2016 Transfer Admission Update - UGA Undergraduate Admissions

2016 Transfer Admission Update - UGA Undergraduate Admissions 2016 Transfer Admission Update On Monday, February 8, our office started reviewing Summer transfer applications. The deadline for summer has not passed and we are still receiving applications and documents, so we cannot say how long it will take us to finish or guess when you will hear a decision. If you applied early for summer or fall, please be sure to check your myStatus to see if we have your most up-to-date transcript(s). If you were enrolled in coursework last fall and have not sent a transcript with your fall grades, you should have one sent as soon as possible. To be complete and ready to review, we must have a transcript from each college/university you havepreviouslyattended. If we see that you were enrolled in courses last fall and we do not have a transcript with those grades, you are not complete and this will delay a review of your application. Once we complete the Summer transfer reviews, we will then begin to review Fall transfer applicants. Just like the summer files, we do not know how many will apply, how long each review will take, when you will hear, etc. The best this is to just be patient as we review the files. As well, Fall transfer applicants need to make sure we have the most up-to-date transcripts, and that we have individual transcripts from each college attended, even if it was dual enrollment work in high school. Transfer decisions are made on a daily basis Monday through Friday, and it varies on how many decisions we can make in a day due to the complexity of some transfer files. The myStatus page is updated in the early a.m. every morning, and decisions are posted on the myStatus page and are mailed to transfer applicants. Go Dawgs!

Multi Disciplinary Nature of Environmnental Studies

CHAPTER-1 MULTI DISCIPLINARY NATURE OF ENVIRONMNENTAL STUDIES OBJECTIVE OF THE STUDY – the need of making the environment education is to instill environmental ethics in to the fabric of our society and to impart the knowledge of nature and its importance in all walks of our life . LEARNING OUTCOMES- economy, business, agriculture, organisational culture, society research and development required no of hours – 3hrs INTRODUCTION: Environmental studies is a very broad academic field which examines the interactions between humans and their natural environment. As one might imagine, environmental studies is an interdisciplinary field, incorporating concepts as varied as geology and philosophy. DEFINITION: Acc to committe on†¦show more content†¦Humidity, Rainfall, Sunshine. ï‚ ¢ CLIMATE-conditions prevailing for long period of time ï‚ ¢ HABITAT – is a home or place where an organisms dwells it is the place to occuupied by an organisms, population or community. Environment components The environment is usually divided into two parts : 1. Abiotic 2. Biotic Abiotic – this represents all non- living elements found on the earth they are : Temperature- life has developed on the planet due to the fact that temperature on earth is suitable to support life.the temperature effects metabolic activity ,growth ,human characteristics and appereances,food habits ,reproduction etc. Water- water is abundantly found on the earth may it be in form of oceans ,rivers, lakes ponds.it exists in many forms –vapour ,ice, snow etc. nature and water determines the type of vegetation Light- it is the main source of energy for earth for plants the light is an input of photosynthesis hence producing oxygen and food which ultimately is consumed bu human beings Air- air is made up of number of gases and provides oxygen for breathing it has components like wind ,humidity, etc. Humidity-it is the amount water vapour present in the atmosphere.humidity determines the loss of water from land organisims by perspiration ,transpiration and other means. Mineral elements- a large nimber of minerals are required by the organisms for their growth and

Research in Motion Limited (Rim) Strategic Analysis

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Impacts of the Department of Homeland Security Free Essays

