Tuesday, November 26, 2019

The Basic Guide to Integers on SAT Math

The Basic Guide to Integers on SAT Math SAT / ACT Prep Online Guides and Tips Many SAT math questions involve the use of integers, especially in the early and middle ranges of each math section. This means that integers are a foundational element to SAT math and you should have a solid understanding of what integers are and how they work if you want to do well on the SAT math section. This guide will cover the basics of integers- what they are, how they relate to one another, and how you’ll see them on the test. For the more advanced integer concepts (including prime numbers, absolute values, exponents, and roots), check out our advanced guide to SAT integers. What is an Integer? An integer is a whole number. This means an integer is any number that is NOT expressed via a decimal or a fraction. Integers include all negative whole numbers, all positive whole numbers, and zero. Examples of Integers: -55, -2, 0, 14, 10,699 NOT integers: $Ï€$, $2/3$, 0.787 Think of integers as something you cannot split. For example, you cannot have half a marble in a box (unless you are either very strong or very careless). Positive and Negative Integers A number line is used to demonstrate how numbers relate to each other and to zero. All numbers to the right of zero are positive numbers. All numbers to the left of zero are negative numbers. Positive numbers get larger the farther they are from zero For example, 154 is larger than 12 because 154 is farther away from zero along the number line in a positive direction (to the right). Negative numbers get smaller the farther away they are from zero For example, -154 is smaller than -12 because -154 is a farther away from zero along the number line in a negative direction (to the left). A positive number is always larger than any negative number. For example, 1 is larger than -1,109. Typical Integer Questions on SAT Math Most SAT integer questions are a combination of word problem and equation problem. The test makers will tell you that the problem involves integers by explicitly using the word "integer" in the passage. You will then be asked to solve a given equation or identify whether or not certain equations are true. You must know that an integer means a whole number (and that integers include negative numbers and zero) to solve these problems. We will go through the rules of how integers behave with one another in order to make sense of these kinds of questions. Sometimes you’ll have to answer more abstract questions about how integers relate to one another when you add, subtract, multiply and divide them. You do not need to find a numerical answer for these types of questions, but you must instead identify whether certain equations will be even or odd, positive or negative. If $a$ is an odd integer and $b$ is an even integer, which of the following is an odd integer? A) $3b$B) $a+3$C) $2(a+b)$D) $a+2b$E) $2a+b$ There are two ways to go about solving these kinds of questions- you can either memorize how integers interact, or you can plug in your own sample numbers. For example, in the charts below, you'll see that: $\a\positive\number * \a\positive\number$ will always result in a positive number. If you forget this rule, you can always try it by saying $2 * 3 = 6$. Because you can always find these results by plugging in your own numbers, these rules are categorized as "good to know," not "necessary to know." negative * negative = positive $-2 * -3 = 6$ positive * positive = positive $2 * 3 = 6$ negative * positive = negative $-2 * 3 = -6$ Another way to think of this is, "When multiplying numbers, the result is always positive unless you’re multiplying a positive number and a negative number." odd * odd = odd $3 * 5 = 15$ even * even = even $2 * 4 = 8$ odd * even = even $3 * 4 = 12$ Another way to think of this is, "When multiplying numbers, the result is always even unless multiplying an odd number and an odd number." odd +/- odd = even $5 + 7 = 12$ even +/- even = even $10 - 6 = 4$ odd +/- even = odd $5 + 6 = 11$ Another way to think of this is, "When adding or subtracting numbers, the result is always even unless adding or subtracting an odd number and an even number." By understanding these rules (and/or by testing them out using your own numbers), you will be able to answer more complicated theoretical questions. Why is six afraid of seven? Because 7, 8, 9! Hardy-har-har. If we revisit the question above, knowing what we do now about number relationships, we can go through our answer choices to find the correct answer: If $a$ is an odd integer and $b$ is an even integer, which of the following is an odd integer? A) $3b$B) $a+3$C) $2(a+b)$D) $a+2b$E) $2a+b$ Choice A is incorrect, because $b$is an even integer. And we know that an even number * an odd number = an even number. Choice B is incorrect because $a$is an odd integer. And we know that an odd number + an odd number = an even number. Choice C is incorrect because $a$is an odd integer and $b$is an even integer. An even number + an odd number = an odd number. And an odd number * an even number (in this case 2) = an even number. Choice D is correct. Twice $b$ will be even, because an even number * an even number = an even number. And the final result will be odd because an odd number ($a$) + an even number ($2b$) = an odd number. Choice E is incorrect. Twice an odd number ($a$) will be an even number, because an even number * an odd number = an even number. And an even number + an even number = an even number. So your final answer is D, $a + 2b$. You can see how you could also solve this by double-checking these rules by using your own numbers. If you assign an odd number to $a$ and an even number to $b$, you can test out each option in about the same amount of time it would take you to go through your rules like this. So for this question, you could have said $a$ was 3 and $b$ was 4. Then option D would have looked like this: $3 + 2(4) = 11$ Again, because you can figure out these kinds of questions using real numbers, these rules are classified as "good to know," not "necessary to know." So let's look at how to put all the clues together to solve integer questions. Steps to Solving an SAT Math Integer Problem #1: Identify if the problem is, in fact, an integer problem. The SAT will always explicitly use the word "integer" to let you know if your answer must be in integers or if you can only use integers while solving the problem. For any problem that doesn’t specify that the variables (or the solution) are "integers," your answer or example numbers can be in decimals or fractions. Because the problem specifically uses the word "integer," we know we must only work with whole numbers. #2: If the problem