Circles on SAT Math Formulas, Review, and Practice

Circles on SAT Math Formulas, Review, and Practice SAT / ACT Prep Online Guides and Tips Though triangles are far and away the most common geometric shape on the SAT, make sure not to underestimate the importance of circles. You will generally come across 2-3 questions on circles on any given SAT, so it’s definitely in your best interest to understand the ins and out of how they work. And this guide is here to show you the way. This will be your complete guide to SAT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult SAT circle questions you may see on test day. What Are Circles? A circle is a two dimensional shape that is formed from the infinite number of points equidistant (the same distance) from a single point. This single point becomes the center of the circle. This means that any and all straight lines drawn from the circle’s center will exactly hit the edge of the circle, so long as all the lines are of equal length. Degrees Though you can measure a circle in both degrees and radians, you will only ever have to use degrees on the SAT. Because of this, we will only be talking about degree measures in this guide. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees. This is why a straight line always measures 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So a fifth of a circle is $360(1/5) = 72$ degrees, and an eighth of a circle is $360(1/8) = 45$ degrees, etc. Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. In formulas, the circumference is represented as $c$. Diameter A diameter is any straight line drawn through the center of the circle that connects two opposite points on the circumference. In formulas, the diameter is represented as $d$. Radius The radius of a circle is a straight line drawn from the center of the circle to any point on the circumference. It is always half the diameter. In formulas, the radius is represented as $r$. Tangency Circles are described as â€Å"tangent† with one another when they touch at exactly one point on each circumference. A group of circles, all tangent to one another. Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to SAT ratios.) Let's say we have a circle with a particular diameter (any diameter). Now let's multiply this same circle a few times and line them all up in a row. This gives us our same diameter 4 times in a line. Now, let us assign a starting point somewhere on the circumference of the circle and then "unpeel" the circumference from our circle. Once you remove the circumference and lay it flat, you can see that the circumference is a little more than 3 full lengths of the circle's width/diameter (specifically, 3.14159 times). The circumference of the circle will always the 3.14159 (Ï€) times the diameter.So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. We can measure all the distance ever traveled(with wheels) in increments of pi. Circle Formulas You will always be given a box of formulas on each SAT math section. This means it is not crucial for you to memorize circle formulas, but we still recommend that you do so if possible. Why? To help both your time management and problem solving ability. The box of formulas you'll be given on every SAT math section. In terms of time management, memorizing your formulas will save you time from flipping back and forth between formula box and question. And, on a timed standardized test like the SAT, every second counts. It is also in your best interest to memorize your formulas simply for ease, practice, and familiarity. The more comfortable you get in knowing how circles work, the more quickly and easily you’ll be able to solve your problems. So let’s look at your formulas. Circumference $$c = Ï€d$$ $$c = 2Ï€r$$ There are technically two formulas to find the circumference of a circle, but they mean exactly the same thing. (Why? Because any diameter will always be equal to twice the circle’s radius). Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with these formulas. Here, we have two half circles and the sum of two radii, $RS = 12$. We can either assign different values for the radius of circle R and the radius of circle S such that their sum is 12, or we can just mentally mash the two circles together and imagine that RS is actually the diameter of one circle. Let’s look at both methods. Method 1 Since we know that $RS = 12$, let us say that circle R has a radius of 4 and circle S has a radius of 8. (Why those numbers? Because all that matters is that the radii add up to equal 12. We could have picked 6 and 6, 10 and 2, 3 and 9, etc., so long as their sum was 12.) So the circumference of circle R would be: $c = 2Ï€r$ $c = 2Ï€4$ $c = 8Ï€$ But, since we only have half a circle, we must divide that number in half. ${8Ï€}/2 = 4Ï€$ $c = 4Ï€$ Now, we can do the same for circle S. But