What is motivation Essays

What is motivation Essays What is motivation Essay What is motivation Essay Motivation Is the vehicle that Initiates, guides and sustains goal-oriented behaviors. It Is what causes us to take action, whether to grab some food to diminish hunger or enroll in college to earn a degree. The substance that lies beneath motivation can be biological, social, emotional or cognitive in nature. Motivation is compounded into three areas, the first being things in which prompt the conduct, the second is the gold in the direction of which the conduct was directed, and lastly the motive for changes in the passion of the behavior. Motivation is not something that can be seen or touched directly it is more of a hypothetical state: it is implicated by observable behavior. A study was done utilizing the use of two rats. The rats had a specially constructed cage, in which they pressed a lever to obtain food. They found that the rats did this without being promoted after a while because this behavior was learned. This study Illustrates a form of motivation within the rats. What motivated them was hunger, which presented the need for food. In this case the desires to want food were the rats need. There are three major components to motivation: activation, persistence and intensity. Activation involves the decision to initiate a behavior, such as enrolling in a psychology class. Persistence is the continued effort toward a goal even though obstacles may exist, such as taking more psychology courses in order to earn a degree although it requires a significant investment of time, energy and resources. Finally, intensity can be seen in the concentration and vigor that goes into pursuing a goal. Performable, one student might move effortlessly and smoothly thou much effort, while another student will study daily, engage in discussions and take advantage furthering their studies and their research opportunities outside of the classroom. Motivation is defined as the process that Initiates, guides and maintains goal-oriented behaviors. Motivation Is what causes us to act, whether It Is getting a glass of water to reduce thirst or reading a book to gain knowledge. It involves the biological. Emotional, social and cognitive forces that activate behavior. C. EXERCISE There are two types of self-esteem which have extraordinarily different significances, lobar self-esteem being more applicable to psychological well- being, and specific self-esteem being more applicable to behavior. Our self esteem echoes on how we feel, and what we have confidence in about ourselves. In the academic world self esteem can be global or specific. Global self esteem refers to our general judgment of worth, whereas specific self esteem relates to precise areas of your life. For example, a person can have low self esteem in one area of life yet high self esteem in another. Low self esteem could be categorized as feelings of low self worth and a lack of self-assurance. There may also be a lack of self-belief, possibly negative belief about our observation of self. I sometimes hear people with low self esteem say very negative things about themselves such as: Im needy l use people Im stupid Im selfish If confronted, people will frequently defend their accounts by coming up with excuses and explanations for their comments and behavior. They fight to uphold this instructive view of themselves and will possibly become angry at any proposal that they have any self worth. These same people when presented with a flattering mark are more likely to pay no attention to it or even dispute it . An the other hand, a person with low self esteem wouldnt follow this pattern. On the surface they appear secure and may even give a sense of high self value. These people are sometimes described as egotistical although not always. They are in essence either deliberately or involuntarily faking it. A person with low self esteem constantly lives in fear of being discovered. A great example of this is, my co-heart Miguel, states that he graduated High School at the age 16, yet is only returning to further his education owe at the age of 22. Self esteem for other people stands in a middle position generally the individual feels good about themselves however they may be defenseless to outside events. When things in life go wrong they will experience a plunge in self esteem. The long term impact of that plunge depends on their resilience. The better our self esteem the more resilient we tend to be. It is suitable to be effected by crisis, trauma and disaster. Lack of reaction would suggest the person has a mental imbalance. We can however improve our resilience. V. LEARNING ACTIVITIES C. EXERCISE Ill. Cognitions balance explains how people tend to maintain consistency in patterns of liking and disliking are balanced, the interrelation or arrangements of parts in a complex entity are stable. When they are imbalanced, these mutual or reciprocal relations are unstable and there is pressure to change in the direction that makes them balanced. Festering was a philologist who expanded on the cognitive dissonance theory. Dissonance and consonance are associated among cognitions which are, among opinions, beliefs, awareness of the environment, and awareness of ones own actions and emotions. Two beliefs, or opinions, or objects of knowledge are dissonant with one another if they do not fit together, if they are conflicting, or if, considering only the specific two items, one does not trail the other. For example, a person who is a cigarette smoker may believe that smoking is bad for their health has stance that is dissonant with the knowledge that he is continuing to smoke. He may have many other beliefs, views, or items of understanding that are consonant with maintaining to smoke but the dissonance nonetheless exists too. Dissonance creates discomfort and, likewise, there will stem pressures to diminish or eradicate the dissonance. Efforts to diminish dissonance represent the recognizable manifestations that dissonances exist. Such attempt may take some or all of three forms. The person may try to adjust one or more of the views, beliefs, or behaviors associated with the dissonance; to obtain new information or beliefs that will raise the existing consonance and thus resulting in the total dissonance to be reduced; or decrease the importance of those cognitions that are in a dissonant relationship. Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs or behaviors. This produces a feeling of discomfort leading to an adjustment, change, or modification in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore balance. V. LEARNING ACTIVITY C. EXERCISE II. Extrinsic motivation transpires when we are motivated to execute a behavior or partake in an activity in order to receive a reward or evade a punishment. Examples of behaviors that are outcomes of extrinsic motivation include: Studying so you can attain a good grade Cleaning your room to evade being chastised by your parents Partaking in a Contending i n a contest in hops to win a scholarship Within each of these examples, the behavior is motivated by a yearning to obtain a reward or avoid a negative result. Intrinsic motivation involves partaking in a behavior because it is personally pleasing; in essence, performing an activity for your own sake as opposed to the longing for some external reward. Examples of behaviors that are the outcomes of intrinsic motivation include: Taking part in a sport cause you find the activity enjoyable Solving a word problem because you find the challenge fun and interesting Playing a game because you find it exhilarating In each of these scenarios, the individuals behavior is motivated by an internal longing to take part in an activity for its own sake. So, the crucial distinction between the two types of motivation is that extrinsic motivation occurs from outside of the individual while intrinsic motivation arises from within. V. POST-TEST Achievement refers to an individuals aspiration for momentous accomplishment, asters of skills or high standards. Psychologist David McClellan studied motivation extensively and theorized that individuals have needs that influence their performance. One of these needs is achievement which can be defined as an individuals need to meet realistic goals, receive feedback and experience a sense of accomplishment. For example, workers who strive for achievement will work very well in corporations where they are given regular performance evaluations. They are eager and satisfied with their Jobs because goals are set, they are given constructive r instructive feedback on past behaviors and given some type of rewards if they performed well. This personality trait is characterized by a lasting and steady concern with setting and meeting high standards of achievement. This need is inclined by a internal drive for action (intrinsic motivation), and the demands exerted by the hopes of others (extrinsic motivation). Measured with the Thematic Apperception Test (TAT), need for achievement encourages an individual to thrive in competition, and to surpass in activities vital to the individual. Need for achievement s correlated to the toil of tasks people choose to embark on. Individuals with low need for achievement may elect very easy tasks, in order to reduce the risk of failure, or highly difficult tasks, such that a failure would not be embarrassing. Individuals with high need for achievement have a tendency to choose difficult tasks, feeling that they are stimulating, but within reach. Persons high in need for achievement are considered by a propensity to pursue challenges and have a high degree of independence. Their most filling reward is the acknowledgement of their achievements.

