Horror and Self-punishment in Sophocles Oedipus Rex

Horror and Self-punishment in Sophocles Oedipus Rex An ancient plate portraying Oedipus listening to the riddle of the Sphinx. Oedipus Rex is a play whose qualities of inscrutability and of pervasive irony quickly come to complicate any critical discussion. It is a play of transformations in which things change before our eyes as we watch; where meanings and implications seem to be half-glimpsed beneath the surface of the text only to vanish as we try to take them in; and where ironical resemblance and reflections abound to confuse our response. The play encourages us to make connections and to draw out implications that in the end we are forced to reassess, to question and perhaps abandon. The plays meaning through two†¦show more content†¦Oedipus: When he who plots against me in the dark Comes swiftly on, I must be swift in turn. If I stay quiet, his ends will have been gained, And mine all missed. Creon: What is it that you want? To expel me from the country? Oedipus: Not at all. Your death I purpose, not your banishment. Creon: Not without shewing, first, what a thing is jealousy! Oedipus: You talk like one who will not yield, nor heed. Creon: Because I see you mean injuriously. Oedipus: Not to myself! Creon: No more you ought to me! Oedipus: You are a traitor! Creon: What if you are no Judge? Oedipus: I must be ruler. Creon: Not if you rule badly. The concentration of attention at this point in the play on the state of Oedipus mind is striking and unusual in Greek tragedy. The moment of discovery, which meant so much to Aristotle, is the moment of supreme emotional shock and apparent revelation; but the revelation is at most a partial apprehension of the truth. The chorus recoil from Oedipus discovery in an instant reassessment of the whole meaning of human life, of human achievement and human existence. They burst out with a cry that reduces the whole sum of human life to nothing, and human achievement to a mocking, momentary apparition, a firework, an arrow that climbs and falls away and meansShow MoreRelatedOedipus The King, Or Oedipus Rex1249 Words   |  5 Pagesthe most famous probably being Sophocles’ Oedipus the King, or Oedipus Rex. For a play to be considered a tragedy, it must have a tragic hero. According to Aristotle’s definition of a tragic hero, they must be a decent moral person, of high social standing who eventually meets with a tragic downfall, of their own doing, suffering more than deserved, and realizing their error too late. In the play Oedipus the King, Oedipus is the epitome of a tragic hero. Oedipus Rex was generally a â€Å"good† person;Read MoreThe Tragic Hero of Oedipus Rex Essay1383 Words   |  6 PagesThe Tragic Hero of Oedipus Rex According to the ancient Greeks and Aristotle the hero is a person who possesses superior qualities of mind and body, and who proves his superiority by doing great deeds of valor, strength, or intellect. In Sophocles Oedipus Rex the main character Oedipus possesses these characteristics of a true hero, which in turn lead to his self-destruction. In the beginning of the play Oedipuss great intellect is made known by the chorus who see him as someone who hasRead MoreThe Stranger in Oedipus Essay1467 Words   |  6 Pagesin novels and literary works alike. Albert Camus’ The Stranger depicts a modern system of justice; however, Sophocles Oedipus Rex portrays a simplistic system of justice. Society implements these to prevent the downfall of the human race. Society protects humanity from its own demise by condemning acts of violence. Acts of violence, weather brought on by anger as illustrated in Oedipus Rex or by environmental influences as demonstrated in The Stranger led to the downfall of society. Society sinceRead MoreEssay on Creon as the Tragic Hero in Sophocles Antigone1326 Words   |  6 PagesCreon as the Tragic Hero in Antigone     Ã‚   This essay will compare two of the characters in â€Å"Antigone†, Antigone and Creon, in an effort to determine the identity of the tragic hero in this tale.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   To identify the tragic hero in Sophocles’ renowned play â€Å"Antigone†, we should first consider both the elements present in Greek tragedies and what characteristics define a tragic hero. Aristotle’s definition of tragedy is: â€Å"Tragedy is a story taking the hero from happiness to misery becauseRead MoreFate Vs Chance : Oedipus Rex952 Words   |  4 Pagesnegatively impact them, raises a concern As a class, we first analyzed Sophocles â€Å"Oedipus Rex,† where the reader almost instantly comes towards a realization that Oedipus fate is heavily determined by the previous sins he had committed. A second factor to consider in how Oedipus fate is determined, is the way in which how he manipulates others with his power. As the play progresses, it becomes evident to the reader that Oedipus is a self-absorbed ruler who believes is superior to the Gods. The secondRead MoreFate And Free Will In Oedipus Rex1577 Words   |  7 Pagesplays. Oedipus Rex written by Sophocles survived through the years with such universal questions provoked by the plot. Fate and free will were driving forces woven throughout the play and considerably difficult to distinguish for both characters and the audience. Fate was considered an all powerful force by the individuals in the play. Oedipus challenged the power of fate in favor of his free will seen through his rash decisions, hubris, and choice to live in ignorance. The fate of Oedipus was createdRead MoreOedipus the King1164 Words   |  5 Pagesmen of high reputation and good fortune such as Oedipus.