The formation of the Department of Homeland Security (DHS) followed the recommendations from commissions like Gilmore1 and Hart-Rudman. These commissions examined the state of American domestic protection against mass-casualty and terrorism for many years before the 11th September attacks. The evident observations in the reports outlined America’s obvious vulnerability and recommended for the formation of a sound system that will be responsible for defending American citizen and providing emergency response services (Lewis, 2014). We will write a custom essay sample on Impacts of the Department of Homeland Security or any similar topic only for you Order Now As a result, the DHS was created and granted the authority for domestic protection of the lives of American citizens against the acts of terrorism among other functions. Since then, the role of the DHS has impacted the lives of American citizens in different ways, both positively and negatively. The DHS has resulted in certain positive aspects concerning its role of domestic protection against terrorist activities and response and recovery for emergency situations. For instance, Americans have developed a sense of security with the knowledge that DHS is doing everything possible to keep them safe from harm. Employees from the department are distributed around the world to diffuse threats before they pose danger to people. Consequently, the department has heightened and advanced security measures at the airports and other ports of entry into the U.S. to ensure the safety of everyone (Lewis, 2014). The advancement of technology has shifted the attention of terrorists from the real world to the virtual world. In response, the DHS has enhanced its vigilance in the cyberspace to monitor and provide constant surveillance and protection to personal and financial information of American citizens, government divisions, and other organizations. It also protects the country’s secrets, public and private systems, and keep Americans safe in the online platform (Von Solms Van Niekerk, 2013). Furthermore, the DHS significantly helps communities through providing a rapid response after disasters and mitigating their effects as well as implementing mechanisms for disaster prevention, management, and swift recovery efforts (Kettl, 2013). Despite the positive efforts in providing homeland security, there are certain negative impacts that the DHS has on the lives of people. Very many people have concerns that the department focus is entirely on external threats rather than internal terrorist threats within the American borders. In addition, the constant surveillance and protection on the digital platform have reduced the privacy of the people’s online information. As a result, people feel that they are not as safe and secure as they ought to be (Von Solms ; Van Niekerk, 2013). Moreover, the department needs many employees for sufficient protection of the American citizens in its efforts to fulfil its mission. The high number of employees have featured in the news headlines for misconduct, especially during natural disasters where they have led to more harm than helping to save and protect lives. For instance, the failure of DHS in 2005 to effectively respond to the Hurricane Katrina situation (Kettl, 2013). In addition, there have been cases where the handling of immigrants by DHS personnel has spurred controversy throughout the country. There are reported instances where fighting illegal immigrants have caused family separation through deportation and extensive processing. To conclude, when it comes to security concerns, ensuring effective protection may subject the lives of other people to undesired treatment and inconveniences. Despite the process, the ultimate goal is for the common good. Although there are negative impacts that the DHS have had on the lives of people, its roles have significantly incomparable positive impacts on ensuring safety and security of the American people. How to cite Impacts of the Department of Homeland Security, Papers

Project Report Medical College Essay Example

