugate the future tense, start with the infinitive (arreglar) and then add the future endings (à ©, s, , emos, à ©is, n). Yo arreglarà © I will fix Yo arreglarà © la cama todas las maà ±anas. Tà º arreglars Youwill fix Tà º arreglars el telà ©fono daà ±ado. Usted/à ©l/ella arreglar You/he/she will fix Ella arreglarla habitacià ³n para las visitas. Nosotros arreglaremos We will fix Nosotros arreglaremos el problema con el jefe. Vosotros arreglarà ©is Youwill fix Vosotros arreglarà ©is el florero roto. Ustedes/ellos/ellas arreglarn You/they will fix Ellos arreglarn la motocicleta averiada. Arreglar Periphrastic  Future Indicative   To conjugate the periphrastic future, use the present indicative conjugation of the verb ir (to go), the preposition a, and the infinitive arreglar. Yo voy a arreglar I am going to fix Yo voya arreglar la cama todas las maà ±anas. Tà º vasa arreglar Youaregoing tofix Tà º vasa arreglar el telà ©fono daà ±ado. Usted/à ©l/ella vaa arreglar You/he/she isgoing tofix Ella vaa arreglar la habitacià ³n para las visitas. Nosotros vamosa arreglar We aregoing tofix Nosotros vamosa arreglar el problema con el jefe. Vosotros vaisa arreglar Youaregoing tofix Vosotros vaisa arreglar el florero roto. Ustedes/ellos/ellas vana arreglar You/they aregoing tofix Ellos vana arreglar la motocicleta averiada. Arreglar Present Progressive/Gerund Form The gerund or present participle can be used as an adverb or to form progressive verb forms like the present progressive. Present Progressive ofArreglar est arreglando Is fixing Ella est arreglando la habitacià ³n para las visitas. Arreglar Past Participle The past participle can be used as an adjective or to form perfect tenses like the present perfect. Present Perfect of Arreglar ha arreglado Has fixed Ella ha arreglado la habitacià ³n para las visitas. Arreglar Conditional Indicative The conditional tense is used to talk about possibilities. It is usually translated to English as would verb. Yo arreglarà ­a I would fix Yo arreglarà ­a la cama todas las maà ±anas si me diera tiempo. Tà º arreglarà ­as Youwould fix Tà º arreglarà ­as el telà ©fono daà ±ado si supieras cà ³mo hacerlo. Usted/à ©l/ella arreglarà ­a You/he/she would fix Ella arreglarà ­ala habitacià ³n para las visitas si vinieran pronto. Nosotros arreglarà ­amos We would fix Nosotros arreglarà ­amos el problema con el jefe, pero es muy complicado. Vosotros arreglarà ­ais Youwould fix Vosotros arreglarà ­ais el florero roto si tuvieras pegamento. Ustedes/ellos/ellas arreglarà ­an You/they would fix Ellos arreglarà ­an la motocicleta averiada, pero no son mecnicos. Arreglar Present Subjunctive The present subjunctive is used in sentences with two clauses. The subjunctive is used in the secondary clause when there is an expression of desire, doubt, denial, emotion, negation, conditions, possibilities, or other subjective situations. Que yo arregle That I fix Mi madre quiere que yo arregle la cama todas las maà ±anas. Que tà º arregles That you fix El jefe pide que tà º arregles el telà ©fono daà ±ado. Que usted/à ©l/ella arregle That you/he/she fix La patrona espera que ella arregle la habitacià ³n para las visitas. Que nosotros arreglemos That we fix El colega quiere que nosotros arreglemos el problema con el jefe. Que vosotros arreglà ©is That you fix La abuela necesita que vosotros arreglà ©is el florero roto. Que ustedes/ellos/ellas arreglen That you/they fix El chico quiere que ellos arreglen la motocicleta averiada. Arreglar Imperfect Subjunctive There are two different ways to conjugate the imperfect subjunctive. Option 1 Que yo arreglara That I fixed Mi madre querà ­a que yo arreglara la cama todas las maà ±anas. Que tà º arreglaras That you fixed El jefe pedà ­a que tà º arreglaras el telà ©fono daà ±ado. Que usted/à ©l/ella arreglara That you/he/she fixed La patrona esperaba que ella arreglara la habitacià ³n para las visitas. Que nosotros arreglramos That we fixed El colega querà ­a que nosotros arreglramosel problema con el jefe. Que vosotros arreglarais That you fixed La abuela necesitaba que vosotros arreglarais el florero roto. Que ustedes/ellos/ellas arreglaran That you/they fixed El chico querà ­a que ellos arreglaran la motocicleta averiada. Option 2 Que yo arreglase That I fixed Mi madre querà ­a que yo arreglase la cama todas las maà ±anas. Que tà º arreglases That you fixed El jefe pedà ­a que tà º arreglases el telà ©fono daà ±ado. Que usted/à ©l/ella arreglase That you/he/she fixed La patrona esperaba que ella arreglase la habitacià ³n para las visitas. Que nosotros arreglsemos That we fixed El colega querà ­a que nosotros arreglsemosel problema con el jefe. Que vosotros arreglaseis That you fixed La abuela necesitaba que vosotros arreglaseis el florero roto. Que ustedes/ellos/ellas arreglasen That you/they fixed El chico querà ­a que ellos arreglasen la motocicleta averiada. Arreglar Imperative To give orders or commands you need the imperative mood. Conjugations are slightly different for the positive and negative commands. Positive Commands Tà º arregla Fix!  ¡Arregla el telà ©fono daà ±ado! Usted arregle Fix!  ¡Arregle la habitacià ³n para las visitas! Nosotros arreglemos Let's fix!  ¡Arreglemos el problema con el jefe! Vosotros arreglad Fix!  ¡Arreglad el florero roto! Ustedes arreglen Fix!  ¡Arreglen la motocicleta averiada! Negative Commands Tà º no arregles Don't fix!  ¡No arregles el telà ©fono daà ±ado! Usted no arregle Don't fix!  ¡No arregle la habitacià ³n para las visitas! Nosotros no arreglemos Let's not fix!  ¡No arreglemos el problema con el jefe! Vosotros no arreglà ©is Don't fix!  ¡No arreglà ©is el florero roto! Ustedes no arreglen Don't fix!  ¡No arreglen la motocicleta averiada!