In Various Regions Of The World The EFA Goals Are Frustrated By - 1

In Various Regions Of The World The EFA Goals Are Frustrated By - 1 In Various Regions Of The World The EFA Goals Are Frustrated By Social, Cultural And Economic â€" Essay Example > EDUCATION FOR ALL GOALSEducation For All (EFA) are standards set apart to govern education policies systems, and structures of 164 countries that agreed to take part. Indeed, they were intended to run between 2000 and 2015 culminating in 15 years. As a benchmarking tool, six goals were set to regulate and define a successful system by 2015 (Hutton 2014). These goals included: the expansion of early childhood and care education and achievement of universal primary education that would be free. Also, it provided guaranteed access to vocational and life skills to youth and adults, attaining 50% reduction illiteracy in adults by 2015. More goals included achieving gender parity and equality between male and female counterparts and further improving the quality of education given to children, adults, and youth (Sayed and Ahmed 2015). However, Nigeria has been experiencing a lot of challenges in meeting this goal despite a consistent increase in its per capita income up to 2014. In ranki ngs of specific targets, Nigeria has failed and has been viewed far from achieving any of the goals. Indeed, failure may be attributed to some challenges, which the country faces that include poverty, lack of sufficient funding from the government, corruption, high student to teacher ratio and child labour (Ametepee and Anastasiou 2015). Also, insecurity in the northern regions of the country, poor infrastructure and cultural barriers such as female hindrance from participating in education have hindered the country its EFA goals. In this study, the focus will lie majorly on goal two which is the attainment of free universal education, and goal six which discusses improving the quality of education offered. It will also address the frustrating factors to this goal and their impact. Nevertheless, the study will first examine the UNESCO contextual background. Also, it will review the Nigerian education system and how it has evolved in brief and how the neighbouring countries are far ing in the quest to achieve these goals. However, EFA study has been motivated by the need for education to be part of the core requirements of all human beings. It also aims at enhancing the growth of the education sector in Nigeria after the inception of the education for all goals, the challenges it has faced and the way forward to achieve these aims. In essence, it is vital for education to be integrated into one’s life since it enables people to improve their quality of life by increasing their creativeness. Also, adequate education improves individual bargaining power and eventually progress the economic performance of the nation. When an education system fails or is unable to meet the global standards or needs, necessary action must be put into place to ensure that the problem is corrected before it becomes a major issue. Nigeria, for example, seems to be facing a myriad of challenges and levels of illiteracy have been increasing rapidly. These problems have caused the fo rmer and if mitigated, the education sector in the country will thrive. United Nations under UNESCO (United Nations Education, Scientific and Cultural Organisation) initiated the EFA study. Its main aim was to provide efficient learning requirements to children, youth, and adults from all walks of life from both genders. These goals were created in correspondence to the Millennium Development Goals (MDGs) two and three which were concerned with universal primary education and gender parity (Roby, Erickson and Nagaishi 2016). The goals commenced in 2000 as a way of improving the educational sector that was ailing. Therefore, UNESCO was chosen to coordinate and oversee the member’s efforts in developing the education sector in their respective countries. In fact, through the global monitoring reports, UNESCO reports on the progress of the goals in various countries and provides solutions. In the recent reports, UNESCO has shown that majority countries have not achieved their target s entirely, but there is a steady rise towards its achievement. According to the Global Monitoring Reports by UNESCO, Nigeria is ranked 103, in the Education Development Index, out of 163 nations who signed up the EFA goals. On goal one, which involves expanding early childhood care education, 47% of countries, have already achieved the goal and 8% percent are adjacent to achieving the goal. However, 20% are very far from achieving the goal which includes Nigeria. On the second goal which is about attaining universal primary education, 52% percent have already reached it with 10 % percent close (UNESCO 2013). However, Nigeria and other nations make up 38 percent which has a long way to go. Goal three, which provides access to vocational and life skills, to be equitable has achieved poor performance in many nations with less than half of adolescents enroling in secondary schools, including Nigeria. The fourth goal which aims at decreasing adult illiteracy by 50% percent in 2015 has achieved 25% fulfilment with 32 percent being very far from attaining it. In Nigeria, for example, 51 percent of Nigerian adults are illiterate. On obtaining gender parity and equality which is the 5th goal, many countries, especially in the sub-Saharan region, are yet to achieve it. Specifically, Nigeria is yet to achieve both at the primary and secondary level with more males attending school than females. Female illiteracy is a result of early marriage and premature pregnancy. Further, there is also lack of teacher training on how to approach gender sensitive issues. The last goal addresses the quality of education and improvement. In fact, efficient education has not been achieved in majority countries. However, many states are still on track and will achieve the goals in due course.

