Goal statement, which states my purpose for applying to graduate Personal Statement

Goal , which states my purpose for applying to graduate school, choice of specialty and role, and future plan - Personal Statement Example For one of the projects, I had to write an essay as to why I was pursuing higher education. As a woman, from a cultural background where education for women was not significant, as they were considered only as homemakers this topic was of interest to me. This class was a revelation to me, as it motivated me to empower myself, develop knowledge and skills in my career as well as being confident in my practice. It as well encouraged me to go into the community and serve the people that were underserved. I am privileged to work as a Med Surg nurse on a general medicine floor in one of the best teaching hospitals in the country. This experience has made me grow professionally and personally. It gave me the prospect to work with a varied cluster of patients and their families with varying diagnosis and from various socioeconomic cultures. Additionally, I interacted with members of the hospital’s multidisciplinary team made up of staff members from various departments, as we coordinated and ensured that patients got safe and ultimate care they deserve. This was an immense learning experience. Working in the hospital has been an elevating experience. It has helped me in understanding the theoretical and practical aspects of nursing, which is caring of a patient as a whole. It has also formed the foundation for me to center my dreams of a passionate nurse that I am as I embark in the nurse practitioner role. I am interested of being a family nurse practitioner because after having the opportunity to interact with so many people while working at the hospital, I find being involved with a diverse population inspiring. I would like to work with the entire family of all ages from pediatric to the geriatric population. This aspiration was further strengthened in me after attending to 57-year-old patient diagnosed with end stage liver disease and encephalopathy and was struggling

The Good Life vs The Ethical life Essay Example | Topics and Well Written Essays - 750 words

The Good Life vs The Ethical life - Essay Example In my opinion, one of the most valuable and credible allegations of Kant is that Kant focused on the fact that a person should always be considered as a goal rather than a means. This gives the opportunity to see the justification of Kant’s desire to argue the absolute nature of moral principles, as in this case the society might avoid the risk of dehumanization. The fact that a person should be seen as an end rather than as a means is directly related to the categorical imperative. According to this principle, we must evaluate our actions based on whether we can consider them â€Å"as a universal law† (Rohlf, 2010). The value of this concept is that it has a humanistic nature, arguing the need for humane treatment of others. Despite its obvious advantages, this concept is associated with a certain challenge. The fact is that in reality we cannot always remain faithful to moral principles. In some situations, it makes sense to hide the truth or even kill a person when it comes to saving our own life or the lives of our relatives. Different situations may involve different types of behavior, and, unfortunately, they cannot always meet the moral principles. I believe that Kantian ethics is crucial for the existence of society, because it determines the high status of moral values. On the other hand, my personal experience allows me to assert that the fundamental adherence to all ethical commandments in all situations may even lead to tragic consequences. Despite my sincere desire to comply with all the moral principles sometimes I have to violate a few of them. This fact makes me sad, but on the other hand, I understand that certain situations may require a certain behavior. In this case, I am referring to the method suggested by the concept of ethical utilitarianism. It argues that the assessment of behavior should assume an ethical analysis of the implications

Strategies for Beginning an Export Business

Strategies for Beginning an Export Business Introduction Of Export Procedure For carrying an export, one must understand and analyze the market, by carry out the research. It is not prudent to for any individual to start export without knowing about the statistics and consumer needs of particular market. However the person is very enthusiastic but still there is always a probability to fail because at times they loss more and earn less out of it. In order to enter into the export market an individual has to take the help of intermediaries and has to give some percentage share as a part of commission, which means by giving a part of profit to intermediaries exporter is having less profit and as intermediaries enter into the contract the price for the customer would be increased. All export good are produced with high efficiency and standard of the quality should be maintained. There is cutthroat competition in the global market everybody wants to Sale its product. The customer always have an option of supplier, so the strategies needs to be adopted for becoming the expert salesman At times the product timely delivery becomes a challenge for exporter but is not due to exporters fault, go-slows, Dock strikes, etc; occurs almost allover the world. If someone is entering for the first time in the export market then, then he has to ensure the efficient fast delivery as per the promised made to the consignee about the consignment. Effective communication is the backbone of the accomplishment of any business. It may be internal or external must be comprehensive and immediate. Similarly communication plays vital role in export. When you are in doubt at that time you can e-mail or phone you client for immediate clarification. Failure in the market of export can be minimized by the use of research of the Global Market. Before going on large scale overseas operation first you have to start will small scale, so that experiment marketing often turns out to be cheaper. There are many thing required before starting a new business of export. So let us discuss the various preliminaries of Starting an export business Preliminaries Exercies Before Starting Export Business Establishment Of Business Organization. The First and the foremost question arise in the mind of potential exporter has to decide is about the business organization needed for the export purpose. It is very important decision an exporter has to take whether a business he has to run will be sole proprietary, partnership firm, HUF or a company. The establishment of healthy organization will depend upon.   Capability to raise finance as an exporter   Capacity to bear the risk as an exporter   Desire to implement the control over the business   Nature of regulatory structure applicable to you In case of sole proprietary business person has to go with the small business unit. It can be set up with minimum expense and legal formalities. The biggest disadvantage of the sole proprietary of the business is limited liability to raise the fund which restricts the growth, and owner also has the unlimited personal liability. To avoid this disadvantage, it is more advisable to start the partnership firm. The partnership firm can be set up with ease and economy. In Partnership firm experience and expertise of the partner is beneficial to the firm. The biggest disadvantage of partnership firm is that when the liability of the partner through joint or several, practically or as per the partnership deed ratio would be distributer among various partners. If your partner has unlimited liability, then this the major disadvantage of partnership firm of business organization is that conflict between the partners is a possible threat to the business. Procedure For Registration Of The Company. The company has to be registered under the company act 1956. Whether the company can be private Ltd or public ltd company. In private ltd company can be registered with minimum 2 Members and maximum up to 50.While in case of Public limited company can be registered with Minimum 7members and no limit for the maximum number of members. It can invite the shareholder or invite public to subscribe the share capital and permit to transfer the shares. The public ltd company has enormous potential to access the substantial funds as per the company law. Mode Of Operation: You may be a proprietor or a partner of a firm, Director of a Private or Public Limited Company or an executive or manager of a small or large size of company and wish to enter into overseas market for selling your products. If you are the manufacturer and would like to sell your products overseas, you may act as Manufacturer Exporter. If you would like to buy products from other manufacturers and sell them in overseas market, you may act as Merchant Exporter. If you are the manufacturer and along with your own products would like to sell products of other manufacturers also, you may act as Manufacturer and Merchant Exporter as well. Manufacturer Exporter means a person who export goods manufactured by him or intends to export such goods. Merchant Exporter means a person engaged in trading activity and exporting or intending to export goods. Importance Of Business Title. Giving the title to the business is always essential task for the exporter. Name or the Title of the business should be simple and meaningful. Title should be indicating the nature of business. Physical office should be at commercial complex and in clean and workable surrounding. After deciding the business title, company has to think about the trade name and logo which reinforces the organization name and image in the global market. Besides this letter head, telephone number, fax number banker name address etc are required. Note: Company has to open the current account in the name of company. It is advisable to open the bank account who is authorized to deal with foreign exchange. Selection Of Product And Company Selecting the product and the company plays a vital role for exporter. Exporter has to understand the demand and the trend of foreign market. Now the exporter has to procure or manufacture selected product at most competitive price. It should be easily available in sufficient quantity and possible to supply repeatedly and regularly. Moreover the product which is selected has to be as per the term of government policy various regulations in respect of selection of product for export. It is value addition if some has previous experience of selection of same commodities which is selected by you for export. Effective Business Correspondence Now the business correspondence should sound professional. For making a favorable and excellent impression all the e-mail should be send from the company domain and if any document or company profile is sent to client then has to be in nice envelope on which companys Name, physical address, phone no and fax details has to be there which gives the clear picture about the company to the client. The entire letter that is written and sends the client needs to be on the companys letter head. A hypothetical specimen export letter is given below: Ref: XYZ/NJK2009/ 20th Jan, 2010 The Purchase Manager M/s.XYZ Ltd. . (U.S.A.) Dear Sir, We are one of the leading exporters of a wide range of items including ABC for the last fifteen years. Our major buyers are..Europe and USA We are one of the registered export houses in India. We represent..15%.indian market and   the leading manufacturers of these items in India. These items are produced in collaboration with BID brands, the world famous company. We follow the ISI specifications. We believe that your company imports the items we export. We are enclosing herewith a copy of our brochure and price list for your perusal. We shall be glad to send you detailed literature/ samples of items that may be of interests to you. Yours sincerely, For JKL PVT Ltd. Director Encl: As above. Your letter should contain the following minimum information about your organization and products Type of organizations- i.e. proprietary, partnership, private limited or limited company and whether you are acting as manufacturer exporter or merchant exporter etc. Range specification and standards of your products and your manufacturing capacity. Whether you are holding any international standard certification for the products you manufacture. Types of consumers which are using your product in India Sales outlets Wholesalers, your own showrooms branch offices, representatives offices in India and abroad. Your sales turnover, including exports sales and Name and address of your bankers. Export Information You may collect the export information from reading various publications which are normally available with the Chambers of Commerce, Export promotin Councils, Banks and various other institutions engaged in international trade. Some private publications/ project reports are also available on certain fees. Export Commodity Selection While selecting the commodity for exports, consider the following points: Your own manufacturing capacity, if you are the manufacturer of a particular commodity. The availability of commodity from other manufacturers when you desire to act as a merchant exporter. The demand for the commodity in the importing country. The Government of Indias policy and regulations in respect of export of various commodities. The foreign Governments policy and regulations in respect of import of various commodities. Total profitability of such commodities considering cash incentives available, If any. The Import replenishment available, if any. Quota fixation, if any, in respect of such commodities in both the countries. Knowledge and experience of similar exporters in respect of the export of such commodities in various countries. Market Selection Target market should be selected after considering the various factors like scope of the product selected, political embargo, stability of demand, Obtaining Particulars Of Foreign Buyers You may obtain the particulars of foreign buyers from either of the following sources: Trade representatives of foreing Government in India as well as the Indian Trade representatives abroad. Various Export Promotion Councils and Commodity Boards and other Government and Semi-Government Agencies. International Trade Directories and International Yellow Pages Participating/Visiting in International Trade Fairs and exhibitions in India and abroad. Reading material i.e. various newspapers, weekly, fortnightly, monthly Trade Bulletins, Magazines, Journals published by various agencies like FIEO, ITPO, EP Councils, Commodity Boards and Chambers of Commerce etc. Advertising in Indian as well as foreign newspapers, magazines and journals. Relatives, friends and other contacts in foreign countries. Once the competition is assessed, you will know your position regarding- (a) the price which you can offer to the overseas buyer, (b) the terms of credit which you can offer, (c) the packaging, transportation, storage, distribution and after-sales-service methods you can adopt; and (d) the promotional efforts which you can offer in terms of publicity literature, visual publicity, advertisement, gifts etc. depending on the product. Negotiating With Prospective Buyers Export Order An order is a commercial transaction which is not only important to the exporter and importer, but it is also of concern to their respective countries, since it affects the balance of payment position of both the countries. It is therefore, not just a matter of product, manufacturing, packing, shipment and payment but also one of the concern to licensing authorities, exchange control authorities and banks dealing in export trade. The exporter is required to produce copies of export order to various Government departments/financial institutions e.g. obtaining export licenses when the product is covered under the restricted items or canalized items for exports, availing post-shipment finance and other incentives and dealing with inspection authorities, insurance underwriters, customs offices and exchange control authorities etc. for various purposes. Order Acceptance: The order acceptance is another important commercial document prepared by the exporter confirming the acceptance of order place by the importer. Under this document he commits the shipments of goods covered at the agreed price during a specified time. Sometimes, the exporter needs a copy of his order acceptance signed by the importer. The order acceptance normally covers the name and address of the indentor, name and address of the consignee, port of shipment, country of final destinations, the description of goods, quantity, price each and total amount of the order, terms of delivery, details of freight and insurance, mode of transport, packing and marking details, terms of payment etc. Export Price Quoting And Costing Although your product is of a good quality, you must give attention to its price and delivery terms. The buyer might have contacted other manufacturers or sellers of the same products like you in India and other countries and select a quality product of competitive price with prompt delivery. While quoting the price, alongwith the cost of product and your profit margin, consider the various expenses such as packing and labeling charges, inspection charges, transportation charges from the place of storage to the place of shipment, port commissioners charges, insurance charges, ocean freight charges, cost of documents and services, expected Bank charges for handling your documents, overseas agent commission or discount if the order is expected through agent or representative and other expenses which you will have to bear in the course of execution of the order. Export being a national necessity, the Government grants concession and assistance in various matters so as to make the product competitive in the overseas market. Therefore, while calculating the price, the following things are also required to be considered- (a) Fiscal incentives like tax concession for production of export goods and drawback of duty. (b) Financial assistance like cash subsidy to offset competition in overseas market. (c) Special incentive scheme like import replenishment licenses (d) General incentives like providing institutional arrangements for export promotion and training in exports, rewarding etc.

