PATTERNS, SEQUENCES AND SERIES QUESTION 2 2.1 Given thаt the secоnd term оf а geоmetric sequence is 12 аnd the seventh term is –0,375, determine: 2.1.1 the general formula of the sequence (4) 2.1.3 Write down the sum of the above sequence to infinity in sigma notation. (2) 2.1.4 Determine the answer to the above sum. (2) 2.2 Given the following sequential pattern: Right click to open diagrams in a new "tab". Determine 2.2.1 the general formula for the total number of blocks in each pattern. (4) 2.2.2 the general formula for the number of white blocks in each pattern. (1) 2.2.3 the total number of blocks in the fifteenth pattern. (2) 2.3.1 Determine the value(s) of in the interval [0; 90°] for which the following sequence will be geometric:
Fоr yоur finаl exаminаtiоn, you should write a cohesive, well-developed essay that fully addresses the essay prompt. Please closely read the following CQ Researcher articles (published December 6, 2013 (volume 23, issue 43)) and then the prompt below. Pro/Con Articles "Humanities Education-Should Graduates' Earnings Guide Evaluations of Colleges: Pro"by Mark Schneider, President of College Measures "Humanities Education-Should Graduates' Earnings Guide Evaluations of Colleges: Con"by Patricia McGuire, President of Trinity Washington University par. 1Imagine you walk into a car showroom where the sticker on every car window says, “Expected mileage 24.6 mpg.” When you ask the salesperson about the mileage of the model you're shopping for, the response is, “Well, 24.6 is the national average for all cars. That's all I can tell you.” Obviously, that wouldn't be an acceptable answer. Yet, that's the situation we face with regard to one of the most important outcomes of a postsecondary degree: student earnings after degree completion. par. 2Right now, we know that students with an associate degree earn more on average than those with a high school diploma, and students with a bachelor's degree earn more on average than those with an associate degree. But there is only spotty information about earning variations across schools, degrees and programs of study. There is wide variation, however. The title of my report, “Higher Education Pays: But a Lot More for Some Graduates than Others,” telegraphs this important fact, based on data from several states. par. 3The report consistently found that students with liberal arts degrees usually fare poorly in the job market. At the bachelor's level, Arkansas graduates with a degree in music performance were the lowest paid graduates in the state ($19,800 vs. $32,800 for all graduates). In Tennessee, this distinction went to photography majors (average pay $28,700 vs. $37,600 for all graduates). In Virginia, philosophy majors earned just over $20,000, compared to $33,100 for all graduates. In contrast, students with technical degrees, especially engineering, top the salary scale. The poor pay performance of liberal arts graduates also is found at the master's degree level. par. 4The United States supports a great diversity of higher education institutions, with different prices and different rates of return on the money and time students invest in degrees. And, right now most students are told that higher education is a good investment—and on average it is. However, the rates of return for degrees, schools and majors vary widely. Unfortunately, this information is not easily available to students, their families or the legislators who vote to support higher education with billions of dollars every year. par. 5Just as consumers wouldn't buy a car without knowing the mileage of the models they're considering, the nation shouldn't accept not knowing the returns on the investments that students, families and taxpayers make in higher education. par. 1Common Cause founder John W. Gardner wrote that we must beware of exalting philosophers while scorning plumbers. Otherwise, we risk having a society where “neither its pipes nor its theories will hold water.” In 1968, Gardner was worried about the plumbers. But today, the plumbers are doing all right. It's the philosophers we need to worry about. par. 2The White House recently proposed a rating system for higher education that will include institutional data on the salaries of recent graduates. Already, data-mining entrepreneurs are producing lists that prompt scary headlines about majors: Kiplinger: “Worst College Majors for Your Career”; and cheap shots about schools: PayScale.com: “5 best and worst schools for ROI” [return on investment]. par. 3None of this is news. Since the days when Socrates gave free lectures under a tree, we've known that philosophy doesn't pay much, but it seems fairly essential to a coherent, good society. We also know that engineering, also essential for constructing the tangible infrastructure of that good society, can be very lucrative. par. 4But somebody has to provide counseling to all those rich engineers, teach their children, curate the museums they enjoy, write their novels, maintain the civic life of their communities and, yes, construct theories about inequality. Such occupations are not less worthy simply