Ministry in the Clearing Has Been Described as a Healing Ritua free essay sample

The symbolic healing caress, a convention that recalls the tradition of medieval kings who placed a ritual touch on the sick is represented in this passage. The touch of blessing permeates the story from Amy’s gentle massage and makeshift bandage for Sethe’s feet to Baby Suggs’s compassionate, methodical washing of Sethe’s body, quadrant by quadrant; from Paul D’s blessing of Sethe’s hideous tree-like scar to his loving return to Sethe’s bedside to anoint her feet and accept her for the powerful woman she once was and still can be. The motif grows more focused on womanhood through the use of myriad breast images, which connect suckling with the maternal will to raise healthy, whole and safe babies, whatever the cost. By extension, Baby Suggs offers a spiritual caress to the worshippers who surround her miniature Sermon on the Mount in the clearing. Her message restores their sense of self-worth by urging them to love their physical bodies, which have been so discounted by slavery that, like Paul D, they have confronted themselves in terms of value. We will write a custom essay sample on Ministry in the Clearing Has Been Described as a Healing Ritua or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Morrison also blends several religious conventions in this chapter. Like Pythia, Apollos priestess in ancient Delphi, Baby Suggs, holy sat in her shrine the Clearing and, without training, responded intuitively to the spiritual needs of all comers. Her Christ-like message, Let the children come, emulates Mark 10:14, Suffer the little children to come unto me. Reaching out to men and women as well, Baby Suggs bid the children to laugh, the men to dance, and the women to cry. The throng, mixing their roles in a symphony of laughter, dance, and sobs, responded to Baby Suggss great big heart. An example of Baby Suggs’ ‘healing ceremony’, Sethe follows the advice of her to deal with her past and lay it all down. Before Paul Ds arrival, she was satisfied to live with the memories of faces of Howard and Buglar and to keep her husband in mind somewhere out there. Now, because of Paul D’s revelation, she can only see an image of her husband with his face covered with butter. She knows she must exorcise such visions. Sethe decides that she must go to the Clearing to try and heal the past. Furthermore, Sethe wishes Baby Suggs was still around to rub her neck and say, Lay em down, Sethe. Sword and shield. Dont study war no more. She also wishes she could hear one of the healing sermons of Baby Suggs that would encourage her to get rid of her knives of defence against misery, regret, gall, and hurt. She still misses Baby Suggs, nine years after her mother-in-law succumbed to her weak heart. Like the Native American All-Mother or Mediterranean Earth Mother mythic figures who offer blessings and transcend time and place by permeating all cultures, Baby Suggs offers her own version of Christs beatitudes. After the battering self-denial of slavery, her followers need self-esteem more than theology. Baby Suggs exhorts them to find human comfort to love their hands and to use them in touching, patting, and stroking others. She names feet, backs, shoulders, arms, liver, and the prize—the heart. A foreshadowing of Baby Suggss heart condition as well as of Sethes need to rediscover her own self-worth, the scene anticipates the conclusion of the novel in which Sethe, no longer able to lean upon her wise mother-in-law, finds acceptance in Paul D and thus accepts herself. Baby Suggs revival meetings in the Clearing originated when she arrived in Cincinnati because her heart had remained intact, even though slavery had nearly destroyed the rest of her body. Baby Suggs instructed the blacks to love their bodies, especially their mouths and hearts. They had to love their mouths to battle the speechlessness imposed on them under slavery, and their hearts they had to love in order to preserve their human feelings-her old philosophy stood in sharp contrast to Paul Ds need to keep his heart locked away. However, what happened to Sethe broke Baby Suggs, convincing her that there was no bad luck in this world but whitefolks, and making her feel that her preaching had all been lies. Those were her final words; after Schoolteacher came to 124 and Sethe killed her daughter, Baby Suggs lost her faith and her will to live.

