Complete Guide to Fractions and Ratios on SAT Math

Complete Guide to Fractions and Ratios on SAT Math SAT / ACT Prep Online Guides and Tips You likely had your first taste of working with fractions sometime in elementary school, though it's probably been a while since you've had to deal with how they shift, change, and interact with one another. To refresh, fractions and ratios are both used to represent pieces of a whole. Fractions tell you how many pieces you have compared to a potential whole amount (3 red marbles in a bag of 5, for example), while ratios compare pieces to each other (3 red marbles to 2 blue marbles) or, more rarely, pieces to the whole amount (again, 3 red marbles in 5 total). If this sounds complicated to you right now, don’t worry! We will go through all the principles behind fractions and ratios in this guide. If this seems easy to you right now, definitely check out the practice problems at the end of the guide to make sure you have mastered all the different kinds of fraction and ratio problems you’ll see on the test. The SAT likes to present familiar concepts in unfamiliar ways, so don’t let your mastery of fractions lead you to make assumptions about how you’ll see fractions and ratios on the test. No matter how comfortable you are (or are not) with fractions and ratios right now, this guide is for you. Here, we will go through the complete breakdown of fractions and ratios on the SAT- what they mean, how to manipulate them, and how to answer the most difficult fraction and ratio problems on the SAT. This Guide This guide is seperated into two distinct categories- everything you need to know about fractions and everything you need to know about ratios. For each section, we will go through the ins and outs of what fractions and ratios mean as well as how to manipulate and solve the different kinds of fraction and ratio problems you'll see on the SAT. We will also breakdown how you can tell when an SAT problem requires a ratio or a fraction and how to set up your approach these kinds of problems. At the end, you will be able to test your knowledge on real SAT math questions. The more you prep for the SAT, the more your brain can be Swiss-army-knife-ready for any question the test can throw at you. What are Fractions? $${\a \piece}/{\the \whole}$$ Fractions are pieces of a whole. They are expressed as the amount you have (the numerator) over the whole (the denominator). A pizza is divided into 8 pieces. Kyle ate 3 pieces. What fraction of the pizza did he eat? He ate $3/8$ths of the pizza. 3 is the numerator (top number) because he ate that many pieces of the whole, and 8 is the denominator (bottom number) because there are 8 pieces total (the whole). Math is always more fun when it's delicious. Special Fractions A number over itself equals 1 $3/3=1$ $10/10=1$ $(a+b)/(a+b)=1$ A whole number can be expressed as itself over 1 $5=5/1$ $22/1=22$ $(a+b)/1=a+b$ 0 divided by any number is 0 $0/17=0$ $0/(a+b)=0$ There is one exception to this rule: $0/0=\undefined$. The reason for this lies in the next rule. Any number divided by 0 is undefined Zero cannot act as a denominator. For more information on this check out our guide to advanced integers. But for now all that matters is that you know that 0 cannot act as a denominator. Reducing Fractions If both the numerator and the denominator have a common factor (a number they can both be divided by), then the fraction can be reduced. For the purposes of the SAT, you will need to reduce your fractions to get to your final answer. To reduce a fraction, you must divide both the numerator and the denominator by the same amount. This keeps the fraction consistent and maintains the proper relationship between numerator and denominator. If your fraction is $3/12$, then it can be written as $1/4$. Why? Because both 3 and 12 are divisible by 3. $3/3=1$ and $12/3=4$. So your final fraction is $1/4$ Now let's figure out how to perform the four basic math functions on fractions. Adding or Subtracting Fractions You can add or subtract fractions as long as their denominators are the same. To do so, you keep the denominator consistent and simply add the numerators. $4/15+2/15=6/15$ But you CANNOT add or subtract fractions if your denominators are unequal. $4/15+2/5=?$ So what can you do when your denominators are unequal? You must make them equal by finding a common multiple (number they can both multiply evenly into) of their denominators. In the case of $4/15+2/5$, a common multiple of the denominators 15 5 is 15. When you find a common multiple of the denominators, you must multiply both the numerator and the denominator by the amount it took to achieve that number. Again, this keeps the fraction (the relationship between numerator and denominator) consistent. Think of it as the opposite of reducing a fraction. To get to the common denominator of 15, $4/15$ must be multiplied by $1/1$ Why? Because 15*1=15. $(4/15)(1/1)=4/15$. The fraction remains unchanged. To get to the common denominator of 15, $2/5$ must be multiplied by $3/3$. Why? Because 5*3=15. $(2/5)(3/5)=6/15$. Now we can add them, as they have the same denominator. $4/15+6/15=10/15$ We can further reduce $10/15$ into $2/3$ because both 10 and 15 are divisible by 5. So our final answer is $2/3$. Multiplying Fractions Multiplying fractions is a bit simpler than adding or dividing fractions. There is no need to find a common denominator- you can just multiply the fractions straight across. To multiply a fraction, first multiply the numerators. This product becomes your new numerator. Next, multiply your two denominators. This product becomes your new denominator. $1/4*2/3=(1*2)/(4*3)=2/12$ And again, we reduce our fraction. Both the numerator and the denominator are divisible by 2, so our final answer becomes: $1/6$ Special note: you can speed up the multiplication and reduction process by finding a common factor of your cross multiples before you multiply. $1/4*2/3$ = $1/2*1/3$. Why? Because both 4 and 2 are divisible by 2, we were able to reduce the cross multiples before we even began. This saved us time in reducing the final fraction at the end. So now we can simply say: $1/2*1/3=1/6$. No need to further reduce- our answer is complete. Take note that reducing cross multiples can only be done when multiplying fractions, never while adding or subtracting them! It is also a completely optional step, so do not feel obligated to reduce your cross multiples- you can simply reduce your fraction at the end. Dividing Fractions In order to divide fractions, we must first take the reciprocal (the reversal) of one of the fractions. Afterwards, we simply multiply the two fractions together. Why do we do this? Because division is the opposite of multiplication, so we must reverse one of the fractions to turn it back into a multiplication question. ${2/3}à ·{3/4}$ = $2/3*4/3$ (we took the reciprocal of $3/4$, which means we flipped the fraction upside down to become $4/3$) $2/3*4/3=8/9$ But what happens if you need to divide a fraction by a whole number? If a cake is cut into