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P) Detailed Project Report Techno – Economic – Feasibility Report of a new Medical College Hospital ___________________________________________________________________________________________________________________________________ Detailed Project Report Prepared by: MediSys Project Consultants Pvt. Ltd Admn. Office: 202 Saba Apartments D-3, Sector 44, Noida 201 301. NCR Delhi Tel: (Mob): 98 711 33772 email : [emailprotected] com , [emailprotected] com [emailprotected] com visit us www. edisys. co. in -Index- 1. Copy of the covering letter 11 2. FORM – I : Application for Letter of Intent Permission of the Central Government to establish a New Medical College†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦14 2. 1. Particulars of Applicant – 14 3. List of Enclosures for Project Profile – Annexure Profile (as separate enclosure)– 16 4. We will write a custom essay sample on Project Report Medical College specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Project Report Medical College specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Project Report Medical College specifically for you FOR ONLY $16.38 $13.9/page Hire Writer List of References Govt. Notifications to Establish a New Medical College 17 5. PART – I: Desirability Prima-facie Feasibility of Setting up a Medical College at Bhopal, Madhya Pradesh.. 18 5. 1. Eligibility Criteria – . 18 5. 2. Qualifying Criteria – 18 5. 2. . Objectives . 18 5. 2. 2. Land Details 19 5. 2. 3. Essentiality Certificate 19 5. 2. 4. University Affiliation. 19 5. 2. 5. Time Bound Program .. 9 5. 2. 6. Admission of Students 20 5. 2. 7. Grant of Permission Completion of the Project . 20 5. 2. 8. Medical College as an Independent Institution 20 5. 2. 9. Teaching Hospital 20 5. 2. 10. Performance Bank Guarantee (PBG) .. 21 6. Basic Infrastructural Facilities and Managerial Financial Capabilities†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 22 6. 1. Infrastructural facilities for the proposed LNMCRC 22 6. 1. 1. L. N. Medical College Research Centre (LNMCRC) J. K Hospital and Medical Research Centre (JKHMRC)– Hospital Planning and Management 22 6. 1. 2. Organization of the JHHMRC Hospital .. 3 6. 1. 3. JKHMRC Hospital Services – presently available .. 23 6. 1. 4. JKHMRC – Hospital Supportive Services – presently available .. .. 24 6. 1. 5. JKHMRC – Hospital Engineering Services – presently available 25 6. 1. 6. JKHMRC– Administrative Services. 25 6. 1. 7. JKHMRC – Staff Requirements and other Infrastructure/ Building Requirements . 25 6. 1. 8. J. K Hospital and Medical Research Centre as referral Hospital.. 26 6. 2. Hospital as a Teaching Hospital with its expansion program 28 6. 2. 1. Number of Beds as per MCI .. 28 6. 3. Distribution of Beds as per MCI . 29 6. 4. Built up area of the upcoming Teaching Hospital 30 6. 5. Teaching Hospital built-up area (building wise) .. 31 6. 6. Projected built up area for a new Medical College buildings (150 annual admissions) in two phases 32 6. 7. Teaching Staff for a proposed new Medical College Hospital.. 33 6. 8. Number of Students Hostel Staff quarters year wise requirements . 34 6. 9. Staff Quarters year wise requirements- Nos Built up area†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦35 6. 10. Hostel Buildings year wise requirements†¦Ã¢â‚¬ ¦.. 36 6. 11. College of Nursing – proposed College of Nursing .. 37 6. 12. Consolidated built up area for proposed new College of Nursing . 38 7. Managerial Financial Capabilities of the Trust .. 39 7. 1. Managerial Capabilities .. 39 7. 1. 1. H. K. Kalchuri Education Trust, Bhopal .. 39 7. 1. 2. Composition of the Trust . 39 7. 1. 3. Particulars of the Members of Present Trustees 40 7. 1. 4. Project Consultant – MediSys Project Consultants, Private Ltd, New Delhi 42 7. 1. 5. Specialist Advisory Committee / Other Key Personnel 43 7. 1. 6. Governing Council / Board – H. K. Kalchuri Education Trust . 3 7. 1. 7. Present Governing Council . 43 7. 1. 8. Organizational Structure of H. K. Kalchuri Education Trust: 44 7. 2. Financial Capabilities of H. K. Kalchuri Education Trust– . 45 8. FORM I PART II : Techno-Economic Feasibility Report- Proposed Medical College :- 46 8. 1. Name and Address of the Medical College . 46 8. 2. Market Survey and Environmental Analysis .. 46 8. 2. 1. National Medical Education Policy 46 8. 2. 2. Medical Manpower in India (Planning commission report) .. 46 8. 2. 3. State Govt. Medical/Medical Education Policy its main Features.. 46 8. 2. 4. Main Features of State Medical Education Policy .. 48 8. 2. 5. Present Health Care Scenario of the State . 