Agile Software Development Methodologies Essay Example | Topics and Well Written Essays - 750 words

Agile Software Development Methodologies - Essay Example This paper presents an overview of the agile software development methodologies. The basic purpose of this research is to show that 'agile software development methodologies' are a superior design method that is why Scrum and XP rapidly emerging frameworks as  methodologies. This software development methodology is simple and much faster than all other traditional software development approaches. Basically, agile software development methodologies are based on iterations. In this scenario, small teams work jointly with other project stakeholders or customer to make out rapid prototypes, proof of concepts, or a wide variety of features in an attempt to classify the issue to be solved. In addition, the project team determines the necessary requirements for the iteration, develops the prototype, creates and runs suitable test scripts, and the user of the system authenticates the results of the tests. In the entire scenario, confirmation appears much earlier in the project development life cycle than it would with other traditional software development methodologies, and as a result allowing stakeholders to change requirements at the same time as they are still moderately painless to change (Serena, 2007; Rehman, ullah, Rauf, & Shahid, 2010). As discussed above, agile software development methodologies adopt the incremental and iterative way to improve the efficiency and usefulness of the overall software development process. ... bt, the customer’s contribution and active participation in the software development process helps software project teams build exact and high quality product. Another most important advantage of agile software development methodologies is that they do not engage a lot of documentation for the reason that the software development team depends almost completely on informal internal communication. In addition, agile software development methodologies offer an excellent support for the implementation of changes and continually revising any other stage of the software development process. Additionally, the outcomes of the agile software development methodologies come out in small incremental editions or releases keeping in mind the changing requirements of the project. If a change has been made to the existing requirements, then it is updated in the next iteration. Thus, the basic goal of agile software development methodologies is to give pleasure to the customers by satisfying t heir requirements at any stage of the project development life cycle (Rehman, ullah, Rauf, & Shahid, 2010; Boehm & Turner, 2003). In addition, the agile software development methodologies are aimed at effectively dealing with the changes throughout the software development process. For instance, agile development methodologies such as SCRUM, Feature-Driven Development, and eXtreme Programming (XP) intend to minimize the expenses of changes all the way through the software development life cycle. In this scenario, XP is based on the quick iterative planning and development cycles with the intention of forcing trade-offs and offering the utmost value characteristics as soon as possible. Also, XP incorporates a wonderful characteristic recognized as â€Å"constant and systemic testing† to

Personal Identity - Philosophy Essay Example for Free

Personal Identity Philosophy Essay It is easy to see oneself as the same person we were ten, twenty, or fifty years ago. We can define identity through our physical presence, life experiences, memories, and mental awareness of self. One can testify our persistence as a person through our existence as a person. But what makes us the same person? In this paper, I will argue for the â€Å"simple† view of the persistence of identity – that it is impossible to determine what single thing that makes us the same person over time. I will support my claim with the refutation of the main complex view claims of the body, brain and psychological continuity criterion. Entrenched in the â€Å"simple† view is the idea that personal identity, and the persistence of personal identity, cannot be measured through philosophical discourse or scientific investigation. There are a number of opposing arguments, known as complex theories of personal identity. In each of these arguments, the central claim is that either the body, the brain, or the psychological continuity of an individual determines how they persist as the same person (Garrett, 1998, p 52). To call them complex is a misnomer – for each is far too narrow to properly define and explain personal identity. Complex argument 1– Psychological continuity John Locke defines a person as a ‘thinking, intelligent being, that has reason and reflection and can consider itself as itself, the same thinking thing, in different times and places’ (Locke, 1689, p 1-6). This statement suggests that, in order to persist as the same person, we must have a mental consciousness which persists through time. We can say that a person is psychologically continuous if they have a mental state that is descendent from their previous mental states. For example, this theory states that a five-year-old will be the same person when they are a 25-year-old, because their mental state in later years is descendent from their earlier years. Counter argument By its very nature, the idea of psychological continuity is flawed. It is not uncommon for an individuals mental state to be changed so drastically that they could not truly be considered the same person. Several examples have been made by Waller: sufferers of cognitive impairments such as dementia, people who have gone through stressful or traumatic situations, and war eterans that are affected by post-traumatic stress disorder (Waller, 2011, p 198-210). In any of these cases, it would be difficult to argue that the individual has a continuous mental state – more accurate would be to describe them as a â€Å"snap† or â€Å"break† that, effectively, creates a new person. The only conclusion is that these individuals do not persist, as their psychological states become radically different from their previous psychological states. Complex argument 2 – Persistence of the body Another expression of the complex view is the body criterion. Put simply, a person is said to persist if they exist in the same physical body over time. In this case, the previously mentioned dementia or PTSD sufferers would be considered the same people, as their physical body has continued. The theory suggests a â€Å"brute physical relation† between body and identity (Korfmacher, 2006). Without regard for mental state, an individual is considered to have a persistent personal identity as long as their body survives. Counter argument This theory lends itself easily to thought experiments, and they quickly expose some problems. If individual A receives an organ donation from individual B, can it be said that individual A has taken some of Bs identity? Surely not. It would be absurd to suggest that having the kidney or liver of another person would affect ones persistence as an individual. Similarly, if individual C had their body cloned, it would not make their clone the same person. There is much more to personal identity than can be defined by something so comparatively insignificant as the physical body. Complex argument 3 – Persistence of the brain The brain is the functional centre of the human body; the place where memories are stored, feelings are felt, and environmental signals are processed. It is unsurprising, therefore, that the brain is so often considered to be the â€Å"home† of personal identity. This theory is a staple of many science fiction texts – as a convention, the cognizant â€Å"brain in a jar† or brain transplant recipient is fairly common. Proponents of this â€Å"we are our brains† theory claim that, so long as the brain persists, so does the person. Counter argument This theory seems to refer to consciousness rather than the physicality of the brain, so it is important to make a clarification between the two. Julian Baggini suggests that we should view the relationship between consciousness and identity similarly to the relationship between a musical score and the paper it is written on (Baggini, 2005, pp. 112-114). In other words, the brain is simply a storage space for our memories, thoughts, and self-awareness. Should it not, therefore, be so that an individual could simply persist as a brain in a jar, provided they could be sustained in that state? If the entirety of personal identity is stored in the brain, there must be no need for the rest of the body beyond keeping the brain alive. Such a theory could not possibly be true – life experiences and interactions with the world are such an intrinsic part of identity that we could not persist without them. The theory that consciousness plays a significant role in the persistence of personal identity is appealing, but it can not be said that the brain alone could sustain consciousness. Conclusion  To call the simple view of the persistence of personal identity â€Å"simple† is almost deceptive; deep consideration on the subject quickly turns towards the complex. It is easy to grasp at the categories of body, brain, and mental state, but it would be wrong to say that the persistence of any of those equates to the persistence of an individual. Personal identity is something so much harder to define, and it is harder still to find definitive measures of its continuation. Personal identity is evasive, and fleeting; it is intangible, ever-changing. Its persistence is so much more than can be determined.

Diminishing Discrimination :: Essays Papers

Diminishing Discrimination Times are changing; people who used to be discriminated against are now starting to be treated with more equality and respect. The disrespect and abuse that the disabled community has gotten in the past is a very dark topic that comes with many sad and scary truths. There are many groups and laws at the present time that are helping this community grow. By integrating more disabled people into public services helps them gain a higher esteem for themselves. The abuse problem amongst the developmentally disabled still does exist today. The most controversial abuse problem happened behind closed doors, in the institutions. The one institution that was in Tucson was called Arizona Training Program Tucson (ATPT). In these such institutions, people with all many varieties of disabilities. This problem of institutional abuse was recognized for at least two centuries (Sobsey, 89). The term institutional abuse refers to neglectful, psychological, physical, an/or sexual abuse that took place in the managed institutional car of human beings (Sobsey, 89-90). Hearing stories from both the patients in these institutions to the workers is horrifying. Some of the things the staff would do to the patients: use heavy sedation, locks, restraints, sexually abuse them, take inappropriate pictures, time outs for long periods of time, and takedowns with several large staff. Other things that were done to the patients was doing the same r outine over and over never teaching new tasks, no outside contact, and no luxury items just bed dresser and clothes. Yes, ATPT was one of the better institutions there were. Many were worse. Institutional abuse is characterized by the extreme power iniquities that exist between staff and residents. In extreme cases, staff control when residents wake up, sleep, eat go to the bathroom, wash, communicate, exercise, rest, and virtually every other aspect of their lives. These extreme disempowerment of institutional residents is rationalized by the paradoxical notion of â€Å"good intentions† (Sobsey, 90). The public was hidden from the real truth till recently when they were shut down or changed into day programs and smaller residential settings, to be more like a home environment.