Primary Operations IEP Goals for Math

Primary Operations IEP Goals for Math The Common Core State Standards, written for the Council of Chief State School Executives, have been adopted by 47 states. Many states are rolling out curriculum and assessments to align with these standards. Here are IEP goals aligned to the standards for young or severely disabled students. Kindergarten Operations and Algebraic Understanding (KOA) This is the lowest level of mathematical function, but still serves as a foundational basis for understanding operations. According to the Core Common State standards, students should be able to: Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from. KOA1: Students will represent addition and subtraction with objects, fingers, mental images, drawings, sounds (e.g. claps,) acting out situations, verbal explanations, expressions, or equations. This standard is an effective strategy for teaching students with disabilities to model addition and subtraction, but difficult to write goals for. I will start with 2. KOA2: Students will solve addition and subtraction word problems, and add and subtract within 10, e.g., by using objects or drawings to represent the problem. (Addition) When presented with ten random sets of counters within ten, JOHNNY STUDENT, will solve problems modeled by the teacher with statements such as: Here are three counters. Here are four counters. How many counters altogether? correctly answering 8 out of 10, three out of four consecutive trials.(Subtraction) When presented with ten random sets of counters within ten, JOHNNY STUDENT will solve problems modeled by the teacher using statement, such as, Here are ten counters. I will take these away. How many are left? correctly answering 8 out of 10 (80%), three out of four consecutive trials. KOA3: Students will decompose numbers less than or equal to 10 into pairs in more than one way, e.g., by using objects or drawings, and record each decomposition by a drawing or equation (e.g., 5 2 3 and 5 4 1). When presented with ten random sets of counters within ten, JOHNNY STUDENT will divide the counters into two sets, placing each on a template with two squares, and writing a math statement for each set, (i.e. 4 4 8) correctly 8 of 10 probes (80%) , three of four consecutive trials. KOA4: For any number from 1 to 9, the student will find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. When presented with a random number on a card from 1 to 9, JOHNNY STUDENT will find the correct number of counters to add to the number to make ten, 8 out of 9 probes, (89%) for three of four consecutive trials. KOA5: Students will fluently add and subtract within 5. When randomly given 10 mixed flash cards with addition problems using numbers 0 through 5, and subtraction problems using numbers 0 through 5, JOHNNY STUDENT will correctly answer 9 of 10 in quick succession, three of four consecutive trials. First Grade Operations and Algebraic Thinking (1OA) Common Core Standards for first grade Operations and Algebraic Thinking from 1 through 4 are excellent for instruction, but Standards 5 and 6 will provide evidence of having mastered operations to 20. 1OA.5: Students will relate counting to addition and subtraction (e.g., by counting on 2 to add 2). This standard aligns well with two common methods for teaching addition and subtraction for students with learning disabilities: Touch Math and number lines. There are goals for each of these methods. For each of these goals, I would recommend the Math Worksheet Sit. You are able to control the range of problems that will be randomly generated at this free site. For Touch Math you can add the touch points after you have generated random addition or subtraction pages. I have also used the addition or subtraction pages that come with the students book for data collection. When given ten (10) addition problems with Touch Points,with addends to 9, JOHNNY STUDENT will write the correct answer, 8 out of 10 problems (80%) for three of four consecutive trials.When given ten (10) subtraction problems with Touch Points, with minuends to 18 and subtrahends to 9, JOHNNY STUDENT will write the correct answer, 8 out of 10 problems (80%) for three of four consecutive trials.When given a numberline to 20 and ten (10) addition problems with addends to 9, JOHNNY STUDENT will write the correct answer, 8 out of 10 problems (80%) for three of four consecutive trials. When given a numberline to 20 and ten (10) addition problems with addends to 9, JOHNNY STUDENT will write the correct answer, 8 out of 10 problems (80%) for three of four consecutive trials. 1OA.6 Add and subtract within 20, demonstrating fluency for addition and subtraction within 10. Use strategies such as counting on; making ten (e.g., 8 6 8 2 4 10 4 14); decomposing a number leading to a ten (e.g., 13 - 4 13 - 3 - 1 10 - 1 9); using the relationship between addition and subtraction (e.g., knowing that 8 4 12, one knows 12 - 8 4); and creating equivalent but easier or known sums (e.g., adding 6 7 by creating the known equivalent 6 6 1 12 1 13). This standard may make a good partner to teaching place value, by helping students find and see the ten in numbers between 11 and 20. I offer only one goal, as this is far more effective as an instructional strategy than a measurable goal. When given a random number of counters between 11 and 19 ten times (probes), JOHNNY STUDENT will regroup the number into a ten and ones, placing them on a work mat with two squares, one labeled ten, the other ones correctly 8 out of 10 probes (80%) in three of four consecutive trials.

It's Beginning To Hurt by James Lasdun Essay Example | Topics and Well Written Essays - 1000 words

It's Beginning To Hurt by James Lasdun - Essay Example According to Brooks, the Sultan lived in great luxury. Brooks also points out that the Sultan had ruled for at least 50 years and accumulated riches, honors and pleasures of all kind (Brooks SR1).   However despite the vast amounts of wealth he possessed, the Sultan discovered that he was only genuinely happy for 14days during in his entire reign. In the story of anxious man, Ladsun writes about a man, Joseph Nagel who is in a situation where he knows very well that he cannot control. Nagel goes for a vacation with his wife and daughter. He works as a dealer in antique prints and furniture shop and his wife is a web designer. Contrary to the Sultan in Brook’s story who is extremely rich, it is clear that Nagel’s family lives a modestly comfortable life. Nagel’s wife inherits some money and they both decide to invest it in Wall Street. The stock market later presents the two with an irrepressible reality (Ladsun 3). They cannot sell their shares when ahead because they might miss on the chance to sell at a higher rate in future and they cannot sell when they are down, because of losses and the market might change for the better. Therefore, they cannot get out and cannot sell. This is a problem that torments Nagel even when they are on their vacation. In Brook’s story readers learn that humans have put much effort in pursuit of pleasure, happiness and wealth to  alleviate their misery. However, he is quick to note that the pursuit of these elements in life has only prolonged humans suffering. In addition to prolonging suffering, human being’s pursuit of pleasure, happiness, fame and wealth has also created a disconnect in the society. Therefore, he asserts that people continue to be selfish in their lives and acquire wealth through any unfair mean necessary. Thus, humans have lived by the principle of loving material things and not their fellow human being (Brooks SR1). This is why he applies the term