† This attitude, commonly found in men of high station is not specifically identified as pride in the case of Oedipus and, indeed, different readings can place Oedipus’ great flaw in a number of areas. It seems as if Sophocles intended to emphasize the more common interpretation of Oedipus’ flaw being excessive pride, but other interpre tations, such as Pier Paolo Pasolini’s 1967 film Oedipus Rex, present other possibilities as the main characterRead More Mythology in Oedipus Rex Essay examples4094 Words   |  17 PagesMythology in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   In â€Å"The Oedipus Legend† Bernard M. W. Knox talks of the advantages accruing to Sophocles as a user of myths in his dramas:    The myths he used gave to his plays, without any effort on his part, some of those larger dimensions of authority which the modern dramatist must create out of nothing if his play is to be more than a passing entertainment. The myths had the authority of history, for myth is in one of its aspects the only history of anRead More Mythology in Oedipus Rex Essays3980 Words   |  16 PagesMythology in Oedipus Rex  Ã‚  Ã‚  Ã‚        Ã‚  Ã‚   E. T. Owen in â€Å"Drama in Sophocles’ Oedipus Tyrannus† comments on the mythological beginnings of Oedipus Rex:    Professor Goodell says: â€Å"Given an old myth to be dramatized, Sophocles’ primary question was, ‘Just what sort of people were they, must they have been, who naturally did and suffered what the tales say they did and suffered?† That was his method of analysis (38).    The Greek Sophoclean tragedy Oedipus Rex is based on a myth fromRead More Characterization in Oedipus the King Essay2193 Words   |  9 PagesCharacterization in Oedipus Rex  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚        Ã‚   The dialogue, action and motivation revolve about the characters in the story (Abrams 32-33). It is the purpose of this essay to demonstrate the types of characters present in Sophocles’ tragic drama, Oedipus Rex, whether static or dynamic, whether flat or round, and whether protrayed through showing or telling.    Werner Jaeger in â€Å"Sophocles’ Mastery of Character Development† pays the dramatist the very highest compliment with regard to

Essay on Alcoholism In The 21st Century - 1687 Words

Alcoholism in the 21st Century nbsp;nbsp;nbsp;nbsp;nbsp;The dictionary describes alcoholism as continued excessive or compulsive use of alcoholic drinks. However, this disease is much more complex. Alcohol abuse is a growing problem in the United States today, causing more and more deaths each year. It affects nearly everyone in the U.S. today, either directly or indirectly. Over half of Americans have at least one close relative that has a drinking problem. About 20 million people in the United States abuse alcohol. It is the third leading cause of preventable deaths, and about 100,000 people die each year from alcohol related incidents (Peacock 11). nbsp;nbsp;nbsp;nbsp;nbsp;Alcohol is not a new invention of modern societies.†¦show more content†¦Edgar Allen Poe, author of popular poems such as â€Å"The Raven† and â€Å"The Bells†, died of alcoholism at the age of 40 (Selected Poetry). There is both physical and psychological dependence with alcohol addiction. Physical dependence reveals itself in withdrawal symptoms when alcohol intake is interrupted. Symptoms from withdrawal can vary from muscles cramps, convulsions, or nausea. Sometimes, the severity of these symptoms may be so distressing that a person will keep drinking to keep them away. Psychological dependence includes effects on the central nervous system as a depressant. Results of this can include irritability, depression, or hallucinations (Peacock 39). As well as changing his or her own life, the lifestyle of an alcoholic usually affects the life of his or her friends and family. Domestic abuse is higher in cases where one spouse abuses alcohol. In 95% of these cases, the men are responsible for abusing their wife or girlfriend. Usually, the violence gets more severe as time goes on. Sometimes the violence will reach out to children, intentionally or unintentionally, and results in child abuse (Peacock 54). Child abuse in families where at least one parent is an alcoholic is an overwhelmingly increasing problem today. Everyday, one in four children will come home to a parent who has a drinking problem (Botsford). Children of alcoholics have a higher tendency to abuse alcohol or other drugs, as they get older. TheseShow MoreRelatedAlcoholism in the 21st Century1743 Words   |  7 PagesAlcoholism in the 21st Century The dictionary describes alcoholism as continued excessive or compulsive use of alcoholic drinks. However, this disease is much more complex. Alcohol abuse is a growing problem in the United States today, causing more and more deaths each year. It affects nearly everyone in the