The most responsible for Evas suicide Essay Example For Students

The most responsible for Evas suicide Essay Mr. Birling was the one to knock Eva the first time you could say she was knocked off her horse, but she managed to get back up on it again. I think Mr. Birling was right to fire Eva because she was causing trouble and making women protest to try and get the pay increased by up to around 15% which was a lot of money to ask especially from thousands of workers. I think Mr. Birling should have considered that she was a good worker before sacking her. Sheila was the second one to kick Eva off the horse and I think this was Evas final blow because everything seemed to go down hill from then on. We will write a custom essay on The most responsible for Evas suicide specifically for you for only $16.38 $13.9/page Order now Sheila is one of the people that I think is most responsible because she had to know real reason to fire Eva apart from that she was in a bad mood, it could have been to do with the hormones but I still think that she was wrong to fire her. She might have been rich and had the power to get her fired but with power comes responsibility and I think Sheila took advantage of this. Gerald seemed to me to be the best thing that happened to Eva and his intentions were to help her out and not start an affair which did happen later on. I think Eva knew that Gerald would never actually marry her or anything but he did a lot for Eva for example giving her a house and also gave her money (wasnt stolen). Even though Geralds intentions were good he did end up having an affair with her and Eva developed a relationship with him and then he went back to Sheila as if nothing had happened where as Eva went away and tried to get her head sorted out which she did but then came a long someone else. Eric went out looking for sex and came across Eva, he got sex. I have some sympathy for Eric because he was young and drunk. The fact that he comes back for more is what makes me less sympathetic towards him, he forces himself on Eva, which puts pressure on Eva and Eva doesnt really try to force him off but if she did she probably would have got beaten up. Then once they sort of start dating Eric gives Eva money but then when Erics drunk he tells her that the money was stolen and Eva doesnt want to take that money, then Eva finds out she is pregnant and tells Eric that she is and Eric does the honest thing and asks for her hand in marriage which shows that he is willing to sacrifice something which I think is quite decent of him. Eva rejects him because he is too young for her, Eric offers her money but Eva doesnt want stolen money. Mrs Birling is one of the people that I hate in this story because even after Eva is dead she still thinks that she is right in what she did even though she knows about who did what to Eva which I think is shocking and shows me that she is stubborn, that she cant even admit that she was wrong to a dead person. Mrs Birling is the final and last rejection that Eva gets. Eva goes to Mrs Birling for help but Eva lies at the beginning so then Mrs Birling doesnt believe her but the thing that infuriates Mrs Birling is that she said her name was Miss Birling. I think the fact that she lies at the beginning made Mrs Birling not trust her and I think that this was alright but when Eva came clean and told her about the stolen money and everything Mrs Birling said that she should still go and find the father because he should be more responsible and dismissed her and made all other members of the charity committee reject her as well. .uc487869f4c184fa7d058999655d07aa0 , .uc487869f4c184fa7d058999655d07aa0 .postImageUrl , .uc487869f4c184fa7d058999655d07aa0 .centered-text-area { min-height: 80px; position: relative; } .uc487869f4c184fa7d058999655d07aa0 , .uc487869f4c184fa7d058999655d07aa0:hover , .uc487869f4c184fa7d058999655d07aa0:visited , .uc487869f4c184fa7d058999655d07aa0:active { border:0!important; } .uc487869f4c184fa7d058999655d07aa0 .clearfix:after { content: ""; display: table; clear: both; } .uc487869f4c184fa7d058999655d07aa0 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc487869f4c184fa7d058999655d07aa0:active , .uc487869f4c184fa7d058999655d07aa0:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc487869f4c184fa7d058999655d07aa0 .centered-text-area { width: 100%; position: relative ; } .uc487869f4c184fa7d058999655d07aa0 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc487869f4c184fa7d058999655d07aa0 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc487869f4c184fa7d058999655d07aa0 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc487869f4c184fa7d058999655d07aa0:hover .ctaButton { background-color: #34495E!important; } .uc487869f4c184fa7d058999655d07aa0 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc487869f4c184fa7d058999655d07aa0 .uc487869f4c184fa7d058999655d07aa0-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc487869f4c184fa7d058999655d07aa0:after { content: ""; display: block; clear: both; } READ: Asdf EssayEva herself should have known that suicide was not the answer to her problems and she killed her child which I think is just selfish and she should have thought it through before taking the life of her child. I also think that she could have really avoided some of things that happened like in Mr Birlings case just go along with the strike, she didnt have to be a ring leader. If I was to put the people I have mentioned in an order I would probably put: 1. Sheila 2. Eric 3. Eva 4. Mrs Birling 5. Mr Birling 6. Gerald The reason I think Sheila was the most responsible was because she had know real reason to fire Eva because Eva didnt do anything wrong. I also think that the way she used her power to get Eva sacked was just wrong and she should have thought a lot more before actually opening her mouth and getting angry at Eva because she looked better in the dress than she did.

beethoven3 essays

beethoven3 essays There resounds a proverbial question, If a tree falls in the woods and no one is there to hear, does it make a sound as it falls? Capricious as this query may appear I have had occasion to entertain just such a notion when, as a youth, I found an exploratory journey down a deep woods path abruptly halted by the greeting of an enormous fallen tree. The colossal obstacle lay across my path and presented itself a motionless, silent guardian that protected that which lay beyond from my further intrusion. What a monumental disturbance must have been witnessed by the forest as this giant came crashing down! I wondered how the tree came to be there in the first place or what of the countless forms of life that had sprang forth from its protective purview over the decades of the trees history. I wondered what might have led to the demise of the strong anchoring system that had so obviously sustained the uprightness of this tower for so long. Not to mention what a scurry for life itsel f must have taken place by the multitude of creatures that were no doubt within the danger zone as tons of falling wood rushed earthward. Notwithstanding the magnitude of this event and the obvious lasting effects that resulted, I still wondered if the falling tree had made a sound? When the life of Ludwig van Beethoven first encroached upon my path, much the same sensation was experienced. No doubt I had heard of the composers name, but then so had I foreknowledge of trees, both fallen as well as standing ones. However, what of this particular composer. Had I ever entertained conversation with him? Had I known of his particular work, achievements, or failures? What difference had been made by this long extinguished life, at least where I was concerned? So here I stood. Yet another fallen giant before me in an apparently posture of complete silence leaving me to contemplate what, if any, true sound had b...

Cruise Industry Research Paper Example | Topics and Well Written Essays - 2000 words

Cruise Industry - Research Paper Example The global economy is passing through the recession with high levels of unemployment as well as fluctuating oil prices. Though the traditional market for the cruise industry i.e. North America is making an economic recovery, however, conditions in Europe are relatively discouraging due to sovereign debt issues as well as low economic growth. Thus the strategy of developing long-term sustainability of the industry may face setbacks as it may fail to find lucrative and profitable alternative destinations.An overall international political environment is relatively volatile too with potential threats of terrorism as well as pirates. There has been an increased activity of pirates especially in Somalia region with the possibility that such activities may be started in other areas too. Since both the cruise liners i.e. CCL and RCL also operate in non-US areas also, therefore, the fluctuations in the foreign currency values can also adversely affect the revenue of both the cruise liners.Th ere have been concerns over the environmental protection and the potential role of cruisers in disturbing the ecosystem of the sea. It is also because of this reason that the overall regulatory environment for cruise liners may become tough. It is also because of this link between environment and cruise industry that it has been attracting negative publicity. Various environmentalist groups are advocating against the industry due to the potential damage that could be done to the environment.