Irony and Foreshadowing in “The Cask of Amontillado” and “The Story of

Edgar Allan Poe is one of the most celebrated writers in American literature. He is well known for his style of writing which is dark and morbid in nature. Poe makes use of irony as well as foreshadowing in many of his stories including the short story â€Å"The Cask of Amontillado†. For the most part, Poe's descriptions in his writings are haunting and realistic. Some often speculated that Poe derived his unique style of writing from his personal life struggles. His stories are written with deep emotions that make his audience feel a connection and they can create an image of themselves experiencing what is happening in his writing. Poe dedicated most his stories into specific categories which stayed within a genre and those who admire his work are never mistaken for someone else’s. Another American writer, whose writing manifests her life experiences, is Kate Chopin. Chopin is late 19th century writer who used her writing to voice her dissatisfaction of curre nt principles of the time. In her time, women had fewer rights and they were not considered equal to men. Chopin’s â€Å"The Story of an Hour† is about how someone can be stuck in a miserable and unsatisfying reality because of other’s thoughtlessness, oppression, and domination. Edgar Allan Poe’s â€Å"The Cask of Amontillado† and Kate Chopin’s â€Å"The Story of an Hour† share similar elements of irony, foreshadowing, and symbolism. In addition to using similar elements of writing, Chopin and Poe are greatly influenced by their struggles with their own personal life and society. Both author’s stories reach out to their audience not only about what they have witnessed and experienced, but also revealing to them to how the society were in the past. In Poe’s "The Cask of Amontil... ...ce abuse which took a toll on him and eventually ending his life. Similarly, Kate Chopin uses her writings to voice her dissatisfaction of current principles of the time. In Chopin’s time, women were not considered equal to men. In her short story, â€Å"The Story of the Hour†, Chopin writes about the impact of marriage on women. In her view, women are dominated by men and are restricted to play subservient roles in which society expects of them. Kate Chopin’s writings were scandalous in her time when women writers were not prominent. Kate Chopin was considered one of the first feminists. Her stories often dealt with women making their own decisions and standing up for themselves. In her stories, Chopin explored specific problems that woman faced. Because she portrayed women as keen and able to exist without the complete support of men, many men dismissed her writing.

Before the Volcano Erupted: The Ancient Cerén Village in Central America

The archaeological site of Joya del Ceren, located in the broad Zapotitan Valley in the fertile region of western El Salvador, is a remarkable and important find that has been compared to the ancient ruined cities of Pompeii and Herculaneum in Italy. Like Pompeii, Joya del Ceren was preserved under layers of volcanic ash in the catastrophic Loma Caldera eruption from the nearby Ilopango volcano approximately 600 AD. This eruption forced the sudden abandonment of the site by its inhabitants who were forced to leave their possessions behind.Dr Payson Sheets of the University of Colorado-Boulder has been leading the excavations of the site, and as this ancient farming village of the Maya is now being revealed, many important insights into the household and community life of the ancient Maya, as well as their economic, social, and religious activities are becoming better understood. In Dr. Sheets’ book, Before the Volcano Erupted: The Ancient Ceren Village in Central America, an o verview of the knowledge gained by recent excavations is provided.The book opens with a discussion of volcanology, geophysics, and paleobotany. It is clear that the presence of the nearby volcanic hills around the site presented both benefits and hazards to the ancient inhabitants. The volcano provided a source of hard stones for making manos and metates, its ancient eruptions deposited a fertile bed of ash for fruitful agriculture, but it also proved the destruction of their village.What is so amazing is the fine state of preservation that the volcanic eruption gave to the material culture of the site. The buildings, complete with their thatched roofs (mice included) and painted walls, the beautifully painted gourds and pottery vessels, whole and filled with foodstuffs, liquid residues, utensils and other personal items, the craft tools, and the clear evidence of craft production are all on hand, looking untouched despite their fourteen centuries of age. Consider this remarkable st atement:â€Å"The numerous seasonally sensitive plants preserved at the site indicate the eruption probably occurred in August. Further, the positions and conditions of artifacts indicate the eruption probably occurred in the early evening, after dinner was served but before the dishes were washed, likely between 6:00 and 7:00 P. M. † (Sheets) For all the fury and destruction that volcanoes can cause, such an outcome is nevertheless a joy to historians and archaeologists, and should be to anyone curious about the lives of prehistoric peoples.The focus of the explorations at Joya del Ceren is centered on â€Å"Household Archaeology,† with the household being defined as â€Å"the domestic coresidential social and adaptive unit intermediate between the individual and the neighborhood. † (Sheets) Part II of the book describes the four households excavated prior to publication, with eleven building having been completely excavated, and seven others partially excavate d. Professor Sheets summarizes the work to date as follows:Four buildings of Household 1 have been excavated, including a domicile (for sleeping, eating, and various daytime activities), a storehouse, a kitchen, and a ramada-style building that occasionally was used for chipped stone tool maintenance, among other functions (Structures 1, 6, 11, and 5, respectively). Two buildings of Household 2 have been excavated, the domicile and the storehouse (Structures 2 and 7). The kitchen has yet to be excavated, and we do not know if Structure 18 is a part of this household.Only a part of the kitchen of Household 3 is known (Structure 16). The storehouse of Household 4 has been excavated, and it is a storehouse and much more (Structure 4). The maguey (Agave americana) garden south of the building produced fiber for about a dozen households; the leaves were depulped to liberate the fibers using Structure 4's northeast corner pole. † (Sheets) The results of these excavations revealed a good deal about household and village life of the people of the Maya frontier circa 600 AD.We have an expanded view of what they ate (maize, beans, chiles, squash, manioc, maguey, cacao and guayaba among others), the wealth they possessed (over 70 vessels in household 1 alone), and their source of livelihood (both subsistence farming and craft specialization). Indeed it is possible to speculate that each household produced a certain type of finished craft for export trade within or beyond the village.Sheets describes how â€Å"each household overproduced at least one craft or commodity and used that for exchange within the community and to obtain long-distance traded items that generally were produced by specialists, such as obsidian tools, hematite pigments, and jade axes. † (Sheets) It is shown how household 1 produced groundstone items such as manos and metates, and a tool called a donut stone. Household 2 likely served as a painted gourd factory, as evidenced by the prese nce of cinnabar paints and the use-wear on chipped stone tools found at the site.In addition to the household structures, some other community buildings have been identified. These include Structure 9, a large sweat bath that could accommodate a dozen people , structure 10, considered to be a religious festival building of some kind, as evidenced by the presence of some sacred artifacts, such as a deer skull headdress, and an obsidian blade with traces of human blood. There is also a large community center or civic complex, perhaps used for local government functions or religious purposes or both. The religious buildings were painted white and are the only white buildings found at the site.Some of the agricultural fields have been examined, and the results are very interesting. For example, the rows for maize were ridged, and some areas show where portions of the crop have already been harvested and the ground replanted with the second crop for the year. Many species of plants are i dentified by plaster casting, including â€Å"maize, beans, chiles, squash, manioc, maguey, various trees such as cacao and guayaba, and a number of palm and deciduous trees. † (Sheets) The manioc field is known as the first evidence of the cultivation of this crop in the Americas.In a recent CU-Boulder news release article, Sheets said â€Å"we have long wondered what else the prehistoric Mayan people were growing and eating besides corn and beans, so finding this field was a jackpot of sorts for us. Manioc's extraordinary productivity may help explain how the Classic Maya at huge sites like Tikal in Guatemala and Copan in Honduras supported such dense populations. † The work at Joya del Ceren is far from over. The book explains how the archaeologists are using ground penetrating radar equipment to locate numerous other buildings for future excavations.As time goes on, the riches of Joya del Ceren will continue to emerge from the ashes. Before the Volcano Erupted: The Ancient Ceren Village in Central America is a rather typical archaeological report, fairly dry for reading, but full of fascinating information if you take the time to pick through it. What is important is what the Archaeology of the site can teach us of the ancient people that lived there. The site must be an outstanding place to visit, for to see such well-preserved artifacts would surely spark the imagination.I would surely recommend the book to anyone interested in the Maya, in archaeology and history in general, or to anybody that is curious about the way that ordinary people from the past may have lived their lives. Works Cited Sheets, Payson. â€Å"CU-Boulder Archaeology Team Discovers First Ancient Manioc Fields In Americas. † CU-Boulder News. August 20, 2007. http://www. colorado. edu/news/releases/2007/305. html Sheets, Payson (ed. ) Before the Volcano Erupted: The Ancient Ceren Village in Central America. Boulder, Colorado. 2002