asks you to identify equations that are always true, test out multiple different kinds of integers. If the question asks you to identify whether certain equations or inequalities are true for ALL integers, the equation must work equally with 10 as with 0 and -5. A good rule of thumb is to try -1, 0, and 1 with variable questions like these. These numbers often have special properties that make or break conditions. I'll explain what that means with a practice example. If $x$is an integer, which of the following equations MUST be true? I. $x^3 ≠¥ (-x)^3$ II. $x^3/x ≠¥ x^2/x$ III. $x(x + 1) ≠¤ -x + x^3$ A) I onlyB) II onlyC) III onlyD) I and III onlyE) I, II, and III For questions like these, we should test out our sample numbers, as it can get confusing to use our rules of integer behaviors with complex problems such as these. So for option I, let use our test numbers of -1, 0, and 1. $-1^3 = (-1)(-1)(-1) = -1$ $(1)^3$ = $1^3 = (1)(1)(1) = 1$ -1 is NOT greater than +1. This automatically eliminates option I. And by eliminating option I, we can eliminate answer choices A, D, and E right away. Now let's look at choice II with our same test numbers. ${(-1)^3}/{-1} = {(-1)(-1)(-1)}/{-1} = {-1}/{-1} = 1$ ${(-1)^2}/{-1} = {(-1)(-1)}/{-1} = {1}/{-1} = -1$ 1 -1. This means that option II works so far when we use a negative number. So let's try it with our positive number, 1. $1^3/1 = {(1)(1)(1)}/1 = 1/1 = 1$ $1^2/1 = {(1)(1)}/ 1 = 1/1 = 1$ 1 = 1. So option II still works. Lastly, we should test if the equation still works with 0. $0^3/0 = 0$ $0^2/0 = 0$ Option II works for all answer choices, so our final answer is B, II only. Because we know that option I does not work, we have eliminated all other answer choices. But if you want to make absolutely sure you did not make a mistake somewhere, you can test out option III as well. $-1(-1 + 1) = 0$ $-(-1) + (-1)^3 = 1 + (-1)(-1)(-1) = 1 + -1 = 0$ $0 = 0$ The two are equal, which means that option III works so far. Now let's try it with 1. $1(1 + 1) = 2$ $-1 + 1^3 = -1 + (1)(1)(1) = -1 + 1 = 0$ $2 0$ When we used a positive number, the equation was incorrect. This means that answer choice C is eliminated and our choice of B has been confirmed to be the only correct answer. #3: If the problem asks you to find the answer to long calculations, use your rules that you learned above or test it out with smaller numbers. $a, b, c, d, e, f$ are odd integers such that $a b c d e f$. Which statement(s) must be true? I. $abcdef$ is odd II. $a + b + c + d + e + f$ is odd III. $a(b + c + d + e + f)$ is odd A. I only B. II only C. III only D. I and III only E. I, II, and III Now you can approach this problem in one of two ways: by using your number rules or by using your own numbers. First, let's use our number rules to test option I. We know that each letter represents an odd integer and that the product of an odd number and another odd number is an odd number. Because an odd * an odd will always be odd, we know that option I is true. This means we can also eliminate answer choices B and C. Now let's look at option II. We know that an odd number + an odd number = an even number. We also know that an even number + an even number = an even number. So if we split $a + b + c + d + e + f$ into pairs of numbers, we'll have $(a + b) + (c + d) + (e + f)$. We know that each pair of numbers will have an even sum, so we're left with: an even number + an even number + an even number, which will give us an even final result. So option II is incorrect. This means we can eliminate answer choice E. Finally, let's look at option III. As we saw before, when we have six odd numbers (in other words, an even number of odd numbers), the sum will be even. Now, our parenthesis holds five (an odd number) of odd numbers, and an even number + an odd number = an odd number. So we know the number in the parenthesis will be odd. We also know that an odd number ($a$) * an odd number (the sum of $b, c, d, e, f$) = an odd number. So option III is correct. This means that our final answer is D, I and III only. The other way you could solve this problem would be to test out these rules with small numbers and extrapolate to find the larger answer. In other words, use small numbers in place of the variables. So for option I, if you didn't know an odd * an odd = an odd, you could replace $a$and $b$with the numbers 5 and 3. $5 * 3 = 15$, so you know that an odd * an odd = an odd number, no matter how many times you multiply it. So option I is correct. For option II, again test it out with smaller numbers. $7 + 5 = 12$, and $7 + 5 + 3 = 15$. So you know that adding odd numbers an even number of times gets you an even answer and adding odd numbers an odd number of times gets you an odd answer. There are six odd numbers, so the final answer must be even. Option II is incorrect. Taking what you learned by testing option II, you know that adding odd numbers an even number of times gets you an odd answer. And, taking what you learned from testing option I, you know that an odd number * an odd number = an odd number. This means your final answer must be odd, so option III is correct. This means the final answer is D, I and III only. Always remember that there are several ways to solve integer problems. So use real numbers and don't give up if it looks too complicated. The Take-Aways Simply by understanding what an integer is, you will be able to solve many SAT questions. Integer questions are often fairly straightforward if you know what numbers are included in the definition of an "integer" and which are not. If you remember to experiment with your own numbers when presented with the more abstract SAT questions and pay attention to when you must use integers and when you’re free to use any number, you will be able to solve most of the basic SAT integer questions. For the more advanced integer concepts- absolute values, exponents, etc.- be sure to check out our advanced guide to SAT integers. What's Next? Now that you’ve learned about what integers are, you may want to check out the advanced guide to SAT integers where we will go through absolute values, prime numbers, and exponents (among other concepts). Make sure that you also have a solid understanding of all the SAT math formulas you're both given and not given. Running out of time on SAT math? Check out our article on how to buy yourself those extra precious seconds and minutes and complete your SAT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score and check out how to improve a low SAT math score. Already have pretty good scores and looking to get a perfect 800? Check out our article on how to get a perfect score written by a perfect SAT-scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Friday, November 22, 2019

