Challenges Integrating Students With Disabilities

Colleges and universities continue to face challenges integrating students with disabilities into the campus milieu, despite social, legislative, and technological policies designed to provide equal opportunities in higher education. Education about the rights and necessary supports to further inclusion of students with disabilities in campus programs and activities is key for student affairs practitioners. Over the past 25 years since the passage of the Americans with Disabilities Act of 1990, the number of students with disabilities enrolled in postsecondary education has more than doubled (National Center for Education Statistics [NCES], 2000; 2012) and about 11% of all students in postsecondary educational institutions in the U.S. are students who report having disabilities (NCES, 2012). Higher educational attainment is linked to increased likelihood of employment and higher incomes (U.S. Bureau of Labor Statistics, 2014); a higher level of education for people with disabilities improves the chances for them to sustain themselves financially with dignity and greater participation as citizens. The call to inclusion for academic institutions is to make programs and services accessible to all students, which may include making physical adjustments to facilities, providing accessible information technology, and incorporating the concept of universal design in programming and activities. This chapter is designed to assist student affairs professionals in providing full andShow MoreRelatedThe Debate of Integration into Classrooms1186 Words   |  5 PagesIntroduction The subject of integrating children with disability into regular classrooms has been the epicenter of debate among scholars and practitioners in the special education industry. This owes to the reality that authors like Berg (2004) and Cassady (2011) made publications on the topic in question. It is critical that the integration of physically and mentally disabled children into regular classes is a transforming global issue that must be subjected to various applications and interpretationsRead MoreTeaching Students With Orthopedic And Physical Disabilities1258 Words   |  6 PagesTeaching students with orthopedic and physical disabilities can present an imposing challenge for teachers; even more so when these students are to be incorporated into a regular education class. Fortunately, there are strategies that have proven successful in integrating these students and providing them with an education that will help them achieve their potential. The IDEA defines orthopedic impairment /physical disability as: â€Å"a severe orthopedic impairment that adversely affects a child s educationalRead MoreTechnology Is Rapidly Growing And Changing Our World1218 Words   |  5 Pagesrapidly growing and changing in our world. Students receiving special education services face challenges both in and outside of the classroom. By using proper technology students’ classroom experience may be improved and they may be more motivated and engaged in learning. Students with disabilities may have difficulty with reading, writing, word recognition, motor skills, and attention. Different types of technology can be utilized to help improve students ability to learn. There are many differentRead MoreAssistive Technology And Eportfolios Can Pair Well Assist Disabled Students795 Words   |  4 PagesAssistive technology and ePortfolios can pair well to assist disabled students and help create and maintain an environment for learning that will promote respect for and appreciation of human diversity. As time and technology goes on there have been great strides in integrating the blind into society on a basis of equality, ensuring full access to information technology and resources. College or university students with disabilities could use the ePortfolio to showcase their characteristics of theirRead MoreTraditional Research Methods Of Quantitative And Qualitative Research865 Words   |  4 PagesQualitative research and Quantitative research designs. The advantage of using both is to utilize the strength of each type in order to produce an outcome that is most beneficial to the area of study (Bergman, M. M., 2008). 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BanksRead MoreEssay about Research Report1006 Words   |  5 PagesResearch Report In the past, disabled students—students with physical and emotional/behavioral problems—were often segregated from the â€Å"normal classroom environments.† The segregation of students, either through special schools or home-based tutoring, was justified for various reasons. Separate schools provided specialized services, tailored to meet the educational needs of children with a specific type of handicap. Moreover, this freed the regular public schools of having to provide servicesRead MoreTechnology : The Speed Of Glacier Melting1504 Words   |  7 Pagesand advancements, it brings to question does the use of this technology help with learning in the classroom? This simple question moves past simple yes or no and, if used, should constantly be monitored to ensure the technology is relevant, meeting students’ needs as well as teacher’s objectives. In order to provide the best experience in the classroom today’s teacher must be aware of an d incorporate technology into their personal educational philosophies and pedagogy. A fact which seems so simple yetRead MoreThe Education For All Handicapped Children Act (Eha) Had957 Words   |  4 Pagesgoal of desegregating disabled children in schools, as well as work on integrating them in classrooms with their non-disabled peers. Until the Civil Rights Movement, not much attention was brought to the fact that children with disabilities had very little rights and were kept isolated and not given a proper education, if any at all. Because of the attention brought to the poor and unjust treatment of children with disabilities and the significant court cases dealing with the fourteenth amendmentRead MoreLearning Plan Essay1727 Words   |  7 Pagesincludes (CASEL, n.d.): STEP 1-Conduct SEL---related resource and needs assessment (District Strength Inventory) across the district and schools. STEP 2- Develop a district-wide vision that prioritizes academic, social, and emotional learning for all students. STEP 3- Develop expertise in academic, social, and emotional learning theory, research, and practice at the central office level. STEP 4- Design and implement effective professional development programs to build internal capacity for developing

Innovation and creativity in industry Free Essays

Invention Invention is a new manner of making something or â€Å" new material that is made utile † . It may mention to increase or to hold radical alterations in thought, merchandises, procedures, or organisations. Many people to the scholarly literature on invention typically distinguish invention as thoughts applied successfully in pattern. We will write a custom essay sample on Innovation and creativity in industry or any similar topic only for you Order Now Something new must be well different to be advanced, non an undistinguished alteration, e.g. , in the humanistic disciplines, economic sciences, concern and authorities policy. In economics the alteration must increase value, client value, or manufacturer value. The end of invention is positive alteration, to do person or something better. Innovation taking to increased productiveness is the cardinal beginning of increasing wealth in an economic system. Invention in administration context In the organisational context, invention is defined as public presentation and growing through betterments in efficiency, productiveness, quality, competitory placement, market portion, etc. All organisations can introduce, including for illustration infirmaries, universities, and local authoritiess. Relevance of invention to industry: The debut of a new good — that is one with which consumers are non yet familiar — or of a new quality of a good. The debut of a new method of production, which need by no agencies be founded upon a find scientifically new, and can besides be in a new manner of managing a trade good commercially. The gap of a new market, that is a market into which the peculiar subdivision of industry of the state in inquiry has non antecedently entered, whether or non this market has existed before. The conquering of a new beginning of supply of natural stuffs or half-manufactured goods, once more irrespective of whether this beginning already exists or whether it has first to be created. The transporting out of the new organisation of any industry, like the creative activity of a monopoly place or the interrupting up of a monopoly place. Value of Innovation in Industry Goals of invention in Industry Improved quality Extension of the merchandise scope Reduced labor costs Creation of new markets Reduced stuffs Improved production procedures Replacement of products/services Reduced environmental harm Conformity to ordinances Reduced energy ingestion Failure of invention in industry Poor Leadership Poor Communication Poor Empowerment Poor Organization Poor Knowledge Management Measures of invention in industry There are two different types of steps for invention: The organisational degree The political degree. The organisational Degree: Organizational degree means to persons, team-level appraisals, private companies from the smallest to the largest. Measure of invention for every organisations can be conducted by studies, workshops, advisers or internal supervising, look intoing. There is no established general manner to mensurate organisational invention. Measuring invention have traditionally been by looking at outgo, for illustration, investing in R A ; D ( Research and Development ) . 2 ) The political degree: A common industry position is that comparative cost-effectiveness research ( CER ) is a signifier of monetary value control which, by cut downing returns to industry, limits R A ; D outgo, finally reduces our cost and leads to innovation in diminishing cost. By it the orgazation gets ready for future invention and compromises new merchandises entree to markets. Induced innovation- ground for motive: Induced invention was foremost proposed by Dr. J. R. Hicks in his work. He proposed that â€Å" a alteration in the comparative monetary values of the factors of production is itself a goad to innovation, and to innovation of a peculiar kind—directed to conserving the usage of a factor which has become comparatively expensive. † This works as motive in the sense that if rewards are increased decidedly the employees will work hard and more motive will be at that place. Costss ( whether direct or indirect ) has ever been a motive for a more rapid betterment in energy efficiency of goods than would usually happen. Invention system in Organizations The construct of the invention system stresses that the flow of engineering and information among people, endeavors and establishments is cardinal to an advanced procedure. Every administration should hold a good and effectual direction information system in order to be extremely advanced. It creates interaction between the employees who are needed in order to turn an thought into a procedure, merchandise or service on the market and therefore gain money. Open invention Open invention is that houses can and should utilize external thoughts every bit good as internal thoughts, and internal and external waies to market, as the houses look to progress their engineering by Bazaar theoretical account. The barriers between a house and its environment have become less now a yearss, so inventions can now be easy transferred inward and outward. So, this is all about invention in industry. Creativity Creativity is a mental and societal procedure affecting the find of new thoughts or constructs, or new associations of the originative head between bing thoughts or constructs. Creativity is pumped by the procedure of either witting or unconscious penetration. An alternate construct of creativity is that it is merely the act of doing something new or showing something old in a new mode. Difference between creativeness and invention It is frequently seen as job that people are non cognizant of exact significances of these two. So it is better to understand them in their right context. Creativity is typically used to mention to the act of bring forthing new thoughts, attacks or actions, while invention is the procedure of both bring forthing and using such originative thoughts in some specific context. In the context of an organisation, the term invention is frequently used to state the full procedure by which an organisation generates originative, new thoughts and converts them into existent life merchandises or services that are utile and feasible in concern patterns, while the term creativeness is reserved to use specifically to the coevals of new thoughts by persons or by groups, as a necessary measure within the invention procedure. Creativity and its affect on work Three forms by and large exist between that affect creativeness at work: Positive ( or negative ) temper, or alteration in temper, predictably precedes creativeness ; Creativity predictably precedes temper Whether affect and creativeness occur at the same time. It was found that these non merely affect procedure of creativeness, but originative results are besides affected by it every bit good. The experience of creativeness is itself a work event, and like other events in the organisational context, it could arouse emotion. Qualitative research and anecdotal histories of originative accomplishment in the humanistic disciplines and scientific disciplines suggest that originative penetration is frequently followed by feelings of elation. For illustration, Albert Einstein called his 1907 general theory of relativity â€Å"the happiest idea of my life.† Empirical grounds on this affair is still really probationary. Measuring creativeness 1 ) Creativity quotient Several efforts have been made to develop a creativeness quotient of an single similar to the Intelligence quotient ( IQ ) , nevertheless these have been of great value. [ Most steps of creativeness are dependent on the personal judgement of the tester, so a standardised step it is hard to develop. 2 ) Social-personality attack Some research workers have taken a social-personality attack for mensurating creativeness. In these surveies, personality traits such as independency of judgement, assurance, attractive force to complexness, aesthetic orientation and risk-taking are used as steps of the creativeness of persons Other research workers have related creativeness to the trait, openness to see. 3 ) Creativity Profiles Creativity comes in different signifiers. There is sort to bring forth growing, invention, velocity, etc. There are four â€Å"Creativity Profiles† that can assist accomplish such ends. Incubate ( Long-term Development ) Imagine ( Breakthrough Ideas ) Improve ( Incremental Adjustments ) Invest ( Short-run Goals Creativity in diverse civilizations Now a yearss it is really hard to pull off in diversed work civilization. So, creativeness is needed at most of the degrees now a yearss in order to work out this job. Creativity in organisations Expertise ( proficient, procedural A ; rational cognition ) , Creative thought accomplishments ( how flexibly and imaginatively people approach jobs ) , and Motivation ( particularly intrinsic motive ) . Economic positions of creativeness In the early twentieth century, Joseph Schumpeter introduced the economic theory of originative devastation, to depict the manner in which old ways of making things have been replaced by the new. Creativity is besides seen by economic experts as an of import component in the recombination of different elements to bring forth new engineerings and merchandises and services and, therefore leads to economic growing. Creativity leads to capital ( touchable or intangible assets ) , and originative merchandises are protected by rational belongings Torahs. The originative category is seen to be an of import driver of modern states. 3 T ‘s of economic development that are related with organisation ‘s creativeness: Technology, Talent and Tolerance † besides have high concentrations of originative professionals and tend to hold a higher degree of economic development. Creative job work outing in industry: Creative job resolution is the mental procedure of work outing a job. It is a particular signifier of job resolution in which the solution is independently created instead than solved by looking at old consequences of same job. Creative job work outing system ever involves creativeness. However, creativeness frequently does non affect originative job resolution, particularly in Fieldss such as music, poesy, and art. Creativity requires newness, updated cognition, as a feature of what is created, but creativeness does non needfully hold value ( that it will be good for society ) or is appreciated by other people. So, this is all about creativeness and Innovation in Industry. Consequence and Interpretation: From this study I have learned the value of invention and creativeness from industry position that how it affects every concern whether large or little. By analyzing this A ; recognizing its value in client satisfaction I will seek to implement it in my concern besides. Decision: Creativity A ; invention are of great value in every industry today. They are the impulsive forces of every concern now yearss and besides acts as competitory advantage. Bing the concern disposal pupils we should understand their value and seek to be originative and advanced. How to cite Innovation and creativity in industry, Essay examples

