The Key Of Pre Eminent Auditory Localization - 1491 Words

Pinnae and Head Movement: The Key to Pre-eminent Auditory Localization Patrice A. Searson Australian Catholic University: Strathfield Word Count: Tutor: Jaymee-Lee Owen Tutorial: Thursday, 4pm Abstract The aim of this current study was to examine people’s ability to locate sound with the use of head movements and the pinnae. 202 participant’s ranging from 18-25 years of age were seated in a chair and where tested on their sound localization in four different conditions; having normal pinnae and no head movement, distorted pinnae and no head movements, normal pinnae and permitted head movement, distorted pinnae and no head moment. Results show that both the pinnae and head movements when used together provide maximum effect to auditory localization. Pinnae and Head Movement: The Key to Pre-eminent Auditory Localization Auditory localisation is a crucial component involved in people’s everyday hearing. It is the ability to situate a source of sound in space; this refers to a person trying to detect the location of a potential sound in direction and distance. Auditory localization relies on the use of binaural cues, monaural cues (Licklider, 1951), the pinnae (Fisher Freedman, 1968) and head movements (Clifton, Perris, Bullinger, 1991). The first components binaural and monaural cues are both extremely important as they help people locate the direction of a sound source from the head. Monaural cues involve the use of only one ear to locate a

Their Eyes Were Watching God - 1494 Words

Topic 2: Compare/contrast Janie in Hurston s Their Eyes Were Watching God Edna in Chopin s The Awakening in terms of conformity within a male-dominated society. (four page minimum)  Overtime, no matter what kind of circumstance set up towards the term superiority, the meaning of it being expressed has not changed. It has not been expressed differently between any kind of man, even during the early 1900s era where they claimed their dominance over women. Women were put through the same overwhelming motive of repression that man (regardless of the race) had attempted to suffocate them with. It is in the hands of a women on how they take the repression that has been brought upon them by man. Portrayed in Zora Neale Hurston’s novel Their Eyes Were Watching God, Janie is an African American women who endures the superiority of man. As an African American women she is brought up to know when she is allowed to do as she wants and when she is not. She exemplifies the standard view that society has set up for a male to have the last word in the way a female must live their life. Unlike a women who has been pampered her whole life to do as she wants whenev er she wants as brought to us by Edna in The Awakening by Kate Chopin. The two must try to coexist within the superiority brought by man. Janie was raised by her grandmother who she calls Nanny that had previously lived the life as a slave. The young sixteen year old girl was brought to us as a product ofShow MoreRelatedTheir Eyes Were Watching God1064 Words   |  5 Pagessignificant than death. In Zora Neale Hurston’s famous novel, Their Eyes Were Watching God, the main character Janie Crawford is plagued by the deaths of loved ones. Janie moves from caregiver to caregiver searching for true love and happiness, only to have it stripped away from her once she finds it in her third husband Tea Cake. At the end of the novel, having realized true love and loss, Janie is a whole woman. Their Eyes Were Watching God portrays the growth of the human spirit through both the emotionalRead MoreTheir Eyes Were Watching God1780 Words   |  8 Pagesshort story â€Å"Sweat† and novel Their Eyes Were Watching God, the focus is on women who want better lives but face difficult struggles before gaining them. The difficulties involving men which Janie and Delia incur result from or are exacerbated by the intersection of their class, race, and gender, which restrict each woman for a large part of her life from gaining her independence. Throughout a fair part of Zora Neal Hurston’s novel, Their Eyes Were Watching God, Janie’s low class create problemsRead MoreTheir Eyes Were Watching God932 Words   |  4 PagesJanie Crawford: The Woman Whose Clothing Conveys Her Relationships In Zora Neale Hurston’s Their Eyes Were Watching God, the protagonist, Janie, endures two marriages before finding true love. In each of Janie’s marriages, a particular article of clothing is used to symbolically reflect, not only her attitude at different phases in her life, but how she is treated in each relationship. In Janie’s first marriage with Logan Killicks, an apron is used to symbolize the obligation in her marriage. â€Å"Read MoreAnalysis Of Their Eyes Were Watching God 1061 Words   |  5 PagesDivision: Janie Crawford in Their Eyes Were Watching God Their Eyes Were Watching God was written in 1937 by Zora Neale Hurston. This story follows a young girl by the name of Janie Crawford. Janie Crawford lived with her grandmother in Eatonville, Florida. Janie was 16 Years old when her grandmother caught her kissing a boy out in the yard. After seeing this her grandmother told her she was old enough to get married, and tells her she has found her a husband by the name of Logan. Logan was a muchRead More Eyes Were Watching God Essay711 Words   |  3 Pages Their Eyes Were Watching God provides an enlightening look at the journey of a quot;complete, complex, undiminished human beingquot;, Janie Crawford. Her story, based on self-exploration, self-empowerment, and self-liberation, details her loss and attainment of her innocence and freedom as she constantly learns and grows from her experiences with gender issues, racism, and life. The story centers around an important theme; that personal discoveries and life experiences help a person findRead More Their Eyes Were Watching God Essay1757 Words   |  8 Pages Their Eyes Were Watching God Book Report 1. Title: Their Eyes Were Watching God 2. Author/Date Written: Zora Neale Hurston/1937 3. Country of Author: 4. Characters Janie Mae Crawford- The book’s main character. She is a very strong willed, independent person. She is able to defy a low class, unhappy life because of these factors, even though the environment that she grew up and lived in was never on her side. Pheoby Watson – Janie’s best friend in Eatonville. Pheoby is the only towns person whoRead MoreWhose eyes were watching God?1400 Words   |  6 PagesWhose eyes were watching God? In the movie Their Eyes Were Watching God, Oprah Winfrey manipulates events that happened in the book by Zora Neale Hurston. Oprah morphs many relationships in the movie Their Eyes Were Watching God. She changes the role of gender, and also makes changes in Janie’s character strength. Oprah also changes the symbolism in the movie to where some important symbols in the book change to less important roles. Oprah changes many important events in the book Their Eyes WereRead MoreTheir Eyes Were Watching God Essay724 Words   |  3 PagesTHEIR EYES WERE WATCHING GOD ESSAY  ¬Ã‚ ¬ Janie Crawford is surrounded by outward influences that contradict her independence and personal development. These outward influences from society, her grandma, and even significant others contribute to her curiosity. Tension builds between outward conformity and inward questioning, allowing Zora Neal Hurston to illustrate the challenge of choice and accountability that Janie faces throughout the novel. Janie’s Grandma plays an important outward influenceRead MoreEssay on Their Eyes Were Watching God921 Words   |  4 PagesTheir Eyes Were Watching God An Analysis So many people in modern society have lost their voices. Laryngitis is not the cause of this sad situation-- they silence themselves, and have been doing so for decades. For many, not having a voice is acceptable socially and internally, because it frees them from the responsibility of having to maintain opinions. For Janie Crawford, it was not: she finds her voice among those lost within the pages of Zora Neale Hurston’s famed novel, Their Eyes Were WatchingRead MoreTheir Eyes Were Watching God By Zora Hurston Essay1233 Words   |  5 PagesHurston In the novel â€Å"Their Eyes Were Watching God† by Zora Neal Hurston is about a young woman named Janie Crawford who goes on a journey of self discovery to find her independence. The book touches on many themes like gender roles, relations, independence and racism however racism isn’t mainly focused upon in the book which some writers felt should have been. Some felt that the representation of black characters should have been better role models. Zora Hurston’s novel wasn’t like other black literature