we can also see that it is a semi-circle. So instead of taking our circumference of $2Ï€r$ for the whole circumference, let us just take the circumference of half ($Ï€r$) and so save ourselves the trouble of all the steps we used for circle R. ${1/2}c = Ï€r$ ${1/2}c = 8Ï€$ So now let us add our circumferences. $4Ï€ + 8Ï€ = 12Ï€$ So our final answer is C, $12Ï€$ Method 2 On the other hand, we could simply imagine that line RS is the diameter of a complete circle. (Why are we allowed to do this? Because we have the sum of two radii and two half circles, so combined, they would become one circle.) If RS is a diameter of a circle whose complete circumference we must find, let us use our circumference formula. $c = Ï€d$ or $c = 2Ï€r$ $c = 12Ï€$ Again, our answer is C, $12Ï€$. Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? A circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) A circle splitting into a series of triangles. So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ Arcs $$c \arc = Ï€d({\arc \degree}/360 °)$$ $$a \arc \sector = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). This question gives us a lot of information, so let’s go through it piece by piece. First of all, we are trying to find the length of an arc circumference, which means that we need two pieces of informationthe arc degree measure and the radius (or the diameter). Well, we have the degree measure, so we’re halfway there, but now we need the radius (or diameter) of the smaller circle. We are told that it is half the radius of the larger circle, so we must find the radius of the larger circle first. All that we are told about the larger circle is that it has a circumference of 36. Luckily, we can find its radius from its circumference. $c = 2Ï€r$ $36 = 2Ï€r$ $18 = Ï€r$ $18/Ï€ = r$ [Note: though it is unusual, this problem gives us our radius in pi units, rather than giving our circumference(s) in pi units. As we said, this is perfectly acceptable, though uncommon.] If the circumference of the larger circle is 36, then its diameter equals $36/Ï€$, which means that its radius equals $18/Ï€$. Because we know that the smaller circle has a radius that is half the length of the radius of the larger circle, we know that the radius of the smaller circle is: $({18/Ï€})/2 = 9/Ï€$ So the radius of our smaller circle is $9/Ï€$. This means we can finally find the arc measure of the smaller circle’s circumference, by using the radius of the circle and the interior degree measure. $c_\arc = 2Ï€r({\arc \degree}/360)$ $c_\arc = 2Ï€({9/Ï€})(80/360)$ $c_\arc = 4$ So our final answer is D, 4. The relationship between circles and pi is constant and unbreakable. Typical Circle Questions on the SAT Circle problems on the SAT will almost always involve a diagram. With very rare exceptions, you will be given a picture from which to work. But we will discuss both diagram and word problems here on the chance that you will get multiple types of circle problems on your test. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center of the circle to the circumference are radii, and are therefore equal. This will often play a vital part to solving the whole problem. Here is a perfect example of when the radius makes all the difference in a problem. We are told that lines AB and AO are equal. Based on our knowledge of circles, we also know that AO and BO are equal. Why? Because they are both radii, and the radii of a circle are always equal. This means that AB = AO = BO, which means that the triangle is equilateral. Equilateral triangles have all equal sides and all equal angles, so the measure of all its interior angles are 60 °. (For more on equilateral triangles, check out our guide to SAT triangles) So angle measure ABO = 60 degrees. Our final answer is D. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. Generally, the reason why you will not be given a diagram on a circle question is because you are tasked with visualizing different types of circle types or scenarios. On rare occasions, you may get a word problem on circles because the question describes an inequality, which is difficult to show in a diagram. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order and/or see if you can make multiple types of shapes and scenarios, as with this question: Here, we are being asked to visualize several potential different shapes and outcomes of this circle, which is why this problem is presented to us as a word problem. Because there are many different ways to draw out this scenario, let us look to the answer choices and either eliminate them or accept them as we go along. Option I considers the possibility that M could be the center of the circle if lines XM and YM are equal and X and Y both lie somewhere on the circumference of the circle. We know this must be true because M being the center point of the circle would make lines XM and YM radii of the circle, which would mean that they were equal. So option I is true and we can therefore eliminate answer choices B and D. Now let’s look at option II. Option II presents us with the possibility that point M lies somewhere on the arc of XY. Well, if point M rested exactly halfway between X and Y, then straight lines drawn from X to M and Y to M would certainly be equal. So option II is also correct. Finally, let’s look at option III. Option III presents us with the possibility that M lies somewhere on the outside of the circle. So long as M lies at a distance halfway between X and Y, this scenario would still work. So option III is also correct. This means that all of our options (I, II, and III) are possible. Our final answer is E. Now let's talk circle tips and tricks. How to Solve a Circle Problem Now that you know your formulas, let’s walk through the SAT math tips and strategies for solving any circle problem that comes your way. #1: Remember your formulas and/or know where to look for them As we mentioned earlier, it is always best to remember your formulas when you can. But if you don’t feel comfortable memorizing formulas or you fear you will mix them up, don’t hesitate to look to your formula boxthat is exactly why it is there. Just be sure to look over the formula box before test day so that you know exactly what is on it, where to find it, and how you can use that information. (For more on the formulas you are given on the test, check out our guide to SAT math formulas.) #2: Draw, draw, draw If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And when you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! Test Your Knowledge Now let's put your newfound circle knowledge to the test on some real SAT math problems. 1) 2) 3) Answers: C, D, C Answer Explanations: 1) This question involves a dash of creativity and is a perfect example of a time when you can and should draw on your given diagrams (had you been presented this on paper, that is). We know that the inscribed figure is a square, which means that all of its sides are equal (for more on squares, check out our guide to SAT polygons). Therefore, if you draw a line connecting points R and T, you will have a perfect semi-circle, or 180 °. Now, the arc we are looking for spans exactly half of that semi-circle. This means that the arc degree measure of ST is: $180/2 = 90$ degrees. So our final answer C. 2) Now, before we even begin, read the question carefully. The question wants us to find the perimeter of the shaded region. If you were going too quickly through the test, you may have been tempted to find the area of the shaded region instead, which would have gotten you a completely different answer. Because we are trying to find the perimeter of circular figures, we must use our formula for circumferences. Let us start with the two circles in the middle. We know that each circle has a radius of 3 and that our shaded perimeter spans exactly half of each circle. So the circumference for each small circle is: ${1/2}c = Ï€r$ $c = 3Ï€$ And there are two small circles, so we must double this number: $3Ï€ * 2 = 6Ï€$ So the interior perimeter is $6Ï€$. Now, let’s find the outer perimeter, which is the circumference for half the larger circle. If the radius of each of the small circles is 3, then that means the diameter of each small circle is: $3 * 2 = 6$ And the diameter of each small circle is the same as the radius of the larger circle. This means that the full circumference of the larger circle is: $c = 2Ï€r$ $c = 2Ï€6$ $c = 12Ï€$ But we know that our perimeter only spans half the outer circumference, so we must divide this number in half. ${12Ï€}/2 = 6Ï€$ Our outer perimeter equals $6Ï€$ and our inner perimeter equals $6Ï€$. To get the full perimeter, we must add them together. $6Ï€ + 6Ï€ = 12Ï€$ Our final answer is D, $12Ï€$. 3) Here, we are beginning with the understanding that the circle has an area of $25Ï€$. We are tasked with finding the perimeter of one of the wedges, which requires us to know the radius length of the circle. This means we must work backwards from the circle’s area in order to find its radius. Well the formula for the area of a circle is: $a = Ï€r^2$ Our area equals 25, so: $√25 = 5$ Our radius measurement equals 5. Now, we must find the arc measurement of each wedge. To do so, let us find the full circumference measurement and divide by the number of wedges (in this case, 8). $c = 2Ï€r$ $c = 2Ï€5$ $c = 10Ï€$ The full circumference is $10Ï€$ which, divided by 8, is: ${10Ï€}/8 = {5/4}Ï€$ Now, let us add that arc measurement to twice the radius value of the circle in order to get the full perimeter of one of the wedges. $5 + 5 + {5/4}Ï€$ $10 + {5/4}Ï€$ So our final answer is C. Now for the best kind of pi(e)you earned it! The