thirds and each third is cut into fourths, how many pieces of cake are there? *** We start out with $1/3$ of a cake and we need to divide each third 4 more times. Because 4 is a whole number, it can be written as $4/1$. This means that its reciprocal is $1/4$. $1/3à ·4$ = $1/3*1/4=1/12$ Our denominator (the whole) is 12. This means there will be 12 pieces total in the cake. Decimal Points Because fractions are pieces of a whole, you can also express fractions as either a decimal point or a percentage. To convert a fraction into a decimal, simply divide the numerator by the denominator. (The / symbol also acts as a division sign.) $4/5$ = 4/5 = 0.8 Sometimes it is easier to convert a fraction to a decimal in order to work through a problem. This can save you time and effort trying to figure out how to divide or multiply fractions. If $j/k=32$ and $k=3/2$, what is the value of $1/2j$ ? *** As you can see, there are two ways to approach this problem- using fractions and using decimals. We’ll look at both ways. If you were to use fractions, you would set up the problem as a fraction division problem. $k=3/2$ So $j/k=j/{3/2}$ $j/{3/2}$ = $j*2/3$ (remember, we take the reciprocal when we divide) So our full problem looks like this: $2/3*j=32$ Now we must divide 32 by $2/3$ in order to bring it over to the other side and isolate j. This means we need to take the reciprocal yet again. So ${32}/{2/3}$ = $32*3/2=96/2=48$ $j=48$ Now, for the final step, we must take $1/2$ of j. (Note: to "take $1/2$" is the same thing as multiplying by $1/2$.) $48*{1/2}=48/2=24$ Our final answer is 24. Alternatively, we could save ourselves the headache of using fractions and reciprocals and simply use decimals instead. We know that $k=3/2$. Instead of keeping the fraction, let us convert it into a decimal. $3à ·2=1.5$ So $k=1.5$ $j/k=32$ $j/1.5=32$ When you multiply both sides by 1.5, you get: $j=(32)(1.5)=48$ $j=48$ And ${1/2}j={1/2}(48)=24$ So again, our final answer is 24. Percentages After you convert your fraction to a decimal, you can also turn it into a percentage (if needed). So 0.8 from can also be written as 80%, because 0.8*100=80. A pie chart is a useful way of showing relative sizes of fractions and percentages. This shows just how large a fraction $7/10$ (or 70%) truly is. Mixed Fractions Sometimes you may be given a mixed fraction on the SAT. A mixed fraction is a combination of a whole number and a fraction. For example, 7$3/4$ is a mixed fraction. We have a whole number, 7, and a fraction, $3/4$. You can turn a mixed fraction into an ordinary fraction by multiplying the whole number by the denominator and then adding that product to the numerator. The final answer will be ${\the \new \numerator}/{\the \original \denominator}$. 7$3/4$ (7)(4)=28 28+3=31 So your final answer = $31/4$ You must convert mixed fractions into fractions in order to multiply, divide, add, or subtract them with other fractions. In this problem, we began with 5 gallons of water and we ended with 2$1/3$. We must figure out how many gallons we used. 5−2 $5-2{1/3}$ First, let’s get our mixed fraction into a regular fraction. 2$1/3$ = ${[(2*3)+1]}/3={7/3}$ $5/1-7/3$ Now, we need to give each fraction the same denominator. We'll do this by converting $5/1$ into a new fraction with a denominator of 3. $5/1*3/3=15/3$ Finally, we can find the difference between the amounts. $15/3-7/3=8/3$ So we have used up $8/3$rds of the water. Now let’s count how many times the pail was emptied to use up that $8/3$rds of the total water. If you count the dots, the pail was emptied 8 times (the first dot does not count as a time it was emptied- that is merely our starting point). Because the same amount of water was removed each time, we must divide our emptied water by 8. ${8/3}à ·{8/1}$ = $8/3*1/8$ We can now either reduce the cross-multiples (because this is a multiplication problem), which would give us: $8/3*1/8$ = $1/3*1/1$ $1/3*1/1=1/3$ Or we can multiply through and then reduce afterwards: $8/3*1/8=8/24$ $8/12=1/3$ Either way, our final answer is $1/3$; each trip removed $1/3$ of a gallon of water from the tank. Now that we've broken down all there is to know about SAT fractions, let's take a look at their close cousin- the ratio. This shape is called the "golden ratio" and has been studied for thousands of years. It has applications in geometry, nature, and architecture. What are Ratios? Ratios are used as a way to compare one thing to another (or multiple things to one another). If Leslie has 5 white socks and 2 red socks, the white socks and the red socks have a ratio of 5 to 2. Expressing Ratios Ratios can be written in three different ways: A â€Å'to â€Å'B A:B $A/B$ No matter which way you write them, these are all ratios comparing A to B. Different Types of Ratios Just as a fraction represents a part of something out of a whole (written as: ${\a \part}/{\the \whole}$), a ratio can be expressed as either: aâ€Å'part:a â€Å'different â€Å'part OR aâ€Å'part:theâ€Å' whole Because ratios compare values, they can either compare individual pieces to one another or an individual piece to the whole. If Leslie has only 5 white socks and 2 red socks in a drawer, the ratio of white socks to all the socks in the drawer is 5 to 7. (Why 7? Because there are 5 white and 2 red socks, so together they make 5+2=7 socks total.) Some of the many uses of ratios in action (in this case, the ratios are- a part: a different part). Reducing Ratios Just as fractions can be reduced, so too can ratios. Kyle has a stamp collection. 45 of them have pictures of daisies and 30 of them have pictures of roses. What is the ratio of daisy stamps to rose stamps in his collection? *** Right now, the ratio is $45:30$. But they have a common denominator of 15, so this ratio can be reduced. $45/15=3$ $30/15=2$ So the stamps have a ratio of $3:2$ Increasing Ratios Because you can reduce ratios, you can also do the opposite and increase them. In order to do so, you must multiply each piece of the ratio by the same amount (just as you had to divide by the same amount on each side to reduce the ratio). So the ratio of 4:3 can also be $4(2):3(2)=8:6$ $4(3):3(3)=12:9$ And so on. Marbles are to be removed from a jar that contains 12 red marbles and 12 black marbles. What is the least number of marbles that could be removed so that the ratio of red marbles to black marbles left in the jar will be 4 to 3? *** Right now, there are an equal amount of marbles, so the ratio is 12:12 (or 1:1) We know that we have an end ratio of 4:3 that we want to achieve and that each side of the ratio has to be multiplied (or divided) by the same amount to keep the ratio consistent. We want to remove as few marbles as possible, so let us imagine that 4:3 is a reduced ratio. That means we need to see how many total marbles the reduced ratio of 4:3 could possibly be. So both 4 and 3 have to be multiplied by the same amount to maintain their ratio and yet achieve a higher number of total marbles than just their 7 (4+3=7). We can see that 12 is divisible by 4, so the red marbles could conceivably remain