Can we get along Essay Example | Topics and Well Written Essays - 1000 words

Can we get along - Essay Example â€Å"In Australia, Canada and the United States, one of the most important factors determining levels of inequality is race. In western New York state, for instance, nearly 40 percent of the black, Hispanic, and mixed-race households earned less than $15,000 in 1999, compared with 15 percent of non-Hispanic white households.† (UN-Habitat) â€Å"One should bear in mind that larger cities offer very different kinds of opportunities that allow the poor to better their lot. However, there is compelling evidence that these cities have much higher crime rates than small cities. (Glaeser and Sacerdote, 1999). In addition, urban polarization is strengthened by â€Å"spatial segregation† in education and access to the job market, which in turn fosters criminality.† (Delacote, 92) â€Å"... the widening of income and wealth inequality in the United States has placed great financial pressure on lower-income families. This pressure has encouraged legislatures and governing boards to accommodate easier college entry and to subsidize poorer applicants, relying primarily on the tuition revenue of students who have the ability to pay.† (Policano and Fethke, 16) â€Å"While African-Americans and whites at higher income and higher educational levels were more likely to desire fewer hours than their lower-income, less-educated counterparts, African-Americans are still more likely than whites to desire more hours at all income and educational levels. This racial difference most likely is due to greater wage inequality among African-Americans than whites. (Negrey, 94) The disparity between different income groups gives birth to the question: Can we get along? It is imperative for America to be America again, in order to reduce the crime rate, and agonistic feelings that people belonging to lower income groups harbour for the higher-income group. â€Å"The burgeoning inequality threatens the integrity and moral authority of the social order. Those locked out of the

A Training Program for Persons with Mental Retardation Program Assignment

A Training Program for Persons with Mental Retardation Program - Assignment Example The test development can be traced back to the 1980s. In 1986, there was a trial version of it created by a student pursuing Masters Degree under one of the authors. The test operates on samples of the elderly population. In its first test, normative data was provided differently in groups of respondent ages, (50-69 and 70+ years) and the National Adult Reading Test Estimated IQ (NART-IQ) group (85-89,100-114,115 and above). This test was conducted on 186 men and women (50 to 96) inhabiting England, and the majority of those tested came from Bristol Area. Unfortunately, there is little validity evidence to underscore conclusions made from the LLT experimentation on the elderly people. As said before, the exam is purely conducted on the elderly people though not in groups but as solo individuals. The exam, however, faces criticism due to its minimal levels of validity in evidence purported to have been gathered and therefore not appropriate for clinical applications. (Coughlan. A Holl ows, S.p.22) 2 The Substance Abuse Subtle Screening Inventory (SASSI) is developed with the aim to identify people who are most probable to have substance dependence malady (is). The test can be of use in a forensic setting if one wants to know whether an individual’s behavior is dependent on substance dependence. It has been noted that behavioral traits of people dependent on substances vary a lot.     The test was authored by Miller, Glenn. A and published by The SASSI Institute. It has been reviewed in the book ‘’the fifteenth mental measurements yearbook’’ by Plake, Impara, and Spies (2003). The test includes face valid and items that are considered subtle that have no relationship with substance abuse. Materials used for the test includes guides that have instructions for administering, filling in the scores, interpreting and manuals providing information on validity, reliability and development. Examples of professionals’ inferences that may be extracted on the premise of scale scores include awareness of the negative effects of substance abuse, evidence of emotional pain, and risk of being in touch with the legal or judicial institutions and people. The test is applicable to adults and Adolescents between 12 and 18years.The SASSI’s room for easy administration, scoring and analysis and the availability of computer styles for relia ble storage of data and analysis makes the test instrument highly useful in producing valid results in research ventures. For example, the Adult SASSI-3 has helped identify persons who have high chances of substance dependence problem with a total objectively-tested accuracy of 93%.The Adolescent SASSI-A2 has a 94% overall tested accuracy. 3 The Wechsler Adult Intelligence Scale, 4th ed. (WAIS-IV) is used to examine IQ or Cognitive functioning and is designed to target adults who fall in the 16 to 90 years age bracket. The exam looks into cognitive ability using a basic group of 10 subtests that aim at four specific areas of intelligence: perceptual reasoning, verbal comprehension, working memory and speed of processing.