“What is right and wrong?” and “What is Truth?”

Life is characterized by many situations that require decision making, especially on moral grounds. The issue of what makes an action right and wrong has been studied for a lengthy period of time and several theories developed to address this issue. Socrates and Aristotle are some of the early philosophers who came up with theories about the rightness or wrongness of actions. As noted by Warnek (2005), Socrates considered self-knowledge as necessity of life and also, an important ingredient to success. Socrates stated that every individual needs to attain self-knowledge which is acquired by studying every fact necessary for existence. Socrates believed that by possessing knowledge about what is right, individuals are most likely to perform good deeds and that the bad deeds in the society come from those who are ignorant of what is right and wrong. Socrates proposed that, by being aware of the spiritual and mental consequences of wrong actions, no individual would even consider engaging in such actions. According to Socrates, any individual who is aware of a truly right action will automatically choose it over the wrong one. Aristotle on the other hand stated that all humans have physical, emotional and rational natures. Of the three, Aristotle considered the rational nature as not only being the most important of the three but also uniquely human and fundamental to philosophical self-awareness. Aristotle encouraged moderation and regarded extreme actions as being immoral and degrading. For instance, recklessness and cowardice are extreme virtues of courage. Therefore, According to Aristotle, humans should strive to live well by letting their actions be governed by moderate virtues. He further stated that this way of life can be achieved by choosing the right things in life at the right time and place. The ethical theories associated with the modern era include consequentialism and deontology. Consequentialism is made up of moral theories that propose that the rightness or wrongness of an action is determined by the outcome or the consequences of the act (Darwall, 2003). Thus, from the perspective of a consequentialist, a morally right act is one that results in a positive or good outcome. Consequentialist theories put a lot of weight on outcomes when assessing the rightness or wrongness of actions. Generally, according to consequentialists, consequences always outweigh all other considerations when determining right and wrong. Most of the consequentialist theories generally address issues like consequences considered as good, the main beneficiaries of moral actions, the mode or judging consequences, and who is to judge them. Consequentialism can be categorized according to the consequences that matter most. For example, hedonistic utilitarianists propose that good or the right actions are those that result in increments of pleasure, and the best actions are those that result in the most pleasure. The other category is that of eudaimonic consequentialism, who believe that the right action is one that ultimately aims at making an individual achieve a flourishing and full life (Darwall, 2003). Similarly, the consequence that matters most to aesthetic consequentialists is beauty and there are numerous other consequentialist theories that regard different things to be of uttermost importance. Deontologists differ from consequentialists in that, unlike consequentialists who examine the consequences when seeking to determine the rights and wrongs, deontologists examine the virtue of the act. Thus, according to deontologists, an act can be right even if it results in negative or bad consequences. Immanuel Kant is among the individuals who adopted the deontology when coming up with theories addressing righteousness and wrongness (Brooks & Dunn, 2009). Kant argues that individuals must act according to their duties if their actions are to be considered right and also that it is the motives of the individual carrying out the act that are the primary determinants of the rightness or wrongness of their actions. Postmodern ethics however approaches this issue from a different perspective. According to postmodernists, the world is full of rationality and if one is to determine the rightness or wrongness of an action, the individual would first have to study the complex situations surrounding the action. Thus, according to postmodernism, an idea cannot be simply regarded as right or wrong and there are no moral absolutes. For instance, if one were to find oneself in the Second World War, hiding a Jew in his or her house and a Nazi solder knocks on the individual’s door and asks the individual if he or she has any Jews in his or her house, would it be right or wrong to tell the truth knowing that his or her answer will determine if the Jew lives or not? Such an issue presents a complex moral dilemma given that it is wrong to tell a lie about the Jew being in the house but at the ame time, it is still wrong to let an innocent individual be killed when it can be prevented. For a long time now, individuals have utilized dilemmas like the one stated above to argue that there are no moral absolutes. The above situation is an example that one can use to argue that lying is not always wrong and that in such complex dilemmas, the right thing to do is determined by the act that results in a greater good. Most individuals in the world today embrace reality and argue that ethics is relative to individuals, time and the culture of the individuals. It is with such arguments that the world today is presented with numerous disagreements about issues like abortion, the death sentence, pre-marital sex and gay rights, to mention but a few. Most individuals have different views when it comes to interpreting the rightness or wrongness of some controversial issues such as the above mentioned. What is truth? The definition of truth may be simple but its interpretation is complex and just like the question of what is right and wrong, varies from individual to individual. A basic definition of truth is that it is that which is agrees with reality, actuality or simply, a fact (Rappaport, 1999). One way to approach the definition of truth is by considering that all the perspectives of approaching truth are equally valid and that truth is relative to an individual. This perspective that bases truth on realism is however faulty given the contradictions surrounding relativity. For instance, what is true to one person is not always true to another as shown by the contradiction between religious truths. Christians believe that Jesus is the son of God and the Messiah; a view Muslims do not agree with. This is not to imply that there are no absolute truths. An example of a sentence of absolutely truth is that, ‘something cannot create itself. ’ Logically, the thing would first have to be present if it is to possess the ability to create and if it already exists, then how would it create itself? The above example is truth based on logic but there are truths that cannot be logically explained for instance, stating that an individual truly loves another. It can be very difficult to use the theories of logic to explain the individual’s feelings. From the above examples, it can be concluded that truth is that which obeys the rules of logic and reality, or any of the two. Realism, to a certain degree agrees with logic and truth and therefore presents the best approach towards the determination of truth. To adopt a relative perspective however, individuals must be ready to acknowledge that a statement regarded as being true by one individual may not be acceptable by another.

Definition and Examples of Syllogisms

Definition and Examples of Syllogisms In logic, a syllogism is a form of deductive reasoning consisting of a major premise, a minor premise, and a conclusion. Adjective: syllogistic. Also known as a  categorical argument or a standard categorical syllogism. The term syllogism is from  the Greek, to infer, count, reckon Here is an example of a valid categorical syllogism: Major premise: All mammals are warm-blooded.Minor premise: All black dogs are mammals.Conclusion: Therefore, all black dogs are warm-blooded. In rhetoric, an abridged or informally stated syllogism is called an enthymeme. Pronunciation: sil-uh-JIZ-um Examples and Observations Among this countrys enduring myths is that success is virtuous, while the wealth by which we measure success is incidental. We tell ourselves that money cannot buy happiness, but what is incontrovertible is that money buys stuff, and if stuff makes you happy, well, complete the syllogism.(Rumaan Alam, Malcolm Forbes, More Than I Dreamed. The New York Times, June 8, 2016)Flavius: Have you forgot me, sir?Timon: Why dost ask that? I have forgot all men;Then, if thou grantst thourt a man, I have forgot thee.(William Shakespeare, Timon of Athens, Act Four, scene 3 Major Premise, Minor Premise, and Conclusion The process of deduction has traditionally been illustrated with a syllogism, a three-part set of statements or propositions that includes a major premise, a minor premise, and a conclusion. Major premise: All books from that store are new.Minor premise: These books are from that store.Conclusion: Therefore, these books are new. The major premise of a syllogism makes a general statement that the writer believes to be true. The minor premise presents a specific example of the belief that is stated in the major premise. If the reasoning is sound, the conclusion should follow from the two premises. . . .A syllogism is valid (or logical) when its conclusion follows from its premises. A syllogism is true when it makes accurate claims- that is, when the information it contains is consistent with the facts. To be sound, a syllogism must be both valid and true. However, a syllogism may be valid without being true or true without being valid.(Laurie J. Kirszner and Stephen R. Mandell, The Concise Wadsworth Handbook, 2nd ed. Wadsworth, 2008) Rhetorical Syllogisms In building his theory of rhetoric around the syllogism despite the problems involved in deductive inference Aristotle stresses the fact that rhetorical discourse is discourse directed toward knowing, toward truth not trickery. . . . If rhetoric is so clearly related to dialectic, a discipline whereby we are enabled to examine inferentially generally accepted opinions on any problem whatsoever (Topics 100a 18-20), then it is the rhetorical syllogism [i.e., the enthymeme] which moves the rhetorical process into the domain of reasoned activity, or the kind of rhetoric Plato accepted later in the Phaedrus.(William M.A. Grimaldi, Studies in the Philosophy of Aristotles Rhetoric. Landmark Essays on Aristotelian Rhetoric, ed. by Richard Leo Enos and Lois Peters Agnew. Lawrence Erlbaum, 1998 A Presidential Syllogism On  Meet the Press, . . . [Tim] Russert reminded [George W.] Bush, The Boston Globe and the Associated Press have gone through some of their records and said theres no evidence that you reported to duty in Alabama during the summer and fall of 1972. Bush replied, Yeah, theyre just wrong. There may be no evidence, but I did report. Otherwise, I wouldnt have been honorably discharged. Thats the Bush syllogism: The evidence says one thing; the conclusion says another; therefore, the evidence is false. (William Saletan, Slate, Feb. 2004) Syllogisms in Poetry: To His Coy Mistress [Andrew] Marvells To His Coy Mistress . . . involves a tripartite rhetorical experience which is argued like a classical syllogism: (1) if we had world enough and time, your coyness would be tolerable; (2) we do not have sufficient world or time; (3) therefore, we must love at a faster rate than gentility or modesty permit. Although he has written his poem in a continuous sequence of iambic tetrameter couplets, Marvell has separated the three elements of his argument into three indented verse-paragraphs, and, more important, he has proportioned each according to the logical weight of the part of the argument it embodies: the first (the major premise) contains 20 lines, the second (the minor premise) 12, and the third (the conclusion) 14.(Paul Fussell, Poetic Meter and Poetic Form, rev. ed. Random House, 1979) The Lighter Side of Syllogisms Dr. House: Words have set meanings for a reason. If you see an animal like Bill and you try to play fetch, Bills going to eat you, because Bills a bear.Little Girl: Bill has fur, four legs, and a collar. Hes a dog.Dr. House: You see, thats whats called a faulty syllogism; just because you call Bill a dog doesnt mean that he is . . . a dog.(Merry Little Christmas, House, M.D.)LOGIC, n. The art of thinking and reasoning in strict accordance with the limitations and incapacities of the human misunderstanding. The basic of logic is the syllogism, consisting of a major and a minor premise and a conclusionthus: Major Premise: Sixty men can do a piece of work sixty times as quickly as one man.Minor Premise: One man can dig a posthole in sixty seconds;thereforeConclusion: Sixty men can dig a posthole in one second. This may be called the syllogism arithmetical, in which, by combining logic and mathematics, we obtain a double certainty and are twice blessed. (Ambrose Bierce, The Devils Dictionary) It was at this point that the dim beginnings of a philosophy began to invade her mind. The thing resolved itself almost into an equation. If father had not had indigestion he would not have bullied her. But, if father had not made a fortune, he would not have had indigestion. Therefore, if father had not made a fortune, he would not have bullied her. Practically, in fact, if father did not bully her, he would not be rich. And, if he were not rich . . .. She took in the faded carpet, the stained wall-paper, and the soiled curtains with a comprehensive glance. . . . It certainly cut both ways. She began to be a little ashamed of her misery.(P.G. Wodehouse,  Something Fresh, 1915)

Complete Guide to Integers on ACT Math (Advanced)

Complete Guide to Integers on ACT Math (Advanced) SAT / ACT Prep Online Guides and Tips Integers, integers, integers (oh, my)! You've already read up on your basic ACT integers and now you're hankering to tackle the heavy hitters of the integer world. Want to know how to (quickly) find a list of prime numbers? Want to know how to manipulate and solve exponent problems? Root problems? Well look no further! This will be your complete guide to advanced ACT integers, including prime numbers, exponents, absolute values, consecutive numbers, and roots- what they mean, as well as how to solve the more difficult integer questions that may show up on the ACT. Typical Integer Questions on the ACT First thing's first- there is, unfortunately, no â€Å"typical† integer question on the ACT. Integers cover such a wide variety of topics that the questions will be numerous and varied. And as such, there can be no clear template for a standard integer question. However, this guide will walk you through several real ACT math examples on each integer topic in order to show you some of the many different kinds of integer questions the ACT may throw at you. As a rule of thumb, you can tell when an ACT question requires you to use your integer techniques and skills when: #1: The question specifically mentions integers (or consecutive integers) It could be a word problem or even a geometry problem, but you will know that your answer must be in whole numbers (integers) when the question asks for one or more integers. (We will go through the process of solving this question later in the guide) #2: The question involves prime numbers A prime number is a specific kind of integer, which we will discuss later in the guide. For now, know that any mention of prime numbers means it is an integer question. A prime number a is squared and then added to a different prime number, b. Which of the following could be the final result? An even number An odd number A positive number I only II only III only I and III only I, II, and III (We'll go through the process of solving this question later in the guide) #3: The question involves multiplying or dividing bases and exponents Exponents will always be a number that is positioned higher than the main (base) number: $4^3$, $(y^5)^2$ You may be asked to find the values of exponents or find the new expression once you have multiplied or divided terms with exponents. (We will go through the process of solving this question later in the guide) #4: The question uses perfect squares or asks you to reduce a root value A root question will always involve the root sign: √ $√36$, $^3√8$ The ACT may ask you to reduce a root, or to find the square root of a perfect square (a number that is equal to an integer squared). You may also need to multiply two or more roots together. We will go through these definitions as well as how all of these processes are done in the section on roots. (We will go through the process of solving this question later in the guide) (Note: A root question with perfect squares may involve fractions. For more information on this concept, look to our guide on fractions and ratios.) #5: The question involves an absolute value equation (with integers) Anything that is an absolute value will be bracketed with absolute value signs which look like this: | | For example: $|-43|$ or $|z + 4|$ (We will go through how to solve this problem later in the guide) Note: there are generally two different kinds of absolute value problems on the ACT- equations and inequalities. About a quarter of the absolute value questions you come across will involve the use of inequalities (represented by or ). If you are unfamiliar with inequalities, check out our guide to ACT inequalities (coming soon!). The majority of absolute value questions on the ACT will involve a written equation, either using integers or variables. These should be fairly straightforward to solve once you learn the ins and outs of absolute values (and keep track of your negative signs!), all of which we will cover below. We will, however, only be covering written absolute value equations in this guide. Absolute value questions with inequalities are covered in our guide to ACT inequalities. We will go through all of these questions and topics throughout this guide in the order of greatest prevalence on the ACT. We promise that your path to advanced integers will not take you a decade or more to get through (looking at you, Odysseus). Exponents Exponent questions will appear on every single ACT, and you'll likely see an exponent question at least twice per test. Whether you're being asked to multiply exponents, divide them, or take one exponent to another, you'll need to know your exponent rules and definitions. An exponent indicates how many times a number (called a â€Å"base†) must be multiplied by itself. So $3^2$ is the same thing as saying 3*3. And $3^4$ is the same thing as saying 3*3*3*3. Here, 3 is the base and 2 and 4 are the exponents. You may also have a base to a negative exponent. This is the same thing as saying: 1 divided by the base to the positive exponent. For example, 4-3 becomes $1/{4^3}$ = $1/64$ But how do you multiply or divide bases and exponents? Never fear! Below are the main exponent rules that will be helpful for you to know for the ACT. Exponent Formulas: Multiplying Numbers with Exponents: $x^a * x^b = x^[a + b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $3^2 * 3^4$, you have: (3*3)*(3*3*3*3) If you count them, this give you 3 multiplied by itself 6 times, or $3^6$. So $3^2 * 3^4$ = $3^[2 + 4]$ = $3^6$. $x^a*y^a=(xy)^a$ (Note: the exponents must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $3^5*2^5$, you have: (3*3*3*3*3)*(2*2*2*2*2) = (3*2)*(3*2)*(3*2)*(3*2)*(3*2) So you have $(3*2)^5$, or $6^5$ If $3^x*4^y=12^x$, what is y in terms of x? ${1/2}x$ x 2x x+2 4x We can see here that the base of the final answer is 12 and $3 *4= 12$. We can also see that the final result, $12^x$, is taken to one of the original exponent values in the equation (x). This means that the exponents must be equal, as only then can you multiply the bases and keep the exponent intact. So our final answer is B, $y = x$ If you were uncertain about your answer, then plug in your own numbers for the variables. Let's say that $x = 2$ $32 * 4y = 122$ $9 * 4y = 144$ $4y = 16$ $y = 2$ Since we said that $x = 2$ and we discovered that $y = 2$, then $x = y$. So again, our answer is B, y = x Dividing Exponents: ${x^a}/{x^b} = x^[a - b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. ${3^6}/{3^4}$ can also be written as: ${(3 * 3 * 3 * 3 * 3 * 3)}/{(3 * 3 * 3 * 3)}$ If you cancel out your bottom 3s, you’re left with (3 * 3), or $3^2$ So ${3^6}/{3^4}$ = $3^[6 - 4]$ = $3^2$ The above $(x * 10^y)$ is called "scientific notation" and is a method of writing either very large numbers or very small ones. You don't need to understand how it works in order to solve this problem, however. Just think of these as any other bases with exponents. We have a certain number of hydrogen molecules and the dimensions of a box. We are looking for the number of molecules per one cubic centimeter, which means we must divide our hydrogen molecules by our volume. So: $${8*10^12}/{4*10^4}$$ Take each component separately. $8/4=2$, so we know our answer is either G or H. Now to complete it, we would say: $10^12/10^4=10^[12−4]=10^8$ Now put the pieces together: $2x10^8$ So our full and final answer is H, there are $2x10^8$ hydrogen molecules per cubic centimeter in the box. Taking Exponents to Exponents: $(x^a)^b=x^[a*b]$ Why is this true? Think about it using real numbers. $(3^2)^4$ can also be written as: (3*3)*(3*3)*(3*3)*(3*3) If you count them, 3 is being multiplied by itself 8 times. So $(3^2)^4$=$3^[2*4]$=$3^8$ $(x^y)3=x^9$, what is the value of y? 2 3 6 10 12 Because exponents taken to exponents are multiplied together, our problem would look like: $y*3=9$ $y=3$ So our final answer is B, 3. Distributing Exponents: $(x/y)^a = x^a/y^a$ Why is this true? Think about it using real numbers. $(3/4)^3$ can be written as $(3/4)(3/4)(3/4)=9/64$ You could also say $3^3/4^3= 9/64$ $(xy)^z=x^z*y^z$ If you are taking a modified base to the power of an exponent, you must distribute that exponent across both the modifier and the base. $(2x)^3$=$2^3*x^3$ In this case, we are distributing our outer exponent across both pieces of the inner term. So: $3^3=27$ And we can see that this is an exponent taken to an exponent problem, so we must multiply our exponents together. $x^[3*3]=x^9$ This means our final answer is E, $27x^9$ And if you're uncertain whether you have found the right answer, you can always test it out using real numbers. Instead of using a variable, x, let us replace it with 2. $(3x^3)^3$ $(3*2^3)^3$ $(3*8)^3$ $24^3$ 13,824 Now test which answer matches 13,824. We'll save ourselves some time by testing E first. $27x^9$ $27*2^9$ $27*512$ 13,824 We have found the same answer, so we know for certain that E must be correct. (Note: when distributing exponents, you may do so with multiplication or division- exponents do not distribute over addition or subtraction. $(x+y)^a$ is not $x^a+y^a$, for example) Special Exponents: It is common for the ACT to ask you what happens when you have an exponent of 0: $x^0=1$ where x is any number except 0 (Why any number but 0? Well 0 to any power other than 0 equals 0, because $0^x=0$. And any other number to the power of 0 = 1. This makes $0^0$ undefined, as it could be both 0 and 1 according to these guidelines.) Solving an Exponent Question: Always remember that you can test out exponent rules with real numbers in the same way that we did in our examples above. If you are presented with $(x^3)^2$ and don’t know whether you are supposed to add or multiply your exponents, replace your x with a real number! $(2^3)^2=(8)^2=64$ Now check if you are supposed to add or multiply your exponents. $2^[2+3]=2^5=32$ $2^[3*2]=2^6=64$ So you know you’re supposed to multiply when exponents are taken to another exponent. This also works if you are given something enormous, like $(x^19)^3$. You don’t have to test it out with $2^19$! Just use smaller numbers like we did above to figure out the rules of exponents. Then, apply your newfound knowledge to the larger problem. And exponents are down for the count. Instant KO! Roots Root questions are fairly common on the ACT, and they go hand-in-hand with exponents. Why are roots related to exponents? Well, technically, roots are fractional exponents. You are likely most familiar with square roots, however, so you may have never heard a root expressed in terms of exponents before. A square root asks the question: "What number needs to be multiplied by itself one time in order to equal the number under the root sign?" So $√81=9$ because 9 must be multiplied by itself one time to equal 81. In other words, $9^2=81$ Another way to write $√{81}$ is to say $^2√{81}$. The 2 at the top of the root sign indicates how many numbers (two numbers, both the same) are being multiplied together to become 81. (Special note: you do not need the 2 on the root sign to indicate that the root is a square root. But you DO need the indicator for anything that is NOT a square root, like cube roots, etc.) This means that $^3√27=3$ because three numbers, all of which are the same (3*3*3), are multiplied together to equal 27. Or $3^3=27$. Fractional Exponents If you have a number to a fractional exponent, it is just another way of asking you for a root. So $4^{1/2}= √4$ To turn a fractional exponent into a root, the denominator becomes the value to which you take the root. But what if you have a number other than 1 in the numerator? $4^{2/3}$=$^3√{4^2}$ The denominator becomes the value to which you take the root, and the numerator becomes the exponent to which you take the number under the root sign. Distributing Roots $√xy=√x*√y$ Just like with exponents, roots can be separated out. So $√30$ = $√2*√15$, $√3*√10$, or $√5*√6$ $√x*2√13=2√39$. What is the value of x? 1 3 9 13 26 We know that we must multiply the numbers under the root signs when root expressions are multiplied together. So: $x*13=39$ $x=3$ This means that our final answer is B, $x=3$ to get our final expression $2√39$ $√x*√y=√xy$ Because they can be separated, roots can also come together. So $√5*√6$ = $√30$ Reducing Roots It is common to encounter a problem with a mixed root, where you have an integer multiplied by a root (for example, $4√3$). Here, $4√3$ is reduced to its simplest form because the number under the root sign, 3, is prime (and therefore has no perfect squares). But let's say you had something like $3√18$ instead. Now, $3√18$ is NOT as reduced as it can be. In order to reduce it, we must find out if there are any perfect squares that factor into 18. If there are, then we can take them out from under the root sign. (Note: if there is more than one perfect square that can factor into your number under the root sign, use the largest one.) 18 has several factor pairs. These are: $1*18$ $2*9$ $3*6$ Well, 9 is a perfect square because $3*3=9$. That means that $√9=3$. This means that we can take 9 out from under the root sign. Why? Because we know that $√{xy}=√x*√y$. So $√{18}=√2*√9$. And $√9=3$. So 9 can come out from under the root sign and be replaced by 3 instead. $√2$ is as reduced as we can make it, since it is a prime number. We are left with $3√2$ as the most reduced form of $√18$ (Note: you can test to see if this is true on most calculators. $√18=4.2426$ and $3*√2=3*1.4142=4.2426$. The two expressions are identical.) We are still not done, however. We wanted to originally change $3√18$ to its most reduced form. So far we have found the most reduced expression of $√18$, so now we must multiply them together. $3√18=3*3√2$ $9√2$ So our final answer is $9√2$, this is the most reduced form of $3√{18}$. You've rooted out your answers, you've gotten to the root of the problem, you've touched up those roots.... Absolute Values Absolute values are quite common on the ACT. You should expect to see at least one question on absolute values per test. An absolute value is a representation of distance along a number line, forward or backwards. This means that an absolute value equation will always have two solutions. It also means that whatever is in the absolute value sign will be positive, as it represents distance along a number line and there is no such thing as a negative distance. An equation $|x+4|=12$, has two solutions: $x=8$ $x=−16$ Why -16? Well $−16+4=−12$ and, because it is an absolute value (and therefore a distance), the final answer becomes positive. So $|−12|=12$ When you are presented with an absolute value, instead of doing the math in your head to find the negative and positive solution, you can instead rewrite the equation into two different equations. When presented with the above equation $|x+4|=12$, take away the absolute value sign and transform it into two equations- one with a positive solution and one with a negative solution. So $|x+4|=12$ becomes: $x+4=12$ AND $x+4=−12$ Solve for x $x=8$ and $x=−16$ Now let's look at our absolute value problem from earlier: As you can see, this absolute value problem is fairly straightforward. Its only potential pitfalls are its parentheses and negatives, so we need to be sure to be careful with them. Solve the problem inside the absolute value sign first and then use the absolute value signs to make our final answer positive. (By process of elimination, we can already get rid of answer choices A and B, as we know that an absolute value cannot be negative.) $|7(−3)+2(4)|$ $|−21+8|$ $|−13|$ We have solved our problem. But we know that −13 is inside an absolute value sign, which means it must be positive. So our final answer is C, 13. Absolutely fabulous absolute values are absolutely solvable. I promise this absolutely. Consecutive Numbers Questions about consecutive numbers may or may not show up on your ACT. If they appear, it will be for a maximum of one question. Regardless, they are still an important concept for you to understand. Consecutive numbers are numbers that go continuously along the number line with a set distance between each number. So an example of positive, consecutive numbers would be: 5, 6, 7, 8, 9 An example of negative, consecutive numbers would be: -9, -8, -7, -6, -5 (Notice how the negative integers go from greatest to least- if you remember the basic guide to ACT integers, this is because of how they lie on the number line in relation to 0) You can write unknown consecutive numbers out algebraically by assigning the first in the series a variable, x, and then continuing the sequence of adding 1 to each additional number. The sum of five positive, consecutive integers is 5. What is the first of these integers? 