The Relationship between Parental Influence and Juvenile Delinquency

Case Study Week 1 Example

Case Study Week 1 Example Case Study Week 1 – Article Example Managing for Operational Integrity Managing for Operational Integrity The scandal and the alleged rumors of Baidu.com, it can be seen that the company’s reputation and strong profit growth has suffered a certain degree of damage. Under the US Stock Market NASDAQ, Baidu.com’s (BIDU) share price has dropped from $308 to $110 in a few months of 2008.[1] 2. If the damage to reputation continues, this could lead to problems in the future. Measurement of risks can be done by two basic methods: firstly, the ranking model which uses publishes information to compare reputations. The other is one that uses internal client information as an aid for reputation owners. 3. Baidu.com can manage its reputation in many different ways, namely, avoidance, management, mitigation, or transferring risks. The last one doesn’t apply to risk which aren’t or can’t be insured. It will be a challenge they will have to overcome because strictly speaking, reputation itself canno t be managed, and often there is so dedicated individual responsible for ownership of damaged reputation or risk. 4. Because of these delays in recognizing the diseases mentioned, the companies who manufacture products which spread them greatly benefit, with low production costs, and thus acquire a high profit margin. The public on the other hand, who buys and uses said products suffer adversely. 5. There should be a national or country-to-country consensus to not monitor the news, as well as organizations set up for the regulation of international legislation and treaties to ensure a smooth flow of uncensored information to prevent the ‘culture of secrecy’6. a) One method is surprise checks and visits to the sites in other countries to ensure compliance with company policies. b) Such organizations exist. E.g. is the United Nations initiative to stop child labour. un.org/en/globalissues/briefingpapers/childlabour/c) They shouldn’t be held responsible, as the mela nin tinted ingredients were of Chinese Company and not theirs. d) Yes, it would be different, and more immediate. e) Nike discloses its responsibilities and practices because it has a Corporate Social Responsibility (CSR) to do so, in particular the Kaksay Lawsuit. This is done by publishing a CSR report online. References[1] Pg. 40, Ch. 1, Managing for Operational Integrity

Personal Statement Example | Topics and Well Written Essays - 250 words - 18

Personal Statement Example Everything I saw served as a powerful impetus for my new beginning. I went to WHS where I did everything possible to adapt to new culture and language. I stayed at school late in order to learn English and I was blessed to have supportive people who helped me a lot to succeed. Later, I went to Manchester Community College where I spent 3 productive years. I managed to combine my efforts in learning with personal development opportunities that I was fortunate enough to get. I felt the power of community; I was a student leader, a vice-president in three student clubs and a member of two honor societies. My new leadership skills gave beginning to new ambitions I was going to pursue in life. I made a serious decision to transfer to CCSU and this is my second semester here. I am not intended to stop. I used to be separated from my dream by thousands of kilometers, language barrier and required level of education. I have managed to cope with all these three obstacles and now I am here ready to move further and achieve more. I am not afraid of new challenges; on the contrary, I am anticipating this new start to become a better version of myself in all

Solo Project Research Paper Example | Topics and Well Written Essays - 500 words

Solo Project - Research Paper Example Diving into the market environment and making uninformed decisions may result in adverse effect on a business entity. In this regard, every marketing decision made should be based on some reliable information obtained from research exercises. Marketing is the most dynamic aspect of business characterized by rapid changes of operating forces in the field. In this case, research processes should be performed regularly to ensure acquisition of reliable and updated information. Just like any other research project, marketing research adopts the ideal scientific research procedures. These procedures include problem definition, formulation of hypotheses, and adoption of research methodology, data collection, data analysis and finally data interpretation. Conformity to all these steps ensures objectivity and reliability of the research results (Kolb, 2008). In this context, I am required to develop a practical plan on the appropriate steps of conducting a marketing research for setting wine price. Before developing a plan, we will evaluate the nature of the research project conducted by another party within the same pricing concept of marketing. This evaluative process entails appraising the research elements used in formulating the conclusion based on the research hypothesis (Kolb, 2008). The question of the research might be structured as follows; Does price level influences wine sales? Based on this question, a research will be conducted by formulating the appropriate hypotheses that provides some prepositions concerning the effect of price on the sales of wine. The null hypothesis that will be rejected in the research article states that the taste of wine determines its sales in the market. The actual hypothesis to be approved upon completion of the research states that the public perceives that higher priced wine are of higher quality than low priced wine. Based on the research article, the hypotheses contain two

Midterm essay Example | Topics and Well Written Essays - 1250 words

Midterm - Essay Example As a function of understanding this reversal and promoting a greater knowledge of what it Immanuel Kant sought to put forward, this particular analysis will be concentric upon analyzing his chain of argument, inspecting its key points, and detailing how an individual that was of an alternate opinion light necessarily argue against the position that he put forward. Accordingly, it is the hope of this particular author that such a unit of analysis will be beneficial in helping to define Immanuel Kant’s argument to a greater degree as well as proving some of the logical inconsistencies and philosophical shortcomings that it exhibits. As has been referenced briefly within the introduction, Immanuel Kant performed is something of a reversal with regard to the way in which he understood ethics and how these apply to humans with relation to animals. As he previously stipulated that animals did not have rights and could not be expected to be treated as such, the reader/philosopher is left with no other alternative but to is that animals to be treated as with any other inanimate object without a level of ethical virtue. Yet, within his piece entitled â€Å"Lectures on Ethics†, Immanuel Kant overturns this particular point of view and argues for the fact that the treatment of an animal is somehow morally and intrinsically related to the way in which an individual will interact with other human beings. In effect, Immanuel Kant’s argument was concentric upon what can be defined as ethical boundaries and the rational capacity by which an individual engage with an animal. As such, Kant’s argument was o ne that focused upon the extension of how a human being might necessarily treat other human beings based upon their treatment of animals. Within this particular argument, one can reasonably infer that an individual who is necessarily cruel, cold hearted, and callous towards ethical boundaries

Proper Designs For Air Conditioning In Mosques Environmental Sciences Essay

Proper Designs For Air Conditioning In Mosques Environmental Sciences Essay To maintain comfortable thermal conditions for the occupants is the basic requirement for any environment, because the thermal conditions have direct impact on the health, morale and productivity of human. Throughout the history using by using the intelligence and by being creative humans has been able to create environments which are comfortable for them to perform their activities and to keep maintaining such environments is very important. A complete thermal comfort occurs when the net heat gained by body is equal to the net heat loss from the body, in other terms; there occurs no storage of heat in the body. This is situation is known as thermal balanced situation. Thus to achieve thermal comfort it is is important to achieve thermal balance. It is possible to attain the thermal balance at a large range of environmental conditions but the thermal comfort is mainly achievable in conditions which are readily adjustable for the body. Thermal comfort is infact the state of mind which shows satisfaction within the existing thermal environment (Hutchean, 1989). There are many parameters involved which decide the thermal comfort conditions. These parameters are those which are related to the body heat loss and gains. Some of the important parameters which determine the heat balance in a particular thermal environment for a human body are: Air velocity, air temperature, humidity of air, activity levels of human, human clothing, means radiant temperature etc. Different models are being used till date by many people in order to relate the human comforts with these parameters in a particular environment. In many cases body has been considered as a thermal object which exchanges heat with the surrounding environment through different modes like: convection, conduction, radiation and is able to loose heat to the surroundings through evaporation and by adapting to the environment using the regulatory system of the body. (Cheng, 2006) Thus prediction of thermal comforts i n different environments is of substantial importance for people and organizations like ASHRAE which deal with air conditioning. Thus one important part of the present research would be to develop an approach which would be helpful for assessing the thermal comforts and problems for the buildings which would then be utilized for a pilot study on some of the mosques of Kuwait and near by areas where the environment is harsh and humid. During harsh hot and humid climatic conditions, an effective air conditioning system is required for buildings, which can provide an acceptable thermal comfort level. Although such systems exists in many places but in many situations either the buildings gets over cooled or in many cases proper levels of thermal comfort are not achieved because of improperly designed system, or improper operation practices with lack of maintenance and thus resulting into an inefficient air-conditioning system. Thus the other important aspect of the research would be to conduct a study for Mosques in harsh hot and humid climatic conditions. Mosques are a type of building which has their own unique operating schedule which depends on the time of prayers or others. So in the work a designed study would be carried out to monitor the thermal comfort conditions and to monitor the energy use of a number of mosques during hot and humid conditions so as to assess accurately the thermal comfort conditions and the energy efficiency in such buildings during the occupancy period so that an efficient air-conditioning system can be designed for them. 1.2 Problem statement One of the important essential requirements from an indoor environment is that it should be able to provide proper thermal comforts in order to satisfy human desires. Undesirable conditions can result in human dissatisfaction and in turn affecting their activities. Thus in this scenario it is very essential to give urgent consideration and attention to the thermal comfort conditions of the buildings especially building in the harsh hot and humid climatic conditions like Mosques where occupant satisfaction is very important during peak hours of prayers etc. In most of the buildings today the comfort levels are achieved through complex air conditioning systems but this might result into to the thermal comfort problems which can occur because daily operations in the building. Many a times it can be very difficult to identify thermal comfort problems and solve them because they can be very diverse in nature and can be cause because of large number of factors. Thus there is a need of deve loping a systematic approach so as to deal with the problems of thermal comforts in building, which in the present case is Mosque. Mosques are the place of great importance for the worshipers and it is needed that the worshipers feel calm and comfortable in the mosque and when they leave the mosque they have the feeling of peace and tranquility. Thus a careful evaluation of mosques is needed for thermal comforts and requirement of energy. Till date only a few studies have been conducted to fulfill this requirements for Mosques and thus there is a need of systematic study which can be helpful in monitoring the thermal comforts and energy use for Mosques so as to assess accurately the thermal comfort conditions and the energy efficiency in such buildings during the occupancy period so that an efficient air-conditioning system can be designed for them. 1.3 Objectives of the Research Detailed study on the methods for predicting the thermal comforts and energy use and previous work done by people in predicting the thermal comforts in buildings Development of a systematic approach for identifying and treating thermal-comfort problems Investigating the Basic design Elements of Mosques Monitoring thermal comfort conditions and energy use in some of the mosques of Kuwait and near by areas Suggesting recommendations for achievement of proper thermal comfort levels and properly designing air-conditioning systems for Mosques 1.4 Methodology The methodology adopted for performing the research and to meet the desired objectives is as below: Step 1: First of all the problem is identified through thorough discussion and observation of the area to be studied. After than understanding the background of the problem and finding out the necessity areas where the research needs to be conducted Step 2: Exhaustive study about the existing models and approaches for thermal comfort problems identification and ways to solve them. Studying the previous research done in the desired area for Mosques or similar kind of buildings in different environmental conditions and there by making a roadmap for the present research. Step 3: On the basis of the detailed analysis of the various approaches and by putting up new ideas through discussion and thorough observation of area, a systematic approach for identifying and treating thermal-comfort problems in building swould be developed which would then be applied for the Mosques of Kuwait or near by places Step 4: Before carrying out the analysis of comfort levels of mosques a study on the basic design elements of the Mosques would be performed in order to make the research more effective Step 5: Finally with the help of developed approach thermal comfort conditions and energy use in some of the mosques of Kuwait and near by cities would be monitored and the problems related to thermal comforts would be identified Step 6: At last a list of recommendations would be generated which would be helpful in improving the air conditioning performance, thermal comfort levels and efficient energy use. Step 7: And the research would then be completed by concluding the findings from the study and giving a future vision to the study and some points of research in future. 1.5 Expected Outcomes A systematic approach would be proposed with the help of which thermal comfort problems can be identified assessed and can be dealt with in a proper way. The developed approach will acts as a helpful tool for the building managers and the operators in order to deal with the thermal comfort problems arising in a building. Based on the study conducted for the mosques a list of recommendations would be generated. Although this recommendations would be genrated from the mosques in hot and humid climatic conditions but an attempt would be made to make them generic so that they can be applicable in any mosques in general. Chapter 2: LITERATURE REVIEW Mosques represent a place of great importance and unique function and operation as worshipers using the mosque need to feel comfortable and calm, and be able to leave with a feeling of tranquility and peace. Consequently, they need to be carefully evaluated in terms of thermal comfort and energy requirements. However, only a limited number of studies have dealt with these requirements of mosques. A study on thermal comfort requirements for Friday prayer during the hot season in Riyadh (Saeed, 1996) indicated that most people are comfortable and few prefer cooler conditions. Thermal comfort considerations are usually paramount in most buildings involving people occupancy. This requires the addition or extraction of heat from the space depending mainly on the season and type of activities performed indoors. The thermal environment parameters involved are all those affecting body heat gains and losses. Air temperature, air humidity, air velocity, mean radiant temperature as well as huma n clothing and activity levels are factors that determine the heat balance of a human body in a given thermal environment. Several models are available in the literature to relate the human sensation of comfort to those factors. Prediction of thermal comfort has been of substantial interest to ASHRAE. ASHRAE has developed a comfort index which is based on the effective temperature. The effective temperature is defined on the basis of 50 % relative humidity. The basis of the definition is that the effective temperature describes the uniform temperature of enclosure which is radiantly black at 50% RH (ASHRAE, 1997) and in which the comfort, heat exchange and physiological strain experienced by the occupant would be same as that of the actual environment with same air velocity. Fanger, 1970 has done a very elaborative study on the prediction of thermal comfort levels under steady state conditions. Fanger, 1970 formulated a comprehensive equation for heat balance which was based on the various parameters of heat exchange. Fanger, 1970 developed a comfort equation which involved the use of two empirical relations which relates skin temperature and evaporative heat loss to the metabolic rate. With the help of the equation developed by Fanger, 1970 comfort conditions for any type of envi ronmental conditions with any type of parameters of clothing and rate of metabolism can be calculated. The other major development in this study by Fanger was the estimation of the PMV (Predicted Mean Vote) for a space in which there are differences in the thermal sensation from the optimal the optimal value. This PMV is helpful in predicting the percentage of dissatisfied people. Considering the variability of thermal sensation under the same conditions, Fanger devised a means of estimating a predicted mean vote (PMV) of the subjects in a space in which there are deviations from optimal in the thermal sensation. Using the PMV, the percentage of people dissatisfied (PPD) can be predicted. The impact of air movement and the effect of its flow patterns on thermal comfort have been the subject of many theoretical and experimental studies(Jiang, 1992) (Chow, 1994). Results from those studies have emphasized the role of air velocity and air distribution patterns as a determinant factor of thermal comfort. Furthermore, models for predicting comfort at different flow regimes and air distribution patterns have been suggested. Charles (Charles, 2003) reviewed and assessed the validity of Fangers Predicted Mean Vote (PMV) Model, and Fangers Draught Model. The review also suggested that the bias in PMV predictions varies by context. The model was a better predictor in air-conditioned buildings than naturally ventilated ones, in part because of the influence of outdoor temperature, and opportunities for adaptation. Ji et al, 2006, examined the thermal comfort of people in naturally ventilated environments in a field study in Shanghai, China. The study suggested that people residi ng in such hot area have adapted to its climate and their expectations for comfort allow them to endure heat better than expected Many studies have been conducted and carried out in different environmental conditions in order to find out the difference in requirement of thermal comfort levels based on parameters related to sex, body build and age. Results showed that there is no significant difference in the comfort conditions required by male or female, elderly or young etc. (Chung, 1990), (Cheng, 2006). Dear and Brager, 2002 summarized earlier adaptive comfort research, presented some of its findings for naturally ventilated buildings, and discussed the process of getting the adaptive comfort incorporated into Standard 55. Adaptive models include in some way the variations in outdoor climate for determining thermal preferences indoors. Cheng and Ng, 2006 discussed in a recent study the adaptive model in thermal comfort, which has been included in the new revision of ASHRAE Standard 55-2004. Furthermore, it demonstrated the development of a comfort temperature chart for naturally ventilated buildings in Hong K ong. Van Hoof et al (2007) discussed two implementations of the adaptive comfort model in terms of usability and energy use for moderate maritime climate zones by means of literature study, a case study comprising temperature measurements, and building performance simulation. The study concluded that for moderate climate zones the adaptive model is only applicable during summer months, and can reduce energy for naturally conditioned buildings. The subject of thermal comfort in buildings is intimately related to the energy consumption/conservation issue as most of the time either heating or cooling is needed to maintain the space at a comfortable level. Many studies have been carried out to investigate this relationship and explore means and ways to conserve energy without compromising comfort (Tham, 1993). A multidisciplinary approach for achieving energy saving and thermal comfort simultaneously was developed (Tham, 1993). The impact of various energy conservation measures and HVAC system and component characteristics on building thermal performance including thermal comfort has been investigated. Results have indicated that adaptation of a higher temperature set point in summer can lead to a significant reduction in cooling energy without loss of thermal comfort. The energy consumption by building heating, ventilating, and air-conditioning (HVAC) systems has evoked increasing attention to promote energy efficient control and operation of HVAC systems(Mathews, 2000 and 2002). Many other measures related to the design and operation of the HVAC system can be considered for conserving energy. However, in no circumstances should the comfort of occupants be compromised. In hot and cold climates, thermal comfort in building is achieved by HVAC systems, resulting in considerable energy costs. In many situations, buildings are over cooled or the HVAC system is kept running for a much longer time than needed. This will allow considerable opportunities to conserve ener gy while achieving better comfort conditions or at least maintaining the desired comfort conditions at a reduced level of energy consumption. Recently, Budaiwi (2007) proposed and implemented a multi-phase approach to investigate and remedy thermal comfort problems in buildings. Although mosques are important buildings with a unique function and intermittent operation, evaluation of their thermal performance, problems and, subsequently, possible remedies did not receive adequate attention by researchers. This paper presents the results of a study monitoring energy use and indoor environmental conditions in a number of mosques in order to assess the quality of their thermal comfort conditions especially during occupancy periods in such intermittently operated buildings in hot-humid climates. This study is part of a comprehensive research conducted on mosque thermal performance (Budaiwi, 2005). In this part of the study, energy use and thermal indoor conditions for three mosques were monitored over a period of one year. These mosques were selected to represent the common types of a single-zone daily prayers mosque, a single-zone Friday (large) mosque, and a two-zone Friday mosque. The criteria of representative mosques selection as well as their physical and operational characteristics have been presented in previous work. Chapter 3 CHARACTERISTICS OF MOSQUE Before going further on the discussion related to the thermal comfort conditions and energy use it is important to first briefly discuss the basic and important elements of a typical design of mosque and the different activity modes in mosque. 3.1. Basic Elements of typical design of Mosque Mosque is generally a simple rectangular wall enclosed building having a roofed prayer hall. The longer side of the rectangular shape has orientation in the direction of the Makkah City having the holy mosque. This longer wall is normally termed as Qibla Wall. In the center of the wall is a recess in the form of niche wall which is called as Mihrab. It also includes an elevated floor commonly termed as Minbar, in the right of Mihrab, from which Imam delivers or preaches the speech on Friday, i.e. Khutba.These are some of the essential elements of any mosque design. In Fiugre1 an isometric and a plan of a typical simple design of a mosque has been shown emphasizing the basic elements of design of a mosque. Although from the functional point the mosques are not different and have remained unchanged but the space, building materials, architectural forms and the construction systems have evolved and developed to very different extent in the different parts of the world of Islam which are influenced by many other factors as well. Figure 1: The basic design elements of a simple mosque (a) plan, and (b) isometric [Reference: [22]]. Figure2: The geometric configurations (plans) of the investigated mosques. 3.2. Activity modes in a mosque The design of the mosque is greatly influenced by the worship considerations. There are usually two modes of worship in a mosque. The first mode is the prayer mode which involves doing prayers either in groups or individually as per the religious prescription. Generally while performing group prayers the worshippers stand, prostrate, bow and sit behind the Imam in parallel rows and on the same floor level which are aligned parallel to the Qibla Wall having a distance of approximately 1.2 m. The second mode of worship is the preaching mode, in which the worshippers seat in random rows and listens to the Imam who preaches and deliver Khutba, standing on the Minbar which is a elevated floor. The height of the Minbar floor is different in different mosques. The mosque capacity is dependent upon the floor area and is determined by dividing the area of the floor with the average area required by a worshipper for performing the prayer which is approximately 0.80 * 1.2 = 0.96 m2. Gantt Chart Thermal Comfort in Mosques Nov Dec Jan Feb TASKS Submission of Research Proposal Literature Survey Interim Report Submission Development of Systematic Approach Field study of Mosques Result analysis Concluding Remarks and Recommendations Final Project Submission

Importance of Fear in Shakespeares Macbeth :: GCSE English Literature Coursework

Importance of Fear in Macbeth Fear motivates many to act upon matters, be they right or wrong. In the play Macbeth it was fear that was the main motivating factor that influenced the outcome of the play. Macbeth was fearful of being caught and having to pay for the wrongs he had done – this led to the murders that followed after the murder of King Duncan. Macbeth's actions were also driven by fear of the witches' prophecies - he was afraid they would come true and tried to stop them from happening. Lady Macbeth, was also plagued by fear as evidenced by the constant washing of her hands, sleepwalking and other similar behavior. This entire play was inspired by fear and what it and do to a person. To begin, we'll address Macbeth's subsequent murders, following Duncan's. For Macbeth, he's just killed the King of Scotland and blamed it on his son. It worked and he became King, however he remembered the witches' prophecies. They claimed that Macbeth would be King, but it would be Banquo's children that would follow after him. This made Macbeth very angry, he risked everything to become King and after him none of his family will follow. As well Lady Macbeth is being comsumed by fear and guilt, she is slowing losing her sanity. This is a result of her not being able to handle what she has done to Duncan. As shown in this quote "Fie, my lord, fie! a soldier and afeard? What need we fear who knows it, when none can call our power to account? [Act V, S I, L 32-35] Here Lady Macbeth is trying to wash out what she sees as being blood on her hands. As well she mentions hell an obvious fear of going there for what she has done. At the start Lady Macbeth was the one pushing on Macbeth to kill Duncan. Lady Macbeth takes her life right before the battle against the english is about to begin. This taking of her own life demonstrates her fear and in the end what that fear can do to a person. Now we come to the witches prophecies, these are a main source of fear for Macbeth, after all where has he learned everything from. With each new vision,Macbeth falls deeper and deeper into an evil spiral.

Education in Great Britain

————————————————- EDUCATION IN GREAT BRITAIN 6/7. Great   Britain   does   not   have   a   written   constitution,   so   there   are   no   constitutional   provisions   for   education. The   system   of   education   is   determined   by   the   National   Education   Acts. Schools   in   England   are   supported   from   public   funds   paid   to   the   local   education   authorities. These   local   education   authorities   are   responsible   for   organizing   the   schools   in   their   areas   and   they   themselves   choose   how   to   do   it.Let’s   outline   the   basic   features   of   public   education   in  Britain. Firstly,   there   are   wide   variations   between   one   part   of   the    country   and   another. For   most   educational   purposes   England   and   Wales   are   treated   as   one   unit,   though   the   system   in   Wales   is   a   little   different   from   that   of  England. Scotland   and  Northern   Ireland   have   their   own   education   systems. Secondly,   education   in   Britain   mirrors   the   country’s   social   system:   it   is   class-divided   and   selective. The   first   division   is   between   those   who   pay   and   those   who   do   not   pay.The   majority   of   schools   in   Britain   are   supported   by   public   funds   and   the   education   provided   is   free. They   are   maintained   schools,   but   there   is   also   a   considerable   number   of   public   schools. Parents   have   to   pay   feesà ‚   to   send   their   children   to   these   schools. The   fees   are   high. As   a   matter   of   fact,   only   very   rich   families   can   send   their   children   to   public   schools   as   well   as   to   the   best   universities,   such   as   Oxford   and  Cambridge. Another   important   feature   of   schooling   in   Britain   is   a   variety   of   opportunities   offered   to   schoolchildren.The   English   school   syllabus   is   divided   into   Arts   (or   Humanities)   and   Sciences,   which   determine   the   division   of   the   secondary   school   pupils   into   study   groups:   a   Science   pupil   will   study   Chemistry,   Physics,   Mathematics   (Maths),   Economics,   Technical   Drawing,   Biology,   Geography;   an   Art   pupil   will   do   the   English   Language   and   Literature,   History,   foreign   languages,   Music,   Art,   Drama. Besides   these   subjects   they   must   do   some   general   education   subjects   like   Physical   Education   (PE),   Home   Economics   for   girls,   and   Technical   subjects   for   boys,   General   Science.Computers   play an   important   part   in   education. There   is   a   system   of   careers   education   for   schoolchildren   in  Britain. It   is   a   three-year   course. The   system   of   option   exists   in   all   kinds   of   secondary   schools. Besides,   the   structure   of   the   curriculum   and   the   organization   of   teaching   vary   from   school   to   school. Headmasters   and   headmistresses   of   schools   are   given   a   great   deal   of   freedom   i n   deciding   what   is   taught   and   how   in   their   schools   so   that   there   is   really   no   central   control   at   all   over   individual   schools.The   National   Education   Act   of   1944   provided   three   stages   of   education;   primary,   secondary   and   further   education. Compulsory   schooling   in   England   and   Wales   lasts   11   years,   from   the   age   of   5   to   16. After   the   age   of   16   a   growing   number   of   school   students   are   staying   on   at   school,   some   until   18   or   19,   the   age   of   entry   into   higher   education   in   universities   and   Polytechnics. British   university   courses   are   rather   short,   generally   lasting   for   3   years.The   cost   of   education   depends   onà ‚   the   college   and   speciality   which   one   chooses. Pre-primary   and   Primary   Education Nurseries. Primary   School. Streaming. The   Eleven   Plus   Examination. No   More   of   It? In   some   areas   of   England   there   are   nursery   schools  Ã‚  3   for   children   under   5   years   of   age. Some   children   between   two   and   five   receive   education   in   nursery   classes   or   in   infants   classes   in   primary   schools. Many   children   attend   informal   pre-school   play-groups   organized   by   parents   in   private   homes.Nursery   schools   are   staffed   with   teachers   and   students   in   training. There   are   all   kinds   of   toys   to   keep   the   children   busy   from   9   o’clock   in   the   morning   till   4   o’clock   in   the   afternoon   –   while   their   parents   are   at   work. Here   the   babies   play,   lunch   and   sleep. They   can   run   about   and   play   in   safety   with   someone   keeping   an   eye   on   them. For   day   nurseries   which   remain   open   all   the   year   round   (he   parents   pay   according   to   their   income. The   local   education   authority’s   nurseries   are   free.But   only   about   three   children   in   100   can   go   to   them:   there   aren’t   enough   places,   and   the   waiting   lists   are   rather   long. Most   children   start   school   at   5   in   a   primary   school. A   primary   school   may   be divided   into   two   parts   -infants   and   juniors. At   infants   school   reading,   writing   and   arithmetic   are   taught   for   about   20   minutes   a   day   during   the   first   year,   gradually   increasing   to   about   2   hours   in   their   last   year. There   is   usually   no   written   timetable. Much   time   is   spent   in   modelling   from   clay   or   drawing,   reading   or   singing.By   the   time   children   are   ready   for   the   junior   school   they   will   be   able   to   read   and   write,   do   simple   addition   and   subtraction   of   numbers. At   7   children   go   on   from   the   infants   school   to   the   junior   school. This   marks   the   transition   from   play   to   â€Å"real   work†. The   children   have   set   periods   of   arithmetic,   reading   and   composition   which   are   all   Eleven   Plus   subjects. History,   Geography,   Nature   Study,   Art   and   Music,   Physical   Education,   Swimming   are   also   on   the   timetable. Pupils   are   streamed   according   to   their   abilities   to   learn   into   A,   B,   ?   and   D   streams.The   least   gifted   are   in   the   D   stream. Formally   towards   the   end   of   their   fourth   year   the   pupils   wrote   their   Eleven   Plus   Examination. The   hated   11   +   examination   was   a   selective   procedure   on   which   not   only   the   pupils’   future   schooling   but   their   future   careers   depended. The   abolition   of   selection   at   Eleven   Plus   Examination   brought   to   life   comprehensive   schools   where   pupils   can   get   secondary   education. Secondary   Education Comprehensive   Schools. Grammar   Schools. Secondary   Modern   Schools. The   Sixth   Form. No   More   Inequality?.Cuts   on   School   Spending After   the   age   of   11,   most   children   go   to   comprehensive   schools   of   which   the   majority   are   for   both   —boys   and   girls. About   90   per   cent   of   all   state-financed   secondary   schools   are   of   this   type. Most   other   children   receive   secondary   education   in   grammar   and   secondary   modern   schools. Comprehensive   schools   were   introduced   in   1965. The   idea   of   comprehensive   education,   supported   by   the   Labour   Party,   was   to   give   all   children   of   whatever   background   the   same   opportunity   in   education.Only   about   20   per   cent   of   children   study   for   the   General   Certificate   of   Education,   Ordinary   Level   (GCE   ?-level). Most   children   do   not   pass   GCE   examinations. They   leave   school   at   16   without   any   real   qualification   and   more   often than   not   increase   the   ranks   of   unemployed   people. Pupils   of   modern   schools   take   their   Certificate   of   Secondary   Education   (CSE)   examinations   while   in   grammar   schools   almost   all   children   stay   to   sixteen   to   take   ?-levels. More   than   half   of   them   stay   on   to   take   ?-levels.Some   comprehensive   and   many   secondary   schools,   however,   do   not   have   enough   academic   courses   for   sixth-formers. Pupils   can   transfer   either   to   a   grammar   school   or   to   a   sixt h-form   college   to   get   the   courses   they   want. The   majority   of   schools   in  Scotland   are   six-year   comprehensives. Secondary   education   in   Northern   Ireland   is   organized   along   selective   lines   according   to   children’s   abilities. One   can   hardly   say   that   high   quality   secondary   education   is   provided   for   all   in  Britain.There   is   a   high   loss   of   pupils   from   working-class   families   at   entry   into   the   sixth   form. If   you   are   a   working-class   child   at   school   today,   the   chance   of   your   reaching   the   second   year   of   a   sixth-   form   course   is   probably   less   than   one-twelfth   of   that   for   the   child   of   a   professional   parent. Besides,   government   cuts   on   school   spending   caused   many   difficulties. Secondary   School   Examinations Time   for   Examinations. GCE. CSE. The   Sixth   Forms. CEE.GCSE Pupils   at   secondary   schools   in   England   (that   is,   pupils   between   the   ages   of   twelve   and   eighteen)   have   two   main   exams   to   worry   about,   both   called   GCE   —   General   Certificate   of   Education. They   take   the   first   one   when   they   are   about   fifteen. It’s   called   O-   level. There   is   an   exam   which   you   can   take   instead   of   ?-level:   it   is   called   the   CSE   (Certificate   of   Secondary   Education),   and   it   is   not   as   difficult   as   O-level. Most   pupils   take   ?-level   in   about   seven   or   eight   different   subjec ts.There   are   lots   of   subjects   to   choose   from   —everything   from   carpentry   to   ancient   languages. For   a   lot   of   jobs,   such   as   nursing,   or   assistant   librarian,   you   must   have   four   or   five   ?-levels,   and   usually   these   must   include   English   and   Maths. You   may   leave   school   when   you   are   16. But   if   you   stay   at   school   after   taking   ?-level,   you   go   into   the   sixth   form. The   sixth   forms   and   sixth-form   colleges   offer   a   wide   range   of   courses. Ordinary   level   alternative,   CEE   (Certificate   of   ExtendedEducation)   and   CSE   courses   are   offered   to   pupils   who   need   qualifications   at   a   lower   level. But   if   you   have   made   up   your   mind   to   gain   entry   to   a   university,   Polytechnic   or   college   of   further   education   you   have   to   start   working   for   the   second   main   examination   —   A-level. Most   people   take   ?-level   when   they   are   about   eighteen. It   is   quite   a   difficult   exam,   so   people   don’t   usually   take   it   in   more   than   3   subjects—   and   some   only   in   one   or   two   subjects. Three   ?-levels   are   enough   to   get   you   in   to   most   universities.For   others,   such   as   Oxford   and  Cambridge,   you   have   to   take   special   exams   as   well. A   new   school-leaving   certificate   is   planned,   however,   and   O-level   and   CSE   will   be   replaced   by   one   public   exam,   th e   General   Certificate   of   Secondary   Education   (GCSE). It   is   to   show   how   children   worked   throughout   5   years   of   secondary   school. 5. Parliamentary elections in the United Kingdom should be seen as a referendum on the performance of sitting MPs, not merely as a snapshot nationwide opinion poll determining party voting weights for the next Parliament.The electoral system affects the degree to which voters may hold their representatives to account for their actions in the previous Parliament; changes which would diminish this accountability mechanism should be resisted. The UK presently has a legislature whose unelected chamber better reflects the relative strength of the Labour, Conservative, Liberal Democrat and None of the Above parties. Conversely, if Labour and the Conservatives each won 50% of the vote, the other chamber would have a sizable Labour majority. 51% of the seats in the Lower House delivers 100% of t he power, and this can be captured by Labour on about 40% of the vote.Nevertheless, whenever Labour runs into opposition from the chamber which, in any other context, would be described as more â€Å"representative† by people who go in for that kind of thing, it threatens to force its legislation through under the Parliament Acts, on the grounds that the Lower House is more â€Å"democratic†. The Lower House  is  more democratic. Contrary to the self-serving views of the Liberal Democrats and other jejune supporters of electoral â€Å"reform†, what matters for democracy is not representativeness or proportionality, so much as accountability and responsiveness.When MPs behave in accordance with their constituents' wishes, this is to be preferred to their merely existing in party groupings of such sizes as best reflect their constituents' choices at the previous election. When discussing electoral reform in the UK, retaining a â€Å"constituency link† i s often posited as a requirement. That is to say, it is felt to be necessary that everyone should have an MP who is in some sense â€Å"theirs†, normally meaning that people are grouped into geographical areas and each area gets its own MP. A weaker version of this permits multiple MPs for each area.This is supposed to be good because it means that there's automatically someone in Parliament to go to with one's grievances. There is a much better reason why it happens to be good. If we merely say that everyone must have one or a small number of MPs, that does not imply that every MP must have his own constituency. The German federal electoral system and its antipodean imitator in New Zealand affords MPs who have no constituencies: they are elected from party lists and assigned in such numbers as ensure that the proportion of MPs in each party in the chamber match the proportion of the vote each party won.This category of MPs shares the same vice as MPs in a chamber fully elect ed by a proportional system: they can't be voted out of office directly. If your MP decides to go against the wishes of his constituents, they can contact him and say, â€Å"Hi, your majority at the last election was 2000; we, the undersigned 1001 who voted for you last time will vote against your party next time unless you buck the whip on this issue we care about. † The easier it is to do this, the more likely the behaviour of an MP will reflect the wishes of constituents.Don't believe the canard about votes not counting: every vote against the person who won counts against his majority and makes him more susceptible to pressure from his constituents before the next election. The electoral system can restrain this tactic. It works well under First Past The Post, and similar systems. Generally, increasing the number of MPs who represent a single constituency has the effect of making this tactic harder, as the punishment from electors may be spread across several MPs, especia lly if the electors cannot choose which MPs from a paricular party get the benefit of their vote.This is a notorious problem with the European Parliamentary elections in Great Britain: if some MEP is the ringleader for a particularly odious policy, she cannot easily be voted out without voting out the colleagues from her party. Even when a free choice on the preferential ordering of MPs is permitted, it is difficult to stop the disliked MP from riding back to election on the coattails of his more popular colleagues. So, in order of preferability, the electoral systems rank as follows: * First Past The Post, and Alternative Vote Single Transferable Vote in multimember constituencies * Proper Proportional Representation systems with open lists * Proper Proportional Representation systems with closed lists Having said all this, it must be stressed that electoral reform for the House of Commons should not be considered in isolation from the composition of the other chamber, and the rela tion between the Commons and three other institutions: the executive, the House of lords, and the courts.Some notes: Alternative Vote is the Australian name for a system which when used in single-member constituencies is identical to STV: electors rank the candidates in order of preference, and the least popular candidate is repeatedly eliminated until someone has over 50%; essentially, once a candidate is eliminated, a vote is regarded as counting for whichever remaining candidate was most preferred by its caster.The effect of this system tends to be obliteration of extremists without penalising or â€Å"wasting† protest votes. It should be noted that in the British debate, â€Å"Proportional Representation† is used to mean proper PR systems  and  STV/AV. The Australian Electoral Commission  used  to have an excellent webpage with a classification of all the electoral systems used in Australia's twenty-odd legislative chambers, but they've apparently improved it off their site now.Other fallacious views on electoral systems which it is useful to rebut at this juncture include the contention that FPTP entrenches a two-party system (in fact, the number of parties is contingent on the geographical concentration of voters), that AV in the UK in 1997 would have led to a larger Labour majority (only if you didn't tell people and the parties what the electoral system was in advance, otherwise the parties would have behaved differently), and that geographical constituencies are a relic of a bygone age and are being replaced by PR across Europe, or at least the world.FPTP is described by Hilaire Barnett in her militantly Anglosceptic tome on the British constitution as â€Å"still† existing in some dusty English-speaking corners of the planet; in fact some countries using PR have been moving towards constituencies: Italy did in the 1990s, and the Dutch are considering a similar move. 2. POLITICAL PARTIESThe idea of political parties first took form in Britain and the Conservative Party claims to be the oldest political party in the world. Political parties began to form during the English civil wars of the 1640s and 1650s. First, there were Royalists and Parliamentarians; then Tories and Whigs. Whereas the Whigs wanted to curtail the power of the monarch, the Tories – today the Conservatives – were seen as the patriotic party.Today there are three major political parties in the British system of politics: * The Labour Party – the centre-Left party currently led by Ed Miliband * The Conservative Party (frequently called the Tories) – the centre-Right party currently led by David Cameron * The Liberal Democrat Party (known as the Lib Dems) – the centrist, libertarian party currently led by Nick Clegg In addition to these three main parties, there are some much smaller UK parties (notably the UK Independence Party and the Green Party) and some parties which operate specifically in Scot land (the Scottish National Party), Wales (Plaid Cymru) or Northern Ireland (such as Sinn Fein for the nationalists and the Democratic Unionist Party for the loyalists). Each political party chooses its leader in a different way, but all involve all the Members of Parliament of the party and all the individual members of that party.By convention, the leader of the political party with the largest number of members in the House of Commons becomes the Prime Minster (formally at the invitation of the Queen). Political parties are an all-important feature of the British political system because: * The three main political parties in the UK have existed for a century or more and have a strong and stable ‘brand image'. * It is virtually impossible for someone to be elected to the House of Commons without being a member of an established political party. * All political parties strongly ‘whip' their elected members which means that, on the vast majority of issues, Members of Pa rliament of the same party vote as a ‘block'. Having said this, the influence of the hree main political parties is not as dominant as it was in the 1940s and 1950s because: * The three parties have smaller memberships than they did since voters are much less inclined to join a political party. * The three parties secure a lower overall percentage of the total vote since smaller parties between them now take a growing share of the vote. * Voters are much less ‘tribal', supporting the same party at every election, and much more likely to ‘float, voting for different parties at successive elections. * The ideological differences between the parties are less than they were with the parties adopting more ‘pragmatic' positions on many issues. In the past, class was a major determinant of voting intention in British politics, with most working class electors voting Labour and most middle class electors voting Conservative.These days, class is much less important be cause: * Working class numbers have shrunk and now represent only 43% of the electorate. * Except at the extremes of wealth, lifestyles are more similar. * Class does not determine voting intention so much as values, trust and competence. In the British political system, there is a broad consensus between the major parties on: * the rule of law * the free market economy * the national health service * UK membership of European Union and NATO The main differences between the political parties concern: * how to tackle poverty and inequality * the levels and forms of taxation * the extent of state intervention in the economy * the balance between collective rights and individual rights

The History Behind the Invention of Gas Masks

The History Behind the Invention of Gas Masks Inventions that aid and protect the ability to breathe in the presence of gas, smoke or other poisonous fumes were being made before the first use of modern chemical weapons. Modern chemical warfare began on April 22, 1915, when German soldiers first used chlorine gas to attack the French in Ypres. But long before 1915, miners, firemen and underwater divers all had a need for helmets that could provide breathable air. Early prototypes for gas masks were developed to meet those needs. Early Fire Fighting and Diving Masks In 1823, brothers  John and Charles Deane patented a smoke protecting apparatus for firemen that was later modified for underwater divers. In 1819, Augustus Siebe marketed an early diving suit. Siebes suit included a helmet in which air was pumped via a tube to the helmet and spent air escaped from another tube. The inventor founded Siebe, Gorman, and Co to develop and manufacture respirators for a variety of purposes and was later instrumental in developing defense respirators. In 1849, Lewis P. Haslett patented an Inhaler or Lung Protector, the first U.S. patent (#6529) issued for an air purifying respirator. Hasletts device filtered dust from the air. In 1854, Scottish chemist John Stenhouse invented a simple mask that used charcoal to filter noxious gasses. In 1860, Frenchmen, Benoit Rouquayrol, and Auguste Denayrouze invented the Rà ©sevoir-Rà ©gulateur, which was intended for use in rescuing miners in flooded mines. The Rà ©sevoir-Rà ©gulateur could be used underwater. The device was made up of a nose clip and a mouthpiece attached to an air tank that the rescue worker carried on his back. In 1871, British physicist John Tyndall invented a firemans respirator that filtered air against smoke and gas. In 1874, British inventor  Samuel Barton patented a device that permitted respiration in places where the atmosphere is charged with noxious gasses, or vapors, smoke, or other impurities, according to U.S. patent #148868. Garrett Morgan American  Garrett Morgan patented the Morgan safety hood and smoke protector in 1914. Two years later, Morgan made national news when his gas mask was used to rescue 32 men trapped during an explosion in an underground tunnel 250 feet beneath Lake Erie. The publicity led to the sale of the safety hood to firehouses across the United States. Some historians cite the Morgan design as the basis for early U.S. army gas masks used during WWI. Early air filters include simple devices such as a soaked handkerchief held over the nose and mouth. Those devices evolved into various hoods worn over the head and soaked with protective chemicals. Goggles for the eyes and later filters drums were added. Carbon Monoxide Respirator The British built a carbon monoxide respirator for use during WWI  in 1915, before the first use of chemical gas weapons. It was then discovered that unexploded enemy shells gave off high enough levels of carbon monoxide to kill soldiers in the trenches, foxholes and other contained environments. This is similar to the dangers of the exhaust from a car with its engine turned on in an enclosed garage. Cluny Macpherson Canadian  Cluny Macpherson designed a fabric smoke helmet with a single exhaling tube that came with chemical sorbents to defeat the airborne chlorine used in the gas attacks. Macphersons designs were used and modified by allied forces and are considered the first to be used to protect against chemical weapons. British Small Box Respirator In 1916, the Germans added larger air filter drums containing gas neutralizing chemicals to their respirators. The allies soon added filter drums to their respirators as well. One of the most notable gas masks used during WWI was the British Small Box Respirator or SBR designed in 1916. The SBR was probably the most reliable and heavily used gas masks used during WWI.

Coordinate Geometry on ACT Math Strategies and Practice

Coordinate Geometry on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Coordinate geometry is a big focus on the ACT math section, and you’ll need to know its many facets in order to tackle the variety of coordinate geometry questions you’ll see on the test. Luckily, coordinate geometry is not difficult to visualize or wrap your head around once you know the basics. And we are here to walk you through them. There will usually be three questions on any given ACT that involve points alone, and another two to three questions that will involve lines and slopes and/or rotations, reflections, or translations. These topics are tested by about 10% of your ACT math questions, so it is a good idea to understand the ins and outs of coordinate geometry before you tackle the test. This article will be your complete guide to points and the building blocks for coordinate geometry: I will explain how to find and manipulate points, distances, and midpoints, and give you strategies for solving these types of questions on the ACT. What Is Coordinate Geometry? Geometry always takes place on a plane, which is a flat surface that goes on infinitely in all directions. The coordinate plane refers to a plane that has scales of measurement along the x and y-axes. Coordinate geometry is the geometry that takes place in the coordinate plane. Coordinate Scales The x-axis is the scale that measures horizontal distance along the coordinate plane. The y-axis is the scale that measures vertical distance along the coordinate plane. The intersection of the two planes is called the origin. We can find any point along the infinite span of the plane by using its position along the x and y-axes and its distance from the origin. We mark this location with coordinates, written as (x, y). The x value tells us how far along (and in which direction) our point is along the x-axis. The y value tells us how far along (and in which direction) our point is along the y-axis. For instance, take look at the following graph. This point is 4 units to the right of the origin and 2 units above the origin. This means that our point is located at coordinates (4, 2). Anywhere to the right of the origin will have a positive x value. Anywhere left of the origin will have a negative x value. Anywhere vertically above the origin will have a positive y value. Anywhere vertically below the origin will have a negative y value. So, if we break up the coordinate plane into four quadrants, we can see that any point will have certain properties in terms of its positivity or negativity, depending on where it is located. Distances and Midpoints When given two coordinate points, you can find both the distance between them as well as the midpoint between the two original points. We can find these values by using formulas or by using other geometry techniques. Let’s breakdown the different ways to solve these types of problems. May you always have fast vehicles (or at least sturdy shoes) for all your distance travel. Distance Formula $√{(x_2-x_1)^2+(y_2-y_1)^2}$ There are two options for finding the distance between two points- using the formula, or using the Pythagorean Theorem. Let’s look at both. Solving Method 1: Distance Formula If you prefer to use formulas on as many questions as you are able, then go ahead and memorize the distance formula above. You will not be provided any formulas on the ACT math section, including the distance formula, so, if you choose this route, make sure you can memorize the formula accurately and call upon it as needed. (Remember- a formula you remember incorrectly is worse than not knowing a formula at all.) You will have to memorize each and every ACT math formula you'll need and, for those of you who want to learn as few as possible, the distance formula might be the straw that broke the camel’s back. But for those of you who like formulas and have an easy time memorizing them, adding in the distance formula to your repertoire might not be a problem. So how do we use our formula in action? Let us say we have two points, (-5, 3) and (1, -5), and we must find the distance between the two. If we simply plug our values into our distance formula, we get: $√{(x_2-x_1)^2+(y_2-y_1)^2}$ $√{(1-(-5))^2+(-5-3)^2}$ $√{(6)^2+(-8)^2}$ $√{(36+64)}$ $√100$ 10 The distance between our two points is 10. Solving Method 2: Pythagorean Theorem $a^2+b^2=c^2$ Alternatively, we can always find the distance between two points by using the Pythagorean Theorem. Though, again, you won’t be given any formulas on the ACT math section, you will need to know the Pythagorean Theorem for many different types of questions, and it's a formula you’ve probably had experience using in your math classes in school. This means you will both need to know it for the test anyway, and you probably already do. So why can we use the Pythagorean Theorem to find the distance between points? Because the distance formula is actually derived from the Pythagorean Theorem (and we'll show you how in just a bit). The trade-off is that solving your distance questions this way takes slightly longer, but it also doesn’t require you to expend energy memorizing any more formulas than you absolutely need to and carries less risk of remembering the distance formula wrong. To use the Pythagorean Theorem to find a distance, simply turn the coordinate points and the distance between them into a right triangle, with the distance acting as a hypotenuse. From the coordinates, we can find the lengths of the legs of the triangle and use the Pythagorean Theorem to find our distance. For example, let us use the same coordinates from earlier to find the distance between them using this method instead. Find the distance between the points $(−5,3)$ and $(1,−5)$. First, start by mapping out your coordinates. Next, make the legs of your right triangles. If we count the points along our plane, we can see that we have leg lengths of 6 and 8. Now we can plug these numbers in and use the Pythagorean Theorem to find the final piece of our triangle, the distance between our two points. $a^2+b^2=c^2$ $6^2+8^2=c^2$ $36+64=c^2$ $100=c^2$ $c=10$ The distance between our two points is, once again, 10. [Special Note: If you are familiar with your triangle shortcuts, you may have noticed that this triangle was what we call a 3-4-5 triangle multiplied by 2. Because it is one of the regular right triangles, you technically don’t even need the Pythagorean Theorem to know that the hypotenuse will be 10 if the two legs are 6 and 8. This is a shortcut that can be useful to know, but is not necessary to know, as you can see.] Midpoint Formula $({{x_1+x_2}/2}$ , ${{y_1+y_2}/2})$ In addition to finding the distance between two points, we can also find the midpoint between two coordinate points. Because this will be another point on the plane, it will have its own set of coordinates. If you look at the formula, you can see that the midpoint is the average of each of the values of a particular axis. So the midpoint will always be the average of the x values and the average of the y values, written as a coordinate point. For example, let us take the same points we used for our distance formula, (-5, 3) and (1, -5). If we take the average of our x values, we get: ${-5+1}/2$ $-4/2$ 2 And if we take the average of our y values, we get: ${3+(-5)}/2$ $-2/2$ −1 The midpoint of the line will be at coordinates (−2,−1). If we look at our picture from earlier, we can see that this calculation makes sense. It is difficult to find the midpoint of a line without use of the formula, but thinking of it as finding the average of each axis value, rather than thinking of it as a formal formula, may make it easier to visualize and remember. So what kinds of point and distance questions are on your horizon? Let's take a look. Typical Point Questions Point questions on the ACT will generally fall into one of two categories: questions about how the coordinate plane works and midpoint or distance questions. Let’s look at each type. Coordinate Plane Questions Questions about the coordinate plane test how well you understand exactly how the coordinate plane works, as well as how to manipulate points and lines within it. This can take the form of testing whether or not you understand that the coordinate plane spans infinitely, or how well you understand how negative and positive x and y coordinate values will be, or how well you can visualize points and how they move within the coordinate plane. Let's take a look at an example: We know from our earlier chart that if x is positive and y is negative, then we will be in quadrant IV, and if x is negative and y is positive, we will be in quadrant II. Quadrant I will always have both positive x values and positive y values, and quadrant III will always have both negative x values and negative y values. These do not fit our criteria, so we can eliminate them. This means that our final answer is E, II or IV only. Midpoint and Distance Questions Midpoint and distance questions will be fairly straightforward and ask you for exactly that- the distance or the midpoint between two points. You may have to find distances or midpoints from a scenario question (a hypothetical situation or a story) or simply from a straightforward math question (e.g., â€Å"What is the distance from points (3, -5) and (4, 4)?†). Let’s look at an example of a scenario question, Becky, Lia, and Marian are friends who all live in the same neighborhood. Becky lives 5 miles north of Lia, and Marian lives 12 miles east of Lia. How many miles away do Becky and Marian live from each other? miles 12 miles 13 miles 14 miles 15 miles First, let's make a quick sketch of our scenario. Now, because this is a distance question, we have the option of using either our distance formula or using the Pythagorean Theorem. Since we have already begun by drawing out our diagram, let's continue on this path and simply use the Pythagorean theorem. Now, we can see that we have made a right triangle from the legs of distance we have already. Becky lives 5 miles north and Marian lives 12 miles east, which means that the legs of our triangle will be 5 and 12. Now we can find the hypotenuse by using the Pythagorean theorem. $5^2+12^2=c^2$ $25+144=c^2$ $169=c^2$ $c=√169$ $c=13$ [Note: if you remember your shortcuts for right triangles, you could have saved yourself some time and simply known that our distance/hypotenuse was 13. Why? Because a right triangle with legs of 5 and 12 means we have a 5-12-13 triangle, which means that the hypotenuse will always be 13.] The distance between Becky’s house and Marian’s house is 13 miles. Our final answer is C, 13 miles. On very rare occasions, you may also be asked for something slightly more peculiar on a midpoint or distance formula, such as the product or the sum of the coordinates. This just requires that you take an extra step once you’ve found your new coordinate points, so don’t get thrown by this scenario. We know that our midpoints are the averages of our individual coordinates. This means we can work backwards from our one pair of given coordinates and from our midpoint coordinates to find our second pair of original coordinates. Our first set of original coordinates is at (1,−5), so these will act as our $x_1$ and our $y_1$. And we are told that our midpoint is at (4,−3), so let us set up the problem. First, let us find the value of our $x_2$ (the x-coordinate of point B). ${x_1+x_2}/2=4$ ${1+x_2}/2=4$ $1+x_2=8$ $x_2=7$ Second, let us find the value of our $y_2$ (the y-coordinate of point B). ${y_1+y_2}/2=−3$ ${-5-y_2}/2=-3$ $−5+y_2=−6$ $y_2=−1$ Now we just need to add our two coordinates. $7+(−1)$ 6 Our final answer is C, 6. Now let's talk strategy, strategy, strategy. (Pretty sure saying things three times makes 'em lucky. Or just conjures Beetlejuice. Either way.) ACT Math Strategies for Solving Point Questions Though point questions can come in a variety of forms, there are a few strategies you can follow to help master them. #1: Always Write Down Your Given Information Though it may be tempting to work through questions in your head, it is easy to make mistakes with your point questions if you do not write down your given information. This is especially the case when working with negatives or with absolute values. In addition, most of the time when you are given a diagram with marked points on the coordinate plane, you will not be given coordinates. This is because the test makers feel it would be too simple a problem to solve had you been given coordinates. So take a moment to write down your coordinates and any other given information in order to keep it straight in your head. #2: Draw It Out In addition to writing down your given information, draw pictures of your scenarios. Make your own pictures if you are given none, draw on top of them if you are given diagrams. Never underestimate the value of marking information on a sketch- even a rough approximation can help you keep track of more information than you can (or should try to) in your head. Time and energy are two precious resources at your disposal when taking the ACT and it takes little of each to make a rough sketch, but can cost you a lot more of both to keep all your information in your head. #3: Decide Now Which Formulas You Want to Use If you feel more comfortable using a variety of formulas for a variety of scenarios, then go ahead and memorize the distance formula in addition to all your other need-to-know formulas. But just remember that memorizing a formula wrong is worse than not remembering it at all, so make sure that you memorize and practice all your formula knowledge between now and test day so you can lock it in your head. If, however, you are someone who prefers to dedicate your study efforts elsewhere (or you simply feel that you won’t remember more than a handful of formulas correctly on the day of the test), then go ahead and forget all your â€Å"optional† formulas. Take the time to memorize and use the Pythagorean theorem instead (since you’ll need to know it for a multitude of other types of problems anyway) and wash your hands of the rest of them. You’ll have to know at least a few formulas to do well on the ACT, but you can absolutely get by with only needing a handful, rather than needing to know them all. Test (about to be) in progress. Test Your Knowledge Now, let’s test your point knowledge on a few more real ACT math questions. 1. In the standard $(x,y)$ coordinate plane, a line segment has its endpoints at $(3,6)$ and $(9,4)$. What are the coordinates of the midpoint of the line segment? A. $(3,-1)$B. $(3,1)$C. $(6,2)$D. $(6,5)$E. $(12,10)$ 2. 3. 4. What is the distance between coordinates $(4, -2)$ and $(-4, -6)$? A. $4√5$B. $5√3$C. 8D. $9√3$E. 14 Answers: D, G, F, A Answer Explanations: 1. Here, we have a simple midpoint question, so we just need to find the averages of our coordinates. We are given $(3,6)$ and $(9,4)$, so let us first find the midpoint $x$-coordinate. $${3+9}/2=12/2=6$$ We know our answer must be C or D, since those are the only options that gives us our midpoint $x$-coordinate at 6. Now let us find our $y$-coordinate. $${6+4}/2=10/2=5$$ Our midpoint coordinates will be at (6,5). Our final answer is D, (6,5) 2. If we make a right triangle between the points we are given, we can see that it will have leg lengths of 8 and 8. Because the distance will be in proportion to the legs and the distance between E and D is $1/4$ the distance between E and F, we can take $1/4$ of the distance of each leg. So if we count 2 up from the $x$-coordinate and 2 up from the $y$-coordinate, we get a new coordinate point at (8,6). Our final answer is G, (8,6). 3. This is a question that may appear at first to be a beast to solve, but the principle behind it is not as complex as it looks. Once we've parsed the text, we can see that we are essentially just being asked to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). The easiest way for us to do this is to plug in our own estimated values for our $z$ points. Because we are not given exact coordinate points, we know we will be able to solve the problem without exact coordinates, which means that a rough estimate will do just fine. So let's give each coordinate point a rough value and say that they are: $z_1=(−5,6$) $z_2=(−3,1)$ $z_3=(−3,−3)$ $z_4=(3,−2)$ $z_5=(5,2)$ Now we need to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). This means that the squares will cancel out any negative coordinate values (because a negative times a negative is a positive). So we are just looking for whichever $z$ coordinate has the largest absolute value of its coordinates, and these would be $z_5$ and $z_1$. It looks as though $z_1$ will have the largest modulus value, but let's test them both just to be sure. $z_5$ $√{x^2+y^2}$ $√{5^2+2^2}$ $√{25+4}$ $√{29}$ 5.4 And $z_1$: $√{x^2+y^2}$ $√{(−5)^2+6^2}$ $√{25+36}$ $√{61}$ 7.8 The point with the greatest modulus value is $z_1$. Our final answer is F, $z_1$ 4. This is a typical distance question and we can, as always, either use the Pythagorean Theorem or the distance formula. In this case, let's just use the distance formula. $√{(x_2−x_1)^2+(y_2−y_1)^2}$ Our coordinates are: (4,−2) and (−4,−6), so let's plug that into our formula. $√{((−4)−4)^2+((−6)−(−2))^2}$ $√{(−8)^2+(−4)^2}$ $√{64+16}$ $√{80}$ $√16*√5$ $4√5$ (To understand how to reduce roots like this, check out our guide to advanced integers.) Our final answer is A, $4√5$ Oh yeah! You've earned some lasers! The Take-Aways The basic building blocks for coordinate geometry are understanding how the coordinate plane works and how points fit in and can be manipulated in it. Once you've grasped these fundamental concepts, you'll be able to perform more complex coordinate geometry tasks, such as finding slopes and rotating shapes. Coordinate geometry is not an insignificant ACT math topic, but luckily success is mostly a matter of organization and diligence. Be careful to keep track of your negatives and all your moving pieces and you’ll be able to dominate those point questions and all the coordinate geometry the ACT can throw at you. What’s Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to overcome your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? Our guide will help you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, 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: {{cta('999536b9-3e8d-43b1-bb4b-469b84affecc')}}

BHS 328 - Team Building (Mod 3 SLP) Essay Example | Topics and Well Written Essays - 750 words

BHS 328 - Team Building (Mod 3 SLP) - Essay Example Goal setting is the most important component of Personal improvement literature. To be most successful goals that are being set should be realistic, tangible, specific, and have a time target for achievement. There should be sensible plans to attain an intended goal. One drawback of goal setting is that implicit knowledge may be subdued and inhibited. This is due to the fact that goal setting may support simple targets and focus on a result without openness to examination, understanding or expansion. Goals offer a sense of track and principle. Locke et al studied the behavioral effects of goal setting in great depth and concluded that 90% of laboratory and field studies linking explicit and challenging goals resulted in higher performance than simple or no goals. Some managers would believe it is adequate to push the employees to do their best, but in reality it is a very different scenario. A goal is thereby of critical importance because it facilitates an individual in focusing the ir efforts in a particular direction. Managers can not be regularly able to force motivation and keep trail of an employee’s work on an incessant basis. Goals are hence a very important tool for managers since they have the ability to act as a self-regulatory and self-checking mechanism that acquires an employee a positive quantity of assistance Strategic planning is basically an organizations procedure of specifying its strategy, or target, and making decisions on allocating its resources to track this strategy, including its capital and people. Strategic planning is essential to run a business successfully I would surely implement Strategic Planning as it would not only improve the overall employee performance and the motivation level but also boost up the productivity of my team. It is also very correct that strategic planning may be handy for effectively plotting the course of a company;

Increasing numbers of criminal defendants who are involved with Essay

Increasing numbers of criminal defendants who are involved with illegal narcotics or have mental-health issues or both - Essay Example 178-190). Forced trading of illegal drugs among kids from poor backgrounds in the long-run psychologically affects them. The negative pressure exerted on the young boys in the poor communities force them to grow up stressed. In the long-run, they get into a state of depression or even end up psychologically disturbed. The topic of drugs is delicate but also unmentioned. As a result, there are more young people getting lured into the drugs trade. When more individuals get into the trade, its distribution gets broader (Petrila 5-11). Drug abuse with time has become a menace that needs close attention. The main users being innocent teenagers who got lured by peers suffer the consequences of engaging with the wrong peers. The law enforcement agencies in the past have punished these young criminals carelessly. Hence, the resulting outcome becomes recurrent crime and drug abuse. The young boys, mainly have had to engage in further criminal activities because their reputation has become questionable, and no one is willing to employ them. The drug cartels operating in poor neighborhoods have taken the advantage of the confused youths to lure them further into illegal forms of trade. In the past decades, the biggest percentage of the criminals engaging in illegal trade of drugs were male, but in recent years the percentage of girls or females have kept increasing (Stojkovic 163-179). Drug abuse among teenage girls has increased considerably. It has become the case because more girls have started consuming drugs. Most of the girls who consume narcotics come from poor backgrounds, and they also engage in prostitution. The consumption of narcotics also has caused an increase in crime. When an individual gets to consume narcotics, he or she becomes uncontrollable and may end up committing a crime unaware. Most of the time, the drugs mess up the mental status of an individual causing them to act abnormally in their