because they pay less. par. 5Data on the salaries of alumni inform the college-choice process for prospective students. If our institutions are as good as we claim, we should be proud to report outcomes like the percentage of employed graduates, types of careers, and, yes, average salary ranges for alumni across experience levels. par. 6But there's a massive difference between the fair reporting of salary outcomes versus rating institutions (or majors) based on a rank-order of the specific salary values of the jobs held by our graduates. Ranking salaries disparages many occupations while exalting a few in a way that betrays society's need to have well-educated professionals across a full range of careers. _____________________________________________________________________________________ Topic: Using the above-noted articles, “Humanities Education-Should Graduates' Earnings Guide Evaluations of Colleges: Pro” and "Humanities Education-Should Graduates' Earnings Guide Evaluations of Colleges: Con,” as reference sources, write an essay in which you analyze each author’s use of one rhetorical tool or rhetorical appeal to achieve his or her specific purpose. To start, determine what you believe is each author’s specific purpose. Choose one of the following specific purposes for each author: to convince, to justify, to validate, to condemn, to expose, to incite, to celebrate, to defend, or to question. Then, determine which one of the following rhetorical tools or rhetorical appeals the "Pro" author relies upon most heavily in his or her article to achieve his or her specific purpose and then which one of the following rhetorical tools or rhetorical appeals the "Con" author relies upon most heavily in his or her article to achieve his or her specific purpose. You must choose both tools and/or appeals from the following list: alliteration amplification allusions analogy arrangement/organization authorities/outside sources definitions diction (and/or loaded diction) enthymeme examples facts irony paradox parallelism refutation rhetorical questions statistics testimony tone logos pathos ethos kairos Organize your ideas into a four-paragraph essay that includes the following paragraphs: (paragraph 1) an introduction paragraph; (paragraphs 2 and 3) two separate, well-developed rhetorical tools and/or rhetorical appeals body paragraphs (one focused on the "Pro" author's use of your chosen rhetorical tool or appeal to achieve his/her specific purpose and the other focused on the "Con" author's use of your other chosen rhetorical tool or appeal to achieve his/her specific purpose); and (paragraph 4) a conclusion paragraph. Your essay must include a forecasting thesis statement and effective topic and concluding sentences in each body paragraph. At least four times in your essay, you also must correctly integrate quotations, paraphrases, and/or summaries from the above-noted articles; remember to include proper in-text citations.
Fоr yоur finаl exаminаtiоn, you should write a cohesive, well-developed essay that fully addresses the essay prompt. Please closely read the following CQ Researcher articles (published October 2, 2015 (volume 25, issue 35)) and then the prompt below. Pro/Con Articles "Young Voters-Should the Voting Age Be Lowered to 16: Pro"by Rob Richie, Executive Director of the FairVote Center for Voting and Democracy "Young Voters-Should the Voting Age Be Lowered to 16: Con"by Lou Manza, Psychology Professor at Lebanon Valley College par. 1Our nation is overdue for a serious conversation about the right to vote. We rightly honor the anniversary of the Voting Rights Act, but without an explicit right to vote in the Constitution, we too often fail to bring sufficient rigor to protecting voting rights. par. 2We have erratic state and local standards for running national elections. Our voter registration rolls miss nearly a third of eligible voters and are rife with errors. We deny full voting rights to more than 8 million citizens who have felony convictions or who live in Washington, D.C., or the territories. And unlike in many nations, only a few cities allow legal immigrants to vote in local elections. par. 3The nation's single-largest disenfranchised group is American citizens under 18. It's time to join other nations in rethinking the voting age. In Scotland, 16-year-olds voted in the 2014 referendum on independence. After so many young people seriously engaged on the issue, lawmakers from all parties unanimously voted to permanently lower the voting age, joining nations like Argentina, Austria and Brazil. par. 4The 26th Amendment prohibits a state from restricting anyone age 18 or older from voting, but does not establish a minimum voting age. Two Maryland cities in suburban Washington—Hyattsville and Takoma Park—have extended voting rights for municipal elections to 16-year-olds, and at least 14 states allow 17-year-olds to vote in all state and federal primaries if they will be 18 by the time of the general election. par. 5Research shows 16-year-old voters make informed decisions and will participate in relatively high numbers. Allowing 16- and 