Crime - 4723 Words

1.Which selection(s) should be taken off? 2.What selection(s) would you consider as your favorite? 3.What else do you think should be included in our selections? 4.Any other activities in addition to online discussions? 5.Do you think the course load is appropriate? 6.Do you think you have written a reasonable number of reader’s responses? 7.Should there be more tests or fewer tests? Are they too difficult, too easy, or should they be kept the same? 8.What is your suggestion of the proportion between multiple-choice questions and short essay questions? 9.Do you think the grading is consistent? Do you think the comments on your responses help explain your grades? 10.Do you think the online lectures are helpful? Any suggestions?†¦show more content†¦The symbolic function of the falling leaves should be evident, but their falling just at Mount Watari, â€Å"Mount Crossing,† is particularly evocative. Here the protagonist has his last chance to glimpse his wife. In the third section, the temporal sequence of the poem (day, night, dusk) suggests the passing of an indeterminate number of days, carrying the protagonist even farther from his wife. The two envoys act as a reprise of the entire choka while also adding new elements. The first envoy builds on the celestial imagery of the third section, emphasizing the metaphor of moon for wife. By introducing the movement of the horse it underscores both the speed and distance of the separation. The second envoy takes the reader back to the beginning of the poem. It is as though the protagonist had obtained a second chance to change things, when he utters the request for the scarlet leaves to cease falling so that he might see his wife once more. 2) In â€Å"892-893: Dialog of the Destitute,† excluding the envoy what are the concerns of the two parts in the poem respectively? Discuss the poet’s development of imagery. Why does the poem close with an envoy containing only a single image? The poem breaks into two halves. The first twenty-nine lines form the soliloquy of a man who is poor enough, followed by the response of one who is truly destitute. As we saw with the complex imagistic structuring ofShow MoreRelatedCrime, Crime And Crime1551 Words   |  7 Pageslarge and dramatic drop in not only its victims of crime but also the amount of crimes that have been reported to the local police, even though this community already has extraordinary low crime states. The crime states in Lowville show a huge fall across all different levels of crime; this includes a 12.2 per cent drop of criminal damage offences and a 12.8 percent drop in drug offences. Moreover, they have also seen a fall in the statistics for crimes such as robbery, this has dropped by 7.5 per centRead MoreCrimes And Crimes Of The Crimes945 Words   |  4 Pages Crimes can be committed by everyone. The brutality of the crimes has increased throughout the years while the age of criminals is younger than prior criminals who committed the same crimes. Innocent lives are often lost in these acts of violence, such as what had happened at Columbine. Children who commit malicious crimes can either be tried as a child or an adult. Children tried in the juvenile courts are able to get out of jail around or before they turn 21. Juvenile courts are meant to rehabilitateRead MoreThe Crime Of Crime And Crime1180 Words   |  5 PagesCrime is everywhere. It dominates news broadcasts and newspapers. It also takes up the majority of television shows and movies. As well as a great deal of fiction novels and books. Controlling and fighting crimes are essential for the safety of citizens. Also the credibility and power of a government are affected greatly by how they handle crime and deal with criminals. When a crime takes place, the part that fascinates peo ple the most is how the offender is captured and brought to justice (NathanRead MoreCrime : Crime And Crime1688 Words   |  7 Pagesdetermined that a crime is committed every second a day. Given the data by the FBI’s crime clock, a violent crime such include murder, robbery, rape and assaults occurs every 23.9 Seconds in the United State. Property crime including burglary, theft, and motor vehicle theft every 3.4 seconds a day. 55% of Americans say crime is an extremely or very serious problem in the U.S. Another 38% view the U.S. crime problem as moderately serious, while one in 20 consider it not serious. Crime has increase inRead MoreCrime : Crime And Crime1059 Words   |  5 PagesLarge or small, crime affects us all. Whether it is presented to you on a personal level, or you happened to have heard it one the news while you and your family were enjoying a nice Sunday meal. In the words of Jeff Mariotte â€Å"Crime touches us all† (Mariotte, Jeff P1). This is sh own to us in the popular television series Criminal Minds because of the way the producers and show writers portray the act of crimes as well as the accuracy of the crime, the inside look of what is going on in the criminals’Read MoreCrime Is A Crime And Crime999 Words   |  4 Pagescommits a crime, the immediate response from the public is that they deserve a punishment for their crime. Some of the crimes that offenders act upon range on the spectrum: from a minor crime to a major crime. When an offender commit a minor crime it is known as a misdemeanor and the punishment consists of a year or less in county jail. However, for a serious major crime, offenders are charged with a felony which includes a punishment of a year or more in prison. Additionally, the lowest crime is anRead MoreCrime And The Crimes Of Crime Essay1949 Words   |  8 PagesAccording to the Australian Bureau of Statistics (2006) crime is defined as â€Å"an offence punishable by the State on behalf of the general public whose standards do not permit the offending behaviour.† Whilst countless studies have been conducted over the years surrounding crime and the committing of crimes by individuals’, there has also long been debate surrounding whether or not crime is gendered and if so, to what extent. Over the decades a number of studies have been conducted in order to answerRead MoreCrime : Crime And Crime2447 Words   |  10 PagesCrime has always existed in some shape or form. However, the question about how crime much crime exists has always been the source of some discrepancy. Knowing how much crime exists at certain points in time is very important to law enforcement, criminal justice researchers, politicians and other public officials. Being able to measure the amount of crime allows the creation and tracking of crime trends. This allows those concerned with crime trends to better adjust their tactics or methods inRead MoreThe Rise Of Crime And Crime972 W ords   |  4 Pagesfor example, both victimisation and authorised crime presented specifically sharp drops from 2007 to 2009, when being without a job rates ascended. Robbery, burglary, and household theft oppressions had been dropping by a rate of about 4% per year from 1993-2006, but fell by an ordinary of 6 to 7% per year for the duration of the Great Recession. This is not for the reason that crime is distinct to economic situations, but for the reason that crime is correlated to so many other things. CriminologistsRead MoreCrimes And Crimes Of Children907 Words   |  4 Pages Crimes can be committed by everyone. The age of criminals have decreased as the crime committed increased in violence through time. Innocent lives are often lost in acts of violence, such as what had happened at Columbine. Children who commit malicious crimes can either be tried as a child or an adult. Children tried in the juvenile court systems are able to get out of jail around or before they turn 21. Juvenile courts are meant to rehabilitate children who are said to be too young to understand

The Perceptions of American Women about “New Beauty Therapy Services for Kids” Free Essays