Is Teaching a Profession - 2328 Words

All professions have an identifiable knowledge base. Teaching has no such knowledge base, therefore, it is not a profession Discuss this statement. There are different characteristics of what a profession entails of. Some characteristics, such as full graduate training are based on the more known professional modes such as law, medicine and engineering. The majority of critics have agreed on the similar aspects of an occupational group acquiring: a knowledge base, expertise in their field, a sense of autonomy and responsibility which makes them a profession. In regards to teaching, it has sufficient evidence to produce these requirements which enables them to be recognised as a profession in society. Professions are known to have the†¦show more content†¦For an occupation to become a profession they need to be able to produce these characteristics of uniqueness which will lead to increasing their identity in society. From what makes up a profession, teachers are able to; under this criterion with other additional features become what is called a profession. Teachers and education have gone through changes in which their identity of being a profession has either been deprofessionalised or improved to suit societys and the occupations needs. It has been increasingly more evident that teaching is a profession. Throughout the history of teaching, there has been progress, which gives reason to consider that teaching is a profession. The old teaching profession (Sachs, 2003, p. 8) includes teachers being given an exclusive membership. This notion of membership means that only people within this occupational group are permitted. Membership becomes restricted to individuals who meet their standards, just like other professions such as doctors. The disadvantage of this was that it was too slow to react to the changing demands of society of inclusion and exclusion of individuals. Although teaching does have the traditional feature of professions, it also has the negative effect which, in end, brought the fall of the old teaching profession and introduced several improvements to identify teaching as a profession. An improvement of teaching hasShow MoreRelatedTeaching As A Profession? Essay1153 Words   |  5 Pages1. Teaching as a Profession 1.What is a profession? (text book Ch 1 2) 2.Are early childhood teachers perceived as being a professional? 3.Standards, ethics and behaviour of a professional. PROFESSION The sociological approach to professionalism is one that views a profession as an organized group which is constantly interacting with the society that forms its matrix, which performs its social functions through a netywork of formal and informal relationships and which creates its own subcultureRead MoreThe Teaching Profession1789 Words   |  8 PagesThe Teaching Profession Introduction: There is no doubt that the teaching profession is very important in molding the young minds to become the responsible citizens of the future. Many young people look forward to becoming successful teachers to educate the young generation. Pros of teaching: Teaching is a special calling. It is not a job well-suited to everyone. In fact, many new teachers leave within the first 3-5 years of teaching. However, there are many rewards that come with this oftenRead MoreTeaching Profession1679 Words   |  7 Pagesto a dynamic teaching experience. âÅ"” 3. Have a vision of what you want and what the technology can achieve. âÅ"” 4. Can identify his/her goals and facilitate the learning. âÅ"” 5. Must continue to absorb experiences and knowledge. âÅ"” 6. Fluent in tools and technologies that enable communication and collaboration. âÅ"” 3. Use the questionnaire for you to determine the extent to which you possess the 21st century skills. I can use computer easily. I can adapt dynamic teaching experience andRead MoreThe Importance Of Teaching As A Profession895 Words   |  4 Pagespresentation Briefly, talk about the teaching as profession; comparing teaching with other professions †¢ Highlight the main points in this chapter. †¢ Go through each point as discussed in the summary. †¢ After the summary, go through the sex question and answer. †¢ Ending with the brief meaning of the key words of the chapter. Introduction Teaching is a process of giving away knowledge, skills, values, and habits to learners. In our everyday experience, teaching as a profession is trying to gain controlRead MoreThe Reasons For Teaching As A Profession913 Words   |  4 PagesPersonal satisfaction, enjoyment of the subject matter, and the desire to work with young people has been the central reasons for individuals choosing teaching as a profession (Curtis Wise, 2012). Teachers believe that by working with young people can make a difference in the lives of those young people. Teaching provides a sense of purpose. Teachers have the opportunity to build a student’s confidence, help to shape dreams, provide redirection, and impact knowledge and wisdom on a daily basisRead MoreEssay on The Teaching Profession1654 Words   |  7 PagesThe Teaching Profession Becoming an educator, especially in recent years has been considered one of the most demanding yet rewarding professions in the work force today. Teaching, with its benefits and intellectual motives has risen to become one of the most sought after jobs in society. But even after taking such rewards into consideration, one might want to analyze how time consuming and emotionally draining teaching young people may turn out to be. Along with its rewards and demands, teachingRead MoreTeaching Is An Interesting Profession1528 Words   |  7 Pages For me teaching is an interesting profession. It makes me feel good. My thoughts regarding teaching were the same before I started working, so I did not experience any disappointment. In short teaching profession is joyful and instructive (English Teacher/6 years, Female). After undergraduate education, I thought that I could do everything and I would be a good teacher. When I began my career, sometimes I could not deliver the topic properly. I did not know how to provide knowledge toRead MoreTeaching Is A Profession Not A Trade Essay1061 Words   |  5 Pages3- Speak about the roles adopted by the teacher in classrooms. What other roles does the teacher play in the community? Teaching is a profession not a trade. Teachers play major roles in influencing students lives inside and outside their classrooms. They are the backbone of the educational systems that have a high esteem for teachers and their roles in society. They have the future of the country in their hands. Here, we are going to discuss their roles that vary between controllerRead MoreAnalyzing the Teaching Profession706 Words   |  3 PagesParamount importance in the treatment and education of man has the position and work of teaching. The teacher has always been the mainstay of intellectual and cultural progress of any society and the cornerstone of personal happiness every man. So, it be perceived the importance of this profession for man and society. It is no coincidence that everybody who exercise this profession should be at alert and disseminates the values and knowledge in children with the best way. This requires a constantRead MoreThe State Of The Teaching Profession Essay1 281 Words   |  6 PagesThe State of the Teaching Profession Before starting my debate research, I made a cluster graphic organizer to see which characteristics correlated with the topic, the state of the teaching profession. The overall themes I came up with where teacher shortage, retention, and how the implementation of the Common Core State Standards affects teacher retention. Collectively, as a group, we decided on our three debate topics: teacher residency programs, teacher shortage related to mentorship, and the

Concussion Is A Traumatic Brain Injury - 2406 Words