Take-Aways Almost always, the most useful part of any circle will be the radius. Once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of SAT circle problems. If you understand how radii work, and know your way around both a circle’s area and its circumference, then you will be well prepared for most any circle problem the SAT can dream up. Know that the SAT will present you with problems in strange ways, so remember your tricks and strategies for circle problems. Be careful with your work, keep a clear head, and you’ll do just fine. What’s Next? You've triumphed over circles (huzzah!). So now what? Well we've got guides aplenty on any SAT math topic you want to brush up on. Feel iffy on your lines and angles? How about probability? Integers? Check out our SAT math tab on the blog for any SAT math topic questions you might have. Don't know where to start? First, make sure you understand how the test is scored and what makes a "good" score or a "bad" score, so that you can figure out how you currently stack up. Want to get a 600 on the SAT math? How about a perfect 800? Check out our articles on how to bring your scores up to a 600 and even how to get a perfect score on the SAT math, written by a perfect SAT-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Methods of Analysis in Health Care Research Paper

Methods of Analysis in Health Care - Research Paper Example Horizontal analysis informs about how different items in the balance sheet and income statement behave in many years. This particular type of analysis reveals how the performance of the firm has been affected over the years due to environmental factors. This analysis is also important information regarding cyclical demand trends and helps understand fluctuations of demand for a firm. This particular analysis can be used in health care industry to understand reasons of increasing costs over many years. Through this analysis one can know the main areas due to which health care costs is increasing. Horizontal analysis will tell which elements have contributed to the increase in costs and which have remained fairly constant over many years or accounting periods. Vertical analysis is a form of financial analysis in which elements of financial statements are presented in a percentage form of total elements (Haber, 2004). This type of analysis presents all information of a particular account, for example liabilities, in percentage form of the total value of that particular account or element. Vertical analysis focuses on proportions and attempts to guide decision making based on how much weight or proportion a particular element in the balance sheet has. Through this analysis, firms can know easily what proportion of a particular asset, like cash or receivables, is present in the total assets of the company. This analysis can guide decision making by highlighting which areas have are important for the firm and which are not. Vertical analysis can be used in health care by managers to understand the nature of their debt. This analysis can tell managers regarding how much debt is due in the short term and how much is due later. Ratio analysis involves analyzing different aspects of a business including efficiency, leverage, debt, profitability etc (Siddiqui, 2006). This type of analysis focuses on the relationships between different factors

IT Professional Practice Essay Example | Topics and Well Written Essays - 500 words

IT Professional Practice - Essay Example Covey states, "Having a particular attitude of mind can make a huge and positive difference to almost everything we experience in life." (Covey, S.) In other words, if I think successful than I can be successful. It is the ability to control one's environment. It involves self-determination, choice, and the power to decide response to stimulus, conditions and circumstance. Beginning with the end in mind gives me the ambition to work towards what I envision as an end result. Going accordingly to "first things first" will help to prioritize my time to accomplish the "urgent" things versus the just "important" things to reach my success. By always thinking with a "win-win" attitude, I can keep focused on my solution so I don't give up. I'm also going to first seek to understand then to be understood. I'm going to hear out the other person's position before stating mine so we can relate on a problem or solution. This is simple and effective, and essential for developing and maintaining p ositive relationships in all aspects of life. I can then synergize by putting my head together with others to come up with a possible solution. This is the habit of creative co-operation which is the principle that the whole is greater than the sum of its parts, which implicity lays down the challenge to see the good and potential in the other person's contribution.

