How to Get the Most Out of SAT Math Practice Questions

How to Get the Most Out of SAT Math Practice Questions SAT / ACT Prep Online Guides and Tips You’ve lined up all your SAT math study material, but now how do you use these questions to their best effect? Getting the materials to study is only half the battle- making an effective study plan and knowing how to best execute it is the second, crucial step. We’ve put together a comprehensive plan on how to make use of the study materials you have at hand. In this guide, we’ll walk you through how to best use your math practice problems and how to make the best study plan possible to boost your SAT math score. The Importance of Using Proper SAT Math Study Materials Before we start in on how to use the practice materials, it’s important to talk about what study materials to use. The SAT is a very specific kind of test and a good deal of the study material available online does a poor job of replicating it. The most accurate and highest quality study material will come from the College Board itself and only prep programs that truly base their questions off this material are worth your time. Always use the highest quality study material and practice problems so that you can get the best measure of how you’ll do on test day. If you study from inferior sources, you will have an inaccurate picture of how you’ll do (for better or worse), which will only hamper your study progress. We have gathered all the best free SAT study material and practice problems, so definitely start there for all your SAT math practice problem needs. Only the best SAT study materials are worth your time (so says Study Dog). How to Begin- Identifying Your Current Strengths and Weaknesses First things first, you need torun a diagnostic! Step 1:Take a Full-Length SAT Practice Test If you haven’t taken one already, start by taking a full practice testto gauge your current score and percentile. Though you may be more focused on improving your math score right now, you will still need to take a full test so that you can best replicate a real testing environment. You won’t truly know where your weaknesses or strengths on the test are without first taking the test. You also won’t know how your math scores fit into your larger test-taking picture if you only take the math sections by themselves. The SAT is a marathon and scores will fluctuate depending on your energy and concentration levels over the course of the entire test. So you’ll only get a full picture of your current levels if you take the complete test all together. This is a baseline, so be honest. Only then will you be able to tell where you’re starting and how far you have to go. So treat your practice runas you would the real test- adhere to the timing rules, don’t stop and look things up, and skip questions you don’t feel you can answer accurately. And, as you go through, make sure to mark your questions. Put a mark any time you feel unsure about a question and cross out any eliminated answer options. This will help you to identify patterns in your overall test-taking later. Step 2:Examine Your Test-Taking Patterns Once you’ve corrected your practice test, look at your spread of right and wrong answers. Are there any patterns to the distribution? There are two broad ways to categorizeyour mistakes: by location on the test and by type of content. See if you can organize your errors accordingly. There will be three SAT math sections on any given practice test, two that are entirely multiple choice and one that is a combination of multiple choice and grid-in. The multiple choice only sections are arranged in order of ascending difficulty, so the last problem of a math section will be much harder than the first question. On the combination multiple choice and grid-in SAT math section, the questions will go in ascending order of difficulty for the multiple choice and then will reset for the grid-in. So question 8 (multiple choice) will be much more difficult than question 10 (grid-in). What this all means is that if your errors on the SAT math sections mostly appear in certainlocations, your mistakes are probably related to the difficulty level of the problems. To spot patterns of location-based errors, ask yourself whether you are: Missing questions over the entire math section, seemingly evenly throughout? Missing mostly the grid-in questions? (For some students, the grid-in section is exponentially more difficult than the multiple choice section and can be a large source of lost points.) Missing several questions in the early range of the multiple choice or grid-in? (Though it is normal to miss some or even several questions on the overall SAT math section, try to carefully analyze and improve upon your mistakes in this earliest range. These earlier questions will be the quickest and "simplest" to solve for the whole math section and so will net you a nice cushion of points if you can grab them.) Missing questions in a cluster in the mid-range of each math section? (This is where the questions transition from "easy" to "medium-level" difficulty and that transition can trip many students up.) Missing mostly the last questions in each section? (These are the "high difficulty" questions and are difficult for most students.) You may also begetting questions wrong by topic. Take a close look at each of your errors to see if there is a topic-specific pattern to your errors. To spot trends incontent errors, ask yourself whether you are: Getting all or most questions wrong in a particular topic, no matter where the questions are located in the test? (E.g., are you missing allpolygonquestions, whether they appear as question 2 or question 20?) Getting questions wrong by topic only in the medium or high level difficulty? (For instance, can you solve your "easy"slopequestions, but miss all the "difficult" slope questions?) Having a seemingly even spread of right and wrong answers by topic throughout the test? (If you answered questions 4 and 14 onfunctionscorrectly, but missed question 9, it may have less to do with your understanding of functions as atopicand more to do with the phrasing of the question or the speed at which you were taking the test. Take a careful look at each problem to see if you can spot the pattern.) The less familiar you are with a particular math topic, the harder it will be to answer the variety of problems on it that you’ll see on the SAT. Take a look at ourindividual math guidesfor topic-specific help and practice questions for any of your SAT math topic problem areas. Most people will start out their SAT practice by missing a combination of