Concussion is a traumatic brain injury caused by a blow to the head, fall or any other kind of injury that moves the brain inside the skull. It is not true that you have to pass out to have a concussion. Although passing out is one of the most common symptoms, other symptoms like forgetting what happen right before the injury. Each brain is different so it makes the concussion different as well the recover, some people may recover after a few hours’ others may take a few weeks to recover others may even take months, depending on how sever was the injury. Your brain is surrounded by spinal liquid which is cover by your hard skull. the liquid around your brain keeps it from banging into your skull but if your head or your body is hit hard your brain can crash into your skull causing an injuring. There are many ways to get a concussion. The most common way are fights, falls, car accident, and/or bike accidents. Although concussion have also happened due to the fact that people pa rticipate in sports or activities such like football, boxing, hockey, soccer, skiing, or snowboarding. It’s not always easy to determine if someone has a concussion, as mention said before passing out doesn’t always mean a person is having a concussion. The symptom may variety from very severe to an insignificant thing, it may last for hours to day maybe even weeks, it may even be months. There are many symptoms to a concussion but they all fit into four main categories, the first thinking andShow MoreRelatedA Concussion Is A Mild Traumatic Brain Injury1768 Words   |  8 PagesA concussion is a mild traumatic brain injury. A concussion occurs when you receive an impact to the head. The importance of concussions varies and affect all types of athletes, from professionals to little leagues players. Sport concussions has become a major problem and it could be long-term effects of this injury if not properly treated. However, a concussion is usually short-lived. Severa l people recover from concussions within seven to ten days while others may take even longer than that (ZalserRead MoreConcussions Or Mild Traumatic Brain Injuries958 Words   |  4 PagesConcussions or mild traumatic brain injuries (MTBI) are the most common forms of traumatic brain injury. There are between 1.6 and 3.8 million concussions a year that occur due to sports and recreation accidents alone (CDC). Mild concussions and MTBIs were once thought to be insignificant in terms of consequences. However, there now is significant evidence that neurological even with what is thought to be a mild injury, physiological, and cognitive changes can occur. Individuals sustaining mild brainRead MoreConcussions As A Type Of Traumatic Brain Injury1289 Words   |  6 Pages  Concussions, a type of traumatic brain injury, are a frequent concern for those playing sports, from children and teenagers to professional athletes. Repeated concussions are a known cause of various neurological dis orders, most notably chronic traumatic encephalopathy, which in professional athletes has led to premature retirement, erratic behavior and even suicide. Over 1.6 million Americans have sustained concussion-related injuries. Because concussions cannot be seen on X-rays or CT scans, attemptsRead MoreSports Concussions Are A Type Of Traumatic Brain Injury2144 Words   |  9 Pages But it always clears. Sports Concussions Sports concussions are a type of traumatic brain injury (TBI) that can have long-term neurologic sequelae. Sports concussions have an estimated incidence of 3.8 million per year in the U.S. which represents a significant public health issue[2]. Approximately 50% of sports concussions may be unreported. As such, the public health implications of sports concussions are significantly underestimated. Sports concussions may occur from any sport and areRead MoreBiomechanics : Concussions And Mild Traumatic Brain Injury1820 Words   |  8 PagesMichael Dunaway Professor Steven H. Elder ABE 4613 3 December 2014 Biomechanics of Concussions in American Football A concussion or mild traumatic brain injury(mTBI) is an acceleration/deceleration injury resulting from biomechanical forces transmitted to the cerebral tissues from impacts to the head (Broglio). Concussive sport injuries make up the majority of all brain injuries in the United States with 1.6 to 3.8 million cases every year. Every year athletes get bigger, better, faster, andRead MoreConcussions Are Minor Traumatic Brain Injuries Caused By Bumping The Head1231 Words   |  5 PagesPatho: Concussions are minor traumatic brain injuries caused by bumping the head. The action taking place that causes a concussion is when the brain bounces around in the skull causing minor to major bruising. This causes chemical changes in the brain and leaves the damaged areas in the brain vulnerable to permanent damage if injured again. Symptoms involve â€Å"impairments of memory and attention, headache, and alteration of mental status, are the result of neuronal dysfunction mostly caused byRead MoreRecovery Time After Concussion Essay855 Words   |  4 Pagesblood test predict recovery time after concussion? Abstract Background: There is currently no objective testing markers to predict recovery time after an athlete suffers a concussion. Recent studies are aimed to determine whether or not biomarkers in the blood will be able to help in identifying recovery time after a concussion. Purpose: To determine whether or not protein biomarkers in the blood can serve to predict adequate recovery time after a concussion. Results: Gill et al. reports a higherRead MoreSymptoms And Symptoms Of A Concussion1312 Words   |  6 PagesConcussion Repercussions Contact sports like football, boxing, wrestling, and hockey have health risks associated with repetitive head trauma that can produce concussions. Players of these types of sports are at a significantly higher risk for developing long-term brain damage and cognitive impairment later in life. A concussion is a subset of a Traumatic Brain Injury (TBI) and results from shaking the brain within the skull. The American Association of Neurological Surgeons (the â€Å"AANS†) has definedRead MoreAthletes And Concussions With Concussions1738 Words   |  7 Pagesaccount for about 300,000 concussions each year (11 Facts). A concussion is a traumatic brain injury that causes swelling of the brain s soft tissue and disrupts normal brain function (Concussion). A concussion has potential to impact memory and coordination for the rest of the athlete s life along with lead to other, more serious, brain injuries. In order for athletes to reduce the effects from concussions, they need to be ed ucated on the symptoms, ways to avoid the injury, and the possible lifelongRead MoreThe Awareness Of Traumatic Brain Injuries1334 Words   |  6 PagesIntroduction The awareness of Traumatic Brain Injuries (TBI) has increased and the information available is better now than it was in the past. I believe many people are aware of concussions and traumatic brain injuries but not how it can affect their brain. Traumatic Brain injuries are a very complex injury with a broad spectrum of symptoms and disabilities. Many healthcare professionals in the field of brain injury often say, â€Å"If you’ve seen one concussion, you’ve seen one concussion.† Even a mild case of

A Clockwork Orange Summary Free Essays