The Renaissance & Erasmus Essay Example for Free

The Renaissance Erasmus Essay The Renaissance was a period of great change, characterized by a revision of many concepts and the birth of many ideas. One of the greatest scholars of this time was Desiderius Erasmus. He was born in Rotterdam, Holland. His birth name was Gerrit . He attended the school of the Brothers of the Common Life at Deventer after which he joined a monastery, the Augustinian college of Stein near Gouda where he stayed for six years. He was ordained to the Catholic priesthood at Steyn at about the age of 25, but he did not last in the priesthood for long. Later, he became a personal secretary of the Bishop of Cambrai. His experience working for the church made him aware of the many evils that plagued it. He was a great critic of the church and its leaders before and during the reformation. It has been said by many that Erasmus was one of the few humanists who left a lasting mark in the history of human kind. His fearless criticism of the manner in which the church handled various issues prepared people for the subsequent work of another humanist and reformist, Martin Luther. Erasmus was a traveler. He lived in many places in Europe at different times. He had lived in Rome, Paris, England, and many other European countries. He was also a theology scholar and a writer. He published the Greek version of the New Testament in Latin, so that Europeans could read it. Thesis Statement This paper examines the humanist actions of Erasmus and his contribution to the history of the Christian faith. Literature Review As a great humanist in the 1500s, Erasmus wrote many books which were widely read all across. His ideas and criticism of the Church was therefore heard throughout Europe. He preferred reasoning to bloodshed, unlike many others of his time. While he did not criticize the Church as much as Luther had, he did call for an end to the corruption and a great many other evils which had seeped to the core of the Church. Erasmus was a renowned writer of his time. One of his greatest works include ed The Praise of Folly, a satire which pointed out major problems in the clergy, depicting monks as beggars, the clergy as being greedy. He also made reference to the pope saying that he had no resemblance to the apostles. He also wrote a short satirical skit in which Pope Julius II had trouble getting into heaven. This kind of writing earned him considerable hostility in the church, but then, this kind of courage also helped the church. Some of the subjects he attacked were superstitious religious practices and the vanity of Church leaders. One such superstition was the sale of Indulgences by the Church, which its leaders sold in order to raise money for building projects. Indulgences were supposed to reduce the time a sinner would spend in purgatory. Erasmus felt that this was an abuse of priestly power. He was against the idea of people praying to the Saints instead of God, because he recognized that salvation came only through Christ. His goal was to promote basic Christian values. Erasmus was accused of being only a specialist in grammar and rhetorician, not a theologian, and some modern scholars have shared that same sentiment. Recent scholarship has been more agreeable to the view that Erasmus was in some sense a theologian even if not a systematic one. Erasmus was, to be sure, a rhetorician, but one whose rhetoric was â€Å"in service of his theology and whose rhetorical theology thus reveals some truths that would otherwise remain hidden†. Erasmus is known today as a great 16th century pacifist. He used his gift of writing to preach peace. He felt that war was senseless since it only caused destruction and death. He rebuked those who engaged in war he saying that they had no greater morality than beasts. According to Kreis, Erasmus stands as the ‘supreme type of cultivated common sense applied to human affairs’. He rescued theology from the lack of creativity of the schoolmen, exposed the abuses of the Church, and did more than any other single person to advance the revival of learning’. In the sixteenth century when literature was used to conceal the truth about a number of issues, Erasmus admired and despised by both Catholics and Protestants, by both liberals and radicals; but according to theological scholar, Abraham Friesen the theological views of Erasmus can today reconcile Evangelical and liberal Christians. Methodology I collected my information through book and article research, most of which came from the internet. I also interviewed two theologians on what they thought about Erasmus. Data Analysis The data I gathered was mostly from books and articles. I found out that Erasmus work elicited a lot of ill-feeling among Christians during the reformation, with many clergy accusing him of pioneering the reformation that led to the split of the church. However some scholars point out that the church began appreciating the work of Erasmus later in his life. One of the people I interviewed said that although Erasmus was much hated for his criticisms against the church, his work proved to be beneficial to the Christian faith, in that he was able and courageous enough to pinpoint the evils in the church. Thus, he gave the church a reason to examine and reform itself. Results The method of data collection was limited to book research and interviews. These were not enough to prepare