location-specific and topic-specific questions, so don’t worry if your pattern starts out this way too. As you get more and more used to both the material and thewaythe SATteststhis material, you’ll narrow your range of wrong answers and increase your accuracy in both fields. Step 3: Make a List of Your SAT Math Strengths and Weaknesses Now that you’ve looked at your test-taking patterns, make a list on a separate piece of paper of all the math topics in which you missed questions. In addition, make a list of the types of errors you made. Why make a list of the type of error? There is a big difference between errors on the SAT math test- not knowing how to approach a question at all is very different than misreading a question. You’ll need to examine exactly what kinds of errors you’ve made so that you can learn to avoid them in the future. Types of errors include: Finding the wrong variable or final value This is one of the most common errors, especially on problems where you must find an "unusual" final answer. For instance, the problem may ask you to find the value of 2x for your final solution, when your natural instinct is to find the value of x alone. Misreading the question This can include misreading any value or variable in the overall question or simply misreading what the question is asking you to do. For example, in a word problem, did you mix up "Tom" and "Tina"? Did you read "subtract" as "square"? It is easy to make assumptions or to mix up similar words if you're going too quickly through your problems. Stopping your solve too early or too late In a problem that requires multiple steps, you may accidentally find yourself stopping a step or two too early or going a step or two too far. For instance, if you are tasked with finding the 12th number in a sequence and you're counting by hand, you might accidentallyfind the th or 13th number in the sequence instead. Many answer choices are generated by this type of error, so be extra cautious in only taking the exact number of steps necessary. Not knowing how to approach the question at all Whether it's the wording of the question or the math topic involved, sometimes you'll find yourself completely flummoxed. You may not know how to set up the solve to the problem in the slightest, or you may try and fail to set up the solve. Either way, this is a problem that leaves you stymied. Mixing up or forgetting your formulas Though you will be given a formula box, it can be easy to misremember or mix up your formulas in the heat of the moment. If you need to find the area of a circle, make sure you're using the area formula and not the circumference formula. Note: don’t take â€Å"careless errors† like misreading the question or finding the wrong final value lightly! The SAT is designed to make you make these kinds of errors, so don’t just assume you’ll make the correct choices next time. You’ve got to commit yourself to slowing down and identifying what the question is truly asking you. Always double check to make sure your answer matches exactly what they’re asking you to find. You've lined 'em up, now let's knock 'em down! How to Proceed: Using SAT Math Practice Questions to Raise Your Score You’ve got your baseline, so how do you use your practice material to up your score? Let’s take a look. 1) Now that you’ve identified your areas of strength and weakness, take the time to brush up on those math topics that lie in your weak zone. It’s not enough to assail yourself with practice problem after practice problem if you still don’t understand the material- you must first understand both the ins and outs of the particular math topic as well as how you’ll see it tested on the SAT. Our SAT math guidesare tailored to reflect and demonstrate how each topic is presented on the SAT, so you won’t have to waste time reading and memorizing more strategies and facts than you absolutely need to. This way, you’ll also keep your practice problems â€Å"fresh.† It’s no use throwing yourself against a wall of function problems if you’ve never studied functions in school. It will only leave you with no new material to study from once you’ve brushed up on how to solve function problems. Practice will only help you so much if you don’t know how to even approach a particular topic. Only then, once you’ve learned what you need to learn, will your practice problems solidify the knowledge in your head and get you to where you need to be- polishing up your topic skills so that you’re ready for test day. 2) When you do find practice questions, always try to solve them yourself first without looking to the answer. When looking over new problems, don't just look at the problem and go immediately to the answer. The answer explanation might make sense and even make you feel as though you would have been able to solve the problem yourself, but this feeling can be deceiving. Solving a puzzle yourself and understanding how a puzzle was solved require two entirely different parts of your brain. Always (always!) try to solve a problem yourself first and commit to an answer choice, before you look up the answer. Even if your answer choice is that you would skip it if you saw it on test day, it is better to make a decision, rather than imbuing yourself with false confidence in your current abilities. Remember- you can only improve if you have an accurate picture of your current skill level. 3) Once you’ve brushed up on the topic, take practice problems in multiples at a time, as if you were truly working on the test. As you solve your practice questions, don’t solve questions one at a time and stop to look up the answer after each one. Though you may be tempted to know exactly how well you've done after solving each problem, this kind of pacing does NOT give you an accurate picture of how you’ll do on test day and can hamper your progress. (Remember: you won’t be able to verify whether your answers are correct or not on test-day- you simply have to do your best and move forward on multiple questions at a time.) Even if you don’t always sit down to take a full test or a full math section at once, it is still better to answer two or three questions at a time than it is to simply answer one. 4) If a topic can use multiple solving methods for its problems, try all the different ways in order to find the one most comfortable for you. Many questions can be solved in several different ways. Plugging in answers and plugging in numbers are strategies that work for a large variety of questions, but there are others as well. For instance, systems of equations questions can be solved by graphing, subtraction, or substitution, while sequence and distance questions can be solved via formulas or by working them out by hand. These are just some examples, and each of our guideswill go into further detail. The point remains that most every SAT question is purposefully designed to be solved in multiple ways and different methods work best for different people. So once you’ve finished solving your set of problems, go back and solve them again using a different strategy. Compare this to the first time- which method did you like better? Which was faster? Which made you feel the most confident in your answer? 