Synopsis: Young Alex and his gang members (Dim, Pete and Georgie) go on a rampage around the futuristic city in London. In the book what we call evil is actually a form of art to Alex. Alex loves art itself, particularly classical music. We will write a custom essay sample on A Clockwork Orange: Summary or any similar topic only for you Order Now To Alex, the delight he finds in classical music is closely related to the joy he feels during acts of violence. The State’s destruction of Alex’s ability to make his own moral choices represents a greater evil than any of Alex’s crimes, since turning Alex into an automaton ultimately sanctions the notion that human nature is dispensable. Alex truly grows as a human being only in the last chapter, after the government removes his conditioning and he can see the error of his ways for himself, without the prompting of an external, controlling force. The slang used by the â€Å"Droogs† represents the social gap between youth and the elders of society. Aspects: Music: Music in this book is one of the main aspects. Music affects everyone in a different way. Alex when he listens to symphonies especially Ludwig Van Beethoven, he gets stimulated to do more violence. Good is bad and bad is good: A regular teens would go to school and have a part time job to make money. As we would think school, having a job, working for yourself is good for you. In a Clockwork Orange everything is switched around. Basically what the young adults find good is like robbing stores, raping women on the street, having gang fights, the good old ultra violence. Satire: The dystopia of  A Clockwork Orange  has a very satirical tone. The aspect of satire in the novel is in the form of political commentary. Alex and his gang deprive the community of moral choice and free will, limiting their personal freedoms. In this way, Anthony Burgess conveys an anti-totalitarian message in the novel. The futuristic dystopian society of the novel is a completely exaggerated claim of what a totalitarian government would lead to. In an attempt to prove the point that a deprivation of personal freedoms would be catastrophic to the world, Burgess paints a picture with absolutely no happiness, a picture painted satirically. Theme: If personal freedom is a justifiable sacrifice for comfort and social stability. His treatment shows that government would rather have a faceless society that shuns emotion and motive. Maturity: When Alex in the end shows that he wants too mature into an adult when he confronts or meets Pete. How to cite A Clockwork Orange: Summary, Papers

Spotted Horses Vs Mule In The Yard free essay sample

Patched Horses Vs. Mule In The Yard Essay, Research Paper Patched Horses Vs. Mule in the Yard William Faulkner wrote two short narratives, which are likewise in many facets. Patched Horses and Mule in the Yard are short narratives that both involve amusing animate being pursuits and fiscal minutess. Even though the narratives are written by the same writer, have similar features, and portion similar secret plan characteristics, they are wholly different narratives. The narratives are both illustrations of interpretative literature, nevertheless Patched Horses is a more interpretative short narrative than Mule in the Yard because Spotted Horses fits Perrine s profile of interpretative literature, and Mule in the Yard seems to retroflex Perrine s profile of flight literature. Harmonizing to Laurence Perrine in his 7th edition of Literature: Structure, Sound and Sense he states the definition of interpretative literature is Literature written to intensify and broaden and sharpen our consciousness of life. We will write a custom essay sample on Spotted Horses Vs Mule In The Yard or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Interpretative literature is non candy coated. It allows its readers to see the tests and trials of life. By utilizing diagrammatically realistic secret plans and terminations, which are consistent to those in existent life, interpretative literature achieves a higher literary value than escape literature. Interpretative literature allows its reader excessively step out of the fantasy universe they might be populating in and concentrate on what the universe is truly approximately. One might state an interpretative narrative provides insight to understanding. Not merely understanding of ourselves, but our neighbours, friends, household or anyone else we might meet. Escape literature is the complete antonym of interpretative literature. Escape literature is written strictly for amusement. Escape literature takes it s reader out of the existent universe and into a fantasy universe where everything plants and happens merely like we want it to. This is a universe where the stoping ever has closing. Escapist writers barely of all time stop on a bad note. They want the reader to go forth the pages of their narrative satisfied, and holding a sense of contentment. Perrine s illustration of flight literature is Cinderella. Cinderella s life goes from shreds to wealths in one dark. She marries a prince and lives merrily of all time after. Harmonizing to Perrine the most common outlooks of flight literature readers are the sympathetic heroes or heroines, the suspenseful secret plan which one exciting event returns another, the resolved happy result, and the subject. Escape literature subjects confirm the reader s old sentiments of the universe. Readers of flight literature read for pleasance non to garner cognition on how to last in the existent universe. The difference between flight literature and interpretative literature has nil to make with the absence or presence of ethical motives, facts, phantasy, or history. The chief difference between the two is the intent for which the narrative is written. Mule in the Yard by William Faulkner is an interpretative narrative. Howe ver, Patched Horses is a more interpretative narrative. Even though Mule in the Yard is interpretative, it has a few flight literature qualities. The supporter for Mule in the Yard was Mrs. Hait, and the adversary was Snopes. The cardinal struggle between the two of them was that Snopes had succeeded in killing Mrs. Hait s hubby and acquiring off with it. Justice being served resolved the struggle. Snope s fraud efforts where discovered by the insurance bureau, and Mrs. Hait got her retaliation by hiting his mule. This explains your typical reader friendly escapist stoping. Where as, in Patched Horses, the stoping is more unsolved. Patched Horses uses a more true to life state of affairs where what the reader would pigeonhole as an unhappy or undetermined stoping because justness was non served and good did non predominate over immorality. Patched Horses is a more interpretative narrative than Mule in the Yard because of the plausibleness of the happenstances. The full transition about the fire in Mule in the Yard seems impossible. The opportunities are slender to none of Mrs. Hait go forthing the pail of hot coals and the heap of fire priming pitch pine acerate leafs set following to the steps taking down to the marketer, where Snopes merely so happened to go forth the door opened. None of it truly seems possible. Patched Horses has a few happenstances, but they are slightly problematic. The fact that Eula Varner was pregnant and had to acquire married, so Flem Snopes married her to be able to take advantage of her household more exhaustively was one case of happenstance. We know from experience many people use their place on to travel up in the universe. By pull stringsing the people in a state of affairs, one can many times either net income or better them as a consequence. Flem may hold merely been working to bette r himself by replying the door while chance was strike harding. This may hold non been a happenstance. William Faulkner may hold merely used this case to assistance in his word picture of Flem Snopes. Another of Perrine s outlooks of flight literature can be described as a busy secret plan. This is where something is ever go oning throughout the narrative to maintain the readers attending. The secret plan used in Mule in the Yard resembles the description. There is ever something traveling on between Mrs. Hait and Snopes. Mrs. Hait s hubby gets killed, she and Snopes fight over money, Mrs. Hait s house burns down, she and Snopes fight over money once more, Snopes gets busted for fraud by the insurance company, and Mrs. Hait shoots a mule all this happens in 90 paragraphs. Once once more, Patched Horses is proved to be the more interpretative of the two narratives because it s secret plan was non written for amusement. There is no suspense in Patched Horses. Mule in the Yard is non a bad narrative. It is really an interpretative piece of literature. There are some cases where it could be marginal flight literature, but overall it is interpretative. When compared to Spotted Horses, it is the more dreamer of the two.