Health Promotion Essay

Health Promotion Essay This written rationale will identify and explain the necessity for the promotion of public health and physical activity. It will demonstrate an understanding of the role, function and settings of public health and physical activity promotion by national, regional and local agencies. It will also analyse and evaluate the health related models and approaches to public health and physical activity promotion. What is Health? There are many definitions for Health. Health means different things to different people, if someone doesnt drink and smoke then they believe that they are healthy, or if they eat a good balanced diet for example. The main most known definition of health is from the World Health Organization. World Health Organisation states: Health is a state of complete physical, mental, and social well being, and not merely the absence of disease or infirmity. Health is a dynamic condition resulting from a bodys constant adjustment and adaptation in response to stresses and changes in the environment for maintaining an inner equilibrium called homeostasis. World Health Organisation (2003) This definition however has not been amended since 1948. What is Health Promotion? Health promotion involves doing things to prevent disease and to improve individual and communities health. Health promotion offers solutions to many of the health problems facing society such as obesity, lack of exercise and smoking though developing skills and knowledge, community action, supportive environments, healthy public policy and health services. Health promotion helps individuals or communities to increase control over and improve their health and wellbeing. Curtin University (2012) states that with a significant proportion of ill-health related to choices about nutrition, exercise, the use of legal and illegal substances, interpersonal relationships and other social behaviours, health promotion can help us make choices that support well-being. The features of health promotion are that it is based on a holistic view of health; it uses participatory approaches it focuses on the determinants and addressing of health not just health problems and conditions. These include the social, behavioural, environmental and economic conditions that are the root cause of poor health, wellbeing and illness such as education, income, employment, working conditions, social status. Health promotion builds on existing strengths and assets and it uses multiple, complementary strategies to promote health for the individual, community and population level. Why is health promotion needed? There are fears that the recent generation and their childrens generation will age less successfully than the current older one no surprise given that, although rates of cigarette smoking are falling, more people are drinking heavily, only a minority of adults exercise often enough to maintain good health and obesity rates have greatly increased over the last 20 years. Obesity is a main health issue which can lead to other health problems such as diabetes, high cholesterol, hypertension, joint pain, Nursing Times (2009) states that these health issues can be prevented or delayed by lifestyle measures. A health promotion package would enable adults of all ages to lead happier and healthier lives. Around two-thirds of the England population are overweight or obese. Obesity has grown by almost 400% in the last 25 years and on present trends will soon surpass smoking as the greatest cause of premature loss of life. (NHS Dudley, 2012) Obesity is associated with many health problems including coronary heart disease, diabetes, kidney failure, osteoarthritis, back pain and psychological damage. The strong association between obesity and cancer has only recently come to light. (Dodds, 2009) Dodds (2009) estimates the economic costs of obesity conservatively at  £3.3-3.7 billion per year and of obesity plus overweight at  £6.6-7.4 billion. Health promotion for obesity is especially important because it can help lower the risks of many other health conditions which then cuts down the economic costs in the future by educating people about the correct food and exercise and also behaviour change techniques. Why do we need to Promote Mental Health? Mental health promotion does remain the most underdeveloped area of health promotion even though there is an increasing recognition that there is no health without mental health Christodoul (2009). Positive mental health involves self-esteem, being able to solve problems and the ability to adapt to stress. The need for positive mental health promotion is beneficial and relevant for everyone. It is important to stress to policy makers and professionals to understand that mental health and mental wellbeing are issues of everyday life. Therefore positive mental health demands the co-ordinated action by all concerned; through the media, the government, local authorities, industry, voluntary organisation and through health and social and economic sectors. Most of the time when people think of mental health they look at it in a negative way, however it could be argued that this is not the case. Mental health is not just the absence of mental illness. It is defined as a state of well-being in which every individual realises his or her own potential, can cope with the normal stresses of life, can work productively and fruitfully, and is able to make a contribution to his or her community. (Mental Health Ireland 2013) Mental Health is about how people feel about themselves, how they feel about others and how they are able to meet the demands of life.    Mental health promotion is important because mental health contributes to all aspects of human life, it has important, less important and essential values for the individual, society and culture. Mental health has a shared relationship with the wellbeing and productivity of a society and its members. Mental health is essential for the wellbeing and functioning of all individuals. Mental health is essential for the well-being and functioning of individuals. Good mental health is an important resource for individuals, families, communities, and nations. Mental health, as an indivisible part of general health, contributes to the functions of society, and has an effect on overall productivity. Mental health concerns everyone as it is generated in our everyday lives in homes, schools, workplaces, and in leisure activities. Positive mental health contributes to the social, human, and economic capital of every society. Spirituality it can make a significant contribution to mental health promotion and mental health influences spiritual life. (World Health Organization, p.21 2004) Mental health can be regarded as an individual resource, which contributes to a persons quality of life; an aspect of good mental health is the capacity for mutually satisfying and enduring relationships. The role of Health Promotion. Health Promotion staff work at numerous different levels from working with groups and communities, face to face contact with individuals, to more strategic work such as policy development. Working as a health promotion specialist is much more than persuading and advising individuals to make lifestyle changes, it also includes the following: Project management- this involves managing particular health promotion projects to make sure they are delivered to a high standard, effective and that they are ethical. Personal development developing personal, emotional and social skills and abilities of everyone to give them the opportunity to maximise their health and build a health promoting attitude to use for those around them. Community development encouraging and developing communities to become healthier such as neighbourhoods, cultural communities and communities of interest. Organisational development encouraging organisations to become more health promoting such as schools, work places and hospitals. Partnership development building partnerships with key people, communities and organisations who can influence health promotion and to help partnerships to be better educated to promote health. Health information developing ways of providing the correct information about peoples health, what social and behavioural factors can affect their health and what can be done to improve their health. Strategy Development developing a planned approach to improving health and to make sure that local, regional and national polices that could affect the publics health do so in a health promoting way. (NHS careers, 2012) Health promotion specialists also work in a range of different settings and locations such as sport and fitness centres, communities, health centres, local authority buildings, hospitals, offices and schools. National Health Promotion National health promotion includes many different programmes and schemes backed by the government the NHS, the Department of Health and some charities. Some are list below: Change 4 life this involves eat well, move more, live longer government campaign. This involves a website. NHS Life Check- this is a free online service from the NHS that asks people a series of questions about their lifestyle and gives them personalised results. Take on life, one step at a time this is a website from Healthier Scotland with information about healthy eating and physical activity. NHS Health the UKs health improvement agency for improving the health of the nation. Health at Work Programme from the British Heart Foundation this involves promoting health and wellbeing in the workplace. Healthcare Promotions this is a free service for healthcare professionals which is used to help raise awareness across the UK on a range of health issues. Alcohol Focus UK this is a UK national charity that works towards reducing the harm caused by alcohol. Down Your Drink this is a website made to help people work out wether they are drinking too much and if so what they can do about it. Drink Aware this aims to promote responsible drinking and find innovative ways to challenge the national drinking culture to help reduce alcohol misuse and minimise alcohol-related harm. Fastforward Fast Forward is a national voluntary organisation that was created to give young people the skills, education and support to live healthier lives. Hope UK Works with communities throughout the UK to prevent drug and alcohol-related harm to children and young people.   Life Education Centres the aims of Life Education Centres are to help children make healthy choices by providing services appropriate to the needs of primary school children. Frank this is a national drug information website providing confidential advice about taking drugs. (Patient.co.uk 2012) Regional Health Promotion Derbyshire Derbyshire health promotion service offers a range of free health and well-being programs, advice and support to the local community and businesses of Derbyshire. All programs are run and delivered by health specialists. Some of the health promotion programs are listed below: Waist Wise this is a weight management program with separate courses for men and women Derbyshire Stop Smoking Service this is a specialist support program to help people quit smoking. Health Referral Program this is an exercise and activity scheme for individuals who want to improve their health by becoming more active. Children and Young Peoples Health Promotion Program this is a local program to improve the health and wellbeing of children and young people in Derbyshire. Working Well this involves a range of programs to help local businesses to improve the health, well-being and safety of their workforce and work place. Living with Long-term Conditions Program- this is a self-management program to help people with long-term conditions to improve their health and well-being. Marketing and Resource Service this is a range of health and well-being marketing resources for use in the community and education projects (Derbyshire Community Health Service, 2012) It is essential that Derbyshire are working on tackling obesity by using health promotion as National Obesity Surgery Centre (2010) states that Obesity has hit an all time high in Derbyshire with  25% of people  now in this category. Health officials said this cost the NHS  £7m more  in 2009 than in 2008. As obesity increases millions more will be spent each year. In 2008 89 people in Derbyshire had weight loss surgery such as gastric banding. Female patients outnumbered males, with 75 women receiving gastric bands compared to 14 men. Overall there were only slightly more obese women than men. 72,000 women compared to 70,000 men. The figures have been revealed after statistics showed that eight times more people in England have been admitted to hospital due to obesity than ten years ago. (National Obesity Surgery Centre 2010) This is just another set of statistics highlighting the problem of obesity is on the increase and is in desperate need of tackling. This is why Health Promotion is crucial in areas of the world. Local Health Promotion Chesterfield The health of the community in Chesterfield in general is wore than the England average, there are health issues within Chesterfield which are by gender, level of deprivation and ethnicity. Almost seven out of ten local people describe their health as good/very good, which is said to be low compared with others. Chesterfield also has a high rate of teenage pregnancies and alcohol related admissions to hospital. More people in Chesterfield are admitted to hospital for alcohol related harm than anywhere else in Derbyshire and the rate is higher than the national average.   (Chesterfield Borough Council, 2009) Chesterfield is currently focusing and providing opportunities for young people to take part in activities. Queens Park Sports Centre has a synthetic pitch and provides free use for supervised activities for 10 hours each week. There is a health programme called swim free which means under 16s can swim for free, also the new Healthy Living Centre at Staveley is now open. The Council also won funding to develop play facilities in the deprived area of Barrow Hill in Chesterfield. Chesterfield Borough Council (2012) reports that Last year, the number of children taking part in sports development activity increased from 1,255 to 1,541. These activities of health promotion are decreasing the chances of obesity by providing physical activity activities which is crucial when trying to loose or maintain a correct body weight. Strengths and Weaknesses of Health Promotion Weaknesses Issues relating to funding and lack of resources are a major problem when coming to health promotion. Lack of staffing funding issues Losing out to direct care health promotion being seen as not important so staff such as nurses will be dealing with health promotion on top of dealing with direct care of patients. Lack of understanding of health promotion Godden (2008) states that staff and management can sometimes be identified as lacking in understanding of health promotion. Godden also found that a lack of skills and knowledge amongst staff as a weakness and several members of staff at the NHS suggested that there was an unjustified assumption that anyone can just do health promotion without appropriate training. Some sectors do not understand or recognise health promotion and neither does the community. Strengths Cutting down cost for the economy by tackling health problems such as obesity, cardiovascular disease and cancer Community togetherness getting together as groups in the community Making new friends Cut down levels of depression with health promotion based on physical activity à ¢Ã¢â€š ¬Ã¢â‚¬Å" physical activity decreases the symptoms of depression. Physical activity releases endorphins, which may improve an individuals mood, exercise the immune systems chemicals that increases depression, due to body temperature increasing during exercise this produces a calming effect. Exercise also increases confidence and helps distractions of negative thoughts. Exercising may offer more opportunities to socialize and offers people a healthy way to cope with depression. Morin (2011) states that 33 percent of adults do not engage in any form of leisure time physical activity. Increasing physical activity improves depression. This is why health promotion for exercise is beneficial for everyone and will cut down the cost on the NHS prescriptions of antidepressants Behavioural Modifications in Health Promotion There many theories and models that are used in Health Promotion, however it depends what the focus of change of behaviour that is being worked out. For tackling obesity and to promote healthy eating the following theories may be found helpful. The stages of change model would assess the readiness of the community to change Learning theory, diffusion of innovations theory and communication theory would inform behavioural interventions to help people to make healthy food choices Community development theory would help in enabling the community to address barriers to having a healthy diet (for example through setting up a food co-operative) Policy theory would help with how to influence political processes (e.g. getting the council to set aside land for allotments). The Health Belief Model can also play a good role in health promotion. This model predicts and explains the health behaviours people decide to undertake, the Health Belief Model supposes that a person believes they can avoid a negative condition such as obesity, that an individual will expect positive results if they take recommended actions to avoid negative health conditions and that people believe that they can successfully take recommended health steps towards leading a positive healthy life. This model will also assist towards cutting costs on the NHS for all types of health problems. (Kansas State University College of Human Ecology, 2006) Is Health Promotion a good thing? Health Promotion is Prevention. Health Promotion is the practice of preventing disease and promoting good health within groups of people, from small communities to entire countries. Yes, Health Promotion is a good thing because it saves money and improves peoples quality of Life. If a community is healthy then it is spending less money on health care; meaning better economic productivity and improved quality of life for everybody. Health Promotion doesnt only help the adult population but it also helps children thrive. If a child is healthy then it will grow up to be a healthy adult, a healthy child attends school more often and performs better as a whole meaning they will be educated on health and fitness and hopefully carry it on through to their children too.