The issue of beauty therapy among American women and sometimes men has been around for a long period that no one can really determine, however, the society has undergone great civilization/modernization and recently beauty salons for young kids have started emerging. These salons offer all sort of beauty therapy services ranging from manicure, pedicure, facials and many other beauty therapy services to young girls, due to the fact that the idea has not been in the market for along time the few salons that offer beauty therapy services to young girls charge a lot of money. Nevertheless, this new trend has received both positive and negative sentiments from the American public. We will write a custom essay sample on The Perceptions of American Women about â€Å"New Beauty Therapy Services for Kids† or any similar topic only for you Order Now I recently carried out a study to investigate the perceptions of the people towards this new idea. I developed a short questionnaire consisting of five questions and distributed them to ten literate and grown up women with young daughters between the ages of three and eight, within my neighborhood, Brooklyn. The questionnaire comprised of questions that were sensitive to various respondents’ perceptions as they allowed for the choosing of more precise answers. [Russ-Eft, D. F. 1980)] For instance, the second question required them to state whether they supported the idea of kids’ beauty therapy services or not, with answer options ranging from, â€Å"I strongly support, I support, I somewhat support, I strongly oppose, I oppose, I somewhat oppose. † The other three questions were depended on the answer to the first question and the second questions. The questions were dispatched through a reliable delivery method (hand delivery) and enough time provided for the answering of the questions, the respondents were also advised not to seek assistance from other people. As expected the survey yielded varying responses, with 80% of the respondents indicating that they are aware that kids beauty therapy services have been introduced in the market, while the rest indicated that they are not aware of the new service. Those who were not aware of the new kids’ beauty therapy services were discontinued from the interview as the answers to the rest of the questions depended on the knowledge of the new kids’ beauty therapy service. Interestingly only a paltry 20% of the survey sample who knew about the new kids beauty therapy services indicated that they â€Å"strongly supported† the new service and a further 20% indicated that they â€Å"somehow supported the new service. † 40% indicated that they â€Å"strongly opposed the new service† and the remaining 20% showed that they â€Å"opposed the new service to kids. † Since the answering of the other three questions of the study was dependent on the answer to question number two only 40% of the respondents went on to answer the remaining questions. This is so because the other three questions were meant to elicit the answers as to what needed to be done and what should not be done about the new beauty therapy service to the kids. It was therefore irrelevant for respondents who did not support the idea to continue answering the other questions as they were bound to give out unreliable answers since in the first place they did not have any interests on the new service. [Wentland, E, J. Smith, K. W. (1993)] Out of the 40% of the survey sample that proceeded with the rest of questions (by virtue of their support to the new kids’ beauty therapy service) 20% indicated they have once or twice taken their young daughters to the kids beauty therapy salons while the remaining 20% showed they have never done so but they were planning to do so in future. Interestingly 30% agreed that indeed the services are good for their young daughters but they are being overcharged and therefore the charges need to be adjusted. The remaining 10% indicated that the charges were reasonable compared to the good beatification services done to the young kids. On the question of whether some services currently in the kids’ beauty therapy package should be scrapped, they all (100%) agreed that some services needs to be removed from the package as they just did not make sense to young kids. [Wentland, E, J. Smith, K. W. (1993)] The overall response of the five questions was very reliable as it systematically and precisely gave out information on the perceptions of the respondents. From the results this is visible from the answers to question one through question five. The questions were also arranged in a logical manner to avoid clue giving, those who gave â€Å"NO† as their answer to question one were discontinued from the interview as the study was dependent on the knowledge of the issue being investigated i. e. new beauty therapy services for kids. Further, those who had their answer as â€Å"I strongly oppose/ I oppose/I somewhat oppose† for question two were similarly discontinued from the interview. The remaining questions of the survey were about what needed to be done or not about the new service and therefore it was in order to discontinue those who did not know about the service or support it. The main reason behind this was to avoid false and unreliable answers as those did not support the service did not have any business to comment as to what needs to be done or not about the new service. [Russ-Eft, D. F. (1980)] The simple survey comprising of five-question questionnaire gave out very precise information that could have otherwise not been possible if heavily worded questions were used. This helped the respondents to perceive the questions as not bothersome or requiring much of their time and energy and therefore they gave out correct answers according to their perceptions (or lack of them) on the issue being investigated. Again, the survey sample was small (ten literate women) and the questionnaire comprised of simple questions with instructions written in bold attached on core questions to help extract valid and reliable data. The language used in the questionnaire was simple and unambiguous, further still, the questions were very sensitive in order to extract finer details from the respondents, for instance question number two was very prompting to the respondents as it gave six options for answer. Russ-Eft, D. F. (1980)] In conclusion the questionnaire met all the requirements of the specific criteria of a good measurement i. e. reliability, validity, and sensitivity. It is reliable because that gave out results that could repeatedly be got if the same sample was to be used again; it was valid because it followed a systematic procedure and gave out valid results, and it was sensitive because it allowed respondents a more options for answers. [Russ-Eft, D. F. (1980)] How to cite The Perceptions of American Women about â€Å"New Beauty Therapy Services for Kids†, Papers

The beauty and yet delicacy th... free essay sample