Do Curfews Keep Teenagers Out of Trouble

Do Curfews Keep Teenagers Out of Trouble Introduction Over the past decade, juvenile crimes have been on the rise in many regions around the world. These have been attributed to an increase in drug abuse, media influences and negative peer pressure among the youth. As such, laws have been enacted to deter the youth from getting into trouble. In addition, parents have been advised to set curfews in order to restrict their children’s activities during certain hours of the day and night.Advertising We will write a custom essay sample on Do Curfews Keep Teenagers Out of Trouble? specifically for you for only $16.05 $11/page Learn More Arguably, curfews help in the reduction of juvenile crime and victimization. However, opponents of this fact argue that curfews deny teenagers their civil rights. This paper shall argue that curfews are beneficial to society in regard to the role they play in improving the lives of teenagers, and maintain social order. This shall be done by reviewing the arguments forwarded by the opponents and proponents of the impact curfews have on teenagers’ behaviors. Impacts of Curfews on Teenagers Logically, if there are indications that teenagers are getting into trouble between certain hours of the day or night, implementing curfews may help monitor their activities. Curfews provide a convenient way of deterring teenagers from juvenile crimes and victimization (Adams, 2003). Aviram (2011), states that the implementation of a curfew decreases the likelihood of juveniles to commit violent and property crimes by 10% within the first year of its implementation. This percentage increases substantially in subsequent years (Aviram, 2011). Similarly, Williams (2012), states that curfews enable parents to set boundaries, responsibilities and sleep patterns for their adolescent children. Through curfews, teenagers are able to know what is expected of them, their responsibilities and manage their time effectively. In addition, Williams (2012), states tha t teenagers learn of the importance of rules, and the consequences of breaking those rules (for example, mistrust). These aspects help make the teenagers better citizens, while improving the bond between the parents and their teenage children.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Aviram (2011) argues that curfews facilitate the preservation of social order. At the teenage stage, individuals equate their freedom to the amount of time they spend with their friends. Similarly, at this stage, individuals are more likely to get into social problems due to peer pressure and reasoning inefficiencies. As such, a teenager without restrictions is bound to do what he/she wants. In this regard, setting a curfew may help teenagers understand their responsibilities, and stay away from activities that may affect the level of trust and privilege given to them by their parents. On the same note, Puzzanchera and Sickmund (2008) suggest that curfews help teenagers develop a more structured and disciplined routine. The ultimate goal of a curfew is to ensure that a teenager is at home within specified periods of time. Failure to do so leads to punishment or restriction of freedom. In order to avoid such punishments, teenagers under a curfew ensure that they plan their time and activities carefully. However, despite these positive attributes associated with the implementation of curfews, there are people who believe that curfews do not achieve this aim. According to Zimmerman (2011), curfews cannot prevent teens from getting pregnant, smoking, drinking, or participating in criminal activities. At this age, individuals are curious, and often find a way to do such things with or without a curfew in place. The behavior exhibited by a teenager depends on the relationship he/she has with the community. For example, teenagers with positive moral and social values avoid conflict and tr ouble at all costs. On the other hand, those with negative influences in life often find themselves in trouble. Despite whether there is a curfew or not, delinquent teens always end up in trouble, while those with conservative personalities and trustworthy relationships avoid such situations. On the same note, a study on juvenile crime in Detroit indicated that while such crimes had decreased by 6% during curfew hours in 1976, it had increased by 13% during the afternoon hours of the day (non-curfew hours). Ordinarily, most curfews are between 8 p.m. and midnight depending on the parent, state or school schedule.Advertising We will write a custom essay sample on Do Curfews Keep Teenagers Out of Trouble? specifically for you for only $16.05 $11/page Learn More However, nationwide statistics indicate that most juvenile crimes (80%) occur between 9 a.m. and 10 p.m., which is outside the curfew hours (Zimmerman, 2011). This is a clear indication that curfews do not keep teens out of trouble. Zimmerman (2011), further states that the enacted curfew ordinances may be acceptable politically but they lack the ability to address the key issue, which is increased juvenile delinquency. The author suggests that the focus should be directed towards improving recreation centers, campaigning for youth empowerment and advocating for parental control. Such initiatives are more likely to succeed in keeping teenagers out of trouble, as compared to setting curfews, which violate teenagers’ freedom of speech and movement, as well as their right to equal protection and due process among other civil rights (Zimmerman, 2011). Discussion Both sides provide compelling cases to support their arguments regarding the implementation of curfews as a means to keeping teenagers out of trouble. However, unless they are legally declared as adults, teenagers are their parents’ responsibility, and are bound by the rules set by the parents. In as much as cur fews may not seem effective in deterring juvenile delinquency, they have played a pivotal role in fostering responsibility, respect for boundaries and effective time management among the youth. They ensure that teenagers understand what is expected of them and the consequences of noncompliance to those expectations. Similarly, parents have obligations to ensure the safety and health of their children. However, they cannot monitor and supervise their children’s activities every hour of the day. Setting curfews gives parents an opportunity to establish a trusting relationship with their children. As a result, parents are able to know where their children are, with whom and at what time to expect them back home. Despite what the teenagers do with their free time, implementation of curfews lessens their likelihood of getting into trouble. This is because they are afraid of the repercussions associated with breaking the curfew. In the long-run, curfews play a significant role in d eterring teenagers from getting into trouble. Simply put; the benefits of curfews as a deterrent mechanism far outweigh the costs.Advertising Looking for essay on education? Let's see if we can help you! Get your first paper with 15% OFF Learn More Conclusion Curfews make a significant impact on teenagers’ behaviors. They help parents to monitor their children’s activities and minimize the likelihood of teenagers getting into trouble. While some may argue that curfews are ineffective in the prevention of juvenile delinquency, there is supporting evidence that indicate otherwise. Throughout this paper, the arguments for and against curfews have been outlined and support for each offered. At the end, it has been revealed that curfews help in the reduction of juvenile crime and victimization. References Adams, K. (2003). The Effectiveness of Juvenile Curfews at Crime Prevention. Annals 587: 136–59. Aviram, H. (2011). Are teen curfews necessary?   Web. Puzzanchera, C., Sickmund, M. (2008). Juvenile Court Statistics 2005. Pittsburgh, Pa.: National Center for Juvenile Justice. Williams, L. (2012). What Can Happen When Teens Dont Have a Curfew? Web. Zimmerman, J. (2011). Curfews dont keep kids out of trouble. Web.