U.S. today, either directly or indirectly. Over half of Americans have at least one close relative that has a drinking problem. About 20 million people in the United States abuse alcoholRead MoreDepiction of Abuse and Mental Health in A Streetcar Named Desire852 Words   |  3 Pagesand Mental Health in A Streetcar Named Desire Abuse and Mental Health in A Streetcar Named Desire A Streetcar Named Desire is one of the most renowned 20th century American plays and films. The playwright is Tennessee Williams, a respected author whose works artistic and structural merit warrants their study into the 21st century. There are numerous aspects and points Williams makes with his works, including A Streetcar Named Desire. Out of the richness this text offers, this paper will focusRead MoreBarriers And Lack Of Knowledge Regarding Substance Use And Its Effects809 Words   |  4 Pagesutilized to inform the intervention like the Kansas Communities that Care survey among school students. Many indicators concerning students can be retrieved from this survey. Considering that substance abuse is an addictive disorder that co-occurs with alcoholism, problem gambling and drug abuse, any intervention that targets one of these issues can be modified to address multiple addictive risk behaviors. In terms of existing literature and theoretical support, substance abuse and drug a ddiction are issuesRead MoreDuring the late 19th century and early 20th century the United States saw many political reforms1100 Words   |  5 Pages During the late 19th century and early 20th century the United States saw many political reforms that would bring the nation back into a positive and moral state after a bloody civil war tore the country apart. It is said that the average American over the age of 15 during the time prior Prohibition drank almost seven gallons of pure alcohol a year. Prohibition was a period of time in which the average citizen broke the law because alcohol was a major part of citizens’ lives and the restrictionsRead MoreAlcohol And Addiction By Hamish Todd1640 Words   |  7 Pagesthe first decade of the 20th century, Prohibition was difficult to enforce, despite the passage of companion legislation known as the Volstead Act. The increase of the illegal production and sale of liquor (known as â€Å"bootlegging†), the proliferation of speakeasies (illegal drinking spots) and the accompanying rise in gang violence and other crimes led to waning support for Prohibition by the end of the 1920s. In early 1933, Congress adopted a resolution proposing a 21st Amendment to the ConstitutionRead MoreAn Example Of How Society Changed Change1198 Words   |  5 PagesAmericans to protect individuals, families, and society at large from the effects of alcohol abuse. Reversely, prohibition did exactly the opposite. I chose prohibition because I believe it had a huge effect on America and alcohol in the early 19th century and is still changing to this day. In our society today the drinking age is at 21 years old, there tends to be a lot of underage drinking in our society although it does not consume the population’s lives like it did in colonial times. Legal historyRead More Alcohol Abuse: Alcoholism as a Disease Essay2176 Words   |  9 Pagesalcohol addiction as a treatable disorder. According to the Classical Dise ase Model of `Alcoholism, habitual use of alcohol can be identified as a disease. Websters Dictionary defines the concept of `disease as follows: Any departure from health presenting marked symptoms; malady; illness; disorder. Therefore, as many occurrences of alcohol excess provoke such symptoms, it is somewhat understandable that `alcoholism is classified as a disease. The Classical Disease Model appears to offer a hopefulRead MoreBiopsychosocial Model Essay1381 Words   |  6 Pagescontributes to the formation of addiction. Alcoholism causes changes to the brain in at least four fundamental ways: 1. Alcoholism causes changes to the brain s natural balance (homeostasis). 2. Alcoholism alters brain chemistry. 3. Alcoholism changes the brain s communication patterns. 4. Alcoholism causes changes to brain structures and their functioning (http://www.amhc.org/1410-alcoholism/article/49099-the-biological-causes-of-alcoholism) Genetics Genetic makeup is a biologicalRead MoreCharacter Analysis Of The Desperate Housewife981 Words   |  4 PagesThe hugely popular television series Desperate Housewives acts as the perfect analogy for the glossy suburban vernacular. Created by Marc Cherry and ABC studios in 2004 it has become one of the most popular television series of the 21st century. The drama series follows the lives of four women living on the fictional street of Wisteria Lane. The first season of the series begins with the shocking suicide of a housewife and the subsequent explorations for the reasonings behind her untimely death.Read MoreAddiction And Addiction Recovery Program Essay1331 Words   |  6 PagesIntroduction This book report will discuss addiction and the effects of alcohol on the brain according to Dr. Harold Urschel’s Science Based Alcoholism and Addiction Recovery Program as described in his book, â€Å"Healing the Addicted Brain†. Discussion The primary theme of this book is the Revolutionary Science Based Alcoholism and Addiction Recovery Program, its overwhelming and substantiated effect on the process and success of recovery based on the evidence that describes how alcohol and other drugs