5) Pace yourself (and your practice questions) Though it may be tempting to get your studying out of the way, do NOT cram all your studying in one go! Improvement happens over time and you must pace yourself to get the most out of your prep time. In addition, if you blow through all your practice problems at once, you won't have anything else to work with fresh. Again, solving a puzzle yourself and understanding how a puzzle was solved are two very different concepts, so try to pace out your fresh material and your review material so that you can use both parts of your brain in your study prep. 6) Sign up for a test-prep program if you feel you need more material than the free practice questions available. If you feel you’ve exhausted your free study material, then definitely sign up for a test-prep program or buy one of the official study guides available, like the Official SAT Study Guide. Not only can a prep program provide you with additional material, but can also help you make the most out of your study time. Our SAT study program at PrepScholar automatically targets your areas of strength and weakness and tailors your studying to you and your needs. No need to assess your patterns yourself- we’ll do all the work for you! There are many paths for doing well on your SAT and, with experimentation and diligence, you'll find the best one for you. The Take-Aways The SAT is unlike most tests you’ll ever come across- it is long, tricky, and very specifically designed. Going into it blind (or poorly prepared) rarely ends well for anyone. The more you can prepare, and the better that preparation is, the better you’ll do on the test, hands down. So make sure your study material always comes from the best sources and that you use this material to its absolute best effect while studying. Your goal is to train your brain to look at and solve puzzles in the way that the SAT wants you to, and most people can only do so with focused effort and practice. Always remember that success on the SAT is entirely doable and, indeed, trainable. Once you know how to hone your focus and target specific areas to study, you’ll be mastering your SAT math questions in no time. What’s Next? You've taken a look at your SAT test-taking patterns, so now it may be time to check out ourindividual SAT math guidesto help you brush up on any topic that was not too familiar to you. Running out of time on the SAT math section?If you found that you didn't have enough time to finish your SAT math sections, check outour guide for how to beat the clock and maximize your SAT math score. Unsure about your SAT math formulas?Make sure you know which formulas you'll be given and which you'll have to memorizeand thencheck out how to use that knowledge to its best effect. Looking to get a perfect score?Ourguide to getting a perfect 800 on SAT math(written by a perfect-scorer!) will help get you to where you need to be. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Asymmetric Synthesis Essay Example | Topics and Well Written Essays - 1000 words

Asymmetric Synthesis - Essay Example Hence, it is undeniably interesting to study the catalytic asymmetric synthesis of cinchona alkaloids , which have also been helpful in man's daily living. This includes its role in the production of food flavorings and medicines for different ailments like malaria. Additionally, the popularity of cinchona alkaloids over the years is also because of its qualifications in the three primary criteria of catalysts, which are as follows: 1) the diversity of reactions that the catalyst can trigger; 2) the accessibility of both enantiomeric antipodes of the catalyst at an affordable cost; and 3) the stability of the catalyst. The research aims to study the catalytic asymmetric synthesis of the popular two pairs of cinchona alkaloids which are enantiomeric in nature: cinchonine and cinchonidine, and; quinine and quinidine. The researcher aims to study the two pairs by isolating them through extraction of the bark of the cinchona tree; a native of tropical regions. Due to their widespread use, all four members are readily available in large quantities from most chemical suppliers. Furthermore, before conducting several experiments for the research, the researcher will gather enough materials documenting the history of cinchona alkaloids. ... erature section of the research, which will include information about cinchona alkaloids from one of the earliest uses of cinchona alkaloids in asymmetric catalysis which was demonstrated by Pracejus in the 1960's to catalyze the asymmetric alcoholysis of ketenes (Pracejus, 1964) to its modern uses. Moreover, the study's related literature will consist of theories proposed about the asymmetric synthesis of cinchona alkaloids by chemists of different ages. One interesting theory which will contribute to the study of the alkaloid's catalytic asymmetric synthesis is that the alcohol is activated via a hydrogen bond with the tertiary amine of benzoylquinine. Addition of the alcohol to the ketene is followed by quenching of the resultant enolate by the chiral ammonium salt. The resultant esters are isolated in up to 76% enantiomeric excess. The research will strive to replicate the experiments conducted to support this theory. Also, with the proliferation of recent publications studying cinchona-ketene systems for asymmetric synthesis (Blake, 2001), the study will investigate different assumptions about the asymmetry in the synthesis of cinchona alkaloids. One of the most noticeable of these recent publications which the researcher intends to focus is Lectka's -halogenation of acid chlorides (Wack, 2001). Lectka stated that the benzoylquinine-ketene system reacts with quinone based electrophilic halogenating reagents to yield activated -halogenated esters with enantioselectivities as high as 99%, and with good yields. The study will try to prove this through catalytic asymmetric fluorination, where cinchona derivatives have already been used, though only stoichiometrically (Muiz, 2001). However, despite the efforts to base certain experiments upon previous studies, the