Solid Geometry on SAT Math The Complete Guide

Solid Geometry on SAT Math The Complete Guide SAT / ACT Prep Online Guides and Tips Geometry is the branch of mathematics that deals with points, lines, shapes, and angles. SAT geometry questions will test your knowledge of the shapes, sizes, and volumes of different figures, as well as their positions in space. 25-30% of SAT Math problemswill involve geometry, depending on the particular test. Because geometry as a wholecovers so many different mathematical concepts, there are several different subsections of geometry (including planar, solid, and coordinate). We will cover each branch of geometryin separate guides, complete with a step-by-step approach to questions and sample problems. This articlewill be your comprehensive guide to solid geometry on the SAT. We’ll take you through the meaning of solid geometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult solid geometry problems involving cubes, spheres, and cylinders on the SAT. Before you continue, keep in mind that there will usually only be 1-2 solid geometry questions on any given SAT, so you should prioritize studying planar (flat) geometry and coordinate geometry first. Save learning this guide for last in terms of your SAT math prep. Before you descend into the realm of solid geometry, make sure you are well versed in plane geometry and coordinate geometry! What is Solid Geometry? Solid geometry is the name for geometry performed in three dimensions. It means that another dimension- volume- is added to planar (flat) geometry, which only uses height and length. Instead of flat shapes like circles, squares, and triangles, solid geometry deals with spheres, cubes, and pyramids (along with any other three dimensional shapes).And instead of using perimeter and area to measure flat shapes, solid geometry uses surface area and volume to measure its three dimensional shapes. A circleis a flat object. This is plane geometry. A sphere is a three-dimensional object. This is solid geometry. On the SAT, most of the solid geometry problems are located at the end of each section. This means solid geometry problemsare considered some of the more challenging questions (or ones that will take the longest amount of time, as they often need to be completed in multiple pieces).Use this knowledgeto direct your study-focus to the most productive avenues. If you are getting several questions wrong in the beginning and middle sections of each math section, it might be more productive for you to take the time to first refresh your overall understanding of the math concepts covered by the SAT. You can alsocheck out how to improve your math scoreor refresh your understanding of all the formulas you’ll need. Note: most of the solid geometry SAT Math formulas are given to you on the test, either in the formulas box or on the question itself. If you are unsure which formulas are given or not given in the math section, refresh your formulas knowledge. This is the formula box you'll be given on all SAT math sections. You are given the formulas for both the volume of a rectangular solid and the volume of a cylinder. Other formulas will often be given to you in the question itself. But whilemany of the formulas are given, it is still important for you to understand how they work and why. So don’t worry too much about memorizing them, but do pay attention to them in order to deepen your understanding of the principles behind solid geometry on the SAT. In this guide, I’ve divided the approach to SAT solid geometry into three categories: #1: Typical SAT solid geometry questions #2: Types of geometric solids and their formulas #3: How to solve an SAT solid geometry problem with our SAT math strategies Solid geometry adventure here we come! Typical Solid Geometry Questions on the SAT Before we go through the formulas you'll need to tacklesolid geometry, it's important to familiarize yourself with the kinds of questions the SAT will ask you about solids. SAT solid geometry questions will appear in two formats: questions in which you are given adiagram, and word problem questions. No matter the format, each type of SAT solid geometry questionexiststotestyour understanding of the volume and/or surface area of a figure. You will be asked how to find the volume or surface area of a figure or you'll be asked to identify how a shape's dimensions shift and change. Diagram Problems A solid geometry diagram problem will provide you with a drawingof a geometrical solid and ask you to find a missing element of the picture. Sometimes they will ask you to find the volume of the figure, the surface area of the figure, or the distance between two points on the figure. They may alsoask you to compare the volumes, surface areas, or distances of several different figures. This is a typical "comparing solids" SAT question. We'll go through how to solve it later in the guide. Word Problems Solid geometry word problemswill usually ask you tocomparethe surface areas or volumes of two shapes. They will often giveyou the dimensions of one solid and then tell youto compare its volume or surface area to a solid with different dimensions. By how many cubic feet is a box with a height of 2inches, a width of 6 inches, and a depth of 1 inch greater than a cylinder with a height of 4 inches and a diameter of 6 inches? This is a typical word problem question that might appear in the grid-in section of the SAT math Other word problems mightask you to contain one shape within another. This is just another way of getting you to think about a shape's volume and ways to measure it. What is the minimum possible volume of acube, in cubic inches,thatcouldinscribe a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ This is a typical inscribing solids word problem. We'll go through how to solve it later in the guide. Solid geometry word problemscan be confusing to many people, because it can be difficult to visualize the question without apicture. As always with word problems that describe shapes or angles, make the drawing yourself! Simplybeing able to seewhat a question is describing can do wonders to help clarify the question. Overall Style of Solid Geometry Questions Every solid geometry question on the SAT is concerned with either the volume or surface area of a figure, or the distance between two points on a figure. Sometimes you'll have to combine surface area and volume, sometimes you'll have to compare two solids to one another, but ultimately all solid geometry questions boil down to these concepts. So now let's go through how to find volumes, surface areas, and distances of all the different geometric solids on the SAT. A perfect example of geometric solidsin the wild Prisms A