The Basic Guide to Integers on SAT Math

The Basic Guide to Integers on SAT Math SAT / ACT Prep Online Guides and Tips Many SAT math questions involve the use of integers, especially in the early and middle ranges of each math section. This means that integers are a foundational element to SAT math and you should have a solid understanding of what integers are and how they work if you want to do well on the SAT math section. This guide will cover the basics of integers- what they are, how they relate to one another, and how you’ll see them on the test. For the more advanced integer concepts (including prime numbers, absolute values, exponents, and roots), check out our advanced guide to SAT integers. What is an Integer? An integer is a whole number. This means an integer is any number that is NOT expressed via a decimal or a fraction. Integers include all negative whole numbers, all positive whole numbers, and zero. Examples of Integers: -55, -2, 0, 14, 10,699 NOT integers: $Ï€$, $2/3$, 0.787 Think of integers as something you cannot split. For example, you cannot have half a marble in a box (unless you are either very strong or very careless). Positive and Negative Integers A number line is used to demonstrate how numbers relate to each other and to zero. All numbers to the right of zero are positive numbers. All numbers to the left of zero are negative numbers. Positive numbers get larger the farther they are from zero For example, 154 is larger than 12 because 154 is farther away from zero along the number line in a positive direction (to the right). Negative numbers get smaller the farther away they are from zero For example, -154 is smaller than -12 because -154 is a farther away from zero along the number line in a negative direction (to the left). A positive number is always larger than any negative number. For example, 1 is larger than -1,109. Typical Integer Questions on SAT Math Most SAT integer questions are a combination of word problem and equation problem. The test makers will tell you that the problem involves integers by explicitly using the word "integer" in the passage. You will then be asked to solve a given equation or identify whether or not certain equations are true. You must know that an integer means a whole number (and that integers include negative numbers and zero) to solve these problems. We will go through the rules of how integers behave with one another in order to make sense of these kinds of questions. Sometimes you’ll have to answer more abstract questions about how integers relate to one another when you add, subtract, multiply and divide them. You do not need to find a numerical answer for these types of questions, but you must instead identify whether certain equations will be even or odd, positive or negative. If $a$ is an odd integer and $b$ is an even integer, which of the following is an odd integer? A) $3b$B) $a+3$C) $2(a+b)$D) $a+2b$E) $2a+b$ There are two ways to go about solving these kinds of questions- you can either memorize how integers interact, or you can plug in your own sample numbers. For example, in the charts below, you'll see that: $\a\positive\number * \a\positive\number$ will always result in a positive number. If you forget this rule, you can always try it by saying $2 * 3 = 6$. Because you can always find these results by plugging in your own numbers, these rules are categorized as "good to know," not "necessary to know." negative * negative = positive $-2 * -3 = 6$ positive * positive = positive $2 * 3 = 6$ negative * positive = negative $-2 * 3 = -6$ Another way to think of this is, "When multiplying numbers, the result is always positive unless you’re multiplying a positive number and a negative number." odd * odd = odd $3 * 5 = 15$ even * even = even $2 * 4 = 8$ odd * even = even $3 * 4 = 12$ Another way to think of this is, "When multiplying numbers, the result is always even unless multiplying an odd number and an odd number." odd +/- odd = even $5 + 7 = 12$ even +/- even = even $10 - 6 = 4$ odd +/- even = odd $5 + 6 = 11$ Another way to think of this is, "When adding or subtracting numbers, the result is always even unless adding or subtracting an odd number and an even number." By understanding these rules (and/or by testing them out using your own numbers), you will be able to answer more complicated theoretical questions. Why is six afraid of seven? Because 7, 8, 9! Hardy-har-har. If we revisit the question above, knowing what we do now