a comprehensive and detailed research. I also faced some difficulties finding interviewees who were conversant with the life and works of Erasmus. Discussion A lot of scholars agree that Erasmus actually was for rather than against the church. He was a fierce critic of both the liberal and radical wings of the church. He spoke against anything that to him appeared to be against Biblical teachings. He was alienated from both sides of the church, though the same people who had earlier alienated him later sought him out. His courage and relentlessness bore fruit. The church began to examine itself in light with what Erasmus and other critics of the time had talked about. The role that Erasmus played in the 16th century reformation cannot be downplayed. Midmore contends that Erasmus sought peace and unity if necessary by compromise, and he also promoted the corporate rather than the individual renewal of the church. Conclusion The debate on what Erasmus did or did not do will undoubtedly rage on for a long time to come. However form what I have gathered in this research, it is clear that he left an indelible mark in the history of the church. He was a fearless critic of the abuses in the Catholic Church, even before the reformation. He might not have been in most people’s good books, but he his work served as a form of checks and balances against the excesses of the church. That is why he will forever be remembered as the man who laid the egg of reformation, though he did not hatch it– Martin Luther did, as the 16th century aphorism goes. Bibliography Biography of Historical Figures [database on-line]. Available from studyworld. com Friesen, Abraham. Erasmus, the Anabaptists, and the Great Commission. (Grand Rapids and Cambridge: Eerdmans Publishing Company, 1998). Midmore Brian. The reformation – Erasmus and Luther. (2000) [database on-line]. Available from ‘A Passion for Grace and Faith’ website. Rummel, Erika. Erasmus (New York: Continuum International Publishing Group, 2004)

Modern Interpretation of The First Amendment Essay -- essays papers

Modern Interpretation of The First Amendment The first Amendment of the United States Constitution says; â€Å"Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances.†[1] Our fore fathers felt that this statement was plain enough for all to understand, however quite often the United States government deems it necessary to make laws to better define those rights that are stated in the Constitution. Today the framers would be both encouraged and discouraged by our modern interpretation the First Amendment the United States Constitution. A great deal of bills have been written and passed as legislation under the pretense that they would better outline the citizen’ rights and ensure their freedoms. Yet occasionally these laws are created with disregard to what is stated in our Constitution. At times they distort and twist the original meaning of the work, counter acting the purpose of creating the Amendments. The intention of Amendments was to be an outline of the rights of the people. They were to ensure that there would not be a repeat of what the framers had experienced when they set out on their mission to draft a document that would govern our country for years to come. Little by little our elected officials have been discounting our Constitution. There are many resulting repercussions; the most dear to everyone being the individuals rights. The end result of these interpretations being that our people are hurt, as we are slowly being stripped of our rights as U.S. citizens. There are two freedoms that seem to cause the most contention, the first being freedom of press and the second being the freedom of religion. â€Å" It remains to be noted that none of the great constitutional rights of conscience, however vital to a free society is absolute in character. Thus, while the constitutional guarantee of freedom of religion goes a long way, it does not serve to protect acts judged to be morally licentious, such as poly amorous marriages. Children cannot be required to execute the flag salute which is forbidden by religious belief†¦ Similarly freedom of speech, often defended by the courts, does not extend to the seditious utteran... ... Through the years many changes have taken place, and technologies have been discovered, yet our Constitution remains. Some say that the Constitution was written for people hundreds of years ago, and in turn is out of step with the times. Yet its principals and guidelines have held thus far. The framers would be pleases that their great planning and thought have been implemented up until this point. However this does not compensate for the fact, that the we the people have empowered the government more so than our fore fathers had intended. Citizens were entrusted with the duty to oversee the government, yet so many times they are disinterested and only seem to have an opinion when the government’s implications affect them. As time has changed so has the American people, we often interpret our freedoms in a self serving manner, disregarding the good of the whole and also the good for the future. Thus there are no true flaws in the Constitution, it appears that the confli ct emerges in the individual and their self, and poses question when we must decide when to compromise the morals that our Constitution was founded on, or when to stick to what we know is right and honest.