unchanged in order to get a new ratio of 4:3. $12/4=3$ Because 4 can go evenly into 12, this will give us the fewest amount of marbles taken away. Because the 4 is multiplied 3 times to get 12, we know that both 4 and 3 must be multiplied by 3 to keep a new ratio of 4:3 consistent. To find the new number of black marbles, we take 3*3=9. The new amount of black marbles has to be 9. And because our red marbles remain the same (12), we must take only 3 marbles away from the total number of marbles (Why? Because 12â€Å' blackâ€Å' marbles−3 â€Å'blackâ€Å' marbles=9â€Å' blackâ€Å' marbles) So our final answer is 3, we must take 3 black marbles away to get a new ratio of 4:3 of red marbles to black marbles. Finding the Whole If you are given a ratio comparing two parts (piece:anotherâ€Å'piece), and you are told to find the whole amount, simply add all the pieces together. It may help you to think of this like an algebra problem wherein each side of the ratio is a certain multiple of x. Because each side of the ratio must always be divided or multiplied by the same amount to keep the ratio consistent, we can think of each side as having the same variable attached to it. For example, a ratio of 4:5 can be: $4(1):5(1)=4:5$ $4(2):5(2)=8:10$ And so on, just as we did above. But this means we could also represent 4:5 as: $4x:5x$ Why? Because each side must change at the same rate. And in this case, our rate is $x$. So if you were asked to find the total amount, you would add the pieces together. $4x+5x=9x$. The total amount is 9x. In this case, we don’t have any more information, but we know that the total must be divisible by 9. So let’s take a look at another problem. Teyvon has a basket of eggs that he is going to sell. There are two different kinds of eggs in the basket- white and brown. The brown eggs are in a ratio of 2:3 to the white eggs. What is NOT a possible number of eggs that Teyvon can have in the basket? A) 5 B 10 C) 12 D) 30 E) 60 *** In order to find out how many eggs he has total, we must add the two pieces together. So 2+3=5 This means that the total number of eggs in the basket has to either be 5 or any multiple of 5. Why? Because 2:3 is the most reduced form of the ratio of eggs in the basket. This means he could have: $2(2):3(2)=4:6$ eggs in the basket (10 eggs total) $2(3):3(3)=6:9$ eggs in the basket (15 eggs total) And so forth. We don’t know exactly how many eggs he has, but we know that it must be a multiple of 5. This means our answer is C, 12. There is no possible way that he can have 12 eggs in the basket. Now that we are armed with knowledge of fractions and ratios, we must follow the right steps to solve our problems. How to Solve Fraction, Ratio, and Rational Number Questions Now that we have discussed how fractions and ratios work indivisually, let's look at how you'll see them on the test. When you are presented with a fraction or ratio problem, take note of these steps to find your solution: #1: Identify whether the problem involves fractions or ratios A fraction will involve the comparison of a $\piece/\whole$. A ratio will almost always involve the comparison of a piece:piece (or, very rarely, a piece:whole). You can tell when the problem is ratio specific as the question text will do one of three things: Use the : symbol, Use the phrase "___ to ___† Explicitly use the word "ratio† in the text. If the questions wants you to give an answer as a ratio comparing two pieces, make sure you don’t confuse it with a fraction comparing a piece to the whole! #2: If a ratio question asks you to change or identify values, first find the sum of your pieces In order to determine your total amount (or the non-reduced amount of your individual pieces), you must add all the parts of your ratio together. This sum will either be your complete whole or will be a factor of your whole, if your ratio has been reduced. A total of 120,000 votes were cast for 2 opposing candidates, Garcia and Pà ©rez. If Garcia won by a ratio of 5 to 3, what was the number of votes cast for Pà ©rez? (A) 15,000 (B) 30,000 (C) 45,000 D) 75,000 (E) 80,000 *** As you can see, our ratio of 5 to 3 has been greatly reduced (neither of those numbers is in the tens of thousands). We know that there are a total of 120,000 votes, so we need to determine the number of votes for each candidate. Let’s first add our ratio pieces together. 5:3 = 5+3=8 Because 8 is much (much) smaller than 120,000, we know that 8 is not our whole. But 8 is the factor of our whole. ${120,000}/8=15,000$ So if we think of 15,000 as one component (a replacement for our variable, $x$), and Garcia and Pà ©rez have a ratio of 5 components to 3 components, then we can find the total number of votes per candidate. G:P=5:3 = $5x:3x$ 5*15,000=75,000 3*15,000=45,000 So Garcia earned 75,000 votes and Pà ©rez earned 45,000 votes. (You can even confirm that this must be the correct number of votes each by making sure they add up to 120,000. 75,000+45,000=120,000. Success!) So our final answer is C, Pà ©rez earned 45,000 votes. #3: When in doubt, try to use decimals Decimals can make it much easier to work out problems (as opposed to using fractions). So do not be afraid to convert your fractions into decimals to make life easier. #4: Remember your special fractions Always remember that a number over 1 is the same thing as the original number, and that a number over itself = 1. If $h$ and $k$ are positive numbers and $h+k=7$ then ${7-k}/h=$ (A) 1 (B) 0 (C) -1 (D) $h$ (E) $k-1$ *** Here we have two equations: $h+k=7$ and ${7-k}/h$ So let us manipulate the first. $h+k=7$ can be re-written as: $h=7−k$ (Why? We simply subtracted $k$ from either side) So now we can replace the $(7−k)$ from the second equation with $h$, as the two terms are equal. This leaves us with: $h/h$ And we know that any number over itself = 1. So our final answer is A, 1. Now, let's put your knowledge to the test! Test Your Knowledge #1: Flour, water, and salt are mixed by weight in the ratio of 5:4:1, respectively, to produce a certain type of dough. In order to make 5 pounds of this dough, what weight of salt, in pounds, is required? (A) $1/4$ (B) $1/2$ (C) $3/4$ (D) 1 (E) 2 #2: #3: Which of the following answer choices presents the fractions $5/4$, $4/3$, $19/17$, $13/12$, and $7/6$ in order from least to greatest? (A) $19/17$, $7/6$, $13/12$, $4/3$, $7/6$, $5/4$ (B) $4/3$, $5/4$, $7/6$, $19/17$, $13/12$ (C) $13/12$, $7/6$, $19/17$, $5/4$, $4/3$ (D) $19/17$, $13/12$, $5/4$, $7/6$, $4/3$ (E) $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ Answers: B, D, E Answer Explanations: #1: This question is a perfect example of when to find the whole of the pieces of the ratio. Flour, water, and salt are in a ratio of 5:4:1, which means that the whole is: $5x+4x+1x=10x$ So $10x$ is our whole. We want 5 pounds of the recipe, so we must convert $10x$ to 5. $10x=5$ $x=1/2$ Our variable is $1/2$ . Now, we are looking for the amount of salt to use when we started out with $1x$. So let us replace our $x$ with the value we found for it. $1x$ $1(1/2)$ $1/2$ This means we need $1/2$ a pound