prism is a three dimensional shape that has (at least) two congruent, parallel bases. Basically, you could pick up a prism and carry it with its opposite sides lying flat against your palms. A few of the many different kinds of prisms. Rectangular Solids A rectangular solid is essentially a box. It has three pairs of opposite sides that are congruent and parallel. Volume $\Volume = lwh$ The volume of a figure is the measure of its interior space. $l$ is the length of the figure $w$ is the width of the figure $h$ is the height of the figure Notice how this formula is the same as findingthe area of the square ($A = lw$) with the added dimension of height, as this is a three dimensional figure First, identify the type of question- is it asking for volume or surface area? The question asks about the interior space of a solid, so it's a volume question. Now we need to finda rectangular volume, but this question is somewhat tricky. Notice that we're finding out how much water is in a particular fish tank, but the water does not fill up the entire tank. If we just focus on the water, we would find that it has a volume of: $V = lwh$ = $(4)(3)(1) = 12\cubic\feet$ (Why did we multiply the feet and width by 1 instead of 2? Because the water only comes up to 1 foot; it does not fill up the entire 2 feet of height of the tank) Nowwe are going to put that 12 cubic feet of water into a second tank. This second tank has a total volume of: $V = lwh$ = $(3)(2)(4) = 24\cubic\feet$ Although the second tank can hold 24 cubic feet of water, we are only putting in 12. So $12/24 = 1/2$. The water will come up at exactly half the height of the second tank, which means the answer is D, 2 feet. Either way, those fish won't be very happy in half a tank of water Surface Area $\Surface\area = 2lw + 2lh + 2wh$ In order to find the surface area of a rectangular prism, you are finding the areas for all the flat rectangles on the surface of the figure (the faces) and then adding those areas together. In a rectangular solid, there are six faces on the outside of the figure. They are divided into three congruent pairs of opposite sides. If you find it difficult to picture surface area, remember that a die has six sides. So you are finding the areas of the three combinations of length, width, and height (lw, lh, and wh), which you then multiply by two because there are two sides for each of these combinations.The resulting areas are then all added together to getthe surface area. Diagonal Length $\Diagonal = √[l^2 + w^2 + h^2]$ The diagonal of a rectangular solid is the longest interior line ofthe solid. It touches from the corner of one side of the prismto the opposite corner on the other. You can find this diagonal by either using the above formula or by breaking up the figure into two flat triangles and using the Pythagorean Theorem for both. You can always do this is you do not want to memorize the formula or if you're afraid of mis-remembering the formula on test day. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. $c^2 = l^2 + w^2$ Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. $d^2 = c^2 + h^2$ And solve for the diagonal using the Pythagorean Theorem again. Cubes Cubes are a special type of rectangular solid, just like squares are a special type of rectangle A cubehasa height, length, and width that are all equal. The six faces on a cube's surface are also all congruent. Volume $\Volume = s^3$ $s$ is the length of the side of a cube (any side of the cube, as they are all the same). This is the same thing as finding the volume of a rectangular solid ($v = lwh$), but, because their sides are all equal, you can simplify it by saying $s^3$. First, identify what the question is asking you to do. You're trying to fit smallerrectangles into a larger rectangle, so you're dealing with volume, not surface area. Find the volume of the larger rectangle (which in this case is a cube): So you can use the formula for the volume of a cube: $\Volume = s^3$ = $6^3 = 216$ Or you can use the formula to find the volume of any rectangular solid: $\Volume = lwh$ = $(6)(6)(6) = 216$ Now find the volume of one of the smaller rectangular solids: $\Volume = lwh$ = $(3)(2)(1) = 6$ And divide the larger rectangular solid by the smaller to find out how many of the smaller rectangular solids can fit inside the larger: $216/6 = 36$ So your final answer is D, 36 SurfaceArea $\Surface\area = 6s^2$ This is the same formulas as the surface area for a rectangular solid ($SA = 2lw + 2lh + 2hw$). Because all the sides are the same in a cube, you can see how $6s^2$ was derived: $2lw + 2lh + 2hw$ = $2ss + 2ss + 2ss$ = $2s^2 + 2s^2 + 2s^2$ = $6s^2$ Diagonal Length $\Diagonal= s√3$ Just as with the rectangular solid, you can break up the cube into two flat triangles and use the Pythagorean Theorem for both as an alternative to the formula. This is the exact same process as finding the diagonal of a rectangular solid. First, find the length of the diagonal (hypotenuse) of the base of the solid using the Pythagorean Theorem. Next, use that length as one of the smaller sides of a new triangle with the diagonal of the rectangular solid as the new hypotenuse. Solve for the diagonal using the Pythagorean Theorem again. Cylinders A cylinder is a prism with two circular bases on its opposite sides Notice how this problem only requires you to know that thebasic shape of a cylinder.Draw out the figure they are describing. If the diameter of its circular bases are 4, that means its radius is 2. Now we have two side lengths of a right triangle. Use the Pythagorean Theorem to find the length of the hypotenuse. $2^2 + 5^2 = c^2$ = $29 = c^2$ = $c = √29$, or answer C Volume $\Volume = πr^2h$ $π$ is the universal constant, also represented as 3.14(159) $r$ is the radius of the circular base. It is any straight line drawn from the center of the circle to the circumference of the circle. $h$ is the height of the circle. It is the straight line drawn connecting the two circular bases. This problem requires you to understand how to get both the volume of a rectangular solid and the volume of a cylinder in order to compare them. A right circular cylinder with a radius of 2 and a height of 4 will have a volume of: $V = πr^2h$ = $π(2^2)(4) = 16π$ or $50.27$ The volumes for the rectuangular solids are found by: $V = lwh$ So solid A has a volume of $(3)(3)(3) = 27$ Solid B has a volume of $(4)(3)(3) = 36$ Solid C has a volume of $(5)(4)(3) = 60$ Solid D has a volume of $(4)(4)(4) = 64$ And solid E has a volume of $(4)(4)(3) = 48$ So the answer is E, 48 Surface Area $\Surface\area = 2πr^2 +2πrh$ To find the surface area of a cylinder, you are adding the volume of the two circular bases ($2πr^2$), plus the surface