Romantic Shakespeare Quotes

Romantic Shakespeare Quotes William Shakespeare was considered a true romantic. He portrayed love as a heady mix of passion, aggression, despair, and determination. There are amorous love scenes in many of his plays. If you are a romantic, too, you will appreciate the intensity of these Shakespeare quotes. Romeo and Juliet, Act II, Scene II I am too bold, tis not to me she speaks:Two of the fairest stars in all the heaven,Having some business, do entreat her eyesTo twinkle in their spheres till they return.What if her eyes were there, they in her head?The brightness of her cheek would shame those stars,As daylight doth a lamp; her eyes in heavenWould through the airy region stream so brightThat birds would sing and think it were not night.See, how she leans her cheek upon her hand!O, that I were a glove upon that hand,That I might touch that cheek! Romeo and Juliet, Act II, Scene II Then plainly know my hearts dear love is setOn the fair daughter of rich Capulet:As mine on hers, so hers is set on mine;And all combined, save what thou must combineBy holy marriage: when and where and howWe met, we wood and made exchange of vow,Ill tell thee as we pass; but this I pray,That thou consent to marry us to-day. Romeo and Juliet, Act II, Scene 3 I pray thee, chide not; she whom I love nowDoth grace for grace and love for love allow;The other did not so. Romeo and Juliet, Act II, Scene 3 O, she knew wellThy love did read by rote, that could not spell.But come, young waverer, come go with me,In one respect Ill thy assistant be;For this alliance may so happy prove,To turn your households rancour to pure love. The Two Gentlemen of Verona, Act I, Sc. III O, how this spring of love resemblethThe uncertain glory of an April day! Twelfth Night, Act III, Sc. I Love sought is good, but given unsought is better. Twelfth Night, Act II, Sc. III Journeys end in lovers meeting,Every wise mans son doth know. Twelfth Night, Act I, Scene 1 O spirit of love, how quick and fresh art thou!That, notwithstanding thy capacityReceiveth as the sea, nought enters there,Of what validity and pitch soever,But falls into abatement and low priceEven in a minute! so full of shapes is fancy,That it alone is high-fantastical. As You  Like It No sooner met but they looked; No sooner looked but they loved;No sooner loved but they sighed;No sooner signed but they asked one another the reason;No sooner knew the reason but they sought the remedy;And in these degrees have they made a pair of stairs to marriage... Much Ado about Nothing, Act IV, Sc. I I never tempted her with word too large,But, as a brother to his sister, showdBashful sincerity and comely love. Othello, Act II, Sc. III Cassio, I love thee;But never more be officer of mine. Othello, Act III, Sc. III But, O, what damned minutes tells he oerWho dotes, yet doubts, suspects, yet strongly loves! Othello, Act III, Sc. III Excellent wretch! Perdition catch my soul,But I do love thee! and when I love thee not,Chaos is come again. Romeo and Juliet, Act II, Sc. II Good night, good night! parting is such sweet sorrow,That I shall say good night till it be morrow. Romeo and Juliet, Act II, Scene II My bounty is as boundless as the sea, my love as deep; the more I give to thee, the more I have, for both are infinite. Romeo and Juliet, Act I, Sc. V My only love sprung from my only hate!Too early seen unknown, and known too late! A Midsummer Nights Dream, Act I, Sc. I Love looks not with the eyes, but with the mind; And therefore is winged Cupid painted blind. Antony and Cleopatra, Act I, Sc. I Theres beggary in the love that can be reckond. As You Like It, Act II, Sc. V Under the greenwood treeWho loves to lie with me. As You Like It, Act IV, Sc. I Men have died from time to time, and worms have eaten them, but not for love. As You Like It, Act V, Sc. II No sooner met but they looked; no sooner looked but they loved; no sooner loved but they sighed; no sooner sighed but they asked one another the reason; no sooner knew the reason but they sought the remedy. Hamlet, Act II, Sc. I This is the very ecstasy of love. Hamlet, Act II, Sc. II Doubt thou the stars are fire;Doubt that the sun doth move;Doubt truth to be a liar;But never doubt I love. Julius Caesar, Act III, Sc. I Though last, not least in love. A Midsummer Nights Dream, Act I, Sc. I Love looks not with the eyes, but with the mind; And therefore is winged Cupid painted blind. Antony and Cleopatra, Act I, Sc. I Theres beggary in the love that can be reckond. As You Like It, Act II, Sc. V Under the greenwood treeWho loves to lie with me. As You Like It, Act IV, Sc. I Men have died from time to time, and worms have eaten them, but not for love. As You Like It, Act V, Sc. II No sooner met but they looked; no sooner looked but they loved; no sooner loved but they sighed; no sooner sighed but they asked one another the reason; no sooner knew the reason but they sought the remedy. Hamlet, Act II, Sc. I This is the very ecstasy of love. Hamlet, Act II, Sc. II Doubt thou the stars are fire; Doubt that the sun doth move;Doubt truth to be a liar;But never doubt I love. Julius Caesar, Act III, Sc. I Though last, not least in love.