Macbeth: Power Is The Paradox :: essays research papers

Macbeth: Power Is The Paradox People have a hard time getting what they want; in fact, the things they want can be incompatible with each other. In Shakespeare's Macbeth, the protagonist is lured to murder the king, Duncan, by the desire for power, an appetite honed by witch's prophecies and his wife's encouragement. But when he reaches the kingship, he finds himself insecure. He attempts to remove threats that decrease his security, including his companion Banquo and his son Fleance, predicted to be king. His lords grow angry and revolt successfully, after witches lure Macbeth into a false sense of security by further foretelling. In Macbeth, we see that, despite appearances of contradiction, man's goals of comfort and power are forever opposed in increment, though the two may decline together. The power from knowledge causes discomfort. As often has been said, ignorance is bliss. After Macbeth is promised the throne, Banquo asks why Macbeth is less than ecstatic. "Good sir, why do you start, and seem to fear / Things that do sound so fair?" (Act I, Scene 3) Macbeth's new knowledge makes him uncomfortable, as he realizes the implications. His first thoughts considering murdering Duncan appear, and he is scared. After he commits the murder, Macbeth says, "To know my deed, 'twere best not know myself." (Act II, Scene 2) Knowing that has committed such a vile act makes him uncomfortable. It will be difficult to act innocent and to deal with his guilt. When he later decides to murder Banquo and Fleance, he tells his wife, "Be innocent of the knowledge, dearest chuck, / Till thou applaud the deed." (Act III, Scene 2) Hecate sets Macbeth up for his final fall. The security provided by the second set of predictions is only short-lived. Feeling there is no threat to his power, Macbeth acts wildly, bringing his downfall and loss of both comfort and security. The problem with knowledge was that it was power resulting in a decline in comfort. Those most comfortable have the least power. The enjoyment of security prevents strength. The Porter delivers an ironic speech on the evils of drink, explaining, "Lechery, sir, it provokes and unprovokes: it provokes the desire, but it takes away the performance: therefore much drink may be said to be an equivocator with lechery: it makes him, and it mars him; it sets him on, and it takes him off; it persuades him and disheartens him; makes him stand to and not stand to; in conclusion, equivocates him in a sleep, and giving him the lie, leaves him." (Act II, Scene 3) While drink may cause comfort, this is

Modernization Theory Essay

Modernization theory is a theory that explains the process of improvement from an older culture to the newest one as well as explains the changing ways of communication and media use in traditional and postmodern societies. The theory takes into consideration factors from a certain place with the assumption that traditional places can be developed to the most recent manners. Modernization theory does not only stress there to be a change but also response to that change. It also looks at internal dynamic while referring to social and cultural structures and the adaptation of new technologies. So essentially, what is modernization and what does this theory consist of? To put it simply, modernization is the economic growth within societies. And the modernization theory believes that there are steps to success for every country. Modernization theory evolved in three different time periods. The first wave appeared between the 1950s and 1960s. Western cultures and styles of living were the main goals to reach along with culture, motivations and achievements. Three variants that this first wave brought with them were one; economic developments in which mass media promote the global diffusion of many technical and social innovations that are essential to modernization, two; literacy and cultural developments allow for mas media to teach literacy and other essential skills and techniques and three; national identity development permits mass media to support national identities in new nations and attention to democratic policies. The second wave of modernization theory is a part of the critical theory that was popular in the 1970s and 1980s. This did not support but instead it criticized the influence of Western modernization. Within this criticism exists another theory called media dependency theory where developing countries are assumed to be dependent on mass media in the core of the Western world. The third wave of modernization theory began to rise in the 1990s. It is here that the modernization begins to be more neutral, neither in favor nor against Western modernization. Instead, it tries to expose the contradictions in the modernization process and simply help explain the consequences of modern living in contemporary society. The theory of modernization has its roots in the ideas of some scholars they produced different theories about the origins, characters, and future path of modern industrial society. Modernization theory is only optimistic and  full of contradictions. It is important to understa nd the history of a situation so a more realist approach can be taken to solve it. Now that the history is understood, it is possible to work with it and correct its faults so that the world will not be stuck anymore. The contemporary debate over modernization theory has in many respects circled back to researchers agendas. Alongside endless empirical studies of the correlation between wealth and democracy, scholars have tried to untangle precisely how and why economic and political developments are related. During the Cold War era, there were three successful theories of global evolution at the beginning of the twenty-first century. The Marxist school that compared modernization improvements with promotion of imperialism and social class exploitation has transformed into a larger liberal program, appealing to conflict against the United States and its limited allies as an instrument for more just economic distribution and more checks in global political expansion. The target of globalization more clearly identifies the problem of an enforced overseas model reducing cultural diversity and self-government; raising the profile of nationalism over the old subject of class struggle. It is not hard to understand why the hegemonic globalization school may be less outspoken, considering the fact that the meaning of its warnings of threats that can only be addressed in a world prepared under clear leadership and newly accommodated to containing political development that allows security dangers to progress and grow. Its neoconservative message calls for imposing a single model, more than comparing alternative approaches of nations and regions while accepting the benefits of diversity. Qualified studies done by multilateral globalization school show that modernization theory accepts that the merge is a long-term progression that must remain incomplete as civilizations find consolation in what distinguishes them. The fast pace of technological changes help accelerate integration, and there will be risk of increased interdependence and exposure that will only require more security collaboration. Yet the driving forces of the global system will remain states competing to gain an advantage in boosting their economies and national power. In the context of growing world integration, states will still be in competition to capitalize on modernization and shape the global system. Modernization theory predicts that strong economic growth raises homicide rate as it disrupts traditional modes of social organization and control. The same applies to higher levels of income, at least up to a certain point. It is only after a country has successfully developed and has reached a new more of socio-economic organization and non-traditional social reforms of control that crime rates can be expected to decline again – if not with the respect to property crime, then at least as concerns violent crime. This is compatible with modernization theory based on Durkheim n that moral individualism need not lead to higher rates of violence crimes as so-called organic solidarity will eventually substitute for traditional social control and constraints on individual behavior. Modernization theory is good for the greater of all but because it is a general theory its actions can be biased. Even with its contemporary works, it continues being a work in progress to make it better than what it is. Living in the twenty-first century only means more and faster technology, programs, data and many other things that are out there that certain places, countries and nations have possibly yet to discover or be aware of. Possibly, by giving that extra hand and helping one another as a civilization, this good for the greater of all can simply be greatness for all.