17-year-olds to vote would enable them to vote before leaving home, help establish a lifelong habit and go hand-in-hand with new rights and responsibilities that society extends to 16-year-olds, such as paying taxes and being able to marry. par. 6Expect widespread action on lowering the voting age in the coming years, starting in cities. The right to vote always warrants a close look—and our fullest commitment. par. 1As with other age-restricted activities, such as driving or military service, it can be difficult to decide where to draw the line on the right to vote. While I'm confident some 16-year-olds would likely take voting seriously, many others probably would not, or even could not, as a result of how brains develop. par. 2One reason society restricts certain behaviors to adults concerns how neural maturation allows individuals to reason effectively. This skill relies on one's ability to suppress emotions when making decisions requiring data-based analyses. As a group, teenagers tend not to fare as well with this compared to adults. par. 3Much of our capacity for informed decision-making hinges on having a well-developed pre-frontal cortex (PFC). This brain region, when functioning optimally, allows us to suppress information influenced by emotions and focus on objective data for a given situation. Adults can then reach a more reasoned conclusion than might be possible without the ability to control their emotions. But in a teenagers-vs.-adults scenario, research shows that PFCs tend not to reach full maturity until the mid-20s, making younger individuals more susceptible to bad decisions. par. 4Since casting a ballot in any local, state or national election is a very serious decision with the potential to impact society as a whole, we should do all we can to ensure that those who bear the responsibility for voting have the best likelihood of making a reasoned, and not emotional, decision. This can be accomplished in various ways, but restricting people younger than 18 from going to the polls is one effective option. par. 5Indeed, one could argue that based on biological evidence we should raise the voting age, since 18-year-olds, while possessing better-developed PFCs than younger peers, still are not as equipped as older adults to make informed choices relative to their voting habits. par. 6Much of the pressure behind the 26th Amendment, which lowered the voting age to 18, grew out of the fact that the age at which individuals could be drafted to serve in Vietnam had been lowered to 18, yet those individuals had no say in the officials or policies that sent them there. It's a valid argument, but perhaps the draft age, and not the voting age, was the figure that was out of line. But that's an argument for another day. _____________________________________________________________________________________ Topic: Using the above-noted articles, “Young Voters-Should the Voting Age Be Lowered to 16: Pro” and "Young Voters-Should the Voting Age Be Lowered to 16: Con,” as reference sources, write an essay in which you analyze each author’s use of one rhetorical tool or rhetorical appeal to achieve his or her specific purpose. To start, determine what you believe is each author’s specific purpose. Choose one of the following specific purposes for each author: to accuse, to calm, to condemn, to celebrate, to correct, to counter, to defend, to dismiss, to incite, to justify, to overturn, to praise, to provoke, to rally, to silence, or to solve. Then, determine which one of the following rhetorical tools or rhetorical appeals the "Pro" author relies upon most heavily in his or her article to achieve his or her specific purpose and then which one of the following rhetorical tools or rhetorical appeals the "Con" author relies upon most heavily in his or her article to achieve his or her specific purpose. You must choose both rhetorical tools and/or appeals from the following list: allusions authorities/outside sources definitions description dialogue examples facts figurative language narration personal testimony/anecdotes scenarios statistics counterarguments concessions qualifiers organization voice appeal to logic appeal to emotion appeal to character appeal to need appeal to value Organize your ideas into a four-paragraph essay that includes the following paragraphs: (paragraph 1) an introduction paragraph; (paragraphs 2 and 3) two separate, well-developed rhetorical tools and/or rhetorical appeals body paragraphs (one focused on the "Pro" author's use of your chosen rhetorical tool or appeal to achieve his/her specific purpose and the other focused on the "Con" author's use of your other chosen rhetorical tool or appeal to achieve his/her specific purpose); and (paragraph 4) a conclusion paragraph. Your essay must include a forecasting thesis statement and effective topic and concluding sentences in each body paragraph. At least four times in your essay, you also must correctly integrate quotations, paraphrases, and/or summaries from the above-noted articles; remember to include proper in-text citations.
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