The African American And Hispanic Community Essay

Yes I do feel that the efforts to gain equal rights and right for traditionally excluded people are still incomplete. Society is still suffering from the after effects of slavery. Although, we as a society are looked at as all human beings with the same life value, it is not that simple. The efforts for everyone to be equal has made a tremendous improvement it still has not made enough to say that we are all equal in society. The African American community and Hispanic community are very inferior to the Caucasian community. Society has made it very clear about how they feel about the African American and Hispanic community. The media, television, education are very stereotypical on the â€Å"inferior† communities. The media has depicted African Americans as ghetto, uneducated, Drug lords, crack victims and classless. †¢ Hispanics are depicted as only good enough to be a gardener or maid, that all they do is have a lot of children, and that they stand in front of Home Depot. In television shows or movie films African American characters are more likely to have negative characteristics than Caucasians characters. Negative characteristics such as using vulgar profanity: black people are 89 percent, white people are 17 percent, being physically violent: black people are 56 percent, white people are 11 percent, and lacking self-control: black people are 55 percent and white people are 6 percent. African Americans are given harsher punishments the Caucasians that hasShow MoreRelatedThe African American And Hispanic Community Essay2393 Words   |  10 Pagesenough to say that we are all equal in society. The African Americans community and Hispanic community are very inferior to the Caucasian community. Society has made it very clear about how they feel about the African American and Hispa nic community. The media, television, education is very stereotypical on the â€Å"inferior† communities. The media have depicted African Americans as ghetto, uneducated, Drug Lords, crack victims and classless. Hispanics are depicted as only good enough to be a gardenerRead MoreObesity And Obesity Among Hispanic And African American Communities1701 Words   |  7 Pagesobesity and diabetes among Hispanic and African American populations. The two communities face challenges of contracting diabetes and obesity owing to their lifestyle. There is much to compare among the African American and Hispanic people as far as their culture and observance of healthy living are concerned. The study also presents a future projection of the issues that need addressing to mitigate obesity and diabetes among the Hispanic and African American communities in the United States. IntroductionRead MoreEthnic Variability Of Hispanic Latino936 Words   |  4 PagesAn Analysis of the Ethnic Variability of the Latino/Hispanic Group in the United States Census (112) The historical development of ethnic categorization as a distinct concept from race in the U.S. Census was defined through the Office of Management and Budget (OMB) in October 1997. This criterion was meant to discern between biological/genetic factors and the ethnic aspects of Latino/Hispanic identity as part of this governmental decree: â€Å"The racial and ethnic categories set forth in the standardsRead MoreRacial Disparities Of Mass Incarceration1572 Words   |  7 Pagespopulation rapidly increased, so did the growth of the three major contributors to that population – African Americans, Hispanics, and whites – with African American and Hispanic incarcerations contributing more so than whites to the racial inequality in the prisons and jails. (Massoglia, Firebaugh, Warner, 2013) It is popular belief, as well as logical, to assume that the rise of African American and Hispanic inmates amongst the prison and jail population is due to a rise in the number of criminals ofRead MoreThe Sentencing Of African Americans1626 Words   |  7 Pages African Americans now constitute nearly 1 million of the total 2.3 million incarcerated; that is 60% of 30% of the African American population. African Americas are incarcerated at nearly six times the rate of whites. â€Å"Between 6.6% and 7.5% of all black males ages 25 to 39 were imprisoned in 2011, which were the highest imprisonment rates among the measured sex, race, Hispanic origin, and age groups. (Carson, E. Ann, and Sabol, William J. 2011.) Stated on Americanprogram.org â€Å" The SentencingRead MoreWhat Is Hpv ( Human Papilloma Virus )? Hpv?1106 Words   |  5 Pageswithin society as a whole. This link can widen racial inequality more than it diminishes racial inequality. Following this further, African American women die from cervical cancer more frequently than Caucasian women. The most common types of HPV in African Americans are 33, 35, 58, and 68, none of which are a part of the Gardasil vaccine (cite this). Also, African American women are less likely to be vaccinated due to the types of HPV that Gardasil protects against because the types most common to thatRead MoreHerritage Assesment1019 Words   |  5 PagesNRS-429V Family Centered Health Promotions Melva Bost RN, MS August 26, 2012 Heritage Assessment The United States has become a multicultural country. Everywhere you look, you see a plethora of cultures that range from Hispanic and African to Asian and American Indian. The varied traditions and beliefs of a multicultural country impact how nurses implement patient-centered care. The best way to provide optimal care in nursing is to become better informed in how different cultures view healthRead MoreProfessional Racism and Discrimination1117 Words   |  5 Pagestowards people of color affects the justice system and violates people’s human rights. The LAPD continues to use racial profiling against mostly African-Americans and Latinos. The use of racial profiling by the LAPD prevents the police from serving the whole community. Because of the LAPD’s neglect towards certain neighborhoods, the neglect causes those communities to not trust or want to work with the police. Racial profiling should not be used by the LAPD because it is immoral, ineffective and unconstit utionalRead MoreThe Epic Of America By James Truslow Adams1533 Words   |  7 Pages In James Truslow Adams’ The Epic of America, the American dream is defined as an egalitarian ideology in which â€Å"life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement.† Established by an inherently advantaged Anglo American in an era of burgeoning racism, the American dream was and is still believed to provide equal opportunity for all, including minorities who, despite their onerous struggle against discrimination at the hands ofRead MoreTapping the Ethnic Housing Market Essay799 Words   |  4 PagesXXXXXXXXXXX XXXXXXXXX XXXXXX XXXX Tapping the Ethnic Housing Market Opportunities The Biggest opportunities and challenges that lenders and real estate faced through the three ethnicities surveyed, African American, English Hispanic and Spanish Hispanic, is the feeling of ownership among these segments that is between the 79 and 82% (Table A) of the population surveyed (Hawkins amp; Mothersbaugh, 2010), the lack of knowledge when buying a home, and lack of confidence in the process. Those

Life in the New England Colonies Free Essays

The American way of life has changed throughout the centuries. Our views of life have changed dramatically in many ways. History has changed the way we look at American values in general. We will write a custom essay sample on Life in the New England Colonies or any similar topic only for you Order Now Such things as our drive for hard work and value of education have evolved from specific types of people during the growth of this great nation. But who were these mysterious people that so drastically changed the way we think today? These â€Å"wonderful† people were called puritans and settled in the New England colonies. They ran their society with a strong hand, and valued their land. When it came to work and education they put forth 110% effort. The puritan values have been carried through the centuries and are still alive and kicking today. In today†s society hard work holds as much of an importance as it did during the puritan times. We hold this American value in high regard when it comes to most things. The puritans viewed hard work as a necessity to survive. We know this partly by the fact that some where around 80% of the puritans were farmers and in order to keep up a good farm you must put your nose to the grindstone. As time has evolved the American views it has been reluctant to change this one. After all if you let any slack out in today†s society you are likely to be replaced. And therefore we always strive to be the best, this in return forces us to work harder day by day. The puritans viewed materialist things much the way we do today. What this means is that in America today you are judged by what you have and the way you look. If you are dressed like a homeless person going in for a job interview, your never gonna get the job no matter what qualifications you have. See in today†s society you are judged by what is on the outside instead of what is in the inside. The puritan†s were much this way about land. As we see in the Crucible Mr. Proctor is accused of making false accusations so that he may buy the land of the people that are on their way to jail. It might be argued that the land was the main source of profit during these times, however it also was a sign of how important you were to God. If you had 300 acres of land you were considered one of Gods chosen few. In the Crucible we also see that Reverend Parris asks for golden candlesticks to place in the church. Now one may not forget that the church was nothing more than a beat up old shack, far from any of the Cathedrals of today. They would do anything to be viewed as being closer to God much way we would do anything to make people like us and accepts us. From the time of the puritan†s to generation-X education has always been a important value. Although some today view school as another place for teens to kick back and just talk to each other. Most however are in school to do more than just learn, they are there to succeed. 97% of all high school students have plans for a higher learning in college. And where are the best colleges located? Most are located on the East Coast. Such schools as Harvard and Yale were founded by our strict ancestors, the puritan†s. They viewed education as a tool. With it you will succeed. Who knows, back then with a good education you might end up in office. In fact many great men attended school on the East Coast. Thomas Jefferson for instance attended Harvard. The tradition of a great education has survived through the passing years and will most likely live on. Values of such people as the puritan†s have continued on in the world today and have changed the course of history, as we know it. Education, hard work, and materialism are just three of the many influences that have been handed down from our great ancestors. However, the question still at hand is â€Å"Have these values, that have been handed down to us so generously, been for the better or the worse? This is one question I feel must be answered by ones heart. It is after all, a matter of opinion. How to cite Life in the New England Colonies, Papers