The beauty and yet delicacy the following artwork conveys left me quite intrigued to such extent that it captivated the elegance of romantic, starry nights. Each detail, line, and stroke of painting all contributed to the establishment of this true work of art. (1)The piece itself is called Van Gogh Terrace Place Du forum at Night and was created by the talented painter, Vincent van Gogh. The painting captures the exterior space of a cafà © this painting depits a sidewalk cafà © in france at night. There is a doorwat to the front left of the painting that is ainted blue and is surrounded by a wall that gleams yellow from the outdoor lights. Sightly above the bulding there is a window shutters that painted green. A server dressed in black and white and holding a tray walks between the customers, which are all gathers to the rear of the restaurant. Next to and behind the cafe, there are people walking through the night streets. We will write a custom essay sample on The beauty and yet delicacy th or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page The pedestrians are dressed in brighter colors and more elaborate clothes than those that are seated. There is a street next to the cafà © that appears to be made of cobblestones and the the treet winds around the restaurant to the rear of the painting and towards a dark own in the background. Next to the cafà © there is another building with windows that are larger compared to the cafà ©s. In the very front of the painting, a tree is visible and the leaves are still green. Above everything in the painting there is a blue sky and large nright starts that shine yellow! (2) This artwork caught my attention as muh of its work greatly contributed to the elements and principles of art, one of which included his use of line! The lines throughout the entire piece aide in providing variety because he painted some lines straight like the buildings, while other lines are short and curved just like the cobblestone streets! The artist was successful in using lines to the maximum of his poten tials because the lines of composition all manage to point to the center of the work and this allows the viewers to draw their eye along the pavement and almost like they are physically strolling the cobblestone streets! Another element that was well executed was the utilization of color in this work. All the colors in this piece are bold and vibrant and this was powerful as it captivates the beauty of each stroke. More importantly, the artist used a lot of contrast between complimentary colors and a solid example is the starry night sky that was painted different shades of vibrant blues that greatly contrasted the building the was painted with yellows! Once again, this technique was successful because the high intensity of this painting showcases the bold strokes and bright color palette that managed to captured the attention to the viewers as the contrast can be seen as appealing, and soothing! Another element that I present in this work is the use space. Not only did the artist use space physically by filling the entire canva, but he also did it in small pieces within his artwork. For example, there is a lot of space between the cafà © and the buildings around it and this space is only separated by a few civilians roaming the streets. Space can also be seen in

Basics About Dreaming Essay Research Paper Basics free essay sample

Basicss About Dreaming Essay, Research Paper Basicss About Dreaming 3 Understanding Dreams as Private Mental Experiences What are dreams? Why do we woolgather? And besides, why do we woolgather the dreams we dream? In general, # 8220 ; The dream reveals the world which construct lags behind. # 8221 ; Dreams have been a enigma to us since Adam foremost breathed life. With the material of fables, myths and faery narratives, dreams have ever fascinated world. Dreams are private mental experiences, which may be described as an change in consciousness in which remembered images and phantasies are temporarily confused with external world. It is a communicating of the head, organic structure, and spirit in a symbolic communicative environmental # 8220 ; state-of-being. # 8221 ; Research workers do non yet understand why we dream at all, much less why they dream what they dream. However modern methods of survey have answered many great inquiries about dreaming. In the dream province, we have an chance to entree our private unconscious and the corporate witting. Private unconscious stuffs are those things that are # 8220 ; entirely ours. # 8221 ; For illustration, the experiences and issues that features in our dreams. Jung thought that dreams were by and large compensatory in nature. They try to cover with mistakes, divergences, one-sidedness and other defects in our lives and personality. Dreams that originating out of our private unconscious are by and large valuable and relevant to the current clip. ( If a dream brings up a past experience, it must be because old issues are unsolved. ) Basicss About Dreaming 4 When we are woolgathering and the dream is about something from our day-to-day life, so that dream comes from our private or personal unconscious. The dream may be ego based and is really of import. This type of a dream will increase our consciousness and enable us to see some issue, job, or a personal feature in a new, more fulfilling and productive manner. For case, in our society, dreams can be an alibi to state something confidant to person. It may be a probationary manner to see if a deeper relationship is possible, as in # 8220 ; I had a really nice dream about you last night. # 8221 ; Peoples do non desire to take every bit much personal duty for their dreams as they do with most of their other ideas. It so produces a platform to state whatever bunk, prevarication, or fantasize person might hold on his or her head, because there # 8217 ; s no manner to find if the claim is true or non. Conscious ideas are those that we can command and can be rather cognizant of. The word # 8220 ; consciousness # 8221 ; can be substituted with the word # 8220 ; awareness. # 8221 ; We can believe of the witting and the unconscious as two sides of a coin. The coin being us worlds # 8211 ; which is of this physical universe, and connected to the self-importance. Then we must reply why do we woolgather? Dreaming makes connexions more loosely than waking in the cyberspaces of the head. Dreaming produces more generic and less specific imagination, it cross # 8211 ; connects. The connexions are non made in a random manner ; they are guided by the emotion of the dreamer. Dreaming contextualizes a dominant emotion or emotional concern. The dream, or the dramatic dream image, explains metaphorically the emotional province of the dreamer. By and large stated, woolgathering makes connexion and it does this highly loosely. For some, woolgathering evidently makes Basicss About Dreaming 5 beautiful and interesting connexions ; but even those who believe woolgathering throw things together in a more or less random manner must acknowledge that a dream image somehow connects stuff in our memories, imaginativenesss, and so on. Clearly, woolgathering makes connexions between late experienced stuff and old memories. It combines or puts together two different people, two different topographic points, two different parts of our lives, in the mechanism Freud refers to as # 8220 ; condensation. # 8221 ; Our dreams correlate with age, gender, civilization, and personal preoccupations. As Erik Craig ( 1992 ) puts it, # 8220 ; While drea ming we entertain a wider scope of human possibilities than when awake ; the ‘open house’ of woolgathering is less guarded.† Elizabeth Campbell ( 1987 ) says, â€Å" Anything can go on in a dream. There are no boundaries.† Emotion guides the procedure and is the structural background of our dreams. The emotion # 8211 ; the dominant emotion of the dreamer- is the force which drives or guides the connecting procedure and determines which of the countless possible connexions are actualized at a peculiar clip and precisely which images to look in the dream. Our dreams # 8220 ; contextualize # 8221 ; the dominant emotion. For many of us taking reasonably ordinary lives, there are many emotional concerns active at any one clip, and it is non so easy to find one dominant emotion. Therefore, this leads our dreams to look baffled and about random at times. However, people who have late experienced a terrible injury show connexions being made between Basicss About Dreaming 6 the traumatic event and other images, past memories, etc. The connexions appear to be guided chiefly by the emotions or emotional concerns of the dreamer. As mentioned above, dreams contextualize emotion. What by and large experienced are images. The dream universe looks really much like the waking universe. We should compare woolgathering ( how our heads map at dark ) with our entire experience in waking ( how our heads map in the daylight ) which includes life and navigating in the perceptual universe every bit good