Values in HArry Potter Essay Example For Students

Values in HArry Potter Essay Harry Potter and the Sorcerers Stone by J.K. Rowling is a childrens novel about a young boy, Harry Potter, and his adventures at Hogwarts, a school for wizards and witches. The novel is filled with humorous tales of exciting escapades in and around the school. There are many characters in the novel, and they do not always get along well. They make fun of each other and judge each other by a certain set of standards. Some of these standards include wealth, intelligence, family and athletic ability. These are all superficial ways of judging people. Being a childrens author, Rowling shows her readers other, more important ways of categorizing others through less apparent methods. These true values that she emphasizes are judging others by their character and heart. The false values by which children judge each other are more blatant in the novel because they are illustrated through conversation instead of actions. The main ways that they judge each other are: financial status, family background (Muggle or wizard), house affiliation, intelligence and athletic ability. Almost every character has some good values and some bad values in the novel. By illustrating the characters with faults, Rowling makes them more realistic and believable. The first skin deep value used to measure the status of a character is money. Just as in the real world, some people have more money than others. One character that seems to be very well off in the wizard world is Draco Malfoy. He has all of the newest and nicest books and school supplies on the first day. His owl is of the nicest breed. When the students receive mail at meals, Malfoy frequently receives packages of goodies from his family and he is not humble about it. He is quite a contrast to Ron Weasley and h is family. Ron comes from a poor family. Everything he brings to school with him seems to be a hand-me-down. Ron says, you never get anything new, either, with five brothers. Ive got Bills old robes, Charlies old wand, and Percys old rat. (p. 100). Malfoy likes to use this weakness to make fun of Ron. He makes comments such as, What would you know about it, Weasley, you couldnt afford half the handle when Harry gets a new broom (p. 165). Later, when they run into Hagrid, Malfoy says to Ron, Are you trying to earn some extra money, Weasleythat hut of Hagrids must seem like a palace compared to what your familys used to (pp. 195-196). These are very cruel comments, but money is not the only way that Malfoy judges others. Family background is the second shortsighted way of judging people in the book. Whether a character comes from a Muggle family, a pure Wizard family or a mix between the two seems to play an important role in the book. For example, Draco Malfoy is from a pure Wizard f amily and he takes great pride in it. He often judges others by this measure. On the train to Hogwarts he says to Harry, Youll soon find out some wizarding families are much better than others, Potter. You dont want to go making friends with the wrong sort. (p. 108). Harry has Wizard parents, but he has lived with Muggles his whole life so he has no experience in wizardry at all. Harrys friend, Hermione Granger, is from a pure Muggle family. For this reason, Malfoy makes fun of her on more than one occasion. Ron is also from a pure Wizard family, but he does not make fun of those who are not. There are still other shallow ways of judging others. One of these ways is which house each person belongs to. Each person is assigned to a house when they get to Hogwarts. There is much competition between the houses, but the greatest competition is between Gryffindor and Slytherin. When introducing the houses the Sorting Hat says, you might belong in Gryffindor, where dwell the brave at heart , their daring, nerve, and chivalry set Gryffindor apart; or perhaps in Slytherin youll make your real friends, those cunning folk use any means to achieve their ends. (p. 118). Slytherin has a history of having its members from pure Wizard families and of winning the House Cup many times. Draco Malfoy is part of that house. However, it is not necessarily the best house. There have also been a number of bad Wizards that belonged to that house. Voldemort, a master at dark arts came from Slytherin. Gryffindor also has a good reputation. On the train to Hogwarts hermione says, Ive been asking around, and I hope Im in Gryffindor, it sounds by far the best; I hear Dumbledore himself was in it. (p. 106). The competition is so fierce between the houses that even the professors get involved. Many of them seem to be prejudiced in awarding and taking points from their own or opposing houses. For example, Ron says, Snapes head of Slytherin House. They say he always favors them. (p. 135). Chara cters are also judged by their intelligence. Hermione is the smartest person in the class so she has a good reputation. Rowling describes her when she writes, Hermione was on the edge of her seat and looked desparate to prove that she wasnt a dunderhead. (p. 137). By the end of the novel she accomplishes this through her final exam grades, Harry had almost forgotten that the exam results were still to come, but come they didHermione, of course, had the best grades of the first years. (p.307). Neville Longbottom, on the other hand, is not so intelligent. He does not do very well in school so his reputation is not as good. Hagrid has the lowest reputation for intelligence. He is not very smart and is not even allowed to use magic because he was kicked out of Hogwarts. Whenever he does use magic he seems to mess it up in one way or another. This is not really a good way to judge others, but it is used quite often, especially by Draco Malfoy. He enjoys making fun of Hagrid for his stupi dity. Neville Longbottom has a below average intelligence, as well as below average skills at just about every task that involves magic. His magic skills overall are very poor. For example, when he tries to fly a broomstick he ends up breaking his wrist because he cant control it. Malfoy taunts him constantly for this. Harry, on the other hand, has great skills at flying a broomstick. On his first try he has great agility and speed. Professor McGonagall describes him by saying, The boys a natural. Ive never seen anything like itHe caught that thing in his hand after a fifty-foot dive, didnt even scratch himself. (p. 151). Harry receives much praise and many compliments for all of his great plays at Quidditch. Advantages Of Convergence Of Us Gaap And Ifrs Accounting EssayBy the end of the novel J.K. Rowling has taught her readers many important life lessons. The way the characters judge each other on an external level can be compared to the way many people are judged in real life. People are judged all the time by their intelligence, financial status, their various skills and abilities and by the color of their skin. Rowling shows through the actions of her characters that it is better to judge people by their character and their heart than by aspects of their life that they cant control. She also shows her readers how important it is to love and take care of each other. If people do not take care of each other than they will accomplish nothing. Although Harry is the hero in the novel, he couldnt have beaten Voldemort without the help of his friends. Teamwork is a necessity for having a successful life. Harry Potter and the Sorcerers Stone is a very entertaining novel, but more important ly, it gives off many essential life lessons.Bibliography:

Lord Of The Flies Character Analysis Essay free essay sample

, Research Paper Lord of the Flies # 8211 ; Character Changes In his first novel, William Golding used a group of male childs stranded on a tropical island to exemplify the malicious nature of world. Lord of the Flies dealt with alterations that the boys underwent as they bit by bit adapted to the stray freedom from society. Three chief characters depicted different effects on certain persons under those fortunes. Jack Merridew began as the chesty and holier-than-thou leader of a choir. The freedom of the island allowed him to further develop the darker side of his personality as the Chief of a barbarian folk. Ralph started as a self-confident male child whose assurance in himself came from the credence of his equals. He had a just nature as he was willing to listen to Piggy. He became progressively dependent on Piggy # 8217 ; s wisdom and became lost in the confusion around him. Towards the terminal of the narrative his rejection from their society of barbarian male childs forced him to fend for himself. We will write a custom essay sample on Lord Of The Flies Character Analysis Essay or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Piggy was an educated male child who had grown up as an castaway. Due to his academic childhood, he was more mature than the others and retained his civilised behavior. But his experiences on the island gave him a more realistic apprehension of the inhuman treatment possessed by some people. The ordeals of the three male childs on the island made them more cognizant of the evil interior themselves and in some instances, made the false niceness that had clothed them dissipate. However, the alterations experienced by one male child differed from those endured by another. This is attributable to the physical and mental unsimilarities between them. Jack was first described with an ugly sense of inhuman treatment that made him of course unsympathetic. As leader of the choir and one of the tallest male childs on the island, Jack # 8217 ; s physical tallness and authorization matched his chesty personality. His desire to be Chief was clearly apparent in his first visual aspect. When the thought of holding a Chief was mentioned Jack spoke out instantly. # 8220 ; I ought to be main, # 8221 ; said Jack with simple haughtiness, # 8220 ; because I # 8217 ; m chapter chorister and caput boy. # 8221 ; He led his choir by administrating much subject ensuing in forced obeisance from the disguised male childs. His ill-nature was good expressed through his impoliteness of stating, # 8220 ; Shut up, Fatty. # 8221 ; at Piggy. ( p. 23 ) However, despite his unpleasant personality, his deficiency of bravery and his scruples prevented him from killing the first hog they encountered. # 8220 ; They knew really good why he hadn # 8217 ; T: because of the outrageousness of the knife descending and cutting into populating flesh ; because of the intolerable blood. # 8221 ; ( p. 34 ) Even at the meetings, Jack was able to incorporate himself under the leading of Ralph. He had even suggested the execution of regulations to modulate themselves. This was a Jack who was proud to be British, and who was shaped and still bound by the Torahs of a civilised society. The freedom offered to him by the island allowed Jack to show the darker sides of his personality that he hid from the ideals of his past environment. Without grownups as a superior and responsible authorization, he began to lose his fright of being punished for improper actions and behaviors. This freedom coupled with his malicious and chesty personality made it possible for him to rapidly devolve into a barbarian. He put on pigment, foremost to camouflage himself from the hogs. But he discovered that the pigment allowed him to conceal the out ideas in his head that his facial looks would otherwise bewray. # 8220 ; The mask was a thing on its ain buttocks which Jack hid, liberated from shame and self-consciousness. # 8221 ; ( p. 69 ) Through hunting, Jack lost his fright of blood and of killing life animate beings. He reached a point where he really enjoyed the esthesis of runing a quarry afraid of his lance and knife. His natural desire for blood and force was brought out by his hunting of hogs. As Ralph became lost in his ain confusion, Jack began to asseverate himself as head. The male childs recognizing that Jack was a stronger and more self-confident leader gave in easy to the freedom of Jack # 8217 ; s savageness. Placed in a place of power and with his followings sharing his deranged hungriness for force, Jack gained encouragement to perpetrate the vile Acts of the Apostless of larceny and slaying. Freed from the conditions of a regulated society, Jack bit by bit became more violent and the regulations and proper behavior by which he was brought up were forgotten. The freedom given to him unveiled his true ego under the vesture worn by civilised people to conceal his darker features. Ralph was introduced as a just and sympathetic male child whose self-confident mad him feel secure even on the island without any grownups. His interaction with Piggy demonstrated his pleasant nature as he did non name him names with hateful purpose as Jack had. His good build allowed him to be good accepted among his equals, and this gave him adequate assurance to talk out readily in public. His handsome characteristics and the conch as a symbol of power and order pointed him out from the crowd of male childs and proclaimed him Chief. # 8220 ; There was a hush approximately Ralph as he sat that marked him out: there was his size, and attractive visual aspect ; and most obscurely, yet most powerful, there was the conch. # 8221 ; ( p. 24 ) From the speedy determinations he made as Chief near the beginning of the novel, it could be seen that Ralph was well-organized. But even so, Ralph began repeatedly to hanker and reverie of his civilised and regular yesteryear. Gradually, Ralph became baffled and began to lose lucidity in his ideas and addresss. # 8220 ; Ralph was puzzled by the shutter that flickered in his encephalon. There was something he wanted to say ; so the shutter had come down. # 8221 ; ( p. 156 ) He started to experience lost in their new environment as the male childs, with the exclusion of Piggy began to alter and accommodate to their freedom. As he did non lose his sense of duty, his point of views and precedences began to differ from the barbarians # 8217 ; . He was more influenced by Piggy than by Jack, who in a manner could be viewed as a beginning of immorality. Even though the significance of the fire as a deliverance signal was easy dismissed, Ralph continued to emphasize the importance of the fire at the mountaintop. He besides tried to restore the organisation that had helped to maintain the island clean and free of possible fire jeopardies. This difference made most of the male childs less convinced of the unity of Ralph. As his protagonists became fewer and Jack # 8217 ; s insisting on being main grew, his strength as a leader diminished. But even though Ralph had retained much of his past societal conditioning, he excessively was non spared from the immorality released by the freedom from regulations and grownups. During the play-fight after their unsuccessful Hunt in the class of their hunt for the animal, Ralph for the first clip, had an chance to fall in the huntsmans and portion their desire for force. # 8220 ; Ralph excessively was contending to acquire nigh, to acquire a smattering of that brown, vulnerable flesh. The desire to squeezing and injury was over-mastering. # 8221 ; ( p. 126 ) Without regulations to restrict them, they were free to do their game every bit existent as they wanted. Ralph did non understand the hatred Jack had for him, nor did he to the full comprehend why their little and simple society deteriorated. This confusion removed his assurance and made him more dependent on Piggy # 8217 ; s opinion, until Piggy began motivating him on what needed to be said and done. Towards the terminal of the novel, Ralph was forced into independency when he lost all his followings to Jack # 8217 ; s savageness, and when Piggy and the conch were smashed by Roger # 8217 ; s bowlder. He was forced to find how to avoid Jack # 8217 ; s barbarian huntsmans entirely. Ralph # 8217 ; s more responsible behavior set him apart from the other barbarian male childs and made it hard for him to accept and recognize the alterations they were undergoing. Becoming lost in his exposure to their built-in immorality, Ralph # 8217 ; s confusion brought about the impairment of his initial confidence and ordered disposition, leting him to see brief effusions of his beastly ego. Piggy was an educated male child rejected by the childs of his age group on history of his being overweight. It was his academic background and his isolation from the barbarian boys that had allowed him to stay largely unchanged from his primitive experiences on the island. His unattractive properties segregated him from the other male childs on the island. He was non welcomed on their first explorative trip of the island. # 8220 ; We Don # 8217 ; t want you, # 8221 ; Jack had said to Piggy. ( p. 26 ) Piggy was like an perceiver acquisition from the actions of others. His position in their society allowed him to look at the male childs from an foreigner # 8217 ; s position. He could larn of the hate being brought out of the male childs without holding to see the thirst for blood that Ralph was exposed to. Although he was easy intimidated by the other male childs, particularly by Jack, he did non miss the assurance to protest or talk out against the indignities from the male childs as the diffident former choirboy Simon did. This assurance differed from that of Ralph # 8217 ; s as it did non come from his credence by their equals nor did it come from the authorization and power Jack had grown accustomed to. It came from the pride in holding accumulated the wisdom that was evidently greater than that of most of the other childs at his age. Piggy non merely knew what the regulations were, as all the other male childs did, but he besides had the forbearance to at least admiration why the regulations existed. This intuition made Piggy non merely more cognizant of why the regulations were imposed, thereby guaranting that he would stay by them even when they were non enforced. When the male childs flocked to the mountaintop to construct their fire, Piggy shouted after them, # 8220 ; Acting like a crowd of childs! # 8221 ; ( p. 42 ) Piggy was a really apt individual who could look in front and be after carefully of the hereafter. He shouted at the boys # 8217 ; immature foolhardiness, # 8220 ; The first thing we ought to hold made was shelters down at that place by the beach # 8230 ; Then when you get here you build a balefire that International Relations and Security Network # 8217 ; t no usage. Now you been and set the whole island on fire. # 8221 ; ( p. 50 ) Like Ralph, his sense of duty set him apart from the other male childs. The writer used the image of long hair to exemplify Piggy # 8217 ; s nutriment of his civilized behavior. # 8220 ; He was the lone male child on the island whose hair neer seemed to grow. # 8221 ; ( p. 70 ) The writer # 8217 ; s description of his phalacrosis besides presented an image of old age and made Piggy seem to miss the strength of young person. The increasing unfairness Piggy endured towards the terminal of the novel was far greater than any that he had encountered antecedently. In his tantrum of choler, Piggy cried out, # 8220 ; I don # 8217 ; t inquire for my spectacless back, non as a favor. I don # 8217 ; t inquire you to be a athletics, I # 8217 ; ll say, non because you # 8217 ; rhenium strong, but because what # 8217 ; s right # 8217 ; s right. # 8221 ; ( p. 189 ) This new criterion of abrasiveness brought cryings out of him as the agony became unbearable. For a brief minute, Piggy # 8217 ; s choler at the unfairness and his weakness robbed him of his usual logical logical thinking, which returned when he was confronted with his fright of the barbarians. Piggy was an intelligent male child with a good apprehension of their state of affairs on the island. He was able to believe clearly and program in front with cautiousness so that even in the freedom of their unregulated universe, his wisdom and his isolation from the barbarian boys kept him from giving into the immorality that had so easy consumed Jack and his followings. The ensuing inhuman treatment Jack inflicted upon him taught Piggy how much more hurting at that place was in the universe. Lord of the flies used alterations experienced by male childs on an uninhabited island to demo the evil nature of adult male. By utilizing different characters the writer was able to portray assorted types of people found in our society. Their true egos were revealed in the freedom from the Torahs and penalty of a universe with grownups. Under the power and ordinances of their former society, Jack # 8217 ; s interior immorality was suppressed. But when the regulations no longer existed, he was free to make what malice he desired. Ralph had grown so used to the regularity of a civilised universe, that the alterations they underwent were hard for him to grok. He became baffled and less capable of believing clearly and independently. Although he excessively had experienced the impulse for force that had driven Jack and the huntsmans to fleeting extremums of lunacy, his more sensitive personality and his sense of duty saved him from complete savageness. These two traits besides helped to maintain Piggy from going primitive in behavior. He was made an castaway by his unwanted build and his superior intelligence. This isolation and wisdom besides helped Piggy to retain his civilised behavior. As good, he was made distressingly more cognizant of the great sum of unfairness in the universe. From these three characters, it could be seen that under the same fortunes, different persons can develop in different ways depending on the factors within themselves and how they interacted with each other. Their personalities and what they knew can find how they would construe and accommodate to a new environment such as the tropical island. Not everyone has so much malignity concealed indoors themselves as to go complete barbarians when released from the boundaries of our society. Some people will, because of the ways they were conditioned, remember and abide by the regulations they had depended on for societal organisation and security. Lord of the Flies, William Golding