of the tube as if it were unrolled ($2πrh$). The surface of the tube can also be written as $SA = πdh$, because the diameter is twice the radius. In other words, the surface of the tube is the formula for the circumference of a circle with the additional dimension of height. Non-Prism Solids Non-prism solids are shapes in three dimensions that do not have any parallel, congruent sides. If you picked these shapes up with your hand, a maximum ofone side (if any) would lie flat against your palm. Cones A cone is similar to a cylinder, but has only one circular base instead of two. Its opposite end terminates in a point, rather than a circle. There are two kind of cones- right cones and oblique cones. For the purposes of the SAT, you only have to concern yourself with right cones. Oblique cones are restricted to the math I and II subject tests. A right cone has an apex (the terminating point on top) that sits directly above the center of the cone’s circular base. When a height ($h$) is dropped from the apex to the center of the circle, it makes a right angle with the circular base. Volume $\Volume = 1/3πr^2h$ $π$ is a constant, written as 3.14(159) $r$ is the radius of the circular base $h$ is the height, drawn at a right angle from the cone’s apex to the center of the circular base The volume of a cone is $1/3$ the volume of a cylinder. This makes sense logically, as a cone is basically a cylinder with one base collapsed into a point. So a cone’s volume will be less than that of a cylinder. Surface Area $\Surface\area = πr^2 + pirl$ $l$ is the length of the side of the cone extending from the apex to the circumference of the circular base The surface area is the combination of the area of the circular base ($πr^2$) and the lateral surface area ($πrl$) Because right cones make a right triangle with side lengths of: $h$, $l$, and $r$, you can often use the pythagorean theorem to solve problems. Pyramids Pyramids are geometric solids that are similar to cones, except that they have a polygon for a base and flat, triangular sides that meet at an apex. There are many types of pyramids, defined by the shape of their base and the angle of their apex, but for the sake of the SAT, you only need to concern yourself with right, square pyramids. A right, square pyramid has a square base (each side has an equal length) and an apex directly above the center of the base. The height ($h$), drawn from the apex to the center of the base, makes a right angle with the base. Volume $\Volume = 1/3\area\of\the\base * h$To find the volume of a square pyramid, you could also say $1/3lwh$ or $1/3s^2h$, as the base is a square, so each side length is the same. Spheres A sphere is essentially a 3D circle. In a circle, any straight line drawn from the center to any point on the circumference will all be equidistant. This distance is the radius (r). In a sphere, this radius can extend in three dimensions, so all lines from the surface of the sphere to the center of the sphere are equidistant. Volume $\Volume = 4/3πr^3$ Inscribed Solids The most common inscribed solids on the SAT will be: cube inside a sphere and sphere inside a cube. You may get another shape entirely, but the basic principles of dealing with inscribed shapes will still apply. The question is most often a test ofYou’ll often have to know the solid geometry principles and formulas for each shape individually to be able to put them together. When dealing with inscribed shapes, draw on the diagram they give you. If they don’t give you a diagram, make your own!By drawing in your own lines, you’ll be better able to translate the three dimensional objects into a series of two dimensional objects, which will more often than not lead you to your solution. Understand that when you are given a solid inside another solid, it is for a reason. It may look confusing to you, but the SAT will always give you enough information to solve a problem. For example, the same line will have a different meaning for each shape, and this is often the key to solving the problem. So we have an inscribed solid and no drawing. So first thing's first, make your drawing! Now because we have a sphere inside a cube, you can see that the radius of the sphereis always half the length of any side of the cube (because a cube by definition has all equal sides). So $2r$ is the length of all the sides of the cube. Now plug $2r$ into your formula for finding the volume of a cube. You can either use the cube volume formula: $V = s^3$ = $(2r)^3 = 8r^3$ Or you can use the formula to find the volume of any rectangular solid: $V = lwh$ = $(2r)(2r)(2r) = 8r^3$ Either way, you getthe answer E,$8r^3$ Notice how answer B is $2r^3$. This is a trick answer designed to trap you. If you didn't use parentheses properly in your volume of a cube formula, you would have gotten $2r^3$. But if you understand that each side length is $2r$ and so that entire length must be cubed, then you will get the correct answer of $8r^3$. For the vast majority of inscribed solids questions, the radius (or diameter) of thecircle will be the key to solving the question.The radiusof the sphere will be equal to half the length of the side of a cube if the cube is inside the sphere (as in the question above). This means that the diameter of the sphere will be equal to one side of the cube, because the diameter is twice the radius.. But what happens when you have a sphere inside a cube? In this case, the diameter of the sphere actually becomes the diagonal of the cube. What is the maximum possible volume of acube, in cubic inches,thatcould be inscribed inside a sphere with a radius of 3 inches? A) $12√3$ (approximately $20.78$) B) $24√3$ (approximately $41.57$) C) $36√3$ (approximately $62.35$) D) $216$ E)$1728$ First, draw out your figure. You can see that, unlike when the sphere was inscribed in the cube, the side of thecube is not twice the radius of the circle because there are gaps between the cube's sides and the circumference of the sphere. The only straight line of the cube that touches two opposite sides of the sphere is the cube's diagonal. So we need the formula for the diagonal of a cube: $\side√3 = \diagonal$ $s√3 = 6$ (Why is the diagonal 6? Because the radius of the sphere is 3, so $(3)(2) = 6$) $3s^2 = 36$ $s^2 = 12$ $s = √12$ $(√12)^3 = 12√12 = 24√3$ Though solid geometry may seem confusing at first,practice and attention to detail will have you navigating the way to the correct answer The Take-Aways The solid geometry questions on the SAT will alwaysask you about volume, surface area, or the distance between points on the figure. The way they make it tricky is by making you compare the elements of different figures or by making you take multiple steps per