Rate Law and Activation Energy Essay

Introduction In this experiment we are analyzing the relationship between reaction rates at different concentrations and temperatures to determine the true rate constant, activation energy, reaction orders, and half-life of a reaction. The reaction of interest is the addition of a hydroxyl group to the nucleus of Crystal Violet. Crystal Violet, or hexamethylparaosaniline chloride for short, is a strongly colored purple dye with the chemical formula C25H30N3Cl and disassociates completely in solution. The relevant structure for this compound can be seen in figure 1 Figure 1 The base that is being used for the reaction is the strong base Sodium Hydroxide, or NaOH. This molecule also completely disassociates in water. Because measuring the concentrations of reactants is difficult in a simple lab setting, the reaction between Crystal Violet and Sodium Hydroxide will be measured through light absorbance. As the reaction between the chemicals takes place and the Crystal Violet receives the hydroxide the overall intensity of the purple color will decrease thus affecting the absorbance. The absorbance of the solution will be measured with a colorimeter as the reaction takes place and will be interpreted as a direct representation of concentration of Crystal Violet. After the reaction has taken place, through analysis of graphs plotting absorption vs. time, the natural log of absorption vs. time, and the inverse of absorption vs. time the reaction will be determined to be either zeroth, first, or second order with respect to crystal violet. From here the a pseudo rate constant can be determined, and using comparisons of different constants at different concentrations of NaOH solution and different temperatures, the reaction order with respect to hydroxide, the true rate constant for the reaction, and the activation energy for the reaction can all be determined with the following equations respectively. equation 1 Where k2’ is the pseudo rate constant of the reaction using twice the initial OH- concentration as is used in the k1’ reaction and n is equal to the reaction order with respect to OH-. equation 2 Where k’ is a pseudo rate constant based off of absorption and n is the reaction order with respect to OH- determined by equation 1. equation 3 Where k1 is the reaction constant at temperature T1, a is a constant that can be ignored due to the way the equation will be utilized, R is that gas constant, and Ea is the activation energy. Procedure The following materials were needed for the experiment: 4 100mL beakers 250mL beaker 2.5Ãâ€"10-5M Crystal Violet Stock solution 0.10M NaOH Stock solution Distilled Water 10 dry plastic cuvettes and caps Stirring rod Vernier Colorimeter 50mL volumetric pipet 100 µL syringe 2 10mL vials Logger Pro software Vernier computer interface Hot plate Vernier temperature probe 1. First, 100mL of 0.10M NaOH solution was obtained using a 50mL volumetric pipet, and 0.05M was prepared using a the pipet, the stock 0.10M NaOH solution, and distilled water. 2. The Logger Pro software was engaged and both the Vernier colorimeter and temperature probe were plugged into the appropriate channels. The temperature of the room was measured and the colorimeter was calibrated by setting the 0% light and 100% light conditions. 3. The colorimeter was set to 565nm and 1mL of 2.5Ãâ€"10-5M Crystal Violet solution was mixed with 1mL of 0.05M NaOH solution and quickly added to the colorimeter. Data correlating time, temperature, transmittance, and absorbance was then recorded for seven minutes as the reaction between the two solutions took place, and this data was saved. 4. This previous step was repeated two additional times with the 0.05M NaOH solution, and then three times with the 0.10M NaOH solution. 5. Last, two 10mL-vials of 0.05M NaOH and 2.5Ãâ€"10-5M Crystal Violet solution were prepared in a warm bath solution on the hot plate. Once the temperature reached 35ËšC and was recorded, steps BLANK through BLANK were repeated again twice with the heated solutions of Crystal Violet and 0.05M NaOH. All of the data that was collected was saved and distributed between the two lab partners and all excess solutions were disposed of properly under the fume hood. Results The following are the graphs obtained from the absorption and time recordings of the third run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC. figure 2 figure 3 figure 4 These plots show that the reaction order with respect to crystal violet is clearly 1st order due to the great r2 value of the linear trend line. Since our pseudo rate constant based off of absorption is equal to the negative slope of our linear plot, our k’ in for the reaction of 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC is 0.1894. These next three plots are the graphs obtained from the absorption and time recordings of the first run for the reaction between 1mL of 0.10M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.50ËšC. figure 5 figure 6 figure 7 As expected, these results still indicate a reaction order of 1 with respect to crystal violet as demonstrated by the linear plot on the figure 6. Our k’ in for the reaction of 1mL of 0.10M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.50ËšC is 0.2993. Now that we have two pseudo reaction constants in which the OH- concentration differs by a factor of 2, we can use equation 1 to obtain the reaction order with respect to OH-. Since the reaction order must be an integer we can see that the n must be 1. It is now know that for the reaction, the reaction orders with respect to both reactants are 1. At this point, the true rate constant can be determined using equation 2, where n is 1, the initial concentration of OH- is 0.05, and the pseudo rate constant k’ is 0.1894. These next three plots are the graphs obtained from the absorption and time recordings of the first run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 36.09ËšC. figure 8 figure 9 figure 10 Once again it is apparent from the three plots that the reaction is first order with respect to crystal violet. However, the reason we performed this last kinetic run was to obtain a value for k at a different temperature. This way we have two sets of values for equation 3 with two temperatures, and two rate constants. With this information we can cut out the pre-exponential factor a and solve for the activation energy. But first k must again be calculated for the reaction at the new temperature. Doing this the same way as done in calculation 2, we obtain a reaction constant of 4.964 – a higher value, which is to be expected with the increase in temperature. Now, manipulating equation 4 we obtain that equation 4 While plugging the proper values provides which after some arithmetic leads to a calculated Ea of 15,254.67J, or 15.25467kJ. The calculation for half-lives for the different conditions is simple, and just requires the following equation. equation 5 When using the rate constant found in calculation 1, t1/2 for the kinetic run for the reaction between 1mL of 0.05M NaOH and 1mL of and 2.5Ãâ€"10-5M Crystal Violet carried out at 22.62ËšC is found to be 0.183 seconds. Error Analysis In this experiment there are several things calculated and several sources of error to take into account. Error needs to be calculated for the rate constants k, for the half-lives, and for activation energy. The errors for the pseudo-rate constants are obtained using the LLS method. Once these are obtained the next step is to calculate the error in the true rate constants. When calculating the error in true rate constant once must apply both the error in the pseudo rate constant and the error in the measurement of volume for the 100 µL syringe as it pertains to the concentration of hydroxide. The error in the syringe is 0.02mL, which for 0.05M NaOH solution leads to an error in concentration of approximately 1Ãâ€"10-3M and 2Ãâ€"10-3M for 0.10M NaOH. Equation 2 is manipulated to solve for the true rate constant. The following equation is used to solve for the error in the true rate constant. equation 6 And when the derivatives are solved is equal to equation 7 And when the numbers are plugged in for the first kinetic run looks like calculation =.08 In other words, the rate constant for the first kinetic run came out to be 3.79 ±.08. Now when calculating the error in the half-life the only thing that has to be taken into consideration is the error in the rate constant, which was just calculated above. Using the same method, equation 5 is solved for half-life, and the error is calculated like so. equation 8 Which after the derivatives are solved is equal to equation 9 And of course after the correct values for example the first kinetic run are plugged in provides calculation = .004 And last but nowhere near least, is the error analysis for the activation energy. With this the error for the true rate constant must again be taken into consideration, and the error for the temperature probe. The error for the true rate constant has already been calculated, while the error for the temperature probe is provided in the lab manual as being  ±0.03K. Taking these into consideration, a very complex process follows. The same process as above was used but involving much more complicated and lengthy derivatives. First equation 3 was manipulated to the following form. equation 10 The derivative of this equation with respect to each variable (T1, T2, K1, and K2) was then taken squared, and multiplied by the square of the respective variables uncertainty. These were added up and the square root was taken as in the above methods. The end result was a calculated error of 2 KJ for the calculated activation energy of 15kJ. Figure 11 Overall this lab was very successful in the use of absorption as a method of monitoring change in concentration. The calculated errors all seem to be about what one might expect. This lab was very analytical outside of one glaring hole. You can see in figure 9 a slight curve in the plot that isn’t found on either figure 3 or figure 6. To me this seems to be because the reactants are heated up to a temperature around 35-36ËšC, but once the chemicals are mixed and placed in the cuvette the temperature is no longer controlled as the reaction takes place for the following seven minutes. Thus, as the temperature falls the rate of the reaction slows, and the pseudo rate constant is lower than it should be. This of course leads to a rate constant lower than it should be, and then the activation energy is affected as well. If I were going to change one thing about the lab, I would try and do something to control the temperature as the reaction persisted. Aside from that, there is little room for error outside of obvious blunders. Conclusion A reasonable value for activation energy was calculated from the data collected in this experiment. There were no major mistakes made in the laboratory, and the calculations all went smoothly. This experiment demonstrated that there are creative ways around difficult problems in the laboratory, such as measuring absorption in place of concentration to follow the progress of a reaction. References- Alberty, A. A.; Silbey, R. J. Physical Chemistry, 2nd ed.; Wiley: New York, 1997. Department of Chemistry. (2013, Spring). CHEMISTRY 441G Physical Chemistry Laboratory Manual. Lexington: University of Kentucky