The Things I Carry free essay sample

Brien, soldiers would do Just about anything to stay sane and alive during the Vietnam War. Some men would have carried things with them during the war. These same men would carry things to remind them of home, others would carry an item to help them feel better during their hardships. What these men carried was something to hold onto, moreover not an item but of a memory or a dream. Soldiers would do Just about anything to stay sane and alive during the Vietnam War. I also have items that I would feel wrong thou; these items are symbols of me.One item that I would feel the need to carry is a deck of cards. By having a deck of cards I can play solitaire by myself or play poker with others. Cards can be a way to be social with others. My deck of cards are special because they have pictures of Marilyn Monroe on each card. We will write a custom essay sample on The Things I Carry or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I obtained this deck of cards from my mother while I was on vacation in Palm Springs. I have In my backpack a small ball which represents sports for me. I received the ball from a friend of mine because he thought I would want It more because I love to play sports.I can play it anytime, anywhere, with anyone. I play volleyball and football for school, but will play any other sport without a problem. I believe this Is my field specialty and what separates me from others. My Item for means of killing or staying alive Is a pocket knife. It was given to me from my dad when we went on a fishing trip; I have kept it safe since then. I can use It as a weapon but I tend to use for less violent purposes. Ive used It to cut off lose strings from clothes to cutting out pictures In magazines. Also, It always seems to be right next to me when I need It.The pocket knife not only gives me a safe feeling but It reminds me of my dad when I see It, that is what makes It better than a normal pocket knife. My house key symbolizes my goal In life. I wish to be able to return to my house whenever I feel the need to. Im safe at home, my parents are here and so are my friends. My house has always been a place for me to relax at after a hard day. My house Is my haven. Many people say, Home Is where the heart Is, and I am not one who Is going to oppose that saying. An Item I always carry on me because of superstition Is a lighter.My good friend Jacob gave It to me because he had some extras. Then one night my power went out In my house and It was pitch black but I was able to use the lighter to light my way to my room. I kept In my pocket Incase the power went out again for the next few days. Later I decided to keep It In my pocket as good luck charm. In conclusion, I have learned many things about myself. I have learned about what I really do need to survive. Throughout this project I have separated necessities from luxuries. Also, I have learned that I should take advantage of what Is given to me.Make the best out of any and every situation life throws my way. The Things I Carry By income deck of cards from my mother while I was on vacation in Palm Springs. I have in my friend of mine because he thought I would want it more because I love to play sports. But will play any other sport without a problem. I believe this is my field specialty and what separates me from others. My item for means of killing or staying alive is kept it safe since then. I can use it as a weapon but I tend to use for less violent purposes.Ive used it to cut off lose strings from clothes to cutting out pictures in magazines. Also, it always seems to be right next to me when I need it. The pocket knife not only gives me a safe feeling but it reminds me of my dad when I see it, that is what makes it better than a normal pocket knife. My house key symbolizes my goal in life. I wish to be able to return to my house whenever I feel the need to. Im safe at for me to relax at after a hard day. My house is my haven. Many people say, Home is where the heart is, and I am not one who is going to oppose that saying.An item I always carry on me because of superstition is a lighter. My good friend Jacob gave it to me because he had some extras. Then one night my power went out in my house and it was pitch black but I was able to use the lighter to light my way to my room. I kept in my pocket incase the power went out again for the next few days. Later I decided to keep it in my pocket as good luck charm. In conclusion, I have learned Throughout this project I have separated necessities from luxuries. Also, I have learned that I should take advantage of what is given to me.

The Theme Of Revenge In Othello Essay Example For Students

The Theme Of Revenge In Othello Essay Revenge is a constant theme throughout the play Othello. It is portrayed through the character Iago. Iago is determined to destroy Othello and his loved ones. This retribution is a result of Othello promoting Cassio to the position of lieutenant. The theme of revenge is the motivation of Iagos hatred toward Othello. In the beginning of the play, Iago feels betrayed by his good friend, Othello. Through many years of loyalty and service Iago is n personal suit to make lieutenant39. When Othello has to choose his lieutenant, he appoints Cassio. Iago feels hurt and betrayed, and realizes there no remedy40 except for revenge. He . . . hate the Moor . . . 63 and comes to the conclusion that . . . nothing can or shall content soul ill evened with . . . 76. We will write a custom essay on The Theme Of Revenge In Othello specifically for you for only $16.38 $13.9/page Order now In an attempt for revenge, Iago publically humiliates Brabantio at Othellos expense. In the middle of the night, Iago calls outside Brabantios house to inform him that his daughter, Desdemona has run away and eloped with Othello. Coming from two different backgrounds, Desdemonas father takes offense to their interracial marriage. This demeans Othello and causes him to prove to Brabantio that he did not use any witchcraft or black magic to win Desdemonas heart. When Desdemona professes her true love for Othello, her father disowns her. Iagos first attempt to destroy Othello is successful, yet he still craves revenge. He devises a plan to destroy Othello. He wants to make Othello believe that Cassio is having an affair with his wife Desdemona. This will cause Othello to regret appointing Cassio as his lieutenant and simultaneously destroy Othellos life. He knows that he must bring this monstrous birth to the worlds light64 if he wants to avenge Othellos betrayal. Iago is successful in convincing Othello that his wife is unfaithful. utraged, Othello murders Desdemona. Immediately after, Emilia, Iagos wife and Desdemonas mistress156, explains to Othello that her husband has been lying to him and Desdemona had been faithful. Iago then murders Emilia. Iago succeeds in destroying Othellos life as well as his own. In summation, Iago consumes his life with hatred and vengeance. Revenge is one of the main themes in this play. It drives Iago to do many irrational things and destroys Iagos friendship with Othello, the love Desdemona and Othello shared, and the trust between Cassio and Othello. The need for revenge is part of human nature, but if it is blown out of proportion, it can have devastating effects.

Gemini Observatorys View Covers Nearly Entire Sky

Gemini Observatory's View Covers Nearly Entire Sky Ever since the year 2000, astronomers have used two unique telescopes that give them a peek at practically any part of the sky they wish to explore. These instruments are part of the Gemini Observatory, named for the Gemini constellation. They comprise an astronomy institution with twin 8.1-meter telescopes located in North and South America. Their construction began in the mid-1990s, guided by scientists from around the world. The observatorys country partners are Argentina, Brazil, Canada, Chile, Korea, and the United States, under the aegis of the Association of Universities for Research in Astronomy, Inc. (AURA), under an agreement with the National Science Foundation. Each country has a national Gemini Office to coordinate participation. Its also part of the National Optical Astronomy Observatories (NOAO) consortium. Both telescopes cost $184 million to build, and about $16 million per year for ongoing operations. In addition, $4 million a year are allocated for instrument development. Key Takeaways: Gemini Observatory Gemini Observatory is really one institution with two telescopes: Gemini North is located on Mauna Kea on the Big Island of Hawaii and Gemini South is on Cerro Pachon in Chile.The two telescopes together can study nearly the entire sky (except for two small areas at the celestial poles).The Gemini telescopes use instruments and cameras, plus adaptive optics systems.  Gemini Observatory can study anything from solar system objects to planets around other stars, starbirth, star death, and galaxies out to the limits of the observable universe. One Observatory, Two Telescopes The Gemini Observatory has historically been called one observatory, two telescopes. Both were planned and built on high-altitude mountains to provide clear seeing without atmospheric distortion that plagues telescopes at lower altitudes. Both telescopes are 8.1 meters across, each containing a single-piece mirror fabricated at the Corning glass works in New York. These flexible reflectors are nudged by a system of 120 actuators that gently shape them for astronomical observations. Gemini North with its laser system creating guide stars for adaptive optics. Gemini Observatory   Each telescope uses these adaptive optics systems and laser guide stars, which help correct for atmospheric motions that cause starlight (and light from other objects in the sky) to be distorted. The combination of high-altitude location and cutting-edge technology gives Gemini Observatory some of the best astronomical views on Earth. Together, they cover nearly the entire sky (except for regions around the north and south celestial poles). Gemini North on Mauna Kea   The northern half of the Gemini Observatory is located on the Big Island of Hawaii, at the summit of the Mauna Kea volcano. At an altitude of 4,200 meters (13,800 feet), this facility, officially named the Frederick C. Gillett Gemini Telescope (commonly called Gemini North), exists in a very dry, remote region. Both it and its twin are used by astronomers from the five member countries, plus researchers from the nearby University of Hawaii. The U.S. Gemini office is located in Hilo, Hawaii. It houses a staff of scientists, technical staff, outreach experts, and administrators.   Gemini North with the Milky Way overhead, and the lights of a town in the distance. The observatory is generally above the clouds, which blocks light from nearby cities. Gemini Observatory/Joy Pollard The facility is open to astronomers who wish to do their work in person, but most take advantage of the telescopes remote operations capability. That means the telescope is programmed to do their observations and return the data to them when the observations are done.   Gemini South at Cerro Pachà ³n The second pair of the Gemini twin telescopes is located on Cerro Pachà ³n, in the Chilean Andes mountains. Its at an altitude of 2,700 meters (8,900 feet). Like its sibling in Hawaii, Gemini South takes advantage of very dry air and good atmospheric conditions to observe the southern hemisphere skies. It was built about the same time as Gemini North and made its first observations (called first light) in 2000.   Gemini South with its vents open at sunset. Gemini Observatory   The Instruments of Gemini The twin Gemini telescopes are outfitted with a number of instruments, including a set of optical imagers, plus other technology that dissect incoming light using spectrographs and spectrometers. These instruments provide data about distant celestial objects that are not visible to the human eye, particularly near-infrared light. The special coatings on the telescope mirrors make infrared observations possible, and help scientists study and explore such things as planets, asteroids, clouds of gas and dust, and other objects in the universe.   Instruments are attached to the Gemini North and South telescopes using instrument support systems. This one, at Gemini South, has several instruments attached (the box-like structures). Gemini Observatory The Gemini Planet Imager One particular instrument, the Gemini Planet Imager, was built to help astronomers search out extrasolar planets around nearby stars. It began operations at Gemini South in 2014. The imager itself is a collection of observational instruments including a coronagraph, spectrograph, adaptive optics, and other parts that help astronomers locate planets around other stars. It has been in operation since 2013 and has been continually tested and improved. One of its most successful planet searches turned up the world 51 Eridani b, which lies about 96 light-years away from Earth.   Polar ring galaxy NGC 660 as see through Gemini Observatorys north telescope. Gemini Observatory   Geminis Celestial Discoveries Since Gemini opened, it has peered into distant galaxies and studied the worlds of our own solar system. Among its most recent discoveries, Gemini North took a look at a distant quasar (an energetic galaxy) that had previously been observed by two other observatories: the Keck-1 on Mauna Kea and the Multiple-Mirror Telescope (MMT) in Arizona. Geminis role was to focus on a gravitational lens that was bending the light from the distant quasar toward Earth. Gemini South has also studied distant worlds and their actions, including one that may have been kicked out of orbit around its star. Other images from Gemini include a look at a colliding galaxy called a polar ring galaxy. This one is called NGC 660, and the image was taken from the Fredrick C. Gillett Gemini North telescope in 2012. Sources â€Å"Exiled Exoplanet Likely Kicked out of Stars Neighborhood.†Ã‚  Ã‚ » Circumstellar Disks, planetimager.org/.Gemini Observatory, ast.noao.edu/facilities/gemini.â€Å"Gemini Observatory.†Ã‚  Gemini Observatory, www.gemini.edu/.National Research Council Canada. â€Å"Gemini Observatory.†Ã‚  Construction Technology Updates, 27 Sept. 2018, www.nrc-cnrc.gc.ca/eng/solutions/facilities/gemini.html.