as the universe of reveries, phantasy, and imaginativeness. Occasionally, a dream may merely pick up spots of daytime stuff ( twenty-four hours residue ) , or may dwell of a word or a expression, but this is rare. When a dream is to the full structured # 8211 ; a true dream # 8211 ; its construction can be understood non merely as images in gesture, but normally as metaphor in gesture. Are dreams merely the manner things are, or does woolgathering hold a map? Does it play a function in keeping the human being? # 8220 ; I believe that above all, dreaming has a quasi-therapeutic map ( Hartmann 1995 ) . Dreaming allows the devising of connexions in a safe topographic point. In woolgathering # 8211 ; particularly the REM slumber # 8211 ; the safe topographic point is provided by the # 8220 ; good # 8211 ; established # 8221 ; muscular suppression that prevents activity and the moving out of the dreams. As connexions are made between the awful recent event and other stuff, the emotion becomes less powerful and overpowering, and the injury is so bit by bit integrated into the remainder of life. Thus, woolgathering appears to give a quasi-therapeutic adaptative map, which can be seen most easy after injury. Basicss About Dreaming 7 Dreaming should non be confused with REM slumber, however most of our memorable dreams come from the REM slumber, which is the ideal topographic point for woolgathering activity to happen. The map of woolgathering in footings of doing connexions and cross-connections is at least compatible with the position that REM sleep, particularly in immature beings, helps to develop the nervous system. It is besides really compatible with the position that REM sleep maps in the # 8220 ; fix, reorganisation, and formation of new connexions in aminoalkane # 8211 ; dependent prosencephalon systems # 8221 ; summarized as # 8220 ; knitting up the raveled arm of attention # 8221 ; ( Hartmann 1973 ) . To reason, dreams are irreplaceably of import in obtaining psychological freedom, religious apprehension, and religious wealth. Life is an escapade, and as Carl Jung pointed out, possibly the most of import experiences are our internal experiences. In order to go familiar with our # 8220 ; internal # 8221 ; make-up, we must take the journey inward. This journey requires that we pay close attending to our dreams and our emotions. We can larn much from our dreams, if we merely listen with a trained ear. There is nil psychic about understanding our dreams. There is merely a certain grade of intuition, coupled with logic, and a on the job cognition of woolgathering. We must reflect and contemplate, and eventually acquire a clasp on what is genuinely valuable and what will convey deep, hearty, and permanent felicity.

What is the APA Th Edition?

What is the APA Th Edition?The APA Th Edition sample essay may be the best course of study for those who wish to learn how to write about scholarly or cultural matters that will appeal to the general reader. So, what exactly is the APA Th Edition? What is it that makes it a well-rounded course in the field of writing? Does it offer sufficient assistance to those who wish to write well?The Th Edition sample essay will cover a wide range of topics, such as practical issues that affect many, such as health care or education. Likewise, the questions in the essay will include popular topics such as politics, literature, economics, religion, philosophy, religion, and culture. The question, 'Which comes first, love or money?' will include essays that range from the observation that love is the greatest source of happiness to those of the opinion that income should be the first consideration.The material covered in the essay can be quite varied. Many students who are most likely to succeed i n this course will find that they have an abundance of experience in issues of teaching, child development, family, or sociology. Some who may be interested in this course may be of the opinion that there is enough in the current social situation to make people aware of issues that could be considered and dealt with. Others may find the course helpful in that they will be able to give a good balance to the written material and produce an essay that will go into the area of culture, art, society, and others. The fact that there is a greater opportunity to utilize the written material is most important to all who wish to read the material.A large number of students may believe that there is not sufficient benefit in the Th Edition because the topics covered are more in the beginning of the career. The writing material will be restricted to the areas of education, legislation, and problems of the world. Students will not be covered as far as topics such as religion, psychology, social issues, psychology, the media, the arts, and science. The exceptions to these are if they want to learn how to become successful and how to make their own living.When students complete the APA The Edition, they should expect to receive a diploma that contains the honors. They should not expect to be making a lot of money, however. The market, however, is growing, and more students are giving themselves a good teaching and business plan. Once they become successful, they will not only be taking a large part in the economic, moral, and human issues of the world, but they will also begin to reap the benefits of their skills. Students that remain in academia may choose to sell their writing or pass their skills on to others through awards or scholarships.Before taking the APA Th Edition course, students should review what the curriculum is like, especially the policies of the faculty. The goals of the course are to teach students how to prepare for the examination. For many students, th e teaching element of the course is what holds them to a particular professor.Overall, the APA The Edition is a very useful course. Students who have an interest in doing well academically, in helping others, and in improving their careers should check this course out. At the same time, students who may be interested in the topics covered in the course should consider other courses that can teach them more about the topic. There are other great courses that cover the same topics.

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer

How to Improve Low ACT Math Scores 9 Tips From a Perfect Scorer SAT / ACT Prep Online Guides and Tips Are you struggling with ACT Mathscores between 14-24? You're not alone - hundreds of thousands of other students are scoring in this range. But many don't know the best ways to break out of this score range and get 26+on the ACT. Here we'll discuss how to improve ACT Mathscore effectively, and why it's so important to do so. Put these principles to work and I'm confident you'll be able to improve your score. Brief note: This article is tailored for lower-scoring students, currently scoring below a 26 on ACT Math. If you're already above this range, my perfect 36 ACT Mathscore articlewill be better for you as it contains advanced strategies. In this article, I'm going to discuss why scoring high is a good idea, what it takes to score a 26, and then go into ACT Math tips. Stick with me - this is like constructing a building. First you need to lay a good foundation before putting up the walls and windows. Similarly, we need to first understand why you're doing what you're doing, before diving into tips and strategies. In this guide, I talk mainly about getting to a 26. But if your goal is to get to a 24 or lower, these tips still equally apply. Understand the Stakes At this ACT score range, improving your low ACT Mathscore to a 26 range will dramatically boost your chances of getting into better colleges. The reason? A 26 puts you well above the national average of all ACT test takers, at about 83%ile. This is roughly equivalent to a 1200 out of 1600 on the SAT. Let's take a popular school, Pennsylvania State University,as an example. Its average