The 13 Hardest SAT Math Questions Ever

The 13 Hardest SAT Math Questions Ever SAT / ACT Prep Online Guides and Tips Want to test yourself against the most difficult SAT math questions? Want to know what makes these questions so difficult and how best to solve them? If you’re ready to really sink your teeth into the SAT math section and have your sights set on that perfect score, then this is the guide for you. We’ve put together what we believe to be the 13 most difficult questions for the new 2016 SAT, with strategies and answer explanations for each. These are all hard SAT Math questions from College Board SAT practice tests, which means understanding them is one of the best ways to study for those of you aiming for perfection. Image: Sonia Sevilla/Wikimedia Brief Overview of SAT Math The third and fourth sections of the SAT will always be math sections. The first math subsection (labeled "3") does not allow you to use a calculator, while the second math subsection (labeled as "4") does allow the use of a calculator. Don't worry too much about the no-calculator section, though: if you're not allowed to use a calculator on a question, it means you don’t need a calculator to answer it. Each math subsection is arranged in order of ascending difficulty (where the longer it takes to solve a problem and the fewer people who answer it correctly, the more difficult it is). On each subsection, question 1 will be â€Å"easy† and question 15 will be considered â€Å"difficult.† However, the ascending difficulty resets from easy to hard on the grid-ins. Hence, multiple choice questions are arranged in increasing difficulty (questions 1 and 2 will be the easiest, questions 14 and 15 will be the hardest), but the difficulty level resets for the grid-in section (meaning questions 16 and 17 will again be â€Å"easy† and questions 19 and 20 will be very difficult). With very few exceptions, then, the most difficult SAT math problems will be clustered at the end of the multiple choice segments or the second half of the grid-in questions. In addition to their placement on the test, though, these questions also share a few other commonalities. In a minute, we'll look at example questions and how to solve them, then analyze them to figure out what these types of questions have in common. But First: Should You Be Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep (or if you’ve simply skipped this first, crucial step), definitely stop and take a full practice test to gauge your current scoring level. Check out our guide to all the free SAT practice tests available online and then sit down to take a test all at once. The absolute best way to assess your current level is to simply take the SAT practice test as if it were real, keeping strict timing and working straight through with only the allowed breaks (we know- probably not your favorite way to spend a Saturday). Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate SAT Math score. If you’re currently scoring in the 200-400 or the 400-600 range on SAT Math, your best bet is first to check out our guide to improving your math score to be consistently at or over a 600 before you start in trying to tackle the most difficult math problems on the test. If, however, you're already scoring above a 600 on the Math section and want to test your mettle for the real SAT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult SAT math questions look like and how to solve them. And luckily, that’s exactly what we’ll do. WARNING: Since there are a limited number of official SAT practice tests, you may want to wait to read this article until you've attempted all or most of the first four official practice tests (since the questions below were taken from those tests). If you're worried about spoiling those tests, stop reading this guide now; come back and read it when you've completed them. Now let's get to our list of questions (whoo)! Image: Niytx/DeviantArt The 13 Hardest SAT Math Questions Now that you’re sure you should be attempting these questions, let’s dive right in! We've curated 13 of the most difficult SAT Math questions for you to try below, along with walkthroughs of how to get the answer (if you're stumped). No Calculator SAT Math Questions Question 1 $$C=5/9(F-32)$$ The equation above shows how temperature $F$, measured in degrees Fahrenheit, relates to a temperature $C$, measured in degrees Celsius. Based on the equation, which of the following must be true? A temperature increase of 1 degree Fahrenheit is equivalent to a temperature increase of $5/9$ degree Celsius. A temperature increase of 1 degree Celsius is equivalent to a temperature increase of 1.8 degrees Fahrenheit. A temperature increase of $5/9$ degree Fahrenheit is equivalent to a temperature increase of 1 degree Celsius. A) I onlyB) II onlyC) III onlyD) I and II only ANSWER EXPLANATION:Think of the equation as an equation for a line $$y=mx+b$$ where in this case $$C= {5}/{9} (F−32)$$ or $$C={5}/{9}F −{5}/{9}(32)$$ You can see the slope of the graph is ${5}/{9}$, which means that for an increase of 1 degree Fahrenheit, the increase is ${5}/{9}$ of 1 degree Celsius. $$C= {5}/{9} (F)$$ $$C= {5}/{9} (1)= {5}/{9}$$ Therefore, statement I is true. This is the equivalent to saying that an increase of 1 degree Celsius is equal to an increase of ${9}/{5}$ degrees Fahrenheit. $$C= {5}/{9} (F)$$ $$1= {5}/{9} (F)$$ $$(F)={9}/{5}$$ Since ${9}/{5}$ = 1.8, statement II is true. The only answer that has both statement I and statement II as true is D, but if you have time and want to be absolutely thorough, you can also check to see if statement III (an increase of ${5}/{9}$ degree Fahrenheit is equal to a temperature increase of 1 degree Celsius) is true: $$C= {5}/{9} (F)$$ $$C= {5}/{9} ({5}/{9})$$ $$C= {25} /{81} (\which \is ≠  1)$$ An increase of $5/9$ degree Fahrenheit leads to an increase of ${25}/{81}$, not 1 degree, Celsius, and so Statement III is not true. The final answer is D. Question 2 The equation ${24x^2 + 25x -47}/{ax-2} = -8x-3-{53/{ax-2}}$ is true for all values of $x≠ 2/a$, where $a$ is a constant. What is the value of $a$? A) -16B) -3C) 3D) 16 ANSWER EXPLANATION: There are two ways to solve this question. The faster way is to multiply each side of the given equation by $ax-2$ (so you can get rid of the fraction). When you multiply each side by $ax-2$, you should have: $$24x^2 + 25x - 47 = (-8x-3)(ax-2) - 53$$ You should then multiply $(-8x-3)$ and $(ax-2)$ using FOIL. $$24x^2 + 25x - 47 = -8ax^2 - 3ax +16x + 6 - 53$$ Then, reduce on the right side of the equation $$24x^2 + 25x - 47 = -8ax^2 - 3ax +16x - 47$$ Since the coefficients of the $x^2$-term have to be equal on both sides of the equation, $−8a = 24$, or $a = −3$. The other option which is longer and more tedious is to attempt to plug in all of the answer choices for a and see which answer choice makes both sides of the equation equal. Again, this is the longer option, and I do not recommend it for the actual SAT as it will waste too much time. The final answer is B. Question 3 If $3x-y = 12$, what is the value of ${8^x}/{2^y}$? A) $2^{12}$B) $4^4$C) $8^2$D) The value cannot be determined from the information given. ANSWER EXPLANATION: One approach is to express $${8^x}/{2^y}$$ so that the numerator and denominator are expressed with the same base. Since 2 and 8 are both powers of 2, substituting $2^3$ for 8 in the numerator of ${8^x}/{2^y}$ gives $${(2^3)^x}/{2^y}$$ which can be rewritten $${2^3x}/{2^y}$$ Since the numerator and denominator of have a common base, this expression can be rewritten as $2^(3x−y)$. In the question, it states that $3x − y = 12$, so one can substitute 12 for the exponent, $3x − y$, which means that $${8^x}/{2^y}= 2^12$$ The final answer is A. Question 4 $${8-i}/{3-2i}$$ If the expression above is rewritten in the form $a+bi$, where $a$ and $b$ are real numbers, what is the value of $a$? (Note: $i=√{-1}$) ANSWER EXPLANATION: To rewrite ${8-i}/{3-2i}$ in the standard form $a + bi$, you need to multiply the numerator and denominator of ${8-i}/{3-2i}$ by the conjugate, $3 + 2i$. This equals $$({8-i}/{3-2i})({3+2i}/{3+2i})={24+16i-3+(-i)(2i)}/{(3^2)-(2i)^2}$$ Since $i^2=-1$, this last fraction can be reduced simplified to $$ {24+16i-3i+2}/{9-(-4)}={26+13i}/{13}$$ which simplifies further to $2 + i$. Therefore, when${8-i}/{3-2i}$ is rewritten in the standard form a + bi, the value of a is 2. The final answer is A. Question 5 In triangle $ABC$, the measure of $∠ B$ is 90 °, $BC=16$, and $AC$=20. Triangle $DEF$ is similar to triangle $ABC$, where vertices $D$, $E$, and $F$ correspond to vertices $A$, $B$, and $C$, respectively, and each side of triangle $DEF$ is $1/3$ the length of the corresponding side of triangle $ABC$. What is the value of $sinF$? ANSWER EXPLANATION: Triangle ABC is a right triangle with its right angle at B. Therefore, $\ov {AC}$ is the hypotenuse of right triangle ABC, and $\ov {AB}$ and $\ov {BC}$ are the legs of right triangle ABC. According to the Pythagorean theorem, $$AB =√{20^2-16^2}=√{400-256}=√{144}=12$$ Since triangle DEF is similar to triangle ABC, with vertex F corresponding to vertex C, the measure of $\angle ∠  {F}$ equals the measure of $\angle ∠  {C}$. Therefore, $sin F = sin C$. From the side lengths of triangle ABC, $$sinF ={\opposite \side}/{\hypotenuse}={AB}/{AC}={12}/{20}={3}/{5}$$ Therefore, $sinF ={3}/{5}$. The final answer is ${3}/{5}$ or 0.6. Calculator-Allowed SAT Math Questions Question 6 The incomplete table above summarizes the number of left-handed students and right-handed students by gender for the eighth grade students at Keisel Middle School. There are 5 times as many right-handed female students as there are left-handed female students, and there are 9 times as many right-handed male students as there are left-handed male students. if there is a total of 18 left-handed students and 122 right-handed students in the school, which of the following is closest to the probability that a right-handed student selected at random is female? (Note: Assume that none of the eighth-grade students are both right-handed and left-handed.) A) 0.410B) 0.357C) 0.333D) 0.250 ANSWER EXPLANATION: In order to solve this problem, you should create two equations using two variables ($x$ and $y$) and the information you’re given. Let $x$ be the number of left-handed female students and let $y$ be the number of left-handed male students. Using the information given in the problem, the number of right-handed female students will be $5x$ and the number of right-handed male students will be $9y$. Since the total number of left-handed students is 18 and the total number of right-handed students is 122, the system of equations below must be true: $$x + y = 18$$ $$5x + 9y = 122$$ When you solve this system of equations, you get $x = 10$ and $y = 8$. Thus, 5*10, or 50, of the 122 right-handed students are female. Therefore, the probability that a right-handed student selected at random is female is ${50}/{122}$, which to the nearest thousandth is 0.410. The final answer is A. Questions 7 8 Use the following information for both question 7 and question 8. If shoppers enter a store at an average rate of $r$ shoppers per minute and each stays in the store for average time of $T$ minutes, the average number of shoppers in the store, $N$, at any one time is given by the formula $N=rT$. This relationship is known as Little's law. The owner of the Good Deals Store estimates that during business hours, an average of 3 shoppers per minute enter the store and that each of them stays an average of 15 minutes. The store owner uses Little's law to estimate that there are 45 shoppers in the store at any time. Question 7 Little's law can be applied to any part of the store, such as a particular department or the checkout lines. The store owner determines that, during business hours, approximately 84 shoppers per hour make a purchase