In this report I will start by exploring Essay

In this report I will start by exploring the history of the Computerised Tomography (CT) scanner and the technological advances which have made this type of medical imaging one of the most successful in its field. In addition, I will give a detailed explanation of the physics used to generate and manipulate a three-dimensional image. These images are used by physicians to diagnose cancers and vascular diseases or identify other injuries within the skeletal system, which can cause millions of deaths each year. This area of research has been chosen because I plan to enter the world of medicine in the next academic year. Medicine is constantly changing and developing. Cost containment and limitations reimbursed for high-tech studies such as CT and Magnetic Resonance imagining (MRI) are part of the future for the health care system. For CT to grow, or at least survive, it must provide more information than other imaging modalities in a cost-effective, time-efficient manner and at this present time it is able to achieve its aim. History: Computed Tomography (CT) imaging is also known as â€Å"CAT scanning† (Computed Axial Tomography). Tomography is from the Greek words â€Å"tomos† meaning â€Å"slice† and â€Å"graphia† meaning â€Å"describing†. The first CT scanner was invented in Britain by the EMI Medical Laboratories in 1973 and was designed by the engineer Godfrey N Hounsfield. Hounsfield was later awarded the Nobel Peace Prize for his contributions to medicine and science. Figure 1. 0 (below left) show the first ever CT scanner produced, with its designer Hounsfield: Foster E. (1993) and Imaginis. com state that: â€Å"the first clinical CT scanners were installed between 1974 and 1976. † The original systems were dedicated to head imaging only, but â€Å"whole body† systems with larger patient openings became available in 1976. CT became widely available by about 1980. According to Imaginis. com, at this present time there are approximately 6,000 CT scanners in the United States and about 30,000 worldwide. However, it should be noted that many third-world counties do not have the financial capability to purchase CT scanners and as a result do not posses them. The first consignment of CT scanners developed by the EMI took several hours to acquire the data for a single scan. In addition, it would take days to reconstruct a single image from this raw data. Bell J.(2006), suggest that modern CT scanners can collect up to 4 slices of data in about 350ms and reconstruct a 512 x 512 matrix from millions of data in less than a second. Since its development 36 years ago CT has made advances in speed, patient comfort and resolution . A bigger volume can be scanned in less time and artefacts can be reduced as faster scans can eliminate faults caused from patient motion. Another advance took place in 1987. Bushong C. S (2004) suggests that, in the original CT scanners the x-ray power was transferred to the x-ray tube by high voltage cable; however modern CT scanners use the principle of slip ring. This is explained in more detail under ‘advances’. Figure 1. 1 (below right) shows what a modern CT scanner looks like. CT examinations are now quicker as well as being more patient-friendly. Much research has been undertaken in this field, which as a result has led to the development of high-resolution imaging for diagnostic purposes. In addition, the research has also reduced the risk of radiation by being able to provide good images at the lowest possible x-ray dose. Principles and Components of CT: CT scanners are based on the x-ray principle; x-rays are high-energy electromagnetic waves which are able to pass through the body. Roberts P. D (1990) states, that as they are absorbed or attenuated at different levels, they are able to create a matrix of differing strength. In x-ray machines this matrix is registered on film, whereas in the case of CT the film is replaced by detectors which measure the strength of x-ray. To understand how a CT scanner works in more detail, I shall start by looking at the equipment used. Firstly, we must analyse the basic components which make a CT scanner work. These are the gantry, operating console and a computer. Figure 1. 2 shows the order in which the information passes. Figure 1.2 shows only basic components; other components will be explained later in the course of this report. Arguably, the most important part of a CT scanner is the gantry. Gantry: According to Foster E (1993) and Impactscan. org, the gantry consists of an x-ray source. Opposite the x-ray source, on the other side of the gantry, is an x-ray detector. During a scan a patient will lie on a table which slides into the centre of the gantry until the part of the body to be scanned is between the x-ray source and detector. The x-ray machine and x-ray detector both rotate around the patient’s body, remaining opposite each other. As they rotate around, the x-ray machine emits thin beams of x-rays through the patient’s body and into the x-ray detector. Figure 1. 3 shows the inside of a gantry. The detectors detect the strength of the x-ray beam that has passed through the body. The denser the tissues, the less x-rays pass through. The x-ray detectors feed this information into a computer as shown is Figure 1. 3. Different types of tissue with different densities show up in a picture on the computer monitor as different colours or shades of grey. Therefore, an image is created by the computer of a ‘slice’ (cross- section) of a thin section of a body. Before advancing any further we must understand the physics behind this process. X-ray tube: The X-ray tube inside the gantry (figure 1. 4) produces the X-ray beams by converting electrical energy into an electromagnetic wave. Graham T. D (1996) and Bbc. co. uk/dna/h2g2 suggest that, this is achieved by accelerating electrons from an electrically negative cathode towards a positive anode. As the electrons hit the target they are decelerated quickly, causing them to lose energy which is converted into heat energy and X-rays. The anode and cathode form a circuit which is completed by the flow of electrons through the vacuum of the tube. The basic layout of an X-ray tube is shown below (figure 1. 4). Figure 1. 4 shows that a high voltage is applied between the anode and the cathode. This very high potential is supplied by a high-voltage generator. The high voltage is the provider of the electrical energy needed for conversion and thus production of X-ray beams. A generator is a device that converts mechanical energy into electrical energy. The process is based on the relationship between magnetism and electricity. In 1831, Faraday discovered that when a magnet is moved inside a coil of wire, electrical current flows in the wire. Three-phase Generator: Three-phase generators are typical of CT scanners. Ogborn J. (2001) and koehler. me. uk, state that this process can be thought of as three phase AC generators combined into one. The poles of the permanent rotating armature magnet swing past each of the non-permanent stator magnets. This induces an oscillating voltage across each of the three coils. Figure 1. 5 shows a three phase generator. As we can see from figure 1. 5, each of the three coils has a wire leading from it. These three wires join together to form the purple wire that leads to the purple terminal see from figure 1. 5 As the three separate coils are arranged 120i apart, the oscillations of each of these are 120i out phase. This means the purple (or neutral) wire can be quite thin since the different phases add up to approximately zero. The potential difference generated needs to be high; high potential difference has a number of advantages in CT scanners. High potential difference reduces bone attenuation (greater penetration) allowing wider range of image (larger grey scale as bone is not merely white as on normal x-ray- (this will be explained later). In addition, the higher the radiation intensity at the detectors in the gantry, the better the information acquired. Gantry: The Collimator: In this section we shall look at the gantry (figure 1. 3) in more detail. Figure 1. 6 shows a diagrammatic representation of the inside of a gantry. According to Foster E (1993), inside the gantry is a beam restrictor called, collimator. Beam restrictors are lead obstacles placed near to the anode of the X-ray tube (figure 1. 4) and are used to control the width of the X-ray beam allowed to pass through the patient. Beam restrictors are needed as they keep patient exposure to a minimum and also reduce scattered rays. This is very important as X-rays are produced by a centre spot on the anode; they are not all produced at the same point. In addition, restrictors also maintain beam width travelling through the patient, which as a result affects the image quality (stronger beam means better image). The most effective form of a beam restrictor is a collimator. This is situated in front of the X-ray tube and consists of two sets of four sliding lead shutters which move independently to restrict the beam. The Filters: By looking at figure 1. 6 we can see another apparatus positioned between the collimator and the X-ray tube. This is the filter and its job is to remove the long wavelength X-rays produced from the X-ray tube. Impactscan. org suggests that, the X-ray tube produces radiation which consists of long and short wavelengths. However, the filter removes long wavelength radiation as this does not play a role in CT image formation, but increases patient dose. We know that long wavelength radiation is less energetic, and as a result passes through the body and cannot be detected.    Furthermore, a person who is very large may not fit into the opening of a conventional CT scanner or may be over the weight limit for the moving table. This could possibly be the next technological advancement in CT scanners. Advantages: The main advantage of CTs is that a short scan time of 600 milliseconds to a few seconds can be used for all anatomic part of the body. This is a big advantage especially for people who are claustrophobic. In addition, it is painless, non-invasive and accurate. As CT scans are fast and simple, in emergency cases they can reveal internal injuries and bleeding quickly enough to help save lives. Also, in this period of economic recession the CT has shown to be cost-effective imaging tool for a wide range of clinical problems. Comparing CT to its competitors the MRI scan, CT is less sensitive to patient movement and can be performed even if the patient has an implanted medical device, unlike MRI. At the present time the CT scanner is superior to the MRI scanner. MRIs are bigger machines, with much more sensitive electronics in addition to requiring bigger support structures to operate them. To sum that all up- MRI machines cost more and this could be the underlying reason that CT are used more than MRI scans. Finally, a diagnosis determined by CT scanning may eliminate the need for exploratory surgery. Risks: The main risk of CT is the chance of cancer from exposure to radiation. The radiation ionises the body cells which mutate when they replicate and form a tumour. However, the benefits of an accurate diagnosis outweigh the risks. In our recent study of ionisation radiation we have learned about the unit of Sievert. Radiologyinfo. org states that a radiation dose from this procedure ranges from 2 to 5 mSV, which is approximately the same as the background radiation received in 4 years. The main risk of CT scanner is cancer; however this is only if they are used excessively. Research for the New Scientist suggests that the risk is very small and the benefits greatly weight it. Summary: In this report I started by looking at the history behind the CT scan and how this medical imaging has taken the science world by storm. I then explained the basic principles behind the scanner. As understanding of these principles grew, we were then led into the physics and a more in depth explanation. The different components of the CT were explained in detail such as the three-phase generator and how an x-ray tube works. This links in with our recent study of physics. During the report we were also able to understand how slip ring and thus helical scanning has proven to be a major advance is this field. Once again, the physics behind this was explained in some detail. The report concluded by looking at the various applications, advantages and risks. The medical imaging world is constantly changing and improving like any field of medicine. Companies are always trying to produce imaging machines which are faster, more accurate, more economical and present less risk to the patient. Therefore, the life span of the CT scanner could be limited with its competitors waiting to emerge in the background. The information in this report is very factual and accurate. I used a variety of sources to obtain the information. Most of the information in this coursework is attained from universities and radiology books. In addition, well-known articles were used from the monthly radiology magazine, ‘Synergy’ as well as information from the ‘New Scientist’ and ‘Nature’. Synergy is the biggest radiography magazine in the UK, which makes me believe that the information obtained it accurate. In addition, ‘New Scientist’ and ‘Nature’ are well established titles which more often than not provide accurate information. The websites I used are all recommended by The University of Hertfordshire to its undergraduates in radiography. This means they are also reliable sources of information. In addition, I also used a number of well recognised radiology books. By using different sources of information, I was able to eliminate any bias or inaccurate information provided in some sources. To sum up, I believe the information provided is accurate and reliable. Bibliography: Book References > Allday J, Adams S (2000) Advanced Physics. Oxford University Press > Ball J, More D. A (2006) Essential Physics for Radiographers. Blackwell Publishing > Bushong C. S (2004) Radiologic Science for Technologist. Mosby Inc > Duncan T, (1987) Physics; A Textbook for Advanced Level Students. John Murray > Elliott A, McCormick A (2004) Health Physics. Cambridge University Press > Foster E (1993) Equipment for Diagnostic Radiographer. MTP Press Limited > Graham T. D (1996) Principles of Radiological Physics. Churchill Livingstone. > Ogborn et al (2000) Advancing Physics A2. Institute of Physics > Roberts P. D, Smith L. N (1990) Radiographic Imaging. Churchill Livingstone > Thompson C, Wakeling J (2003) AS Level Physics. Coordinate Group Publication. On Line References > Figure 1. 0 obtained from, www. catscanman. net > Figure 1. 1 obtained from, www. mh. org. au > Figure 1. 3 and Figure 1. 4 obtained from, www. impactscan. org/slides > Figure 1. 5 obtained from, www. koehler. me. uk > Figure 1. 6 and Figure 1. 7 obtained from www. impactscan. org/slides > Figure 1. 8 obtained from, www. itnonline. net. > Figure 1. 9 and Figure 2. 0 obtained from www. sprawls. org/resources > Figure 2. 1 obtained from, www. csmc. edu > Figure 2. 2 and Figure 2. 3 obtained from, www. sprawls. org/resources > Figure 2. 4, Figure 2. 5 and Figure 2. 6 obtained from www. impactscan. org/slides > www. radiologyinfo. org (25 February 2009) > www. imaginis. com/ct-scan/ (12 March 2009) > www. bbc. co. uk/dna/h2g2 (15 February 2009) > www. impactscan. org/slides (12 March 2009) > www. sprawls. org/resources (14 March 2009) Other References > Synergy Magazine > New Scientist Magazine > Nature Magazine.