Describe and critically evaluate the contributions of Non-Governmental Essay

Describe and critically evaluate the contributions of Non-Governmental Organisations (NGOs) to the development and promotion of civil society. Refer relevant li - Essay Example Thus Civil society can be defined as the political space between the individual and the government, expressed by membership of NGOs, social groups, associations and other organizations and networks. But its role in influencing state action and political processes, and in serving as a corrective and complement to market economies, implies that it should not be seen first and foremost as a channel for emergency and development assistance. However, Restrictions on civil and political rights, in particular the right to free association or free political expression, can serve to weaken civil society. Civil society may also be inhibited from playing a peace-building role by intimidation and attack. Information and communication networks may be especially vulnerable then. Thus civil society programme should be rooted in a firm analysis of the context and the role and position of civil-society groups in it. NGO’s thus help to build their capacity and reach by positively monitoring and supporting their provision of basic health and education services to facilitating advocacy roles and their promotion of dialogue (for peaceful dispute resolution, reconciliation etc.), information and other local and international issues. One pioneering consultation with NGO leaders from developing countries suggested that the nature of the state – democratic, one-party, or military dictator – is very important to the development of civil society (Tandon. 1989) More generally, analyses of experience across countries suggests that the â€Å"social origins† of civil societies in historical interactions among major social forces (e.g., elites, workers, the middle class, the Church, and so on) shape the size and resources of the sector (Salamon and Anheier. 1998) Economic globalization is one of the most powerful forces that seem to have shaped the postwar world. Non-Governmental Organizations that emphasize on

Methodology in action research Essay Example for Free

Methodology in action research Essay Appropriate methods should be employed in the various stages of implementing a successful action research strategy. I have selected the methods discussed below based on their reliability and cost among other important criteria. This research in a qualitative survey and aims at gathering enough data from the selected sample. The data collected will then be subjected to qualitative analysis using the appropriate tools. This paper therefore seeks to gather relevant data from people who are led and those who practice leadership in the selected organizations. The selection of the sample was based random sampling technique so as to avoid bias selection. This is also significant in obtaining composite data that will touch on a variety of organizations that practice leadership. For the participants in this research I have chosen managers of various organizations for instance the sales managers are normally the team leaders in the sales team therefore they can provide the relevant data concerning leadership in their organization. I have also targeted to interview members of such team who are also capable of giving out information regarding to how they relate with their leaders and what they feel about their current leadership . In an organization like a bank I will target the sales representatives of customer relations officers who are part of teams in that particular firm. Data collection The first technique I will use will be the available information. This will be found in books, magazines, journals, reports and the internet. I will go for this technique because I will not spend much besides the information being readily available. But I fear that issues regarding to confidentiality may arise and I may also get incomplete information. The methods should also consider the appropriate demographic that is targeted in the research. Structured interviews in the form of questionnaires can best work for collecting pieces of information form that targeted group. This method is objective and its validity is high. Written questionnaires permitted anonymity and made me get more honest responses from the respondents. The following are examples of questions to be included in the questionnaire; What can you say about leadership in your organization? Are there teams in your organization? Does your team leader understand the needs of the other members? Have you ever been a leader? Do you trust your leaders and are they open to their subjects? What do you think a good leader should have? Do the leaders in your organization understand men and women who work for the organization? Are you contended with the leadership in your organization in terms of human relations? Do you think good human relations affects leadership in your organization? Oral interviews will also utilize because they provide direct contact with the sources of information hence increasing validity. I also preferred this method because of its flexibility besides seeking clarification where doubts exist. If a respondent does not understand well a given question I can give him an example or explain further before getting his/her response. There was a higher response in this method as compared to the written questionnaires where some respondents were asking for more time and some even delayed with their responses. The only problem I expect while using written questionnaires is that some respondents will delay and some will not be honest enough. This is because as they delay with the questionnaires some of them will go consulting and therefore compromise some of the ethical values associated with the information they are supposed to supply. Data analysis This part is vital so as to establish the relevance of what has been gathered Appropriate tools have to be used in this stage because the product will be used for interpretation I would prefer to use bar graphs in the analysis because they are straightforward and can easily convey the expected message. They are also very easy to construct using Ms Excel tools. Ms excel is able to choose different types of bar graphs that will bring out clear comparisons between the variables. I will format the graph in such a way that it will have different colors representing the views of the respondents on some of the questions concerning leadership in their organization for instance I can use Red, Blue and Green to represent Good, Fair and Bad leadership. This can be interpreted by whoever will be reading the report and reveal to him/her that the team members have a specific perception of how social intelligence affects leadership in the society. The bar graphs would be very useful especially when comparing between two or more variables. However one challenge with the bar graphs is that they will require some additional verbal or written explanation to accompany them. This will be a challenge because it will mean additional time will have to be created so as to provide the additional materials in terms of explanations. This will also result in more expenses because more effort will have to be put in.

International Soccers Influence on Diplomatic, Social, and Political R

To what extent has international soccer influenced the world politically and socially? This research question will be investigated using different books pertaining to the subject. The investigation will cover the impacts of soccer in the 1930s during the First World War, the 1940s during the Second World War and the 1970s during the Cold War. The effect of soccer on a country’s nationalism will be researched as well. Soccer had a great impact on people’s lives socially; it gave people hope when in a time of need. It did not matter whether there was a war going on, or if there were prisoners in camps, soccer was a popular activity to help people survive in the hardest of times. Soccer had a great impact on the world politically as well. Many dictators used soccer to show the power of their nation and prove that their nation is better than another. There was friendly competition and competition that caused great hostility. In conclusion, soccer has affected the world politically and socially. This sport has caused intense nationalistic views and has brought countries together. Even though soccer has brought countries together, the game has driven countries away from each other just like what happened in Germany in the 1974 World Cup when East and West Germany played against each other. Soccer has helped people and hurt people, and has had an influence on people’s lives. Throughout history, soccer has had a noticeable impact on the world. Sports in general created a sense of nationalism in nations, soccer especially, it being a more popular sport where there is international competition across the world. â€Å"Although soccer boomed in the 1920s, in the 1930s it swept all before it as the most popular game throughout most of Europe... ...occer game was even said to have caused a war. The game of soccer also has a large impact on both the World Wars as well as the Cold War. Dictators, such as Mussolini have supported soccer in their nation to promote their nation, which in return boosted their reputation. Soccer has been compared to a war because the importance of different games and how the outcome can define a nation. Works Cited Goldblatt, David. "Goldblatt, David. The Ball Is Round." New York: Penguin Group, 2008. Print. Murray, Bill. "The World's Game: A HISTORY OF SOCCER." Urbana, Illinois: n.p., 1998. Print. Kapuscinski, Ryszard. â€Å"Soccer War 1969.† N.p., 1969. Web. 13 Nov. 2015. http://libcom.org/library/soccer-war-1969-el-salvador-honduras-kapuscinski Walvin, James. The Only Game: Football in Our Times. Great Britain: Pearson Educated, 2002. Print.