of salt to make 5 pounds of the mixture. Our final answer is B, $1/2#. #2: For this question, we must find a non-zero integer for t in which $x+{1/x}=t$, where $x$ is also an integer. We know, based on our special fractions, that the only possible way to get a whole number in fraction form is to have our demoninator equal 1 or -1. This means that x cannot possibly be anything other than 1 or negative 1. (Why? If x were anything else but 1, we would end up with a mixed fraction. For example, if x=2, then we would have: $2+{1/2}$. If $x=3$, we would have: $3+{1/3}. And so on. The only way to get an integer value for $t$ is when $x=1$.) So let us try replacing our $x$ value with 1. $x+{1/x}=t$ $1+{1/1}=2$ $t=2$ Well, $t$ could possibly equal 2, but this is not one of our answer choices. So now let us replace $x$ with -1 instead. $x+{1/x}=t$ $-1+{1/-1}=-2$ t=−2 Success! We have found a value for $t$ that matches one of our answer choices. Our final answer is D, $t=−2$ #3: For a problem like this (one that has you order fractions by size), it is usually a good idea to break out the decimals. But we will go through how to solve it using both methods of fractions and decimals. Solving with decimals: To solve with decimals, simply divide each numerator by its denominator to get the decimal. Then, order them in ascending order (as we are told). $5/4=1.25$ $4/3=1.333$ $19/17=1.12$ $13/12=1.08$ $7/6=1.16$ We can see here that the order from least to greatest is: 1.08, 1.12, 1.16, 1.25, 1.33 Which, converted back to their fraction form is: $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ So our final answer is E. Alternatively, we can solve using fractions. Solve using fractions: Let us find a common denominator between all the numerators. A quick way to do this is by multiplying the two largest numerators together. (It may not be the least common denominator, but it'll do for our purposes.) $17*12=204$ Now let's make sure that the other denominators can go evenly into 204 as well. $204/6=34$ $204/4=51$ $204/3=68$ Perfect! Now let us convert all of our fractions. $5/4={5(51)}/{4(51)}=255/204$ $4/3={4(68)}/{3(68)}=272/204$ $19/17={19(12)}/{17(12)}=228/204$ $13/12={13(17)}/{12(17)}=221/204$ $7/6={7(34)}/{6(34)}$ Now that they all share a common denominator, we can compare and order their numerators. So, in ascending order, they would be: $221/204$, $228/204$, $238/204$, $255/204$, $272/204$ Which, when converted back to their original form, is: $13/12$, $19/17$, $7/6$, $5/4$, $4/3$ So again, our final answer is E. I think a nap is in order- don't you? Take-Aways Fractions and ratios may look tricky, but they are merely ways to represent the relationships between pieces of a whole and the whole itself. Once you know what they mean and how they can be manipulated, you’ll find that you can tackle most any fraction or ratio problem the SAT can throw at you. But always remember- though ratios and fractions are related, do not get them mixed up on the SAT! The vast majority of the time, the ratios they give you will compare parts to parts and the fractions will compare parts to the whole. It can be easy to make a mistake during the test, so don’t let yourself lose a point due to careless error. What’s Next? You've conquered fractions and you've decimated ratios and now you're eager for more, right? Well look no further! We have guides aplenty for the many math topics covered on the SAT, including probability, integers, and solid geometry. Feel like you're running out of time on the SAT? Check out our article on how to finish your math sections before time's up. Don't know what score to aim for? Make sure you have a good grasp of what kind of score would best suit your goals and current skill level, and how to improve it from there. Angling to get an 800 on SAT Math? Look to our guide on how to get a perfect score, written by a perfect SAT scorer. 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 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:

Architecture of the Rich and Famous in Palm Springs

Architecture of the Rich and Famous in Palm Springs Mid-Century or Midcentury? Any way you spell it (and both are correct), the modern designs of world class architects from the middle part of the 20th century continue to define Palm Springs, California. Nestled in the Coachella Valley and surrounded by mountains and deserts, Palm Springs, California is only a few hours drive from the bustle and tinsel of Hollywood. As the entertainment industry enveloped the Los Angeles area during the 1900s, Palm Springs became a favorite getaway for the many starlets and socialites who were making money faster than they could spend it. Palm Springs, with its abundant year-round sunshine, became a refuge for a game of golf followed by cocktails around the swimming pool - a fast-lane lifestyle of the rich and famous. The 1947 Sinatra House, with a swimming pool shaped like a grand piano, is but one example of the architecture from this period. Architectural Styles in Palm Springs The building boom in the United States after World War II enticed LA architects to Palm Springs - architects go where the money is. Modernism had taken hold throughout Europe and already immigrated to the US. Southern California architects adapted ideas from the Bauhaus movement and the International Style, creating an elegant yet informal style that is often called Desert Modernism. As you explore Palm Springs, look for these important styles: Desert ModernismArt ModerneSpanish EclecticGoogieTiki Fast Facts: Palm Springs Every year Modernism Week celebrates the many mid-century modern houses in Palm Springs, located about 100 miles (2 hours) east of Los Angeles, California.Original settlers were Cahuilla Native Americans, called Agua Caliente or hot water by Spanish explorers.California became the 31st state in 1850. U.S. surveyors first described the area of palm trees and mineral springs as Palm Springs in 1853. John Guthrie McCallum (1826-1897) and his family were the first white settlers in 1884.The Southern Pacific Railroad completed an East/West line in 1877 - the railroad owned every other square mile surrounding the tracks, creating a checkerboard of property ownership seen today.Palm Springs became a health resort, its mineral springs a sanitorium for the treatment of tuberculosis.Palm Springs was incorporated in 1938. Singer/celebrity Sonny Bono was the 16th Mayor of Palm Springs from 1988 to 1992.As early as 1919, Palm Springs was used as a ready-made set for many Hollywood silent movies. It quickly became a playland for people in the movie industry, because of its proximity to LA. Even today Palm Springs is known as The Playground of the Stars. Architects of Palm Springs Modernism Palm Springs, California is a virtual museum of Mid-Century Modern architecture with possibly the worlds largest and best-preserved examples of elegant homes and landmark buildings constructed during the 1940s, 1950s, and 1960s. Here is a sampling of what youll find when visiting Palm Springs: Alexander Homes: Working with several