7 Essential Excel Tricks Everyone Needs to Know [Infographic]

7 Essential Excel Tricks Everyone Needs to Know [Infographic] Excel is an incredibly valuable tool. If used properly, excel can make you incredibly productive. Here are 7 excel tricks that you can use in order to be more productive in your every day life. Source: [CreativeCommons]

Discussion question Research Paper Example | Topics and Well Written Essays - 250 words - 2

Discussion question - Research Paper Example It was crucial to keep the test cognizant of the emerging challenges. The other common issue is that many people are championing for the inclusion of nursing ethics as a compulsory subject and not elective one. Maintaining certification is an important process that a client or practitioner can only address by following the stipulated law. Failure means that a nurse will lose his practice certificate. However, one has to question the need to seat for continuous tests if experience matters. Updating of the online test empowers nurses to understand emerging issues in the society with respect to their roles. Consequently, they can make appropriate choices. The issue of inclusion of nursing ethics as a compulsory subject can be solved by implementation of state laws that would require students to register for nursing ethics as a compulsory course (Finkelman & Kenner, 2013). My nursing philosophy is dependent on continuous education while being sensitive to the surrounding environment. Consequently, I appreciate the need to maintain certification and updated tests. In addition, nursing ethics is a cornerstone of moral

Risk management Assignment Example | Topics and Well Written Essays - 2250 words

Risk management - Assignment Example These are banks, insurance businesses, mutual funds, securities firms, investment banks and finance companies. A financial institution collects funds from private as well as public investors to use them in financial assets. Financial institutions play the role of mediators in share markets and debt security markets. Financial activities may include bonds, debentures, stocks, loans, risk diversification, insurance, hedging, retirement planning, investment, portfolio management, and many other related functions. Through these functions, funds get transferred to different tiers of economy for positively performing a business function (Babbel & Santomero 1997). When financial companies such as banks and insurance companies sell their products, they cover the risks which could be short-term or long-term risks. There are other companies called â€Å"Reinsurance companies† that sell policies to insurance companies to cover risk factors and save from big losses. Generally, reinsurance companies are big players and can write insurance risks directly. There is another type ‘captive insurance company’ that serves the limited aim of financing the risks of a parent company (Wikipedia 2010). Financial activities are risky business. From management perspective, some financial risks can be such that can be removed by following standard business practices, some risks can be shifted to other participant , and some financial risks must be managed proactively by the institution itself. Financial companies have their own financial risk management systems involving risk management techniques (Babbel & Santomero 1997). Generally, financial institutions, being the principal functionaries, use their own balance sheets to realise a transaction and mitigate the risks involved. Thus, most of the risks are for on-balance-sheet businesses. Financial institutions estimate

Smoking in communal places needs to be prohibited Essay Example for Free

Smoking in communal places needs to be prohibited Essay Smoking in communal places needs to be prohibited. All of us have heard about the secondhand smoke’s negative paraphernalia to human health, newly done investigation is usually dropping lighting about just how effective it actually is. A current analysis through the United National Institute on Drug Abuse (NIDA) observed that will secondhand smoke causes it to be more difficult with for smokers to give up smoking (Marzilli 2008). Analysts point out that secondhand smoke sets off nicotine cravings  which can adjusts brain purpose, compared to truly smoking cigarettes a smoke. In the event secondhand smoke possesses a real effective effect on smokers, and then what exactly should it complete for you to those that aren’t possibly lighting up? Secondhand smoke poisons others, in particular kids as well as pregnant women, at risk of breathing in cigarettes’ smoke. Furthermore, smoking in communal places endangers individuals who have the respiratory system health disorders. Tobacco contains the Carbon (II) oxide, which if inhaled will lead to the reduction of the carrying capacity of oxygen in the blood (Buddelmeyer Wilkins 2010). Carcinogenic compounds which is also present in tobacco is said by research to cause mutation of the DNA to any individual who inhales it and as a result lead infection cancer (Buddelmeyer Wilkins 2010). In a matter of fact, smoke from a burning cigarette ingests most to a non-smoker and does not get sucked in by the smoker’s lungs furthermore he/she escalates it to the air. The latest scientific tests display that nearly 69.79% of individuals ingesting cast-off smoke from communal smokers have a larger chance of getting respiratory system troubles when compared with smokers themse lves (Qwins 2013). Tens of thousands deaths per year are as a result of the effects of secondhand smoke of which are categorized into two thus; lung cancer and heart disease. Prohibiting smoking in public regions is often useful in several ways since it eradicates an act involving difficulties to acquitted individuals. In the event of prohibiting smoking of cigarettes in communal places, we lower or even totally remove the chance of placing non-smokers susceptible and or increasing the smokers’ chances of creating lung and heart glitches to themselves. Additionally, when many of us prohibit smoking cigarettes in communal places, many of us also cease the smokers from additionally increasing their likelihood of getting medical problems pertaining to themselves. Research clearly points out that prohibiting smoking in public areas saves more than 15 million heart attacks and 20 million lung cancer attacks a year nationwide (Qwins 2013). Though it is usually mentioned that not every individual who smoke in communal regions usually led to harming other people, It remains undeniable fact that cigarette smoking by itself is really a reason for health disorders. Its not ample to convey which the size of impacted individuals is relatively just a small fraction; profuse or perhaps few of, an individual put in danger is usually ample. It can be just the situation with cigarette smoking in communal places, therefore, needs to be restricted. References Buddelmeyer, Hielke, and Roger Wilkins. The effects of smoking ban regulations on individual smoking rates. Parkville] Vic.: Melbourne Institute of Applied Economic and Social Research, 2010. Print Marzilli, Alan. Smoking Bans. Point Counterpoint. New York: Kate Bothers, 2008. Print. Qwins, Leslie. Tobacco smoking. Lyon?: World Health Organization, International Agency for Research on Cancer, 2013. Print. Source document

Asymmetry In Facial Emotional :: essays research papers

Asymmetry in Facial Emotional Expression. Abstract Research in the past has demonstrated that the right hemisphere of the brain is dominant in the perception and expression of emotion. As a result of crossing of the nervous system, the expectation was that the left side of the face would express emotion more intensely than the right. This was tested by using left and right composite faces, showing them to participants, asking them to rate which of the two faces was more intense. The finding was that participants judges the left composites to be more emotionally intense than the right composites, thus supporting the hypothesis that there is asymmetry in the facial expression of emotion. This finding leads to the conclusion that the right hemisphere is dominant in the perception, expression and general procession of emotional information. Crossing over of the nervous system occurs at the decussation of the pyramids , this is a site just above the medulla-spinal cord junction at which the nerve fibres from either side of the brain cross over to the contralateral side of the body (Marieb, 1998). This means that the sensory information from the right side of the body goes to the contralateral side of the brain, in this case the left hemisphere, and vice versa. Due to this cross over, each hemisphere has motor control over the contralateral side of the body.   Ã‚  Ã‚  Ã‚  Ã‚  The brain’s hemispheres are specialised in their functions, amongst others, the left hemisphere is dominant in language, mathematical reasoning and logical thinking. The right hemisphere is dominant in facial recognition, expression and spatial thinking. These findings that the different hemispheres are specialised in their function have come from experiments performed on those with damage to specific parts of the brain thus being able to isolate the particular damaged area and experiment upon this.   Ã‚  Ã‚  Ã‚  Ã‚  Because the hemispheres are specialised in their functions, the psyhcologists in the past have developed theories on asymmetry in emotional perception and expression. It has been found from previous studies that the right hemisphere is dominant in facial recognition and expression. It has been proposed that the right side of the face is more openly expressive, while the left side of the face is ‘private’ (Sackheim, Gur, 1978). Darwin first proposed the importance of expression as a form of communication that had survival value for the human species (Atkinson, Atkinson, Smith, Bem, Nolen-Hoeksema, 1996). Later studies found that there were six distinct emotions that can be reliably recognised universally in the human face.

Night World : Dark Angel Chapter 4

He went on driving. He didn't even pause. â€Å"We're almost home.† They were nearing the turn ontoMeadowcroft Road . Gillian tried to grab for one of the brown hands on the steering wheel, and then looked at her own hand, perplexed. Her fingers felt like blocks of wood. â€Å"You have to stop,† she said, settling for volume. â€Å"There's a kid lost in those woods. That's why I went in; I heard this sound like crying. It was coming from somewhere right near the creek. We've got to go back there. Come on, stop!† â€Å"Hey, hey, calm down,† he said. â€Å"You know what I bet you heard? A long-eared owl. They roost around here, and they make this noise like a moan, oo-oo-oo.† Gillian didn't think so. â€Å"I was walking home from school. It wasn't dark enough for an owl to be out.† â€Å"Okay, a mourning dove. Goes oh-ah, whoo, whoo. Or a cat; they can sound like kids sometimes. Look,† he added almost savagely, as she opened her mouth again, â€Å"when we get you home, we can call the Houghton police, and they can check things out. But I am not letting a lit-a girl freeze just because she's got more guts than smarts.† For a moment, Gillian had an intense longing to let him continue to believe she had either guts or smarts. But she said, â€Å"It's not that. It's just- I've already been through so much to try to find that kid. I almost died-I think I did die. I mean- well, I didn't die, but I got pretty cold, and-and things happened, and I realized how important life is†¦Ã¢â‚¬  She floundered to a shivering stop. What was she saying? Now he was going to think she was a nut case. And anyway all that stuff must have been a dream. She couldn't make it seem real while sitting in a Mustang with her head wrapped in a towel. But David flashed her a glance of startled recognition. â€Å"You almost died?† He looked back at the road, turning the car ontoHazel Street , where they both lived. â€Å"That happened to me once. When I was little, I had to have this operation-â€Å" He broke off as the Mustang skidded on some ice. In a moment he was in control again and turning into Gillian's driveway. It happened to you, too? David parked and was out of the car before Gillian could gather herself to speak. Then he was opening her door, reaching for her. â€Å"Gotta get all this ridiculous stuff out of the way,† he said, pushing her hair back as if it were a curtain of cobwebs. Something about the way he said it made Gillian think he liked her hair. She peered up at him through a gap in the curtain. His eyes were dark brown and normally looked almost hawkish, but just now, as their gazes met, they changed. They looked startled and wondering. As if he saw something in her eyes that surprised him and struck a chord. Gillian felt a flutter of wonder herself. I don't think he's really tough at all, she thought, as something like a spark seemed to flash between them. He's not so different from me; he's- She was wracked by a sudden bout of shivers. David blinked and shook his head. â€Å"We've got to get you inside,† he muttered. And then, still shivering, she was in the air. Bobbing, being carried up the path to her house. â€Å"You shouldn't be walking to school in the winter,† David said. â€Å"I'll drive you from now on.† Gillian was struck speechless. On the one hand, she should probably tell him she didn't walk every day. On the other hand, who was she kidding? Just the thought of him giving her a ride was enough to make her heart beat wildly. Between that and the novel feeling of being carried, it wasn't until he was opening the front door that Gillian remembered her mother. Then she panicked. Oh, God, I can't let David see her-but maybe it'll be all right. If there was a smell of food cooking, that meant it was okay. If not, it was one of Mom's bad days. There was no smell of food as David stepped into the dim hallway. And no sign of life-all the downstairs lights were off. The house was cold and echoing and Gillian knew she had to get David out. But how? He was carrying her farther in, asking, â€Å"Your parents aren't home?† â€Å"I guess not. Dad doesn't get home until seven most nights.† It wasn't exactly a lie. Gillian just prayed her mom would stay put in the bedroom until David left. â€Å"I'll be okay now,† she said hastily, not even caring if she sounded rude or ungrateful. Anything to make him go. â€Å"I can take care of myself, and- and I'm okay.† â€Å"The he †¦ eck you are,† David said. It was the longest drawn out ‘heck' Gillian had ever heard. He doesn't want to swear around me. That's cute. â€Å"You need to get thawed out, fast. Where's a bathtub?† Gillian automatically lifted a stiff arm to point down the side hall, then dropped it. â€Å"Now, wait a minute-â€Å" He was already there. He put her on her feet, then disappeared into the bathroom to turn on the water. Gillian cast an anguished glance upstairs. Just stay put, Mom. Stay asleep. â€Å"You've got to get in there and stay for at least twenty minutes,† David said, reappearing. â€Å"Then we can see if you need to go to the hospital at Houghton.† That made Gillian remember something. â€Å"The police-â€Å" â€Å"Yeah, right, I'll call them. As soon as you're in the tub.† He reached out and plucked at her dripping, ice-crusted sweater. â€Å"Can you get this off okay? Do your fingers work?† â€Å"Urn†¦Ã¢â‚¬  Her fingers didn't work; they were still blocks of wood. Frost-nipped at least, she thought, peering at them. But there was no way he was going to undress her, and there was also no way she was going to call her mother. â€Å"Urn†¦Ã¢â‚¬  â€Å"Uh, turn around,† David said. He pulled at her sweater again. â€Å"Okay, I've got my eyes shut. Now-â€Å" â€Å"No,† Gillian said, holding her elbows firmly against her sides. They stood, confused and indecisive, until they were saved by an interruption, a voice from the main hallway. â€Å"What are you doing to her?† the voice said. Gillian turned and looked around David. It was Tanya Jun, David's girlfriend. Tanya was wearing a velveteen cap perched on her glossy dark hair and a Christmas sweater with metallic threads woven in. She had almond-shaped gray eyes and a mouth with firm lips molded over white teeth. Gillian always thought of her as a future corporate executive. â€Å"I saw your car out there,† the future executive said to David, â€Å"and the front door of the house was open.† She looked level-headed, suspicious, and a little bit as if she doubted David's sanity. David looked back and forth between her and Gillian and fumbled for an explanation. â€Å"There's nothing going on. I picked her up onHillcrest Road . She was-well, look at her. She fell in the creek and she's frozen.† â€Å"I see,† Tanya said, still calmly. She gave Gillian a quick assessing glance, then turned back to David. â€Å"She doesn't look too bad. You go to the kitchen and make some hot chocolate. Or hot water with Jell-O in it, something with sugar. I'll take care of her.† â€Å"And the police,† Gillian called after David's disappearing back. She didn't exactly want to look Tanya in the face. Tanya was a senior like David, in the class ahead of Gillian atRachelCarsonHigh School . Gillian feared her, admired her, and hated her, in about that order. â€Å"Into the bathroom,† Tanya said. Once Gillian was in, she helped her undress, stripping off the clinging, icy-wet clothes and dropping them in the sink. Everything she did was brisk and efficient, and Gillian could almost see sparks fly from her fingers. Gillian was too miserable to protest at being stripped naked by somebody with the bedside manner of a female prison guard or an extremely strict nanny. She huddled, feeling small and shivering in her bare skin, and then lunged for the tub as soon as Tanya was done. The water felt scalding. Gillian could feel her eyes get huge and she clenched her teeth on a yell. It probably felt so hot because she was so cold. Breathing through her nose, she forced herself to submerge to the shoulders. â€Å"All right,† Tanya said on the other side of the coral-colored shower curtain. â€Å"I'll go up and get you some dry clothes to put on.† â€Å"No!† Gillian said, shooting half out of the water. Not upstairs, not where her mom was, not where her room was. But the bathroom door was already shutting with a decisive dick. Tanya wasn't the kind of person you said no to. Gillian sat, immobilized by panic and horror, until a fountain of burning pain drove everything else out of her mind. It started in her fingers and toes and shot upward, a white-hot searing that meant her frozen flesh was coming back to life. All she could do was sit rigid, breathe raggedly through her nose, and try to endure it. And eventually, it did get better. Her white, wrinkled skin turned dark blue, and then mottled, and then red. The searing subsided to a tingling. Gillian could move and think again. She could hear, too. There were voices outside the bathroom in the hallway. The door didn't even muffle them. Tanya's voice: â€Å"Here, I'll hold it. I'll take it to her in a minute.† In a mutter: â€Å"I'm not sure she can drink and float at the same time.† David's voice: â€Å"Come on, give her a break. She's just a kid.† â€Å"Oh, really? Just how old do you think she is?† â€Å"Huh? I don't know. Maybe thirteen?† An explosive snort from Tanya. â€Å"Fourteen? Twelve?† â€Å"David, she goes to our school. She's a junior.† â€Å"Really?† David sounded startled and bewildered. â€Å"Nah, I think she goes to P.B.† Pearl S. Buck was the junior high. Gillian sat staring at the bathtub faucet without seeing it. â€Å"She's in our biology class,† Tanya's voice said, edging toward open impatience. â€Å"She sits at the back and never opens her mouth.† The voice added, â€Å"I can see why you thought she was younger, though. Her bedroom's knee-deep in stuffed animals. And the wallpaper's little flowers. And look at these pajamas. Little bears.† Gillian's insides felt hotter than her fingers had been at their most painful. Tanya had seen her room, which was the same as it had been since Gillian was ten years old, because there wasn't money for new curtains and wallpaper and there wasn't any more storage space in the garage to put her beloved animals away. Tanya was making fun of her pajamas. In front of David. And David†¦ thought she was a little kid. That was why he'd offered to drive her to school. He'd meant the junior high. He'd been nice because he felt sorry for her. Two tears squeezed out of Gillian's eyes. She was trembling inside, boiling with anger and hurt and humiliation†¦ Crinch. It was a sound as loud as a rifle report, but high and crystalline-and drawn out. Something between a crash and a crunch and the sound of glass splintering under boots. Gillian jumped as if she'd been shot, sat frozen a moment, then pulled the moisture-beaded shower curtain aside and poked her head out. At the same instant the bathroom door flew open. â€Å"What was that?† Tanya said sharply. Gillian shook her head. She wanted to say, â€Å"You tell me,† but she was too frightened of Tanya. Tanya looked around the bathroom, spied the steamed-up mirror, and frowned. She reached across the sink to wipe it with her hand-and yelped. â€Å"Ow!† She cursed, staring at her hand. Gillian could see the brightness of blood. â€Å"What the-?† Tanya picked up a washcloth and swiped the mirror. She did it again. She stepped back and stared. From the tub, Gillian was staring, too. The mirror was broken. Or, not broken, cracked. But it wasn't cracked as if something had hit it. There was no point of impact, with lines of shattering running out. Instead, it was cracked evenly from top to bottom, side to side. Every inch was covered with a lattice of fine lines. It almost looked purposeful, as if it were a frosted-glass design. â€Å"David! Get in here!† Tanya said, ignoring Gillian. After a moment the door stirred and Gillian had a steamy distorted glimpse of David's face in the mirror. â€Å"Do you see this? How can something like this happen?† Tanya was saying. David grimaced and shrugged. â€Å"Heat? Cold? I don't know.† He glanced hesitantly in Gillian's direction, just long enough to locate her face surrounded by the coral shower curtain. â€Å"You okay?† he said, addressing himself to a white towel rack on the far wall. Gillian couldn't say anything. Her throat was too tight and tears were welling up again. But when Tanya looked at her, she nodded. â€Å"All right, forget it. Let's get you changed.† Tanya turned away from the mirror. David melted back out of the bathroom. â€Å"Make sure her fingers and everything are working all right,† he said distantly. â€Å"I'm fine,† Gillian said when she was alone with Tanya. â€Å"Everything's fine.† She wiggled her fingers, which were tender but functioning. All she cared about right now was getting Tanya to go away. â€Å"I can dress myself.† Please don't let me cry in front of her. She retreated behind the shower curtain again and made a splashing noise. â€Å"You guys can leave now.† Half a sigh from Tanya, who was undoubtedly thinking Gillian was ungrateful. â€Å"All right,† she said. â€Å"Your clothes and your chocolate are right here. Is there somebody you want me to call-?† â€Å"No! My parents-my dad will be here any minute. I'm fine.† Then she shut her eyes and counted, breath held. And, blessedly, there were the sounds of Tanya moving away. Both Tanya and David calling goodbyes. Then silence. Stiffly, Gillian pulled herself upright, almost falling down when she tried to step out of the bathtub. She put on her pajamas and walked slowly out of the bathroom, moving like an old woman. She didn't even glance at the broken mirror. She tried to be quiet going up the stairs. But just as she reached her bedroom, the door at the end of the upstairs hall swung open. Her mother was standing there, a long coat wrapped around her, fuzzy fleece-lined slippers on her feet. Her hair, a darker blond than Gillian's, was uncombed. â€Å"What's going on? I heard noise. Where's your father?† Not â€Å"Whass goin' on? Whersh your father?† But dose. â€Å"It's not even seven yet, Mom. I got wet coming home. I'm going to bed.† The bare minimum of sentences to communicate the necessary information. Her mother frowned. â€Å"Honey-â€Å" † ‘Night, Mom.† Gillian hurried into her bedroom before her mother could ask any more questions. She fell on her bed and gathered an armful of stuffed animals in the bend of her elbow. They were solid and friendly and filled her arm. Gillian curled herself around them and bit down on plush. And now, at last, she could cry. All the hurts of her mind and body merged and she sobbed out loud, wet cheek on the velveteen head of her best bear. She wished she'd never come back. She wanted the bright meadow with the impossibly green grass, even if it had been a dream. She wanted everyone to be sorry because she was dead. All her realizations about life being important were nonsense. Life was a giant hoax. She couldn't change herself and live in a completely new direction. There was no new start. No hope. And I don't care, she thought. I just want to die. Oh, why did I get made if it was just for this? There's got to be someplace I belong, something I'm meant to do that's different. Because I don't fit in this world, in this life. And if there isn't something more, I'd rather be dead. I want to dream something else. She cried until she was numb and exhausted and fell into a deadly still sleep without knowing it. When she woke up hours later, there was a strange light in her room.

Management and Public Administration

POSDCoRB is a mnemonic term developed by Luther Gulick in 1937 to represent the functions of the executive. â€Å"These essential functions-Planning, Organizing, Staffing, Directing, Coordinating, Reporting, and Budgeting-provide a sort of administrative prescription which should be followed by any competent administrator. † (Blumberg, p. 247)These functions compose a single aspect of the author’s Notes on the Theory of Organization, which discusses the elements necessary for an organization to perform its activities efficiently. After focusing on the Division and Coordination of Work, Gulick reflects on how the organization should be Organized. In order to organize the role of the executive, Gulick asks â€Å"What is the work of the executive. What does he do? † He then presents us with a list of activities-POSDCORB: â€Å"Planning, that is working out in broad outline the things that need to be done and the methods for doing them to accomplish the purpose set for the enterprise; * Organizing, that is the establishment of the formal authority through which work subdivisions are arranged, defined, and co-ordinated for the defined objective; * Staffing, that is the whole personnel function of bringing in and training the staff and maintaining favorable conditions of work; *Directing, that is the continuous task of making decisions and embodying them in specific and general orders and instructions and serving as the leader of the enterprise; * Co-ordinating, that is the all important duty of interrelating the various parts of the work; * Reporting, that is keeping those to whom the executive is responsible informed as to what is going on, which thus includes keeping himself and his subordinates informed through records, research and inspection; * Budgeting, with all that goes with budgeting in the form of fiscal planning, accounting and control. † (Gulick, p. 13) These defined functions were inspired by Henri Fayol’s earlier wor k in the study of management theory, wherein he describes 5 functions: Planning, Organizing, Coordinating, Commanding, and Controlling. POSDCORB became an important tool in the scientific management movement both in business and the public administration.Though it helped to establish a foundation for the creation of principles by which management should operate, it has met with some opposition in the field of organization studies. Criticism Prior to the release of Notes on the Theory of Organization, Dr. Lewis Meriam, wrote: â€Å"The most important thing that has been omitted from that fascinating word ‘POSDCORB' is knowledge of a subject matter. You have to plan something, you have to organize something, you have to direct something†¦ Intimate knowledge of the subject matter with which an administrative agency is primarily concerned is indispensable to the effective, intelligent administration of that agency. † (Meriam, p. 2-3).In the book, Organizations, Herbert Simon and James March suggested that POSDCORB contributes to the creation of a â€Å"machine model† in administration. Their claim was that â€Å"the scientific managers have regarded man as a machine rather than as a human being. † Pfiffner writes that social scientists, like Simon and March, â€Å"decry the gods of efficiency and condemn the goals of productivity as ends in themselves. † (Pfiffner, p. 110) Recalling a conversation with Dr. Gulick, Stephen Blumberg writes: â€Å"It is because of the absence in POSDCORB of things such as values and ethics and cooperation that he says that we need to bring to our focus of attention some new guidelines.He feels ‘that we’ve got to think of our economic problems in terms of human values’ and that because ‘we are going to recognize that public administration deals with human beings,’ we will have to incorporate much more of behavioral thinking into public administration. † (Bl umberg, p. 247) help on how to format text About  · Blog  · Pricing  · Privacy  · Terms  · Support  · Upgrade Contributions to http://papedia. wikispaces. com are licensed under a Creative Commons Attribution Share-Alike 2. 5 License. Creative Commons Attribution Share-Alike 2. 5 License Portions not contributed by visitors are Copyright 2010 Tangient LLC. Home > †¦ Loading†¦ Home Turn Off â€Å"Getting Started† Loading†¦

Dinosaur Intelligence, and How Its Measured

Dinosaur Intelligence, and How It's Measured Gary Larson framed the issue best in a famous Far Side cartoon. A Stegosaurus behind a podium addresses an audience of his fellow dinosaurs: The pictures pretty bleak, gentlemen. ..the worlds climates are changing, the mammals are taking over, and we all have a brain about the size of a walnut. (See a slideshow of the 10 smartest dinosaurs.) For over a century, that quote has pretty much summed up popular (and even professional) opinions about dinosaur intelligence. It didnt help that one of the earliest dinosaurs to be discovered and classified (the above-named Stegosaurus, in 1877) possessed an unusually small brain, about the size of, yes, a walnut (its brain was so small, in fact, that paleontologists once speculated that Stegosaurus had a supplementary brain in its butt). It also didnt help that dinosaurs are long extinct; wiped out by the famine and freezing temperatures in the wake of the K/T Extinction 65 million years ago. If only theyd been smarter, we like to think, some of them might have found a way to survive! One Measure of Dinosaur Intelligence: EQ Since theres no way to travel back in time and give an Iguanodon an IQ test, naturalists have developed an indirect means of evaluating the intelligence of extinct (as well as living) animals. The Encephalization Quotient, or EQ, measures the size of a creatures brain against the size of the rest of its body, and compares this ratio to that of other species of roughly the same size. Part of what makes us human beings smart is the enormous size of our brains compared to our bodies; our EQ measures a hefty 5. That may not seem like such a big number, so lets look at the EQs of some other mammals: on this scale, wildebeests weigh in at .68, African elephants at .63, and opossums at .39. As you might expect, monkeys have higher EQs: 1.5 for a red colobus, 2.5 for a capuchin. Dolphins are the only animals on the planet with EQs even close to those of humans; the bottlenose comes in at 3.6. (By the way, EQ scales vary considerably; some authorities set the average human EQ at about 8, with the EQ of other creatures scaled up proportionally.) As you might expect, the EQs of dinosaurs (based on the analysis of their fossil remains) are spread across the lower end of the spectrum. Triceratops weighs in at a scant .11 on the EQ scale, and it was the class valedictorian compared to lumbering sauropods like Brachiosaurus, which dont even come close to hitting the .1 mark. However, some of the swift, two-legged, feathered dinosaurs of the Mesozoic Era posted relatively high EQ scores- not quite as smart as modern wildebeests, but not that much dumber, either. How Smart Were Carnivorous Dinosaurs? One of the trickiest aspects of animal intelligence is that, as a rule, a creature only has to be smart enough to prosper in its given ecosystem and avoid being eaten. Since plant-eating sauropods and titanosaurs were so massively dumb, the predators that fed on them only needed to be marginally smarter- and most of the relative increase in the brain size of these carnivores can be attributed to their need for better smell, vision and muscular coordination, their tools for the hunt. (For that matter, one can argue that the reason sauropods were so dumb is because they only had to be marginally smarter than the giant ferns they munched on!) However, its possible to swing the pendulum too far in the other direction and exaggerate the intelligence of carnivorous dinosaurs. For example, the doorknob-turning, pack-hunting Velociraptors of Jurassic Park and Jurassic World are a complete fantasy- if you met a live Velociraptor today, it would probably strike you as slightly dumber (though a lot more dangerous) than a chicken. You certainly wouldnt be able to teach it tricks, since its EQ would be an order of magnitude below that of a dog or cat. (This is part of the reason why dinosaurs, as a general rule, dont make very good pets.) Could Dinosaurs Have Evolved Intelligence? Its easy, from our present-day perspective, to poke fun at the walnut-brained dinosaurs that lived tens of millions of years ago. However, you should bear in mind that the proto-humans of five or six million years ago werent exactly Einsteins, either- even though, as stated above, they were significantly smarter than the other mammals in their savannah ecosystems. In other words, if you managed to time-transport a five-year-old Neanderthal into the present day, she probably wouldnt do very well in kindergarten! This raises the question: what if at least some dinosaurs had survived the K/T Extinction 65 million years ago? Dale Russell, the one-time curator of vertebrate fossils at the National Museum of Canada, once caused a stir with his speculation that Troodon - a human-sized theropod dinosaur about as smart as an opossum- might eventually have evolved a human-sized level of intelligence if it had been left to evolve for another few million years. It should be noted, however, that Russell didnt propose this as a serious theory, which will come as a disappointment to those who still believe intelligent reptoids live among us.

The 21 Hardest ACT Math Questions Ever

The 21 Hardest ACT Math Questions Ever SAT / ACT Prep Online Guides and Tips You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you. We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day. Brief Overview of the ACT Math Section Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions. The ACT arranges its questions in order of ascending difficulty.As a general rule of thumb, questions 1-20 will be considered â€Å"easy,† questions 21-40 will be considered â€Å"medium-difficulty,† and questions 41-60 will be considered â€Å"difficult.† The way the ACT classifies â€Å"easy† and â€Å"difficult† is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the â€Å"easier† it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more â€Å"difficult† the problem. (Note: we put the words â€Å"easy† and â€Å"difficult† in quotes for a reason- everyone has different areas of math strength and weakness, so not everyone will consider an â€Å"easy† question easy or a â€Å"difficult† question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.) All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment. But First: Should YouBe Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know- not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once. Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test. If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, 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 ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for. Ready, set... 21 Hardest ACT Math Questions Now that you're positive that you should be trying out these difficult math questions, let’s get right to it! The answers to these questions are in a separate section below, so you can go through them all at once without getting spoiled. #1: #2: #3: #4: #5: #6: #7: #8: #9: #10: #11: #12: #13: #14: #15: #16: #17: #18: #19: #20: #21: Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Answers: 1. K, 2. E, 3. J, 4. K, 5. B, 6. H, 7. A, 8. J, 9. F, 10. E, 11. D, 12. F, 13. D, 14. F, 15. C, 16. C, 17. D, 18. G, 19. H, 20. A, 21. K Answer Explanations #1: The equation we are given ($−at^2+bt+c$) is a parabola and we are told to describe what happens when we change c (the y-intercept). From what we know about functions and function translations, we know that changing the value of c will shift the entire parabola upwards or downwards, which will change not only the y-intercept (in this case called the "h intercept"), but also the maximum height of the parabola as well as its x-intercept (in this case called the t intercept). You can see this in action when we raise the value of the y-intercept of our parabola. Options I, II, and III are all correct. Our final answer is K, I, II, and III #2: First let us set up the equation we are told- that the product of $c$ and $3$ is $b$. $3c=b$ Now we must isolate c so that we can add its value to 3. $3c=b$ $c=b/3$ Finally, let us add this value to 3. $c+3={b/3}+3$ Our final answer is E, $b/3+3$ [Note: Because this problem uses variables in both the problem and in the answer choices- a key feature of a PIN question- you can always use the strategy of plugging in numbers to solve the question.] #3: Because this question uses variables in both the problem and in the answer choices, you can always use PIN to solve it. Simply assign a value for x and then find the corresponding answer in the answer choices. For this explanation, however, we’ll be using algebra. First, distribute out one of your x’s in the denominator. ${x+1}/{(x)(x^2−1)}$ Now we can see that the $(x^2−1)$ can be further factored. ${x+1}/{(x)(x−1)(x+1)}$ We now have two expressions of $(x+1)$, one on the numerator and one on the denominator, which means we can cancel them out and simply put 1 in the numerator. $1/{x(x−1)}$ And once we distribute the x back in the denominator, we will have: $1/{x^2−x}$ Our final answer is J, $1/{x^2−x}$. #4: Before doing anything else, make sure you convert all your measurements into the same scale. Because we are working mainly with inches, convert the table with a 3 foot diameter into a table with a $(3)(12)=(36)$ inch diameter. Now, we know that the tablecloth must hang an additional $5+1$ inches on every side, so our full length of the tablecloth, in any straight line, will be: $1+5+36+5+1=48$ inches. Our final answer is K, 48. #5: The position of the a values (in front of the sine and cosine) means that they determine the amplitude (height) of the graphs. The larger the a value, the taller the amplitude. Since each graph has a height larger than 0, we can eliminate answer choices C, D, and E. Because $y_1$ is taller than $y_2$, it means that $y_1$ will have the larger amplitude. The $y_1$ graph has an amplitude of $a_1$ and the $y_2$ graph has an amplitude of $a_2$, which means that $a_1$ will be larger than $a_2$. Our final answer is B, $0 a_2 a_1$. #6: If you remember your trigonometry shortcuts, you know that $1−{cos^2}x+{cos^2}x=1$. This means, then, that ${sin^2}x=1−{cos^2}x$ (and that ${cos^2}x=1−{sin^2}x$). So we can replace our $1−{cos^2}x$ in our first numerator with ${sin^2}x$. We can also replace our $1−{sin^2}x$ in our second numerator with ${cos^2}x$. Now our expression will look like this: ${√{sin^2}x}/{sinx}+{√{cos^2}x}/{cosx}$ We also know that the square root of a value squared will cancel out to be the original value alone (for example,$√{2^2}=2$), so our expression will end up as: $={sinx}/{sinx}+{cosx}/{cosx}$ Or, in other words: $=1+1$ $=2$ Our final answer is H, 2. #7: We know from working with nested functions that we must work inside out. So we must use the equation for the function g(x) as our input value for function $f(x)$. $f(g(x))=7x+b$ Now we know that this function passes through coordinates (4, 6), so let us replace our x and y values for these givens. (Remember: the name of the function- in this case $f(g(x))$- acts as our y value). $6=7(4)+b$ $36=7(4)+b$ $36=28+b$ $8=b$ Our final answer is A, b=8. #8: If you’ve brushed up on your log basics, you know that $log_b(m/n)=log_b(m)−log_b(n)$. This means that we can work this backwards and convert our first expression into: $log_2(24)-log_2(3)=log_2(24/3)$ $=log_2(8)$ We also know that a log is essentially asking: "To what power does the base need to raised in order to achieve this certain value?" In this particular case, we are asking: "To which power must 2 be raised to equal 8?" To which the answer is 3. $(2^3=8)$, so $log_2(8)=3$ Now this expression is equal to $log_5(x)$, which means that we must also raise our 5 to the power of 3 in order to achieve x. So: $3=log_5(x)$ $5^3=x$ $125=x$ Our final answer is J, 125. #9: Once we’ve slogged through the text of this question, we can see that we are essentially being asked to find the largest value of the square root of the sum of the squares of our coordinate points $√(x^2+y^2)$. So let us estimate what the coordinate points are of our $z$s. Because we are working with squares, negatives are not a factor- we are looking for whichever point has the largest combination of coordinate point, since a negative square will be a positive. At a glance, the two points with the largest coordinates are $z_1$ and $z_5$. Let us estimate and say that $z_1$ looks to be close to coordinates $(-4, 5)$, which would give us a modulus value of: $√{−4^2+5^2}$ $√{16+25}$ 6.4 Point $z_5$ looks to be a similar distance along the x-axis in the opposite direction, but is considerably lower than point $z_1$. This would probably put it around $(4, 2)$, which would give us a modulus value of: $√{4^2+2^2}$ $√{16+4}$ 4.5 The larger (and indeed largest) modulus value is at point $z_1$ Our final answer is F, $z_1$. #10: For a problem like this, you may not know what a rational number is, but you may still be able to solve it just by looking at whatever answer seems to fit with the others the least. Answer choices A, B, C, and D all produce non-integer values when we take their square root, but answer choice E is the exception. $√{64/49}$ Becomes: $√{64}/√{49}$ $8/7$ A rational number is any number that can be expressed as the fraction of two integers, and this is the only option that fits the definition. Or, if you don’t know what a rational number is, you can simply see that this is the only answer that produces integer values once we have taken the root, which makes it stand out from the crowd. Our final answer is E, $√{64/49}$ #11: Because we are working with numbers in the triple digits, our numbers with at least one 0 will have that 0 in either the units digit or the tens digit (or both, though they will only be counted once). We know that our numbers are inclusive, so our first number will be 100, and will include every number from 100 though 109. That gives us 10 numbers so far. From here, we can see that the first 10 numbers of 200, 300, 400, 500, 600, 700, 800, and 900 will be included as well, giving us a total of: $10*9$ 90 so far. Now we also must include every number that ends in 0. For the first 100 (not including 100, which we have already counted!), we would have: 110, 120, 130, 140, 150, 160, 170, 180, 190 This gives us 9 more numbers, which we can also expand to include 9 more in the 200’s, 300’s, 400’s, 500’s, 600’s, 700’s, 800’s, and 900’s. This gives us a total of: $9*9$ 81 Now, let us add our totals (all the numbers with a units digit of 0 and all the numbers with a tens digit of 0) together: $90+81$ 171 There are a total of 900 numbers between 100 and 999, inclusive, so our final probability will be: $171/900$ Our final answer is D, $171/900$ #12: First, turn our given equation for line q into proper slope-intercept form. $−2x+y=1$ $y=2x+1$ Now, we are told that the angles the lines form are congruent. This means that the slopes of the lines will be opposites of one another [Note: perpendicular lines have opposite reciprocal slopes, so do NOT get these concepts confused!]. Since we have already established that the slope of line $q$ is 2, line $r$ must have a slope of -2. Our final answer is F, -2 #13: If you remember your trigonometry rules, you know that $tan^{−1}(a/b)$ is the same as saying $tanÃŽËœ=a/b$. Knowing our mnemonic device SOH, CAH, TOA, we know that $tan ÃŽËœ = \opposite/\adjacent$. If $a$ is our opposite and $b$ is our adjacent, this means that $ÃŽËœ$ will be our right-most angle. Knowing that, we can find the $cos$ of $ÃŽËœ$ as well. The cosine will be the adjacent over the hypotenuse, the adjacent still being $b$ and the hypotenuse being $√{a^2+b^2}$. So $cos[tan{−1}(a/b)] $will be: $b/{√{a^2+b^2}}$ Our final answer is D, $b/{√{a^2+b^2}}$ #14: By far the easiest way to solve this question is to use PIN and simply pick a number for our $x$ and find its corresponding $y$ value. After which, we can test out our answer choices to find the right one. So if we said $x$ was 24, (Why 24? Why not!), then our $t$ value would be 2, our $u$ value would be 4, and our y value would be $42$. And $x−y$ would be $24−42=−18$ Now let us test out our answer choices. At a glance, we can see that answer choices H and J would be positive and answer choice K is 0. We can therefore eliminate them all. We can also see that $(t−u)$ would be negative, but $(u−t)$ would not be, so it is likely that F is our answer. Let us test it fully to be sure. $9(t−u)$ $9(2−4)$ $9(−2)$ $−18$ Success! Our final answer is F, $9(t−u)$ #15: In a question like this, the only way to answer it is to go through our answer choices one by one. Answer choice A would never be true, since $y−1$. Since $x$ is positive, the fraction would always be $\positive/\negative$, which would give us a negative value. Answer choice B is not always correct, since we might have a small $x$ value (e.g., $x=3$) and a very large negative value for $y$ (e.g., $y=−100$). In this case, ${|x|}/2$ would be less than $|y|$. Answer choice C is indeed always true, since ${\a \positive \number}/3−5$ may or may not be a positive number, but it will still always be larger than ${\a \negative \number}/3−5$, which will only get more and more negative. For example, if $x=3$ and $y=−3$, we will have: $3/3−5=−4$ and $−3/3−5=−6$ $−4−6$ We have found our answer and can stop here. Our final answer is C, $x/3−5y/3−5$ #16: We are told that there is only one possible value for $x$ in our quadratic equation $x^2+mx+n=0$, which means that, when we factor our equation, we must produce a square. We also know that our values for $x$ will always be the opposite of the values inside the factor. (For example, if our factoring gave us $(x+2)(x−5)$, our values for $x$ would be $-2$ and $+5$). So, given that our only possible value for $x$ is $-3$, our factoring must look like this: $(x+3)(x+3)$ Which, once we FOIL it out, will give us: $x^2+3x+3x+9$ $x^2+6x+9$ The $m$ in our equation stands in place of the 6, which means that $m=6$. Our final answer is C, 6. #17: The simplest way to solve this problem (and the key way to avoid making mistakes with the algebra) is to simply plug in your own numbers for $a$, $r$ and $y$. If we keep it simple, let us say that the loan amount $a$ is 100 dollars, the interest rate $r$ is 0.1, and the length of the loan $y$ is 2 years. Now we can find our initial $p$. $p={0.5ary+a}/12y$ $p={0.5(100)(0.1)(2)+100}/{12(2)}$ $p=110/24$ $p=4.58$ Now if we leave everything else intact, but double our loan amount ($a$ value), we get: $p={0.5ary+a}/12y$ $p={0.5(200)(0.1)(2)+200}/{12(2)}$ $p=220/24$ $p=9.16$ When we doubled our $a$ value, our $p$ value also doubled. Our final answer is D, $p$ is multiplied by 2. #18: If we were to make a right triangle out of our diagram, we can see that we would have a triangle with leg lengths of 8 and 8, making this an isosceles right triangle. This means that the full length of $\ov {EF}$ (the hypotenuse of our right triangle) would be $8√2$. Now $\ov {ED}$ is $1/4$ the length of $\ov {EF}$, which means that $\ov {ED}$ is: ${8√2}/4$ And the legs of the smaller right triangle will also be $1/4$ the size of the legs of the larger triangle. So our smaller triangle will have leg lengths of $8/4=2$ If we add 2 to both our x-coordinate and our y-coordinate from point E, we will get: $(6+2,4+2)$ $(8,6)$ Our final answer is G, $(8,6)$ #19: First, to solve the inequality, we must approach it like a single variable equation and subtract the 1 from both sides of the expression $−51−3x10$ $−6−3x9$ Now, we must divide each side by $-3$. Remember, though, whenever we multiply or divide an inequality by a negative, the inequality signs REVERSE. So we will now get: $2x−3$ And if we put it in proper order, we will have: $−3x2$ Our final answer is H, $−3x2$ #20: The only difference between our function graphs is a horizontal shift, which means that our b value (which would determine the vertical shift of a sine graph) must be 0. Just by using this information, we can eliminate every answer choice but A, as that is the only answer with $b=0$. For expediency's sake, we can stop here. Our final answer is A, $a0$ and $b=0$ Advanced ACT Math note: An important word in ACT Math questions is "must", as in "]something] must be true." If a question doesn't have this word, then the answer only has to be true for a particular instance (that is, itcould be true.) In this case, the majority of the time, for a graph to shift horizontally to the left requires $a0$. However, because $sin(x)$ is a periodic graph, $sin(x+a)$would shift horizontally to the left if $a=-Ï€/2$, which means that for at least one value of the constant $a$ where $a0$, answer A is true. In contrast, there are no circumstances under which the graphs could have the same maximum value (as stated in the question text) but have the constant $b≠ 0$. As we state above, though, on the real ACT, once you reach the conclusion that $b=0$ and note that only one answer choice has that as part of it, you should stop there. Don't get distracted into wasting more time on this question by the bait of $a0$! #21: You may be tempted to solve this absolute value inequality question as normal, by making two calculations and then solving as a single variable equation. (For more information on this, check out our guide covering absolute value equations). In this case, however, pay attention to the fact that our absolute value must supposedly be less than a negative number. An absolute value will always be positive (as it is a measure of distance and there is no such thing as a negative distance). This means it would be literally impossible to have an absolute value equation be less than -1. Our final answer is K, the empty set, as no number fulfills this equation. Whoo! You made it to the finish line- go you! What Do the Hardest ACT Math Questions Have in Common? Now, lastly, before we get to the questions themselves, it is important to understand what makes these hard questions â€Å"hard.† By doing so, you will 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 ACT math errors. In this section, we will look at what these questions have in common and give examples for each type. In the next section, we will give you all 21 of the most difficult questions as well as answer explanations for each question, including the ones we use as examples here. Some of the reasons why the hardest math questions are the hardest math questions are because the questions do the following: #1: Test Several Mathematical Concepts at Once As you can see, this question deals with a combination of functions and coordinate geometry points. #2: Require Multiple Steps Many of the most difficult ACT Math questions primarily test just one basic mathematical concept. What makes them difficult is that you have to work through multiple steps in order to solve the problem. (Remember: the more steps you need to take, the easier it is to mess up somewhere along the line!) Though it may sound like a simple probability question, you must run through a long list of numbers with 0 as a digit. This leaves room for calculation errors along the way. #3: Use Concepts You're Less Familiar With Another reason the questions we picked are so difficult for many students is that they focus on subjects you likely have limited familiarity with. For example, many students are less familiar with algebraic and/or trigonometric functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. Many students get intimidated with function problems because they lack familiarity with these types of questions. #4: Give You Convoluted or Wordy Scenarios to Work Through Some of the most difficult ACT questions are not so much mathematically difficult as they are simply tough to decode. Especially as you near the end of the math section, it can be easy to get tired and misread or misunderstand exactly what the question is even asking you to find. This question presents students with a completely foreign mathematical concept and can eat up the limited available time. #5: Appear Deceptively Easy Remember- if a question is located at the very end of the math section, it means that a lot of students will likely make mistakes on it. Look out for these questions, which may give a false appearance of being easy in order to lure you into falling for bait answers. Be careful! This question may seem easy, but, because of how it is presented, many students will fall for one of the bait answers. #6: Involve Multiple Variables or Hypotheticals The more difficult ACT Math questions tend to use many different variables- both in the question and in the answer choices- or present hypotheticals. (Note: The best way to solve these types of questions- questions that use multiple integers in both the problem and in the answer choices- is to use the strategy of plugging in numbers.) Working with hypothetical scenarios and variables is almost always more challenging than working with numbers. Now picture something delicious and sooth your mind as a reward for all that hard work. The Take-Aways Taking the ACT is a long journey; the more you get acclimated to it ahead of time, the better you'll feel on test day. And knowing how to handle the hardest questions the test-makers have ever given will make taking your ACT 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 your math problems. As you study, try to follow the timing guidelines (an average of one minute per ACT math question) 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 ACT. 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 on the ACT math section and then note which sections you had particular difficulty in. Next, take a look at our individual math guides to help you strengthen any of those weak areas. Running out of time on the ACT math section? Our guide to helping you beat the clock will help you finish those math questions on time. Aiming for a perfect score? Check out our guide on how to get a perfect 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT 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:

The Mozart Effect Annotated Bibliography Essay Example | Topics and Well Written Essays - 2500 words

The Mozart Effect Annotated Bibliography - Essay Example The video also employed the talents of a researcher and annotator who did live recreations of versions of the tests, where subjects chosen at random in a public place were subjected to Mozart music and to music from Blur and then made to undergo the battery of cognitive tests that included solving puzzles, testing reaction times to falling rulers, and tests of memory, among others The findings in the public tests were in congruence with the findings in other studies that state that there is nothing in Mozart music that is special, even though Mozart music did indeed boost subject performance in cognitive tests. This is the conclusion because music by Blur also had the same effect. The baseline was silence. In both cases where subjects were first subjected to silence and then to either Mozart or Blur music, there were observed improvements in the performance of the subjects to the tests. The final caveat is that the performance boosts occurred after listening to the music, and that th e performance boosts were short-lived. The video in all is a good general overview of the nature of the Mozart effect tests and the kinds of challenges that have been made to it over the years (Applasamy, 2012). Bangerter, A. and Heath, C. 2004. The Mozart Effect: Tracking the evolution of a scientific legend. British Journal of Social Psychology (2004). [Online]. Available at: https://www.gsb.stanford.edu/sites/default/files/documents/BJSP,%20Mozart%20Effect.pdf [Accessed 26 November 2013] Demorest, S. and Morrison, S. 2000. Does Music Make You Smarter? Music Educators Journal 87 (2). Green, C.S and Bavelier, D. 2008. Exercising Your Brain: A Review of Human Brain Plasticity and Training-Induced Learning. Psychology and Aging 23 (4). [Online]. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2896818/ [Accessed 26 November 2013] Husain, G., Thompson, W. and Schellenberg, E. 2002. Effects of Musical Tempo and Mode on Arousal, Mood and Spatial Abilities. Music Perception 20 ( 2). [Online]. Available at: http://www.psych.utoronto.ca/users/ghusain/Publications_files/GH2002Mozart%20effect.pdf [Accessed 26 November 2013] Jausovec, N., Jausovec, K. and Gerlic, I. 2006. The influence of Mozart’s music on brain activity in the process of learning. Clinical Neuropsychology 117. Jenkins, J.S. 2001. The Mozart Effect. Journal of the Royal Society of Medicine 94 (4). [Online]. Available at: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1281386/ [Accessed 26 November 2013] Lubetzky, R. 2010. Effect of Music by Mozart on Energy Expenditure in Growing Preterm Infants. Pediatrics 125 (1). [Online]. Available at: http://www.pediatricsdigest.mobi/content/125/1/e24.full [Accessed 26 November 2013] Makielo, L. 2012. The Mozart Effect. The Epoch Times. [Online]. Available at: http://epoch-archive.com/a1/en/sg/nnn/2012/01%20January_2012/Issue%20395_17_January_2012/395_B4.pdf [Accessed 26 November 2013] Nantais, K.