American Industrialization

American Industrialization Nathan Bates AIU Online Abstract This paper explores industrialization and how the process impacted events in American history. The American Industrial Revolution was immensely consequential and influenced events which have produced the modern society of today. Secondly, this essay will provide descriptions of both, positive and negative, effects that industrialization has had on the lives of Americans and the nation as a whole. Lastly, an analysis of how the Industrial Revolution in American history served as a benefit or a detriment to the nation and the citizens of America.American Industrialization Historically, industrialization of any society marks an experience and phase of historic significance. In addition to practices such as farm production, societies are awarded the process of manufacturing, producing an astounding and substantial impact in every aspect of life (Beck, 1999). As a result of the American Industrial Revolution, modern society benef ited from advances in technology, employment increases, and an overall improvement in the quality of daily life. American Industrial Revolution: Positive EffectsDevelopments of industrialization positively affected Americans during the Industrial Revolution. Two advances during this period that had an impact on society and escalated American advancement were transportation and the creation of jobs. Transportation vastly improved the lives of citizens with the completion of roads, canal systems, steamboats, the Transcontinental Railroad and public mass transit (Lipovac, 2011). Innovations in textiles, steam power and iron works produced numerous jobs which brought many individuals looking for work into the cities (Bond, 2003).As people moved from rural to urban areas, cities progressed and expanded which led to vast amounts of innovations, greatly improving the quality of life for citizens as well as improved commerce and economy for the nation as a whole. American Industrial Revolut ion: Negative Effects The speed at which progression and innovation were occurring led to many negatives as the nation scrambled to adapt. Damage to the environment as well as exploitation of workers are situations that arose during the Industrial Revolution.Factories and industry failed to adequately account for ecological considerations which have led to climate change being a modern day challenge (Han, 2012). Additionally, as employment exploded, the amount of hours worked, pay rates for employees, child labor practices, and workplace safety had little or no regulations (Hopkins, 1982). As time progressed many of the work place issues were addressed as well was the formation of organized labor which gave workers a voice.Despite the vast advantages the American Industrial Revolution provided society, the speed in which changes were taking place provided many opportunities to make mistakes and learn as a nation. Beneficial or Detrimental to America Overall, the events and innovatio ns that created the American Industrial Revolution were immensely beneficial to the America we know today. Although there were many opportunities to learn from the changes the country encountered, the positive impact industrialization had on society was magnificent.Improvements in transportation caused the world as a whole to become a much smaller place as travel and communication greatly improved. Work place conditions and practices eventually became regulated, fair, and safer for the American workforce. Modern American society owes a great debt to industrialization as it was one of the most transformational series of events in the nation’s history. Conclusion Not unlike the prehistoric discovery of fire and the wheel, American industrialization left future generations with a foundation and the tools for unprecedented innovation.The more recent revolution in technology, namely the internet and cell phone devices, owe a debt to the revolutionary period of American industriali zation. The United States as well as society worldwide has continued to grow, expand, and continuously innovate in the wake of the Industrial Revolution. References Beck, R. (1999). World History: Patterns of Interaction. Evanston, Illinois: McDougal Littell. Retrieved from http://www. owasso. k12. ok. us/webpages/gyankey/regadvhandouts. cfm? ubpage=174609 Bond, Gingerich, Archer-Antonsen, Purcell, & Macklem (2003-02-17). â€Å"The Industrial Revolution – Innovations†. Industrialrevolution. sea. ca. Retrieved 2011-01-30. Han, S. (2012). From the Industrial Revolution to a green revolution. OECD Observer, 94-95. Hopkins, E. (1982). Working Hours and Conditions During the Industrial Revolution: A Re-Appraisal. Economic History Review, 35(1), 52-66. Lipovac, N. , & Jandricek, A. (2011). THE LAND SURVEY AND TRANSPORTATION PLANNING IMPACT UPON MAKING OF AMERICAN CITIES. Prostor, 19(2), 443-455.    American Industrialization Early American settlers lived as primitive people during the antebellum but the gradual development changed their history that altered its identity and became the leader in industrialization. This change that started in few states had transformed the whole country from a simple agrarian importer of manufactured goods to an industrial thrust. Goloboy stated that, â€Å"Interruptions in trade associated with the American Revolution encouraged industrialization† (p. xiii).Primarily, before American people realized that they could possibly become as industrialized as its mother country, England, it went through some circumstances that caused developments in economy. First, American people steadily became acquainted with buying instead of producing their basic needs; this led to the increase of the demand for those needs. Second, along with the growing demand for goods they also discovered that goods could be produced more rapidly using the technology brought by the mother country. Third, the separation of America from England after the Independence War in 1812 led to the withholding of goods from Europe, which triggered Americans to â€Å"build their own factories† (p. xiv). By this time, many farmers left farming and moved to west to engage in factory works. It is said that industrial revolution that started in the early 19th century had caused changes in the rural system of the country that transformed the whole society.The rural system emerged while improvements in the political system took place that gave American people much opportunity to cope with changes. High standard of living continued to rise among communities while people enjoyed social, political, and economic progress as a result of American Revolution. Many jobs were opened to American women, education was improved and became compulsory to children, middle-class society also emerged, many leisure activities became part of their lifestyle, and most of all, and families achieved a better standard of living with all its comforts.Crothers in his review of Meyer’s ‘Roots of Industrialization’ emphasized that agricultural sector had fueled the industrial development in many cities; and the supply and demand grew further, which caused increase in labor force and wages and capital investment (par. 2). Local market that emerged in a given city turned to urban place where most commercial services occurred. Cities like Boston became the center of major business transaction among those cities, which according to Crothers â€Å"social networks of capital† (Meyer, 70, cited in Crothers).Basically, industrial revolution in America brought changes in the living condition of the people; primarily it transformed the rural system, which is the rise of urbanization. Urbanization came about due to the movement of more people to the cities where they got employment. Reformation follows as it brought both positive and negative impact in the life of American pe ople. Some of the positive impact of urbanization is that it brought people many benefits like finding solution to economic and social problems.For instance, education and health had improved; people finally understood the causes of many diseases and made considerable actions to that like setting of safety and health standards in homes, public places, buildings, water system, etc. Another benefit is improvement in people’s lives. Because of plenty work opportunities; they had the chances to enter the middle class. On the other hand, industrialization had weakened family life because parents who supposed to supervise the children stayed in the factory during the day; because of this, many children wandered in the streets and survived on their own.At this point of rapid industrialization, cities became prone to many social and environmental problems. The growth in population caused the dilemma of housing, sanitation, and health; crime rate got high while more and more families suffered from diseases because of pollution and stressful work in the factories. Kuser stressed that â€Å"Cities became overcrowded and polluted† (p. 7). With the influence of Romanticism ideology, American suburbs improved in the mid-1800s as transit lines, railways and urban planning were incorporated in the development.This transportation mode served as link among major cities of the United States. Conclusion Industrialization in American occurred unexpectedly perhaps, but it happened because people responded objectively to meet the demands of life. Besides, along the national independence they gained after a series of war against its mother country, agriculture grew further in many parts of the region, and manufacturing business in other region.The industrialization with influence of Great Britain transformed the rural communities until each evolved as urban. Reference Crothers, G. A Review of David R. Meyer’s the Roots of American Industrialization. http://www. h bs. edu/bhr/archives/bookreviews/78/acrothers. pdf Goloboy, J. (2008). Industrial Revolution: People and Perspective. USA: ABC-CLIO. Kuser, J. (2000). Handbook of Urban and Community Forestry in the Northeast. USA: Springer.