Internalization of Values Socialization of the Baraka

Internalization of Values Socialization of the Baraka and Keiski Aubrey Love English Comp 3 Dr. Popham 3/21/2012 The people who inhabit a community and their interactions with one another comprise a society. These repeated interactions allow people to internalize or, hold true, what society portrays as everyday norms and values. These norms and values are instilled during childhood through the time he or she becomes an adult. Amiri Baraka’s autobiography â€Å"School† and Lisa Keiski’s essay â€Å"Suicide’s Forgotten Victims,† makes this evident.In both â€Å"School† and â€Å"Suicide’s Forgotten Victims,† Baraka’s and Keiski’s daily interactions with their peers, authority figures, and society contribute to the formulation of important life lessons. Through the daily interactions with his peers in his educational setting, Baraka internalizes concepts pivotal to real world situations. School provided Baraka with an environment to social with students that have common interests and goals: â€Å"The games and sports of the playground and streets was one registration carried with us as long as we live† (260). Friends compose the next primary socializing agent outside the family.It allows Baraka to see beyond his small world at home and introduces him to new experiences. Physical and recreational activities are important components in childhood development. Interactions with his peers provided Baraka with his first experience of equal status relationships. When Baraka played around with his friends, he made a distinction between himself and the others around him. The games shared between his friends shows that Baraka began learning to understand the idea of multiple roles; the duties and behaviors expected of someone who holds a particular status.Baraka took the values he learned from playing with his friends and certified them, implementing them in his everyday actions for the rest of his life. Baraka’s peers allowed him to internalize a vital life lesson necessary for the real world. Like Baraka, the daily interactions of Keiski with her roommate and friends in college allow her to experience a form of socialization necessary for reality. College not only provides a rigorous coursework, it offers Keiski and her peers a place to learn and grow from each other. I went to a mutual friend who was going to stay with her that night†¦ he had been around Sue too and said that she’d be all right†¦Ã¢â‚¬  (95). When faced with a scenario that Keishi is unsure about, she seeks refuge and clarification from a friend, hoping he can provide her with insight and wisdom about her situation. Although he tried to affirm Sue’s safety, deep in Keiski’s heart, she knew Sue faced trials and tribulations. From her interaction with her mutual friend, Keiski learns that she cannot depend on others to understand or take care of a situation for her.Keisk i had some kind of understanding of Sue’s hint for help, while her mutual friend did not sense suicidal signs from Sue and thus remained clueless the underlying pain. Keiski internalizes the life lesson that not everyone will understand a particular situation and if he or she does not understand, he or she will not have the answer to fix the situation; not all daily interactions lead to a positive end, a harsh but evident value in society. Similarly to the peers in Baraka’s â€Å"School,† authority figures contribute to Baraka’s socialization by exemplifying values and norms in their day-to-day actions.In this case, authority figures take the form of Baraka’s teacher, Mrs. Powell. â€Å"The only black teacher in the school at the time†¦, beat me damn near to death in full view of her and my 7B class†¦ (which apparently was sanctioned by my mother†¦)† (258). Baraka exerted the wrong class attitude by playing around while the te acher taught her class. Mrs. Powell uses Baraka as a demonstration for the class on what appropriate behavior in the classroom is. Mrs. Powell provides Baraka with an experience of the hierarchal system between adults and children.Baraka’s mother’s approval of physical discipline shows Baraka that certain behavior in a given situation will not be tolerated. The authority figures intend to instill the value they believe prove useful in society; values such as respecting authority figures or not talking over someone in a conversation. Through his experience with Mrs. Powell, Baraka internalizes the importance of recognizing people in positions of power and how to interact with them; a life lesson needed in almost every situation: family, friends, or the workplace.By the same token, authority figures in â€Å"Suicide’s Forgotten Victim† help the socialization of Keiski by allowing her to view the world in terms of how it affected her well-being. She says, â €Å"My own therapy has been immensely helpful, perhaps lifesaving† (96). Keiski’s repressed feelings grew stronger eating away at her conscious. She condemned herself for not having done anything to help prevent Sue from committing harm to herself. Keiski sought help from a psychiatrist whom gave her the support she needed, gingerly and sympathetically listening to Keiski’s issues.The therapeutic treatment of positive discussion allowed Keiski to think about herself and how she continuously handled the situation instead of worrying about her roommate and feeling guilty for not taking action to prevent such a travesty from occurring. It was helpful to Keiski in that she began to understand her why she was feeling the way she was. It can be argued that without having the support of the psychiatrist Keiski could have succumbed the pressure and guilt she felt and like Sue, have tried to end her life. That emotional outlet ultimately saved Keiski from herself and the personal guilt within her that built up.The authority figure, the psychiatrist, taught Keiski that she has to remember to consider herself and her own emotions when dealing with hardships in order to maintain good mental health. Not only do the peers and authority figures contribute to Baraka learning life lessons, society as a whole holds the many values and norms that vary from culture to culture. Baraka narrates a moment in time where he was on trial for supposedly cussing out a cop and making remarks about the cop’s father in a bank. Baraka countered stating African Americans focus on joking about mothers and the case was dismissed.From these societal experiences Baraka states, â€Å"I learned that you could keep people off you if you were mouth-dangerous as well as physically capable† (263). Away from the school or home setting, Baraka becomes exposed to values of society that may not have been so evident, such as racism. In society, it is important to be verball y educated. Not everything in life requires physical strength to overcome an obstacle. Baraka learned that words are just as powerful as physical abilities. He can get what he wants by persuading another by manipulating words and sentence structure.Language is used to convey rules, norms, and values amongst a group. It is main form of communication that exists. Baraka learns that life is based off previous statements about how to live, whether they are true or not. Without language, these ideals would not be able to be shared. Just like Baraka, society in Keiski’s â€Å"Suicide’s Forgotten History† society teaches life lessons on how to deal with the pressures of day-to-day interactions. The nature of society blames and points fingers when something goes wrong: â€Å"We, as a society, need to stop stigmatizing the friends and relatives of a suicide victim and start helping them† (94).The societal stigma that followed casted blame on Keiski for Sue’ s suicidal attempt, subjecting her to isolation. This stigma only promotes more grief, increases the recovery time, and discourages individuals from seeking help. Keiski argues that society needs to change its approach in deailing with suicide and suicide’s victim. Instead of pointing fingers and having scapegoats, society needs to give support and sympathy to families that have lost a love one to suicide. Keiski wants society to focus on prevention and intervention to allow families and friends to cope with their trama.Although â€Å"School† and â€Å"Suicide’s Forgotten Victim† tell the story of two distinctive individuals growing up, both account for strong life lessons learned in the process. Peers provide environments for individual to interaction and learn from one another. Authority figures give insight to the world at large through the experiences of their socialized minds. Society is the daily interaction of citizens in any environment exposing p eople to all the aspects that make up society. These are key agents in the development of norms and values in children throughout their growing period.

Nisa essay essays

Nisa essay essays For Westerners, especially Americans, comprehending and appreciating a culture almost completely opposite their own is a large challenge. Majorie Shostak wanted to paint a portrait of the !Kung Bushman of Africa so that her readers could gain the same understanding of their people as she had by living with them. As an artist would, she went to see and experience the !Kung lifestyle in person. You cant paint a true representation of a landscape from a picture or description of it, you have to be there and absorb it first hand. One of the more difficult aspects of African tribal culture to understand is often the role of women. Gender roles in family life, marriage, and daily responsibilities sharply contrast those we are used to. However, through her interviews and day-to-day interaction Shostak paints us a picture that is so vivid and true, it is impossible to put her book down and still hold on to the same prejudices and geocentric attitudes we often carry with us. The most important responsibilities of a !Kung woman are caring for the children and providing food for the family. In an average day women will gather between fifteen and thirty pounds of vegetables. They carry the food and their children with them as they work. Like many tribes men hunt and women gather. However, Nisa also tells us women set traps for small animals as well, Id put the bulb in and leave it for the birds. Id check the traps later in the day. If the bird was caught, Id bring it home and my older brother would take the feathers off (91). Between the trapping gathering women contribute 60-80 percent of the food consumed (12). However, this does not lessen the importance of the mens job of hunting. Hunting skills are developed early on as a child, sometimes as early as toddler age. When they reach adolescence they begin to accompany the men on hunts, but are kept out of unnecessary danger. One th...