49 8. . Healthcare Status of Madhya Pradesh-An Overview and Availability of Doctors in the State and need for Increase . 50 8. 3. 1. Demographic Profile of the State . 50 8. 3. 2. Vital Statistics 51 8. 3. 3. Beds (Sanctioned) in Government Medical Institution . 52 8. 3. 4. Number Of Medical Institutions and Clinics †¦Ã¢â‚¬ ¦. 3 8. 3. 5. Districts Wise Number Of Allopathic Institutions And Beds 1998-99 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 54 8. 4. Healthcare facilities of Bhopal .. 55 8. 4. 1. Government Hospitals .. 55 8. 4. 2. Private Hospitals of Bhopal . 55 8. 4. 3. Number of Registered Doctors with State Medical Council (source: Medical Council of India 2007-08) – a comparative analysis .. 59 8. 4. 4. State wise details of Govt. / Private Medical Colleges their allotted Medical Seats (MCI 2007-08 and as on April 2008) . 61 8. 4. 5. State wise details of Number of Medical seats in Govt. / Private Medical Colleges . 3 8. 4. 6. All India Comparative Status of Registered Medical Doctors with State Councils (MCI 2007-08) .. 66 8. 4. 7. Need and availability of trained Medical manpower Gap Analysis .. .. 66 8. 4. 8. Healthcare of Madhya Pradesh at a Glance . 70 8. 4. 9. Healthcare Indices . 70 8. 4. 10. Morbidity and Mortality . 71 8. 4. 11. Hospitals, Dispensaries Hospital Beds . 72 8. 4. 12. Heath Care Infrastructure in Madhya Pradesh .. 74 8. 4. 13. Availability requirement of medical manpower in the state : .. 74 8. 4. 14. Health care status at Bhopal : . 74 8. 4. 15. Need for a Healthcare Institution at Bhopal, Madhya Pradesh 75 8. 4. 16. Desirability Feasibility of Establishing a New Medical College at Bhopal, M. P – Gap Analysis 76 8. 4. 17. No. of Medical Institutions / Clinics available in the Catchments Area 77 8. 4. 18. List of Hospitals in around catchment areas: .. 78 8. 4. 19. Augmentation of Medical Health Care – NGOs / VHOs Involvement . 78 8. 4. 20. Desirability Feasibility Summary and Conclusion . 80 8. 5. Site Characteristic and Availability of External Linkages – . 82 8. 5. 1. Topography Location.. 82 8. 5. 2. Plot Size.. 82 8. 5. 3. Permissible FSI .. 82 8. 5. 4. The ground coverage 2 8. 5. 5. Building Height .. 83 8. 5. 6. Road Access . 83 8. 5. 7. Availability of Public Transport . 83 8. 5. 8. Electric Supply 83 8. 5. 9. Water Supply .. 84 8. 5. 10. Sewage Connection .. 84 8. 5. 11. Tele-Communications.. 84 8. 6. Educational Program . 85 8. 6. 1. Proposed Annual Intake of Students . 85 8. 6. 2. Admission to the Medical Course ‘Eligibility Criteria’ (MCI) .. 85 8. 6. 3. Selection of Students. 6 8. 6. 4. Method of Admission 88 8. 6. 5. Reservation / Preferential Allocation Seats .. 88 8. 6. 6. Training Period and Time Distribution (MCI) . 88 8. 6. 7. Phase Distribution and Timing of Examinations : . 91 8. 6. 8. General Considerations and Teaching Approach 93 8. 6. 9. Objectives of Medical Graduate Training Program .. 95 8. 7. Examination Regulations (MCI) 96 8. 7. 1. Proposed Schedule of Internal Assessment and University Examination 96 8. 7. 2. Attendance 97 8. 7. 3. Internal Assessment .. .. 97 8. 7. 4. University Examinations 98 8. 7. . Syllabi for MBBS Course of Study (MCI) 99 8. 8. Facilities available in the Teaching Hospital 99 8. 8. 1. Medical – Clinical Services 99 8. 8. 2. Hospital Supportive Services . 100 8. 8. 3. Hospital Engineering Services . 100 8. 8. 4. Hospital Beds – Number Distribution (as per MCI) : 101 9. Functional Program – Proposed New Medical College (after letter of intent) 103 9. 1. Minimum Physical Requirements for Teaching Hospital 103 9. 2. Provisional carpet / built-up area (building wise)- Teaching Hospital .. 104 9. 3. Projected built up area for a new Medical College buildings (150 annual admissions) .. 105 9. 4. Teaching Staff for a new Medical College Hospital . 06 9. 5. Number of Students Hostel Staff quarters year wise requirements . 107 9. 6. Staff Quarters year wise requirements- Nos Built up area 108 9. 7. Hostel Buildings year wise requirements 109 9. 8. College of Nursing – College of Nursing 110 9. 9. Consolidated Built up area for a new College of Nursing 111 10. Proposed Equipment Program (after letter of intent) .. 112 10. 1. Instruments Equipments of Medical College – .. 112 11. Proposed Manpower Program (after letter of intent) .. 137 11. 1. Teaching Staff – Medical College Medical Hospital. 