Mappes Article Sexual Morality Essay

In the short article â€Å"Sexual Morality and the Concept of Using Another Person† by Thomas Mappes, there are several points that he makes about what should be considered morally right or wrong. Mappes sticks to three main points when it comes to what he considers morally right or wrong. These three cases are â€Å"using another person†, â€Å"deception of one by another†, and â€Å"coercion†. All three points basically revolve around how he feels that it is wrong for one person to in any way shape or form to use another person for sexual interaction. He bases this viewpoint around the â€Å"conventional† sexual morality which outlines that sex without love is immoral. I cannot say that I completely agree or disagree with his points that are made. This is not because I cannot see what he is trying to say but rather because I feel that there are many other view points to see this topic through. Firstly he talks about â€Å"using another person† in which he describes that it is wrong for one person to use another person merely as means. This is the general basis of his entire article. Though I do agree it is wrong for one person to use another person merely as sexual means, I see many situations in which both parties are using each other for the same thing. Not to have a further interaction or relationship after the matter. Mappes declares that â€Å"A immorally uses B if and only if A intentionally acts in a way that violates the requirement that B’s involvement with A’s ends be based on B’s Voluntary informed consent.† This basically means that if someone is to have sexual intercourse with another person then both people must agree to the others conditions as well as respect the others wishes. However in the point I made before, there are times that both parties are using each other for the same thing. In which case does it really matter if either party is completely honest with the other? The reason this is important is because if both parties want to have sexual intercourse with the other and have no other intentions with the other person, do they need to have a more in-depth relationship? Secondly he talks about deception of one person by another, in this he speaks about several different ways one could deceive another. In any which case, he views it as immoral to do so. Finally he voices his opinion about â€Å"Coercion†, in this case coercion is basically a complex word for â€Å"rape†.