Thursday, November 21, 2019

Anthropology Essay Example | Topics and Well Written Essays - 500 words

Anthropology - Essay Example Ortner declares inferiority of women at social scale as the outcome of her biological and physical composition, which not only deprives her of respect equivalent to men, but also are assigned quite different duties, obligations and responsibilities in the light of their innate physical qualities. Hence, it is nature to assign divergent responsibilities to both the genders on the basis of their mental and physical characteristics. Ortner also finds females closer to nature than males because of their tendencies, inclinations and apparent traits. The theory has been topic of discussion since it was first presented in 1972. Though the present paper also views males closer to nature in many aspects, yet it partially agrees with the notion that females have same connection with males as the nature maintains with the cultural attributes prevailing within a society. Ortner declares division of labour as the outcome of biological features of humans. In other words, nature of man’s wor k, activities, attitude, behaviour and career selection are directly dependent of his innate aptitude, physical strength, mental capabilities and gender. Consequently, man’s abilities to dominate over others also seek roots in his natural competence and inborn gifted faculties.

Tuesday, November 19, 2019

The Stagnation of Content in the Making of Movies Essay

The Stagnation of Content in the Making of Movies - Essay Example While some of these films are successful, others are box office failures. Motives for releasing a remake runs the gamut of saving money, exploiting a popular plot or theme, or capitalizing on the current cultural trends. However, they saturate the movie market and drown the public in a stagnant pool of rehashed content. We, as a society, need to break outside our own self-inflicted monotony, and let our imagination run rampant once again, or else our society may forever be caught in the endless miasma of mediocre entertainment, and with it, our future forced into dull drudgery. The propensity of the Hollywood studios to remake a foreign film is exemplified with the cashing in on the pop culture's current cult buzz. A prime example of this phenomenon is the Japanese movie The Ring (1998), which is one of the most horrifying and the highest grossing films ever to be released in Japan. Its success spawned a series of remakes such as in Korea as The Ring Virus (1999) and in the United States as The Ring (2002). The studios did not have to take the risk of inventing new characters, setting, or plot. They simply moved forward on a tried and true formula that had previously been successful. ... The studio's attempt to save money by reproducing more of the same actually resulted in heavy losses. While the original Ring grossed $129 million, the sequel The Ring Two pulled in a paltry final figure of $75 million in the United States ("Japanese Horror Remake"). This is evidence that the viewing public can get tired of their fond memories, as movie producers fail to deliver on their promises of enhancing and tastefully paying homage to the previous films by taking short cuts and recycling old ideas. Watching a well-made film repeatedly may be far more enjoyable than seeing it repackaged with unfamiliar actors and different production values. A good example of this is the Hitchcock film Psycho (1960). This film is so tense and well crafted that the remake has had great difficulty in living up to its expectations. When a remake is released, the public and the critics will naturally compare it to the original version. The critics at Moviefone called Invasion (2007), Nicole Kidman's remake of Invasion of the Body Snatchers (1956), "ridiculous, overwrought ... and worst of all, boring" ("Worst Movie Remakes of all Time"). Other films such as The Texas Chainsaw Massacre, House of Wax, and the planned Evil Dead suffer from the audience's high standards when comparing then to the original. The financial effort to save money on a remake almost assures the public that they will see nothing new, and probably the best they can hope for is some enhanced technology in the special effects. The remake of the highly acclaimed Alfie (1966) was remade starring Jude Law, and was panned by critics as, "a hollow, cynical shell of the charming