The Nursing profession Essay Example | Topics and Well Written Essays - 2500 words

The Nursing profession - Essay Example The care should not be confined to the physical aliment but also the psychological and spiritual needs. Thus, patient care should have a patient centered approach considering the patients as still active dignified individuals, who can plan, manage and create some meaning out of their end life situation. Understanding of these facts helps in better nursing care. The patients seem to know better (than the past) about health care and they demand more knowledge on their end of life options today. Most of the patients want to discuss their treatment options and have a Right to refuse as per existing laws in UK. Problems pertaining to 'End-of -life' care and care for the aged are on the rise especially when concepts of euthanasia and physician assisted death are trying to find legitimate positions in the society. The present case study is that of an eighty-year-old Mr.X in a care home in London. He is dependant on the staff for most of his daily activities. He has complaints of constant pa in and it has been becoming increasingly difficult to move this man as his bones have become very contracted although he is being made to sit on his chair as often as possible. He is also encouraged to eat with the other residents in the dinning room in spite of his spine becoming so twisted that eating at the table is difficult. Patient X is a Retired School Master, widowed with 7 children all off whom visit him on a regular basis and although he is confused at times his Religion and faith are very important to him and still attends Mass every day in the care home. He has a medical history of Myocardial infarction, chronic heart failure, pacemaker, Paget's disease, depression and Type 2 diabetes. He is a classic example of an aged individual with multiple complications. Any further development in these complications will result in the patient being shifted to Intensive care with the possible outcome of death. Thus, it is an excellent case of a patient where managing patient care is vital rather than just assessment and interventions. The Nurse care for the case study should be based on Roper Logan and Tierney model of nursing (1980) which is a care model based on activities of daily living. Unlike Virginia Henderson (1966) model, which recognizes 14 activities, Roper model recognizes only 12 activities. This includes, maintaining a safe environment, communication, breathing, eating/drinking, elimination, washing/dressing, thermoregulation, mobility, work/play, sexual expressions, sleep and dying. Three problems in nurse care for Mr.X: 1.Chronic pain: Chronic pain of the bones is an unpleasant sensory and emotional experience in the patients with Paget's disease and Mr.X has been diagnosed with Paget's disease. Pain management in patients with Paget's disease helps in the improvement of quality of the patient care. Understanding pain needs specific communication skills based on perception. This is true because many of the terminally ill patients may not be able to verbally communicate their pain. Chronic pain is a pain, which lasts for more than six months. Chronic pain is further classified based on its etiology as 'non-malignant' and 'malignant pain'. Non - malignant is non-cancer related pain and malignant pain is cancer related. Chronic pain depresses, debilates and affects the quality of life (Cole, 2002) .A study by Green et.al (2002) on chronic pain management has revealed a need for further educational insights of physicians. A recent study

Continuities and changes of religion in Sub-saharan Africa Essay Example for Free

Continuities and changes of religion in Sub-saharan Africa Essay Sub-saharan Africa has undergone changes with religion such as the changing of religious affiliation to Christianity and the practices of cosmology and ontology, however, Sub-saharan Africa has also remained constant with their thoughts being focused on various beliefs like a creator and evil. Christianity was predominantly the main religion in Sub-saharan Africa opposed to the Muslims of North Africa. Christianity in the Americas slowly began to send out missionaries to spread the Gospel and build churches in Africa. The people began to form their daily lives and rituals accordingly and the population of Christians rose from about 9% to around 63% over the years from the 1900s to modern day. Missions in Africa is most definitely something that Christians in other part of the world have focused on. It seems to be a more targeted area for its other religious practices such as cosmology and ontology. Cosmology and Ontology are more philosophical beliefs in nature, evolution, and the way the world works. In Africa, many small tribes are closed off from communication outside of their tribe, and have practiced certain beliefs for hundreds of years. This belief system tends to lean towards the more relaxed religion and allows freedom for the people in those tribes to do what they want as long as it is parallel to what is right in nature. Everything in this philosophical study is that of nature. Nature is considered holy and worthy of worship. Cosmology and Ontology are how Sub-Saharan Africans attempted to explain our complex world in the simplest way possible that makes sense to them. There were also other beliefs that Sub-saharan Africans developed over time such as the belief in evil beings and eternal paradise. Sub-saharan Africans soon realized that there needed to be some kind of an explanation for what happens when you die, or what evil is. These details did not necessarily help form a new religion, but rather simply added on top of the religions already in place in the Sub-saharan region. In the Niger-congo area, there was a common belief in spirits, a creator of the universe rather than evolution. In other areas, there was the belief in the worship and idolization of ones personal gods whom they gave thanks to and credited much of their life to. These tribes lived their lives to please their gods in order to win favor and win a long and prosperous life. This is also something that was seen in Ancient Greece where Greek Mythology and the worship of gods took place. These people too, lived to please the gods to live a good life. In conclusion, Sub-saharan African has undergone changes in religion such as Christianity and Cosmology, but there was also factors that remained constant throughout the existence of Sub-saharan Africa such as little tribes who believe in pleasing personal gods.