21 22 23 24 25 If x is our first, unknown, integer in the sequence, so you can write all four numbers as: $x+(x+1)+(x+2)+(x+3)+(x+4)=5$ $5x+10=5$ $5x=105$ $x=21$ So x is our first number in the sequence and $x=21$: This means our final answer is A, the first number in our sequence is 21. (Note: always pay attention to what number they want you to find! If they had asked for the median number in the sequence, you would have had to continue the problem with $x=21$, $x+2=$median, $23=$median.) You may also be asked to find consecutive even or consecutive odd integers. This is the same as consecutive integers, only they are going up every other number instead of every number. This means there is a difference of two units between each number in the sequence instead of 1. An example of positive, consecutive even integers: 10, 12, 14, 16, 18 An example of positive, consecutive odd integers: 17, 19, 21, 23, 25 Both consecutive even or consecutive odd integers can be written out in sequence as: $x,x+2,x+4,x+6$, etc. No matter if the beginning number is even or odd, the numbers in the sequence will always be two units apart. What is the largest number in the sequence of four positive, consecutive odd integers whose sum is 160? 37 39 41 43 45 $x+(x+2)+(x+4)+(x+6)=160$ $4x+12=160$ $4x=148$ $x=37$ So the first number in the sequence is 37. This means the full sequence is: 37, 39, 41, 43 Our final answer is D, the largest number in the sequence is 43 (x+6). When consecutive numbers make all the difference. Remainders Questions involving remainders are rare on the ACT, but they still show up often enough that you should be aware of them. A remainder is the amount left over when two numbers do not divide evenly. If you divide 18 by 6, you will not have any remainder (your remainder will be zero). But if you divide 19 by 6, you will have a remainder of 1, because there is 1 left over. You can think of the division as $19/6 = 3{1/6}$. That extra 1 is left over. Most of you probably haven’t worked with integer remainders since elementary school, as most higher level math classes and questions use decimals to express the remaining amount after a division (for the above example, $19/6 = 3$ remainder 1 or 3.167). But you may still come across the occasional remainder question on the ACT. How many integers between 10 and 40, inclusive, can be divided by 3 with a remainder of zero? 9 10 12 15 18 Now, we know that when a division problem results in a remainder of zero, that means the numbers divide evenly. $9/3 =3$ remainder 0, for example. So we are looking for all the numbers between 10 and 40 that are evenly divisible by 3. There are two ways we can do this- by listing the numbers out by hand or by taking the difference of 40 and 10 and dividing that difference by 3. That quotient (answer to a division problem) rounded to the nearest integer will be the number of integers divisible by 3. Let's try the first technique first and list out all the numbers divisible by 3 between 10 and 40, inclusive. The first integer after 10 to be evenly divisible by 3 is 12. After that, we can just add 3 to every number until we either hit 40 or go beyond 40. 12, 15, 18, 21, 24, 27, 30, 33, 36, 39 If we count all the numbers more than 10 and less than 40 in our list, we wind up with 10 integers that can be divided by 3 with a remainder of zero. This means our final answer is B, 10. Alternatively, we could use our second technique. $40−10=30$ $30/3$ $=10$ Again, our answer is B, 10. (Note: if the difference of the two numbers had NOT be divisible by 3, we would have taken the nearest rounded integer. For example, if we had been asked to find all the numbers between 10 and 50 that were evenly divisible by 3, we would have said: $50−10=40$ $40/3$ =13.333 $13.333$, rounded = 13 So our final answer would have been 13. And you can always test this by hand if you do not feel confident with your answer.) Prime Numbers Prime numbers are relatively rare on the ACT, but that is not to say that they never show up at all. So be sure to understand what they are and how to find them. A prime number is a number that is only divisible by two numbers- itself and 1. For example, 13 is a prime number because $1*13$ is its only factor. (13 is not evenly divisible by 2, 3, 4, 5, 6, 7, 8, 9, 10, , or 12). 12 is NOT a prime number, because its factors are 1, 2, 3, 4, 6, and 12. It has more factors than just itself and 1. 1 is NOT a prime number, because its only factor is 1. The only even prime number is 2. Standardized tests love to include the fact that 2 is a prime number as a way to subtly trick students who go too quickly through the test. If you assume that all prime numbers must be odd, then you may get a question on primes wrong. A prime number x is squared and then added to a different prime number, y. Which of the following could be the final result? An even number An odd number A positive number I only II only III only I and III only I, II, and III Now, this question relies on your knowledge of both number relationships and primes. You know that any number squared (the number times itself) will be an even number if the original number was even, and an odd number if the original number was odd. Why? Because an even * an even = an even, and an odd * an odd = an odd ($2*2=4$ $3*3=9$). Next, we are adding that square to another prime number. You’ll also remember that an even number + an odd number is odd, an odd number + an odd number is even, and an even number + an even number is even. Knowing that 2 is a prime number, let’s replace x with 2. $2^2=4$. Now if y is a different prime number (as stipulated in the question), it must be odd, because the only even prime number is 2. So let’s say $y=5$. $4+5=$. So the end result is odd. This means II is correct. But what if both x and y were odd prime numbers? So let’s say that $x=3$ and $y=5$. So $3^2=9$ and 9+5=14$. So the end result is even. This means I is correct. Now, for option number III, our results show that it is possible to get a positive number result, since both our results were positive. This means the final answer is E, I, II, and III If you forgot that 2 was a prime number, you would have picked D, I and III only, because there would have been no possible way to get an odd number. Remembering that 2 is a prime number is the key to solving this question. Another prime number question you may see on the ACT will ask you to identify how many prime numbers fall in a certain range of numbers. How many prime numbers are between 20 and 40, inclusive? Three Four Five Six Seven This might seem intimidating or time-consuming, but I promise you do NOT need to memorize a list of prime numbers. First, eliminate all even numbers from the list, as you know the only even prime number is 2. Next, eliminate all numbers that end in 5. Any number that ends is 5 or 0 is divisible by 5. Now your list looks like this: 21, 23, 27, 29, 31, 33, 37, 39 This is much easier to work with, but we need to narrow it down further. (You could start using your calculator here, or you can do this by hand.) A way to see if a number is divisible by 3 is to add the digits together. If that number is 3 or divisible by 3, then the final result is divisible by 3. For example, the number 23 is NOT divisible by 3 because $2+3=5$, which is not divisible by 3. However 21 is divisible by 3 because $2+1=3$, which is divisible by 3. So we can now eliminate 21 $(2+1=3)$, 27 $(2+7=9)$, 33 $(3+3=6)$, and 39 $(3+9=12)$ from the list. We are left with 23, 29, 31, 37. Now, to make sure you try every necessary potential factor, take the square root of the number you are trying to determine is prime. Any integer equal to or less than a number's square root could be a potential factor, but you do not have to try any numbers higher. Why? Well let’s take 36 as an example. Its factors are: 1, 2, 3, 4, 6, 9, 12, 18, and 36. But now look at the factor pairings. 1 36 2 18 3 12 4 9 6 6 (9 4) (12 3) (18 2) (36 1) After you get past 6, the numbers repeat. If you test out 4, you will know that 9 goes evenly into your larger number- no need to actually test 9 just to get 4 again! So all numbers less than or equal to a potential prime’s square root are the only potential factors you need to test. And, since we are dealing with potential primes, we only need to test odd integers equal to or less than the square root. Why? Because all multiples of even numbers will be even, and 2 is the only even prime number. Going back to our list, we have 23, 29, 31, 37. Well the closest square root to 23 and 29 is 5. We already know that neither 2 nor 3 nor 5 factor evenly into 23 or 29. You’re done. Both 23 and 29 must be prime. (Why didn't we test 4? Because all multiples of 4 are even, as an even * an even = an even.) As for 31 and 37, the closest square root of these is 6. But because 6 is even, we don't need to test it. So we need only to test odd numbers less than six. And we already know that neither 2 nor 3 nor 5 factor evenly into 31 or 37. So we are done. We have found all of our prime numbers. So your final answer is B, there are four prime numbers (23, 29, 31, 37) between 20 and 40. A different kind of Prime. Steps to Solving an ACT Integer Question Because ACT integer questions are so numerous and varied, there is no set way to approach them that is entirely separate from approaching other kinds of ACT math questions. But there are a few techniques that will help you approach your ACT integer questions (and by extension, most questions on ACT math). #1. Make sure the question requires an integer. If the question does NOT specify that you are looking for an integer, then any number- including decimals and fractions- are fair game. Always read the question carefully to make sure you are on the right track. #2. Use real numbers if you forget your integer rules. Forget whether positive, even consecutive integers should be written as x+(x+1) or x+(x+2)? Test it out with real numbers! 6, 8, 10 are consecutive even integers. If x=6, 8=x+2, and 10=x+4. This works for most all of your integer rules. Forget your exponent rules? Plug in real numbers! Forget whether an even * an even makes an even or an odd? Plug in real numbers! #3. Keep your work organized. Like with most ACT math questions, integer questions can seem more complex than they are, or will be presented to you in strange ways. Keep your work well organized and keep track of your values to make sure your answer is exactly what the question is asking for. Got your list in order? Than let's get cracking! Test Your Knowledge 1. 2. 3. 4. 5. Answers: C, D, B, F, H Answer Explanations: 1. We are tasked here with finding the smallest integer greater than $√58$. There are two ways to approach this- using a calculator or using our knowledge of perfect squares. Each will take about the same amount of time, so it's a matter of preference (and calculator ability). If you plug $√58$ into your calculator, you'll wind up with 7.615. This means that 8 is the smallest integer greater than this (because 7.616 is not an integer). Thus your final answer is C, 8. Alternatively, you could use your knowledge of perfect squares. $7^2=49$ and $8^2=64$ $√58$ is between these and larger than $√49$, so your closest integer larger than $√58$ would be 8. Again, our answer is C, 8. 2. Here, we must find possible values for a and b such that $|a+b|=|a−b|$. It'll be fastest for us to look to the answers in order to test which ones are true. (For more information on how to plug in answers, check out our article on plugging in answers) Answer choice A says this equation is "always" true, but we can see this is incorrect by plugging in some values for a and b. If $a=2$ and $b=4$, then $|a+b|=6$ and $|a−b|=|−2|=2$ 6≠ 2, so answer choice A is wrong. We can also see that answer choice B is wrong. Why? Because when a and b are equal, $|a−b|$ will equal 0, but $|a+b|$ will not. If $a=2$ and $b=2$ then $|a+b|=4$ and $|a−b|=0$ $4≠ 0$ Now let's look at answer choice C. It's true that when $a=0$ and $b=0$ that $|a+b|=|a−b|$ because $0=0$. But is this the only time that the equation works? We're not sure yet, so let's not eliminate this answer for now. So now let's try D. If $a=0$, but b=any other integer, does the equation work? Let's say that $b=2$, so $|a+b|=|0+2|=2$ and $|a−b|=|0−2|=|−2|=2$ $2=2$ We can also see that the same would work when $b=0$ $a=2$ and $b=0$, so $|a+b|=|2+0|=2$ and $|a−b|=|2−0|=2$ $2=2$ So our final answer is D, the equation is true when either $a=0$, $b=0$, or both a and b equal 0. 3. We are told that we have two, unknown, consecutive integers. And the smaller integer plus triple the larger integer equals 79. So let's find our two integers by writing the proper equation. If we call our smaller integer x, then our larger integer will be $x+1$. So: $x+3(x+1)=79$ $x+3x+3=79$ $4x=76$ $x=19$ Because we isolated the x, and the x stood in place of our smaller integer, this means our smaller integer is 19. Our larger integer must therefore be 20. (We can even test this by plugging these answers back into the original problem: $19+3(20)=19+60=79$) This means our final answer is B, 19 and 20. 4. We are being asked to find the smallest value of a number from several options. All of these options rely on our knowledge of roots, so let's examine them. Option F is $√x$. This will be the square root of x (in other words, a number*itself=x.) Option G says $√2x$. Well this will always be more than $√x$. Why? Because, the greater the number under the root sign, the greater the square root. Think of it in terms of real numbers. $√9=3$ and $√16=4$. The larger the number under the root sign, the larger the square root. This means that G will be larger than F, so we can cross G off the list. Similarly, we can cross off H. Why? Because $√x*x$ will be even bigger than $2x$ and will thus have a larger number under the root sign and a larger square root than $√x$. Option J will also be larger than option F because $√x$ will always be less than $√x$*another number larger than 1 (and the question specifically said that x1.) Remember it using real numbers. $√16$ (answer=4) will be less than $16√16$ (answer=64). And finally, K will be more than $√x$ as well. Why? Because K is the square of x (in other words, $x*x=x^2$) and the square of a number will always be larger than that number's square root. This means that our final answer is F, $√x$ is the least of all these terms. 5. Here, we are multiplying bases and exponents. We have ($2x^4y$) and we want to multiply it by ($3x^5y^8$). So let's multiply them piece by piece. First, multiply your integers. $2*3=6$ Next, multiply your x bases and their exponents. We know that we must add the exponents when multiplying two of the same base together. $x^4*x^5=x^[4+5]=x^9$ Next, multiply your y bases and their exponents. $y*y^8=y^[1+8]=y^9$ (Why is this $y^9$? Because y without an exponent is the same thing as saying $y^1$, so we needed to add that single exponent to the 8 from $y^8$.) Put the pieces together and you have: $6x^9y^9$ So our final answer is H, 6x9y9 Now celebrate because you rocked those integers! The Take-Aways Integers and integer questions can be tricky for some students, as they often involve concepts not tested in high school level math classes (have you had reason to use remainders much outside of elementary school?). But most integer questions are much simpler than they appear. If you know your way around exponents and you remember your definitions- integers, consecutive integers, absolute values, etc.- you’ll be able to solve most any ACT integer question that comes your way. What’s Next? You've taken on integers, both basic and advanced, and emerged victorious. Now that you’ve mastered these foundational topics of the ACT math, make sure you’ve got a solid grasp of all the math topics covered by the ACT math section, so that you can take on the ACT with confidence. Find yourself running out of time on ACT math? Check out our article on how to keep from running out of time on the ACT math section before it's pencil's down. Feeling overwhelmed? Start by figuring out your ideal score and work to improve little by little from there. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect ACT math score written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Test Your Familiarity With These Puzzling Word Pairs