Sunday, November 17, 2019

Introduction to Routing and Switching Essay Example for Free

Introduction to Routing and Switching Essay 1. Introduction – Computer Network A computer network is a setup which comprises of multiple computers and devices to create connection in order to support the communication of all such devices. This facilitates sharing of information and resources to all the users present in the network. The following are the main purposes that the network provides to its users:  · Communication- networks allow free flow of communication among all the users. These include chat, messages, emails, conferences, etc.  · Sharing of Resources – Resources can be shared among all the users within a network. These include: o Hardware The different computers in a network can also make use of a single hardware attached to the network. Consider the example of a shared printer attached to multiple devices in the network like in case of a university or office environment. o Software- Network also allows users to share software application programs through their computers o Files and other data – Files and data can be shared among systems in a network environment through authorized access. This helps members to work and submit tasks on the same domain and within deadlines, thus saving from hassles. 2. The Open Systems Interconnection OSI Model The hardware components of the network operate at the layers of the OSI model which are briefly discussed below: Physical layer This is concerned with the functions that carry a stream of bits over a physical medium at the mechanical and electrical level. Hubs and Repeaters operate at the physical layer of the OSI model. Data link Layer This layer categorizes data from network layer (upper layer) into frames and handles errors of the physical layer to provide to the network layer. The Bridges operate at the Data link layer of the OSI Model. Network Layer The delivery of the packet is the responsibility of the network layer which can include multiple links. Network layer can be used in cases of multiple networks where there are some links between the networks. Routers operate at the Network layer of the OSI model. Transport Layer The transport layer is also responsible for delivery of packets but it also recognizes relationship between messages. This is done in proper order and the layer also ensures control of error and flow at the source as well as the destination. Session Layer This layer controls dialog and synchronizes interaction within the network. Presentation Layer This layer is also one of the most important layers as it is looks into the syntax and semantics of the data being transferred within the network. Application Layer This layer involves interfaces and other supporting frames for the user to access the network. 3. Hardware Components within a Network The following re the basic hardware components within a network to interconnect devices (Sosinsky 33): 3.1 Network Interface Cards (NICs) These are the components used to connect to another networking medium. The NIC has a unique identification number known as Media Access Control address (MAC address) that is provided by the manufacturer. 3.2 Repeaters Repeater is a device used to transmit signals after cleaning them by regenerating the original bit pattern. 3.3 Hubs Hub connects multiple devices in the network so that they appear as a single device, therefore, it has multiple ports. 3.4 Bridges These are also hardware components that connect multiple segments of the network. 4. Network Hardware Components – Routers and Switches Routers and switches are important components of the computer network that support the above mentioned purpose of a network. These are discussed in details as under: 4.1 Routers Router is a software or device that helps in transmitting data between users in a predefined manner, thus helping in serving the purpose of the network. The data is in the form of packets that travels along the network, where the routers process the data present in the packet. In many cases there is a pre-defined forwarding or routing table used to direct the information to the appropriate destination (Beasley 62). The main tasks of the routers include:  · Ensures information forwarding to the required destination  · Keeps track and avoids information from reaching where not needed 4.1.1 Characteristics The following are the characteristics of Routers:  · The routers correspond to internet Protocols such as the internet Protocol, internet Control message Protocol, etc.  · Provides interfaces between the packet networks through the required functions  · Sends and receives datagrams  · Chooses destination for the datagram according to the routing database  · Provides support facilities for network management which includes status and exception reporting, debugging, etc. 4.1.2 Routing Routing is the process of sharing information by connecting networks and translating protocols between them. It functions at the network layer of the OSI model, acquiring addresses from the IP header of the layer to get the sources and destination. Here the Routing Protocols are used. Routers also use the routing tables to decide the destination of the packets. The routing tables include:  · Address information  · Connection Priorities  · Traffic Rules Routing differs in its delivery schemes which include the following:  · Delivery to a single node (unicast) where the node is predefined.  · Delivery to multiple specified nodes (multicast)  · Delivery to all the nodes that are part of the network (Broadcast)