The Debate Over Multicultural Education In America Essays

The Debate Over Multicultural Education In America Essays The Debate Over Multicultural Education in America America has long been called "The Melting Pot" due to the fact that it is made up of a varied mix of races, cultures, and ethnicities. As more and more immigrants come to America searching for a better life, the population naturally becomes more diverse. This has, in turn, spun a great debate over multiculturalism. Some of the issues under fire are who is benefiting from the education, and how to present the material in a way so as to offend the least amount of people. There are many variations on these themes as will be discussed later in this paper. In the 1930's several educators called for programs of cultural diversity that encouraged ethnic and minority students to study their respective heritages. This is not a simple feat due to the fact that there is much diversity within individual cultures. A look at a 1990 census shows that the American population has changed more noticeably in the last ten years than in any other time in the twentieth century, with one out of every four Americans identifying themselves as black, Hispanic, Asian, Pacific Islander, or American Indian (Gould 198). The number of foreign born residents also reached an all time high of twenty million, easily passing the 1980 record of fourteen million. Most people, from educators to philosophers, agree that an important first step in successfully joining multiple cultures is to develop an understanding of each others background. However, the similarities stop there. One problem is in defining the term "multiculturalism". When it is looked at simply as meaning the existence of a culturally integrated society, many people have no problems. However, when you go beyond that and try to suggest a different way of arriving at that culturally integrated society, Everyone seems to have a different opinion on what will work. Since education is at the root of the problem, it might be appropriate to use an example in that context. Although the debate at Stanford University ran much deeper than I can hope to touch in this paper, the root of the problem was as follows: In 1980, Stanford University came up with a program - later known as the "Stanford-style multicultural curriculum" which aimed to familiarize students with traditions, philosophy, literature, and history of the West. The program consisted of 15 required books by writers such as Plato, Aristotle, Homer, Aquinas, Marx, and Freud. By 1987, a group called the Rainbow Coalition argued the fact that the books were all written by DWEM's or Dead White European Males. They felt that this type of teaching denied students the knowledge of contributions by people of color, women, and other oppressed groups. In 1987, the faculty voted 39 to 4 to change the curriculum and do away with the fifteen book requirement and the term "Western" for the study of at least one non-European culture and proper attention to be given to the issues of race and gender (Gould 199). This debate was very important because its publicity provided the grounds for the argument that America is a pluralistic society and to study only one people would not accurately portray what really makes up this country. Proponents of multicultural education argue that it offers students a balanced appreciation and critique of other cultures as well as our own (Stotsky 64). While it is common sense that one could not have a true understanding of a subject by only possessing knowledge of one side of it, this brings up the fact that there would never be enough time in our current school year to equally cover the contributions of each individual nationality. This leaves teachers with two options. The first would be to lengthen the school year, which is highly unlikely because of the political aspects of the situation. The other choice is to modify the curriculum to only include what the instructor (or school) feels are the most important contributions, which again leaves them open to criticism from groups that feel they are not being equally treated. A national standard is out of the question because of the fact that different parts of the country contain certain concentrations of nationalities. An example of this is the high concentration of Cubans in Florida or Latinos in the west. Nonetheless, teachers are at the top of the agenda when it comes to multiculturalism. They can do the most for children during the early years of learning, when kids are most impressionable. By engaging students in activities that follow the lines of their multicultural curriculum, they

Complete Guide to Integers on SAT Math (Advanced)