architects, the George Alexander Construction Company built more than 2,500 homes in Palm Springs and established a modernist approach to housing that was imitated throughout the United States. Learn about Alexander Homes. William Cody (1916-1978): No, not Buffalo Bill Cody, but the Ohio-born architect William Francis Cody, FAIA, who designed many homes, hotels, and commercial projects in Palm Springs, Phoenix, San Diego, Palo Alto, and Havana. Check out the 1947 Del Marcos Hotel, the 1952 Perlberg, and the 1968 St. Theresa Catholic Church. Albert Frey (1903-1998): Swiss architect Albert Frey worked for Le Corbusier before moving to the United States and becoming a Palm Springs resident. The futuristic buildings he designed launched the movement that became known as Desert Modernism. Some of his must-see buildings include these: 1949-1963 (with Robson Chambers): Tramway Valley Station1957 (with John Porter Clark, Robson Chambers, and E. Stewart Williams): Palm Springs City Hall1963: Frey House II1963-1965 (with Robson Chambers): Tramway Gas Station, now the Palm Springs Visitors Center John Lautner (1911s of his work in Palm Springs include: 1968: The Arthur Elrod House1979: The Bob and Delores Hope House Richard Neutra (1892-1970): Born and educated in Europe, Austrian Bauhaus architect Richard Neutra placed dramatic glass and steel homes in rugged California desert landscapes. Neutras most famous home in Palm Springs are these: 1937: Grace Lewis Miller House, the winter home of the St. Louis socialite1946: Kaufmann House, the same Kaufmanns who commissioned Frank Lloyd Wright in 1935 to build Fallingwater in Pennsylvania Donald Wexler (1926-2015): Architect Donald Wexler worked for Richard Neutra in Los Angeles, and then for William Cody in Palm Springs. He partnered with Richard Harrison before establishing his own firm. Wexler designs includes: 1961-1962: Steel Development Houses constructed by the Alexander Construction Company1961-1962: The Royal Hawaiian Estates, tiki style condominium complex in Palm Springs1965: Palm Springs Airport Original Terminal Building Paul Williams (1894-1980): Los Angeles architect Paul Revere Williams designed more than 2000 homes in southern California. He also designed: 1937: International Style clubhouse for the Tennis Club on Baristo Road, Palm Springs1954: Lucille Ball and Desi Arnaz home E. Stewart Williams (1909-2005): The son of Ohio architect Harry Williams, E. Stewart Williams built some of Palm Springs most significant buildings during a long and prolific career. Must-see: 1947: House for Frank Sinatra1954: The Edris House1960: Coachella Valley Savings and Loan (now Washington Mutual)1963: Tramway Upper Station1976: Palm Springs Desert Museum (now the Palm Springs Art Museum) Lloyd Wright (1890-1978): Son of the famous American architect Frank Lloyd Wright, Lloyd Wright was trained in landscape design by the Olmsted brothers and worked with his famous father developing the concrete textile block buildings in Los Angeles. Lloyd Wrights projects in and near Palm Springs include: 1923: Oasis Hotel, a distinctive Art Deco building with a 40-foot tower. Desert Modernism Near Palm Springs: Sunnylands, 1966, in Rancho Mirage, by architect A. Quincy Jones (1913-1979) Travel to Palm Springs for the Architecture As the center of Mid-Century Modernism, Palm Springs, California hosts many architecture conferences, tours, and other events. Most famous is Modernism Week held in February each year.   Several beautifully restored hotels in Palm Springs, California recreate the experience of mid-twentieth century living, complete with reproduction fabrics and furnishings by major designers of the period. The Chase HotelStudio rooms that recreate the 1950s.The Orbit InTwo sister inns, the Orbit In and the Hideaway, with a retro flair.RendezvousNostalgic 1950s theme rooms and gourmet breakfasts. Hotel History and DetailsLHorizon HotelDesigned by William Cody in 1952. Hotel History and DetailsThe Movie Colony HotelDesigned by Albert Frey in 1935. Hotel History and DetailsThe Monkey Tree HotelA 16-room restored boutique hotel designed in 1960 by Albert Frey. Sources History, City of Palm Springs, CA

Nurses and the Affordable Care Act Coursework Example | Topics and Well Written Essays - 250 words

Nurses and the Affordable Care Act - Coursework Example For instance, through this legislation, the government intends to encourage nursing education and mitigate shortages of nursing professionals in many of its states offering them with loan facilities as well as the opportunity to get a proportion of their loan cancelled. According to Wakefield (2010), the legislation also offers a wider opportunity for deserving nurses to appear in leadership positions within the sector. In the words of Davis, Abrams and Stremikis (2011) too, â€Å"the Affordable Care Act invests $1.5 billion over 2011–2015 for the National Health Service Corps to provide scholarships and loan forgiveness for primary care physicians, nurse practitioners, and physician assistants practicing in health professional shortage areas.† Applying the above discussed facts of Affordable Care Act, it becomes apparent that the government is taking realistic and effective measures to encourage participation of nurses in almost every sphere of the healthcare sector in America. This would help in dealing with the major issues prevalent in the domain. At the onset, it will address the long-lasting inhibition amid the nurses that they lack adequate opportunities to be in the leadership position of the industry. On the other hand, it is expected to ensure diversity as well as uniformity in the trend of delivering nursing services to the population in rural areas of the nation, apart from those regions suffering from shortage of these professionals. Therefore, with greater growth opportunities and financial aids, it gets justified that the new legislation serves with a greater voice and diverse set of choices to the nurses influencing the future of these professionals as a group as well as

Cause marketing costs Essay Example | Topics and Well Written Essays - 250 words

Cause marketing costs - Essay Example However, there are emerging issues even as multinational companies seek to maximize profits. Corporate social responsibility, international labor law, ethical issues and level competitive ground are the realities that companies have to address. Owing to the relatively tight competition in different industries, for-profit companies have to embrace non-price competitive strategies. Reconciling the increasing cost of production and profit margin explains the redefinition of value chain process. The source of the product does not matter in the current society as long as the brand is known. The companies are majoring on marketing and brand quality. Exploiting technology differences, labor and input factor cost variations across countries has become useful in surviving by the companies(Cullen & Parboteeah, 2014). Public image of the company is closely related to its product brand and this can be evidenced in the market size scramble by firms of the same products like Nike, Puma and Adidas among others in the sports and apparel industry. It can therefore be noted that globalization has restructured the socio-economic and political behavior of people which is reflected in the companies’ competitive trend and consumer