Thursday, November 14, 2019

Mothers :: essays research papers

Mothers make better parents then fathers Ladies and gentlemen the subject under discussion today is that mothers make better parents then fathers. I firmly counter the motion. Honorable judges I would like to point out that my identity is by my father and even this gentlemen sitting here has his last name after his father’s. for that matter nobody here is recognized by their mother;s name. It is our fathers who become a source of distinction for us in this world. It is only after their name is added to ours that we can make a footing in society. This notion even becomes more important in male dominated societies like India, Pakistan and China etc. the father’s name also acts as a shield for girls in particular who are given no respect otherwise in such societies. Furthermore, what does a child need to grow up? , food , clothing, shelter, education and protection. Therefore the parent who is able to provide these bare necessities will be considered as the better parent. In most of the families the father is the one who works and provides a source of income for the family. indeed the mother’s emotional involvment with the child is imperative in his upbringing , but we need to be REALISTIC HERE. For we know that love can not provide a meal twice a day. sharing secrets will by no means provide a substitute for what can be learnt at school. yes care is important but if there is no house to take care off then how will the mother keep her children cosy in the winters. Thus the father once again comes in the picture as the hero. Moreover, I being a boy myself feel that they are certain matters that I cannot handle without my father. For example with issues relating to puberty, we can discuss things openly without any hesitation. also my mother will have no interst in flying kites with me or playing cricket. It is my father whom I can count on for such activities. If I have a fight with someone I know my father with his strong muscular body can come to my rescue. Inaddition to this The command of the father makes a stronger impact on the child as compared to that of the mother. They are mentally stronger unlike mothers who are likely to yield to emotional pressure and this may result in them agreeing to demands of the child that should not be fulfilled under normal circumstances.

Tuesday, November 12, 2019

Elephant

Elephant was a movie based on an average high school In the last ten years, showing the experiences, different emotions and actions students have. While this movie In the end focuses on two boys, we see many different students throughout the movie and their part In high school. Even though this Is to be based on an average high school, I believe at times they showed an unrealistic portrayal on students and teachers with some of their actions in this movie.Not far into the movie they show a cone of girls in gym class, all wearing shorts outside except one, Michelle. Which is nothing wrong with that, but what happens is the teachers makes a comment on her wearing sweats, telling her she needs to Join the rest of the girls, by wearing shorts. Otherwise, by her not following these instructions, it would lead to a drop in her marks. Michelle to me seems like an insecure girl, not wanting to show her body off.And no school I feel would make girls who are insecure about their body have to f eel uncomfortable by wearing shorts, Just because every other girl in class was confident and wears shorts. I also found this movie made students look stupid, making them so oblivious to what was happening around them. As the two boys enter the school, stalking around the halls with those massive guns In their hands, you see not one student scream or even notice what was happening.Especially in the library which was full of kids, one of the boys marched right in, gun in the air, and it takes for him o actually shoot it after awhile for anyone to scream or run. Not to mention how as the shooting starts, students weren't even running out of the school. In so many of the scenes when you see students running away they completely ignore the doors as if they weren't even there. They Just run past or go up the stairs. No student would actually choose to run up a couple flights of stairs then to just run outside, getting away from this tragedy.