137 11. 1. 1. Minimum Staffing Pattern for MBBS Course 150 Admission (MCI) 137 11. 1. 2. Teaching Other Staff Available in the Medical College and Hospitals . 37 LNMCRC JKHMRC, Bhopal 5 -5 11. 1. 3. Proposed dept. wise Ancillary Staff for Medical College Hospitals . 148 11. 2. Minimum Basic Qualification and Teaching Experience Required for Teachers for Under-Graduate Medical Studies (MCI). 155 11. 2. 1. Medical Staff . 155 11. 3. Recruitment of Staff for the Proposed Medical College 155 11. 4. Provisional Salary Structure for Teaching Faculty .. 155 12. Proposed building program – New Medical College .. 157 13. Planning and Layout New Medical College Hospital . 158 13. 1. Plan of Medical College Medical Hospital Complex 158 13. 2. Architectural Layout Plans . 158 13. 3. Section, Elevations 158 13. . Floor-wise Area Calculations of Medical College Hospital . 158 13. 5. Ancillary Buildings and Miscellaneous . 158 13. 6. Student Hostel Buildings . 158 13. 7. Buildings for Staff Quarters .. 158 14. Phasing and Scheduling – of Medical College .. 159 14. 1. Phasing and Schedule Medical College Teaching Hospital . 159 14. 1. 1. Commencement and Completion of Building Design . 159 14. 1. 2. Local Body Approvals .. 159 14. 1. 3. Civil Constructions . 159 14. 1. 4. Provision of Engineering Services .. 159 14. 1. 5. Equipments 59 14. 1. 6. Recruitment of Staffs (Teaching) . 159 14. 1. 7. Phasing of Commissioning . 159 14. 2. Phasing and Schedule Medical College Medical Hospital . 160 14. 2. 1. Commencement and Completion of Building Design . 160 14. 2. 2. Local Body Approvals .. 160 14. 2. 3. Civil Constructions .. .. 160 14. 2. 4. Provision of Engineering Services Equipments 160 14. 2. 5. Recruitment of Staffs (Teaching) . 160 14. 2. 6. Phasing of Commissioning . 160 LNMCRC JKHMRC, Bhopal 6 -6 15. Financial Profile Medical College and Hospital . 161 15. 1. Project Cost and Capital Budgeting Process .. 61 15. 2. Means of Finance and Project Cost .. 161 15. 3. Revenue Assumptions. 161 15. 4. Expenditure Assumptions 161 15. 5. Operating Results Income Expenditure Statements 161 15. 6. Cash Flow Analysis 161 15. 7. Projected Balance Sheet 161 16. Form I Part III : Hospital Details. 162 16. 1. Name and address of the existing Hospital 162 16. 2. Details of the proposed Hospital 162 16. 2. 1. Bed Strength . 162 16. 2. 2. Bed Distribution .. 162 16. 2. 3. Built up area Phase- I 62 16. 2. 4. Clinical Paraclinical disciplines 162 16. 2. 5. Out Patient Department OPD attendance, department wise.. 163 16. 2. 6. Architectural and layout plans . 163 16. 2. 7. List of Medical and allied equipments 163 16. 2. 8. Capacity and configuration of Hospital Engineering Services .. 163 16. 2. 9. Hospital services and administrative, supportive Services . 164 16. 2. 10. Other Ancillary and supportive services .. 164 16. 2. 11. Category wise staff strength * .. 164 17. Up gradation and expansion Program .. 165 17. 1. Details about additional land for the project proposal . 165 17. 1. 1. Land Particulars . 165 17. 1. 2. Plot size 65 17. 1. 3. Authorized land usage .. 166 17. 1. 4. Geography . 166 17. 1. 5. Soil Conditions . 166 17. 1. 6. Road access 166 17. 1. 7. Availability of Public Transport .. 66 17. 1. 8. Electric Supply . 167 17. 1. 9. Water Supply 167 17. 1. 10. Sewage Connection 167 17. 1. 11. Telephone Lines 168 17. 2. Upgraded Medical Program 169 17. 2. 1. Preclinical Departments – Phase – I (2008-09) : 169 17. 2. 2. Para-clinical Departments – Phase – II (2009-10) . 169 17. 2. 3. Clinical Departments (2010 – 2012) .. 169 17. 2. 4. Specialty wise bed distribution : .. 170 17. 3. Building expansion program . 171 17. 3. 1. Staff housing . 71 17. 3. 2. Students / Staff hostels . 171 LNMCRC JKHMRC, Bhopal 7 -7 17. 3. 3. Other Ancillary buildings 171 17. 3. 4. Phase wise Project Proposal .. 172 17. 4. Planning and layout . 173 17. 4. 1. Layout plan 173 17. 4. 2. Sections 173 17. 4. 3. Elevations .. 173 17. 4. 4. Floor wise area calculation of the Hospital. 173 17. 4. 5. Floor wise area calculation of ancillary buildings .. 173 17. 5. Up gradation of Hospital engineering services 173 17. 5. 1. Power Supply .. . 74 17. 5. 2. Vertical transportation 174 17. 5. 3. Waste disposal . 174 17. 5. 4. Other Engineering services 174 17. 6. Up graded Equipment program .. 176 17. 