and each of these shoppers spend an average of 5 minutes in the checkout line. At any time during business hours, about how many shoppers, on average, are waiting in the checkout line to make a purchase at the Good Deals Store? ANSWER EXPLANATION: Since the question states that Little’s law can be applied to any single part of the store (for example, just the checkout line), then the average number of shoppers, $N$, in the checkout line at any time is $N = rT$, where $r$ is the number of shoppers entering the checkout line per minute and $T$ is the average number of minutes each shopper spends in the checkout line. Since 84 shoppers per hour make a purchase, 84 shoppers per hour enter the checkout line. However, this needs to be converted to the number of shoppers per minute (in order to be used with $T = 5$). Since there are 60 minutes in one hour, the rate is ${84 \shoppers \per \hour}/{60 \minutes} = 1.4$ shoppers per minute. Using the given formula with $r = 1.4$ and $T = 5$ yields $$N = rt = (1.4)(5) = 7$$ Therefore, the average number of shoppers, $N$, in the checkout line at any time during business hours is 7. The final answer is 7. Question 8 The owner of the Good Deals Store opens a new store across town. For the new store, the owner estimates that, during business hours, an average of 90 shoppers per hour enter the store and each of them stays an average of 12 minutes. The average number of shoppers in the new store at any time is what percent less than the average number of shoppers in the original store at any time? (Note: Ignore the percent symbol when entering your answer. For example, if the answer is 42.1%, enter 42.1) ANSWER EXPLANATION: According to the original information given, the estimated average number of shoppers in the original store at any time (N) is 45. In the question, it states that, in the new store, the manager estimates that an average of 90 shoppers per hour (60 minutes) enter the store, which is equivalent to 1.5 shoppers per minute (r). The manager also estimates that each shopper stays in the store for an average of 12 minutes (T). Thus, by Little’s law, there are, on average, $N = rT = (1.5)(12) = 18$ shoppers in the new store at any time. This is $${45-18}/{45} x 100 = 60$$ percent less than the average number of shoppers in the original store at any time. The final answer is 60. Question 9 A grain silo is built from two right circular cones and a right circular cylinder with internal measurements represented by the figure above. Of the following, which is closest to the volume of the grain silo, in cubic feet? A) 261.8B) 785.4C) 916.3D) 1047.2 ANSWER EXPLANATION: The volume of the grain silo can be found by adding the volumes of all the solids of which it is composed (a cylinder and two cones). The silo is made up of a cylinder (with height 10 feet and base radius 5 feet) and two cones (each with height 5 ft and base radius 5 ft). The formulas given at the beginning of the SAT Math section: Volume of a Cone $$V={1}/{3}Ï€r^2h$$ Volume of a Cylinder $$V=Ï€r^2h$$ can be used to determine the total volume of the silo. Since the two cones have identical dimensions, the total volume, in cubic feet, of the silo is given by $$V_{silo}=Ï€(5^2)(10)+(2)({1}/{3})Ï€(5^2)(5)=({4}/{3})(250)Ï€$$ which is approximately equal to 1,047.2 cubic feet. The final answer is D. Question 10 If $x$ is the average (arithmetic mean) of $m$ and $9$, $y$ is the average of $2m$ and $15$, and $z$ is the average of $3m$ and $18$, what is the average of $x$, $y$, and $z$ in terms of $m$? A) $m+6$B) $m+7$C) $2m+14$D) $3m + 21$ ANSWER EXPLANATION: Since the average (arithmetic mean) of two numbers is equal to the sum of the two numbers divided by 2, the equations $x={m+9}/{2}$, $y={2m+15}/{2}$, $z={3m+18}/{2}$are true. The average of $x$, $y$, and $z$ is given by ${x + y + z}/{3}$. Substituting the expressions in m for each variable ($x$, $y$, $z$) gives $$[{m+9}/{2}+{2m+15}/{2}+{3m+18}/{2}]/3$$ This fraction can be simplified to $m + 7$. The final answer is B. Question 11 The function $f(x)=x^3-x^2-x-{11/4}$ is graphed in the $xy$-plane above. If $k$ is a constant such that the equation $f(x)=k$ has three real solutions, which of the following could be the value of $k$? ANSWER EXPLANATION: The equation $f(x) = k$ gives the solutions to the system of equations $$y = f(x) = x^3-x^2-x-{11}/{4}$$ and $$y = k$$ A real solution of a system of two equations corresponds to a point of intersection of the graphs of the two equations in the $xy$-plane. The graph of $y = k$ is a horizontal line that contains the point $(0, k)$ and intersects the graph of the cubic equation three times (since it has three real solutions). Given the graph, the only horizontal line that would intersect the cubic equation three times is the line with the equation $y = −3$, or $f(x) = −3$. Therefore, $k$ is $-3$. The final answer is D. Question 12 $$q={1/2}nv^2$$ The dynamic pressure $q$ generated by a fluid moving with velocity $v$ can be found using the formula above, where $n$ is the constant density of the fluid. An aeronautical engineer users the formula to find the dynamic pressure of a fluid moving with velocity $v$ and the same fluid moving with velocity 1.5$v$. What is the ratio of the dynamic pressure of the faster fluid to the dynamic pressure of the slower fluid? ANSWER EXPLANATION: To solve this problem, you need to set up to equations with variables. Let $q_1$ be the dynamic pressure of the slower fluid moving with velocity $v_1$, and let $q_2$ be the dynamic pressure of the faster fluid moving with velocity $v_2$. Then $$v_2 =1.5v_1$$ Given the equation $q = {1}/{2}nv^2$, substituting the dynamic pressure and velocity of the faster fluid gives $q_2 = {1}/{2}n(v_2)^2$. Since $v_2 =1.5v_1$, the expression $1.5v_1$ can be substituted for $v_2$ in this equation, giving $q_2 = {1}/{2}n(1.5v_1)^2$. By squaring $1.5$, you can rewrite the previous equation as $$q_2 = (2.25)({1}/{2})n(v_1)^2 = (2.25)q_1$$ Therefore, the ratio of the dynamic pressure of the faster fluid is $${q2}/{q1} = {2.25 q_1}/{q_1}= 2.25$$ The final answer is 2.25 or 9/4. Question 13 For a polynomial $p(x)$, the value of $p(3)$ is $-2$. Which of the following must be true about $p(x)$? A) $x-5$ is a factor of $p(x)$.B) $x-2$ is a factor of $p(x)$.C) $x+2$ is a factor of $p(x)$.D) The remainder when $p(x)$ is divided by $x-3$ is $-2$. ANSWER EXPLANATION: If the polynomial $p(x)$ is divided by a polynomial of the form $x+k$ (which accounts for all of the possible answer choices in this question), the result can be written as $${p(x)}/{x+k}=q(x)+{r}/{x+k}$$ where $q(x)$ is a polynomial and $r$ is the remainder. Since $x + k$ is a degree-1 polynomial (meaning it only includes $x^1$ and no higher exponents), the remainder is a real number. Therefore, $p(x)$ can be rewritten as $p(x) = (x + k)q(x) + r$, where $r$ is a real number. The question states that $p(3) = -2$, so it must be true that $$-2 = p(3) = (3 + k)q(3) + r$$ Now we can plug in all the possible answers. If the answer is A, B, or C, $r$ will be $0$, while if the answer is D, $r$ will be $-2$. A. $-2 = p(3) = (3 + (-5))q(3) + 0$$-2=(3-5)q(3)$$-2=(-2)q(3)$ This could be true, but only if $q(3)=1$ B. $-2 = p(3) = (3 + (-2))q(3) + 0$$-2 = (3-2)q(3)$$-2 = (-1)q(3)$ This could be true, but only if $q(3)=2) C. $-2 = p(3) = (3 + 2)q(3) + 0$$-2 = (5)q(3)$ This could be true, but only if $q(3)={-2}/{5}$ D. $-2 = p(3) = (3 + (-3))q(3) + (-2)$$-2 = (3 - 3)q(3) + (-2)$$-2 = (0)q(3) + (-2)$ This will always be true no matter what $q(3)$ is. Of the answer choices, the only one that must be true about $p(x)$ is D, that the remainder when $p(x)$ is divided by $x-3$ is -2. The final answer is D. Want to improve your SAT score by 160 points? We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: You deserve all the naps after running through those questions. What Do the Hardest SAT Math Questions Have in Common? It’s important to understand what makes these hard questions â€Å"hard.† By doing so, you’ll be able to both understand and solve similar questions when you see them on test day, as well as have a better strategy for identifying and correcting your previous SAT math errors. In this section, we’ll look at what these questions have in common and give examples of each type. Some of the reasons why the hardest math questions are the hardest math questions is because they: #1: Test Several Mathematical Concepts at Once Here, we must deal with imaginary numbers and fractions all at once. Secret to success: Think of what applicable math you could use to solve the problem, do one step at a time, and try each technique until you find one that works! #2: Involve a Lot of Steps Remember: the more steps you need to take, the easier to mess up somewhere along the line! We must solve this problem in steps (doing several averages) to unlock the rest of the answers in a domino effect. This can get confusing, especially if you're stressed or running out of time. Secret to success: Take it slow, take it step by step, and double-check your work so you don't make mistakes! #3: Test Concepts That You Have Limited Familiarity With For example, many students are less familiar with functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. If you don't know your way around functions, this would be a tricky problem. Secret to success: Review math concepts that you don't have as much familiarity with such as functions. We suggest using our great free SAT Math review guides. #4: Are Worded in Unusual or Convoluted Ways It can be difficult to figure out exactly what some questions are asking, much less figure out how to solve them. This is especially true when the question is located at the end of the section, and you are running out of time. Because this question provides so much information without a diagram, it can be difficult to puzzle through in the limited time allowed. Secret to success: Take your time, analyze what is being asked of you, and draw a diagram if it's helpful to you. #5: Use Many Different Variables With so many different variables in play, it is quite easy to get confused. Secret to success: Take your time, analyze what is being asked of you, and consider if plugging in numbers is a good strategy to solve the problem (it wouldn't be for the question above, but would be for many other SAT variable questions). The Take-Aways The SAT is a marathon and the better prepared you are for it, the better you'll feel on test day. Knowing how to handle the hardest questions the test can throw at you will make taking the real SAT seem a lot less daunting. If you felt that these questions were easy, make sure not underestimate the effect of adrenaline and fatigue on your ability to solve problems. As you continue to study, always adhere to the proper timing guidelines and try to take full tests whenever possible. This is the best way to recreate the actual testing environment so that you can prepare for the real deal. If you felt these questions were challenging, be sure to strengthen your math knowledge by checking out our individual math topic guides for the SAT. There, you'll see more detailed explanations of the topics in question as well as more detailed answer breakdowns. What’s Next? Felt that these questions were harder than you were expecting? Take a look at all the topics covered in the SAT math section and then note which sections were particular difficulty for you. Next, take a gander at our individual math guides to help you shore up any of those weak areas. Running out of time on the SAT math section? Our guide will help you beat the clock and maximize your score. Aiming for a perfect score? Check out our guide on how to get a perfect 800 on the SAT math section, written by a perfect-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Discussion question Essay Example | Topics and Well Written Essays - 1250 words