Complete Guide to Fractions and Ratios in ACT Math

Complete Guide to Fractions and Ratios in ACT Math SAT / ACT Prep Online Guides and Tips Fractions and ratios (and by extension rational numbers) are all around us and, knowingly or not, we use them every day. If you wanted to brag over the fact that you ate half a pizza by yourself (and why not?) or you needed to know how many parts water to rice you need when making rice on the stove (two parts water to one part rice), then you need to communicate this using fractions and ratios. In essence, fractions and ratios represent pieces of a whole by comparing those pieces either to each other or to the whole itself. Don’t worry if that sentence makes no sense right now. We’ll break down all the rules and workings of these concepts throughout this guideboth how these mathematical concepts work in general and how they will be presented to you on the ACT. Whether you are an old hat at dealing with fractions, ratios, and rationals, or a novice, this guide is for you. This guide will break down what these terms mean, how to manipulate these kinds of problems, and how to answer the most difficult fraction, ratio, and rational number questions on the ACT. What are Fractions? $${\a\piece}/{\the\whole}$$ Fractions are pieces of a whole. They are expressed as the amount you have (the numerator) over the whole (the denominator). Amy’s cat gave birth to 8 kittens. 5 of the kittens had stripes and 3 had spots. What fraction of the litter had stripes? $5/8$ of the litter had stripes. 5 is the numerator (top number) because that was the amount of striped kittens, and 8 is the denominator (bottom number) because there are 8 kittens total in the litter (the whole). Kitten math is the best kind of math. Special Fractions There are several different kinds of "special fractions" that you must know in order to solve the more complex fraction problems. Let us go through each of these: A number over itself equals 1 $6/6 = 1$ $47/47 = 1$ ${xy}/{xy} = 1$ A whole number can be expressed as itself over 1 $17 = 17/1$ $108 = 108/1$ $xy = {xy}/1$ 0 divided by any number is 0 $0/0 = 0$ $0/5 = 0$ $0/{xy} = 0$ Any number divided by 0 is undefined Zero cannot act as a denominator. For more information on this check out our guide to advanced integers. But, for now, all that matters is that you know that 0 cannot act as a denominator. Now let's find out how to manipulate fractions until we unlock the answers we want. Reducing Fractions If you have a fraction in which both the numerator and the denominator can be divided by the same number (called a â€Å"common factor†), then the fraction can be reduced. Most of the time, your final answer will be presented in its most reduced form. In order to reduce a fraction, you must find the common factor between each piece of the fraction and divide both the numerator and the denominator by that same amount. By dividing both the numerator and the denominator by the same number, you are able to maintain the proper relationship between each piece of your fraction. So if your fraction is $5/25$, then it can be written as $1/5$. Why? Because both 5 and 25 are divisible by 5. $5/5 = 1$ And $25/5 = 5$. So your final fraction is $1/5$. Adding or Subtracting Fractions You can add or subtract fractions as long as their denominators are the same. To do so, you keep the denominator consistent and simply add the numerators. $2/ + 6/ = 8/$ But you CANNOT add or subtract fractions if your denominators are unequal. $2/ + 4/5 = ?$ So what can you do when your denominators are unequal? You must make them equal by finding a common multiple (number they can both multiply evenly into) of their denominators. $2/ + 4/5$ Here, a common multiple (a number they can both be multiplied evenly into) of the two denominators 5 is 55. To convert the fraction, you must multiply both the numerator and the denominator by the amount the denominator took to achieve the new denominator (the common multiple). Why multiply both? Just like when we reduced fractions and had to divide the numerator and denominator by the same amount, now we must multiply the numerator and denominator by the same amount. This process keeps the fraction (the relationship between numerator and denominator) consistent. To get to the common denominator of 55, $2/$ must be multiplied by $5/5$. Why? Because $ * 5 = 55$. $(2/)(5/5) = 10/55$. To get to the common denominator of 55, $4/5$ must be multiplied by $/$. Why? Because $5 * = 55$. $(4/5)(/) = 44/55$. Now we can add them, as they have the same denominator. $10/55 + 44/55 = 54/55$ We cannot reduce $54/55$ any further as the two numbers do not share a common factor. So our final answer is $54/55$. Here, we are not being asked to actually add the fractions, just to find the least common denominator so that we could add the fractions. Because we are being asked to find the least amount of something, we should start at the smallest number and work our way down (for more on using answer choices to help solve your problem in the quickest and easiest way, check out our article on plugging in answers). Answer choice A is eliminated, as 40 is not evenly divisible by 12. 120 is evenly divisible by 8, 12, and 15, so it is our least common denominator. So our final answer is B, 120. Multiplying Fractions Luckily it is much simpler to multiply fractions than it is to add or divide them. There is no need to find a common denominator when multiplyingyou can just multiply the fractions straight across. To multiply a fraction, first multiply the numerators. This product becomes your new numerator. Next, multiply your two denominators. This product becomes your new denominator. $2/3 * 3/4 = (2 * 3)/(3 * 4) = 6/12$ And again, we reduce our fraction. Both the numerator and the denominator are divisible by 6, so our final answer becomes: $1/2$ Special note: you can speed up the multiplication and reduction process by finding a common factor of your cross multiples before you multiply. $2/3 * 3/4$ = $1/1 * 1/2$ = $1/2$. Both 3’s are multiples of 3, so we can replace them with 1 ($3/3 = 1$). Our other cross multiples are 2 and 4, which are both multiples of 2, so we were able to replace them with 1 and 2, respectively ($2/2 = 1$ and $4/2 = 2$). Because our cross multiples had factors in common, we were able to reduce the cross multiples before we even began. This saved us time in reducing the final fraction at the end. Take note that we can only reduce cross multiples when multiplying fractions, never while adding or subtracting them! It is also a completely optional step, so do not feel obligated to reduce your cross multiplesyou can always simply reduce your fraction at the end. Dividing Fractions In order to divide fractions, we must first take the reciprocal (the reversal) of one of the fractions. Afterwards, we simply multiply the two fractions together as normal. Why do we do this? Because division is the opposite of multiplication, so we must reverse one of the fractions to turn it back into a multiplication question. ${1/3} à · {3/8} = {1/3} * {8/3}$ (we took the reciprocal of $3/8$, which means we flipped the fraction upside down to become $8/3$) ${1/3} * {8/3} = 8/9$ Now that we've seen how to solve a fraction problem the long way, let's talk short cuts. Decimal Points Because fractions are pieces of a whole, you can also express fractions as either a decimal point or a percentage. To convert a fraction into a decimal, simply divide the numerator by the denominator. (The $/$ symbol also acts as a division sign) $3/10 = 3 + 10 = 0.3$ Sometimes it is easier to convert a fraction to a decimal in order to work through a problem. This can save you time and effort trying to figure out how to divide or multiply fractions. This is a perfect example of a time when it might be easier to work with decimals than with fractions. We’ll go through this problem both ways. Fastest waywith decimals: Simply find the decimal form for each fraction and then compare their sizes. To find the decimals, divide the numerator by the denominator. $5/3 = 1.667$ $7/4 = 1.75$ $6/5 = 1.2$ $9/8 = 1.125$ We can clearly see which fractions are smaller and larger now that they are in decimal form. In ascending order, they would be: $1.125, 1.2, 1.667, 1.75$ Which, when converted back to their fraction form, is: $9/8, 6/5, 5/3, 7/4$ So our final answer is A. Slower waywith fractions: Alternatively, we could compare the fractions by finding a common denominator of each fraction and then comparing the sizes of their numerators. Our denominators are: 3, 4, 5, 8. We know that there are no multiples of 4 or 8 that end in an odd number (because an even number * an even number = an even number), so a common denominator for all must end in 0. (Why? Because all multiples of 5 end in 0 or 5.) Multiples of 8 that end in 0 are also multiples of 40 (because $8 * 5 = 40$). 40 is not divisible by 3 and neither is 80, but 120 is. 120 is divisible by all four digits, so it is a common denominator. Now we must find out how many times each denominator must be multiplied to equal 120. That number will then be the amount to which we multiply the numerator in order to keep the fraction consistent. $120/3 = 40$ $5/3$ = ${5(40)}/{3(40)}$ = $200/120$ $120/4 = 30$ $7/4$ = ${7(30)}/{4(30)}$= $210/120$ $120/5 = 24$ $6/5$ = ${6(24)}/{5(24)}$= $144/120$ $120/8 = 15$ $9/8$ = ${9(15)}/{8(15)}$= $135/120$ Now that they all share a common denominator, we can simply look to the size of their numerators and compare the smallest and the largest. So the order of the fractions from least to greatest would be: $135/120, 144/120, 200/120, 210/120$ Which, when converted back into their original fractions, is: $9/8, 6/5, 5/3, 7/4$ So once again, our final answer is A. As you can see, we were able to solve the problem using either fractions or decimals. How you chose to approach these types of problems is completely up to you and depends on how you work best, as well as your time management strategies. Percentages After you convert your fraction to a decimal, you can also turn it into a percentage (if the need arises). To get a percentage, multiply your decimal point by 100. So 0.3 can also be written as 30%, because $0.3 * 100 = 30$. 0.01 can be written as 1% because $0.01 * 100 = 1$, etc. Be mindful of your decimals and percentages and don't mix them up! 0.1 is NOTthe same thing as 0.1%. Mixed Fractions Sometimes you may be given a mixed fraction on the ACT. A mixed fraction is a combination of a whole number and a fraction. For example, $5{1/3}$ is a mixed fraction. We have a whole number, 5, and a fraction, $1/3$. You can turn a mixed fraction into an ordinary fraction by multiplying the whole number by the denominator and then adding that product to the numerator. The final answer will be ${\the \new \numerator}/{\the \original \denominator}$. $5{1/3}$ $(5)(3) = 15$ $15 + 1 = 16$ So your final answer = $16/3$ You must convert mixed fractions into non-mixed fractions in order to multiply, divide, add, or subtract them with other fractions. A cobbler charges a flat fee of 45 dollars plus 75 dollars per hour to make a pair of shoes. How many hours of labor was spent making the shoes if the total bill was $320? $3{2/15}$ $3{2/3}$ $4$ $4{4/15}$ $4{1/3}$ If the total bill was 320 dollars and the flat fee was 45 dollars, we must subtract the flat fee from the total bill in order to find the number of hours the cobbler worked. $320 - 45 = 275$ So the cobbler worked 275 dollars’ worth of hours. In order to find out how many hours that is, we must divide the earnings by the hourly fee. $275/75 = 3{50/75}$ 75 was able to go evenly into 225, leaving 50 out of 75 left over. Because 50 and 75 share a common denominator of 25, we can reduce $3{50/75}$ to: $3{2/3}$ So our final answer is B, $3{2/3}$ Now that we've broken down all there is to knowabout ACT fractions, let's take a look attheir close cousinthe ratio. What are Ratios? Ratios are used as a way to compare one thing to another (or multiple things to one another). If Piotr has exactly 2 grey scarves and 7 red scarves in a drawer, the ratio of grey scarves to red scarves is 2 to 7. Expressing Ratios Ratios can be written in three different ways: $A \to B$ $A:B$ $A/B$ No matter which way you write them, these are all ratios comparing A to B. Most all chemical molecules are namedfor their ratios. Here, one of our products iscarbon dioxide (one part carbon, two parts oxygen). Different Types of Ratios Just as a fraction represents a part of something out of a whole (written as: ${\a \part}/{\the \whole}$), a ratio can be expressed as either: ${\a \part}:{\a \different \part}$ OR $\a \part:\the \whole$ Ratios compare values, so they can either compare individual pieces to one another or an individual piece to the whole. If Piotr has exactly 2 grey scarves and 7 red scarves in a drawer, the ratio of grey scarves to all the scarves in the drawer is 2 to 9. (Why 9? Because there are 2 grey and 7 red scarves, so together they make $2 + 7 = 9$ scarves total.) Reducing Ratios Just as fractions can be reduced, so too can ratios. Danielle collects toy racecars. 12 of them are blue and 4 of them are yellow. What is the ratio of of blue cars to yellow cars in her collection? Right now, the ratio is $12:4$. But they have a common denominator of 4, so this ratio can be reduced. $12/4 = 3$ $4/4 = 1$ So the carshave a ratio of $3:2$ Increasing Ratios Because you can reduce ratios, you can also do the opposite and increase them. In order to do so, you must multiply each piece of the ratio by the same amount (just as you had to divide by the same amount on each side to reduce the ratio). So the ratio of $3:2$ can also be $3(2):2(2) = 6:4$ $3(3):2(3) = 9:6$ $3(4):2(4) = 12:8$ And so on. Though this presents itself as a geometry problem, we don’t need to know any geometry in order to solve itwe only need to know about ratios. We have two triangles in a ratio of 2:5 and the smaller triangle has a hypotenuse of 5 inches. This means that we need to increase each side of the ratio by the amount it takes 2 to go into 5. $5/2 = 2.5$ So we must increase each side of the ratio by a matter of 2.5 $2(2.5):5(2.5)$ $5:12.5$ Our new, increased ratio is 5:12.5, which means that the larger hypotenuse is 12.5. Our final answer is K. Expand ratios, reduce themgo wild! Finding the Whole If you are given a ratio comparing two parts ($\piece:\another \piece$), and you are told to find the whole amount, simply add all the pieces together. It may help you to think of this like an algebra problem wherein each side of the ratio is a certain multiple of x. Because each side of the ratio must always be divided or multiplied by the same amount to keep the ratio consistent, we can think of each side as having the same variable attached to it. For example, a ratio of $6:7$ can be: $6(1):7(1) = 6:7$ $6(2):7(2) = 12:14$ And so on, just as we did above. But this means we could also represent $6:7$ as: $6x:7x$ Why? Because each side must change at the same rate. And in this case, our rate is $x$. So if you were asked to find the total amount, you would add the pieces together. $6x + 7x = 13x$. The total amount is $13x$. In this case, we don’t have any more information, but we know that the total MUST beeither 13 or any number divisible by 13. So let’s take a look at another problem. Clarissa has a jewelry box with necklaces and bracelets. The necklaces and bracelets are in a ratio of 4:3. What is NOT a possible number of total pieces of jewelry Clarissa can have in the box? 12 28 84 2 140 In order to find out how many pieces of jewelry she may have total, we must add the two pieces of our ratio together. So $4x + 3x = 7x$ This means that the total number of jewelry items in the box has to either be 7 or any multiple of 7. Why? Because $4:3$ is the most reduced form of the ratio of jewelry items in the box. This means she could have: $4(1):3(1) = 7$ jewels in the box (7 jewelry pieces total) $4(2):3(2) = 8:6$ jewels in the box (14 jewelry pieces total) $4(3):3(3) = 12:9$ jewels in the box (21 jewelry pieces total) And so forth. We don’t know exactly how many jewelry items she has, but we know that it must be a multiple of 7. This means our answer is A, 12. There is no possible way that she can have 12 jewels in the box, because 12 is not a multiple of 7 and one cannot have half a bracelet (unless something has gone terribly wrong). You may also be asked to find the number of individual pieces in your ratio after you are given the whole. This is exactly the opposite of what we did above. The is the exact same process as finding the whole, but in reverse. We know we must add the pieces of our ratio to find our multiple of 30. And we also know our ratio is $2:3$. So let us add these together. $2x + 3x = 5x$ Together, our ratio components add up to $5x$. And there are 30 feet total. So: $30/5 = 6$ $x = 6$ This means that we must multiply each side of our ratio by 6 in order to get the exact amount of wood used. This means that each piece is: $2(6):3(6)$ $12:18$ Which means our shorter piece is 12 feet long. Our final answer is H, 12. And now we come to rational and irrational numbers. Rational and Irrational Numbers A rational number is any number that can be written as a fraction of two integers (where the denominator does NOT equal to 0). All other numbers are considered irrational. Rational Numbers: $7/2, 5, 1/212, 0.66666667$ Why is 5 a rational number? Because it can be expressed as the fraction $5/1$. Why is 0.6666667 a rational number? Because it can be expressed as the fraction $2/3$ Irrational Numbers: $Ï€, √2, √3$ Why is $Ï€$ irrational? Because there is no fraction of two integers that can properly express it (through 22/7 comes awfully close). (Hint: if the decimals continue on forever without repeating, the number is irrational) Here, we are being asked to find the single rational number. Even if you didn’t know what a rational number meant, you might be able to figure this problem out just by finding the answer choice that stands out the most. But since you DO know what rational and irrational numbers are, it makes the problem even easier. Many square roots are irrational (unless they are roots of perfect squares like $√16 = 4$). We can immediately eliminate answer choices A, B, and C, as they are not perfect squares and so are irrational. We can also eliminate answer choice D. When we reduce the fraction, we get $√{1/5}$, and this would also get us an irrational number. This leaves us with answer choice E. We can see that both the numerator and the denominator of the fraction $64/49$ inside the square root sign are perfect squares. Since the fraction is under the root sign, let us take the square root of each of these. So our final fraction would look like: $√{64/49}$ = $8/7$ Because our final fraction is represented as a fraction with two integers, this is a rational number. So our final answer is E. So let's break down how to solve these kinds of questions when they show up on the test. How to Solve Fraction, Ratio, and Rational Number Questions When you are presented with a fraction or ratio problem, take note of these steps to find your solution: 1) Identify whether the problem involves fractions or ratios A fraction will involve the comparison of a $\piece/\whole$. A ratio will almost always involve the comparison of a $\piece:\piece$ (or, very rarely, a $\piece:\whole$). You can tell when the problem is ratio specific as the question text will do one of three things: Use the : symbol, Use the phrase â€Å"___ to ___† Explicitly use the word â€Å"ratio† in the text. If the questions wants you to give an answer as a ratio comparing two pieces, make sure you don’t confuse it with a fraction comparing a piece to the whole! 2) If a ratio question asks you to change or identify values, first find the sum of your pieces In order to determine your total amount (or the non-reduced amount of your individual pieces), you must add all the parts of your ratio together. This sum will either be your complete whole or will be a factor of your whole, if your ratio has been reduced. 3) When in doubt try to use decimals Decimals can make it much easier to work out problems rather than using fractions. So do not be afraid to convert your fractions into decimals to get through a problem more quickly and easily. 4) Remember your special fractions Always remember that a number over 1 is the same thing as the original number, and that when you have a number over itself, it equals 1. Get ready, get set...GO! Test Your Knowledge 1) 2) 3) 4) How many irrational numbers are there between 1 and 8? Fewer than 3 3 6 7 More than 7 Answers: B, J, D, E Answer Explanations: 1) For this problem, we must combine our like terms in order to eventually isolate $k$ (for more on this, check out our guide to ACT single variable equations). We know that, when adding fractions, we must give them the same denominator, so we can manipulateour fractions to have matching denominators and solvefrom there. Alternatively, we could again use decimal points instead of fractions. We will go through both ways here. Method 1Fractions We have ${1/3}k$ and ${1/4}k$ that we must add. They share a common multiple of 12, so let us convert them to fractions out of 12. $1/3$ = ${1(4)}/{3(4)}$ = $4/12$ $1/4$ = ${1(3)}/{4(3)}$ = $3/12$ Now that they have the same numerator, we can combine them to be: $4/12 + 3/12 = 7/12$ So our equation is: ${7/12}k = 1$ Now we must divide both sides by $7/12$, which means that we must inverse and multiply. $k = 1(12/7)$ $k = 12/7$ So our final answer is B. Method 2Decimals Instead of using and converting fractions, we also could have used decimals instead. $1/3$ = $0.333$ $1/4$ = $0.25$ Because they are decimals, we can simply add them together to be: $0.333k + 0.25k = 0.583k$ $0.58k = 1$ $k = 1/0.583$ $k = 1.715$ Now, simply convert the answer choices to decimals tofind one that matches. In this case answer choice A would be far too small, and answers D and E are whole numbers, so they can all be eliminated. Answer choice C would be $7/2 = 3.5$. This leaves us with answer choice B: $12/7 = 1.714$ So our final answer is, again, B. 2) This question specifically asks for a rational number answer, but it is a bit deceptive, as a quick glance shows us that all the answer choices are rational numbers. This means you can ignore this stipulation for the time being. Again, we can solve this problem in one of two waysvia fractions or via decimals. We will go through both methods. Method 1Fractions We are trying to find a rational fraction halfway between $1/5$ and $1/3$, so let us convert them into fractions with the same denominator. A common multiple of 3 and 5 is 15, so let us make that their new denominator. $1/5$ = ${1(3)}/{5(3)}$ = $3/15$ $1/3$ =${1(5)}/{3(5)}$ = $5/15$ Well the rational number exactly halfway between $3/15$ and $5/15$ is $4/15$. So our answer is J, $4/15$. Method 2Decimals Again, if fractions aren't your favorite, you can always feel free to use decimals. First, convert $1/5$ and $1/3$ into decimals. $1/5 = 0.2$ $1/3 = 0.333$ Now, find the decimal halfway between them: ${0.2 + 0.333}/2 = 0.2665$ (For more on this process, check out our guide to ACT mean, median, and mode) Now, let us find the answer choice that, when converted into a decimal, matches our answer. If you know your decimals, then you know that $1/2 = 0.5$ and $1/4 = 0.25$, so these can be eliminated. We are now left with $2/15$, $4/15$, and $8/15$. The smart thing to do here is to pick the middle value and then go up or down if the mid value is too small or too large. So if we test $4/15$, we get: $4/15 = 0.2666$ Success! We nailed it at the mid value, no need to try the others. Our final answer is, again, J. 3) Even though this problem may, at first glance, look like a fraction problem, it is a ratio problem. We can tell because the question specifically asks for the ratios of the boys' sandwich consumption. If you're not paying attention, you can easily make a mistake and treat the questionas a fraction problem when ratios are written using the "/" symbol. So we have Jerome, who eats half the sandwich and Kevin, who eats one third, and Seth, who eats the rest. Now we can do this problem several ways, but let us pick two of the most straightforwardratio and fraction manipulation or plugging in your own numbers (for more on this strategy, check out guide to plugging in numbers). Method 1Ratio and Fraction Manipulation Because we are not told the portion of the sandwichthat Seth ate, we must find it. Fractions represent pieces of the whole and the whole is 1 (because anything over itself = 1). So let us add our two fractions and subtract that sum from 1 to find Seth's share of the sandwich. $1/2 + 1/3$. First, we must convert these fractions to ones with a shared denominator. Both 2 and 3 are multiples of 6, so we will use 6 as our new denominator. $1/2$ = ${1(3)}/{2(3)}$ = $3/6$ $1/3$ =${1(2)}/{3(2)}$ = $2/6$ Now, let us add them together and subtract their sum from 1. $3/6 + 2/6 = 5/6$ $1 - 5/6 = 1/6$ So Seth ate $1/6$ of the sandwich. And because these fractions now all share a common denominator, we can simply compare their numerators to find their ratio of sandwich shares (remember, ratios compare parts to other parts). So the sandwich eating fractions are: $3/6, 2/6,$ and $1/6$ When we just look at the numerators,the ratio is: $3:2:1$ Our final answer is D, $3:2:1$. Method 2Plugging in Numbers Instead of working exclusively with fractions and ratios, let's try the problem again using wholenumbers. We know that Jerome ate $1/2$ and sandwich and Kevin ate $1/3$, so let's give the sandwich an actual length value that is a shared multiple of those two numbers (note: our sandwich length does not have to be a multiple of 2 and 3it can be anything we want. It simply makes our lives easier to use a common multiple, as that way we can work with integers.) So let us say that the sandwich is 12 feet long. If Jerome ate half of it, then he ate: $12/2 = 6$ feet of sandwich. If Kevin ate one third of it, then he ate: $12/3 = 4$ feet of sandwich. If we add them together, they ate: $6 + 4 = 10$ feet of sandwich. Which means that Seth ate: $12 - 10 = 2$ feet of sandwich. Now let us compare their shares of 6, 4, and 2. $6:4:2$ We know that ratios can be reduced if each of the values shares a common factor. In this case, they can all be divided by 2, so let us reduce the ratio. $6:4:2$ = $3:2:1$ Again, our final answer is D, $3:2:1$ 4) This question asks you to find the amount of irrational numbers between two realnumbers, and the simple answer is that there are infinitely many. (Note: there isalso an infinite amount of rational numbers between any two realnumbers as well!). Why is this true? Think of it this way: The square root of 1 is rational, because it equals 1, which can be written as $1/1$. But the square root of 1.01 is irrational. And so is the square root of 1.02, and the square root of 1.03....None of these numbers can be written as ${\an \integer}/{\an \integer}$ (which you can tell because their decimals continue without repeating), and yet they all sitbetween 1 and 8 on a number line. So our final answer is E, more than 7 (and,in fact, infinite). Hurray and huzzah, you did it! The Take-Aways Don’t let fractions, ratios, and/or rational numbers intimidate you. Once you’ve mastered the basics behind how they behave, you’ll be able to work your way through many of the toughest fraction and ratio problems the ACT can put in your way The biggest point to look out for, when dealing with fractions and ratios, is not to mix them up! Always pay strict attention to times when you are comparing pieces to pieces or pieces to the whole. Though it can be easy to make a mistake during the test, don’t let yourself lose a point due to careless error. What’s Next? For you, fractions are a breeze, ratios were a snap, and rationals?Forget about it! Luckily for you, there is plenty more to tackle before test day.We have guides aplenty for the many math topics covered on the ACT, including trigonometry, integers, andsolid geometry. Running out of time duringACT Math practice? Check out our article on how to finish your math section before it's pencil's down. Don't know what score to aim for? Make sure you have a good grasp of whatkind of score would best suit your goals and current skill level, and how to improve it from there. Trying to push your score to the top? Look to our guide on how to get a perfect score, written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice 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:

Should You Change Companies or Careers

Should You Change Companies or Careers So you’re just not that into your job. Maybe you actively hate it and it’s making you intensely miserable. But before you go nuclear and quit- ask yourself a few questions first. It could well be that your biggest beef is not with your job, per se, but with a smaller aspect of it that’s fixable. You might be able to save yourself the career 180 by taking a few minutes to figure out what the real problem is. First, ask yourself the following questions.What do you like and dislike most about your job?What are your favorite and least favorite parts of your current job? Sit down and make an actual list. Start with the stuff you hate- that’s probably fSo you’re just not that into your job. Maybe you actively hate it and it’s making you intensely miserable. But before you go nuclear and quit- ask yourself a few questions first. remost in your mind anyway. Then force yourself to come up with a list of aspects of your work that are not only tolerable , but perhaps even a bit enjoyable. If you can’t think of anything that leaves you feeling fulfilled, then there’s your answer. If you can, and the list of negatives are all about your supervisor or your particular company’s policies, not your actual day-to-day work, then you might need to keep thinking before going for a career change.What vocabulary would you use to describe your boss and coworkers?Again, if these are negative, then it looks like you hate the people you work with, not the work itself. If they’re positive and you’re still miserable at work, then it might be the work that’s really got you down.What would your perfect employer look like?Fantasy baseball. Describe your dream employer. What kind of work culture and benefits would you want? What kind of supervision, training, challenges appeal to you? Describing what you don’t like is a lot easier than coming up with what you actually want, but this is an important step. Now look at what you’ve come up with: are you basically describing your current company or boss? And you still hate your job? That might mean you should change careers. At least now you’ll know what sort of company to look for when you do.Have you been in this position anywhere else?If you’ve worked in your current job before, just at a different company, and you liked it, that’s a good sign that you hate your company/employer, not your job. If you’ve never liked the work- even in a company drastically different from your current one, then, well, you have your answer.If you figure out that you do, in fact, want to change careers, keep in mind that it can be a daunting process. Nobody loves change. And switching careers takes a lot of effort, time, money, and logistical prowess. If you’re sure you should, but are feeling hesitant, you might want to consider taking the leap sooner rather than later.The trick is to make sure you make a better c hoice this time around. That means doing a bit more soul searching. Here are three things to keep in mind so you’ll choose a career and job that you actually like (and will never have to go through this again).1. Pick your life, not your job.You may think you want to do a certain kind of work. You want the perks and prestige that go with it, perhaps. But look at the lives of the people in that job. Do they have them? Do they have any time to spend with family or friends? Are they fulfilled in other areas? Do they die young from excessive stress? Find a job that gives you the lifestyle you want first and foremost. That will guarantee you’ll be happier in the long term.2. Understand that the grass isn’t always greener.You may catch a rosy outside glimpse into someone else’s life in some other career, but remember that looks can be deceiving. Dig a little deeper than the veneer of what you see looking in. Find the discrepancies and complications before you s tart fantasizing about someone else’s career. Spend more time thinking about what you like, rather than what looks shiny from the outside.3. Don’t commit too fast.This is especially true if you’re early in your career. Job hopping is becoming much less stigmatized. Search around a little bit before overcommitting to one path and getting stuck. Don’t rush off to a graduate program in something you’re not sure about, for example. Make sure you like it before you invest the time and money.Just remember: ask yourself the hard questions, and follow your bliss as much as you can.

Culture and costums of Korea Assignment Example | Topics and Well Written Essays - 1500 words

Culture and costums of Korea - Assignment Example Culture refers to a set of socially transmitted human behaviors, beliefs, arts, among other thoughts and works of the human mind. The definition implies that culture is reliant on the interaction and integration of humans. Historically, regions had secluded boundaries owing to the numerous geographical barrier such as mountains, seas and rivers, which enclosed specific regions thus cutting off human interactions. At such times, regions had specific cultures defining their languages, arts, dietary and religion among many other aspects of human lives. However, with the onset of industrial revolution, the use of machines resulted in the invention of better ways of transportation and communication thus overcoming the previously existing geographical barriers. Located in North East Asia, Korea is an expansive territory currently divided into two political territories; North Korea and South Korea because of divergent political interests of both the leaders and the citizens (Kleiner, 2001). The use of the internet in the modern society and the advanced modes of communication such as mobile phones have resulted in the creation of a global village in which people can live anywhere and work anywhere. The intensified human interactions in the contemporary society have therefore revolutionized culture. A conflict between the previously definite traditional cultures and the modern culture has diverse effects depending on the type of the society. Whenever cultures conflict, the people abandon their previous cultural practices that they consider backward and adopt certain features of the new culture that they feel appropriate. Culture in the modern global society is relative and liberal with every individual and social institution choosing only the specific cultural practices that best protects their interests. Korea is one such region in which the conflict between the traditional culture and the modern culture is evident and the effects of the modern culture on the tradition al culture thus manifest itself. The division of the region into two might have affected the culture of the people in the region but since culture is reliant on the interaction of humans, the regions still share some of their cultural practices as they had throughout history with their neighbors in the eastern bloc such as China and Japan. Both the south and North Korea are developed economies and industrial hubs. South Korea for example is home to some of the leading electronics manufacturing companies such Samsung and HTC among many other local and international brands. With an internet infiltration of more than seventy percent, Korea is an active part of the global village as her citizens interact with others throughout the world. Korea has numerous international airports and attracts millions of tourists annually. Such features of both the economy and social structure imply that the intensified human interactions in the modern Korea presents numerous cultural conflicts as the mo dern culture through the revamped interactions and economic activities in the modern society. Previously, Korea had definitive cultural practices and arts. Such practices included specific languages, religions, arts such as ceramics and dietary among others. However, with time the region opened up for trade with the West and other parts of the world such as African and South America. Coupled with the concepts of urbanization, globalizations seamlessly turned the expansive Korean region into a metropolitan society habiting people from diverse cultural backgrounds. Korea thus forms an effective choice for the study assignment since the cultural conflict between the traditional and new culture is evident. The society is developed and industrial; the living pattern of the people has changed with time to the perfect urban settings in the modern Korea. Such a society thus exhibits diverse cultural patterns as native Koreans continue holding onto some of their traditional cultural practice s

New Labour as Thatcherism with a Human Face Essay

New Labour as Thatcherism with a Human Face - Essay Example The move was said partly elicit greater support from the middle class and to support more liberal market policies, afford greater access to welfare and government services and to increase leverage for workers' rights and compensation equity initiatives not by prescribed or direct political intervention but through free market frameworks (Webber, 2009). Evaluation and Analysis There are key differences that have to be recognized by the two sets of policies. To achieve her political objectives, Hill points out that Thatcher essentially had to centralize power. In contrast, New Labour policies revived local governance and accountability including the restoration of the Greater London Authority. Both sought to address bureaucratic issues that were deemed as a deterrent to the effectiveness of governance (Talshir, 2005). Both sets of policies migrated away from the traditional politics of both of their respective parties to adapt approaches most associated more commonly with other political parties (Needham and Nou, 2005). Thatcher adapted liberal policies in contrast with her conservative background and Blair adapted free market policies that diverged from the socialist roots of the Labour party. The most often referred to contrast of the two policies has been in their policies on welfare (Hill, 2001). The Thatcher administration reduced welfare allocations a nd place more stringent criteria to its access. On the other hand, the Blair administration increased welfare funding and expanded services and coverage (Howard, 2004). Comparing the two policies their main similarities lies in their espousing free market principles: both Thatcher and Blair emphasized the need for market driven economies... Both sought to address bureaucratic issues that were deemed as a deterrent to the effectiveness of governance (Talshir, 2005). Both sets of policies migrated away from the traditional politics of both of their respective parties to adapt approaches most associated more commonly with other political parties (Needham   and Nou, 2005). Thatcher adapted liberal policies in contrast with her conservative background and Blair adapted free market policies that diverged from the socialist roots of the Labour party. The most often referred to contrast of the two policies has been in their policies on welfare (Hill, 2001). The Thatcher administration reduced welfare allocations and place more stringent criteria to its access. On the other hand, the Blair administration increased welfare funding and expanded services and coverage (Howard, 2004). Comparing the two policies their main similarities lies in their espousing free market principles: both Thatcher and Blair emphasized the need for ma rket driven economies that encourage productivity and efficiency.   Areas that they had contrasting policies, such as in their perspectives regarding welfare states, had similar consequences (Hills, 1998). Thatcher’s reduction of the welfare state emphasized the need to diminish the dependence on welfare state programs and reserved services to the most socially disadvantaged to reduce cost. In the case of New Labour policies on the same issue, though there was an increase of access pre-Thatcher reforms (Brown,   2004).

Economics and monopoly introduction Essay Example for Free

Economics and monopoly introduction Essay Characteristics: Single seller: One firm produces all the output of a particular product No close substitutes: Product is unique and if consumers want to buy it they must buy from the monopolist. Price maker: Since the monopolist is the sole supplier of the product, it can change the price by changing output. The firm faces a downward sloping demand curve, so increasing output lowers the price, decreasing output increases the price. The firm will set a price that maximizes its profits. Blocked entry: Entry to the market is totally blocked, meaning the firm has no immediate competitors. Barriers to entry may be economies of scale, legal, technological or another type. Nonprice competition: Since it has no competitors a monopolist cannot compete on price. Therefore, to attract new consumers the firm must engage in non-price competition such as advertising and public relations campaigns to promote its products attributes. Examples of Monopolies? www. welkerswikinomics. com 3 Unit 2. 3. 3 Pure Monopoly Monopoly Demand as seen by a Monopolist. Three assumptions: 1) Entry is totally blocked 2) The monopolist is unregulated by any government so can charge whatever price it wants. 3) The firm is a single price seller. It sells all units of output at the same price. †¢ A monopolist faces a downward sloping Demand curve. The firm D curve is the market D curve! †¢ A monopolist can sell additional output only by lowering its price (due to the law of demand). †¢ A monopolist must lower the price of all of its output, not just the marginal units, since it is a single-price seller. †¢ As a result, as output increases, the firms marginal revenue falls faster than the price. www. welkerswikinomics. com 4 Unit 2. 3. 3 Pure Monopoly Monopoly Demand as seen by a Monopolist Demand and Marginal Revenue Q 0 1 P1 2 3 4 5 P2 6 7 8 9 P3 10 P 172 162 152 142 132 122 112 102 92 82 72 TR=PxQ) 0 162 304 426 528 610 672 714 736 738 720 Demand and MR for a Monopolist P MR=? TR/? Q P1 P2 P3 D=AR=P Q1 Q2 Q3 Q MR Based on the above graph, over which range of output would a monopolist NEVER produce? Why? What information is needed to determine the profit maximizing level of output for this monopolist? www. welkerswikinomics. com 5 Unit 2. 3. 3 Pure Monopoly Monopoly Demand as seen by a Monopolist Elasticity and the monopoly Demand curve: †¢ Identify the elastic range of the demand curve. †¢ Identify the inelastic range of the demand curve. P Demand and MR PED1 P1 PED=1 Question: Why wont a monopolist ever produce at a level of output where it is in the inelastic range of its demand curve?

Gender Equity Essay -- Essays Papers

Gender Equity Are male students and female student’s receiving the same opportunities when it comes to Math and Science in the schools? I don’t believe they are. This is why gender equity is a major problem facing our schools today. Many girls are having very negative attitudes towards Math and Science. Through doing research on this topic I found out why. In the article How Research Helps Address Gender Equity, a very shocking and eye opening thing was written. I learned that children as young as kindergarten already have formed set stereotypes about Science and Math. The boys in the class wanted to and believed that they could be Scientist while the girls in the class did not. They perceived being a Scientist as a mans job. As children get older and move up in their grades things don’t seem to be getting any better, only worse. A three year study was done in fourth, sixth, and eighth grade classrooms in four states and they discovered that teachers actually call on and give more feedback to boys. The teachers answer to this study was that boys were more demanding and they called out more then girls. However it was found that if girls act this way they were penalized for it (Sadker D, Sadker M, and Stulber L, 1993). Teachers also challenge boys if they give the wrong answer, and if girls give the wrong answer they are more apt to call on another person. I was surprised by this research because I hadn’t actually noticed these things occurring while I was in school, but now that I look back at it I realize that it did. As I got into course three Math, a lot of girls had dropped out including myself. One of the major reasons I dropped out was the fact that my Math t... ...on since I will be going into teaching shortly. I know that it will be my job as a teacher to promote equality in my classroom. Works Cited Bailey,S., & Campbell, P(1999). The Gender Wars in Education. Retrieved from the World Wide Web on March 18,2001: http://www.trac.net.users.ckassoc.gender_wars.htm. Baker Dale(2001). Teaching for Gender Difference. Retrieved from the World Wide Web on March 18,2001: http://narst.org/research/gender.htm. Beyond Title IX:Gender Equity Issues in School (2001). Retrieved from the World Wide Web on March 18, 2001: http://www.maec.org/beyond.html#intro. Damnjanovic, A., & Kahle, J. (1997) How Research Helps Address Gender Equity. Retrieved from the World Wide Web on March 18, 2001: http://narst.org/research/gender2.htm. Sadker, D., Sadker, M., & Stulberg, L (1993). Fair and Square. Instructor Gender Equity Essay -- Essays Papers Gender Equity Are male students and female student’s receiving the same opportunities when it comes to Math and Science in the schools? I don’t believe they are. This is why gender equity is a major problem facing our schools today. Many girls are having very negative attitudes towards Math and Science. Through doing research on this topic I found out why. In the article How Research Helps Address Gender Equity, a very shocking and eye opening thing was written. I learned that children as young as kindergarten already have formed set stereotypes about Science and Math. The boys in the class wanted to and believed that they could be Scientist while the girls in the class did not. They perceived being a Scientist as a mans job. As children get older and move up in their grades things don’t seem to be getting any better, only worse. A three year study was done in fourth, sixth, and eighth grade classrooms in four states and they discovered that teachers actually call on and give more feedback to boys. The teachers answer to this study was that boys were more demanding and they called out more then girls. However it was found that if girls act this way they were penalized for it (Sadker D, Sadker M, and Stulber L, 1993). Teachers also challenge boys if they give the wrong answer, and if girls give the wrong answer they are more apt to call on another person. I was surprised by this research because I hadn’t actually noticed these things occurring while I was in school, but now that I look back at it I realize that it did. As I got into course three Math, a lot of girls had dropped out including myself. One of the major reasons I dropped out was the fact that my Math t... ...on since I will be going into teaching shortly. I know that it will be my job as a teacher to promote equality in my classroom. Works Cited Bailey,S., & Campbell, P(1999). The Gender Wars in Education. Retrieved from the World Wide Web on March 18,2001: http://www.trac.net.users.ckassoc.gender_wars.htm. Baker Dale(2001). Teaching for Gender Difference. Retrieved from the World Wide Web on March 18,2001: http://narst.org/research/gender.htm. Beyond Title IX:Gender Equity Issues in School (2001). Retrieved from the World Wide Web on March 18, 2001: http://www.maec.org/beyond.html#intro. Damnjanovic, A., & Kahle, J. (1997) How Research Helps Address Gender Equity. Retrieved from the World Wide Web on March 18, 2001: http://narst.org/research/gender2.htm. Sadker, D., Sadker, M., & Stulberg, L (1993). Fair and Square. Instructor

Personal Discovery Essay Overview Essay

This essay is intended to guide the student from identifying a problem or situation, taking some action in regard to the situation, and writing about the experience while supporting/developing their evaluation/analysis with two primary sources. A General Overview: First, you will be given a professionally-generated article that addresses a particular topic. This semester, the topic will involve health risks. Second, you must decide upon an activity after reading the article. For instance, since the article you will be given is on health risks, you will will need to identify two activities you can perform that will effect the consequences of your chosen health risk. Third, you will write a first draft of an essay of about 750 words (three pages) in which you discuss the activities and what motivated you to choose those activities, followed by your reactions and responses (such as â€Å"What did I learn?† And â€Å"Why could it be valuable to me?†) Fourth, find an article in the Three Rivers’ Rutland Library data base which provides additional information or that either refutes or corroborates what your rough draft says. Ideally, this one will help you determine the best practices for avoiding or managing the health risks. Incorporate information in the form of direct quotation and paraphrasing according to MLA style into the final draft. Finally, prepare a final draft of the paper in which you analyze the experience and the article, then synthesize all of the information into a cohesive essay. This essay will be the final assignment of the semester, so it is important to do your very best work. The final essay shuold be of 750 – 1,000 words, not including the correct MLA-style Works Cited page. Short Writing Assignment #7 Instructions: Read and study the information from the following web page: http://www.myhealthnewsdaily.com/839-top-10-leading-causes-of-death.html Download the Article Close Reading template (located in the â€Å"Assignments: Unit 5† folder) Complete the template through a close reading of the article. Minimum Requirements: Completed Article Close Reading document for â€Å"Top 10 Leading Causes of Death† by Rachael Rettner. Since you have used this template before, take into account any suggestions or comments I provided you with to make sure you make the fullest use of the template possible. DOWNLOAD TEMPLATE Attached Files: Article Close Reading Document.docx (15.785 KB) Short Writing Assignment #8 Instructions: Choose two activities which you can do over a period of a few consecutive days which may prevent your death or the health-related consequences for you from the chosen malady. Make sure you think about the activities you choose to give before you decide. They should be planned, not spontaneous events. Once you perform your activities, notice the immediate effects and think about their long-term value. How did you feel when performing your activities? Were your activities difficult? How did you feel after the experience? Sit down and write about the experience while it is still fresh in your mind. Minimum Requirements: Compose a 200 – 300 word reflection on your activities. Make sure you clearly identify your chosen health malady and the activities you performed in the context of your reflection. Personal Discovery Essay First Draft Instructions: Using the following outline, compose a rough draft of your Personal Discover Essay. . INTRODUCTION:Mention the article and author. Give the briefest summary of the main points that relate to your paper. As you agree or disagree with the ideas, a thesis should develop. PERSONAL:Why did you choose to do these particular malady and activities? Were they the most convenient, the most inconvenient, or did they involve activities that had been on your mind, for example? How did you feel when you anticipated the activities, before you actually performed them? ENVIRONMENT:Identify your activities. What exactly did you have to do? Give some detail about this so the reader can imagine how much (or how little) was done. REACTION:What was your  reaction? How did you feel, both physically and mentally, after performing your activity? Did this surprise you? Have you had other experiences where you’ve changed your actions, or added activities, based on your health decisions? If so, how did this reaction compare to that experience? INTERPRETATION:Consider this experience in light of Rettner’s article. How do you think her numbers would change if everyone took these activities seriously? Do you think there is a significant chance others will follow your lead? Will you continue to perform these activities in the future? Do you think others are likely to do so? Why or why not? CONCLUSION:Tie the essay together, reiterating your thesis, perhaps mentioning Rettner’s article one more time. Make a statement about health activities, predict what would happen if more of us were required to try to improve our health, or discuss how we would be affected if we expected more healthy living activities of ourselves. Try for a fresh and original ending to this essay. Minimum Requirements: Write the first draft of an essay of about 750 words in which you discuss what you did and what motivated you. Part of the essay should discuss the article and your feelings about it, while it should also include your reactions and responses Personal Discover Essay Instructions: Find an article in Three Rivers’ Rutland Library database that provides additional information or that either refutes or corroborates what you said in your first draft. The article may discuss public service, student character, or any other aspect of your essay. Incorporate the information from your new article into the final draft of the Personal Discovery Essay. The final draft should demonstrate your ability to analyze the experience and what was read and then synthesize the information into a cohesive essay. Minimum Requirements: A final draft of the Personal Discovery Essay which syntheses of the genesis article, first hand information gathered in real time, and a supporting document located in the database into a single essay of 750-1000 words. In addition the the essay, you should include a correct MLA-style Works Cited  page containing citations for the Rettner article, as well as the database article. Apply the scientific and healthcare professionals’ advice and expertise to craft an essay of Personal Discovery which uses both your day-to-day altered habits and the science that backs them up in an essay which incorporates the best practices of our three major essays this semester

Insider Trading: Should It Be Abolished? Essay

Insider trading is defined as â€Å" trading whilst in possession of non-public information and if known to the public, may lead to a substantial movement in a security’s price† . In Australia it is prohibited by insider trading regulation (IT regulations) in the Corporations Law (CL) 1991 , though it was initially established from recommendations made by the Rae committee in 1974 on the mining company scandals . The latest law changed one single section to 20 wide and complex sections, causing critique of Australia IT regulations . Henry G Manne argued that IT regulations should be abolished supported by three basic economic arguments. This essay will examine the pro and contra of each argument and shows that IT regulations have spoiled the notion of fairness at the expense of efficiency, despite the objective of any securities markets regulation to promote both aspects . 1. Insider trading could compensate corporate entrepreneurs . Pro and Contra This argument is supported by Carlton and Fischel who argued that the IT regulations are the same with setting government regulation of terms and conditions of employment; similar to restrict salary bonuses, stock options, vacation leave, and the others which can motivate management for their entrepreneurial skills . However their assumptions ignore the difference between the volatile share price and a certain amount of normal compensation. As argued by Easterbrook, where there is a volatile share price, the management compensation argument reverts into a â€Å"lottery-ticket argument† . Because in the volatile share price, even informed traders will hardly predict the increase or decrease of share price in the future. The high fluctuation equalizes the possibility of losing their investment and getting profit, which as called ‘compensation’. From the two extremes, It can be concluded that compensation argument can be valid if the share price is relatively stable otherwise not all insiders can get their compensation through insider trading. Director’s fiduciary duty to Shareholder However, if IT regulation were only applied for a liquid market, what is the role of fiduciary duty? In Exicom’s case fiduciary argument was established where persons who are subject to a legal relationship of trust and confidence, arising from either a prior relationship with the securities issuer (typically directors, employees and corporate agents) or the other party to trade should not make a profit from that position or allow a conflict of interest to arise. Moore supports IT regulation on the basis of fiduciary duty. He reasons that directors have some fiduciary duty to their shareholder to fully disclose all information they could benefit from. His idea is supported by the fact that although there is no general principal that directors owe fiduciary duty to shareholders (in addition to the company), with the purpose to prevent directors when in the position of holding confidential information to spread the it to outsiders , such duty in recognized in Hooker’s case . Sub Conclusion Insider trading as a compensation for corporate executive is argued only happened in a stable market where they can use the information to predict the trend otherwise the profit compensation turn to be a lottery compensation. Here fiduciary duty of the insiders is questioned where in Hooker’s case it is possible that directors owe fiduciary duty to shareholder although there is no general principal on it. 2. Insider Trading Contributes to Market Efficiency Pro from Leland and Estrada Manne argued that ‘allowing an unfettered market in information will have salutary effects unheard of in connection with regulatory â€Å"disclosure†Ã¢â‚¬â„¢ . Recently, Leland and Estrada also stated similar idea that insider trading contributes to market efficiency through signaling where signal-trading by insiders pushed share price more quickly towards its equilibrium price. Pro from Empirical Measures Theory Moreover, empirical measure presents a theory; the more information gets into market, the lower transaction cost, the more liquid the market and the smaller volatility produced. Since investors get more helpful information to predict market trend, the transaction cost here is lower. Transaction cost is the cost to take the risk if the companies, which they invest in, somehow default. Thus lower transaction cost is equivalent to lower risk, which can encourage more investor to trade. As trading in the market occurs significantly in one flow (either buy or sell) based on the information they got, the volatility, which represented by the bid-ask (difference between the buy and sell quotes at any one time), decreases. Consequently liquidity increases. Evidence from Real Study In practice, Dodd and Officer found evidence that no significant abnormal returns (return of a security over its average or expected return) occurred on the day take over rumour was published, although some abnormal returns typically occurred prior to the publicity of rumour. This prior abnormal return must be because of insider trading, as the unpublished information they possess allow them to predict the trend up to takeover bid, thus, at the date of take over published, market already reached equilibrium price. Contra from Cox and Georgakopoulos and Response from Wyatt However, there are some disagreements on Manne argument. First, Cox claims that insider trading cannot make the price movement towards equilibrium price purely by their own actions . Also microstructure theory by Georgakopoulos, which states that whether support or against insider trading is depending on the market liquidity . A liquid market as discussed in the compensation arguments will give more benefit to insiders because the votality is lower and they can easily predict trend in stable price, hence, IT regulations in this case can be useful. On the other hand, illiquid market leads both insider and outsider traders away regardless the information they received since the votality is high and even unpublished information may just let them gamble on the security’s price, hence, in such market the presence of IT regulations has no effect to the market. The idea is that the uninformed traders is discourage to involve in market because of unfairness arise from the profit making activity by informed traders, hence, reducing the market effectiveness. For all that, both claims can be doubtful considering Wyatt suggestion that outsiders follow insiders action and further can encourage market liquidity . His suggestion is also supported by the fact that trader’s identity is kept confidential, thus, uninformed traders cannot be certain of the percentage of informed traders which make them discourage from trading. IT Regulation Distorts Market Efficiency Further issue is whether IT regulation increase market efficiency or it just increase the cost of compliance for companies and financial services firms? If IT regulation inhibits market efficiency then it should be revised. IT regulations in Australia reinforces continous disclosure (CD) regulations such in Crown Casino’s case where the chairman, who has no power on the company’s behalf, disclosed information to outsiders before the board disclosed it to the Exchange. The court emphasized on the breach of continous disclosure specifically on the abuse of the term ‘immediately’ . If IT regulation is just a flip-case of CD regulations, then it is obsolescent, as CD regulation already governs tardy disclosure . Sub Conclusion nsider trading contributes to market efficiency by moving the share price more quickly towards equilibrium price is supported by empirical measure which shows that insider trading increase market liquidity, and by Dodd and Officer finding on significance abnormal returns prior to take over rumour instead of on the date of publicity. Although Cox and Georgakopoulos go against the concept, Wyatt response that their arguments can be the contrary, that informed traders can be an opportunity for uninformed traders to get profit by following them instead of discourage them by unfairness. 3. Insider Trading and Long-term Investors Pro and Contra Finally, insider trading does no significant harm for long-term investors , â€Å"whose market decisions will be a function of time† . In detail, Manne asserts that the less frequent someone trades, the less significant effect of the unfair use of valuable information from insider trading they receive. Such investors just make investment on the basis that they are timely and not affected by the share price, which is affected by insider trading. However, this view is questioned by Schotland . He argued that even long-term investor needs cash and when they need it they will consider to ait for a right price to sell it. Further, Manne suggest that long term investor can ignore price to avoid being harmed by the effect of insider trading, expect for one, which is the lost of not having inside information in the range of the buying and selling price so that it is insignificant. Here Manne only refers to one investment. Yet, how about when the investors have more than one (in which the common condition to diversify)? They may need to watch a series of share price otherwise they will end up will sell it with no profit after putting so much faith waiting for it. Sub Conclusion Insider trading does no significant harm for long-term investors as they just invest on the basis of time instead of share price and only need to watch insignificant loss from the valuable information exploited by insider trading. The idea is fully objected by Schotland by arguing even long-term investors need cash and should consider the right price to sell the share. Also the insignificant loss only refers to one share, but in practice long-term investor such as retirees diversify shares by holding more than one. Conclusion In summary, the essay demonstrates a number of both pros and contras of whether insider trading should be abolished. Looking the above discussion, insider trading should be outlawed as it can cause significant harm to investors. It is also contradict with fiduciary argument. However, Insider trading is also evidenced contribute to market efficiency. Moreover, as in Crown Casino’s case, IT regulation is criticized to be a mere flip-case of CD regulation and the presence just increase the cost of compliance. Therefore, It would be better if IT regulations is revised in a way that promote both fairness and efficiency equally.