ACT score is a 27. Its 25th percentile score is a 24, and 75th percentile is a 29. Furthermore, its acceptance rate is 55%. In other words, a little more than half of all applicants are admitted. Good odds, but the lower your scores, the worse your chances. In our analysis, if you apply with an ACT score of 22, your chance of admission drops to 22.4%, or around a 1 in 4chance. But if you raise your score to a 26, your chance of admission goes up to 46.7% -double the chances of admission, for just 4 points of improvement. And because your ACT Math score factors into your ACT composite score, raising your Math score will really help raise the average of your total score. It's really worth your time to improve your ACT score. Hour for hour,it's the best thing you can do to raise your chance of getting into college. Curious what chances you have with a 26 ACT score? Check out ourexpert college admissions guide for a 26 ACT score. Know that You Can Do It This isn't just some lame inspirational message you see on the back of a milk carton. I mean, literally, you and every other student can do this. In my work with PrepScholar, I've worked with thousands of students scoring in the lower ranges of 15-21. Time after time, I see students who beat themselves up over their low score and think improving it is impossible. "I know I'm not smart." "I just don't get algebra and I can't see myself scoring high." "I don't know what to study to improve my score." It breaks my heart. Because I know that more than anything else, your ACT score is a reflection ofhow hard you work and how smartly you study. Not your IQ and not your school grades. Not how Ms. Huffington in 9th grade said you'd never get geometry. Here's why: the ACT is a weird test. When you take it, don't you get the sense that the questions are often different from straightforward math questions you've seen in school? It's purposely designed this way. The ACT can't test difficult concepts, because this would be unfair for students who aren't yet at Calculus level. It can't ask you to analyze quantum physics. The ACT is a national test, which means it needs a level playing field for all students around the country. So it HAS to test concepts that all high school students will cover.Numbers (integers, fractions), algebra(solve for x), coordinategeometry(lines and slopes), plane geometry (triangles, circles, lines), and other topics like trigonometry. You've learned all of this before in high school. But the ACT still has to make the test difficult, so it needs to test these concepts in strange ways. This trips up students who don't prepare, but it rewards students who understand the test well. Here's an example: This is a classic ACT type question. It tests really simple concepts in a complicated way. The first time you see this, it might be confusing. How do I find the area of the entire area? How do I find the area of A? Why does this look like a brick wall? But you've learned all the concepts you need to solve this. This is a simple question about areas and fractions. As the first sentence tells us, there are three rows of equal area. Each of these rows are split up into two, three or four equal areas. Each region is labeled A, B or C. The question is asking us for the fraction of the square's area in the region labeled A. Notice that there are three regions labeled A -one in each row. Let's use a strategy to solve this - let's plug in a number. We'll use 12 for the area of a row. Because there are 3 rows, the total area is 36. In the first row, there are 2 equal regions - A and B. To divide 12 into 2 regions, each would have area 6. So A in the first row has 6 area. In the next row, there are 3 equal regions - A, B, and C. Once again, to divide 12 into 3 regions, each would have area 4. So A in the second row has 4 area. Finally, in the last row there are 4 equal regions - A, B, C, and D. To divide 12 into 4 regions, each would have area 3. So A in the third row has 3 area. So what's the total area covered by A? 6 + 4 + 3 = 13. What's the total area of the square? We said it above - 36. So the "fraction of the square's area..in a region labeled A" is 13/36. This might have been confusing the first time, but the next time you see a question like this, you'll know what to do. The ACT math section is full of examples like this. To improve your score, you just need to: Learn the types of questions that the ACT tests, like the one above Put together the concepts you already know to solve the questions Practice on a lot of questions so you learn from your mistakes I'll go into more detail about exactly how to do this. First, let's see how many questions you need to get right. What It Takes to Get a 26in ACT Math If we have a target ACT score in mind, it helps to understand how many questions you need to get right on the actual test. The ACT Math section has 60 questions on it. Depending on how many questions you get right, you'll get a Scaled score out of 36. Here's the raw score to ACT Math Score conversion table. (If you could use a refresher on how the ACT is scored and how raw scores are calculated, read this.) Scaled Raw Scaled Raw Scaled Raw Scaled Raw 36 60 27 43-44 18 24-26 9 - 35 58-59 26 40-42 17 21-23 8 3 34 57 25 38-39 16 17-20 7 - 33 55-56 24 36-37 15 13-16 6 2 32 54 23 34-35 14 -12 5 - 31 52-53 22 32-33 13 8-10 4 1 30 50-51 21 30-31 12 7 3 - 29 48-49 20 29 5-6 2 - 28 45-47 19 27-28 10 4 1 0 So if you're aiming for a 26, on this test you need to get just 40 questions correct. This is just a 66% on the test! Also, keep in mind that you'll be able to GUESS on a lot of questions. Because there are five answer choices, you get a lot of questions right with a 20% chance! So here's an example. Let's say you know how to solve just 35 questions for sure. You guess on the remaining 25 and get five of them right by chance. This gives you a raw score of 40, or a scaled score of 26! This has serious implications for your testing strategy. In essence, you only need to answer 2/3 of all questions right. We'll go into more detail below about what this means for your testing strategy below. Whatever you're scoring now, take note of the difference you need to get to a 26. For example, if you're scoring a 22, you need to answer 8-10 more questions right to get to a 26. Once again, if your goal is a score below 26, like a 24, the same analysis applies. Just look up what your Raw Score demands above. 9 Strategies to Improve Your Low ACT Math Score OK - so we've covered why scoring a higher ACT Mathscore is important, why you specifically are capable of improving your score, and the raw score you need to get to your target. Now we'll actually get into actionable ACT Math tipsthat you should use in your own studying to maximize your score improvement. Strategy 1: Skip the Most Difficult Math Questions Here's the strategy I'm starting with, because I believe it can earn you immediate points the very next time you take a practice test. It's also an easy strategy most students don't do enough. Remember what I said above about raw score? To score a 26, you only need a 40 out of 60 raw score. Put in another way - you can completely miss 20 questions (33% of the test) and still score a 26. Wow - you can completely skip the hardest 30% of all questions and still hit your goal. Skip questions carefree - like this woman. Why is this such a powerful strategy? It gives you WAYmore time on easy and medium difficulty questions - the questions you have a good chance of getting right. If you're usually pressed for time on ACT Math, this will be a huge help. And this is pretty much everyone - even I (a perfect ACT scorer) feel time pressure on this section. Here's an example. On ACT Math, you get 60 minutes to answer 60 math questions. This is usually pretty hard for most students to get through - it's just 60 seconds to answer each question, and some of these questions take a lot of time. The average student will try to push through