The Most Influence People in Your Life Free Essays

Ms Edwina, my co-worker, who is an accounting clerk at San Fernando Valley Community Mental Health Center, is the most influential person in my life because she has always supported me and given me hope. In fact, accepted to work as a payroll clerk with no accounting background and with my terrible English, I felt very stressful in learning a lot of new things at the same time, and I had no confidence in communicating with other people. Things did not improve, and I totally fell apart and wanted to give up after five months of working there. We will write a custom essay sample on The Most Influence People in Your Life or any similar topic only for you Order Now Fortunately, that was when Ms Edwina, my co-worker, who is an accounting clerk at San Fernando Valley Community Mental Health Center, is the most influential person in my life because she has always supported me and given me hope. In fact, accepted to work as a payroll clerk with no accounting background and with my terrible English, I felt very stressful in learning a lot of new things at the same time, and I had no confidence in communicating with other people. Things did not improve, and I totally fell apart and wanted to give up after five months of working there. Fortunately, that was when Ms. Edwina came back to work from her medical leave. The first time we met at work, I was immediately impressed with her brightly broad smile. Before long, when talking about the work I had been doing, she took her time to thoroughly explain to me about things I should understand like the workflows, and then she carefully taught me what I did not know how to handle. Since then, I have felt more and more confident and comfortable when working with her. Despite of her health problem, breast cancer, Ms. Edwina has always enjoyed her life fully, and devoted much of her time and effort to her job. More importantly, I soon learned that she was the most optimistic, encouraging and confident woman that I had ever known. I still remember the morning when I hopelessly sat at my desk crying bitterly after being yelled at by my boss only about a job I had not done very well. Frankly, I just wanted to quit the job right there and then. Again, luckily, Ms. Edwina came, gave me a big hug and calmly but friendly said to me, â€Å"Anh, life is not about never falling, but about the courage to get up strong again. As human beings, we all make mistakes but we must never lose hope. † Thanks to her, I finally could have the courage to go on with my challenging job every day. Better still, thanks to her, I do have hope for a better future, and I am now already working better, feeling better, and even living a better life. Ms. Edwina is truly the best teacher and friend in my life. How to cite The Most Influence People in Your Life, Essay examples

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