The 21 Hardest ACT Math Questions Ever

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

Oral pathology related to thyroid disorder Research Paper

Oral pathology related to thyroid disorder - Research Paper Example In the event that a suspicion of thyroid malady emerges for an undiagnosed patient, all elective dental treatment ought to be put on hold until a complete restorative assessment is performed. Hypothyroidism is characterized by a reduction in thyroid hormone generation and thyroid gland capacity. Adolescence hypothyroidism known as cretinism is portrayed by thick lips, vast jutting tongue (macroglossia), malocclusion and deferred emission of teeth. Hyperthyroidism is a condition brought on by unregulated generation of thyroid hormones. The oral appearances of thyrotoxicosis, incorporates expanded helplessness to caries, periodontal malady, augmentation of extra glandular thyroid tissue (for the most part in the sidelong back tongue), maxillary or mandibular osteoporosis, quickened dental emission and blazing mouth disorder. Dental treatment adjustments may be fundamental for dental patients who are under restorative administration and catch up for a thyroid condition regardless of the fact that there are no co-horrible conditions. The thyroid gland is a bilobular structure that lies on other side of the trachea. Thyroid brokenness is the second most normal glandular disorder of the endocrine framework and is expanding, overwhelmingly among ladies. Up to 5% of the female populace has adjustments in thyroid capacity, and up to 6% may have clinically discernible thyroid knobs on palpation. An expected 15% of the all inclusive community has anomalies of thyroid anatomy on physical examination, and an obscure rate of these doesn’t finish a symptomatic assessment. It has been proposed that the quantity of individuals influenced may be twice the same number of as the undetected cases. This implies patients with undiagnosed hypothyroidism or hyperthyroidism are seen in the dental seat, where routine treatment can possibly bring about unfavourable results (Malamed, 2006). The oral human services proficient ought to be acquainted with the oral and

6340 week 1 posts Assignment Example | Topics and Well Written Essays - 250 words

6340 week 1 posts - Assignment Example The questions you have raised shed are amazing because you bring out an aspect of research and teaching experience of the faculty that are existing which have not been discussed by others and none of the advertisements I have encountered mention any of that. I however wonder if you would explain why there is need to know the experience of the existing faculty and what relevance that information has on the roles of the nurse educator (OShea, 2002). I also think a secondary research will provide some of that information. The first job’s requirement of employing a US citizen is not only limiting but also prejudicial because US is composed of many nationalities some of whom are more educated and qualified and I have an experience of that. In addition to the questions about accreditation of the institution, the accreditation of the nurse educator who will be employed there may be questioned later by future employees and hence should be a point of concern for the applicants (National League for Nursing Certification Governance Committee, 2005). Further information especially about accreditation can be obtained from websites of higher education in that

The Impact of the Hippie on American Society :: Hippies, Sociology, 1960s Counterculture