The Second Republic and Its Fall Essays -- Nigeria Federal Government

The Second Republic and Its Fall One of many hurdles that Nigeria had to overcome in the attempt to return to civilian rule, and then to have such a new system entrenched, was the fact that competitive politics encouraged recourse to sectional identification. On the one hand, there is need for a understanding of the nature of the dynamics of Nigerian society, especially with regard to the phenomenon of ethnicity. On the other hand, the theoretical formulations which already exist concerning the nature of politics in segmented societies must be confronted so that a closer approximation between such themes and the sociopolitical realities of Nigeria can be achieved (Joseph, 1987:43). The American-style constitution of the second Republic (1979-1983) was designed for Nigerians type of democracy where natural affairs rather than state are promoted to avoid the pattern of British parliamentary system where the winner-takes-all pattern. The parties in America conform to the Constitution due to their disciplinary disposition. In Nigeria, political parties were following the British style of politics, where â€Å"distribution of revenues among the politician and their clients at national, state and local levels†, are the order of the day (Shehu, et al; 1999:34). Bitter conflicts abounded within the political parties in both states and the federal level over the distribution of the spoils; hence, the inability of the politicals to manage the conflicts led to the demise of the democratic government in the Second Republic and the return of the military government. In the program of transition to the Second Republic, the military leaders’ primary concern was to prevent the recurrence of the mistakes of the First Republic. They believed that if the structures and processed of government and politics that had proved inappropriate in the First Republic could be changed, a stable and effective civilian government was therefore designed to address those fundamental issues, which were historically divisive, and to establish new political institutions, processes, and orientations. The second aspect of the transition involved the making of a new constitution and appropriate institutions. Decree number 25 of 1978 enacted the 1977 Constitution. It differed from the First Republic in 1963, in that, it introduced a United States type presidential system (Nwoked, 199:73). Previo... ...so was the decline in GDP by and estimated 10 percent. The repressive strategy of Buhari’s military further engendered deep resentment and bitterness among the people who feel that they had been denied of their personal freedom. In addition, according to Othman, â€Å"the military government was increasingly driven by dissension over strategies of economic management, the detention and trials of political detainees and the rising power of Brigadier Tunde Idiagbon, the Chief of staff, supreme headquarters, and the driving force behind the regime’s authoritarian policies, and of the Nigerian Security Organization (NSO)† (Othman, 1999:40). Two factors were instrumental to the final demise of the military regime; one was the risking of what Diamond called â€Å"political convulsion†, an attempt to impose a monolithic order on Nigeria’s vigorously polaristic society (Diamond, 1999:443). The second factor was the regime’s declaration in July, 1985, of their intention or plan to return Nigeria to C ivilian rule. These actions further isolated Buhari and Idiagbon from their military colleagues , including their arrogance in ignoring critical opinion even among its senior military ranks.

Research Paper on the Motivations of Alcohol Consumption on College Campuses Essay

College students’ alcohol consumption has been an area of concern for universities for quite some time now. The purpose of my research is to examine the different motivations behind alcohol consumption among undergraduate students at the University of Michigan in comparison to Division 1 athletes also enrolled at Michigan. I seek to find if the stresses of balancing academics and athletics, pressure to perform, and adapting to social change effect the rate in which Division I college athletes consume alcohol compared to their non-athlete peers? Ultimately, I hypothesize from experience there to be a significant difference in the proportion of athletes who consume alcohol in comparison to both the average college student and students affiliated in Greek life. Furthermore, I believe this difference in proportion may be majorly attributed to the high commitment that comes with being a student-athlete. Research on alcohol use among athletes and non-athletes is vital in order to understand why the abuse of alcohol is on the rise around college campuses all over the nation. These two concepts are related because there may be a significant difference between athlete’s alcohol consumption and their non-athlete peers that is imperative to analyze. I want to know if the differences stem from personal motivations or if environments, for example Greek Life, play the predominant role among college students alcohol consumption. Furthermore, within the population of college students, researchers have identified the subpopulation of college athletes as being at an increased risk for heavier alcohol consumption, binge drinking, and drinking-related negative consequences (Anderson, Albrecht, McKeag, Hough, & McGrew). Based on these findings, I set out to explore what the determining factors are that could possibly make college athletes more at risk for alcohol consumption and binge drinking than their non-athlete peers. Literature Review: After analyzing several research articles I found many relevant studies that enhanced my knowledge of alcohol consumption among college students, which really benefitted my research. The first research I found pertaining to my topic was an article done by three doctors from Southern Illinois University. The journal is title, â€Å"College Factors that Influence Drinking† and it seeks to examine the aspects of collegiate environments that influence drinking, rather than student characteristics. The research method and results: â€Å"Method: A literature review of articles primarily published within the last 10 years, along with some earlier â€Å"landmark† studies of collegiate drinking in the United States, was conducted to determine institutional factors that influence the consumption of alcohol. Results: Several factors have been shown to relate to drinking: (1) organizational property variables of campuses, including affiliations (historically black institutions, women’s institutions), presence of a Greek system, athletics and 2- or 4-year designation; (2) physical and behavioral property variables of campuses, including type of residence, institution size, location and quantity of heavy episodic drinking; and (3) campus community property variables, including pricing and availability and outlet density. The overall message behind this research article concluded that there exists undeniable evidence that college students all over the nation drink often and many who drink