Discussion question - Essay Example Effectiveness will determine the success of organizational performance, but efficiency only contributes to that success and does not play a direct role in performance outcomes. An organization may be extremely efficient and what they do, but if they are not effective then the short term and long-term goals and objectives will not likely be met. It is possible to simultaneously manage effectiveness and efficiency because these two concepts are linked to each other. However, effectiveness should be focused on first because if an organization is not effective then it will not matter how efficient it is. It is up to managers to put ideas into place that can assist in the efficiency of organizational performance. Efficiency can always be improved on later but effectiveness must be put into practice first because it will set the right tone throughout a work organization. Effectiveness concerns the board members and investors because they do not get to see the day to day operations of a bus iness, while efficiency is something that managers must be focused on because that will affect the effectiveness of organizational performance. ... Management theories must always take societal forces into account and also predict future changes in society that will have an effect on the workplace. For example, 100 years ago women were not common in the workplace, especially after they had a child. Because many women choose to pursue a career first instead of starting a family, management practices need to allow for the fact that most women do want to have a baby at some point. By taking this into account, managers can plan for the absence of a female employee, assist them in some way while they take time off, and help to reintegrate them back into the workplace after they have given birth. Another area that has changed over the last few decades is in terms of working hours. Previously most people would work a 9 to 5 job with very little room for flexibility, but nowadays it is commonplace for employees to allow their workers to adjust their working hours based on their own individual needs. New management techniques are a respo nse to these forces because managers are always going to want their workers to be efficient, and changing management techniques are inevitable to make this possible. 3- Based in your experience at work or school, describe some ways in which the principles of scientific management and bureaucracy are still used in organizations. Do you believe these characteristics will ever cease to be a part of organizational life? Discuss I do not really have any personal experiences with principles of scientific management, but I do think that Frederick Taylor's principles are still used through many workplaces and schools today. Although scientific management was first

The Roman Catholic Church Essay Example | Topics and Well Written Essays - 1250 words

The Roman Catholic Church - Essay Example Roman Catholics are seen as Christians in their communion to the Pope. Over the world, there are over a billion members following the Catholic Church. In the following essay, we will describe in Part I the organization of the Roman Catholic Church through, then in part II we will discuss about the role of this religion in one's life with the role of the Pope, the Saints and the Bible. Finally, in Part III, we will compare the Roman Catholic Church with Islam. Roman Catholicism - as other Christian denominations, Judaism and Islam - is a monotheistic religion. The Catholic Church believes that God is one, eternal, all-powerful, all-knowing and omnipresent. However, the Roman Catholic Church is also a Trinitarian religion, meaning that even though God is only one in nature, essence and being, He exists in three divine persons: the Son, the Father and the Holy Spirit. They are all identical in essence but differ in their relationship to one another which constitutes the Holy Trinity. Faith in God is the keystone, the most fundamental Catholic belief but also faith in the relationship of these three divine entities as being one. Roman Catholics believe that the Son, the second divine person, has been incarnated as Jesus Christ. Born of the Virgin Mary, he is considered by Catholics to be truly divine and as the same time truly human, teaching how to live through his words and his acts and revealing God as love. Even though Roman Catholicism is composed of numerous places of worship such as cathedrals, churches, chapels and oratories, there is no particular rule for Christians to worship in these places. They can worship in any place as God is omnipresent. However, within these places are held the Eucharistic liturgy - the Celebration of the Mystery of Christ, especially the Paschal Mystery of his death and resurrection - which is considered as the high point of its activity and the source of its life and strength. Within these places of worship, Catholics are particularly focused on the altar, the tabernacle, the place in which chrism and other holy oils are kept, the seat of the bishop or priest, and the baptismal font. The Christian Roman Church recognizes and administers seven sacraments, considered as gifts from Christ to his Church: Baptism, Confirmation, Eucharist, Reconciliation, Anointing of the Sick, Holy Orders and Matrimony. Not every person will receive every sacrament, but they are considered by the Roman Catholic Church as necessary to salvation, conferring each sacrament's special graces, forgiveness of sins, adoption as children of God, conformation to Christ, and membership of the Church. There are numerous holidays and days of observance through the year for Roman Catholics. However, we will only insist on some major events in this essay. Christmas Eve and Christmas day celebrates the arrival of May and Joseph in Bethlehem and the birth of Jesus Christ. Ash Wednesday is an observance to begin the 40 day season of the Lent, a time of reflection and preparation for Holy Week and Easter, a time of intense devotion, it is observed by fasting, frequent worship and acts of charity. Easter commemorates the resurrection of Jesus Christ after his crucifixion. Good Friday is a remembrance of the crucifixion of Christ. Finally, Sundays are considered as days of observance commemorating the rest of God after creating earth during six