Complete Guide to Integers on SAT Math (Advanced) SAT / ACT Prep Online Guides and Tips Integer questions are some of the most common on the SAT, so understanding what integers are and how they operate will be crucial for solving many SAT math questions. Knowing your integers can make the difference between a score you’re proud of and one that needs improvement. In our basic guide to integers on the SAT (which you should review before you continue with this one), we covered what integers are and how they are manipulated to get even or odd, positive or negative results. In this guide, we will cover the more advanced integer concepts you’ll need to know for the SAT. This will be your complete guide to advanced SAT integers, including consecutive numbers, primes, absolute values, remainders, exponents, and roots- what they mean, as well as how to handle the more difficult integer questions the SAT can throw at you. Typical Integer Questions on the SAT Because integer questions cover so many different kinds of topics, there is no â€Å"typical† integer question. We have, however, provided you with several real SAT math examples to show you some of the many different kinds of integer questions the SAT may throw at you. Over all, you will be able to tell that a question requires knowledge and understanding of integers when: #1: The question specifically mentions integers (or consecutive integers). Now this may be a word problem or even a geometry problem, but you will know that your answer must be in whole numbers (integers) when the question asks for one or more integers. If $j$, $k$, and $n$ are consecutive integers such that $0jkn$ and the units (ones) digit of the product $jn$ is 9, what is the units digit of $k$? A. 0B. 1C. 2D. 3E. 4 (We will go through the process of solving this question later in the guide) #2: The question deals with prime numbers. A prime number is a specific kind of integer, which we will discuss in a minute. For now, know that any mention of prime numbers means it is an integer question. What is the product of the smallest prime number that is greater than 50 and the greatest prime number that is less than 50? (We will go through the process of solving this question later in the guide) #3: The question involves an absolute value equation (with integers) Anything that is an absolute value will be bracketed with absolute value signs which look like this:| | For example: $|-210|$ or $|x + 2|$ $|10 - k| = 3$ $|k - 5| = 8$ What is a value for k that fulfills both equations above? (We will go through how to solve this problem in the section on absolute values below) Note: there are several different kinds of absolute value problems. About half of the absolute value questions you come across will involve the use of inequalities (represented by $$ or $$). If you are unfamiliar with inequalities, check out our guide to inequalities. The other types of absolute value problems on the SAT will either involve a number line or a written equation. The absolute value questions involving number lines almost always use fraction or decimal values. For information on fractions and decimals, look to our guide to SAT fractions. We will be covering only written absolute value equations (with integers) in this guide. #4: The question uses perfect squares or asks you to reduce a root value A root question will always involve the root sign: $√$ $√81$, $^3√8$ You may be asked to reduce a root, or to find the square root of a perfect square (a number that is the square of an integer). You may also need to multiply two or more roots together. We will go through these definitions as well as how all of these processes are done in the section on roots. (Note: A root question with perfect squares may involve fractions. For more information on this concept, look to our guide on fractions and ratios.) #5: The question involves multiplying or dividing bases and exponents Exponents will always be a number that is positioned higher than the main (base) number: $2^7$, $(x^2)^4$ You may be asked to find the values of exponents or find the new expression once you have multiplied or divided terms with exponents. We will go through all of these questions and topics throughout this guide in the order of greatest prevalence on the SAT. We promise that integers are a whole lot less mysterious than...whatever these things are. Exponents Exponent questions will appear on every single SAT, and you will likely see an exponent question at least twice per test. An exponent indicates how many times a number (called a â€Å"base†) must be multiplied by itself. So $4^2$ is the same thing as saying $4 * 4$. And $4^5$ is the same thing as saying $4 * 4 * 4 * 4 * 4$. Here, 4 is the base and 2 and 5 are the exponents. A number (base) to a negative exponent is the same thing as saying 1 divided by the base to the positive exponent. For example, $2^{-3}$ becomes $1/2^3$ = $1/8$ If $x^{-1}h=1$, what does $h$ equal in terms of $x$? A. $-x$B. $1/x$C. $1/{x^2}$D. $x$E. $x^2$ Because $x^{-1}$ is a base taken to a negative exponent, we know we must re-write this as 1 divided by the base to the positive exponent. $x^{-1}$ = $1/{x^1}$ Now we have: $1/{x^1} * h$ Which is the same thing as saying: ${1h}/x^1$ = $h/x$ And we know that this equation is set equal to 1. So: $h/x = 1$ If you are familiar with fractions, then you will know that any number over itself equals 1. Therefore, $h$ and $x$ must be equal. So our final answer is D, $h = x$ But negative exponents are just the first step to understanding the many different types of SAT exponents. You will also need to know several other ways in which exponents behave with one another. Below are the main exponent rules that will be helpful for you to know for the SAT. Exponent Formulas: Multiplying Numbers with Exponents: $x^a * x^b = x^[a + b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $2^4 * 2^6$, you have: $(2 * 2 * 2 * 2) * (2 * 2 * 2 * 2 * 2 * 2)$ If you count them, this give you 2 multiplied by itself 10 times, or $2^10$. So $2^4 * 2^6$ = $2^[4 + 6]$ = $2^10$. If $7^n*7^3=7^12$, what is the value of $n$? A. 2B. 4C. 9D. 15E. 36 We know that multiplying numbers with the same base and exponents means that we must add those exponents. So our equation would look like: $7^n * 7^3 = 7^12$ $n + 3 = 12$ $n = 9$ So our final answer is C, 9. $x^a * y^a = (xy)^a$ (Note: the exponents must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $2^4 * 3^4$, you have: $(2 * 2 * 2 * 2) * (3 * 3 * 3 * 3)$ = $(2 * 3) * (2 * 3) * (2 * 3) * (2 * 3)$ So you have $(2 * 3)^4$, or $6^4$ Dividing Exponents: ${x^a}/{x^b} = x^[a-b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. ${2^6}/{2^2}$ can also be written as: ${(2 * 2 * 2 * 2 * 2 * 2)}/{(2 * 2)}$ If you cancel out your bottom 2s, you’re left with $(2 * 2 * 2 * 2)$, or $2^4$ So ${2^6}/{2^2}$ = $2^[6-2]$ = $2^4$ If $x$ and $y$ are positive integers, which of the following is equivalent to $(2x)^{3y}-(2x)^y$? A. $(2x)^{2y}$B. $2^y(x^3-x^y)$C. $(2x)^y[(2x)^{2y}-1]$D. $(2x)^y(4x^y-1)$E. $(2x)^y[(2x)^3-1]$ In this problem, you must distribute out a common element- the $(2x)^y$- by dividing it from both pieces of the expression. This means that you must divide both $(2x)^{3y}$ and $(2x)^y$ by $(2x)^y$. Let's start with the first: ${(2x)^{3y}}/{(2x)^y}$ Because this is a division problem that involves exponents with the same base, we say: ${(2x)^{3y}}/{(2x)^y} = (2x)^[3y - y]$ So we are left with: $(2x)^{2y}$ Now, for the second part of our equation, we have: ${(2x)^y}/{(2x)^y}$ Again, we are dividing exponents that have the same base. So by the same process, we would say: ${(2x)^y}/{(2x)^y} = (2x)^[y - y] = (2x)^0 = 1$ (Why 1? Because, as you'll see below, anything raised to the power of 0 = 1) So our final answer looks like: ${(2x)^y}{((2x)^{2y} - 1)}$ Which means our final answer is C. Taking Exponents to Exponents: $(x^a)^b = x^[a * b]$ Why is this true? Think about it using real numbers. $(2^3)^4$ can also be written as: $(2 * 2 * 2) * (2 * 2 * 2) * (2 * 2 * 2) * (2 * 2 * 2)$ If you count them, 2 is being multiplied by itself 12 times. So $(2^3)^4 = 2^[3 * 4] = 2^12$ $(x^y)^6 = x^12$, what is the value of $y$? A. 2B. 4C. 6D. 10E. 12 Because exponents taken to exponents are multiplied together, our problem would look like: $y * 6 = 12$ $y = 2$ So our final answer is A, 2. Distributing Exponents: $(x/y)^a = {x^a}/{y^a}$ Why is this true? Think about it using real numbers. $(2/4)^3$ can be written as: $(2/4) * (2/4) * (2/4)$ $8/64 = 1/8$ You could also say $2^3/4^3$ = $8/64$ = $1/8$ $(xy)^z = x^z * y^z$ If you are taking a modified base to the power of an exponent, you must distribute that exponent across both the modifier and the base. $(3x)^3$ = $3^3 * x^3$ (Note on distributing exponents: you may only distribute exponents with multiplication or division- exponents do not distribute over addition or subtraction. $(x + y)^a$ is NOT $x^a + y^a$, for example) Special Exponents: For the SAT you should know what happens when you have an exponent of 0: $x^0=1$ where $x$ is any number except 0 (Why any number but 0? Well 0 to any power other than 0 is 0, because $0x = 0$. And any other number to the power of 0 is 1. This makes $0^0$ undefined, as it could be both 0 and 1 according to these guidelines.) Solving an Exponent Question: Always remember that you can test out exponent rules with real numbers in the same way that we did above. If you are presented with $(x^2)^3$ and don’t know whether you are supposed to add or multiply your exponents, replace your x with a real number! $(2^2)^3 = (4)^3 = 64$ Now check if you are supposed to add or multiply your exponents. $2^[2+3] = 2^5 = 32$ $2^[2 * 3] = 2^6 = 64$ So you know you’re supposed to multiply when exponents are taken to another exponent. This also works if you are given something enormous, like $(x^23)^4$. You don’t have to test it out with $2^23$! Just use smaller numbers like we did above to figure out the rules of exponents. Then, apply your newfound knowledge to the larger problem. And the philosophical debate continues. Roots Root questions are common on the SAT, and you should expect to see at least one during your test. Roots are technically fractional exponents. You are likely most familiar with square roots, however, so you may have never heard a root expressed in terms of exponents before. A square root asks the question: "What number needs to be multiplied by itself one time in order to equal the number under the root sign?" So $√36 = 6$ because 6 must be multiplied by itself one time to equal 36. In other words, $6^2 = 36$ Another way to write $√36$ is to say $^2√36$. The 2 at the top of the root sign indicates how many numbers (2 numbers, both the same) are being multiplied together to become 36. (Note: you do not expressly need the 2 at the top of the root sign- a root without an indicator is automatically a square root.) So $^3√27 = 3$ because three numbers, all of which are the same ($3 * 3 * 3$), multiplied together equals 27. Or $3^3 = 27$. Fractional Exponents If you have a number to a fractional exponent, it is just another way of asking you for a root. So $16^{1/2} = ^2√16$ To turn a fractional exponent into a root, the denominator becomes the value to which you take the root. But what if you have a number other than 1 in the numerator? $16^{2/3} = ^3√16^2$ The denominator becomes the value to which you take the root, and the numerator becomes the exponent to which you take the number under the root sign. Distributing Roots $√xy = √x * √y$ Just like with exponents, roots can be separated out. So $√20$ = $√2 * √10$ or $√4 * √5$ $√x * √y = √xy$ Because they can be separated, roots can also come together. So $√2 * √10$ = $√20$ Reducing Roots It is common to encounter a problem with a mixed root, where you have an integer multiplied by a root (like $3√2$). Here, $3√2$ is reduced to its simplest form, but let's say you had something like this instead: $2√12$ Now $2√12$ is NOT as reduced as it can be. In order to reduce it, we must find out if there are any perfect squares that factor into 12. If there are, then we can take them out from under the root sign. (Note: if there is more than one perfect square that can factor into your number under the root sign, use the largest one.) 12 has several factor pairs. These are: $1 * 12$ $2 * 6$ $3 * 4$ Well 4 is a perfect square because $2 * 2 = 4$. That means that $√4 = 2$. This means that we can take 4 out from under the root sign. Why? Because we know that $√xy = √x * √y$. So $√12 = √4 * √3$. And $√4 = 2$. So 4 can come out from under the root sign and be replaced by 2 instead. $√3$ is as reduced as we can make it, since it is a prime number. We are left with $2√3$ as the most reduced form of $√12$ (Note: you can test to see if this is true on most calculators. $√12 = 3.4641$ and $2 *√3 = 2 * 1.732 = 3.4641$. The two expressions are identical.) Now to finish the problem, we must multiply our reduced form of $√12$ by 2. Why? Because our original expression was $2√12$. $2 * 2√3 = 4√3$ So $2√12$ in its most reduced form is $4√3$ Remainders Questions involving remainders generally show up at least once or twice on any given SAT. A remainder is the amount left over when two numbers do not divide evenly. If you divide 12 by 4, you will not have any remainder (your remainder will be zero). But if you divide 13 by 4, you will have a remainder of 1, because there is 1 left over. You can think of the division as $13/4 = 3{1/4}$. That extra 1 is left over. Most of you probably haven’t worked with integer remainders since elementary school, as most higher level math classes and questions use decimals to express the remaining amount after a division (for the above example, $13/4 = 3 \remainder 1$ or $3.25$). But for some situations, decimals simply do not apply. Joanne’s hens laid a total of 33 eggs. She puts them into cartons that fit 6 eggs each. How many eggs will she have left that do NOT make a full carton of eggs? $33/6 = 5 \remainder 3$. So Joanne can make 5 full baskets with 3 eggs left over. Some remainder questions may seem incredibly obscure, but they are all quite basic once you understand what is being asked of you. Which of the following answers could be the remainders, in order, when five positive consecutive integers are divided by 4? A. 0, 1, 2, 3, 4B. 2, 3, 0, 1, 2C. 0, 1, 2, 0, 1D. 2, 3, 0, 3, 2E. 2, 3, 4, 3, 2 This question may seem complicated at first, so let’s break it down into pieces. The question is asking us to find the list of remainders when positive consecutive integers are divided by 4. This means we are NOT looking for the answer plus remainders- we are just trying to find the remainders by themselves. We will discuss consecutive integers below in the guide, but for now understand that "positive consecutive integers" means positive integers in a row along a number line. So positive consecutive integers increase by 1 continuously. , 12, 13, 14, 15, etc. are an example of positive consecutive integers. We also know that any number divided by 4 can have a maximum remainder of 3. Why? Because if any number could be divided by 4 with a remainder of 4 left over, it means it could be divided by 4 one more time! For example, $16/4 = 4 \remainder 0$ because 4 goes into 16 exactly 4 times. (It is NOT $3 \remainder 4$.) So that automatically lets us get rid of answer choices A and E, as those options both include a 4 for a remainder. Now we also know that, when positive consecutive integers are divided by any number, the remainders increase by 1 until they hit their highest remainder possible. When that happens, the next integer remainder resets to 0. This is because our smaller number has gone into the larger number an even number of times (which means there is no remainder). For example, $10/4 = 2 \remainder 2$, $/4 = 2 \remainder 3$, $12/4 = 3 \remainder 0$, and $13/4 = 3 \remainder 1$ Once the highest remainder value is achieved (n - 1, which in this case is 3), the next remainder resets to 0 and then the pattern repeats again from 1. So we’re looking for a pattern where the remainders go up by 1, reset to 0 after the remainder = 3, and then repeat again from 1. This means the answer is B, 2, 3, 0, 1, 2 Luckily, Joanne's remaining eggs did not go unloved for long. Prime numbers The SAT loves to test students on prime numbers, so you should expect to see one question per test on prime numbers. Be sure to understand what they are and how to find them. A prime number is a number that is only divisible by two numbers- itself and 1. For example, is a prime number because $1 * $ is its only factor. ( is not evenly divisible by 2, 3, 4, 5, 6, 7, 8, 9, or 10). 12 is NOT a prime number, because its factors are 1, 2, 3, 4, 6, and 12. It has more factors than just itself and 1. 1 is NOT a prime number, because its only factor is 1. The only even prime number is 2. Questions about primes come up fairly often on the SAT and understanding that 2 (and only 2!) is a prime number will be invaluable for solving many of these. A prime number $x$ is squared and then added to a different prime number, $y$. Which of the following could be the final result? An even number An odd number A positive number A. I onlyB. II onlyC. III onlyD. I and III onlyE. I, II, and III Now this question relies on your knowledge of both number relationships and primes. You know that any number squared (the number times itself) will be an even number if the original number was even, and an odd number if the original number was odd. Why? Because an even * an even = an even, and an odd * an odd = an odd ($6 * 6 = 36$ $7 * 7 = 49$). Next, we are adding that square to another prime number. You’ll also remember that an even number + an odd number is odd, an odd number + an odd number is even, and an even number + an even number is even. Knowing that 2 is a prime number, let’s replace x with 2. $2^2 = 4$. Now if y is a different prime number (as stipulated in the question), it must be odd, because the only even prime number is 2. So let’s say $y = 3$. $4 + 3 = 7$. So the end result is odd. This means II is correct. But what if both x and y were odd prime numbers? So let’s say that $x = 3$ and $y = 5$. So $3^2 = 9$. $9 + 5 = 14$. So the end result is even. This means I is correct. Now, for option number III, our results show that it is possible to get a positive number result, since both our results were positive. This means the final answer is E, I, II, and III If you forgot that 2 was a prime number, you would have picked D, I and III only, because there would have been no possible way to get an odd number. Remembering that 2 is a prime number is the key to solving this question. Another typical prime number question on the SAT will ask you to identify how many prime numbers fall in a certain range of numbers. How many prime numbers are between 30 and 50, inclusive? A. TwoB. ThreeC. FourD. FiveE. Six This might seem intimidating or time-consuming, but I promise you do NOT need to memorize a list of prime numbers. First, eliminate all even numbers from the list, as you know the only even prime number is 2. Next, eliminate all numbers that end in 5. Any number that ends is 5 or 0 is divisible by 5. Now your list looks like this: 31, 33, 37, 39, 41, 43, 47, 49 This is much easier to work with, but we need to narrow it down further. (You could start using your calculator here, or you can do this by hand.) A way to see if a number is divisible by 3 is to add the digits together. If that number is 3 or divisible by 3, then the final result is divisible by 3. For example, the number 31 is NOT divisible by 3 because $3 + 1 = 4$, which is not divisible by 3. However 33 is divisible by 3 because $3 + 3 = 6$, which is divisible by 3. So we can now eliminate 33 ($3 + 3 = 6$) and 39 ($3 + 9 = 12$) from the list. We are left with 31, 37, 41, 43, 47, 49. Now, to make sure you try every necessary potential factor, take the square root of the number you are trying to determine is prime. Any integer equal to or less than the square root will be a potential factor, but you do not have to try any numbers higher. Why? Well let’s take 36 as an example. Its factors are: 1, 2, 3, 4, 6, 9, 12, 18, and 36. But now look at the factor pairings. 1 36 2 18 3 12 4 9 6 6 (9 4) (12 3) (18 2) (36 1) After you get past 6, the numbers repeat. If you test out 4, you will know that 9 goes evenly into your larger number- no need to actually test 9 just to get 4 again! So all numbers less than or equal to a potential prime’s square root are the only potential factors you need to test. Going back to our list, we have 31, 37, 41, 43, 47, 49. Well the closest square root to 31 and 37 is 6. We already know that neither 2 nor 3 nor 5 factor evenly into 31 and 37. Neither do 4, or 6. You’re done. Both 31 and 37 must be prime. As for 41, 43, 47, and 49, the closest square root of these is 7. We already know that neither 2 nor 3 nor 5 factor evenly into 41, 43, 47, or 49. 7 is the exact square root of 49, so we know 49 is NOT a prime. As for 41, 43, and 47, neither 4 nor 6 nor 7 go into them evenly, so they are all prime. You are left with 31, 37, 41, 43, and 47. So your answer is D, there are five prime numbers (31, 37, 41, 43, and 47) between 30 and 50. Prime numbers, Prime Directive, either way I'm sure we'll live long and prosper. Absolute Values Absolute values are a concept that the SAT loves to use, as it is all too easy for students to make mistakes with absolute values. Expect to see one question on absolute values per test (though very rarely more than one). An absolute value is a representation of distance along a number line, forward or backwards. This means that an absolute value equation will always have two solutions. It also means that whatever is in the absolute value sign will be positive, as it represents distance along a number line and there is no such thing as a negative distance. An equation $|x + 3| = 14$, has two solutions: $x = $ $x = -17$ Why -17? Well $-17 + 3 = -14$ and, because it is an absolute value (and therefore a distance), the final answer becomes positive. So $|-14| = 14$ When you are presented with an absolute value, instead of doing the math in your head to find the negative and positive solution, rewrite the equation into two different equations. When presented with the above equation $|x + 3| = 14$, take away the absolute value sign and transform it into two equations- one with a positive solution and one with a negative solution. So $|x + 3| = 14$ becomes: $x + 3 = 14$ AND $x + 3 = -14$ Solve for $x$ $x = $ and $x = -17$ $|10 - k| = 3$ $|k - 5| = 8$. What is a value for $k$ that fulfills both equations above? We know that any given absolute value expression will have two solutions, so we must find the solution that each of these equations shares in common. For our first absolute value equation, we are trying to find the numbers for $k$ that, when subtracted from 10 will give us 3 and -3. That means our $k$ values will be 7 and 13. Why? Because $10 - 7 = 3$ and $10 - 13 = -3$ Now let's look at our second equation. We know that the two numbers for $k$ for $k - 5$ must give us both 8 and -8. This means our $k$ values will be 13 and -3. Why? Because $13 - 5 = 8$ and $-3 - 5 = -8$. 13 shows up as a solution for both problems, which means it is our answer. So our final answer is 13, this is the number for $k$ that can solve both equations. Consecutive Numbers Questions about consecutive numbers may or may not show up on your SAT. If they appear, it will be for a maximum of one question. Regardless, they are still an important concept for you to understand. Consecutive numbers are numbers that go continuously along the number line with a set distance between each number. So an example of positive, consecutive numbers would be: 4, 5, 6, 7, 8 An example of negative, consecutive numbers would be: -8, -7, -6, -5, -4 (Notice how the negative integers go from greatest to least- if you remember the basic guide to integers, this is because of how they lie on the number line in relation to 0) You can write unknown consecutive numbers out algebraically by assigning the first in the series a variable, $x$, and then continuing the sequence of adding 1 to each additional number. The sum of four positive, consecutive integers is 54. What is the first of these integers? If x is our first, unknown, integer in the sequence, so you can write all four numbers as: $x + (x + 1) + (x + 2) + (x + 3) = 54$ $4x + 6 = 54$ $4x = 48$ $x = 12$ So, because x is our first number in the sequence and $x= 12$, the first number in our sequence is 12. You may also be asked to find consecutive even or consecutive odd integers. This is the same as consecutive integers, only they are going up every other number instead of every number. This means there is a difference of two units between each number in the sequence instead of 1. An example of positive, consecutive even integers: 8, 10, 12, 14, 16 An example of positive, consecutive odd integers: 15, 17, 19, 21, 23 Both consecutive even or consecutive odd integers can be written out in sequence as: $x, x + 2, x + 4, x + 6$, etc. No matter if the beginning number is even or odd, the numbers in the sequence will always be two units apart. What is the median number in the sequence of five positive, consecutive odd integers whose sum is 185? $x + (x + 2) + (x + 4) + (x + 6) + (x + 8) = 185$ $5x + 20 = 185$ $5x = 165$ $x = 33$ So the first number in the sequence is 33. This means the full sequence is: 33, 35, 37, 39, 41 The median number in the sequence is 37. Bonus history lesson- Grover Cleveland is the only US president to have ever served two non-consecutive terms. Steps to Solving an SAT Integer Question Because SAT integer questions are so numerous and varied, there is no set way to approach them that is entirely separate from approaching other kinds of SAT math questions. But there are a few techniques that will help you approach your SAT integer questions (and by extension, most questions on SAT math). #1: Make sure the question requires an integer. If the question does NOT specify that you are looking for an integer, then any number- including decimals and fractions- are fair game. Always read the question carefully to make sure you are on the right track. #2: Use real numbers if you forget your integer rules. Forget whether positive, even consecutive integers should be written as $x + (x + 1)$ or $x + (x + 2)$? Test it out with real numbers! 14, 16, 18 are consecutive even integers. If $x = 14$, $16 = x + 2$, and $18 = x + 4$. This works for most all of your integer rules. Forget your exponent rules? Plug in real numbers! Forget whether an even * an even makes an even or an odd? Plug in real numbers! #3: Keep your work organized. Like with most SAT math questions, integer questions can seem more complex than they are, or will be presented to you in strange ways. Keep your work well organized and keep track of your values to make sure your answer is exactly what the question is asking for. Santa is magic and has to double-check his list. So make sure you double-check your work too! Test Your Knowledge 1. If $a^x * a^6 = a^24$ and $(a^3)^y = a^15$, what is the value of $x + y$? A. 9B. 12C. 23D. 30E. 36 2. If $48√48 = a√b$ where $a$ and $b$ are positive integers and $a b$, which of the following could be a value of $ab$? A. 48B. 96C. 192D. 576E. 768 3. What is the product of the smallest prime number that is greater than 50 and the greatest prime number that is less than 50? 4.If $j, k$, and $n$ are consecutive integers such that $0jkn$ and the units (ones) digit of the product $jn$ is 9, what is the units digit of $k$? A. 0B. 1C. 2D. 3E. 4 Answers: C, D, 2491, A Answer Explanations: 1. In this question, we are being asked both to multiply bases with exponents as well as take a base with an exponent to another exponent. Essentially, the question is testing us on whether or not we know our exponent rules. If we remember our exponent rules, then we know that we must add exponents when we are multiplying two of the same base together. So $a^x * a^6 = a^24$ = $a^{x + 6} = a^24$ $x + 6 = 24$ $x = 18$ We have our value for $x$. Now we must find our $y$. We also know that, when taking a base and exponent to another exponent, we must multiply the exponents. So $(a^3)^y = a^15$ = $a^{3 * y} = a^15$ $3 * y = 15$ $y = 5$ In the final step, we must add our $x$ and $y$ values together: $18 + 5 = 23$ So our final answer is C, 23. 2. We are starting with $48√48$ and we know we must reduce it. Why? Because we are told that our first $48 = a$ and our second $48 = b$ AND that $a b$. Right now our $a$ and $b$ are equal, but, by reducing the expression, we will be able to find an $a$ value that is greater than our $b$ So let's find all the factors of 48 to see if there are any perfect squares. 48 $1 * 48$ $2 * 24$ $3 * 16$ $4 * 12$ $6 * 8$ Two of these pairings have perfect squares. 16 is our largest perfect square, which means that it will be the number we must use to reduce $48√48$ down to its most reduced form. Though we are not explicitly asked to find the most reduced form of $48√48$, we can start there for now. So $48√48 = 48 * √16 * √3$ $48 * 4 *√3$ $192√3$ This means that our $a = 192$ and our $b = 3$, then: $ab = 192 * 3 = 576$ So our final answer is D, 576. (Special note: you'll notice how we are told to find one possible value for $ab$, not necessarily $ab$ when $48√48$ is at its most reduced. So if our above answer hadn't matched one of our answer options, we would have had to reduce $48√48$ only part way. $48√48 = 48 * √4 * √12$ $48 * 2 * √12$ $96√12$ This would make our $a = 96$ and our $b = 12$, meaning that our final answer for $ab$ would be $96 * 12 = 52$.) 3. This question requires us to be able to figure out which numbers are prime. Let us use the same methods we used during the above section on prime numbers. All prime numbers other than 2 will be odd and there is no prime number that ends in 5. So let's list the odd numbers (excluding ones that end in 5's) above and below 50. 41, 43, 47, 49, 51, 53, 57, 59 We are trying to find the ones closest to 50 on either side, so let's first test the highest number in the 40's. 49 is the perfect square of 7, which means it is divisible by more than just itself and 1. We can cross 49 off the list. 47 is not divisible by 3 because $7 + 4 = $ and is not divisible by 3. It is also not divisible by any even number (because an even * an even = an even), by 5, or by 7. This means it must be prime. (Why did we stop here? Remember that we only have to test potential factors up until the closest square root of the potential prime. $√47$ is between $6^2 = 36$ and $7^2 = 49$, so we tested 7 just to be safe. Once we saw that 7 could not go into 47, we proved that 47 is a prime.) 47 is our largest prime less than 50. Now let's test the smallest number greater than 50. 51 is odd, but $5 + 1 = 6$, which is divisible by 3. That means that 51 is also divisible by 3 and thus cannot be prime. 53 is not divisible by 3 because $5 + 3 = 8$, which is not divisible by 3. It is also not divisible by 5 or 7. Therefore it is prime. (Again, we stopped here because the closest square root to 53 is between 7 and 8. And 8 cannot be a prime factor because all of its multiples are even). This means our smallest prime less than 50 is 47 and our largest is 53. Now we just need to find the product of those two numbers. $47 * 53 = 2491$ Our final answer is 2491. 4. We are told that $j$, $k$, and $n$ are consecutive integers. We also know they are positive (because they are greater than 0) and that they go in ascending order, $j$ to $k$ to $n$. We are also told that $jn$ equals a number with a units digit of 9. So let's find all the ways to get a product of 9 with two numbers. $1 * 9$ $3 * 3$ The only way to get any number that ends in 9 (units digit 9) from the product of two numbers is in one of two ways: #1: Both the original numbers have a units digit of 3 #2: The two original numbers have units digits of 1 and 9, respectively. Now let's visualize positive consecutive integers. Positive consecutive integers must go up in order with a difference of 1 between each variable. So $j, k, n$ could look like any collection of three numbers along a consistent number line. 0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, , 12, 13, 14, 15, 16, etc. There is no possible way that the units digits of the first and last of three consecutive numbers could both be 3. Why? Because if one had a units digit of 3, the other would have to end in either 1 or 5. Take 13 as an example. If $j$ were 13, then $n$ would have to be 15. And if $n$ were 13, then $j$ would have to be . So we know that neither $j$ nor $n$ has a units digit of 3. Now let's see if there is a way that we can give $j$ and $n$ units digits of 1 and 9 (or 9 and 1). If $j$ were given a units digit of 1, $n$ would have a units digit of 3. Why? Picture $j$ as . $n$ would have to be 13, and $ * 13 = 143$, which means the units digit of their product is not 9. But what if $n$ was a number with a units digit of 1? $j$ would have a units digit of 9. Why? Picture $n$ as now. $j$ would be 9. $9 * = 99$. The units digit is 9. And if the last digit of $j$ is 9 and the numbers $j, k, \and n$ are consecutive, then $k$ has to end in 0. So our final answer is A, 0. The Take-Aways Integers and integer questions can be tricky for some students, as they often involve concepts not tested in high school level math classes (when’s the last time you dealt with integer remainders, for example?). But most integer questions are much simpler than they appear. If you know your definitions- integers, consecutive integers, absolute values, etc.- and you know how to pay attention to what the question is asking you to find, you’ll be able to solve most any integer question that comes your way. What’s Next? Whew! You’ve done your paces on integers, both basic and advanced. Now that you’ve tackled these foundational topics of the SAT math, make sure you’ve got a solid grasp of all the math topics covered by the SAT math section, so that you can take on the SAT with confidence. Find yourself running out of time on SAT math? Check out our article on how to buy yourself time and complete your SAT math problems before time’s up. Feeling overwhelmed? Start by figuring out your ideal score and check out how to improve a low SAT math score. Already have pretty good scores and looking to get a perfect 800 on SAT Math? Check out our article on how to get a perfect score written by a full SAT scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Research Component Essay Example | Topics and Well Written Essays - 1250 words