6. 1. Upgraded Instrument Equipment of the Hospital .. 176 17. 7. Up graded manpower program 17 17. 8. Phasing and scheduling of expansion scheme . 217 17. 9. Project cost of the expansion scheme Financial Profile . 217 17. 10. Means of financing in the project .. 217 17. 11. Revenue assumptions . 217 17. 12. Expenditure assumptions 217 17. 13. Operating results 217 18. Time Bound Program schedule . 218 18. 1. Chart I – Time Bound Program (MCI) – 219 19. Financial Profile – LNMCRC J. K. Hospital Medical Research Centre 232 19. 1. Project Cost Capital Budgeting Process . 232 19. 2. Means of Finance Project Finance – 235 19. 3. Revenue Assumption from the Hospitals – 35 19. 4. Revenue Assumption from the Medical College – . 236 19. 5. Projected Schedule of Income from the Project Operation – .. . 236 19. 6. Expenditure Assumption for the Hospitals – 236 19. 7. Expenditure Assumptions for the Medical College – .. 237 19. 7. 1. Chemicals, Consumables and Disposables for the College 238 19. 7. 2. Stationeries, Printing and Office Expenditures . 38 19. 7. 3. Hospital Administrative Service Expenditures . 238 LNMCRC JKHMRC, Bhopal 8 -8 19. 8. Projected Operating Results – Income Expenditure Statements – .. 238 19. 9. Projected Profitability Statements Including Depreci ation – 238 19. 10. Cash Flow Analysis – 38 19. 11. Project Finance Calculation for the Interest and Repayment Schedule of the Principle –. 238 19. 12. Projected Balance Sheet of the Health Care Projects – . 238 19. 13. Calculation for Depreciation Statements – 238 19. 14. Note by Financial Advisor / Chartered Accountants (given separately) .. 238 19. 15. Notes Forming Part of the Capital Budgeting Process – .. 38 19. 15. 1. Land : .. 239 19. 15. 2. Buildings : .. 239 19. 15. 3. Instruments and Equipments : . 239 19. 15. 4. Furniture and Fixtures : .. 240 19. 15. 5. Intangibles and Other Miscellaneous Fixed Assets : 240 19. 15. 6. Margin money for Performance Bank Guarantee : 240 19. 15. 7. Interest on Project Finance :.. 240 19. 15. 8. Escalation in the Construction Cost : . 240 19. 15. 9. Project Finance and Release of Funds : 241 19. 15. 10. Monitoring and Evaluation of the Project : 241 19. 15. 11. Project Expansion Program : 241 19. 5. 12. Details of Cost of Construction . 242 19. 16. Calculation Assumptions for Project Cost and Capital Budgeting Process – ..

Antebellum Rights for Blacks essays

Antebellum Rights for Blacks essays The antebellum period is generally considered the time between 1820 and the beginning of the war in 1865. Slavery was an integral component of the culture in the United States at that time. Abolitionists abounded in the North while the trade' continued to flourish in the south. Three documents from that era present the social as well as legal perspective The first is an article by a prominent doctor, Dr. Samuel Cartwright, entitled, Diseases and Peculiarities of the Negro Race. It was his purpose to validate the ownership of slaves as a means of providing shelter and industry to a race handicapped to such a degree that they could not prosper on their own. The second document is the opinion of Justice Taney in the Dred Scott versus Sanford case of 1857. Here, it is legally determined blacks of the pre-Civil War era do not have the rights of an American citizen. The third document is a speech presented to the United States Senate on March 4, 1858 by James Henry Hammond wherein he argues that the black race are slaves through natural law. All of these documents were written in the belief that slavery was a legitimate social institution based on the inferiority of the black race. The Southern plantation system was socially and economically dependent on slave labor to continue. The chattel slave was owned and had absolutely no rights, including the right to life, that was not controlled by the owner. The plantation owners did not consider slave labor to be 'free' inasmuch as the care and upkeep of the slaves was their responsibility. In the 1840's a physician, Samuel Cartwright, created a psychiatric diagnosis called "drapetomania" that was specific to slaves - most notably found among freed slaves. The disorder was characterized by "a partial insensibility of the skin, and so great a hebetude of the intellectual faculties, as to be like a person half as...