American society and culture experienced an awakening during the 1960s as a result of the diverse civil rights, economic, and political issues it was faced with. At the center of this revolution was the American hippie, the most peculiar and highly influential figure of the time period. Hippies were vital to the American counterculture, fueling a movement to expand awareness and stretch accepted values. The hippies’ solutions to the problems of institutionalized American society were to either participate in mass protests with their alternative lifestyles and radical beliefs or drop out of society completely. The government and the older generations could not understand their way of life. Hippies were often portrayed as criminals, subversive to the morals and best interest of the public. Although misunderstood, the hippie had a great impact throughout the country, still surviving today in American culture. The term â€Å"hippie† itself became a universal term in the late sixties. It originated in a 1967 article in Ramparts, entitled â€Å"The Social History of the Hippies.† Afterward, the name was captured by the mass media as a label for the people of the new movement. (Yablonsky 28) Even before this, the word â€Å"hip† described someone who was â€Å"in† and â€Å"down†, wise to what was going on around him. By the 1960s, some of America’s youth created a gap between themselves and their parents. They grew their hair long because it was natural and therefore considered beautiful. At first, the idea of men with long hair was absurd and society considered it a sign of homosexuality. When it became clear that the establishment felt so strongly about hair, the attitudes of young rebels changed. One young man responded after being questioned about his unkempt appearance: Growing hair does not mean that I am or am not a homosexual. It does mean that I am willing to stand up for my rights as a human being and that includes my right to be harmless to all people. It also indicates my unwillingness to get on the treadmill of killing for a vast machine-like government. If I am scorned and called dirty because I allow hair to grow on my face and my head, then so much the better, for by this I indicate the seriousness of my belief. I scorn the society that has created this monstrous robot-like conformity that feeds the war machine as Hitler found robots to feed his war machine.