Test Your Familiarity With These Puzzling Word Pairs In our Glossary of Usage, you will find more than 300 sets of confusableswords that are commonly mixed up because they look and sound alike. In the glossary, youll also find links to definitions, examples, and practice exercises that should help you keep these words straight. To test your familiarity with 50 of these often puzzling word pairs, set aside 10 or 15 minutes to take this big quiz. Select the word in each set that completes the sentence accurately and appropriately. (If youre not sure of the correct answer, follow the links for explanations and examples.) Youll find the correct answers on page two. Affect or EffectOur ultimate freedom is the right and power to decide how anybody or anything outside ourselves will _____ us. (Stephen R. Covey)Allusion or IllusionThe single biggest problem in communication is the _____ that it has taken place. (George Bernard Shaw)Aural or OralWhile visual learners prefer to learn information through charts and graphs, _____ learners prefer to hear information.Capital or CapitolBismarck is the _____ of North Dakota and the state’s second largest city.Cereal or SerialHeres what we do. We leave the car here, we take the plates off, we scratch the _____ number off the engine block, and we walk away. (Kramer in Seinfeld)Chord or CordThe governor touched a responsive _____ with voters of both parties, especially with her promise to veto any budget plan that included an increase in taxes.Click or CliqueThe vice president of China belongs to a _____ known as the princelings, descendants of prominent communist officials.Climactic or ClimaticThe new music director favors full-bodied, robust sound, which can build to daring decibel levels in _____ moments. Collaborate or CorroborateThe prosecutor closed the case, admitting that he was unable to find witnesses to _____ the allegations made against Mr. Soprano.Credible or CredulousThe most imaginative people are the most _____: for them everything is possible. (Alexander Chase)Dazed or Dazzled_____ by months of glad-handing and posturing, the candidates stumbled around the stage like finalists in a dance marathon.Defuse or DiffuseGossip is a sort of smoke that comes from the dirty tobacco-pipes of those who _____ it: it proves nothing but the bad taste of the smoker. (George Eliot)Eminent or ImminentIf so _____ an establishment as a three-star Michelin restaurant can serve toxic shellfish, what hope is there for anyone else?Fair or FareThe driver teased the poor child who had forgotten her bus _____.Faze or PhaseIm happy to say that the first _____ of our operation has met with considerable success.Finally or FinelyMy sisters bringing up had made me sensitive. In the little world in whic h children have their existence, whosoever brings them up, there is nothing so _____ perceived and so _____ felt as injustice. (Charles Dickens, Great Expectations) Flare or FlairThe bright spot in the sky was an unusually large solar _____, a stupendous explosion that belched radiation and billions of tons of matter far into space.Flaunt or FloutThe first priority of the commission should be to identify restaurant owners who knowingly _____ public-health laws.Flew, Flu, or FlueThe Wright brothers _____ right through the smoke screen of impossibility. (Charles F. Kettering)Formally or FormerlyHome computers are being called upon to perform many new functions, including the consumption of homework _____ eaten by the dog. (Doug Larson)Forth or FourthA reformer is one who sets _____ cheerfully toward sure defeat. (Lydia M. Child)Gibe, Jibe, or JiveDo you promise to jump, _____, wail, groove, rock steady, and at all times lend a helping hand to your fellow music lovers? (The Little Mermaid: Ariels Beginning)Hardy or Hearty_____ laughter is a good way to jog internally without having to go outdoors. (Norman Cousins)Homed or HonedLast year scientists re-engineered E Coli bacteria so that instead of swimming toward food they _____ in on substances released by dangerous pathogens. Hurdling or HurtlingThe ground beneath our feet is spinning at a thousand miles an hour. The entire planet is _____ around the sun at 67,000 miles an hour. And I can feel it. (The Doctor in Doctor Who)Ingenious or IngenuousSalvatore was now a great big husky fellow, tall and broad, but still with that _____ smile and those trusting, kindly eyes that he had had as a boy. (William Somerset Maugham, Salvatore)Leaches or LeechesYou are feeding off the violence and the despair of the drug trade. You are a parasite who _____ off the culture of drugs. (Maury Levy in The Wire)Lead or LedWe can chart our future clearly and wisely only when we know the path which has _____ to the present. (Adlai E. Stevenson)Liable or LibelIf you shoot me, youre _____ to lose a lot of those humanitarian awards. (Chevy Chase in Fletch)Loose or LoseThe best way to find yourself is to _____ yourself in the service of others. (Mohandas Gandhi)Miner or MinorParents are conditioned to put up with a few _____ acciden ts when they leave their children home alonea broken vase, spilled milk on the rug. Official or OfficiousJulia Child once grabbed a pepper mill from the hands of an _____ waiter before he had a chance to spoil her carefully ordered dish.Palate, Palette, or PalletYes, gentlemen, I have here just about the handiest, dandiest little bookful of gastronomical surprises that ever tempted the jaded _____ of a fastidious f-f-food fancier. (Daffy Duck)Peak, Peek, or PiqueThe man who unified China in the third century B.C. conquered six other feudal states to do it, built the first version of the Great Wall and in a fit of _____ may have buried hundreds of scholars alive. (Time magazine, May 18, 2008)Plain or PlaneI remain just one thing, and one thing only, and that is a clown. It places me on a far higher _____ than any politician. (Charlie Chaplin)Pole or PollA public-opinion _____ is no substitute for thought.(Warren Buffett)Prescribed or ProscribedThe Canadian government added the Somali al-Shabaab group to its list of _____ terror groups.Principal or PrincipleAll animal s, except man, know that the _____ business of life is to enjoy it. (Samuel Butler) Prostate or ProstrateMiss Everglot, what are you doing here? You should be at home, _____ with grief. (Pastor Galswells in Corpse Bride)Regretful or RegrettableThe movie is beautiful, luscious, and elegiac, but it has the _____ drawback of being dreadfully boring.Reluctant or ReticentThe teacher tried to make conversation, but the boy remained _____ and refused to make eye contact.Restive or RestlessMy _____, roaming spirit would not allow me to remain at home very long. (Buffalo Bill Cody)Riffled or RifledWith quiet precision, the thief _____ the pouch, placed most of its contents in a briefcase and walked confidently out of the embassy.Role or RollChange does not _____ in on the wheels of inevitability, but comes through continuous struggle. (Martin Luther King, Jr.)Stanch or StaunchTheres an evil on these seas that even the most _____ and bloodthirsty pirates have come to fear. (Tia Dalma in Pirates of the Caribbean: At Worlds End)Suit or SuiteId walk through hell in a gasoline __ ___ to play baseball. (Pete Rose) Tack or TactThe Viper, to me, is the quintessential American muscle carbrute power, great looks and about as much _____ as a grunge band crashing a cotillion. (Bill Griffith, The Boston Globe)Troop or TroupeIn the end, the plucky singing Scot lost out to a dance _____.Vale or VeilOur own self-love draws a thick _____ between us and our faults. (Lord Chesterfield)Whos or WhoseNever go to a doctor _____ office plants have died. (Erma Bombeck) Here Are the Answers illusionauralcapitalserialchordcliqueclimacticcorroboratecredulousDazeddiffuseeminentfarephasefinely, finelyflarefloutflewformerlyforthjiveHeartyhomedhurtlingingenuousleechesledliableloseminorofficiouspalatepiqueplanepollproscribedprincipalprostrateregrettablereticentrestlessrifledrollstaunchsuittacttroupeveilwhose More Big Quizzes The Third Big Quiz on Commonly Confused Words