Research Component - Essay Example The individuals belonging to both the genders were interviewed. After the research process, the hypothesis was upheld. Crime is a social phenomenon and exists in each and every culture of the world from the most primitive human tribes and clans to the modern contemporary society. With the increase in population of the world at large, the tribes and communities grew widely and developed into society. The crime rate also got its place along with the growth of civilization with an upward trend and increase. The need of rules and system was felt to preserve peace and harmony. Subsequently, social norms, mores and taboos were determined to bring regularity in society. Socio-cultural and political authorities came into being with the passage of time, to evade disturbance and control deviancy from the prescribed manners prevailing in some specific area. Punishment and penalties were implemented leading towards the formulation of the sets of laws and penal codes. Agencies were originated to cope with the individuals deteriorating the peace and stability of society. Abnormal attitude creating public nuisance was declared as crime against the state and its individuals. Durkheim views crime, states Coser (1977:141), as normal in terms of its occurrence, and even as having positive social functions in terms of its consequences. In his words: "Where crime exists, collective sentiments are sufficiently flexible to take on a new form, and crime sometimes helps to determine the form they will take. How many times, indeed, it is only an anticipation of future morality--a step toward what will be." As criminal behavior contains universality in its concept, it is not limited to one social class or age group only. Though there is no hard and fast rule for the victimization of specific crime on specific group, yet there are some types of pestering which can be attributed to particular group or class. The nature of crimes varies from one age