ALLthe questions. "I've got to get through them all, since I've got a shot at getting each question right," they think. Along the way, they'll probably rush and make careless mistakes on easy questions they SHOULD have gotten right. And then they spend five minutes on the very last, hardest question, making no progress and wasting time. Wrong approach. Here's what I suggest instead.Completely skip the last 20% of questions in the math section. This is the last 12 questions.Don't even look at them, don't even read them. Instead, focus all your energy on getting the first 80% of questions correct. This works because, unlike Reading and Writing, Math questions are ordered by difficulty.The hardest questions are always the questions at the end of the subsection. Let's use an example from real practice tests. This is Question #60, the very last question of the section: Pretty tough, right? It'll take you quite some time just to even READ the question. But here's question 39, a question you should spend more time on: This is just finding the slope, given two points. A lot easier for you to get right. By skipping questions like this, you raise your time per question from 60 to 75 seconds per question. This is huge! It's a 25% boost to the time you get per question. This raises your chances of getting easy/medium questions right a lot. And the 12 questions you skipped? Like the example above, they're so hard you're honestly better off not even trying them. These questions are meant for 27-36 scorers who have mastered all the ACT math skills on the test. If you get to a 26, then you have the right to try these questions. Not before you to get to 26. Next strategy: find your weak links and fix them. Strategy 2: Find Your Math Weaknesses and Drill Them If you're like most students, you're better at some math subjects than others. You might have done better in algebra than geometry. Or maybe you really like trig,but hate probability. If you're like most students, you also don't have an unlimited amount of time to study. You have a lot of homework, you might be an athlete or have band practice, and you want to send Snaps toyour friends. This means for every hour you study for the ACT, it needs to be the most effective hour possible. In concrete terms,you need to find your greatest areas of improvement and work on those. Too many students study the 'dumb' way. They just buy a book and read it cover to cover. When they don't improve, they're shocked. I'm not. Studying effectively for the ACT isn't like painting a house. You're not trying to paint thin layers across a huge span of material. What these students did wrong was they wasted time on subjects they already knew, and they didn't spend enough time fixing their weaknesses. Instead, studying effectively for the ACT is like plugging up the holes of a leaky boat. You need to find the biggest hole, and fill it. Then you find the next biggest hole, and you fix that. Soon you'll find that your boat isn't sinking at all. How does this relate to ACT math? You need to find the skills that you're weakest in, and then drill those until you're no longer weak in them. Fixing up the biggest holes. If you had to study 10 hours for ACT Math, wouldn't you rather improve four points than one point? This is how you do it - focusing your attention on what will make the biggest difference for you. Here's our complete mapping of all 24 skills tested on ACT Math: Numbers Integers Rational numbers Statistics Probability Sequences Algebra Operations Single Variable Equations Functions Word Problems Inequalities Matrices Complex Numbers Systems of equations Coordinate Geometry Points Lines Polynomials Conic Sections Reflections Plane Geometry Lines and Slopes Triangles Polygons Circles Misc Topics Solid Geometry Trigonometry I know this is overwhelming. ACT Math covers most of basic high school math, which is a LOT of stuff. Looking at this list, do you know where your weaknesses are? Do you know what you need to train on to get the most out of your study time? If not, I'm not surprised. This is hard for even the best students to do. It takes a lot of test knowledge to be able to categorize questions, and it takes a lot of discipline to analyze your mistakes. For every question that you miss, you need to identify the type of question it is. When you notice patterns to the questions you miss, you then need to find extra practice for this subskill. Say you miss a lot of coordinate geometry questions (the ones involving an x-y grid and lines). You need to find a way to get lesson material to teach yourself the main concepts that you're forgetting. Then you need to find more practice questions for this skill so you can drill your mistakes. Quick Plug: If all of this is making sense to you, you'd love our ACT prep program, PrepScholar. We designed our program around the concepts in this article, because they actually work.When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty ACT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: Strategy 3: Focus On the Most Important Skills, and Ignore the Rest But wait, there's more. Remember the 24 skills listed above? Not all of them are made equal. Some are represented FAR more often than others. In fact, the most common skill (numbers-rational numbers) is 56TIMES more likely to appear than the least common skill (complex numbers). As you can see, it's not enough just to divide into rough subjects like algebra, geometry, and data analysis. Even within algebra, some concepts appear FAR more often than others. If you ignore this distinction, you'll waste a lot of time studying things you don't even have to know! So I'm about to make your day. I'm going to tell you the most important skills you HAVE to practice hard, and all the skills you DON'T need to study. If you've been nervous about how much ACT Math material you need to know, you'll feel a lot better soon. First, hereare the most common ACT Math skills. I'll explain the % of questions for that skill, and the # of questions you can expect to see: Skill Frequency # of Q's Numbers - Rational Numbers .97% 7 Algebra - Functions 8.76% 5 Algebra - Operations 8.55% 5 Numbers - Integers 7.26% 4 Algebra - Single Variable 6.84% 4 Plane Geometry - Triangles 6.41% 4 Plane Geometry - Polygons 6.41% 4 Coord. Geometry - Lines 5.56% 3 Plane Geometry - Circles 5.34% 3 Algebra - Word Problems 4.91% 3 Trigonometry 4.91% 3 This is great news - with just skills (46% of all 24 skills), you actually cover 77% of the test! This is huge! For example, if you mastered just these skills and got all 45 questions right, that would already bring you up to a 28. In reality, this is unrealistic because some of these 45 questions are going to be pretty tough, and questions I recommend you skip as mentioned in Strategy 1. But you can see how important the most important skills are to getting a great score. Focus on what really makes up most of the pie. Now, what skills do you NOT have to know? Here are the LEAST common skills on ACT Math: Skill Frequency # of Q's Coord. Geometry - Points 4.06% 2 Numbers - Statistics 3.85% 2 Numbers - Probability 3.21% 1 Algebra - Inequalities 2.35% 1 Plane Geometry - Lines and Angles 2.35% 1 Geometry - Solid Geometry 2.14% 1 Numbers - Sequences 1.92% 1 Algebra - Systems of Equations 0.85% 1 Coord. Geometry - Polynomials 0.85% 1 Coord. Geometry - Conic Sections 0.64% 1 Coord. Geometry - Reflections, Translations 0.43% 1 Algebra - Matrices 0.21% 1 Algebra - Complex Numbers 0.21% 1 Look at these 13skills. Altogether, they add up to a measly 23% of the entire test. Remember what % of the test you need to get right to get a 26? It's 66%. If you completely ignored these 13 skills, you'd still be able to get a maximum score of 28. So good news! You don't need to study complex numbers, matrices, conic sections,and other subjects above. Good riddance, because these are some of the more complicated subjects. When you study, make sure you focus your