Algebra Functions on ACT Math Lesson and Practice Questions

Algebra Functions on ACT Math Lesson and Practice Questions SAT / ACT Prep Online Guides and Tips Functions. Just hearing the word is enough to send some students running for the hills. But never fear! Though function problems are considered some of the more challenging questions on the ACT, this is only due to the fact that most of you will be far more used to dealing with other math topics (like fractions, exponents, or circles) than you are functions. On the ACT, question difficulty is categorized by how familiar you are likely to be with any given question, and the only way to combat this challenge is to practice and get used to dealing with questions that are a little less familiar to you. You will generally see 3-4 function questions on any given ACT, so for those of you who are not yet comfortable with functions (or just want a tune up), this guide is for you. This will be your complete guide to ACT functions. We'll walk you through exactly what functions mean, how to use, manipulate, and identify them, and exactly what kind of function problems you'll see on the ACT. What Are Functions and How Do They Work? Functions act as a way to describe the relationship between inputs and outputs. They can be in the form of equations, graphs, or tables, but they will always describe this input-output relationship. It may help to think of functions like an assembly line or like a recipe- input eggs, veggies, and cheese, and the output is an omelette. Most often you'll see functions written as $f(x) = \an \equation$. The equation of the function can be as complex as a multivariable expression or as simple as an integer. Examples of functions: $f(x) = 14$ $f(x) = 2x + 10$ $f(x) = x^2 - 6x + 9$ Functions can always be graphed and different kinds of functions will produce different kinds of graphs. On a standard coordinate graph with axes of $x$ and $y$, the input of the graph will be the $x$ value and the output will be the $y$ value. Each input ($\bi x$ value) can produce only one output, but one output can have multiple inputs. In other words, multiple inputs may produce the same output. One way to remember this is that you can have "many to one" (many inputs to one output), but NOT "one to many" (one input to many outputs). This means that a function graph can have potentially many $\bi x$-intercepts, but only one $\bi y$-intercept. (Why? Because when the input is $x = 0$, there can only be one output, or $y$ value.) A function with multiple $x$-intercepts You can always test whether a graph is a function graph using this understanding of inputs to outputs by using the "vertical line test." A function will never hit more than one point on any vertical line. The vertical line test applies to every type of function, no matter how "strange" looking. Even "strange-looking" functions will adhere to the vertical line test. But any graph that fails the vertical line test (by intersecting with the vertical line more than once) is automatically NOT a function. This graph fails the vertical line test, which means it is NOT a function. If necessary, you can always spot a genuine function from a non-function by using the vertical line test. Function Terms and Definitions Now that we've seen what functions do, let's talk about the pieces of a function. Functions will be presented to you either by their equations, their tables, or by their graph (called the "graph of the function"). Let's look at a sample function equation and break it down into its components. An example of a function: $f(x) = x^2 + 12$ $f$ is the name of the function (Note: we can call our function other names than $f$. This particular function is called $f$, but you may see functions written as $h(x)$, $g(x)$, $r(x)$, or anything else.) $(x)$ is the input (Note: in this case our input is called $x$, but, just like with the name of our function, we can call our input anything. $f(q)$ or $f(\bananas)$ are both functions with the inputs of $q$ and $\bananas$, respectively.) $x^2 + 5$ is the equation that gives us the output once we plug in the input value of $x$ An ordered pair is the coupling of a particular input with its output for any given function. So for the function $f(x) = x - 6$, with an input of 2, we can have an ordered pair of: $f(x) = x - 6$ $f(2) = 2 - 6$ $f(2) = -4$ So our ordered pair is $(2, -4)$. (Again, our input value will represent our $x$ value and the result of the equation once that input value has been processed will be our $y$ value.) Ordered pairs also act as coordinates, so we can use them to graph our function graph. Now that we have all of our function pieces and definitions, let's look at how they work together. Different Types of Functions We saw before that functions can have all sorts of different equations for their output, which will change the shape of their corresponding graphs. Let's look at each type of equation and its graph. Linear Functions A linear function makes a graph of a straight line. The equation of a linear function can either be a simple number (e.g. ,$f(x) = 4$) or will have a variable that is NOT raised to a power higher than 1 (e.g., $f(x) = 3x + 3$). Why can the variable NOT be raised to a power higher than 1? Because $x^2$ can give you a single output ($y$-value) for two different inputs of $x$. For example, $-4^2$ and $4^2$ both equal 16, which means the graph cannot be a straight line. (We will look into this further in the next section on quadratic functions.) The standard equation of a line is: $y = mx + b$ $\bi m$ is the slope of the line. $\bi b$ is the $\bi y$-intercept. (For more on lines and slopes, check out our guide to ACT lines and slopes!) Examples of linear functions: $f(x) = x - 24$ $f(x) = 4$ $f(x) = 2x + 35$ Quadratic Functions A quadratic function makes a graph of a parabola, which is a "horseshoe" type graph that curves to open either up or down. It also means that our output variable will always be squared. The reason our variable must be squared (not cubed, not taken to the power of 1, etc.) is for the same reason that a linear function cannot be squared- because two input values can be squared to produce the same output (e.g. $5^2$ and $-5^2$ both equal 25). This gives us our curve. (Note: a parabola cannot open side to side because it would have to cross the $y$-axis more than once. This, we've already established, would mean it would fail the vertical line test and therefore NOT be a function.) This is NOT a quadratic equation, as it fails the vertical line test. A quadratic function is often written as: $f(x) = a^2 + bx + c$ The $\bi a$ value tells us how the parabola is shaped and the direction in which it opens. A positive $\bi a$ gives us a parabola that opens upwards. A negative $\bi a$ gives us a parabola that opens downwards. A large $\bi a$ value gives us a skinny parabola. A small $\bi a$ value gives us a wide parabola. The $\bi b$ value tells us where the vertex of the parabola is, left or right of the origin. A positive $\bi b$ puts the vertex of the parabola left of the origin. A negative $\bi b$ puts the vertex of the parabola right of the origin. The $\bi c$ value gives us the $y$-intercept of the parabola. (Note: when $b = 0$, the y-intercept will also be the location of the vertex of the parabola.) Don't stress if this feels like a lot of information for the moment- a little practice and organization will soon have you solving your function questions, no problem. Typical Function Problems ACT function problems will always test you on whether you properly understand the relationship between inputs and outputs. These questions will generally fall into four question types: #1: Functions with given equations #2: Nested functions #3: Functions with graphs #4: Functions with tables There may be some overlap between the three categories, but these are the main themes you'll be tested on when it comes to functions. Let's look at some real ACT math examples of each type. Function Equations A function equation problem will give you a function in equation form and then ask you to use one or more inputs to find the output (or elements of the output). In order to find a particular output, we must plug in our given input for $x$ into our equation. This will give us our final output, once we then solve the equation. So if we want to find $f(5)$ for the equation $f(x) = x + 7$, we would plug in 5 for $x$. $f(x) = x + 7$ $f(5) = 5 + 7$ $f(5) = 12$ So, when our input ($x$) is 5, our output ($y$) is 12. Now let's look at a real ACT example of this type: For the function $h(x)=4x^2-5x$, what is the value of $h(-3)$? A. -93B. -9C. 21D. 51E. 159 Though this function is named $h$ (instead of the usual $f$), the principles are exactly the same- we must plug in our input value of -3 in order to find our output. So let us plug in -3 for our $x$. $h(x) = 4x^2 - 5x$ $h(-3) = 4(-3)^2 - 5(-3)$ $h(-3) = 4(9) + 15$ $h(-3) = 36 + 15$ $h(-3) = 51$ Our final answer is D, 51. Nested Functions The second type of function problem you might encounter on the ACT is called a "nested" function. Basically, this is an equation within an equation. In order to solve these types of questions, think of them in terms of your order of operations. You must always work from the inside out, so first find the output for your innermost function. Once you've found the output of your innermost function, you can use that result as the input of the outer function. Let's look at this in action to make more sense of this process. Given $f(x)=4x+1$ and $g(x)=x^2-2$, which of the following is an expression for $f(g(x))$? F. $-x^2+4x+1$G. $x^2+4x-1$H. $4x^2-7$J. $4x^2-1$K. $16x^2+8x-1$ Because $g(x)$ is nested the deepest, we must use its output as the value of our input for $f(g(x))$. Essentially, instead of a number for $x$ in $f(x)$, we are given another equation, $g(x)$. And yet, the principle behind solving the function is exactly the same as we did above in our function equations section- replace whatever input we have with the variable in the output equation. So, to start with, we have two function equations. $g(x) = x^2 - 2$ $f(x) = 4x + 1$ Now let us replace $x$ in our $f(x)$ equation with the full equation of $g(x)$. $f(x) = 4x + 1$ $f(g(x)) = 4(x^2 - 2) + 1$ $f(g(x)) = 4x^2 - 8 + 1$ $f(g(x)) = 4x^2 - 7$ Our final answer is H, $f(g(x)) = 4x^2 - 7$ Function Graphs A function graph question will provide you with an already graphed function and ask you any number of questions about it. These questions will generally ask you to identify specific elements of the graph or have you find the equation of the function from the graph. So long as you understand that $x$ is your input and your equation is your output $y$, then these types of questions will not be as tricky as they appear. This question relies on us knowing how the formula for a quadratic equation works. If you remember from earlier, a quadratic equation requires a square power and will form a parabola. We are told that the $x$-coordinate value will be squared, so we know for a fact that this graph will indeed form a parabola and be a quadratic equation. This means we can eliminate answer choices F and G, as they are straight lines, not parabolas. Now, we are told that the $y$-coordinate value is 1 less than the $x$-coordinate square. We know that our standard quadratic formula equation is: $a^2 + bx + c$ $c$ gives us our $y$-intercept and, in this equation, we are told that it will be -1. This means we can eliminate answer choice H, as the $y$-intercept is not at -1. Finally, we are told that the points on our graph are the ONLY place where the $y$-coordinate is less than the $x$-coordinate. This means that our graph must open upwards, which means we can eliminate answer choice K. Our final answer is, therefore, J. Function Tables The last way you may see a function is in its table. Here, you will be given a table of values both for the input and the output and then asked to either find the equation of the function or the graph of the function. (Note: instead of using $x$ as our input, this problem has us use $t$. If you become very used to using $f(x)$, this may seem disorienting, so you can always rewrite the problem using $x$ in place of $t$. In this case, we will continue to use $t$, just so that we can keep the problem organized on the page.) First, let us find the $y$-intercept. The $y$-intercept is the point at which $x = 0$, so we can see that we are already given this with the first set of numbers in the table. When $t = 0$, $d$ (otherwise thought of as $f(t)$) equals 14.) Our $y$-intercept is therefore 14, which means that the equation of our line will look like: $y = mx + 14$ We can automatically eliminate answer choices B, D, and E, since their $y$-intercepts are not at 14. Now, let us use the strategy of plugging in answers to make our lives simpler. This way, we don't have to actually find the equation on our own- we can simply test which answer choices match the inputs and outputs we are given in our table. Our answer choices are between A and C, so let us first test A with the second ordered pair. Our potential equation is: $d = t +14$ (or, in other words: $f(t) = t + 14$) And our ordered pair is: $(1, 20)$ So let us put them together. $f(t) = t + 14$ $f(1) = 1 + 14$ $f(1) = 15$ This is incorrect, as it would mean that our output is 15 when our input is 1, and yet the ordered pair says that our output will be 20 when our input is 1. Answer choice A is incorrect. By process of elimination, let us try answer choice C. Our potential equation is: $d = 6t + 14$ (or, in other words: $f(t) = 6t + 14$) And our ordered pair is again: $(1, 20)$ So let us put them together. $f(t) = 6t + 14$ $f(1) = 6(1) + 14$ $f(1) = 6 + 14$ $f(1) = 20$ This matches the input and output we are given in our ordered pair. Answer choice C is correct. (Note: it is generally a good idea to test more than one ordered pair, as two equations may occasionally get the same ordered pair. In this case, we stopped here as there were no other answer choices that could possibly match). Our final answer is C, $d = 6t + 14$. Now that we've seen our definitions, let's talk function strategy. How to Solve a Function Problem Now that you've seen all the different kinds of function problems in action, let's look at some tips and strategies for solving function problems. For clarity, we've split these strategies into multiple sections- tips for all function problems and tips for function problems by type. So let's look at each strategy. For All Function Problems #1: Keep careful track of all your pieces and write everything down Though it may seem obvious, in the heat of the moment it can be far too easy to confuse your negatives and positives or misplace which piece of your function (or graph or table) is your input and which is your output. Parenthesis are crucial. The creators of the ACT know how easy it is to get pieces of your function equations confused and mixed around (especially when your input is also an equation), so keep a sharp eye on all your moving pieces and don't try to do function problems in your head. #2: Use PIA and PIN as necessary As we saw in our function table problem above, it can save a good deal of effort and energy to use the strategy of plugging in answers. You can also use the technique of plugging in your own numbers to test out points on function graphs, work with any variable function equation, or work with nested functions with variables. For instance, let's look at our earlier nested function problem using PIN. (Remember- most any time a problem involves variables, you can use PIN). Given $f(x)=4x+1$ and $g(x)=x^2$, which of the following for $f(g(x))$? F. $-x^2 +4x+1$G. $x^2+4x-1$H. $4x^2-7$J. $4x^2-1$K. $16x^2+8x-1$ If we remember how nested functions work (that we always work inside out), then we can plug in our own number for $x$ in the function $g(x)$. That way, we won't have to work with variables and can use real numbers instead. So let us say that the $x$ is the $g(x)$ function is 3. (Why 3? Why not!) $g(x) = x^2 - 2$ $g(3) = (3)^2 - 2$ $g(3) = 9 - 2$ $g(3) = 7$ Now, let us plug this number as the value for our $g(x)$ function into our nested function $f(g(x))$. $f(x) = 4x + 1$ $f(g(3)) = 4(7) + 1$ $f(g(3)) = 28 + 1$ $f(g(3)) = 29$ Finally, let us test our answer choices to see which one matches our found answer of 29. Let us, as usual, start in the middle with answer choice H. $4x^2 - 7$ Now, we replace our $x$ value with the $x$ value we chose originally- 3. $4(x)^2 - 7$ $4(3)^2 - 7$ $4(9) - 7$ $36 - 7$ $29$ Success! We have found the answer choice that matches our found answer of 29. (Note: if you use this method on the test, make sure to test out your other answer choices to make sure you do not have any duplicate correct answers. We can skim over our answer options and see that none of them equal 29 after we replace our $x$ with 3.) Our final answer is H, $4x^2 - 7$ #3: Practice, practice, practice Finally, the only way to get truly comfortable with any math topic is to practice as many different kinds of questions on that topic as you can. If functions are a weak area for you, then be sure to seek out more practice questions. For Function Graphs and Tables #1: Start by finding the $\bi y$-intercept Generally, the easiest place to begin when working with functions is by finding the $y$-intercept. From there, you can often eliminate several different answer choices that do not match our graph or our equation (as we did in some of the examples above). The $y$-intercept is almost always the easiest piece to find, so it's always a good place to begin. #2: Test your equation against multiple ordered pairs It is always a good idea to find two or more points (ordered pairs) of your functions and test them against a potential function equation. Sometimes one ordered pair works for your graph and a second does not. You must match the equation to the graph (or the equation to the table) that works for every coordinate point/ordered pair, not just one or two. For Function Equations and Nested Equations #1: Always work inside out Nested functions can look beastly and difficult, but take them piece by piece. Work out the equation in the center and then build outwards slowly, so as not to get any of your variables or equations mixed up. #2: Remember to FOIL It is quite common for ACT to make you square an equation. This is because many students get these types of questions wrong and distribute their exponents instead of squaring the entire expression. If you don't properly FOIL, then you will get these questions wrong. Whenever possible, try not to let yourself lose points due to these kinds of careless errors. Ready to test your function knowledge? Test Your Knowledge Now let's put our function knowledge to the test, using real ACT math problems. 1. A function $f(x)$ is defined as $f(x)=-8x^2$. What is $f(-3)$? F. -72G. 72H. 192J. -576K. 576 2. 3. Consider the functions $f(x)=√x$ and $g(x)=7x+b$. In the standard $(x,y)$ coordinate plane, $y=f(g(x))$ passes through $(4,6)$. What is the value of $b$? A. $8$B. $-8$C. $-25$D. $-26$E. $4-7√6$ 4. 5. A function P is defined as follows: for $x0$, $(P(x)=x^5+x^4-36x-36$for $x0$, $P(x)=-x^5+x^4+36x-36$ What is the value of $P(-1)$? A. -70B. -36C. 0D. 36E. 70 Answers: F, C, A, F, A Answer Explanations: 1. Here, we have a simple function equation. So let us replace our given input (-3) for our $x$ value in order to find our output. Note that the reason this problem is tricky is due to the many negative signs and the placement of the square. But so long as we are careful and make sure to keep track of all our pieces, we can solve the problem just fine (without falling for bait answers!). $f(x) = -8x^2$ $f(-3) = -8(-3)^2$ $f(-3) = -8(9)$ $f(-3) = -72$ Our final answer is F, -72. 2. This question is a function table, so let us remember our function table tips and tricks. Before we begin, this problem may get slightly confusing, as the labels in the chart are different from that which we normally use. To visualize our data, we are given $x$ as a certain distance that the cart is at any given second, $t$. This means that our input is $t$ (seconds) and our output is $x$ (distance). Now that we can see this, let us work through the problem. First, let us find the $y$-intercept. Luckily for us, we are given a coordinate pair with $t = 0$, $x = 10$. Because $t$ is serving as our input value (our $x$-coordinate) and $x$ is serving as our output (our y-coordinate), we can see that our $y$-intercept is the point at which $t = 0$. This means that our $y$-intercept is 10. Knowing that this is a linear function and the graph of a line is $y = mx + b$, we can eliminate answer choices B, D, and E. None of those give the y-intercept as 10, so none of them can be the correct answer. Now let us use our PIA strategy to find the equation of the line using our existing coordinate points. So let us test the point $(2, 18)$ and see which of our remaining equations (answer choice A or answer choice C) gives us these coordinates. Let us first test answer choice A. $x = t + 10$ $x = 2 + 10$ $x = 12$ Answer choice A is incorrect. When $t = 2$, $x$ should equal 18. So let us test answer choice C instead to see if it lines up with our input and output of $(2, 18)$. $x = 4t + 10$ $x = 4(2) + 10$ $x = 8 +10$ $x = 18$ Success! We have found our proper equation. Our final answer is C, $x = 4t + 10$ 3. This is a nested function problem that requires us to understand that coordinate points can act as inputs and outputs. So if we solve the nested equation as we normally would (remembering to act inside out), we would see: $g(x) = 7x + b$ $f(x) = √x$ $f(g(x)) = √{7x + b}$ Remembering that $f(x)$ is essentially another way of saying $y$ (in terms of coordinates), we can say: $y = √{7x + b}$ Now, let us get rid of the root by squaring both sides (for more on roots and squares, check out our guide to advanced integers). This gives us: $y^2 = 7x + b$ We know that the function passes through the coordinate point $(4, 6)$, which means we can replace the x and y-values with our $x$ and $y$ in the function equation. So: $y^2 = 7x + b$ $(6)^2 = 7(4) + b$ $36 = 28 + b$ $8 = b$ Our final answer is A, $b = 8$. 4. In this type of graph question, we are being asked to identify how the two graphs interact. Even without knowing their equations, we can understand- just through the diagram- a good deal of information about our two functions. In this case, we can see that the two functions intersect at exactly two points. This means that they are equal at exactly two values of $x$. So answer choice F is correct. But before we select answer choice F, let us also take the time to eliminate our other answer options. We know that answer choice G is incorrect, because we have already established that the two graphs intersect at two points and so have two values of $x$ at which they are equal, not 1. Answer choices H and J are both wrong, because there are x-coordinate points at which the graph $f(x)$ is higher (larger) than that of $g(x)$ and $x$-coordinate points where $f(x)$ is smaller. Neither function is larger (or smaller) at all points of $x$ than the other function. And finally, answer choice K is also incorrect, as these are two different functions- quadratic and linear- not inverse functions. An inverse function would produce the same type of graph, just inverted. We know our original answer choice is correct and we have successfully eliminated the others. Our final answer is F. 5. This is a function that has two different equations depending on our input value. So we must first determine which equation we are using in order to find the output to our particular input. We are given that our input ($x$) is -1. We also know that we must use the second function equation for any $x$ that is less than 0. This means we must use the second function equation, $p(x) = -x^5 + x^4 + 36x - 36$ So now we just plug in our input value of -1 (being very careful about all of our negative signs). $p(x) = -x^5 + x^4 + 36x - 36$ $p(-1) = -(-1)^5 + (-1)^4 + 36(-1) - 36$ $p(-1) = -(-1) + (1) - 36 - 36$ $p(-1) = 1 + 1 - 36 - 36$ $p(-1) = 2 - 72$ $p(-1) = -70$ Our final answer is A, -70. Congrats! You've mastered ACT functions! The Take Aways Even though there are many different ways you can be presented with a function problem, the core principles are always the same. No matter the equation or the graph, functions are always looking at inputs and outputs and the relationship between the two. So long as you remember your function definitions (and the corresponding graph shapes) and keep a clear head, and you'll see that functions are not as difficult as they may have once appeared. What's Next? You've taken on (and conquered) one of the most difficult math topics on the ACT (go you!), but there are many more topics to cover. Next, take a gander at all the math topics on the test and then bulk up on any topic with which you feel rusty. Need to brush up how to complete the square? On your rules of roots and exponents? How about your triangle rules and problems? All of our ACT math guides come complete with strategies and practice problems for any topic you need. Feeling overwhelmed? Make sure you take a practice test and then see how your score stacks up so that you can set realistic milestones and goals. Running out of time on the ACT math section? Check out how to best beat the clock and maximize your score. Aiming for a perfect score? Our guide to getting a perfect 36 on the ACT math section (written by a perfect-scorer!) will help get you where you need to be. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Top 9 Promising Allied Health Careers That Require Ceritfication