to harmful levels. Furthermore, the study shows there is consistent information regarding the negative consequences of drinking and that there are also differences relating to housing, athletics, and Greek organization affiliation. Alcohol-Related Injury Among Greek-Letter College Students†, (O’Brian, 2013) The from the Journal of Health Psychology investigated the hypothesis that members of Greek-letter societies are the heaviest drinkers on college campuses, and experience more alcohol-related problems than their peers. The study reports the result of a web-based survey administered to college students from ten North Carolina universities. It concluded that Greek-letter status was a significant independent risk factor for increased injury on college campuses, which warrants a necessary analysis of the these factors that only seems to be increasing. A counselor in Psychology, Jacob Jones Ph. D. , at Indiana State University, also did a relevant study on my topic of college student’s alcohol consumption. His dissertation, titled, â€Å"The Risk Factors of Alcohol Abuse Among College Athletes†, investigates the relationship among alcohol use and athletic identity, competitiveness, drinking game participation, and level of sport participation. He discovered that drinking game participation is a significant predictor of total weekly alcohol use above any other predictor. In addition, he demonstrated that individuals not currently participating in sports with an athletic identity in the same range as current athletes consumed alcohol at similar rates to current athletes, thus supporting athletic identity as an appropriate way of classifying athlete status. This article included findings from a national study in 2001 that indicated that 81% of college students had consumed alcohol in the last year (Wechsler et al. , 2002). In addition, more than half of the 81% of college students who consumed alcohol were considered binge drinkers. Wechsler et al. (2002) identified binge drinking as having five or more beers in a row for men and four or more beers in a row for women. Furthermore, Anderson et al. (1991) found that up to 88% of athletes used alcohol. Researchers have compared the binge drinking behaviors of athletes and non-athletes and found that athletes consume more alcohol and binge drink significantly more than non-athletes (Leichliter et al. 1998; Nelson & Wechlser, 2001; Wechsler et al. , 1997). I will compare these findings with the data I collect with my own research to delve into the reasons behind alcohol consumption and college students. Kathleen Goodman, director of research on undergraduate education at the University of Iowa, explored the impact of binge drinking on a range of college outcomes and the effect of that relationship in her dissertation, titled, â€Å"New Evidence on the Link between Alcohol Use and College Outcomes†. Her overall results suggest that a substantial portion of college students may not be achieving many of the intended outcomes of college due to their frequency of binge drinking. She concluded that students who binge drink at any level fare worse than students who do not binge drink. This evidence relates to my topic because I want to discover why the level of alcohol consumption of college students is constantly increasing if research like Kathleen’s, and many other researchers, display the negative effects of what alcohol can do. Overall, there are many relevant research designs in Sociological studies that pertain to alcohol consumption on college campuses in the United States. As seen above, these articles adequately show that alcohol consumption is on the rise and it is a major issue that must be examined. My goal of determining if athletes are more at risk in comparison to their non-athlete peers was further developed through these five research reviews and a survey that I will be conducting. Research Design: The design of my research started to take shape when I began to operationalize my definitions of unit of analysis, independent variable and dependent variable. The unit of analysis for my research question is individual undergraduate students currently attending a four-year university. The unit of analysis could be individual students, the institution, and/or a certain category of students within the university, etc. , but I concluded drawing my sample from as many students as possible will help draw firmer statements from the data I collected. My study population for my research question consists of a random sample of all undergraduate students currently enrolled at the University of Michigan. It includes freshman, sophomores, juniors and seniors. I chose this study population because I wanted to acquire a broad age range so my sample will not end up being bias towards a certain age, which will further my analysis of the data because it will show the differences in alcohol consumption between students who are of the legal age to drink compared to students who are not legal to consume alcohol. My sampling frame for my research project consists of a random sample of Division I athletes presently enrolled at the University of Michigan who are listed on an athletic team roster and who describe themselves as â€Å"binge drinker due to personal characteristics†, â€Å"binge drinker due to environment†, â€Å"moderate drinker due to personal characteristics†, â€Å"moderate drinker due to institutional environment†, or â€Å"never/rarely consume alcohol. Furthermore, I did the same thing with undergraduate students currently enrolled at the University of Michigan who are enrolled in at least 14 credits or more. The reason I decided to only take students in my sample who are enrolled in 14 credits or more is because I want to have the least amount of bias in my sample as I possibly can. By doing this, I eliminated the concern of students having different workloads, which could have otherwise skewed my results if some students had more leisure time tha n others. I ideally wanted to research as many male athletes as well as female athletes as possible. Sample: I chose my sample based on how well of a response I got from the different groups and individuals I sent my research questionnaire to. This technique is known as quota sampling because I am basing my sample on the fact that I believe I can acquire the best proportion of male to female (athletes and non-athletes), students from different backgrounds, and values by using this method of sampling. Although I had to use a form of non-probability sampling, which is in essence not as accurate or reliable as probability sampling, I still infer that my data will be extremely useful in my ultimate goal of unveiling the causes behind alcohol consumption among college undergraduate students and that is why I chose my sample in this way. My sampling frame is different from my study population because my sampling frame is much more specific than my study population. One difference between the two is my sampling frame consists of Division I athletes presently enrolled at the University of Michigan who are listed on an athletic team roster and who describe themselves as â€Å"binge drinker due to