Assessment Of Housing And Health Inequalities Sociology Essay

Assessment Of Housing And Health Inequalities Sociology Essay Introduction There is a long history of research into the effect of socioeconomic factors and deprivation on health. The spatial dimension where people live is a major determinant of health inequalities, for example in terms of marked variations in life expectancy ( Mitchell et al 2005). One socioeconomic variable, the type of housing that people can afford to live in, is obviously related to income. Hence housing is thought to be one of the determinants of a persons overall health and wellbeing in terms of both physical and psychological. Fuel poverty can be defined as an individual being not capable of affording those resources to keep them in warm condition. Boardman (1991) defined fuel poverty as the inability of a household to acquire energy sources such as heating by using 1o percent of their household income. While the department of energy and climate change approach the same description of fuel poverty as a household to be in fuel poverty in case it needs to spend more than 10 percent of its income on fuel or on heating for sufficient warm ( 21 degrees for the main living area, and 18 degrees for other in use rooms). The living standard and peoples health can be damage while living in cold and damp houses. There is the possibility that elderly, children and people with a long term illness and disability are more susceptible to fuel poverty. The department of energy and climate change classifies fuel poverty into three main categories. (Department of energy and climate change, Addressing Fuel Poverty). Poor condition of the energy efficiency in home High energy prices and its affordability. Low income status of the people Dr. Noel DL Olsen (2001) described that few people choose to live in cold damp homes that they cannot afford to heat well enough to protect their health. Yet for millions of British households this is the reality of poor quality housing, inefficient heating systems and inadequate building standards stretching back over generations. Aims: The aim of the study is to understand and mapping of housing and heath determinants and their relationship in fueling poverty in Salford area of Greater Manchester. Objectives: To understand basic factors of housing and health inequalities To understand how various housing and health inequalities fueling poverty To understand the relationship of various factors using statistical analysis Literature Review The literature review will described the basic description of health and housing inequalities. The condition of housing includes a collection of characters that are integral to the status and well being of a family. Housing on the other hand must be in a state of safe and well-mannered conditions to represent a family life. One of the most famous and influential sources here is John Snows study of clusters of cholera which were found to be caused by contaminated public water facilities in London (Hempel, 2007). This study will be important both in terms of its part in the then emerging field of public health, but also more recently as an illustration of the potential for GIS and spatial analysis techniques in that field. Other early works on the state of the emerging discipline of public health focused on the newly-industrializing slum communities of nineteenth century England. Manchester, the first industrial city, was a good example of this and accounts of the conditions there at that time have acquired totemic status. For example, Engels Conditions of the working class in England, (1987, originally published in 1844) formed part of the primary research which he and his colleague Marx used in their globally-influential economic and political analyses. One hundred and thirty years later, Roberts Classi c slum (1971) provided a first-hand account of someone growing up in Salford, the deprived area immediately to the North West of inner city Manchester, particularly the social and related health problems of its housing stock. However, although the relation between poor health and poor housing seems obvious because of the basic human need for shelter, Thomson et al (2001) comment in a systematic review of published literature of despite, or perhaps because of this intuitive relation, good research evidence is lacking on the health gains that result from investment in housing. Furthermore, Thomson et al (2001) described that there is also a lack of comparative information on the costs and effects of specific housing improvements, such as central heating or major refurbishment. It is this type of evidence that is likely to be most valuable to policy makers and housing providers. Large scale studies that investigate the wider social context of housing improvements and their comparative effectiveness and cost effectiveness are now required. Fuel Poverty Palmer et al. (2008) explained that single-person households in England are much more likely to be in fuel poverty than couples or larger families, their risk being twice as high as the next highest household type, lone parents (in 2005, 15% compared with 7%). This applies to working-age singles as well pensioner singles. Because of their relatively high risk, two-thirds of the households in fuel poverty in 2005 in England were single-person households even though only a quarter of all households were single-person households. Housing, Health and Adequate heating Boardman (1991) first described that fuel poverty are due to the causes of inability of adequate energy usage for adequate heating but on the same time Shortt and Rugkasa (2005) in their research explained that there is the complex relationship between other factors associated with the household such as income, adequate heating and how to use efficient use of the energy, in which case the failure occur when defining the fuel poverty. There has been an effect on person mental health due to poor and inadequate heating system. Poor housing and inadequate heating system lead to damp which causes most of the common health issues. The personal well being, mental health and physical health has been affected by damp conditions of a place. Such type of mental health effect on a person life has been suggested by Lowry (1991) describing that the psychological consequences of having scrape mould off your walls everyday are obvious. A relationship between ill health and poor housing It has been described by (Byrne et al., 1986) that impressive developments in housing sector were accompanied by the developments in health such as at younger age measured of the mortality or children growth and development and also by the declination in the occurrence of diseases associated with overcrowded houses and insanitary