Top 9 Promising Allied Health Careers That Require Ceritfication Allied health careers are some of the best out there. If you’re looking to start a career as a medical assistant, cardiovascular technologist or technician, diagnostic medical sonographer, PA, respiratory therapist, athletic trainer, surgical technologist, clinical lab tech, dietitian, nutritionist, or any work in medical and health services, then congrats! You’re aiming for one of the 10Â  fastest growing allied health careers. These are jobs that pay well, don’t require a huge amount of education to break into, and offer good growth opportunities. Do You Need Certification?If you’re just starting out, it’s a good time to get a handle on which career path you’d like to take, and whether or not you’ll need certification to practice in your desired field.For the following jobs, you’ll need to take and pass the AAH National Certification Exam:Medical Assistant, RMA(AAH)Phlebotomy Technician, CPT(AAH)Pharmacy Technician, CPhTPatie nt Care Technician, CPCTEKG Technician, CETMedical Coding and Billing, CMCB or MCBSPhysical Therapy Aide, CPTAVeterinarian Assistant, CVASurgical Technician, CSTWhy Explore a Field Where I Need to Take a Test?Taking an exam may seem daunting, but the benefits of doing so far outweigh the costs. First of all, you’ll immediately jump to the front of the line in any group of applicants. Applications with completed certification generally get looked at first and more keenly. You’ll be qualified for jobs with the best employers, the ones who have the highest standards for new hires. You’ll be immediately eligible to earn more money. You can expand the scope of your work. And you can begin to build a professional reputation in your chosen field.Sound like a no brainer? It is! And it doesn’t have to be too intimidating. The requirements for eligibility are pretty straightforward: You have to have EITHER graduated from an allied health vocational training program , completed one year of work experience in the field, had some military experience/training in the field, or have acquired reciprocity from another certifying agency. Just one of those four things will do, though you will be required to submit proof to take the test.How to Take Your ExamAfter you’ve demonstrated your eligibility, the certification process is fairly simple. You simply register to take the exam, set yourself up with an online account at AAH, and begin your preparation. There are free study guides and practice tests available.Once it comes time to take the test, you do so online and your results are instant. You can also print PDFs of your certificate and certification card- immediately. The physical copies will arrive by mail within 5-10 business days.So go ahead, get started on the certification process. It can only put you in a better position to make more money and go father in your chosen career.