personal characteristics†, â€Å"binge drinkers due to institutional environment†, â€Å"moderate drinker due to personal characteristics†, â€Å"moderate drinker due to institutional environment†, or â€Å"never/rarely consume alcohol† as well as undergraduate students currently enrolled at the University of Michigan who are registered in at least 14 credits or more who also describe themselves in the same manners listed above, while my study population is simply a random sample of undergraduate student—freshman, sophomores, juniors, and seniors—who are currently enrolled at the University of Michigan. Another difference is my sampling frame consists of only the participants that I chose to use for my data because I am using quota sampling for my research; this differs from my study population because my study population could be any student currently enrolled at the University of Michigan. Another difference is my sampling frame might be somewhat skewed towards individuals within the Greek Life community because these students accounted for nearly 40% of my responses. I expected to have about one hundred units in my final sample, but my response rate has proven to be better than I initially expected. After accumulating all my responses from my survey, I received 130 responses out of the 215 total surveys I sent out. This rate, known as the response rate, is calculated by dividing the total number of surveys I sent out by the total number of surveys I received. I calculated this rate to be 60. 5 percent. Moreover, evidently I received responses from a fairly good variety of subjects in my sample, which was one of my initial concerns that was alleviated once I acquired my sample. I know this is a good enough variety of subjects in my sample because, overall, I used selection bias to get as close of variation in subjects as I could. Furthermore, I received surveys from 58 females and 72 males. Of the females, 19 are associated with Greek life, 21 are listed on the roster of a Division I sports team, and 18 females are what I consider a typical college student, not affiliated with Greek Life or on a sports team. Of the males, 28 are affiliated with Greek Life, 30 are listed on a roster of a Division I sports team, and 14 are what I consider a typical college student. Furthermore, my responses are correlated this well due partially to selection bias. Additionally, I have had to discard 11 surveys I received due to response bias from students who are either not taking at least 14 credits, or students who, I believe, did not take my survey seriously. My biggest concern was how many female athletes I will be able to find who will be willing to take my survey due to the fact that I don’t have many connections with female sports teams, but my response rate for female athletes is sufficient enough for my desired research. The characteristics of my sample versus the population I want to represent are valid for my data that I will be analyzing. I have received responses from about 39. 2% athletes, 36. 2% Greek-life affiliates, and 24. 6% regular college students. Finally, my sample may be bias for a couple different reasons. I collected my data by only using one collection method and through my personal viewpoint that I believe would help me accomplish my goal of unveiling the predominant effects behind alcohol consumption. Another bias I most likely have encountered is response bias. I realize that for many college students it might be difficult to remember the exact number of alcoholic beverages one consumed on a given night. Additionally, I also must include that although my survey questionnaire is completely anonymous, most college sports teams have rules against consuming alcohol, which ultimately could make respondents reluctant to answer honestly, and therefore making my results more bias. My dependent variable is the proportion of each category of student that indeed partakes in binge drinking. I measured this by creating a survey questionnaire with many different questions that will ultimately lead me to discover if athlete’s alcohol consumption is, in fact, significantly different due to the demanding commitment that comes with a sport. My independent variable is the category that the student falls into (athlete, Greek life, normal college student). I also measured this variable by creating a survey questionnaire that I handed out to students all around the campus. I gave the survey to students in dorms, fraternity and sorority houses, at the library, in the diag, and other random students who volunteered to partake in my research. My survey questionnaire will help me operationalize my independent variable because I will include questions that will get me to the conclusion of how and why institutional environments play the predominant role in alcohol consumption among college students. Furthermore, my study enters the realm of examining what to do with the information. By analyzing the key variable of why students are binge drinking, institutions within our society can begin to formulate a plan to reduce these causes and, hopefully, reduce binge drinking in the process. Ethical Issues: My inform consent statement was included in every survey that I handed out and before the respondent started the survey I made sure they knew there was no benefit, or risk for that matter, in taking my survey. I included a description of the reasons for my survey by stating, â€Å"This is a project for Sociology 310 at the University of Michigan. The topic of my research is to discover the effects and differences of alcohol consumption of college athletes and their non-athlete peers. † Furthermore, I included a description of human subject involvement with the statement, â€Å"This survey will take approximately 10 minutes. Answering these questions will pose no risk to, nor will you personally gain benefits from the survey. † The next section of the consent from dealt with confidentiality. I informed the respondent they should not include their name anywhere on the survey and that all answers received will be completely anonymous. The final portion of the form notified the respondent that it is completely voluntary; they may stop the survey at any point that they no longer feel comfortable without any repercussions, and finally, they are not forced to answer every question on the survey if they wish not to. Data Collection Instrument: My data collection method consists of a survey questionnaire. I have chosen this method of collection because I believe the most valuable information I can acquire relating to my research question will come in the form of a survey questionnaire. I designed my instrument by producing questions I believe will help me draw conclusions about the effects and differences of alcohol consumption between athletes and regular undergraduate students. This survey is designed to better understand the consumption of alcohol among college students. Please be completely open and honest in providing information about yourself and your use of alcohol. Your individual responses will not be identified with you in any way. All answers will be combined and only overall results reported.