BR Richardson Timber Corporation

People want different things from work, usually when we get what we want we are motivated and our morale helps us to improve the quality of our work and lives. For most people money is the motivation but often it is necessary to tie in monetary rewards with non-monetary rewards so that employees remain motivated. A combination of these will almost always lead to commitment to an organization, innovative ideas and generally high quality of work. Human resource policies should be such that they empower the most important of all the resources that a company has which is its people.This will translate to large profits for the company and great satisfaction among the employees. Safety and health issues are a major issue in the BR Timber Company. Most employees in the company are dissatisfied with their jobs, working hours and working conditions. Morale is down and as a result productivity is decreased with increased job turnover as high as 70 percent in some departments of the company. Ro n, the team leader in gluing reports that new members rarely last a year at the gluing department. This is due to the work they are introduced to upon starting work.The grueling tasks involved usually result in back injuries. Often there is no orientation to the job and the new workers learn on the job about the rights technique of hanging beams. Ron reports that most men have bad backs, broken fingers and toes, and hernias. An interview with Marty reveals that a death had occurred at the gluing department. Even with this the death the men were expected to act as if nothing had happened and continue working. The mean also showed great concern for a man who had sustained a concussion after hitting a center nail in the overcrowded gluing area.During a tour of the plant it was noted that safety was very much compromised placing the worker’s health at risk. For instance, some workers did not have helmets, others did not have safety glasses, and band-saw safety devices were absent . Dirk a scheduler with a masters in forestry also reported that the employees did not under go any physicals. Though the men had medical insurance this was not enough to pick up their morale in relation to the safety of their working conditions. The stacks of beams are stacked too high such that they fall frequently.This in fact is how a death occurred at the plant. Some of the machines given to the workers are also not in good working order for example Rolf cited a machine that has four wheels and five feet of clearance. The machine has neither brakes nor shut-off making it inefficient and ineffective to work with. The building and ventilation standards of the plant as reported by Ro are below average leading to serious weight loss among the men during the summer. Physical well being and a healthy mind are necessary if a workforce is to be healthy.A healthy workforce is a motivated one and usually when one is in good physical health the mind is at ease and the worker can concentra te on his work. This is only possible if the worker knows that his working environment is safe and poses no danger to his health. This is absent at BR Timber Company. To begin with, BR Timber Company needs to set up an employee service that ensures that the employees undergo a physical and that they are up to the hard work expected of them. This will help in identification of any employees who may be risking their health by doing the grueling tasks at the plant.It is necessary to work with the quality control manager to develop guidelines that are task-specific for the different jobs and working environments in the place. Most men get accidents because they do not get the concept of a task clearly. The frequent movement of men from one job to another makes it difficult for them to be trained. To deal with the mistakes made the men need to be at one work station long enough to learn what exactly is needed in the beams and thus increase safety with less mistakes being made.OSHA (Occup ational Safety and Health Administration) recommended that ergonomic policies be made voluntary rather than mandatory. This aims at reducing work-related injuries and is better when it is voluntary rather than mandatory because then the company is free to follow these guidelines without feeling coerced. The benefits especially for BR Timber Company ion having employees’ health maintained is that employees will need less time off because injuries (Ju, 2007). For BR Timber a safe environment would be provided by first ensuring that employees have the necessary safety gear.This includes ensuring that helmets and safety glasses are available to all employees in all shifts. In addition the company should improve the condition in its glue area which has many damps causing the place to be crowded and creating difficulty in walking around. The absence of safety devices for band saws should also be looked into so that the band saws are fitted with guarding. Ensuring that warning signs are placed at strategic points in the plant to improve safety by providing employees and visitors of potential danger should also be done.The storage area for the beams is a dangerous area with one death already having occurred due to the stacks of beams being too high and thus falling. A solution to this problem would be to make the stacks lower and look for adequate space like suggested by Dirk that a bigger yard could be created by knocking out the field and organizing the stacks so that their disarray could cease posing a danger to the employees. Maintenance of equipment and machines is also another issue that contributes to poor working and safety conditions.By regularly repairing the work-out machines or repairing them altogether the company stands to gain more in the long run since efficiency will be increased and productivity together with safety will also be enhanced. No employee is comfortable using a machine that has no brakes, so a simple intervention like ensuring all the machines have breaks would make the employees feel safer. The job of ensuring safety does not only lie with management but also with the employees. If and when quality safety gear is provided the management should make sure that the employees use them appropriately.By allowing ongoing inspection teams to ensure that the company and its employees are taking the necessary safety precautions a higher level of accountability is encouraged and the company is more likely to adhere to a safe workplace and with the employees adhering to the safety guidelines. The solutions to the safety problems at BR Timber Company would best be addressed by incorporating the assistance of a safety consultancy agency. OSHA has many resources that would be useful for the company.In addition they offer computer software and technical information assistance that is easy to follow and that has specifications of OSHA standards meaning that the company cannot go wrong on safety if they seek services of such an agency. Another strategy that BR Timber Company needs to employ for the sake of the health of its workers is to put up a counseling unit for the workers. Many of the employees seem to be very concerned and disturbed about injuries sustained by a worker (Bob) who was hit by a centre rail and also by the death of a colleague at the beam stacking area.Though most of the men wanted to go home that day, they were not allowed showing some degree of insensitivity to the men’s state of mind following the loss of a colleague. The employees would have benefited a lot from having supportive services then. Education concerning injury prevention should be regularly provided for the employees. These would be especially helpful in preventing back injuries and knowing how to manage hernias which are both common problems in the BR Timber Company. Compensation and benefits is another pressing issue in the company.It is mainly related to overtime. The amount of work the employees put in is s ignificantly disproportionate to their pay. The workers felt that they were paid 60 cents per hour lower than the union and added that when the union got a 65 cents-per-hour raise, the employees at BR Timber Company got a 45 cent-per-hour raise. This being among the lowest paid employees in the timber business means that they are not motivated much. The only other benefit that seems available to these employees is the medical insurance cover.Most of the employees seem unhappy with their salaries even with overtime included. When a softball team was setup by one of the employees financing for it was inadequate since it required about $700 and the staff were only given $250. Due to the compulsory nature of overtime most employees do not even have the time to play the game. For most, they go home eat sleep and wake up again to go to work with very little time spent with their families. One of the things the company is doing right is providing medical cover for the employees.Other solut ions to poor motivation due to poor salaries in benefits include pay increments. This would be better handled by a compensation analyst to ensure that the employees’ salaries are matched with those of other union employees. This does not have to happen to immediately it could be a plan over time in which the employees get gradual increases in payment following a survey of their salary scales. (Mathis and Jackson, 2006) An employee benefits manager may be necessary to provide better management of the employees benefits especially the health insurance and pension plans.In the case of the BR Timber Company the nature of the industry the company is in calls for the company to have an accident and dismemberment insurance plan. The manager when appointed will be able to keep abreast of all legal issues affecting the employee benefits. This will streamline the process of claiming benefits and increase the trust the employees have in the company leading to greater motivation (Mathis and Jackson, 2006) In assessing how much it needs to pay the employees to keep them motivated and still earn a profit the company ought to go through a budge process.This will provide a means for determining how much has been spent on the payroll. The positions of various employees ought to be such that their positions fit into the overall percentage of the payroll. When jobs are clearly defined determining their going rate becomes easier. Using job descriptions for entry other job will provide a means of comparison with the market place. The jobs can also be marched to others by comparison of the core functions (Krotz, 2007). To ensure that the turnover rate for employees is not high due to employee dissatisfaction with the pay it is necessary to track the competition.BR Timber pays lower than other union companies making those companies a viable alternative for the employees. Supervisors and others with positions of authority need to have a salary range especially for those whom i t will be employing new. Other perks of the job can also be considered benefits and are important because work is not only about money. Overtime being such demoralizing aspect of work at BR Timber Company, the management ought to consider flextime. Most of the employees complain that they do not have enough time to spend with their families.