Pursasive Paper on Why College Gap Years Are a Good Thing. Free Essays

Another reason gap years are a good thing is that is enforces responsibility. When a student wants to undergo a gap year there are a lot of steps and processes that need to be made. Some might say that this might just overwhelm the student anyways, but it will not. We will write a custom essay sample on Pursasive Paper on Why College Gap Years Are a Good Thing. or any similar topic only for you Order Now It helps the students understand the responsibilities to have this goal of their pursued. Gap years, like stated before, are not just for getting out of school work for a year. By organizing your own gap year you are forced to take ownership and responsibility of your plan. You will have to decide where you are going to go, what exactly you are going to do and how you are going to pay for your trip. You may have to make your own travel plans and living arrangements. You are ultimately responsible for all the details that go into making your gap year dream become a reality. A gap year student, Ashley Jamkins, graduate from University of Arkansas 2011 says, â€Å"When I first discussed gap year with my parents I did not realize just how much planning and organizing was going to be needed to make this happen. I am thankful though, because it made me an all-around better organized person in all aspects, not just in my schooling. † (Green). College is a child’s first time away from home, where no one is going to tell them to go do the work that needs to be done, planning a gap year and pursuing one definitely helps students get their head around being self-motivated and self-organized to get what they need to get done accomplished. Every parent’s worst nightmare is seeing their son or daughter get kicked out of school because they were lacking in school work and responsibilities. Gap years only help in the following fall for the responsibility students will not only need in college, but the rest of their lives. In conclusion, Students who take a gap year tend to be self-motivated, not afraid of taking a risk, not bound by conventions and open to explore their interests and discover their passions. How to cite Pursasive Paper on Why College Gap Years Are a Good Thing., Essay examples

My Life of Serving Essay Example For Students

My Life of Serving Essay Ever since the first Christmas I can remember, Ive loved giving things. Id rather buy a gift I know my friend will love than receive one or buy something for myself. When I have a friend that is sick, Ill make them a â€Å"care package† with their favorite snacks, movies, and juice. I try to do things like this often because I love the way people’s faces light up when I communicate how much I care about them and they realize they are special. My favorite part of serving others is seeing someone understand how remarkable they are in a world where it’s hard to find pride in themselves. I have learned that a simple smile can be quite powerful. While Ive always enjoyed making people happy and putting others before myself, I really fell in love with service when I went on a mission trip to Fort Worth, Texas to serve the homeless. It was an extremely humbling experience for me; I spoke with people who had been through hardships I’d never even imagined. I found that in the week I was in Fort Worth, even if I couldnt personally make a long-term effect in most of the people I encountered, I could at least make them smile. From talking with them, I gained advice and wisdom and they were grateful for a compassionate, listening ear. The advice they gave me has helped me lead others away from dangerous situations. One of the events on that trip was called Kids Club, where hundreds of children from the poverty stricken areas of town came to our host church for a day of fun. I played with kids, helped them with their lunches, sang, acted out Bible stories, painted faces, and participated in skits. Watching their happiness over simple things like bubbles, piggyback rides, snow cones, hugs, or even a smile brought a great feeling of fulfillment over me. I knew that it was something I wanted to continue. When I came home from the trip, I took every opportunity to become active in serving people, especially on an individual basis. If I knew someone was having problems paying for a babysitter, I’d babysit for free. I spent time every possible weekend at the local no kill animal shelter. I worked hard to make sure that I balanced my life of school, work, and band so that I could include serving the people around me with the free time I had left. I hope to continue my love of serving people in the future by working in a field which will allow me to have direct communication with people and to help people in need. Using this passion for service and my aptness for the medical sciences, I plan to attend the nursing school at USM and work the rest of my life to help heal people. One day after I get my degree, I hope to join the navy and use my skills to give more of those smiles around the world.