Spanish Idioms of the Form Tener Noun

In Spanish, you can have it all. Thats because tener, the verb meaning to have in the sense of to possess (haber is the equivalent of the English auxiliary verb to have) is frequently used in idioms to refer to a wide range of emotions and other states of being. While we may say in English that you are hungry or a person is thirsty, in Spanish we say the equivalent of you have hunger or someone has thirst. Thus tienes hambre means you are hungry and tiene sed means he/she is thirsty. Tener Phrases Often Preferred to Adjectives Most of the tener noun idioms arent hard to learn, as they generally make sense as long as you know what the noun part of the phrase means. What can be challenging is learning when their use is preferred. For example, you may be aware that there is an adjective, hambriento, that means hungry. But youre unlikely to hear a sentence such as estoy hambriento (just as you arent likely to hear a native English speaker say, I have hunger, even though the sentence would be understood and grammatically correct). Usually, the tener noun idioms are translated using the English verb to be followed by an adjective. Following are some of the most common such uses of tener. tener cabeza (para), to have a mind (for): Tu hermana tiene cabeza para los negocios. (Your sister has a mind for business.)tener calor, to be hot: Siempre tienes calor. (Youre always hot.)tener carià ±o, to be fond: Pablo tiene carià ±o a Marà ­a. (Paul is fond of Mary.)tener celos, to be jealous: Tengo celos a mi hermana. (Im jealous of my sister.)tener claro, to be clear or sure:  Tenemos claro que podemos ayudar a mejorar nuestra sociedad. (Were sure that we can help improve our society.)  tener complejos, to be mentally insecure:  Tengo complejos con mi estilo de vida actual. (Im insecure about my current lifestyle.)tener cuidado, to be careful: Espero que tengas cuidado con el libro. (I hope youre careful with the book.)tener la culpa, to be guilty or at fault: Mi padre dijo que tengo la culpa. (My father said its my fault.)tener derecho, to have the right: Tengo derecho de votar. (I have the right to vote.)tener efecto, to have an effect: La hipnosis tiene efecto en e l cerebro. (Hypnosis does not have an effect on the brainl)tener à ©xito, to be successful: El jefe tiene un gran à ©xito. (The boss is very successful.)tener frà ­o, to be cold: Hace viento. Tengo frà ­o. (Its windy. Im cold.)tener ganas de infinitive, to be in the mood for, to feel like doing something: Tengo ganas de comer una hamburguesa. (I feel like eating a hamburger.)tener hambre, to be hungry: No ha comido. Tiene hambre. (He hasnt eaten. Hes hungry.)tener ilusià ³n, to be enthusiastic: Tiene ilusià ³n por viajar a California. (Hes enthusiastic about traveling to California.)tener miedo a noun, to be afraid of: Mi hermana tiene miedo a los serpientes. (My sister is afraid of snakes.)tener miedo de infinitive, to be afraid of: Tiene miedo de nadar. (Hes afraid of swimming.)tener prisa, to be in a hurry: Tengo prisa. El teatro comienza a las ocho. (Im in a hurry. The play begins at 8.)tener razà ³n, to be right: El cliente siempre tiene razà ³n. (The customer is alw ays right.)tener sed, to be thirsty: He trabajado mucho. Tengo sed. (Ive worked a lot. Im thirsty.)tener sueà ±o, to be tired or sleepy: No has dormido. Tendrà ¡s sueà ±o. (You havent slept. You must be tired.)tener suerte, to be lucky: Mi hijo ganà ³ la loterà ­a. Tiene mucha suerte. (My son won the lottery. Hes very lucky.)tener vergà ¼enza, to be ashamed: Matà © a mi amigo. Tengo mucha vergà ¼enza. (I killed my friend. Im so ashamed.) Because tener is used so often to indicate mental states, it can be used by itself to ask someone how he or she is doing, especially if you suspect something is wrong:  ¿Quà © tienes? Whats up with you? Note that the adjective mucho or mucha can be used with the noun portion of the idiom to indicate degree as is expressed by very in English: Tengo sed, Im thirsty. Tengo mucha sed, Im very thirsty. Note also that tener is irregular in its conjugation.