Ask the Author Essay Example | Topics and Well Written Essays - 250 words - 1

Ask the Author - Essay Example part that she says, â€Å"My dad built the house for me when I was five and my parents gave it to me that Christmas†¦Ã¢â‚¬  This makes one picture the image of how the dollhouse would look like and how her father would spend time on something like a dollhouse. Why use the figurative language as aspect of tone language in this essay? For example â€Å"Mom and Dad had become more expert the second time around, so her house had extra details, like a staircase and a kitchen sink with exposed pipes.† I think the essay may be boring if you didn`t use some of this aspects of tone in this essay. It would be difficult to understand how the dollhouse looked like without using the imagery aspect and how important it was to Katie without the use of figurative language. Finally I would like to know you did you really talk just about a dollhouse and how Katie missed it and her family or what message were you passing across this essay? And why did you prefer using the few writing techniques like imagery and figurative languages? I wish you can answer all my

Role of Homemakers Essay Example | Topics and Well Written Essays - 500 words

Role of Homemakers - Essay Example This is a predominantly principled debate that proposes that every homemaker should earn an equal salary from the government fund that is funded through taxpayer dollars. This can only be performed through tax rebates and tax exemptions that can be doled out through institutionalized processes set up for tax returns and auditing. A good example is America’s Internal Revenue Service or the Canada Revenue Agency based in Canada.The life of a homemaker entails a boundless amount of to-dos and demands. Provisional to the size of family and home, the position can extend beyond the typical 9 to 5. Way back in the 1950s, homemakers were anticipated to stay at home, while those who desired to work faced frequent stigmatization. Currently, it is the opposite of what used to happen: whereby women pity one another along the fault lines of economic class, conviction, ethnicity, and need. In the majority of developed nations, homemakers who stay at home are considered old-fashioned as well as an economic burden to the society. Observations from Lui, 2013, reveal that the daily chores of cleaning, raising their children, and cooking by these homemakers have continuously been ignored by national accounts. The majority believe that G.D.P. will go down if a man marries a homemaker and stops paying her for her work. In addition, G.D.P. will rise if a homemaker stops nursing and buys formula for her little baby. The United Nations, 2001, has noted that homemakers have been valued less than ever in a debated that equates women to men in raising productivity and economic growth through the labor market and labor market. Homemakers do face punishment in nations where mothers still struggle to balance career with family and thus quit work less out of conviction than necessity.

Teaching ESL through Culture Essay Example | Topics and Well Written Essays - 1000 words

Teaching ESL through Culture - Essay Example The complexity was actually compounded when the aspect of culture comes into play. With the growth of technology that contributed to breaking barriers of time and distance, people from various cultures felt the most eminent need to learn ESL, considering English as the universal language. In this regard, the objective of the essay is to review six pertinent literatures that delve into the subject of teaching ESL with culture seen as playing a crucial role in learning and reinforcing literacy and proficiency. Defining Culture From evaluating the contents of the six articles, one observed that in discussing the role that culture plays in teaching ESL, several authors acknowledged that defining the term ‘culture’ proffered challenges due to its broad perspectives. Lafayette acknowledged that â€Å"because culture can be defined so broadly, it is often difficult for teachers to select those aspects that should be included in the curriculum at various levels of instructionâ €  (6). ... omprises a set of symbolic systems, including knowledge, norms, values, beliefs, language, art, customs, as well as habits and skills learned by members of a given society† (Young, Sachdev, & Seedhouse, 2009, p. 149). From among the definitions noted, Young, et al. included language as part of the definition acknowledging the important role it plays in the communication process. Problems in Incorporating Culture in Teaching ESL Aside from the dilemma in defining the term, most authors have revealed that there were apparent apprehensions for incorporating teaching culture in the ESL curriculum (Lafayette, 1978, p. 6). Sauve have enumerated seven problems with teaching culture in the Canadian ESL classroom, to wit: (1) naming â€Å"a Canadian culture† (Sauve, 1996, p. 17); (2) unprepared academic programs for teaching cultural aspects; (3) a conceptual dilemma of defining ESL; (4) perceived decline in valuing the ESL professional; (5) the role of immigrant educators as ESL staffs; (6) biased society in favor of white, Anglo-Saxon, Christian and of middle class tradition and values (Sauve, 1996, p. 22); and (7) time context and priorities. The article written by Young, et al. highlighted concerns that included ambiguity in determining â€Å"whose culture should be a focus for study on English language program† (Young, Sachdev, & Seedhouse, 2009, p. 151) and how effective an identified approach would be after taking into account the increasing predominance of nonnative speaking (NNS) teachers of a language and their acknowledged difficulty in teaching culture with the ESL realm. Finally, Byram and Kramsch (2008) disclosed the problem of cultural translation by citing Geertz’s words as: â€Å"Translation is not a simple recasting of others' ways of putting things in terms of

Erickson's Theory Essay Example | Topics and Well Written Essays - 250 words

Erickson's Theory - Essay Example This reflects the urge of Tommy as an adventurer. Given the fact that his adventures is growing faster than his age gives him more trust for himself that he could execute any adventure that he wants. Thus, it also conflicts in his age knowing that he is too young to use and be exposed to the things that are nor intended for his age. Consequenty, he was able to manage his adventures and his limitations for his age because he still founded values that he basically use as basis and guide in every decision that he makes. Stage 2: Early Childhood (2 to 3 years) Basic Conflict: Autonomy vs. Shame and Doubt â€Å"The second stage of Erikson's theory of psychosocial development takes place during early childhood and is focused on children developing a greater sense of personal control† (Kendra Cherry, n.d.). Again from Rugrats, a very good example for this stage is the 2 year old Chuckie Finster. He is usually in doubt of every actions that he makes. Also, it is evidently obvious that he is shy in expressing himself compared to the other members of the rugrats. It shows that at his age, he is currently experiencing crisis on who he really is which therefore results to a shameful and doubtful Chuckie.

Compare and contrast the great depression and todays great recession Essay

Compare and contrast the great depression and todays great recession - Essay Example Therefore, it is relevant to correlate historical experience of 20s with the current processes in the economy. In order to show distinctions and parallels between the Great Depression and the Great Recession, it is required to analyze the reasons of these periods in the American history, draw parallels between them in order to develop lessons for the future practical implementation of successful strategies and avoid mistakes of the previous years. Another supposed reason for the Great Depression is often found in banks collapse. When investors took away their money from the banks to pay debts, nearly 9,000 banks failed in less than 10 years. Therefore, a credit crisis occurred. Those individuals who had bank accounts lost their savings and businesses did not have an ability to expand. Furthermore, this drastic economic situation was also spoiled by a slow process of recession. People were afraid of spending their money and many companies had to decrease their production levels. As a result, a great number of unemployed people occurred. The American government managed to correct the challenging situation and introduced The Smoot – Hawley Tariff act of 1930. In accordance with this Act, American companies could easily trade with international companies and pay fewer taxes. Still, the government could not resist dust and drought storms, which devastated agricultural sector. As a result, the prices for food were high and p overty rates increased as well. As far as we can see, there are many parallels which can be found between the Great Depression and today’s Great Recession. Let us focus our attention on the reasons that triggered the Great Recession. In 2008 only 19 banks have experienced bankruptcy. In 1930, 744 banks failed. In 30s, banks were protected by the FDIC (Federal Deposit Insurance Corporation) (Chee-Heong Quah and Crowley, 2009). Still, this system is more beneficial for banks nowadays. In

The Career of a Physician Assistant Personal Statement

The Career of a Physician Assistant - Personal Statement Example Technology for Medical and Health Professions, I received the relevant premed school training thanks to their intensive and comprehensive courses in health, science, and chemistry courses. This training included hands-on clinical rotation experience at the Valley Baptist Medical Center as well. I firmly believe that my experience at this particular satellite school helped mold me into the personification of the epitome of the UT Health Science Physician Assistant. As a Med Tech student at the satellite school, I was privileged to have been given an opportunity to be part of weekly department rotations. The rotation schedules allowed me to assist doctors, nurses, and other medical staff. However, it was my stint as an assistant to a physician assistant that helped cement my plans for the future. I took the time to observe these qualified physician assistants go about their tasks with the doctors in charge. I came to realize that I had found my calling as a physician assistant. I would be able to help doctors in the performance of their duties through a range of healthcare procedures and duties that I would be specifically trained for if and when I complete my training as a Physician Assistant. My goal in pursuing this line of education is to be able to return to my community, armed and educated in the medical field of my choice. My return will mark the day that I fulfill my personal pact to contribute to the improvement of the mental, social, and physical well-being of the under-served and vulnerable people of my community. I humbly present myself to the UTHSCA PA admissions board in the hopes of being granted an opportunity to learn about becoming an exemplary Physician Assistant from the best educators in the state.

Compare and contrast the great depression and todays great recession Essay

Compare and contrast the great depression and todays great recession - Essay Example Therefore, it is relevant to correlate historical experience of 20s with the current processes in the economy. In order to show distinctions and parallels between the Great Depression and the Great Recession, it is required to analyze the reasons of these periods in the American history, draw parallels between them in order to develop lessons for the future practical implementation of successful strategies and avoid mistakes of the previous years. Another supposed reason for the Great Depression is often found in banks collapse. When investors took away their money from the banks to pay debts, nearly 9,000 banks failed in less than 10 years. Therefore, a credit crisis occurred. Those individuals who had bank accounts lost their savings and businesses did not have an ability to expand. Furthermore, this drastic economic situation was also spoiled by a slow process of recession. People were afraid of spending their money and many companies had to decrease their production levels. As a result, a great number of unemployed people occurred. The American government managed to correct the challenging situation and introduced The Smoot – Hawley Tariff act of 1930. In accordance with this Act, American companies could easily trade with international companies and pay fewer taxes. Still, the government could not resist dust and drought storms, which devastated agricultural sector. As a result, the prices for food were high and p overty rates increased as well. As far as we can see, there are many parallels which can be found between the Great Depression and today’s Great Recession. Let us focus our attention on the reasons that triggered the Great Recession. In 2008 only 19 banks have experienced bankruptcy. In 1930, 744 banks failed. In 30s, banks were protected by the FDIC (Federal Deposit Insurance Corporation) (Chee-Heong Quah and Crowley, 2009). Still, this system is more beneficial for banks nowadays. In