Strategic Issues Facing the Firm

Peterson Fan is majorly dealing with an employee attitude problem. Employee attitude problems have a very negative impact on an organization and especially on the bottom line performance. Most often, employee attitude is attributed to poor work conditions, employee inadequacy and a lack of employee appreciation programs.Advertising We will write a custom essay sample on Strategic Issues Facing the Firm specifically for you for only $16.05 $11/page Learn More In this regard, employees at Peterson Fan are not coordinated and often show up to work late. These are clear signs of an attitude problem among employees. This is the main problem Peterson Fan faces and drastic measures need to be taken to ensure the organization doesn’t further slow down in performance and experience low profits. Firm’s Strategic Options The first option management has is to get commitment from the employees through a consultative approach. Management therefore has th e duty to explain its concerns to the employees so they may understand why it needs to change the status quo. The ideal situation in this kind of strategy would be that employees are supposed to exert some form of self-control and improve performance in the long run. This approach is better than blindly carrying out an order which the employees wouldn’t understand why its been employed. However, this strategy requires mature employees in order for it to work. In a more ideal situation, the employees should see themselves as part of the managerial hierarchy and also be positively motivated for the strategy to work. Though all these factors are not present at Peterson’s Fan, management should use this strategy because it is better than the autocratic approach of giving orders to fire all poorly behaving employees. The implication of this approach is improved employee performance in the long run. This approach is supported by social studies done by Douglas McGregor which emphasize that controls or punishment are not viable methods of solving employee problems. The second approach the management could have undertaken was motivating employees into good work performance. Motivation should however be done through many structures such as improving the work environment, increasing the pay among other methods. Management can also review its company policies to ensure they are flexible enough for the employees to feel motivated enough to work. They also need to equally review supervisory practices and hygienic conditions in addition to improving employee appreciation programs and increasing their willingness to promote them. In this manner, employees will feel there is room for growth.Advertising Looking for essay on business economics? Let's see if we can help you! Get your first paper with 15% OFF Learn More The implications of this strategy may involve an internal restructuring of the company; especially if management is willing to conside r employees as part of its management hierarchical structure. The strategy may also force the company to introduce new programs aimed at improving the motivational level of employees. Additionally, this may involve a change in leadership styles and management attitude. This strategy is also supported by the two factor theory that identifies hygiene and the need to motivate employees as some of the most important elements in improving employee attitudes. Company’s Strategy The company’s management took an authoritarian strategy of firing all poorly behaved employees without any consultations at an employee level. Theory X developed by Douglas McGregor explains this approach but it has been proved counterproductive in most modern practices. This theory is normally based on a fallacy that employees will avoid work at all costs because of their laziness and that typically, employees dislike work. The assumptions to this theory are largely false. Instead, management should have discussed the poor employee performance with the employees before taking any drastic measure. The confrontational approach the company took was uncalled for because they should have first probed why the employees were behaving the way they were, so as to improve their level of satisfaction in the long run. In this manner, management would have known the root of the problem. Management should therefore have made it clear to the employees what actions were wrong and which ones were acceptable. The consequences of a continuation of unacceptable behaviors should also have been openly communicated to the employees. In other words, even if management had decided to consider firing poorly performing employees, the least they could have done was to warn the employees and notify them of the consequences of a continuity of their behavior. Management should also have been straightforward with the employees and refrained from exhibiting any threatening signs. However, before coming up with such solutions and consequences, they should have been willing to discuss their decision with all employees. This strategy is still supported by Theory Y, developed by Douglas McGregor. Conclusion The management of Peterson fan took a wrong approach. They should have adopted a consultative approach to dealing with disgruntled employees. This strategy has been proved to have better chances of success than the authoritative approach it took.Advertising We will write a custom essay sample on Strategic Issues Facing the Firm specifically for you for only $16.05 $11/page Learn More Management’s approach is therefore not expected to yield much result in the long run because the strategy they adopted is based on false presumptions that employees are lazy and dislike work. They should have therefore discussed the problem with the employees and come up with an amicable solution. This essay on Strategic Issues Facing the Firm was written and submitted by user G10vann1 to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Circles on ACT Math Geometry Formulas and Strategies