time on what's really impactful. Once again, I believe in this strategy so much that I designed our PrepScholar ACT program around this idea. Your PrepScholar programdoes all the hard work for you by automatically customizing your prep program to exactly what you need to do to improve your score most. You'll work on the most important skills first so that you get the most out of every hour you study. You just need to focus on learning and doing questions. Strategy 4: Practice UsingOnly Realistic, High Quality Sources After reading the three strategies above, you might be hyped up to go out and practice. The question is - what are you actually going to use to study? Books? A prep program? Be really careful about which sources you choose to use. Honestly, most of them are pretty bad. A lot of prep programs and books don't have very realistic ACT Math questions. They're either too hard, too easy, or structured incorrectly. The root of this problem is lack of true understanding of the ACT Math section. Without going through a full question by question analysis of the test, you really can't understand the test deeply. This means your materials will be terrible. OK - so what do you use? The very, very best source for ACT Math questions is the Official ACT Tests.This is why as part of PrepScholar, we include these official practice tests to gauge your progress and train you on the real thing. Unfortunately, you often need supplemental questions focused on your weaknesses above. For instance, if you're weak in rational numbers, you want to drill those questions over and over again to master your weaknesses. If you're interested in a prep program that can provide all the test content you need to excel, I'd suggest you consider PrepScholar. Obviously as creator of the program I can be biased, but I honestly believe we have the highest quality Math questions available anywhere. This is because of the level of scrutiny and understanding of the test that I think no other company has achieved: We've deconstructed every available official ACT Practice Test, question by question, answer choice by answer choice. We've statistically studied every question type on the test (like you saw above). We understand exactly how questions are phrased and how wrong answer choices are constructed. As head of product, I'm responsible for content quality. I hire only the most qualified content writers to craft our test content. This means people who have scored perfect scores on the ACT, have hundreds of hours of ACT teaching experience, and have graduated from Ivy League schools like Harvard. This results in the most realistic, highest quality ACT Math questions possible. Even if you don't use PrepScholar, you should be confident that whatever resource you DO use undergoes the same scrutiny as we do. If you're not sure, or you see reviews saying otherwise, then avoid it. Make sure you avoid duds. Strategy 5: Understand All Your ACT Math Mistakes Every mistake you make on a test happens for a reason.If you don't understand exactly why you missed that question, you will make that mistake over and over again. Too many students scoring at the 14-24level refuse to study their mistakes. It's harsh. I get it. It sucks to stare your mistakes in the face. It's draining to learn difficult concepts you don't already understand. So the average student will breeze past their mistakes and instead focus on areas they're already comfortable with. It's like a warm blanket. Their thinking goes like this: "So I'm good at geometry? I should do more geometry problems! They make me feel good about myself." The result? NO SCORE IMPROVEMENT. You don't want to be like these students. So here'swhat you need to do: On every practice test or question set that you take, mark every question that you're even 20% unsure about. When you grade your test or quiz, review every single question that you marked, and every incorrect question. This way even if you guessed a question correctly, you'll make sure to review it. In a notebook, write down the gist of the question, why you missed it, and what you'll do to avoid that mistake in the future. Have separate sections by subject and sub-topic (number theory - fractions, algebra - solving equations, etc.). It's not enough to just think about it and move on. It's not enough to just read the answer explanation. You have to think hard about why you specifically failed on this question. By taking this structured approach to your mistakes,you'll now have a running log of every question you missed, and your reflection on why. No excuses when it comes to your mistakes. Go Deeper - WHY Did You Miss a Math Question? Now, what are some common reasons that you missed a question? Don't just say, "I didn't know this material." That's a cop out. Always take it one step further - what specifically did you miss, and what do you have to improve in the future? Here are some examples of common reasons you miss a question, and how you take the analysis one step further: Content:I didn't learn the skill or knowledge needed to answer this question. One step further:What specific skill do I need to learn, and how will I learn this skill? Incorrect Approach:I knew the content, but I didn't know how to approach this question. One step further:How do I solve the question? How will I solve questions like this in the future? Careless Error:I misread what the question was asking for or solved for the wrong thing One step further:Why did I misread the question? What should I do in the future to avoid this? Get the idea? You're really digging into understanding why you're missing questions. Yes, this is hard, and it's draining, and it takes work. That's why most students who study ineffectively don't improve. But you're different. Just by reading this guide, you're already proving that you care more than other students. And if you apply these principles and analyze your mistakes, you'll improve more than other students too. Strategy 6: Experiment With Different Strategies to Solve Math Problems Sometimes, you get really stuck on a question. You just have no idea how to solve it, and the first step doesn't seem obvious. When this happens, a really useful skill to learn is having a toolkit of alternative strategies to solve a question. Broadly speaking, there are two that will come up most often: Plugging in Numbers, and Plugging in Answers. Let's see an example in action: Let's you don't know exactly where to start and how to solve this the algebraic way. In this case, you can plug in sample numbers to see how the surface area changes. Plug in Numbers Let's do something simple: length, width, and height are all equal to 1. Thus, A = 2*1*1 + 2*1*1 + 2*1*1 = 6. Then, we double each of the dimensions, so length, width, and height are all equal to 2. Now, A = 2*2*2 + 2*2*2 + 2*2*2 = 24. 