How to Analyze Data Graphics on SAT Reading and Writing

How to Analyze Data Graphics on SAT Reading and Writing SAT / ACT Prep Online Guides and Tips On both the Reading and Writing sections of the SAT, there are questions that incorporate graphs, charts, and tables. On the Reading section, the Official SAT Study Guide refers to these questions as "interpreting data presented in informational graphics." On the Writing section, they're referred to as "drawing connections between words and data." Both question types contribute to your Command of Evidence subscore. For the purposes of brevity and clarity, I'll call the Reading and Writing questions that use data and graphics quantitative questions. In this article, I'll explain the different types of quantitative questions on Reading and Writing. Furthermore, I'll give you example questions and strategies to help you correctly answer quantitative questions on the SAT. Quantitative Questions on the SAT There are quantitative questions on both the Reading and Writing sections of the SAT. Typically, there will be about 3-6 quantitative questions on Reading and 1-2 on Writing. If you understand the different types of quantitative questions and practice understanding how data is presented on the SAT, you should be able to correctly answer these questions. I'll walk you through the three major types of quantitative questions on Reading and Writing, and I’ll provide a step-by-step approach for answering each type of question. Type #1: Data Questions These are direct questions that test you on whether you can read the information that’s presented. They're the most straightforward quantitative questions. I’ll provide examples and guidance for how to answer these questions. On these types of questions, the first step is to carefully read the graph. Make sure you understand what it's showing and how the information is being displayed. Then, determine what the question is asking. These questions are fairly basic, so you're most likely to make a mistake by either misinterpreting the graph or the question. Finally, you need to refer back to the graph to locate the answer. The information on the graph will directly support your answer choice. Let's take a look at a couple of examples of these types of questions. SAT Examples Follow the steps I provided to answer this data question from a practice SAT. Before attempting to answer the question, familiarize yourself with the graph. You’re most likely to make a mistake by rushing or being careless and reading the graph incorrectly. Make sure you understand each component of the graph. The graph is comparing regular coffee profits to fair trade coffee profits over time. The top line with the unshaded circles is graphing the profits of fair trade coffee. The bottom line with the shaded circles is graphing the profits of regular coffee. The X-axis, or horizontal line, shows the year and the Y-axis, or vertical line, is the amount of profit in US cents per pound. Next, let’s look at the question and determine what it’s asking. The question is asking us to identify the time period when the difference between profits from fair trade and those from regular coffee was largest. Refer back to the graph to find the answer. On the graph, the period when the difference between the profits was largest corresponds with the points on the graph where the distance between the top line and the bottom line is the largest. Quickly, you can see that the largest difference between the profits occurred during 2002-2004. The correct answer is B. If you didn’t realize the distance between the lines corresponded with the difference between the profits, you could have identified the profits for fair trade and regular coffee from the graph for each answer choice and calculated the difference between them. This would be a longer process, but you would still arrive at the correct answer. Here's another example of this type of question. Remember to follow all the necessary steps to answer the question. Again, let’s take a look at the graph first. The graph is showing changes in the depth of isotherms over a 24- hour period. The X-axis is the time of day, and the Y-axis is the depth below the surface in meters. The top line in the graph represents the isotherm of 13 degrees Celsius. The lines below represent the isotherms of , 10, and 9 degrees. Now, we’ll determine what the question is asking. We have to identify the isotherm that shows an increase in depth during the period 19:12 to 20:24. At this point, we’ll refer back to the graph to find our answer. If you take a look at the Y-axis, you’ll notice that a lower point on the Y-axis corresponds with a greater depth below the surface. Therefore, to answer our question, we need to find the isotherm in which its line moves down from 19:12 to 20:24. The only isotherm that shows a downward trajectory from 19:12 to 20:24 is 13 degrees Celsius. The correct answer is D. Steven Depolo/Flickr Type #2: Interpreting Data These questions require you to draw a conclusion or support a statement based on the data. You have to be able to determine what the information means. For these questions, it's easiest to go through the answer choices to determine which one is accurate based on the data. First, again, make sure you know what the question is asking. After you understand the question, look through the answer choices. For each answer choice, refer to the data to conclude whether or not the graphical information supports the answer choice. If the data doesn't support the statement in the answer choice, eliminate that choice. Continue to eliminate answers until you find the correct one. Follow these steps on the following SAT example questions. SAT Examples Check out this interpreting data question from the Reading section. We have to use the information from the graph to determine which statement is true. Again, for these questions, it’s easiest to go through the answer choices to determine which one is supported by the data. Let’s start with answer choice A and refer to the first figure. We have to determine if the number of students using public transportation is greater than the number of retirees using public transportation. From the pie graph, we can see that 10.7% of passengers are students and only 6.7% are retirees. The figure does support answer choice A. We can quickly go through the other choices to ensure that A is correct. For answer choice B, employed people are 72% and unemployed people are only 6.4% of passengers; therefore B is untrue. For answer choice C, homemakers are only 2% of passengers and those employed outside the home are 72%, so C is untrue. For answer choice D, in the figure, there is no mention of how often various groups use public transportation. The figure graphs the occupations of the passengers, but it says nothing about