Tuition assistance in the work place and its effects on retention Coursework

Tuition assistance in the work place and its effects on retention - Coursework Example The employers’ acts intends at enhancing employees’ loyalty and retention or longevity given that the employee continually expands their knowledge and skills while working. In my proposal of Tuition assistance in the work place and its effects on retention, I identified numerous factors that make tuition assistance programs by employers extremely effective. As an employer, ensure that there exists an educational assistance program in one organization, align the company goals and employees’ goals, define a strategic plan around the program, utilize online colleges and universities, and regularly keep track of success measurements for the tuition assistance program. Extremely effective tuition assistance could save a firm much money especially by regulating tuition to low cost college course providers and ensuring that all employees’ educational needs align with the company interests (Flaherty, 2007). Besides saving money, the firm could also reduce employees’ turnover rates given that educated employees better understand their responsibilities, have greater job satisfaction, and opt to remain with the company

Crime Rates Assignment Example | Topics and Well Written Essays - 1000 words

Crime Rates - Assignment Example What are the forces behind these declines? How do the rates of crime in the U.S. compare with other countries? This paper will address these questions through analysis of crime data from the U.S. Census Bureau and the FBI. The aim will be to paint a picture of the relationship between geographical characteristics and crimes trends. In addition, the paper will outline the structure of the PowerPoint presentation for this topic and explain the rationale behind the outlined structure. According to various agencies including the FBI and the U.S. Census Bureau, the rates of crime in the U.S. for the past decade have sharply declined. This presentation will focus on explicating on the proclaimed decrease in crime rates, analyzing crime data from the FBI and the U.S. Census Bureau to ascertain reasons behind this decline, and analyzing the crime trends in relation to demographics. The presentation will first focus on the crime rates data between 1990 and 2010 in some of the largest metropol is based on the reports by the FBI and the U.S. Census Bureau.It will analyze the changes in the rates of rime of this period. During this period, propertyand violent crime significantly declined by about 46 percent and 30 percent respectively. Demographically, the rate of crime in suburbs was lower than in the cities. In almost all large metropolis, crime rates difference between the suburbs and the cities declined by close to two thirds from 1990 to 2010 (FBI, 2010). In most of the cases, the crime rate either fell or rose at once. Suburban communities with a high-density population of older people had the greatest drop in crime rates. Both high-density suburbs and cities registered a drop in violent crime rates. The presentation will then focus on the reasons for the decline in crime rates and impacts of this decline. The decline in crime rates saw diversification of communities, which led to the weakening of the relationship between community demographics and crime. Over this pe riod, the relationship between crime and the characteristics of the community such as the proportion of the population that is poor, Hispanic, foreign-born or black, considerably diminished. For instance, property crime in black communities reduced by half, and violent crime in Hispanic communities disappeared. In comparison with the past, metropolitan areas are safer today. These trends of crime rate decreasehavelargely benefitted more urbanized, more minority, poor and older communities. This is the reason behind the decline inthe difference and contrast between the suburbs and the cities. Understanding this relationship underscores the notion that crime is not only an urban problem, but a metropolitan too. Structure of the PowerPoint Presentation The PowerPoint presentation to that will be used in this topic will be constructed in such a way that allows the audience to understand how crime rates have changed over the years, how and what forces are behind the changes in crime rate , and what difference is there between the U.S. and other countries in terms of crime rate. Introduction Slides The introduction part wil purpose to give a summary background account of the crime rates in the U.S between 1990 and 2010. This will be done by analyzing the FBI and the U.S. Census Bureau crime data. Body Slide The body slides will analyze and outline the decline in crime rates in the U.S. in last two decades as depicticted by the crime data fro the U.S. Census B

Affirmative Action in the workforce Essay Example | Topics and Well Written Essays - 500 words

Affirmative Action in the workforce - Essay Example Though there are no legal requirements to hire unqualified people, opponents argue that affirmative action causes the minority to get a job over a more qualified worker. This logic has two flaws. One, the employer can choose many reasons to hire a ‘qualified’ applicant. It is an open and ambiguous term that can easily be largely ignored or manipulated to suit the employer’s possible racist tendencies. Another problem with the opponent’s argument is the previously discussed method of standardized testing. The quality of education a person receives doesn’t necessarily predict their future potential. Another argument by those opposed to affirmative action is that it disproportionately benefits middle and upper-middle class minorities, not the poor and working class people of color who need it most. A more careful examination of this criticism shows that affirmative action programs have benefited substantial numbers of poor and working class people of co lor. â€Å"Access to job training programs, vocational schools, and semi-skilled and skilled blue-collar, craft, pink-collar, police and firefighter jobs has increased substantially through affirmative action programs. Even in the professions, many people of color who have benefited from affirmative action have been from families of low income and job status† (Ezorsky, 1991, p. 64). Opponents point out that affirmative action is patently unfair to white males because they must pay for the past discriminations of people of a different era and mindset and may not get the jobs they might be more qualified for. These opponents are correct in that specific white people may be passed by for some job opportunities because of affirmative action policies and that they and their families suffer as a result. Proponents counter that the lack of employment opportunities is unfortunate and its causes are what the debate should be

Should circumstantial evidence be the sole basis for a conviction in Essay

Should circumstantial evidence be the sole basis for a conviction in capital cases - Essay Example When a prosecutor brings a capital case, which is also called a death penalty case, she must charge one or more "special circumstances" that the jury must find to be true in order to sentence the defendant to death. (http://www.nolo.com/definition.cfm/term/52557AC3-B765-4BEE-B51CE8A9811D2939, para 1) These circumstances should be able to give enough proof that a capital crime is committed by the accused beyond doubt. These "special circumstances" should be able to lead the prosecution to the person who has truly committed the crime. Circumstantial evidence is just as important as direct evidence. These are evidence of facts from which inferences or presumptions can be drawn. Providing circumstantial evidence from a capital crime aids in the conviction of the right person responsible for the crime committed. Prosecutors are able to create a picture of how the crime may have been committed given the circumstantial evidences. It may even lead them to further investigation of the crime that may lead them to the direct evidences that might give them clues as to the actual crime scene. Circumstantial evidence may at the same time provide the investigators a guide to get the right convict. Circumstantial evidence is not considered to be proof that something happened but it is often useful as a guide for further investigation. (http://en.wikipedia.org/wiki/Circumstantial_evidence, para 9) On the other hand, however important circumstantial evidences may be in a capital case, it should not be the sole basis in bringing the accused to the death row. Circumstantial evidence must be closely examined and it must be looked at cumulatively. In other words, a court would be very slow to convict a defendant on the basis of one piece of circumstantial evidence alone. For instance, a particular person's fingerprint found in the crime scene does not necessarily mean that he committed the crime. (http://oasis.gov.ie/justice/evidence/circumstantial_evidence.html, para 14)He could be a close friend of the victim who happened to come to the crime scene before the actual crime took place. It could just be any innocent person who came to the scene before the criminal incident happened. These are just some instances that may give wrong accusations to the wrong persons who may have directed the circumstantial evidences. In this case, circumstantial evidence cannot be considered to be the sole basis of conviction in a capital case. Nevertheless, if there are a number of different strands of circumstantial evidence, taken together, it is rather another story that must be given as much as necessary attention such that it provides more weight than a single circumstantial evidence. (http://oasis.gov.ie/justice/evidence/ circumstantial_evidence.html, para 15) Say for instance that the accused was seen at the scene of the crime at the exact time the incident was assumed to have happened, his fingerprints were found at the crime scene, his DNA is identified with the victims body, he loathe the victim that he may have threatened the victim before, and that he behaved suspiciously after the crime had happened. Provided this series of circumstantial evidences that points to the direction of the accused, the prosecutor may find these

Human Rights Case Study Example | Topics and Well Written Essays - 1500 words

Human Rights - Case Study Example 114) Evaluate this statement using the examples of the law on privacy you have studied in Unit 21. Is the current balance between a right to privacy and a right to freedom of expression appropriate? The subject of human rights has pre-occupied the world for quite a long period now as people seek to pursue their interests with freedom and all inalienable rights guaranteed to them. Human rights are very fundamental in human society and this is evidenced by its adoption in the international law, constitutions of many states, regional institutions law, and policies of private and non-governmental organizations. Most human rights provisions in various legal jurisdictions are informed by the provisions of the Universal Declaration of Human Rights (The Open University, 2012, p. 31). Most of human rights laws in many jurisdictions borrow from the Declaration’s provisions. According to the Open University (2012, p. 15), human rights are based on three main premises. The first premise i s that human rights are universal, which mean that they are held equally by all people regardless of aspects such as geography, gender, and age. The second premise is that human rights are inalienable and therefore cannot be taken away from someone by anybody regardless of the circumstances. The final premise is that human rights are indivisible and therefore cannot be denied simply because they are viewed to be non-essential or less important. Clapham (2007, p. 114) states â€Å"human rights simultaneously claim to protect freedom of expression and the rights to privacy.† Over the years, there has been debate regarding the issues that Clapham raises in this assertion. The debate has been revolving around the question of how and to what extent does human rights protect freedom of expression and the rights to privacy. Also, questions have been raised regarding the nature and limitations of such protection and whether there are circumstances in which this protection can be viol ated. Therefore, this essay will evaluate this statement using several examples of the privacy law. Also, it will discuss the question of whether the current balance between a right to privacy and a right to freedom of expression is appropriate. Before evaluating this statement, it is important to define some of the key terms in the statement: human rights; freedom of expression; and right to privacy. Human rights refer to the fundamental rights that are inalienable to an individual by the virtue of being a human being (The Open University, 2012, p. 10). Human rights can exist as legal rights or natural rights. Freedom of expression is a legal and political right that allows one to communicate his or her ideas and opinions through various channels of communication. It is essential in daily interactions of individuals, as well as in enabling the society to work and to actively participate in decision making (p. 92). The right to privacy provides individuals or group of individuals to seclude certain information about themselves or seclude themselves and therefore able to selectively reveal themselves. The right to privacy and the freedom of expression are fundamental human rights provisions that allow individual members of the society to interact with each other and to form groups with others in the society. They both provide the bedrock upon which intimate relationships, family relationships, and friendships are built (p. 92). Since most of these aspects are interrelated, protecting right to privacy would simultaneously protect certain aspects of freedom of expression. Clapham (2007, p. 114) asserts that human rights simultaneously claim protection of freedom of expression and that of the right to privacy. A critical look into the definition of human rights

Should circumstantial evidence be the sole basis for a conviction in Essay

Should circumstantial evidence be the sole basis for a conviction in capital cases - Essay Example When a prosecutor brings a capital case, which is also called a death penalty case, she must charge one or more "special circumstances" that the jury must find to be true in order to sentence the defendant to death. (http://www.nolo.com/definition.cfm/term/52557AC3-B765-4BEE-B51CE8A9811D2939, para 1) These circumstances should be able to give enough proof that a capital crime is committed by the accused beyond doubt. These "special circumstances" should be able to lead the prosecution to the person who has truly committed the crime. Circumstantial evidence is just as important as direct evidence. These are evidence of facts from which inferences or presumptions can be drawn. Providing circumstantial evidence from a capital crime aids in the conviction of the right person responsible for the crime committed. Prosecutors are able to create a picture of how the crime may have been committed given the circumstantial evidences. It may even lead them to further investigation of the crime that may lead them to the direct evidences that might give them clues as to the actual crime scene. Circumstantial evidence may at the same time provide the investigators a guide to get the right convict. Circumstantial evidence is not considered to be proof that something happened but it is often useful as a guide for further investigation. (http://en.wikipedia.org/wiki/Circumstantial_evidence, para 9) On the other hand, however important circumstantial evidences may be in a capital case, it should not be the sole basis in bringing the accused to the death row. Circumstantial evidence must be closely examined and it must be looked at cumulatively. In other words, a court would be very slow to convict a defendant on the basis of one piece of circumstantial evidence alone. For instance, a particular person's fingerprint found in the crime scene does not necessarily mean that he committed the crime. (http://oasis.gov.ie/justice/evidence/circumstantial_evidence.html, para 14)He could be a close friend of the victim who happened to come to the crime scene before the actual crime took place. It could just be any innocent person who came to the scene before the criminal incident happened. These are just some instances that may give wrong accusations to the wrong persons who may have directed the circumstantial evidences. In this case, circumstantial evidence cannot be considered to be the sole basis of conviction in a capital case. Nevertheless, if there are a number of different strands of circumstantial evidence, taken together, it is rather another story that must be given as much as necessary attention such that it provides more weight than a single circumstantial evidence. (http://oasis.gov.ie/justice/evidence/ circumstantial_evidence.html, para 15) Say for instance that the accused was seen at the scene of the crime at the exact time the incident was assumed to have happened, his fingerprints were found at the crime scene, his DNA is identified with the victims body, he loathe the victim that he may have threatened the victim before, and that he behaved suspiciously after the crime had happened. Provided this series of circumstantial evidences that points to the direction of the accused, the prosecutor may find these

International financial strategy Essay Example | Topics and Well Written Essays - 3000 words

International financial strategy - Essay Example Thus it is absolutely important that the companies take precautionary measures to minimize the risks (Bonaccorsi and Daraio, 2009). The present research study elucidates the benefits and costs and advantages that a company can enjoy if it is listed in more than one exchange. British Petroleum is used as an example to show how it finances its long term capital needs. Apart from that effort is also made to present the transaction risk faced by the company. Reasons for which a company cross lists itself A multinational company is spread all across the globe. Due to this reason such a company is involved in multiple numbers of trading relationships across multiple time zones and more importantly in multiple currencies. The company must be listed on the domestic exchange apart from the other foreign exchanges (Chiefele, 2012). The domestic exchange most of the time performs the job for currency exchange. If the operational base of the company is spread in more than 5 to 6 different intern ational countries, then using the domestic exchange as the basis for all transactional requirements becomes complex and cumbersome (Garrick, 2011). The transactions which are settled in different foreign currencies may have different consequences on the company if they are settled through a foreign exchange rather than a domestic exchange. For example the exchange rate between two different currencies can be slightly different between a foreign exchange and a domestic exchange. Multinational companies can use this price difference for their own advantages. The difference in price is due to the information asymmetry. The financial system is connected by very complex network where any new information generated at one corner gets dispersed to other corners easily (Gulbrandsen and Smeby, 2008). The stock exchanges around the world are connected by vast system of networks. The networks carry large amount of information in a matter of seconds. Thus any lag in information between two time zones is almost negligible. Still the negligible difference when multiplied by transactions worth billions of dollars the resultant is completely different (Hakim, 2010). This entails the arbitraging concept. This kind of arbitraging has been reduced significantly due to superfast information dissemination and sharing. Despite that there are many deficiencies in the systems which are sometimes misused by multinational companies. One of the most important reasons for cross-listing is reducing the cost of equity. Finding sources of finance is a matter of perennial concern for any company. The difficulty becomes multiplied if it is a multinational company. If the multinational company is listed in a more than one exchanges then the probability of raising the capital increases. The company can use various modes of financing both debt and equity. Thus the dependency on one economy or the modes of finance decreases considerably. This in turn eases the rate of return that a company has to offer to the investors to raise the capital (Harvey, Smith and Wilkinson, 2007). This is