Circles on ACT Math Geometry Formulas and Strategies SAT / ACT Prep Online Guides and Tips One of the ACT’s absolute favorite shapes is the circle (or at least we assume so, given how often circles show up on the test). You will not be given any formulas on the ACT, so you’ll have to know and memorize the ins and outs of how circles work before test day. And, considering how often circles show up, mastering circle problems is definitely in your best interest. This will be your complete guide to ACT circles, including areas, circumferences, degrees, arcs, and points on a circle. We’ll take you through what these terms mean, how to manipulate and solve for various aspects of a circle, and how to tackle the most difficult ACT circle questions you may see on test day. What Are Circles? A circle is formed from the infinite number of points equidistant (the same distance) from a single pointthe center of the circle. A circle is also a two dimensional shape, which means it is completely flat. So any and all straight lines drawn from the center will exactly hit the edge of the circle as long as all the lines are of equal length. Degrees and Radians A circle is measured in either degrees or radians. Both are ways to express either the whole circle or pieces of the circle. A full circle has 360 degrees. A semicircle (half a circle) has $360/2 = 180$ degrees, which is why a straight line equals 180 degrees. To find a piece of a circle, you must find it in relation to 360 degrees. So an eighth of a circle is $360(1/8) = 45$ degrees, and a third of a circle is $360(1/3) = 120$, etc. Just as a circle has 360 degrees, you could also say that it has $2Ï€$ radians. You find the radian measure of pieces of a circle the exact same way that you found pieces of a circle using degrees. So an eighth of a circle in radians is $2Ï€(1/8) = Ï€/4$ radians and a third of a circle in radians is $2Ï€(1/3) = {2Ï€}/3$ radians, etc. (For more information on radians, check out our guide to ACT trigonometry.) Circumference The circumference is the edge of the circle. It is made from the infinite points equidistant from the center. Diameter A diameter is any straight line drawn through the center of the circle which connects two opposite points on the circle’s circumference. Radius The radius of a circle is a straight line drawn from the center to any point on the circle’s circumference. It is always half the diameter. Tangency Circles are often described as â€Å"tangent† with one another. This means that they touch at exactly one point on each circumference. They might be inside one another (as in this picture), or they may touch "externally" at a single point. p p="" Ï€ (pi) If you’ve taken a geometry class, then you are also probably familiar with Ï€ (pi). Ï€ is the mathematical symbol that represents the ratio of any circle’s circumference to its diameter. It is usually expressed as 3.14(159), but its digits go on infinitely. (For more information on ratios, check out our guide to ACT ratios.) Let's say we have a circle with a particular diameter (any diameter will do). Now let's line up this same circle so that we have a series of the same diameter measurement all in a row. Now, if we pick a point on the circumference of the circle and line it up at the beginning of the line, we can then "unroll" the circumference to see how long it is. Once we unroll the circumference and lay it out flat, we can see that it measures a little over 3 times the diamter of the circle (specifically, 3.14159, or Ï€, times the diameter). No matter what the diameter of the circle, the circumference will always be Ï€ times that diameter. So, if a circle’s diameter is 1, then its circumference is Ï€. And if its diameter is 2, then its circumference is 2Ï€, etc. You know all your definitions (whoo!), so now what? Well it's time to put the pieces together into our trusty circle formulas! Circle Formulas You will not be given any formulas on the test, so you will need to know these ACT circle formulas by heart in order to solve your circle problems. Let's look at all the formulas you'll need. Circumference $$c = Ï€d$$ Because Ï€ is the relationship between a circle’s diameter and its circumference, you can always find a circle’s circumference as long as you know its diameter (or its radius) with the formulas: $c = Ï€d$ or $c = Ï€2r$ Because the contestant must run around the course, she is running the circumference of the circle. And we are told that she will do so 3 times in order to complete her race. So a 1-track loop would be: $c_{1 \loop} = Ï€2r$ (We are told that the radius is â€Å"$R$† so we can leave it as is.) And a 3-track loop would be: $c_{3 \loop} = (Ï€2r) * 3$ $Ï€6r$ So our final answer is K, $6Ï€r$ Area $$a = Ï€r^2$$ You can also use Ï€ to find the area of a circle as well, since a circle’s area is closely related to its circumference. (Why? Because a circle is made of infinite points, and so it is essentially made up of infinite triangular wedgesbasically a pie with an infinite number of slices. The height of each of these wedges would be the circle’s radius and the cumulative bases would be the circle’s circumference.) So you would be able to find a circle’s area using the formula: $a = Ï€r^2$ The dog’s leash represents the radius of the circle, because the dog can run 9 feet in any straight line from the center of the stake in the ground. So we must find the area of the circle using 3.14 for $Ï€$ and 9 for the radius. $a = Ï€r^2$ $a = (3.14)(9^2)$ $a = (3.14)(81)$ $a = 254.34$ So our final answer is D, 254. Arcs $$c_\arc = Ï€d({\arc \degree}/360 °)$$ $$a_{\arc \sector} = Ï€r^2({\arc \degree}/360 °)$$ In order to find the circumference of a circle’s arc (or the area of a wedge made from a particular arc), you must multiply your standard circle formulas by the fraction of the circle that the arc spans. To determine the fraction of the circle that the arc spans, you must have the degree measure of the arc and find its measure out of the circle’s full 360 degrees. So if you want to find the circumference of an arc that is 90 °, it would be $1/4$ the total area of the circle. Why? Because $360/90 = 4$ (in other words, $90/360 = 1/4$). In order to find the circumference measure of an arc, we must have both the degree measure and the circle’s radius or diameter. Luckily, we have all of these. The degree measure of the arc, we are told, is 45. The top diagram tells us that the diameter of the circle is 24 feet. So the circumference of our arc is: $c \arc = Ï€d({\arc \degree}/360 °)$ $c \arc = Ï€24(45/360)$ $c = 3Ï€$ Because we can see that our answer does not use units of $Ï€$, let us convert our answer to digits by replacing $Ï€$ with 3.14. $3Ï€ = 3(3.14)$ $9.42$ We have successfully found the measurement of our arc, but we are not quite done. The question is asking us to find the full length of the zipper, which spans the length of the arc as well as the radius of the circle. This means we must find our radius and add it to our arc measurement. The radius of the circle is 12. Why 12? Because our diameter is 24 feet and a circle’s radius is always half the diameter. $24/2 = 12$ So when we add our arc measure and our radius together, we get: $9.42 + 12 = 21.42$ And the closest answer to match our measurement of 21.42 is answer choice G, 22. This means our final answer is G, 22. With a dash of formula knowledge (and, presumably, some eye of newt), you can solve any and all circle problems. Magic! Typical Circle Questions on the ACT Circle problems on the ACT will be one of two typesdiagram problem or word problem. Let us look at each type. Diagram Problem A diagram problem will give you a diagram from which to work. You must use the visual you are provided and either find a missing piece or find equivalent measurements or differences. Helpful hint: often (though not always), the trick to solving a circle problem is in finding and understanding the radius. All lines drawn from the center to the circumference are radii and are therefore equal, and this will often play a vital part to solving the whole problem. We are hoping to find the one statement that is NOT true, so let’s go through them and see which ones are accurate and inaccurate. Answer choice F says that angle TUM is 65 °. Well, we know that angle TMU must be 50 ° because it is opposite angle RMS and opposite angles are equal. (For more on this, check out our guide to ACT lines and angles.) We also know that lines TM and MU are equal. Why? Because they are both radii of the circle (lines from the center to the circumference of the circle) and so they must be equal. This means that the triangle TMU is an isosceles triangle, which means that angles MTU and TUM are equal. There are 180 ° in a triangle, so if we subtract 50 °, we get: $180 - 50 = 130$ This means that each of the angles MTU and TUM add up to equal 130. And, because they are equal, we can find their measure by dividing 130 ° in half. $130/2 = 65$ So F is correct, angle TUM is 65 °. Now let’s look at option G, which says that lines RS and TU are parallel. We know this to be true. Why? Because together, the triangles form two diameters of the circle. And so straight lines downwards from where those diameters touch the circumference of the circle will be parallel. H says that arc TXU measures 50 °. We already know this to be true, because angle RMS measures 50 ° and its opposite angle is TMU, which must also measure 50 °. Because the arc TXU contains and is made from angle TMU, its measurement must also be 50 °. Answer choice J says that line RM = line TM, which we also know is true. Why? Because they are both radii of the circle and so they must be equal. By process of elimination, this must mean that K is wrong (and thus our final choice), but let’s make sure. K says that lines RS and SM are equal, but we already know this cannot be true. Why? Because RM and MS are both radii and so they must be equal and angle RMS is 50 °, which means the triangle is not equilateral. Because it is not an equilateral triangle, lines RM and TM cannot be equal. (Note: if this question was at all confusing to you, check out our guide to ACT triangles) So our final answer is K. Word Problem Word problem questions about circles will describe a scene or situation that revolves around circles in some way. As you saw earlier in the section on areas and circumferences, word problem questions will often be a little more straightforward than a diagram question, as the picture is not given to you. When given a word problem question, it is a good idea to do your own quick sketch of the scene. This will help you keep all the details in order. Because this is a word problem, let us make our own picture of the scene. First, we know that we have a circular table. We are told that is is 3 feet in diameter (in other words, 36 inches), so let us draw it. Now, the tablecloth will be rectangular and will hang down at least 5 inches from any point on the circular table. Finally, we need 1 more inch of tablecloth on every side (to sew down as a finishing touch). Now, we can simply count our inches from top to bottom (or side to side) in a straight line. This will tell us the minimum length required for the fabric. If we go from top to bottom, we can see that we will need: $1 + 5 + 36 + 5 + 1$ $48$ inches of fabric. Our final answer is K, 48. Real life (and delicious) applications of circumferences and areas. How to Solve a Circle Problem When confronted with a circle problem, remember to employ these ACT math strategies: #1: Write down your formulas at the beginning of the math section As soon as you open up your ACT math section, take 20 seconds and write down your formulas. This way, you’ll have them as a reference for the rest of your allotted time, and you won’t worry about forgetting them in the heat of the moment when you’ll need them later on. #2: Draw your own diagrams If you’re not given a diagram, draw one yourself! It doesn’t take long to make your own picture and doing so can save you a lot of grief and struggle as you go through your test. It can be all too easy to make an assumption or mix up your numbers when you try to perform math in your head, so don’t be afraid to take a moment to draw your own pictures. And if you are given a diagram, draw on it too! Mark down congruent lines and angles, write in your radius measurement or your given angles. Mark any and all pieces of information you need or are given. The reason not everything is marked in your diagrams is so that the question won’t be too easy, so always write in your information yourself. #3: Analyze what’s really being asked of you All the formulas in the world won’t help you if you think you’re supposed to find the area, but you’re really being asked to find the circumference. Always remember that standardized tests are trying to get you to solve questions in ways in which you’re likely unfamiliar, so read carefully and pay close attention to the question you’re actually being asked. #4: Use your formulas Once you’ve verified what you’re supposed to find, most circle questions are fairly straightforward. Plug your givens into your formulas, isolate your missing information, and solve. Voila! A tasty mathematical conspiracy? Test Your Knowledge Now let's put your circle knowledge to the test on these real ACT math problems. 