Case Study Essay Example | Topics and Well Written Essays - 2000 words - 2

Case Study - Essay Example hematical scores of students, whereas the performance related pay has been an opportunity for the proponents of market-based governance seek to introduce private-sector management techniques into the public sector to lead to better out-puts, greater cost-efficiency, and a customer service ethos (Susan, 2006). The characteristics of the New Public Management involve the performance related pay which is considered to be interpretation of the public policy solution, with its focus on outputs, competition and in-centivisation (Lawrence, 2007). The performance related pay has materialized due to the implementation of the New Public Management, which has provided the public and the private sector with any opportunity to experience the competitive forces of the market, the introduction with the private sector management practices has the ostensible aim of increasing efficiency, creating an output focused culture and discouraging rent-seeking (Susan, 2006). The performance based pay practice is widely popular in the private sector, and has been a medium for the improvement of the results through the creation of the incentives for the employees (Terri, 2000). The concept of performance related pay is common in Australia, and the majority of the teachers and professionals associated with the academia have been paid pupils’ results as assessed in examinations, tests, and visits by invigilator (Susan, 2006). The implementation of the system was aimed at the improvement of the performance of the teachers, and to enhance the quality of education. It was believed that through provisions in the pay package of the teachers, the educational standard can be improved. The amendments in the performance based package were lastly proposed by the Federal Ministry Education, Science and Training, as per which the performance related pay is expected to be measured by principals, parents and students alike (Lawrence, 2007). In Australia, the teachers are offered annual increment, with