conditions. While Burridge and Ormandy (1993) described that there has been the revision of such relationship with in recent years. There is the declaration that due to the construction of as specific type of housing accommodation especially flatted, with no consideration to health criteria, without the needs of the prospective residents has had effects on health. Beside this ill health has been described as a physical manifesto which includes social and psychological effects. One of the local housing authority motivations and a aspiration for the improvement of working class health with the help of providing them with better housing, has resulted in recent decades new slums and health risks associated with it. Boardman (1991) said that people give priority to adequate heating, if they have sufficient income and therefore fuel poverty is a clear indicator of poverty. Whilst the concern is not necessarily true, it is reasonable to assume that most of those in poverty are restricted to the amount of fuel that they can purchase and thus are suffering from fuel poverty. Health and well being of older people is crucial in terms of adequate warmth in their homes, mainly to avoid winter deaths among them (Wilkinson, et al, 2001). Where as Bates et al, (2001) illustrated that for inadequate heating the central heating is not only the just the suggestion but it is in association with the deprivation. From the above reports there is the indication that there is a significant relationship between poor health and other poor housing factors such as dampness, moulds and poor heating or no heating provisions. Research Methodology: There are many research methods from which to choose for a typical research methodology. In the research methodology there is the following general discussion on the conducting of the research and some understanding of type basic concept of the qualitative and quantitative methods. There are many research methods from which to choose from. Research methods are the technique of investigation used to conduct a study. They include the use of questionnaires, interviews, participant observation or field work with the community being studied together with the interpretation of official statistics and historical documents and other techniques not so widely used. Generally there are three main methodologies. Qualitative methods Van Maanen (1983) defines qualitative methods as an array of interpretative technique which seek to describe, decode, and translate and other wise come to term with the meaning, not the frequency, of certain more or less naturally occurring phenomena in the natural world. Quantitative Methods Easterby-smith et al (1995) described four main ways of gathering of quantitative data: Interviews Questionnaires Tests/Measure Observation While they stress that the differences between quantitative and qualitative techniques is not always clear. Quantitative methodologies have an emphasis on the importance of basing research upon protocol and technique. In this piece of research the author will rely on quantitative methodology in the form of secondary data through various sources of database. These databases will include census data to perform the analysis and find out the results. The case study area: Salford, Greater Manchester Manchesters twin city, Salford, adjoins it across the River Irwell and shares much of its history. The wider Greater Manchester region is made up of ten metropolitan local authorities: Bolton Bury Manchester (City of) Oldham Rochdale Salford (City of) Stockport Tameside Trafford Wigan The metropolitan authority known as the City of Salford comprises 20 wards and has a population of 216,000. In this study GIS application will be used along with spatial analysis and statistical techniques to investigate the reality of fuel poverty in this area. This issue is important in policy terms because it seems likely to be a major problem for public health and hence for the economy because of the increasing proportion of elderly people in the population. Fuel poverty is worst among the oldest members of society, particularly those in deprived areas such as Salford. Areas like some parts of Salford also have a higher than average concentration of elderly people because younger people tend to leave the area to seek employment and training opportunities elsewhere. Data and methods The data on socio-economic conditions in Salford will be gathered along with the maps of the area using a variety of resources. Specifically, data on health, housing, family configuration and other conditions in Salfords wards were obtained from the 2001 Census via NOMIS. Maps were obtained from Ordnance Survey and other sources. Census data In the census, health will be chiefly covered by two questions. Firstly, responses confirm whether a person considers themselves to be in (a) good health, (b) fairly good health or (c) not in good health. Secondly, data will be the available on whether respondents suffer from limiting long-term conditions. Some other variables will be envisaged may affect peoples health in this region. These were: whether housing accommodation provided, or did not provide, central heating; whether people lived as part of a couple or lived alone; and whether people were economically active or inactive (i.e were/were not in work, education or training). Pollution data Data on local pollution will be downloaded from the UK Air Quality website (UK NATIONAL AIR QUALITY ARCHIVE,). This will demonstrate the relationship between health and pollution. Pollutants included Nox, No2 and PM10. Maps These will be obtained from EDINA Ordnance Survey for both the Greater Manchester area as a whole and Salfords constituent wards. Statistical analysis of the results The data will be analyzed using SPSS software, then using regression statistics to determine whether there is significance. The data will be modeled the extent to which health is affected by variables such as central heating, being economically active, living in a couple and so on. Map reports can be used to address the out come from the analysis of the geographical data. Regression analysis: In the following section there will be an analysis of results through regression analysis by using multiple variables. In SPSS a simple method Analyze. Regression. Linearà ¢Ã¢â€š ¬Ã‚ ¦.. in each case will be followed. There will be the selection of different criterion (dependent) and the predictor (independent) variables and will used the multiple regression model four times. Multiple regression analysis (MRA) is a useful method for generating mathematical models where there are several (more than two) variables involved. Multiple Regression analysis: the multivariate regression will be used for at least four times to analyze the relationship between various variable of housing and health inequalities. People in good health and unstanderised predicted variables. The multiple regressions will use run of people in good health as a dependent variable and various other in dependent factors as in a variable entered table.