Saturday, November 9, 2019

Resembling peace Essay

In the novel Heart of Darkness by Joseph Conrad the author condemns the colonization of the Europeans on the African islands of Congo, eminently focusing on the barbarous and inhumane treatment of the natives. In this passage though, the central character Marlow narrates to the other men on his ship about his perspective of the experience he had when he went up the river Congo passing through the wild jungle in order to reach the inner station. The tone throughout the passage suggests a negative connotation of the wilderness of Congo because of the choice of words Marlow uses to describe the jungle. Phrases such as â€Å"unrestful† and the â€Å"noisy world of plants† portraits the jungle as being quite sinister instead of peaceful and quiet as the readers would expect it to be. This passage is a composition of similes, allegory, symbolism, dark and light contrast and hyperbole which Marlow uses abundantly to describe his journey. Marlow compares going up the river as being â€Å"like traveling back to the earliest beginning of the world. â€Å"(1) He uses a simile to describe the jungle as being how the world was earlier before the technology and civilization was born, when the world was pure as it was when it was created by nature. But then he continues the remark by saying â€Å"when vegetation rioted on the earth and the big trees were kings. † Marlow paints this picture as the wilderness having the ability to fight against each other and when there was power between the trees. He uses the word â€Å"king† to describe the variation of power between the trees much like how the Europeans were being superior by trying to civilize the natives through brutal means. Marlow adds to the description of the jungle as having â€Å"a great silence. â€Å"(2) The phrase â€Å"silence† is inserted in his description to give a contrast of what’s happening inside the jungle. Inside the jungle, in the inner station, it has been said that Kurtz uses unconventional â€Å"methods† to obtain the ivory he makes. This suggests that Kurtz is probably using violence or manipulations which are contrasts of â€Å"silence. † More ever, as Marlow’s journey proceeds further and further into the jungle and closer to the inner station, Marlow’s streamer gets attacked by the natives. Moments before they are being attacked, Marlow describes to have heard â€Å"voices† crying wildly coming from the jungle. The diction â€Å"silence† not only is a contrast of what is happening inside the jungle, it is also a contrast of a future scene where they are being attacked. Marlow further describes the river as being facile to get lost in â€Å"as you would in a desert. † This phrase shows that Marlow is confused as to his purpose in this voyage, why he wanted to come on this journey and what he was expecting to find. This phrase also indicates that Marlow perceives the river to be mysterious and that is one of the qualities of the river that urge him to continue his journey because of his curiousness. Later in the passage, Marlow indicates that the river as â€Å"this stillness of life which did not in the least resemble peace. â€Å"(9) This description of the river as not â€Å"resembling peace† connects directly to the journey that Marlow has been traveling in. Ever since Marlow decided to come on this voyage, he has been uncertain as to whom he really is and what he wants to do or what need to be done. Marlow has strong opinions about the Europeans as being â€Å"fools,† â€Å"devils,† and â€Å"folly,† for not knowing what they are doing. Not for being racists or discrimination of the natives as they are being tied up and worked to death. Marlow considers him self as being â€Å"not especially tender† towards the Africans which contradicts to what he has been saying all along through out the novel as African’s as not being our â€Å"enemies. † This passage describes the wildness and the sinister appeal of the river and the wilderness which is a comparison to the mind of Marlow. Inside his head, Marlow is confused, â€Å"unrestful,† and â€Å"not in the least resembling peace. † This journey takes Marlow to the places he has never been before in order to find himself inside.

Thursday, November 7, 2019

7 Essential Details to Include in Your Research Proposal

7 Essential Details to Include in Your Research Proposal 7 Essential Details to Include in Your Research Proposal What’s that? You’re planning to study a PhD and you have a great idea for some groundbreaking research in the field of [insert subject of choice here]? But you’re not sure what to include in your research proposal? Well, you’ve come to the right place! In the following, we set out the seven essential elements of a research proposal. 1. Title Are we stating the obvious by saying you need a working title? Maybe. The point is that your title should be clear but memorable, quickly telling your reader what your research is about. 2. Introduction Every research proposal should begin by introducing the subject area and the specific problem your research will address. This sets the tone for the rest of your proposal and is therefore your only opportunity to make a good first impression, so make sure it’s well organized and informative. 3. Literature Review A research proposal doesn’t usually include a full literature review, but you should provide an overview of key studies in your field. Doing this supplies the reader with vital background information, helping them understand how your study will add to existing research. Following in the footsteps of Ben Franklin, my study will involve tying stuff to kites and angering Zeus. 4. Aims and Objectives Once you’ve established your research problem, your proposal should outline a set of aims and objectives. The distinction here is as follows: Your research aim is the broad expected outcome of the study and what you hope the research will achieve overall; Your research objectives are narrower and more focused, with each one detailing how you will meet the overall study aims. If required, you should also state the hypotheses your research will test. 5. Methodology Make sure to identify the methods you intend to use in the study, especially if you’re conducting experimental research. This will include things like whether you’re using a qualitative or quantitative approach, equipment, ethical concerns, and sampling and analysis techniques. Try to be as descriptive as possible, which may include justifying why you’ve chosen to use certain methods over alternative options. I chose to use lasers because lasers are awesome, dude! Science Bro, shortly before a laser-related injury. 6. Scope of Research A common mistake when writing a PhD proposal is failing to consider the scope of the research. Remember that you’ll be working with limited time and resources, so your study should be something you can realistically complete within these constraints. The proposal should therefore include something about what your work will focus on and what it leaves unaddressed, as well as any limitations to the methods adopted. 7. Outline and Timetable Finally, a good research proposal will also include a chapter outline and a timetable. The chapter outline sets out how you intend to structure the final dissertation, noting what each section will cover and how it fits into your overall argument. The timetable, meanwhile, will set out a step-by-step plan of when you expect to finish each stage of your study, including everything from initial research to writing up your results. Try to be a bit more specific than this. Doing this shows that you’ve considered the practical side of conducting research, making your proposal more convincing as a result.