Film about “Cleopatra” Essay

Cleopatra is depicted as a strikingly beautiful. loyal but manipulative enchantress. seeping muliebrity as she seduces the two most powerful work forces in Egypt. Marc Antony and Julius Caesar. A inquiry this raises is. was she an insecure Queen who felt that she needed a more powerful adult male to assist procure her topographic point on the throne of her darling Egypt. instead than lose it to one of them? As shown in the 2005 Television production ‘Rome’ Cleopatra is seen desiring to acquire pregnant by Caesar to procure her place. but in the terminal she didn’t have any scruples if person else fathered the kid. she would go through it off as Caesar’s. Cleopatra is shown on movie as an about lovingness being and an intelligent adult female. In the 1934 production. Cleopatra tells Antony as she kisses his manus â€Å"I am no longer Queen. I am a adult female. † This suggests that in that peculiar minute. she is leting her emotions to govern. possibly even traveling as far to state that as a Queen she is rather a stony and difficult character. but as an ordinary adult female. she is leting herself to love. In the 1963 movie. Cleopatra speaks of â€Å"One World. one state. life in peace. † This once more shows her caring nature that she wants the universe to populate in harmoniousness. In existent life. this could be a instead obvious mention to the UN and halting war. Again. in the 1963 production. a instead sexist comment is made about Cleopatra â€Å"If she wasn’t a adult female. one might believe she’s an mind. † This Roman word picture shows Cleopatra to be a clever and smart Queen. but as she i s female. she is non given full recognition. In most Television and movie productions of Cleopatra. she is seen as a beautiful ‘Goddess’ with tonss of make up and dressed in excessive costumes and jewelry to demo her wealth. This portraiture of her makes her look about high care and authoritative. However. the Roman coins. which reveal her portrayal. decipher Cleopatra as less of a beauty but about beldams like. As these coins are the lone piece of history that show what Cleopatra may hold looked like. I think it is a instance that this is one word picture that has been glamorised by Television and movie. Throughout the old ages as assorted productions have been filmed. the actresses playing Cleopatra have changed in visual aspect e. g. their ethnicity. which may demo a alteration in how society sees her. This shows how the universe has changed by leting more cultural groups into the universe of moving. Television and movie seem to develop the word pictures of Cleopatra to suit in with the universe in which we live at the clip of which the production was made. It would look that the Roman word pictures of Cleopatra seem accurate in footings of her character. wealth and excessive life style but non her expressions. as this is the lone incompatibility against the historical artifacts we have. As clip and society alteration. we may ne'er cognize the true individuality of Cleopatra.

Animal Cruelty Is Not Defined The Same By All People

Writing to Solve a Problem: Animal Cruelty Cruelty to animals is not defined the same by all people. Cruelty encompasses physical and mental harm. By definition, any action that causes physical or mental harm to an animal would be considered cruel. The blanket opinion is most often unanimous, cruelty to animals must cease, there then begins the differing of opinions. The determination of what is considered acceptable treatment of animals, and what is considered cruel treatment has been dissected and divided through the years to meet the needs of different groups and cultures. When discussing the treatment of animals, often differentiated between are farm and domestic (household) animals. Animals that are domesticated, in many cultures, such as dogs and cats, are handled with utmost care and respect. Unfortunately, not all cultures are of the same thinking. There are cultures, in which the majority religion is Islam for example, that perceive dogs as dirty or dangerous. Dogs are considered slatternly by the teachings of the Koran. Muslims will not make contact with dogs unless they are able to clean their hands immediately. On the other hand dogs, in the United States and Japan, are often dressed in outfits such as a child might be. Dogs are often considered members of the family in these same countries as well. When thinking about concern for domesticated animals, cows can also be used as a reference. Cows are considered with as much respect, in India, asShow MoreRelatedAnimal Abuse And Neglect1090 Words   |  5 PagesAnimal abuse is defined as either the physical mistreatment of an animal or neglect where the animal is denied basic necessities of care. The mistreatment of animals is a serious issue within society. It often goes unreported because many people believe it is only abuse if it is intentional. This lack of understanding allows minor cases of neglect to progress into major cases that can end in the death of the animals involved. 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