the frequency with which they use public transportation. Therefore, D is not supported by Figure 1, and the correct answer is A. Let’s try one more interpreting data question from the Writing section: Based on the sentence from the passage, we have to determine what happens when Empire apples are treated with 1-MCP. The dark bars represent apples that were treated with 1-MCP. Let’s go through the answer choices to see which one is true based on the data in the graph. For each answer choice, we'll refer back to the graph to see if the statement is an accurate interpretation of the data in the graph. Answer choice A is wrong because the graph shows that Empire apples experience almost 50% browning after being treated with 1-MCP and placed immediately in a controlled atmosphere. Answer choice B appears to be true. The data indicate that roughly 50% of the apple flesh browned with 1-MCP treated apples placed in the open air and those immediately placed in a controlled atmosphere. The dark bar on the right is a little more than 50%, and the dark bar on the left is a little less than 50%. Answer choice C is incorrect because both dark bars show that there is browning. Answer choice D is wrong because there is more browning with 1-MCP apples that are stored in the open air than there is with apples that weren’t treated with 1-MCP and stored in the open air. The correct answer is B. Side Stage Collective/Flickr Type #3: Combining Data With Information From the Passage These questions require you to understand the data and what’s written in the passage. You have to decide if the data supports information in the passage and vice versa. Often, you can answer these questions with just the data or only a basic understanding of the passage. Like all quantitative questions, first make sure that you comprehend the passage. Then, similar to the interpreting data questions, you have to go through the answer choices to determine if the data support the answer choice. Finally, you may have to refer to the passage to ensure that both the data and the passage reflect an answer choice before you make your selection. Check out these examples from practice SATs. SAT Examples Here’s an example from the Writing section: First, we must determine what the question is asking. Based on the map, we must figure out which term is heard in the middle and western portions of the US, which term is used in the south, and which term is used in the northeastern and southwestern US. The terms should be placed in order: middle and western US first, south next, and then northeastern and southwestern US. Next, let’s look at the map to determine which terms are used in the different regions. In the middle and west, â€Å"pop† is the popular term. The dark shaded color in that area corresponds with use of the word â€Å"pop.† In the south,â€Å"coke† is the term of choice. The diagonal lines in that area correspond with using the word â€Å"coke.† Finally, in the northeastern and southwestern US, â€Å"soda† is the word commonly used as indicated by the lightly shaded area. Therefore, the answer should be â€Å"pop,† â€Å"coke,† â€Å"soda." Look at the answer choices to find the correct answer. The correct answer is C.Here's one more example from the Reading section: Because the correct answer has to be supported by the passage and the graph, we can first eliminate the answer choices that are not supported by the graph.Answer choice A can be eliminated because the graph doesn’t provide any information about salinity. Based on the graph alone, you may not know which layers of water are denser, so for now, we’ll leave answer choice B. Answer choice C can be eliminated, because the graph indicates that the colder bands are lower.Based on the graph, answer choice D is correct. None of the waves go above 0 meters. We’re left with B and D. Now we can go to the passage to see which choice is supported by the passage. Let’s start with B. This is taken directly from the passage: The passage states that colder water is denser, and the graph shows that the colder water is below the warmer water. Therefore, B can’t be correct. Now let’s confirm that D is the right answer. These are the first 3 sentences of the passage: The passage clearly states that internal waves are underwater, and the graph shows that the internal waves never rise above 0 meters. The correct answer is D. Strategies for Quantitative Questions on Reading and Writing Here are some tips to keep in mind that will help you with the quantitative questions on Reading and Writing. Ignore the Data in the Passage Until You’re Answering the Related Questions If you see a graph or chart in a passage, disregard it until you attempt to answer the questions based on the data. You’ll have to refer back to the graph or chart when you’re answering the questions, so you don’t have to waste time looking at the data beforehand. Familiarize Yourself With the Data Before Answering the Question Before selecting an answer to a quantitative question, understand each component of the graph or chart. Know what’s being measured and exactly how it’s being measured. Make sure to read the labels and scales. If you incorrectly identify what's being measured on the x-axis or y-axis of a graph, then you're likely to get the question wrong. Similarly, if you don't correctly determine what each bar or line is measuring in a graph, you'll have difficulty correctly answering the quantitative questions. When Answering Questions That Ask You to Interpret the Data, Go Through the Answer Choices to Determine the Correct Answer For questions that ask you to identify which statement is true based on the data, go through each statement to see if it’s supported by the data. If one of the answer choices makes a claim that is either proven incorrect by the data or can't be directly supported by the data, then you should eliminate that answer choice. The correct answer will be the only one that is definitively proven by the graphical information. Oftentimes, there will be an answer that seems plausible, but it can only be the correct answer if it's supported by the evidence. Only Refer Back to the Passage if Necessary For most quantitative questions, you can rely solely on the data to answer the question. If you have to go back to the passage to confirm your answer choice, do as much as you can with the just the data to eliminate answer choices before referring to the passage. This will save you time. What's Next? Quantitative questions first appeared on the SAT in March of 2016. Find out how the Reading and Writing sections have changed. Also, you may want to learn how to excel on the SAT essay. Finally, learn from a perfect scorer how to get a 1600 on the SAT. 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 Writing and grammar lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: