The Basic Guide to Integers on ACT Math

The Basic Guide to Integers on ACT Math SAT / ACT Prep Online Guides and Tips "Let x and y be integers such that...", "If y is a positive integer, what is...?" If you've taken a practice test or a real ACT before, these types of questions may look familiar to you. You've likely come across several questions on the ACT that mention the word "integer." And if you don't know what that word means, they will be difficult problems for you to solve. Questions involving integers are common, so it's important to have a solid grasp of what integers are as you continue in your ACT math study. But what are "integers" and how do they fit into the larger ACT math picture? This article will be your guide to basic integers for the ACT, what they are, how they change, and how you'll see them used on the test. For the more advanced integer conceptsincluding absolute values, exponents, roots, and morelook to our advanced guide to ACT integers. What is an Integer? An integer is a whole number. This means an integer is any number that is NOT expressed with a decimal or a fraction. Integers include all negative whole numbers, all positive whole numbers, and zero. Examples of Integers: -32, -2, 0, 17, 2,035 NOT integers: Ï€, $2/3$, 0.478 Think of an integer as an object that cannot be divided into pieces. For example, you can't have half an egg in a basket. 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. 154 is larger than 12 because 154 is farther along the number line in a positive direction (to the right). Negative numbers get smaller the farther away they are from zero. -154 is SMALLER than -12 because -154 is a farther along the number line in a negative direction (to the left). And a positive number is always larger than any negative number. 1 is larger than -10,109 Because we don't have a reference for 0, we cannot say for sure whether A is positive or negative, which eliminates answers F, G, and K. We do know that any number to the left of another number will be less, so the answer must be H, A is less than B. The very opposite of a number line. Typical Integer Questions on the ACT Most ACT math integer questions are a combination of word problem and equation problem. The question will usually present you with an equation and tell you that you must use "integers" in place of a variable. You must know that an integer means a whole number (and that integers also include negative numbers and zero) to solve these problems. When x≠ 0, there are two possible integer values for x such that y=x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 (We'll walk through how to solve this problem in the next section.) 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 don't 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. For these types of questions, you can either guess and check how integers change in relation to one another by plugging in your own numbers and solving, or you can memorize the rules for how integers interact. How you do it is completely up to you and depends on how you learn and/or like to solve math problems. For example, in the charts below, you'll see that: aâ€Å' positiveâ€Å' number * aâ€Å' positiveâ€Å' number = aâ€Å' positiveâ€Å' number, each and every time. If you forget this rule (or simply don't want to learn it in the first place), 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 â€Å"good to know,† but not â€Å"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, â€Å"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, â€Å"When multiplying numbers, the result is always even until 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, â€Å"When adding or subtracting numbers, the result is always even unless adding or subtracting an odd number and an even number.† With these understandings in mind, let us look again at the above ACT math problem. 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 5 and b was 6. Then option D would have looked like this: 5 + 2(6) = 17 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." If you follow the right steps, solving an integer problem is often much easier than it appears. Steps to Solving an ACT Math Integer Problem #1: Identify if the problem is, in fact, an integer problem. If you must use integers to solve a problem, the ACT will explicitly use the word "integer" in the question so that you don't waste your time and effort looking for decimal or fraction solutions. For example, questions may begin with: "x is a positive integer such that...", "For all negative integers...", or "How many integers give the solution to...?" For any problem that doesn’t specify that the variables (or the solution) are â€Å"integers," your answer or the variables can be in decimals or fractions. So let's look again at the problem from earlier: When x ≠  0, there are two possible integer values for x such that y = x(1+x). What is a possible value for y? (A) −30(B) −1(C) 0(D) 15(E) 20 We are told that x ≠  0, so we know that our y cannot be 0. Why not? Because the only integer values that can give you y = 0 are x = 0 and x = −1 because 0(1+0) = 0 and (−1)(1+(−1)) = 0. BUT we were told that x ≠  0. So y can not equal 0 either, as the question told us that there were TWO integer values for x, neither of which is 0. This means we can cross off C from the answer choices. We can also cross off A and B. Why? Because there is no possible way to have x(1+x) equal a negative. Even when x is negative, we would distribute the problem to look like: y = (1x) + (x * x) We know that a negative * a positive = a negative, so 1x would be negative if x were negative. BUT a positive * a positive = a positive. And a negative * a negative = a positive. So x * x would be positive, whether x was positive or negative. And adding the original negative value for x will not be a large enough number to take away from the positive square and make the final answer a negative. For example, we already saw that: x =−1 makes our y zero. x =−2 gives us −2(1+−2) = y = 2. x =−3 gives us −3(1+−3) = y = 6, etc. So we are left with answer choices D and E. Now how could we get 15 with x(1+x)? We know x must not be very large to get y = 15, so let's test a few small numbers for x. If x = 2, then x(1+x) = 2(1+2) = 6. This means x = 2 is too small. If x = 3, then x(1+x) = 3(1+3) = 12. So x = 3 is too small. If x = 4, then x(1+x) = 4(1+4) = 20. This means there is no positive integer value that could give us 15. But we did manage to get y = 20, so answer choice E is looking pretty good! Now we can tell that if we kept going higher with x, the y value would keep getting larger (x = 5 would give us y = 30, etc.). This means we probably need a negative integer to give us our second value for x. So let's try to get y = 20 with a negative value for x this time. We already saw above that x = −2 gave us y = 2, and x = −3 gave us y = 6. So let's try some more negative values for x. If x = −4, then x(1+x) = −4(1+−4) = 12 If x = −5, then x(1+x) = −5(1+−5) = 20 We were able to get y = 20 with both x = 4 and x = −5 So our final answer is E, y = 20 #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 only(B) II only(C) III only(D) I and III only(E) 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 doesn't work, we have eliminated all other answer choices. But if you want to make absolutely sure you didn't 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 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. Whoo! There are many ways to solve integer problems and whichever way works for you is perfect. The Take-Aways In order to solve both the basic and advanced ACT integer questions, you must first understand what an integer is. Only then can you build up your integer knowledge to the more advanced concepts. But simply knowing that an integer is a whole number (and that 0 and negative numbers are also integers), will allow you to solve some of the more basic questions about how to plug integers into equations and how integers relate to one another. For the more advanced integer concepts, including absolute values, exponents, etc., be sure to check out our advanced guide to ACT integers. What's Next? Now that you’ve learned about what integers are, you may want to check out the advanced guide to ACT 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 ACT math concepts on the test as well as all the ACT formulas you'll need to know. Running out of time on ACT math? Check out our article on how to buy yourself those extra precious seconds and minutes and complete your ACT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect score written by a 36 ACT-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:

How to Manage and Identify the Mimosa Tree

How to Manage and Identify the Mimosa Tree The scientific name for the mimosa is  Albizia julibrissin,  sometimes called Persian silktree and a member of the family Leguminosae. The tree is not native to North America or Europe but was brought into western countries from Asia. Its  genus is named for the Italian nobleman Filippo  Albizzi  who introduced it to Europe around the middle of the 18th century as an ornamental. This fast-growing, deciduous tree has a low branching, open, spreading habit and delicate, lacy, almost fern-like foliage.  These leaves have a beautiful wispy green look during a normally moist summer but start to dry up and drop in early fall. The leaves express no fall color but the tree does display a showy pink flower with a pleasant fragrance. The flowering process starts in the spring and continues throughout the summer. The fragrant, silky, pink puffy pompom blooms, two inches in diameter, appear from late April to early July creating a spectacular sight. Mimosas leaf arrangement is  alternate and the leaf type is both bipinnately compound and odd-pinnately compound. The leaflets are small, are less than 2 inches in length,  have a lanceolate to oblong shape and their leaf margins are ciliate to entire. The leaflet venation is pinnate. This silktree grows to a height of 15 to 25 feet and has a spread that reaches 25 to 35 feet. The crown has an irregular outline or silhouette, has a  spreading, umbrella-like shape and is open and yields a filtered but not full shade. Growing best in full sun locations, Mimosa is not particular as to soil type but has low salt-tolerance. It grows well in both  acid and  alkaline soils. Mimosa tolerates drought conditions well but has a deeper green color and more lush appearance when given adequate moisture. So Whats Not to Like About Mimosa Unfortunately, the tree produces numerous seed pods that are trashy in the landscape when they fall. The tree harbors insect including webworm and a vascular wilt disease that eventually causes the trees death. Although short-lived (10 to 20 years), Mimosa is popular for use as a terrace or patio tree for its light shade and tropical look but also produces a honey-dew drip on property underneath. The trunk, bark, and branches can be a major problem in the landscape. Its trunk bark is thin and easily damaged from mechanical impact.  Branches on mimosa droop as the tree grows and will require pruning for vehicular or pedestrian clearance beneath the canopy multiple trunks. Breakage is always a problem with this multi-trunked tree  either at each crotch due to poor collar formation, or the wood itself is weak and tends to break. The litter problem of the blooms, leaves, and especially the long seed pods requires consideration when planting this tree. Again, the wood is brittle and has a tendency to break during storms though usually, the wood is not heavy enough to cause damage. Typically, most of the root system grows from only two or three large-diameter roots originating at the base of the trunk. These can raise walks and patios as they grow in diameter and makes for poor  transplanting success as the tree grows larger. Unfortunately, Mimosa vascular wilt is becoming a very widespread problem in many areas of the country and has killed many roadside trees. Despite its picturesque growth habit and its beauty when in bloom, some cities have passed ordinances outlawing further planting of this species due to its weed potential and wilt disease problem. Mimosa Is a Major Invasive The tree is an opportunist and  a strong competitor to native trees and shrubs in open areas or forest edges.  The silktree has the  ability to grow in various soil types, the ability to produce large amounts of seed, and an ability to resprout when cut back or damaged. It forms colonies from root sprouts and dense stands that  severely  reduce the sunlight and nutrients available for other plants. Mimosa is often seen along roadsides and open vacant lots in urban/suburban areas and can become a problem along banks of waterways, where its seeds are easily transported in water.   Here are the methods of control: Mechanical Control -  Trees can be cut at ground level with a  power or manual saw and is most effective when trees have begun to flower.   Because mimosa will sucker and resprout you will have to do a follow-up chemical  treatment but on a much smaller scale.Chemical Control - Trees can be controlled by applying a 2% solution of glyphosate (Roundup ®). A  thorough  foliar  application of this herbicide will kill entire plants through leaf and stem uptake to actively growing roots that prevent further cell growth.

What is the relationship between text messaging and literacy Research Paper

What is the relationship between text messaging and literacy - Research Paper Example t the exposure to text messaging and their counterparts who do not have access to SMS might be contributing, positively, to the literacy skills development among 9 to 10-year-old-children (Wood 35). Furthermore, past studies analyzed by Verheijen report a positive correlation between the use of SMS and literacy levels among users (Verheijen 588). Belying the findings of these studies, however, is the viewpoint among older generation researchers and academicians that text messaging has negative correlations to improving learning skills among users. They argue that text messaging has contributed detrimental implications on learners as opposed to its emphasized importance by recent researchers. They present counterarguments justifying their disapproval of the importance of text messaging on learning. They cite the negative implications of technology on learners as justification to their opposing viewpoints to the debate while attributing the effect of text messaging. Text messaging affe cts literacy positively by encouraging open discussions and communication. Although older generation researchers and academicians argue that technological developments in communication have detrimental implications on the youth and future generations, it is justifiable that text messaging has a positive influence on literacy levels by encouraging communication and open discussion. Worldwide text messaging is a popular activity and the number of text messages sent continues to enlarge. In Wood’s analysis of the situation, he says, â€Å"texting supports spelling development amongst children because they get to understand abbreviations and the words they represent†. The use of the texting abbreviations leads to phonological awareness and processing and this result to spelling. On the other hand, not all the children who are good in spelling are capable of using creative ‘textisms’. Thus, rehearsal of such creative text slangs and the words they represent is a beneficial skill. If

How ares of contract law, specifically pre-marital agreements are Essay

How ares of contract law, specifically pre-marital agreements are affected from a feminist perspective Discuss in light of Radm - Essay Example Some legal feminists push for the equal application of laws to both men and women. Others believe that the law and the courts must take extra steps to favour women over men considering that women are, by definition and in reality, placed at a lower stratum than men in society. This clash of perspectives may even be more pronounced in the days to come with the recent Supreme Court decision in Radmacher v Granatino,1 an English premarital agreement case. This case does not only reverse previous decisions of courts in prenuptial agreements by conferring a rebuttable presumption on such agreements but it breaks the stereotypical image of wealthy men enforcing premarital agreements against economically vulnerable women spouses. The implication of the sweeping application of the legal dictum of Radmacher in future cases is to deprive women spouses, generally perceived to be the less economically viable partner, of court intervention and assistance in prenuptial agreements where such agreem ents contain provisions disadvantageous to women. The Feminist Legal Theory The feminist legal theory emerged in the 1970s and, as with any other feminist movement, was driven by the perception that men dominate and shape society, which itself subordinates women to men. Feminists bewailed that legal systems render decisions with underlying assumptions about gender, therefore, justifying and further institutionalising gender inequality. Such gender assumptions, according to them, can be gleaned in decisions that take into account and were influenced by essentially gender-related factors. It had been argued by some feminist movements that it was not nature that subordinates women in a sphere of domesticity, but culture aided by the courts with the latter’s restrictive decisions against women such as prohibiting married women to own or dispose property.2 Feminist legal movements, however, approaches their battle from diverse perspectives, some of which are complementary, whilst others are plainly conflicting. Nonetheless, all feminist legal models blame the legal and judicial systems in perpetuating gender hierarchy. The liberal equality model insisted that men and women should be treated alike in all respects. This model insists on the â€Å"sameness† between men and women in arriving at rational choices and seeks to dispute the perception that women are inferior to men, and should therefore, be accorded the same legal treatment as men. This means that even favour accorded to women because of their sex violates equality because it results in the differentiation of women and men.3 This model was, however, eventually assailed as weak because of its failure to take into account real and actual differences between the sexes such as pregnancy in the employment area. On the other hand, the radical feminist model emphasises the differences between the sexes and rallies the legal system to give special treatment to women. Contrary to the liberal equality m odel, the radical feminist model compels the law to highlight such differences and accord relief to women to bridge the gap of inequality that separates them from men. Radical feminists believe that women are subjugated to the state and to men all of the time and are therefore, disempowered. Radical feminist legalists subscribe to the ideas of Catherine MacKinnon, Sylvia Law and Nan Hunter: MacKinnon regarded women’s sexual submission to men as false consciousness of individuals who are inherently oppressed, and; Law

Pain of Others highlights Essay Example for Free

Pain of Others highlights Essay Susan Sontags Regarding the Pain of Others highlights the cruel pictures mankind faces when war is at place. Photography is an important medium to touch the intricate of human mentality particularly of atrocity and suffering, are a species of rhetoric. This is done in comparison when we the world is aware of legal rights and protection of those rights. It is only due to certain sections of powerful people who turn around decisions in their favor which leads to wars and sufferings. This work clearly highlights the rethinking of art, and understanding in the contemporary depiction of war and disaster. Emphasis has been laid on the arguments about how pictures can inspire dissent, foster violence, or create apathy with regard to the situational analysis. photographic documents of the American Civil War, lynching of blacks in the South, the First World War, the Spanish Civil War, the Nazi death camps, and contemporary images from Bosnia, Sierra Leone, Rwanda, Israel and Palestine, and New York City on September 11, 2001, all highlights the pain which causes in the life and brings about in an turn around of the situation. All are born free in this world and have equal dignity, freedom without any distinction of race or religion. Gradually with the overall economic development in all countries a distinct class of ‘have’ and have not’s emerged and the upper class started exploiting people who were poor and needy. Exploitation in any form is denying human rights to the affected individual. Slavery started, human beings were sent from one continent to other, they were tortured and killed. With the passing of time, the world scenario is also changing. In the present time many countries are ruled by Dictatorship form of government. In these nations military is the supreme authority. Individuals have no say and the government dictates its terms. People are subjected to cruelty and even for minor mistakes severe punishment is given. They are denied the basic right to survive; virtually no law was there to protect the individuals. This system prevailed in Iraq before the combined forces of world nations brought it under it’s control and democratic government was established. Similarly in many African countries such type of government is functioning. There are arbitrary arrests and people are detained. It may be noted that the assurance of gender equality by the government or any proper authorized agencies should not be taken for assured commitment and women should always be alert as to what is happening. These are the basic ignorance which ultimately becomes the negative factor to fight for equal rights. We know that racial laws do not stop racism; an approved sanction does not end caste discrimination, similarly policies which are in favour of women take a long time to become an integral part of the system. We must worry about accepting torture as a tool to elicit information from an accused. The human rights violation should worry us all. No court that operates within the frame of legal constitution system of that country can deal with illegal detention, confession obtained by torture and the like. A person has the right to be presumed innocent until proved guilty. Forceful acquisition of cultivable land from farmers by government in many countries has resulted in revolt and further atrocities were committed on them. Protestors were shot dead-this is a clear violation of human rights not protected by law. Human rights are openly violated with the support of the government. In the religious matter also there is lot of interference from clergy’s- people are afraid to disobey the religious head thereby right to religion is denied. Governments have been approached in this regard for facilities be allowed for pilgrims and devotees to have easy access to churches, mosques, temples etc . Freedom of speech is denied to freedom fighters. These days militants are very active all over the world and they play a major role in violating human rights. They recruit small children, train them and use them in the front line of the battle. Children in the early ages can be moulded in any manner and later on they become good fighters—they are used as human shield during front line operation. Terrorists have intention to get a quick result and to do maximum damage in the shortest possible time. Citizens are caught in the crossfire between terrorists and defence forces. The invisible enemy could be hiding anywhere and could vanish from the scene in any form. People are scared, economy is devastated and socially the system collapses. It takes a pretty long time to gain confidence and start reworking. Maximum human rights are violated and governments may not be able to do much as damage has been done without any prior notice. People have got inner revolution—how this can be minimized and completely get rid off. Terrorism has to be tackled with full force since terrorists do all types of human rights violation. Powerful governments due to security reasons are sacrificing human rights thereby committing more crimes. This failure of governance is a clear signal of giving concession to armed groups. Human rights violation in any country should be brought to the notice of Amnesty International. In the recent times there is tremendous resistance that human rights should not be violated by any agencies. Resolutions are passed by people and forced on the government to accept and protect it. Proper democratic government should prevail, where the candidates are elected by free and fair elections and eligible voter be allowed to cast their votes. The majority party is allowed to form the government. Opposition should be allowed to work properly so that they may be able to point out the mistakes of the government in office. The most urgent requirement is that we should fix responsibly on the state . It should be known to the state that it is responsible for the present state of situation by paying less attention and almost not doing anything and refused to take notice of human rights protection. Lot of efforts is required by taking into its positive attitude and ensure that it goes into the prevailing legal system, government’s projects and plans. Subsequently such a legal order requires a policy of â€Å"no-tolerance’ for acts of violation against human rights and subsequently giving the required protection and growth of the rights. The problem has to be sorted out at all steps—beginning from, men, women, and society as well as law enforcers. As a country we have to accept the sacredness of human beings, as citizens to stand boldly and be recognized and as a society to have the boldness to see inside and tell the truth. It is quite possible that in the beginning we have to accept the fact that we all need help, having been set footing in two sets i. e. of value system and standards. To take modern achievements and values but not at all ready to give way to traditional anticipations and protectors The modern powerful democratic countries manipulate multilateral organizations to the great advantage and suffering of the poorer developing nations. In the poor countries where such laws are allowed to function without state participation –it will violate all spheres of human rights . It is seen that the reform of government is a goal of making citizens, central to all government activities and functioning, and reorganising government to sincerely find a solution of the common people. Given the vastness of the challenge, not only the legal and judicial system be overhauled to get the result, at a more practical level, an all out effort need to be made to make responsible the law enforcers. They act as the first approachable agency for people seeking early relief. Therefore they need to be made aware of the helplessness of human society and their responsibility towards them as law enforcers. Photographs of torture gives a very deep shock and it is generalised that there none to take up their suffering to the appropriate authorities. We forget the sorrow the moment we turn to the next page, it remains where it is. These photographs have a permanent bearing if we got welfare feeling in our heart. People ignore these as they are not live. If there is a possibility that the images are able to speak, they would have brought a revolution protecting the human rights. References 1. Susan Sontag (2003), Regarding the Pain of Others, Farrar, Straus and Giroux Publishers, New York

Conducting Effective Performance Appraisals Essay -- Management Employ

Conducting Effective Performance Appraisals Performance appraisal is considered a key tool for managerial needs of today’s organizations. Performance appraisal is the process by which organizations evaluate job performance. Usually a performance appraisal system requires a manager to rate each employee’s performance according to performance criteria’s that have already been established over a period of time. Performance appraisal systems also provide a basis for planning improvement as well as means for determining merit increases, transfers and even dismissals. According to Berkeley’s Policy and Procedures, the purpose of performance appraisal is to be able to measure and enhance individual and institutional performance, and in turn to providing professional and career growth, determining merit increases, and meeting the internal and external demands for documentation of individual performance. Performance appraisals are intended to encourage open communication between the employees and the supervisors. As a result, it provides an understanding of the employees’ job responsibilities, the standards of performance of a supervisor, and the progress of an employee in his or her job responsibilities. Performance appraisal are very important to employees because some type of feedback is needed in order for employees to be aware of how well they are performing their job or on the contrarily, to be informed of the areas which they need improvement in. Feedback is one of the most important factors supporting high level of performance. Without performance appraisals or feedback, employees have no way of knowing whether they are doing a good job or whether there are some areas in which they need to improve (F... ...ine. Available: http://www.sasknetwork.gov.sk.ca/pages/tw/d121.htm. Bartley, Douglas L. Job Evaluation. Addison-Wesley Publishing Company, Inc. Reading, Massachusetts 1995. Cohen, Steven and William Eimicke. The New Effective Public Manager. Jossey-Bass Publishers. San Francisco 1995. Fournies, Ferdinand F. â€Å"Employees Don’t Do What They Are Supposed To Do Because They Think They Are Doing It When They Really Aren’t.† Library Hall Press 1988. Online. Available: http://www.gmp1st.com/mntp0798.htm. Heathfield, Susan M. â€Å"Performance Appraisals Don’t Work.† Human Resources (6/11/00). Online. Available: http://humanresources.about.com/careers/humanresources/library/weekly/aa061100a.htm. Henemen, Robert L. Linking Pay Increase to Performance Ratings. Addison-Wesley Publishing Company, Inc. Reading, Massachusetts 1992.

Cadbury Fundraiser Report

CADBURY FUNDRAISER REPORT BREAST CANCER CARE WA Maria Paz Gonzalez Guzman 27 August 2012 Contents Introduction1 Information about the chosen charity1 Description of the type of fundraiser and the reason for the choice1 Procedure followed to prepare for the fundraiser1 Advertising2 Sales Report3 Graphic4 Conclusion5 Recommendations for another fundraiser5 Suggestions for improvement5 References5 Advertising poster for fundraiser6 Pictures7 IntroductionThe department of Sales and Marketing of Eat Central Virtual Enterprise held a fundraising event on Monday 20 August 2012 at Central Institute of Technology, Perth Campus, to support the Western Australia based charity â€Å"Breast Cancer Care WA† To raise money for the charity, different varieties of Cadbury chocolates were sold during the activity; Freddo 100s and 1000s frog, Freddo Dairy Milk frog, Freddo Dream White Chocolate frog, Caramello Koala, Freddo Twin Strawberry frog and Freddo Twin Peppermint frog. Information about the chosen charityCancer is one of the most terrible illnesses that a person could suffer and breast cancer is one of those that does not discriminate; it might affect women or men. Thousands of people and their families fight against breast cancer in the world. The statistics about breast cancer state that in 14,610 women will be diagnosed with cancer in 2012, making breast cancer one of the most common cancers affecting women, although it’s important to mention that 103 men were affected by breast cancer in 2007 in Australia.Fortunately most women survive breast cancer. Breast Cancer Care WA provides emotional, practical and financial support and care to people that have been affected by breast cancer in Western Australia. This foundation does not receive any government funding so they depend on the generosity of Western Australians to keep providing help at no cost. Description of the type of fundraiser and the reason for the choice For the Breast Cancer Care WA fundraiser we decided to sell Cadbury chocolates in Central Institute of Technology, Perth Campus.Eat Central Virtual Enterprise has an agreement with Cadbury for purchasing Cadbury fundraising products which have been made to help fundraising events and make the most of your sales. Procedure followed to prepare for the fundraiser The first week every team member competed a ‘To Do’ List, a team meeting was organised by the team leader, every team member suggested a charity of their choice. We attended to another meeting to decide which charity would be choose we agreed to do the fundraiser activity for the Breast Cancer Care WA.It was agreed that Cadbury chocolates would be sold for the fundraising at Central Institute of Technology at the Students Services area. For the activity we decided to dress in purple (the charity’s official colour) and decorate the stand with purple balloons. An email was sent to the Breast Cancer Care WA to let them know that we would like to fun draise for them. They happily accepted our idea and we were offered brochures, balloons and support to set up our stand.Each member designed a poster using the official logo of the foundation and a brief description of the charity, as well as the price list for Cadbury chocolates, only one was sent to the Breast Cancer Care WA for their approval. The amount of money set out to raise during the fundraising was AU$200 after deducting Cadbury money (AU$60) and float money (AU$40). A memo was sent to the manager with all the details of the fundraising for his approval. In the second week, the fundraising event was held (Monday 20 August 2012) from 10:30am to 3:00pm at the Students Services area.At the end of the activity the ‘Sales Summary’ and the ‘Cash Receipt Summary’ were completed by each team member. AU$ 0. 60 per chocolate sold was put in an envelope for payment to Cadbury. The amount of profit made was calculated and the money was placed into a separate envelope. After counting the money and deducting Cadbury costs and float money, we made AU$123. 65 for the Breast Cancer Care WA. The team leader was responsible for checking that the money was accurate before giving it to the Manager.In the third week, the fundraising report was discussed with the Manager and a guideline to write the report was given to every team member. A couple of team meetings were held to talk about the success of the fundraising activity. Advertising To promote the Breast Cancer Care WA fundraising activity we put posters on the Students Board, bookshop and Students Services area at Central Institute of Technology, Perth Campus. We also decorated the stand by putting purple balloons, placing brochures on the table beside the chocolates.Sales Report Graphic | CADBURY FUNDRAISING FOR THE BREAST CANCER CARE OF WA| | | | | Cadbury money| $60| | | Float money| $40| | | Breast Cancer Care of WA money| $123. 65| | | | | | | | | | | | | | | | | | | Conclusion Althou gh we were expecting to raise AU$200 to donate to the Breast Cancer Care WA, we consider that the fundraiser was a success due to the participation of the Central Institute of Technology community along with Sales and Marketing department of the Eat Central Virtual Enterprise.Working in the Sales and Marketing department gave me very valuable experience about customer service. I had the chance to interact with customers, sell our products and persuade people to buy chocolates. I learned that communicating a clear message is very important, being nice when dealing with different people, different personalities and providing the best service and meeting customers’ needs. Recommendations for another fundraiserSince the fundraising activities can be carried out at The Central Institute of Technology premises and held for only one day, I would recommend arriving to the institute a little bit earlier so as to start the activity as early as it can and make the most of the day. Sugge stions for improvement I would suggest the team members to be more actively involved in the activity, be really committed to the cause and take every Eat Central Virtual Enterprise activity seriously. It would be a good idea to allow more time to develop the fundraising activity, one day is not enough to raise enough money for a registered charity.References The Internet was used to choose the charity and get more information about breast cancer we were given brochures, leaflets and monthly Breast Cancer Care WA magazine issues by the foundation More information about the Breast Cancer Care WA can be found in its official website: www. breastcancer. org. au Another useful online resource is the Breast Cancer Network Australia: www. bcna. org. au Advertising poster for fundraiser Raise a chocolate for the Breast Cancer Care WA Giant Freddo Fundraiser (Milk Chocolate) $1. 20Twin Pack Freddo (Strawberry) $1. 20 TimeOut Bar $1. 20 Caramello Koala $1. 20 Bottled Water $1. 80 Breast Cance r Care WA is a WA charity that provides personalised  emotional, practical and financial support and care to people affected by breast cancer. This includes men with breast cancer, carers and family who have their own challenges and needs through the experience. Receiving no government funding, the Breast Cancer Foundation of WA relies solely on the generosity of Western Australians to continue its vital grass-roots work in the community. Pictures

The Great Leapfrog Race

The world is made up of many different people. Each of these individuals fall into a category, whether it be judged by their gender, the sports they play or the bands they listen to. For each different class, we have certain expectations for the people in them. The story, ‘The Great Leapfrog Race' both reflects and challenges gender and class expectations. ‘The Great Leapfrog Race', goes against the patriarchal western view that men are superior to women. The idea that men are the dominant force has been widely accepted in civilized cultures, and has only now, over the past couple of decades, has it been challenged. In ‘The Great Leapfrog Race', this is reflected when the female, Rosie, beats the male, Rex, in a game of leapfrog. It is repeated again when the author writes that ‘Rosie whipped every boy she fought'. This shows that she is the superior of the group, and so is the dominant force. However this does not mean that the boys accept it. The story reads that ‘it was very humiliating to be hurt by Rosie', and so the reader assumes that these boys have been brought up with the patriarchal view that men are superior to women. The gender expectations in this instance have been challenged by the story. The writer has written this story, presumably from his own experience. This would infer to the reader that he was brought up in a feministic environment. The general feeling of the story stands to prove this. Although we have no information on the author, the use of gaps and silences in which we make our own assumptions, lead the reader to believe that his own influences in growing up, have had some bearing on this story. The author may have been brought up in a single sex home, most likely to be female; his father may have left when he was a child; or he may have been taught to treat females as equals through some other means. No matter how, it still shows the author reflects his experiences and his gender expectations into the story. There are three main classes in society. Upper class consists of kings and queens and other royalty such as presidents and sultans. Middle class is composed of bureaucrats, and the working class is comprised of cleaners, labourers and other †lower class citizens ‘. Each of these classes are defined by money, success, or job status. All of these different standards were invented by society to unofficially class everybody into their importance in the world. Rosie comes under the latter category of working class, as her father is a bricklayer. Another way that we recognise that she is working class is by the language used to describe Rosie. In the first paragraph, she is said to be a ‘tough little Irish kid' who ‘wore a turtle-neck sweater, usually red'. This suggest that she either did not care much for her appearance, or was used to going without pretty dresses and clothes that other children her age would like and normally wear but that her father could not afford. The story also says that they lived in ‘slum neighbourhood's which are often portrayed as the beginning for much violence and crime. Society perceives children from working class families as being able to hold themselves, and being streetwise. Kids from the slums learn from a young age that this is the sort of world they are going to live in for the rest of their lives. These are the children more likely to shoplift and break into houses because their parents' jobs do not provide for them as well. Girls from these sort of neighbourhoods are expected to be dirty and impolite, whereas middle class girls would turn their nose up at such antics as playing ‘leapfrog' and would much prefer play with their Barbie dolls than play with a group of filthy little boys. It would be a contradiction of our class expectations for Rosie to be concerned over her appearance or how many kids Barbie and Ken have, because of her status as a working class girl. This story reflects societies views on class expectations of the working class, by letting Rosie be a tough little girl, not someone socially adept or worried over how long her nails were, but only interested in rough and tumble ‘tomboyish' activities as is expected for working class girls. Rex Folger comes from a middle class family. This is obvious from the first moment his character enters the story. The story states that ‘he was a natural born leader', he had beaten all the boys in the neighbourhood ‘without any noticeable ill feeling, pride or ambition', and he was also a ‘powerful and superior boy'. All these things suggest, as well as the fact that he was from Texas, one of the southern states of the USA, notorious for it's uppity behaviour, that he is a middle class child. He has all the natural ability that a middle class child ‘should' have. Politeness was one of his strong points, even the other boys in the neighbourhood had to give him that much. After a fight started between Rex and Rosie, he declined to hit her as he was taught that hitting women was the equivalent of boxing his mother. That is another example in itself of him being middle class, as he said he was taught this rather than he believed it, which shows his educational ability off, at the same time as not really showing him his real feelings on the subject. This story gives off a realistic picture of middle class society and what we expect of them, using Rex as a symbolic figure for the majority of the middle class. The female is seen as a lower class compared to the male as we established earlier. The patriarchal ideology is that males are dominant and logical whereas females should be timid, emotional and passive. In the story, the boys of the neighbourhood feel badly that Rosie is the one doing the dirty work so to speak and teaching Rex a lesson, when they believe that it is a mans duty to do such things. The background of the reader influences whether you sympathise with Rosie or Rex in the story. The readers' views on certain issues including women in politics and equal rights can have an impact on their reading of the story. By leaving gaps in the storyline, the person reading the story is left to make assumptions based on their knowledge and experiences and so each reader will most probably read the story differently, therefore, each person reading it will have their background somewhere influencing their thoughts on the subject. This demonstrates how each person's individual views reflect societies opinions through the story. ‘The Great Leapfrog Race' is a very interesting story about a little Irish tomboy, working class child named Rosie Mahoney. It tells the story of a little girl who beats the new kid-on-the-block, big bully Rex Folger, in a game called leapfrog. But the story isn't as simple as that. It also has a deeper meaning. It reflects society. Societies attitudes towards different people, from different classes and genders. It challenges the patriarchal ideology by letting female triumph over male. It uses all sorts of techniques to make the reader see that not everything that society sets out in it's unofficial guidelines are correct. Roles can be reversed and women can prevail over men in many circumstances. This story reflects as well as challenges society views on gender and class role expectations.

How does Compound Cone Crusher Work Essay

How does Compound Cone Crusher Work Essay How does Compound Cone Crusher Work Essay With advanced technical level and excellent performance, compound cone crusher is suitable for secondary or tertiary crushing purpose both in stationary and portable. As suitable for crushing all kinds of ores and rocks with hardness of medium or above, compound cone crusher is widely used in the industries of metallurgy, building material, road construction, chemical engineering and silicate. Compared with other crusher, compound cone crusher is more professional in reliable crushing, high productive, low total cost and easy maintenance.The compound cone crusher is mainly composed by driving device, main shaft, drum, upper cap and the foundation. The electric motor drives the main shaft to rotate with the help of the ladder-shaped triangle belt, and the main shaft is equipped with hammer. The materials go inside the machine from the upper material feeding mouth and fall down under gravity, and then the materials will be crushed under a series of impact of the hammer at high rotary r ate, and finally be discharged from the lower material discharging mouth.The compound cone crusher can be used for fine crushing limestone, clinker, coal and other kinds of ores and rocks in building material, mining, metallurgy and chemistry, and at the same time it can also be applied in fine crushing medium hard materials such as dolomite, flint clay, lead-zinc deposit, high slag, coal gangue, rock phosphate, especially suitable for hard limestone, dolomite, granite and basalt of artificial sand making and highway surface stone material processing and crushing.The Working Principle of Compound Cone

Free sample - Economics Principles and Their Apllications. translation missing

Economics Principles and Their Apllications. Economics Principles and Their ApllicationsEconomics is defined as a study of how socities produce useful commodities fromscarce resources and share them among themselves. Economics is very broad and has many principles and their applications.scarcity is where economists study situations where the needs of people exceed rthe means of acquiring the resources and therefore have to make choices. Rationality is aconcept assumed to guide trhe decisions or choices of people. When they are deciding they are given an opportunity to gauge the benefits and cost of all alternativers that they have.preferences allows people to assign utilities to all alternatives and choose the one that maximises on utility. Restrictions puts constraints to people that they cannot change themselves and must therefore take them the way they are such as budgets. Opportunity cost which is induced by scarcity and the need to make choices, helps people in deciding against some other options. Two aspects of opportunit y cost are used, that is, static aspect and dynamic aspect. Static aspect is when utility maximization choices makes opportunity cost to be minimal. Dynamic aspect is where choices are revised if opportunity cost rises. The economic principle is where rationality to situations of scarcity   is applied. In this principle, one minimizes cost with reference to a certain goal or maximises utility for a given level of cost or input.it therefore allows efficiency   and avoids wasting valuable resources. In economic analysis, efficiency of activities, transactions and rules is a major theme. It is either assessd in terms of pareto criterion or economic principle.another principal is marginal analysis where economists look at problems however it is uncommon among non-economists. In economic analysis equilibrium is a fundamental notion. It is where economist think in terms of equilibrtia, situations where one is not capable of changing his or her behaviour. Game theory is another approach where situations of interdependence are studied and people have incentives to behave strategically.

Finance Assignment Wal-Mart Example | Topics and Well Written Essays - 500 words

Finance Wal-Mart - Assignment Example Walmart operates in Mexico with its first overseas store being a Sam’s Club situated in Mexico City in 1991. In Mexico, there are 2,290 retail stores as of 2015 with 251 Walmart Supercenters, and 160 Sam’s Clubs. By January 2014, Walmart had 209,878 employees in its Mexican stores, clubs, and retails (n.d.). a) Walmart’s annual report for the financial year that ended 2014 addresses foreign exchange risk management in the section â€Å"Foreign Currency Risk† (Walmart 31). This segment argues that Walmart is susceptible to variations in the value of foreign currency because of its â€Å"net investments and operations in nations other than the United States† (31). c) The type of currency exposure that Walmart hedges is instabilities in overseas currency exchange rates. This type of exposure is related often to the predicted outflows of â€Å"principal and interest of non-US denominated debt† (31). d) One hedging techniques used by Walmart is taking part in currency swaps and labeling particular overseas-currency denominated, longstanding debt as â€Å"net investment hedges† (31). Another technique is labeling overseas-currency denominated, longstanding debt as â€Å"nonderivative hedges of net investments† of particular overseas activities (32). Nigeria seems to be the biggest concern in terms of currency volatility and country risk. Today, political views and policies are dependent on key deviation in policy course provide the personality-oriented characteristic of Nigerian political affairs. In 2015, currency matters will be the focus of the Central Bank of Nigeria (BMI Research 2015). After the aggressive tightening of monetary measures in November 2014, the Central Bank of Nigeria may find it essential to add tightening courses of action in an attempt to anchor inflation anticipations and calm nervous markets. These tightening courses of action make up the leading cause of currency issues in Nigeria for Walmart (2015).

Parents Attitudes Toward Learning Through Play in The Foundation Stage Essay

Parents Attitudes Toward Learning Through Play in The Foundation Stage - Essay Example This study aims to investigate parents’ attitudes toward learning through play in the foundation stage. 1.3 Objectives Specific objectives of this research are as follows: 1. To research related literature in order to define play and the types of play used in the foundation stage 2. To establish why play is important for children’s development. 3. To explore parents’ beliefs and attitudes regarding play as a way of learning in the foundation stage using primary research. 4. To identify whether parents provide any play activities at home to support children’s development at the foundation stage 1.4 Rationale of the Study This research aims to explore how parents truly regard play and if they do believe in its benefit to support children’s development especially in the foundation stage. This information would be very helpful for practitioners so that they know how to engage parents’ cooperation and support in schools. It is believed that parent s are important collaborators in their children’s learning since they can provide the resources and experiences to help them learn both at home and in school. In partnership with teachers, parents can help enhance the curriculum in ways that engage children’s interest, so it becomes meaningful and fun for them. Play is one way that makes this possible. Parents are seen as partners in their children’s education, so it is worthwhile to study how they view their role as parents of very young children who constantly engage in play as a form of enjoyment. Becoming aware that play may be used in the educational setting for learning as well as enjoyment may confuse parents as to the role play is given in the foundation...From the research, it can be comprehended that play comes naturally to children. From the time they are infants, the play is an activity that they engage in to learn about their world. As they grow older, they discover more about the world around them through play. They use their senses to explore objects and learn about concepts such as of cause and effects when they manipulate objects. Macintyre asserts that young children learn better in play-like settings. Concepts are retained better when learned in an easy, relaxed and fun atmosphere that does not pressure children to perform in ways that stress them to achieve. Macintyre continues to endorse the value of play in all the developmental areas of children. Play’s rich and varied meanings have resulted in theorists being unable to come up with a single standard definition. Isaacs was one of the first known theorists to define play as the work of the child whereas more recently Bruce regards play as â€Å"the highest form of learning in early childhood†. Moyles comments on how the play is valuable as an excellent learning medium and educators who attempt to define play describe similar features such as enjoyment, spontaneity and active engagement. Still, the diffic ulty of finding a precise and conclusive definition of play persists. Greig contends that this may be due to its ambiguity and variety, as play serves various roles and functions. Another reason for the difficulty in finding one standard definition is that â€Å"the boundaries of play are fluid† and so may cover different activities.