24 is 4 times greater than 6. So the surface area is multiplied by a factor of 4. That was pretty straightforward! Bonus: Algebraicway You can also solve this question by directly plugging in 2l, 2w, and 2h into the equation. The original area = 2lw + 2lh + 2wh The new area = 2*2l*2w + 2*2l*2h + 2*2w*2h You might see that you can factor out a 4 in front: = 4 (2lw + 2lh + 2wh) And thus the area increases by a factor of 4. In both your practice and your real test, try to get unstuck by approaching the question differently. Check out our strategy guides on Plugging in Answers and Plugging in Numbers to see more details on how these work. Strategy 7: Monitor Your Time During the ACT Math Section Once again, time pressure is a big problem for 14-24scorers. Because many questions are difficult, it's easy to get sucked into a hard problem and spend minutes trying to solve it. This takes away time from other questions that you can solve and get points for. There are two ways to ease time pressure for yourself. The first way is by getting better at the test.By doing more practice, you'll automatically get faster at solving each question. By learning patterns to what the ACT asks, more questions will just 'click' for you. The other way is to monitor the time you're spending on each question. What you want to avoid is spending too much time on a single question, since this gives you less time for other math problems. Remember: all points on the ACT are worth the same as each other. An easy question is worth one point, as is the most difficult question on the entire test. So here's what I recommend: if you spend 30 seconds on a problem and aren't clear how you can get to the answer, skip and go to the next question. If you finish the section early, you'll have time to get back to the questions you skipped. You'll especially have extra time if you follow my first skipping strategy (skip the most difficult questions). Even if you don't have time to get back to the questions you skipped, you just bought yourself time to try a lot of other questions. Strategy 8: Bubble In Your Answers All at Once Here's a bubbling tip that will save you at least three minutes per section. When I first started test taking in high school, I did what many students do: after I finished one question, I went to the bubble sheet and filled it in. Then I went back to the booklet and solved the next question. Finish question 1, bubble in answer 1. Finish question 2, bubble in answer 2. And so forth. This actually wastes a lot of time. You're distracting yourself doing two things at once - solving questions, and bubbling in answers. This is like rubbing your belly and patting your head. This costs you time in both mental distraction and in physically moving your hand and eyes to different areas of the test. Here's a better method: solve all your questions first in the book, then bubble all of them in at once. This has several huge advantages: you focus on each task one at a time, rather than switching between two different tasks. You also eliminate careless entry errors, like if you skip question 7 and bubble in question 8's answer into question 7's slot. By saving just three seconds per question, you get back 360seconds on a section that has 60 questions. This is huge! It's six extra minutes, which you can use to solve a lot more questions! Note: Be careful as you watch your time that you fill in all your current answers with at least five minutes remaining!Otherwise, you might run out of time before you have the chance to bubble in the answer choices all at once. Make sure you practice this on a full-length practice test so you're confident with it. Strategy 9: Guess on EveryQuestion You Don't Know You might already know this one, but if you don't, you're about to earn some serious points. The ACT has no guessing penalty for getting a wrong answer. That means there's no reason to leave any question blank. Now, before you finish the section,make sure every blank question has an answer filled in. You do not want to look at your answer sheet and see any blank questions. For every question you're unsure about, make sure you guess as best you can.If you can eliminate just one answer choice, that gives you a much better shot at getting it right. If you have no idea, just guess! You have a 20% chance of getting it right. Most people know this strategy already, so if you don't do this, you're at a SERIOUS disadvantage. This is really important when you use Strategy #1 of skipping questions - if you don't guess on the questions, you'll miss out on free points! In Overview Those are the main strategies I have for you to improve your ACT math score. If you're scoring an 18, you can improve it to a 23. If you're scoring a 22, you can boost it to a 26. I guarantee it, if you put in the right amount of work, and study like I'm suggesting above. Notice that I didn't actually teach you any math content. I didn't point to any formulas that you need to know, or specific math solutions that will instantly raise your score. That's because these one-size-fits-all, guaranteed strategies don't really exist. (And anyone who tells you this is deceiving you). Every student is different. Instead, you need to understand where you're falling short, and drill those weaknesses continuously. You also need to be thoughtful about your mistakes and leave no mistake ignored. This is really important to your future. Make sure you give ACT prep the attention it deserves, before it's too late, and you get a rejection letter you didn't want. If you want to review any of the strategies, here's a list of all of them: Strategy 1: Skip the Most Difficult Math QuestionsStrategy 2: Find Your Math Weaknesses and Drill ThemStrategy 3: Focus On the Most Important Skills. Ignore the RestStrategy 4: Use Only Realistic, High Quality SourcesStrategy 5: Understand All Your Math MistakesStrategy 6: Experiment with Different Strategies to Solve Math ProblemsStrategy 7: Monitor Your Time During the Math SectionStrategy 8:Bubble In Your Answers All At OnceStrategy 9: Guess on EveryQuestion You Don't Know What's Next? We have a lot more useful guides to raise your ACT score. Read my corresponding guides for other ACT Math sections: Get a 26 in ACT English, ACT Reading, and ACT Science. What's a good ACT score for you? Read our detailed guide on figuring out your ACT target score. Want a bunch of free ACT practice tests to practice with? Here's our comprehensive list of every free ACT practice test. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today: Have friends who also need help with test prep? Share this article! Tweet Allen Cheng About the Author As co-founder and head of product design at PrepScholar, Allen has guided thousands of students to success in SAT/ACT prep and college admissions. He's committed to providing the highest quality resources to help you succeed. Allen graduated from Harvard University summa cum laude and earned two perfect scores on the SAT (1600 in 2004, and 2400 in 2014) and a perfect score on the ACT. You can also find Allen on his personal website, Shortform, or the Shortform blog. 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Famous Inventors from New Mexico

Famous Inventors from New Mexico A few famous inventors have hailed from New Mexico. William Hanna William Hanna (1910 - 2001) was one-half of Hanna-Barbara, the animation studio behind such famous cartoons as Scooby-Doo, Super Friends, Yogi Bear and The Flintstones. In addition to co-founding the studio and being the creative force behind many of its most famous cartoons, Hanna and Barbara were also responsible for creating Tom and Jerry early in their careers. Hanna was born in Melrose, New Mexico, though his family moved several times throughout his childhood. Edward Uhler Condon Edward Uhler Condon (1902 – 1974) was a nuclear physicist and a pioneer in quantum mechanics. He was born in Alamogordo, New Mexico, and while he attended high school and college in California, he returned to the state for a brief tenure with the Manhattan Project during World War II. As research director for Westinghouse Electric, he oversaw and conducted research that was instrumental to the development of both radar and nuclear weapons. He later became National Bureau of Standards, where he became a target for the House Un-American Activities Committee; however, he was famously defended against these allegations by such figures as Harry Truman and Albert Einstein. Jeff Bezos Jeff Bezos was born in Albuquerque, New Mexico on January 12, 1964. Hes best known as the founder, chairman and CEO of Amazon.com, making him one of the pioneers of e-commerce. He also founded Blue Origin, a private spaceflight company. Smokey Bear While not an inventor in the traditional sense, the living symbol of Smokey Bear was a native of New Mexico. The bear cub was rescued from a 1950 wildfire in the Capitan Mountains of New Mexico and nicknamed Hotfoot Teddy due to the injuries he sustained during the fire, but renamed Smokey, after the fire prevention mascot mascot who had been created a few years prior.