1. 2. 3. Answers: B, B, H Answer Explanations: 1. In order to determine the degree measure of a section of a pie chart, we must determine the fraction (or percentage) of the sector we’re working with compared to the whole amount of the circle. In this case, we want to know what fraction of people total voted for Gomez in order to find how much of the pie chart the Gomez votes should be allotted. If 40 people out of 200 voted for Gomez, then the Gomez votes are: $40/200$ $1/5$ of all the votes total. Because Gomez votes are $1/5$ of the total votes, then they should take up $1/5$ of the pie chart. A circle is 360 degrees. So: $(360)(1/5) = 72$ The arc sector of the Gomez votes will be at a 72 degree angle in the pie chart. So our final answer is B. 2. We are given a diameter of 8 and we need to find the perimeter of the entire figure of two semicircles and a square. Together, the two semicircles make a full circle with a diameter of 8, and their circumference makes up part of the perimeter. This means we must find the circumference of the circle the two semicircles make when put together. $c = Ï€d$ $c = Ï€(8)$ So the circumference of the circle the two semicircles make is $8Ï€$. (Because we are dealing with semicircles, you could also find half of each of their circumferences by saying: ${1/2}c = 8Ï€$ = $4Ï€$. Each of their circumferences would be $4Ï€$, so together, they would make: $4Ï€ + 4Ï€ = 8Ï€$. Either way, the total circumference of the perimeter would be $8Ï€$.) Now we must add that to the rest of the perimeter, which is formed by part of the square. Two sides of the square (both measuring 8) make part of the perimeter, so we have: $p = 8 + 8 + 8Ï€$ $p = 16 + 8Ï€$ So our final answer is B. 3. Because we are working with circles, we know that lines PS and PT are radii. Why? P is the center of the circle and points T and S lie on the circumference, so we know that the lines connecting them are radii. Because PS and PT are equal and angle PST is 30 degrees, that means that angle PTS is also 30 degrees. Why? Angles opposite equal lines are equal (for more on this, check out our guide to ACT triangles). This means we can find angle TPS as the shape is a triangle (which has 180 degrees total). $180 - 30 - 30 = 120$ So angle TPS = 120 degrees. Now that we have found angle TPS, we can also find angle RPS. Together, the two angles make a straight line, which means that they must equal 180 degrees total. (Why? Because a circle is 360 degrees and a semicircle is 180 degrees. A straight line will therefore always measure 180 degrees.) $180 - 120 = 60$ This means that angle RPS = 60 degrees. And since angle RPS forms our arc, our arc measure it 60 degrees. So our final answer is H. Puppies cannot lie; it is scientific fact. You solved your ACT math problems and are, indeed, awesome. The Take-Aways Circle problems are quite common, but most of them are slight variations on the same themes of area and circumference. On the ACT, the most useful part of any circle is generally the radius and, once you’ve gotten used to thinking that all radii are equal, then you will often be able to breeze past even the trickiest of ACT circle problems. Remember your formulas and keep a clear head about what’s being asked of you and you will be able to take out a significant portion of the ACT geometry section with circles alone. What’s Next? Now that you know all there is to know about ACT circles, make sure you're up to speed on all the other math topics on the ACT. Whether you need to brush up on solid geometry, trigonometry, ratios, or integers, you'll find what you need in our ACT math guides. Running out of time on ACT math? We'll show you the tips and tricks you need in order to beat the clock. Looking for a math tutor? Check out our guides on how to find the perfect ACT tutor for your needs. Angling to get a perfect score? Our guide to an 800 on the math (written by a perfect-scorer) will tell you exactly how to reach those score goals by test day. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice 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:

Swift Water Rescue Research Paper Example | Topics and Well Written Essays - 2500 words

Swift Water Rescue - Research Paper Example This paper will discuss the different skills and knowledge that one needs to acquire in order to understand the rescue process. Over the past years, deaths related with drowning in the water bodies have been on the increase. This has been attributed to lack of knowledge on how to deal with incidents occurring on the sea and fast moving waters. The incidents may occur when the victim intentionally enters an unknown body of water, when a vessel capsizes, or when someone without training attempts to save someone who is drowning. Special training is required for a person to be certified as a swift water rescuer. And the rescuer must be physically capable of engaging the rough waters in order to save another. One skilled in boat racing cannot be certified based on that capability. And another who can swim fast will not guarantee that he will qualify as a swift water first responder. A swift water rescuer, besides having sufficient training is saving people, should also know how to use rescue tools and equipment. And more than that, the rescuer must also wear personal protective gears so that he or she may not sustain bodily harm. With the rough nature of swift water, the rescuer may not be able to predict or control its movement that would push the rescuer towards huge and pointed rocks, and ultimately cause trauma to the head or other parts of the body. Swift water rescue involves the removal of a victim from a body of water. This requires a person to have the right skills and knowledge to handle the problem effectively. A rescuer should put on the right attire to protect oneself from suffocation and being hurt during the rescue process. There are devices that ensure that the rescuer is well protected and armed in the rescue process. For instance, overalls are made of high-density polypropylene webbing that makes the rescuer clean and