about number relationships, we can go through our answer choices to find the correct answer: If $a$ is an odd integer and $b$ is an even integer, which of the following is an odd integer? A) $3b$B) $a+3$C) $2(a+b)$D) $a+2b$E) $2a+b$ Choice A is incorrect, because $b$is an even integer. And we know that an even number * an odd number = an even number. Choice B is incorrect because $a$is an odd integer. And we know that an odd number + an odd number = an even number. Choice C is incorrect because $a$is an odd integer and $b$is an even integer. An even number + an odd number = an odd number. And an odd number * an even number (in this case 2) = an even number. Choice D is correct. Twice $b$ will be even, because an even number * an even number = an even number. And the final result will be odd because an odd number ($a$) + an even number ($2b$) = an odd number. Choice E is incorrect. Twice an odd number ($a$) will be an even number, because an even number * an odd number = an even number. And an even number + an even number = an even number. So your final answer is D, $a + 2b$. You can see how you could also solve this by double-checking these rules by using your own numbers. If you assign an odd number to $a$ and an even number to $b$, you can test out each option in about the same amount of time it would take you to go through your rules like this. So for this question, you could have said $a$ was 3 and $b$ was 4. Then option D would have looked like this: $3 + 2(4) = 11$ Again, because you can figure out these kinds of questions using real numbers, these rules are classified as "good to know," not "necessary to know." So let's look at how to put all the clues together to solve integer questions. Steps to Solving an SAT Math Integer Problem #1: Identify if the problem is, in fact, an integer problem. The SAT will always explicitly use the word "integer" to let you know if your answer must be in integers or if you can only use integers while solving the problem. For any problem that doesn’t specify that the variables (or the solution) are "integers," your answer or example numbers can be in decimals or fractions. Because the problem specifically uses the word "integer," we know we must only work with whole numbers. #2: If the problem asks you to identify equations that are always true, test out multiple different kinds of integers. If the question asks you to identify whether certain equations or inequalities are true for ALL integers, the equation must work equally with 10 as with 0 and -5. A good rule of thumb is to try -1, 0, and 1 with variable questions like these. These numbers often have special properties that make or break conditions. I'll explain what that means with a practice example. If $x$is an integer, which of the following equations MUST be true? I. $x^3 ≠¥ (-x)^3$ II. $x^3/x ≠¥ x^2/x$ III. $x(x + 1) ≠¤ -x + x^3$ A) I onlyB) II onlyC) III onlyD) I and III onlyE) I, II, and III For questions like these, we should test out our sample numbers, as it can get confusing to use our rules of integer behaviors with complex problems such as these. So for option I, let use our test numbers of -1, 0, and 1. $-1^3 = (-1)(-1)(-1) = -1$ $(1)^3$ = $1^3 = (1)(1)(1) = 1$ -1 is NOT greater than +1. This automatically eliminates option I. And by eliminating option I, we can eliminate answer choices A, D, and E right away. Now let's look at choice II with our same test numbers. ${(-1)^3}/{-1} = {(-1)(-1)(-1)}/{-1} = {-1}/{-1} = 1$ ${(-1)^2}/{-1} = {(-1)(-1)}/{-1} = {1}/{-1} = -1$ 1 -1. This means that option II works so far when we use a negative number. So let's try it with our positive number, 1. $1^3/1 = {(1)(1)(1)}/1 = 1/1 = 1$ $1^2/1 = {(1)(1)}/ 1 = 1/1 = 1$ 1 = 1. So option II still works. Lastly, we should test if the equation still works with 0. $0^3/0 = 0$ $0^2/0 = 0$ Option II works for all answer choices, so our final answer is B, II only. Because we know that option I does not work, we have eliminated all other answer choices. But if you want to make absolutely sure you did not make a mistake somewhere, you can test out option III as well. $-1(-1 + 1) = 0$ $-(-1) + (-1)^3 = 1 + (-1)(-1)(-1) = 1 + -1 = 0$ $0 = 0$ The two are equal, which means that option III works so far. Now let's try it with 1. $1(1 + 1) = 2$ $-1 + 1^3 = -1 + (1)(1)(1) = -1 + 1 = 0$ $2 0$ When we used a positive number, the equation was incorrect. This means that answer choice C is eliminated and our choice of B has been confirmed to be the only correct answer. #3: If the problem asks you to find the answer to long calculations, use your rules that you learned above or test it out with smaller numbers. $a, b, c, d, e, f$ are odd integers such that $a b c d e f$. Which statement(s) must be true? I. $abcdef$ is odd II. $a + b + c + d + e + f$ is odd III. $a(b + c + d + e + f)$ is odd A. I only B. II only C. III only D. I and III only E. I, II, and III Now you can approach this problem in one of two ways: by using your number rules or by using your own numbers. First, let's use our number rules to test option I. We know that each letter represents an odd integer and that the product of an odd number and another odd number is an odd number. Because an odd * an odd will always be odd, we know that option I is true. This means we can also eliminate answer choices B and C. Now let's look at option II. We know that an odd number + an odd number = an even number. We also know that an even number + an even number = an even number. So if we split $a + b + c + d + e + f$ into pairs of numbers, we'll have $(a + b) + (c + d) + (e + f)$. We know that each pair of numbers will have an even sum, so we're left with: an even number + an even number + an even number, which will give us an even final result. So option II is incorrect. This means we can eliminate answer choice E. Finally, let's look at option III. As we saw before, when we have six odd numbers (in other words, an even number of odd numbers), the sum will be even. Now, our parenthesis holds five (an odd number) of odd numbers, and an even number + an odd number = an odd number. So we know the number in the parenthesis will be odd. We also know that an odd number ($a$) * an odd number (the sum of $b, c, d, e, f$) = an odd number. So option III is correct. This means that our final answer is D, I and III only. The other way you could solve this problem would be to test out these rules with small numbers and extrapolate to find the larger answer. In other words, use small numbers in place of the variables. So for option I, if you didn't know an odd * an odd = an odd, you could replace $a$and $b$with the numbers 5 and 3. $5 * 3 = 15$, so you know that an odd * an odd = an odd number, no matter how many times you multiply it. So option I is correct. For option II, again test it out with smaller numbers. $7 + 5 = 12$, and $7 + 5 + 3 = 15$. So you know that adding odd numbers an even number of times gets you an even answer and adding odd numbers an odd number of times gets you an odd answer. There are six odd numbers, so the final answer must be even. Option II is incorrect. Taking what you learned by testing option II, you know that adding odd numbers an even number of times gets you an odd answer. And, taking what you learned from testing option I, you know that an odd number * an odd number = an odd number. This means your final answer must be odd, so option III is correct. This means the final answer is D, I and III only. Always remember that there are several ways to solve integer problems. So use real numbers and don't give up if it looks too complicated. The Take-Aways Simply by understanding what an integer is, you will be able to solve many SAT questions. Integer questions are often fairly straightforward if you know what numbers are included in the definition of an "integer" and which are not. If you remember to experiment with your own numbers when presented with the more abstract SAT questions and pay attention to when you must use integers and when you’re free to use any number, you will be able to solve most of the basic SAT integer questions. For the more advanced integer concepts- absolute values, exponents, etc.- be sure to check out our advanced guide to SAT integers. What's Next? Now that you’ve learned about what integers are, you may want to check out the advanced guide to SAT integers where we will go through absolute values, prime numbers, and exponents (among other concepts). Make sure that you also have a solid understanding of all the SAT math formulas you're both given and not given. Running out of time on SAT math? Check out our article on how to buy yourself those extra precious seconds and minutes and complete your SAT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score and check out how to improve a low SAT math score. Already have pretty good scores and looking to get a perfect 800? Check out our article 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:

90+ Metaphor Examples in Literature That You Need to Know

90+ Metaphor Examples in Literature That You Need to Know The Essential List of 90+ Metaphor Examples in Literature and Pop Culture What figure of speech is so meta that it forms the very basis of riddles? The answer: a metaphor.As Milan Kundera wrote in The Unbearable Lightness of Being: â€Å"Metaphors are dangerous. Metaphors are not to be trifled with.† Yet, paradoxically, they are an inescapable part of our daily lives - which is why it’s all the more important to understand exactly how they function.To help, this article has a list of 97 metaphor examples to show you what they look like in the wild. But if you have a moment to spare, let's learn a bit more about what a metaphor is. NINETY-SEVEN metaphor examples! Get your fix in this post! What is a metaphor?A metaphor is a literary device that imaginatively draws a comparison between two unlike things. It does this by stating that Thing A is Thing B. Through this method of equation, metaphors can help explain concepts and ideas by colorfully linking the unknown to the known; the abstract to the concrete; the incomprehensible to the comprehensible. It can also be a rhetorical device that specifically appeals to our sensibilities as readers.To give you a starting point, here are some examples of common metaphors:â€Å"Bill is an early bird.†Ã¢â‚¬Å"Life is a highway.†Ã¢â‚¬Å"Her eyes were diamonds.†Note that metaphors are always non-literal. As much as you might like to greet your significant other with a warhammer in hand (â€Å"love is a battlefield†) or bring 50 tanks of gasoline every time you go on a date (â€Å"love is a journey†), that’s not likely to happen in reality. Another spoiler alert: no, Katy Perry doesn't literally think that you're a firework. Rather, these are all instances of metaphors in action. Calvin Hobbes. Image: Bill WattersonDid we miss any of your favorite metaphors? Have more metaphor examples for us? Leave them in the (non-metaphorical) box below and we'll add them right in.

Financial Statement Analysis Assignment Example | Topics and Well Written Essays - 250 words

Financial Statement Analysis - Assignment Example Apart from the management potential investors or creditors also benefit from analyzing financial statements as this provides them with the necessary information as to whether a company will be able to pay back the money they have invested or loaned with an appropriate return on their investment. There are various types of ratios such as Liquidity, Asset turn over, Leverage, Operating performance / Profitability and Business Ratios. Using these ratios business owners and leaders can benefit greatly as they provide insight as to whether a company has sufficient resources to meet its short term financial liabilities, is the company using its resources in an efficient manner, how much debt it has incurred to date as compared to its net worth, is the company utilizing its resources in an efficient manner so as to generate profits and increase shareholder value and what is the status of its stock price. In short these ratios can assist business owners and leaders in making more accurate and financially beneficial decisions especially when there is a lot at

The Road#2 Essay Example | Topics and Well Written Essays - 500 words

The Road#2 - Essay Example These readers view the road taken by many as leading perhaps to failure or does not yield anything good. The idea that it leads into the woods shows that there is always uncertainty and risk in choosing the untypical way. It is a readiness to meet and overcome challenges along the way. There is a spirit of hope doing things differently from others or where they have not done well will bring a positive change. Because there are two roads to choose from and one has to confidently choose one and for that matter the one is not taken shows courage. It is a decision made no matter the outcome. The last stanza talks of telling with a sigh perhaps of the outcome of the journey. This is after a long time because it talks of ages and ages. Taking the road less travelled and making the difference that the persona talks about could mean success. The fact that they have persevered to the end is seen to have borne fruit. In the beginning, the future looks bleak riddled with untold expectations. Th e images of the woods and the undergrowth could symbolize the troubles that lay ahead. They paint a picture of insecurity because woods pose dangers like wild animals, bad weather, and rough terrain among others which symbolize problems that human beings encounter in normal lives. There is another group who read this poem from a pessimistic approach. For them, it is about a person who has facing difficulties of choice and throwing himself/herself on mercy of destiny. The presentation of two roads with only one to be chosen paints an image of confusion and hesitation. The idea that one has to make a choice about the best one to use offers enough challenge to such a person. Again, the woods paint a grim picture of what to expect. It has the potential of many dangers ahead that one may be unable to overcome. The road is seen to take a corner deep into the woods. The undergrowth is seen to offer challenges, for a person cannot see what lies

Han and Roman Empires Essay -- History, Huan Tan

From the 2nd century BCE through the 1st century CE, both the Han and Roman empires were dealing with the production of advancement in technology. Since the empires were from separate time periods each empire had different attributes when it came to creating technology and what they built with their technology. In the Han Empire, technology had been a luxury part of their empire because it was essential to their wealth and productivity. In the Roman Empire, their thought on technology had been it is a necessity to build their empire and to conquer land wherever they saw weakness. Technologies in both empires were not only used as tools to fight in war and to build but in the Roman Empire they were used to collect mineral wealth in silver mines. As for the Han Empire they had used their technology for tilling soil to collect salt. In the Roman Empire, people had believed that technology was necessary to gain further control and they also thought it was informative for them, while in t he Han Empire it had been a way to show off their civilization. A Han government official felt that technology is such an important part of their empire for its new creations, that it should be maintained by other government officials and engineers. During 20 CE in (Doc 1) the Han government official had said â€Å"there should be one high official and one on duty with just enough workers to meet the need†. This clearly shows that as a government official he felt that in the best interest for technology and the people the government should have some control. As well as putting experienced workers to do the task of maintaining their technology and city as an over all to keep a presentable empire. So other empires will start to borrow and use there means o... ...ked at the use of there technology in different ways. Such as the Roman Empire used their technology to their advantage, by conquering different people to gain more control. As for the Han Empire had used their technology for improvements within there empire and they let other regions use there ideas which showed off there empire. But in some cases both empires had used technology to improve economic growth for trading, like roads or the water power blowing engine. Both of the empires have had different emperors that have ruled. During each empire they both were able to gain control and pass on tools to other regions. The Roman’s thought more of the tools as weapons and building supplies. As for the Han believed the tools to be a creation that had been invented by a person with a sharp mind, and the tools were a luxury for the empire because it made work easier.

Analysis of “The Tide Rises, the Tide Falls” & “Nature”

Longfellow’s Eloquent Approach to Death: Analysis of Death in Two Poems Death is an uneasy topic to talk about and causes nearly everyone to have negative feelings for it. Although it is inevitable and also an important part of life, people try to avoid the topic altogether because it gives them discomfort. Because it is such an important subject, one must break the awkward silence and address the topic. Longfellow makes death seem like a natural thing which must come to all living things through his rich comparisons to nature and ordinary life.In â€Å"The Tide Rises, The Tide Falls† he compares the continuous rising and falling of tides to a nameless traveler, and in his poem, â€Å"Nature† he compares nature and humans as the relationship between a strict mother and her child. In Longfellow's poem, â€Å"The Tide Rises, The Tide Falls† he fluently articulates the differences between tides and a nameless traveler. Symbolically, the tides represent the co ntinuous cycle of life and the traveler just represents every single human being in the world.The emphasis on â€Å"The Tide Rises, The Tide Falls† at the end of each stanza shows that no matter what happens in an individual's life, life in general and the tides are just going to go on without a single care about the world (5). Additionally, Longfellow gives the traveler no descriptive identity and only labels him as â€Å"The Traveler† (4). Because of the word choice, it further shows how unimportant a single person is in the grand scheme of things. Furthermore, there is a distinctive contrasting detail throughout the poem.In many places, Longfellow incorporates light and dark settings into the poem. For example, when darkness settles, the â€Å"sea in the darkness†¦ Efface the footprints in the sands† (7-9). The footprints that were in the sand were left by the traveler, and by effectively removing them, it clearly shows that the travelers presence is for ever forgotten at the beach. Additionally because â€Å"[the traveler] nevermore returns†¦ to the shore†, it is impossible for him to retrace his journey and imprint his footsteps once again.In essence, the traveler is dead and the tide continues on its duty with disregard for the travelers absence. In contrast, Longfellow makes the connection between life and light. For example, after the tide erases the travelers footsteps, â€Å"The morning breaks;the steed in their stalls Stamp and neigh as the hostler calls† (11-12). Because it is morning again, life ensues and the daily activities of another nameless human being starts the cycle all over again since day and night alternate.Basically, Longfellow uses the seemingly peaceful comparison between the tide and traveler to emphasize that death is inevitable and that one must accept it because the world will not stop rotating just because of a death of a human. The second poem is called â€Å"Nature† and it in volves the role play of death and life as a strict mother and her child. The poem’s comparison sheds light on the harsh reality that all humans will inevitably meet their end someday. Symbolically, the mother represents mother nature and the child is any type of living thing.The poem starts off by stating the mother is trying to get her child to go to sleep with a certain degree of difficulty. The child is â€Å"half willing, half reluctant to be led† and is unwilling to â€Å"leave his broken playthings on the floor† (3-4). From these two lines of the poem, it is evident that the child is conflicted because it is unsure whether to stay with his materialistic comforts or to be led by his mother to go to sleep which is a strange experience to him. This can be compared to how humans view death as a strange and unknown thing.Being human, it is understandable that they are hesitant to even consider the possibility of death. Additionally, Longfellow describes the chi ld's playthings as â€Å"broken† which brings out the fact that they are old and damaged, which can be compared to someone who is on the verge of death (4). From this, the conclusion can be drawn that the child is unsure whether to follow his mother into an unknown world or to stay with what has given him comfort throughout his life. In addition, Longfellow also states that this new experience may not give the child as much pleasure as his materialistic things.Realistically, Longfellow is trying to emphasize that death is a very controversial topic and it is natural for humans to be weary and worried about it. In the third stanza, Longfellow states that nature deals with the worried feelings towards death by taking away â€Å"our playthings one by one, and by the hand Leads us to rest so gently† (10-11). From these two lines, Longfellow states that in order for humans to be convinced to take the risk of leaving their materialistic comforts, mother nature must gradually take them away.Because humans lose what they love so gradually, they â€Å"go Scarce knowing if (they) wish to go or stay† in bed (11-12). By doing this, mother nature effectively decreases the amount of animosity and tension between humans and death by allowing humans to enjoy themselves while they still can. However, all good things must come to an end and eventually, the older the human, the weaker he gets. With the added weakness and lack of things he can do, since mother nature has taken them away, death may seem as a beneficial solution in comparison to one's current life.Through this poem, Longfellow, with the use of personification, successfully changes societies outlook on death from a scary, sudden process into one that is gradual and has a touch of motherly tenderness. Being a renowned writer, Longfellow has the ability to craft his words to best capture the meaning of his idea. In this case, he gives the reader another outlook on a very scary topic, death. Throug h the use of his highly descriptive comparisons between nature and ordinary life, he is able to make death seem like a natural stage of human life and that humans should not think about it so much because mother nature will take care of it.

The Concept Of Sustainable Development Essay - 1654 Words

The concept of sustainable development is generally understood in two similar but differing perspectives. The first of these is the social-scientific definition explicated most frequently in relation to the 1987 report of the Brundtland commission.1 This report defines sustainable development as our â€Å"...ability to make development sustainable—to ensure that it meets the needs of the present without compromising the ability of future generations to meet their own needs†2. The second perspective of sustainable development is that of the ecological definition, which holds that it is a necessity to maintaining healthy, thriving ecosystems in order to facilitate concurrent healthy and thriving human societies.3 Thus both of these definitions are propounding a pragmatic normativity, albeit from slightly differing outlooks: the former concerned more with socio-economic factors, and the latter more with environmental considerations.4 Although the term sustainable development was first coined within the Brundtland report,5 the concept of sustainable consumption is not a new one, with it s roots in historic forestry management practices.6 However, since the late 20th century the need for a sustainable form of development has increasingly becoming more and more evident. Advances in technology and increasing levels of global economic development coupled with a rapidly growing population levels has led to a concurrent rise in the unsustainable consumption of resources.7Show MoreRelatedThe Concept Of Sustainable Development1638 Words   |  7 PagesThe concept of sustainable development has been at the centre of many big debates of late including world conferences on development and developmental planners. It is gaining impetus as people get more informed on the current effects of climate change and the looming devastating effects of the same on future generations increasing the unpredictability of the future. At th e core of sustainable development is the fragile condition of balancing between protection as well as maintenance of the productivityRead MoreThe Concept Of Sustainable Development Essay1236 Words   |  5 PagesThe concept of sustainable development is not a very old one. Not much attention was drawn to sustainability when the society systems that we currently know were set. However, the states that some people started recognizing as undesirable outcomes such as environmental degradation, unfair systems, unequal wealth distribution to mentioned a few were the start of movements directed to incorporate environmental rights, fair accessibility and life security specially for the people living in Least DevelopedRead MoreCritically Assess The Concept Of Sustainable Development Essay1661 Words   |  7 PagesCritically assess the concept of Sustainable Development The concept of sustainable development is generally understood in two similar but differing perspectives. The first of these is the social-scientific definition explicated most frequently in relation to the 1987 report of the Brundtland commission.1 This report defines sustainable development as our â€Å"...ability to make development sustainable—to ensure that it meets the needs of the present without compromising the ability of future generationsRead MoreSustainable Development and Globalization Are Two Popular Concept with Respect to Present Context. Is Globalization Is a Threat for Sustainable Development ?1031 Words   |  5 PagesSustainable development  is a pattern of resource use that aims to meet human needs while preserving the  environment  so that these needs can be met not only in the present, but also for future generations. [pic] A representation of sustainability showing how both economy and society are constrained by environmental limits [pic] Scheme of sustainable development: at the confluence of three constituent parts â€Å"Let’s see the three overlapping circles: one representing environmental needs,Read MoreSustainable Development : The Definition Of Sustainable Development1432 Words   |  6 Pagesterm sustainable development has gained a lot of attention, however, it has since been overused to a point of saturation where it has lost the influence it previously elucidated and become a jargon for developers and slogan for environmentalists. What does sustainable development mean? For years scholars have tried to define and articulate the concept of sustainable development which has led it to become an oxymoron of sorts. Over a century before the use of phrase sustainable development cameRead MoreEnvironmental Management Systems And Principles1473 Words   |  6 Pageshave been incorporated by organizations and corporations since the introduction of these concepts. These provide the necessary guidance for companies to reduce their impacts on the environment. Environmental Management is not only being applied by the United States (US) regions, but along all countries within the world. Within few decades, other approaches such as social responsibility and sustainable development have arisen. According to ISO 26000:2010 Guidance on Social Responsibility: Social responsibilityRead MoreSustainable Development1618 Words   |  7 PagesQ. Sustainable Development? Ans:. Sustainable development refers to a mode of human development in which resource use aims to meet human needs while preserving the environment so that these needs can be met not only in the present, but also for generations to come. The term sustainable development was used by the Brundtland Commission which coined what has become the most often-quoted definition of sustainable development: development that meets the needs of the present withoutRead MoreClimate Change And Depletion Of Natural Resources1318 Words   |  6 Pagesgrowing concern of climate change and depletion of natural resources has meant an increase in popularity of the term ‘sustainable development’. With this growing popularity there has also been a rise in conflicting opinions on what sustainable development means and whether it is attainable, as even after the release of the Brundtland report which offered a definition of sustainable development there were still criticisms for it suggesting that ‘economic growth, industrial modernization and market imperativesRead MoreSustainable Development And Environmental Protection1577 Words   |  7 Pages Sustainable development that allows the present generation to meet our current needs, without compromising the ability of future generations to meet their needs. In other words, sustainable development is a inseparable system of economic, social, resource and protection of environmental which not only can attain the objective of economic development, but also it can protect the natural resources of atmospheric, freshwater, marine and environment. It can make the future generations live and workRead MoreSustainable Education And Green Campus Design Creating A Marketing Value For The Universities1498 Words   |  6 PagesTOPIC: Sustainable Higher Education Development in Turkey through Participation-Empowerment of the Community and Green Campus Design Creating a Marketing Value for the Universities. Sub-topics: 1. Sustainable Architecture Definition 2. Sustainable Initiatives/Policies 3. Social Sustainability 4. Sustainable Architecture as Branding 6. Rethinking the Principles of Sustainable Higher Education 1. Sustainable Architecture Definition 1.1. Bruntland, Gro. Our common future: The world commission on