Tuesday, November 5, 2019

Data Collection for Discrete Trials

Data Collection for Discrete Trials Discrete trial teaching is the basic instructional technique used in Applied Behavior Analysis. Once a specific skill is identified and operationalized, there are several ways to record success. Since trials are generally multiple probes of since skills, when you collect data you want your data to reflect several things: Correct responses, Non-responses, Incorrect responses, and Prompted responses. Usually, a goal is written in a way to name what each response will look like: John will touch a letter from a field of three.When presented with a colored sorting bear, Belinda will correctly place it on a plate of the matching colorWhen presented with a set of counters from 1 to 5, Mark will correctly count the counters. When you use a discrete trial teaching approach, you may want to create a program to teach a skill. Clearly, you will want to be shaping the behavior/skill you are teaching, starting with the antecedent skills. I.e., if the skill you are teaching is recognizing colors, you will want to start with a benchmark that asks the child to distinguish between two colors, in other words, John, touch red, from a field of two (say, red and blue.) Your program could be called Color Recognition, and would probably expand to all the primary colors, the secondary colors and finally the secondary colors, white, black and brown. In each of these cases, the child is asked to complete a discrete task (therefore, discrete trials) and the observer can easily record whether their response was Correct, Incorrect, Non-Responsive, or whether the child needed to be Prompted. You may want to record what level of prompting was required: physical, oral or gestural. You can use a record sheet to record these and plan how you will fade prompting. A Free Printable Record Sheet Use this free printable record sheet  to record five days of the particular task. You certainly dont need to record every day the child is in your classroom, but by providing you with five days, this worksheet is a little more accessible for those of you would like to keep a sheet a week for data collection. There is a space next to each p on each column that you can use to record what kind of prompt if you are using this form not only to record your trial by trial but also to fade prompting. At the bottom is also a place to keep percents. This form provides 20 spaces: you certainly only need to use as many trials as your student usually can attend to. Some low functioning students may only successfully complete 5 or 6 of the tasks. 10 is of course optimal, because you can quickly create a percent, and ten is a fairly decent representation of a students skills. Sometimes, however, students will resist doing more than 5, and building up the number of successful responses may be one of your goals: they may otherwise stop responding or respond with anything to get you to leave them alone. There are spaces at the bottom of each column for next to write when you are expanding your field (say, from three to four) or adding more numbers or letters in letter recognition. There is also a place for notes: perhaps you know the child didnt sleep well the night before (a note from Mom) or he or she was really distracted: you may want to record that in the notes, so you give the program another shot the next day. Hopefully, this data sheet provides you the flexibility you need to successfully record your students work.

Sunday, November 3, 2019

Monopoly Research Paper Example | Topics and Well Written Essays - 750 words

Monopoly - Research Paper Example This paper will explore the various barriers to entry in a monopolistic market structure. Discussion The primary method of discouraging businesses to operate in a monopolistic market is to create deliberate entry barriers in the form of trade barriers. Market regulators may decide to discourage new business entry by placing restrictions on licenses, tariffs, currency movement and by providing existing businesses with subsidies. Typically, trade barriers are taken into consideration in terms of international trade only (Hans, Dahringer, & Leihs, 1999). Governments are known to create entry restrictions through licensing restrictions whereby new businesses are not issued licenses to operate inside the market. For example, the defense industry in the United States is highly protected by the government, as foreign operatives are not issued licenses to operate in the same market. In addition to these licensing restrictions, governments may choose to restrict import and export licenses in order to keep a monopolistic market intact. Legal entry barriers are analogous to trade barriers. Governments employ various forms of laws to ensure that new businesses are unable to enter the target market. ... or example, a number of Islamic countries discourage the production of alcoholic products in their borders by complicating the launch of new alcohol manufacturing businesses (Blinder, Baumol, & Gale, 2001). In addition to legal and trade barriers, another entry barrier employs technological and copyright methods. The presence of copyrights and trademarks related to certain products means that new businesses cannot enter business segments protected in this fashion. Typically, copyrights and trademarks are employed to protect businesses that are unique in terms of content such as music, books, films etc. However, copyrights and trademarks are also employed to protect other businesses where new entrants could emerge such as pharmaceuticals. If a pharmaceutical company owns a certain patent for medicine, then only that business can produce the subject medicine. Other businesses may also acquire the formula but cannot produce due to copyright and patent restrictions. Monopolies emerge in markets where resources are scarce and controlled by one or a select few businesses. Perhaps, the most telling example of such monopolies is the production of oil and gas in the Central Asian region. Oil and gas resources are scarce around the world and businesses are trying to shift to newer sources of oil and gas present in Central Asia. However, these resources are controlled by the local governments and existing businesses that do not allow new businesses to enter the market. The control of these scarce resources by a few select businesses means that the emerging market structure is a monopoly (Hirschey, 2000). In a similar manner, large sunk costs discourage new businesses from entering the market. Sunk costs represent investments that cannot be recovered in case the business has to