Special Needs Children Being Educated in Mainstream School

For many old ages at that place has been argument whether kids with particular demands should travel to mainstream school. Two decennaries ago kids in mainstream school would ne'er hold encountered a kid with particular demands. In the 1980 ‘s many particular school were closed down. John Macbeath one of the writers described it as a signifier of maltreatment for some kids and that they are more likely to acquire expelled, and instructors were go forthing the profession because they could non get by. All kids including those with particular educational demands have the right to an appropriate instruction. The demand of the single kid should be see when determinations are being made. The parent are entitled and should be enabled to play an active portion in the determination devising procedure. Their wants should be taken into consideration. A new authorities study is being interpreted as announcing reversal of policy over how particular needs kids are educated. The study suggests that the figure of particular school will non be reduced any farther ; alternatively they will be encouraged to associate with mainstream schools. The aspiration of the particular educational demands division is that every kid with particular educational demands reaches their full potency in school and can do a successful passage to maturity. To advance the public assistance and involvements of a particular needs kid an improve the support they receive, there are sites that provides a broad scope of advice and stuffs for instructors parents, local governments and other working with particular demands kids in England. John Macbeath think that other kids lost out as staff devoted their clip to particular demands kids, parent felt betrayed as their kids educational demands went unmet and the kids sunk into a spiral of misbehavior that frequently ended in ejection. Steve Sinnott the brotherhood ‘s general secretary said that inclusion has failed many kids ; Teacher ‘s supported the thought in rule, but felt allow down by the practise. Lord Adonis, the school curate, went on to state kids should be taught in mainstream schools, if this is what their parent privation and it is non incompatible with the efficient instruction of the other kids. David Willets, the shadow instruction secretary said the study should take the authorities to rethink on its inclusion policy. The tendency for an increasing figure of particular demands kids to go to mainstream school has been a success and widely seen by parents and kids as the preferred option. The authorities and the local governments had some drawback, because they thought it would be excessively much money to supply the installations and trim tuition for those kids who need it. That is non a good ground for turning back. Some schools are loath to suit kids with particular demands they think that the school could be drag down. The policy of suiting kids with particular demands in mainstream school has merely started to do a difference. Some kids will stay in particular school. But the pick should chiefly be one for parents. It should non be forced upon them by the local governments or target-hungry caput instructors seeking to curtail their school ‘s consumption. In many states there is small contact between particular needs school ‘s and mainstream schools. However, the state of affairs is get downing to alter. In 1983 the first traveling instructors who have some specialist preparation began working with particular need kids in mainstream school. Mainstream instructors were non trained to work with going instructors and this make it hard for the going instructors to supply effectual support. The authorities created an instruction policy in 2001 yet there is no counsel on the development, taking a mainstream school may besides offer the advantages of the school being nearby. With the possibility of blending with the same kids and households out of school. Childs can be offered significant aid in mainstream school both with and without statements of particular educational demands. With the strengthening in 2001 of parents right to mainstream topographic points for their kids. There are more particular demand kids go toing mainstream school and in add-on all schools have more responsibilities to do themselves accessible to and to supply accommodation for kids with particular demands. The different between mainstream and particular school is a legal 1. Harmonizing to the commission, those with particular educational demands are being sidelined. It besides claims the authorities inclusion policy, learning students in mainstream schools wherever possible is doing confusion about whether this means, shuting particular schools. One point five three million kids in England are judged to hold particular educational demands. The commission recommends more mainstream and particular school connection in federations to portion thoughts. Barry Sheerman, the commission president say many of the job identified in their study root from the fact that particular educational demands proviso has non been given sufficient precedence by consecutive authorities. The criterions varied widely ; there is a high degree of satisfaction out at that place, about 90 per centum. The commission argues that mainstream schools need to make good in conference tabular arraies, means some are unwilling to accept particular demands kids for fright of detrimental mean trial consequences. Regardless of the theory, the grounds clearly demonstrates that particular instruction demand and the raising achievement agenda sit really uncomfortably together at present. Reacting to Lord Adonis, the demands of the kid should come foremost and the penchant of the parents should be given really great consideration. The Government ‘s instruction policy if focused on assisting all kids releases their possible. They are committed to develop an instruction services that provides equal chance and high accomplishment for all kids. The particular educational demand codification of practise drama an of import function in presenting that committedness. The particular educational demand and disablement act 2001 provides a model for developing the strong partnership between parents, schools, local instruction governments, wellness and societal services and voluntary administration that are important to success in taking barriers. They are all confident that the codification of practise will construct on the success and aid raise the accomplishment of all kids.

The International Association Of Chiefs Of Police Essay

Background The International Association of Chiefs of Police (IACP) defines the use of force as â€Å"the amount of effort required by police to compel compliance by an unwilling subject† and â€Å"whether the police officer reasonably believed that such force was necessary to accomplish a legitimate police purpose.† Based on a study done in various US cities, excessive force â€Å"is typically but not necessarily associated with more severe forms of force that could or do result in injury or death.† Recent prominent cases of police violence include Michael Brown, a black teenager shot and killed by police officer Darren Wilson in Ferguson, MO and Eric Garner, a 43 year old black male in Staten Island, NY whom police officer Daniel Pantaleo put into a chokehold until he asphyxiated. Both cases raised awareness of the magnitude of police brutality and questions about its prevalence. Summary The Cato Institute’s 2010 Police Misconduct Statistical Reporting Project indicated there were 4,861 reported cases of police misconduct that involved 6,613 police officers and 6,826 victims nationwide, and 1,575 of these reported cases were related to the use of excessive force. 247 of such cases resulted in deaths and over $300 million went to the ensuing judgments, settlements and fees. A number of factors can result in excessive force by officers. Since the late 70s till now, â€Å"domestic law enforcement has taken on the characteristics of armed forces by engaging in military style training, acquiringShow MoreRelatedThe Uniform Crime Report Is Perceived By The International Association Of Chiefs Of Police770 Words   |  4 PagesThe Uniform Crime Report also knowns as the UCR, is a program that was perceived by the International Association of Chiefs of Police in 1929. This program was essentially created to provide consistent, uniform crime statistics. 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