problem. But you can always break down any SAT question into smaller pieces. The Steps to Solvinga Solid Geometry Problem #1: Identify what the problem is asking you to find. Is the problem asking about cubes or spheres? Both? Are you being asked to find the volume or the surface area of a figure? Both? Make sure you understandwhich formulas you'll need and what elements of the geometric solid(s) you are dealing with. #2: Draw it out Draw a picture any time they describe a solid without providing you with a picture. This will often make it easier to see exactly what information you have and how you can use that information to find what the question is asking you to provide. #3: Use your formulas Once you've identified the formulas you'll need, it's often a simple matter of plugging in your given information. If you cannot remember your formulas (like the formula for a diagonal, for example), use alternative methods to come to the answer, like the pythagorean theorem. #4: Keep your information clear and double check your work Did you make sure to label your work? The makers of the test know that it's easy for students to get sloppy in a high-stress environment and they put in bait answers accordingly. So make sure thevolume for your cylinder and thevolume for your cube are labeled accordingly. And don't forget to give your answer a double-check if you have time! Does it make sense to say that a box with a height of 20 feet can fit inside a box with a volume of 15 cubic feet? Definitely not! Make sure all the elements of your answer and your work are in the right place before you finish. Follow the steps to solving your solid geometry problems andyou'll get that gold Solid geometry is often not as complex as it looks; it is simply flat geometry that has been taken into the third dimension. If you can understand how each of these shapes changes and relate to one another, you’ll be able to tackle this section of the SAT with greater ease than ever before. What's Next? Now that you've done your paces onsolid geometry, it might bea good idea to review all the math topics tested on the SAT to make sure you've got them nailed down tight. Want to get a perfect score? Check out our article onHow to an 800 on the SAT Mathby a perfect SAT scorer. Currently scoring in the mid-range? Running out of time on the math section?Look no further than our articles on how to improve your score if you're currently scoring below the 600 rangeand how to stop running out of time on the SAT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program.Along with more detailed lessons, you'll get thousands of SAT Mathpractice 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:

The Meaning and Origin of the WEST Surname

The Meaning and Origin of the WEST Surname The West surname was most commonly bestowed on  a person from the west- someone who had migrated from a place further west, or one who lived to the west of the town or village. Similar surnames include  Western, Westerman, and Westray. Alternate Surname Spellings:  WESTESurname Origin: English, German Where People With the WEST Surname Live According to surname distribution data from Forebears, West is most prevalent in the United States where it ranks as the 107th most common surname in the nation. It is also a common surname in England (ranked 111th),  Australia (131st) and New Zealand (152nd). Within England, West is most frequently found in Buckinghamshire, Sussex, and Kent, followed by Lincolnshire, Berkshire, Oxfordshire, Surrey, and Leicestershire. WorldNames PublicProfiler  indicates that within the United Kingdom the West surname is fairly common in Aberdeenshire, Scotland, as well as Isle of Wight and most of southern England. In the United States, West is most common in the South in a swath from Virginia to Oklahoma, especially the states of Georgia, Tennessee, Mississippi, Arkansas, Oklahoma, and Virginia. West is also a common surname in the Northern Territory of Australia. Famous People With the WEST Last Name Billy West  - silent film producer and actorCornel West  - political activist and authorBenjamin West  - American-born painter of religious and historical subjectsMae West - American theater and film actressJames West - American scientist and inventorKayne West - American hip hop artist Genealogy Resources for the Surname WEST How to Research English Ancestry: Learn how to research your English family tree with this guide to genealogical records in England and Wales. Includes information on both online and offline records including birth, marriage, death, census, military and estate records.West Surname DNA Project: Males with the surname WEST or a related surname that may have evolved from or to WEST (Westerman, Wieste, Western, Westh, etc.) are encouraged to join this DNA project focused on sorting out various West family lines.West Family Crest - Its Not What You Think: Contrary to what you may hear, there is no such thing as a West family crest or coat of arms for the West surname.  Coats of arms are granted to individuals, not families, and may rightfully be used only by the uninterrupted male-line descendants of the person to whom the coat of arms was originally granted.  WEST Family Genealogy Forum: Search this popular genealogy forum for the West surname to find others who might be researching your ancestors, or post your West  genealogy query. FamilySearch - WEST Genealogy: Explore over 4  million historical records which mention individuals with the West surname, as well as online West family trees on this free website hosted by the Church of Jesus Christ of Latter-day Saints (Mormons).GeneaNet - West Records:  GeneaNet includes archival records, family trees, and other resources for individuals with the West surname, with a concentration on records and families from France and other European countries.DistantCousin.com - WEST Genealogy Family History: Explore some free databases and genealogy links for the last name West.The West  Genealogy and Family Tree Page: Browse family trees and links to genealogical and historical records for individuals with the last name West from the website of Genealogy Today. Sources: Cottle, Basil.  Penguin Dictionary of Surnames. Baltimore, MD: Penguin Books, 1967.Dorward, David.  Scottish Surnames. Collins Celtic (Pocket edition), 1998.Fucilla, Joseph.  Our Italian Surnames. Genealogical Publishing Company, 2003.Hanks, Patrick, and Flavia Hodges.  A Dictionary of Surnames. Oxford University Press, 1989.Hanks, Patrick.  Dictionary of American Family Names. Oxford University Press, 2003.Reaney, P.H.  A Dictionary of English Surnames. Oxford University Press, 1997.Smith, Elsdon C.  American Surnames. Genealogical Publishing Company, 1997