Robert Bakker - A Profile of the Famous Paleontologist

Robert Bakker - A Profile of the Famous Paleontologist Name:  Robert Bakker Born: 1945 Nationality:  American About Robert Bakker Probably no paleontologist alive today has had as much of an impact on popular culture as Robert Bakker. Bakker was one of the technical advisers for the original Jurassic Park movie (along with two other famous figures from the dinosaur world, Jack Horner and the science writer Don Lessem), and a character in the sequel The Lost World, Dr. Robert Burke, was inspired by him. He has also written a best-selling novel (Raptor Red, about a day in the life of a Utahraptor), as well as the 1986 nonfiction book The Dinosaur Heresies. (Theres a bit of an in-joke in The Lost World: Bakker believes Tyrannosaurus Rex was a predator, while Horner believes T. Rex was a scavenger, so having Burke eaten whole in the movie lends support to the former hypothesis!) Among his fellow paleontologists, Bakker is best known for his theory (inspired by his mentor John H. Ostrom) that dinosaurs were warm-blooded, pointing to the active behavior of raptors like Deinonychus and the physiology of sauropods, whose cold-blooded hearts, Bakker argues, wouldnt have been capable of pumping blood all the way up to their heads, 30 or 40 feet above the ground. Although  Bakker is known for stating his views  forcefully, not all of his fellow scientists are convinced, some of them suggesting that dinosaurs may have had intermediate or homeothermic metabolisms rather than being strictly warm- or cold-blooded. ​Bakker is a bit of maverick in another way: in addition to being the curator of paleontology at the Houston Museum of Natural Science, hes also an ecumenical Pentecostal minister who likes to argue against interpreting biblical texts literally, preferring to see the New and Old Testaments as guides to ethics rather than to historical or scientific  facts. Unusually for a paleontologist who has had such an outsized impact on his field, Bakker isnt especially well known for his field work; for instance, he hasnt discovered or named any dinosaurs (or prehistoric animals) of note, though he did have a hand in investigating Allosaurus nesting sites  in Wyoming  (and concluding that the hatchlings of these predators received at least a modicum of parental attention). Bakkers influence can be traced above all to The Dinosaur Heresies; many of the theories he promotes in this book (including his speculation that dinosaurs grew much more rapidly than had been previously believed) have since been widely accepted by both the scientific establishment and the general public.

PSAT Scoring How Does It Work

PSAT Scoring How Does It Work SAT / ACT Prep Online Guides and Tips If you're preparing to take the PSAT, it'simportant you understand everything there is to know aboutPSAT scoring. How is the PSAT scored? And how will this information help you get the score you want on test day? On the SAT? In this article, we go overthePSAT scoring scale and show you how to calculate your PSAT scores using official scoring tables. We also coverSelection Index scores and offer our top four tips on how to utilize PSAT scoringto inform both PSAT and SAT prep! How Is the PSAT Scored Overall? By Section? The PSAT scoring scale is 320-1520 in 10-point increments. On this scale, 320 is the minimum score you can get and 1520 is the maximum. This scale differs just slightly from the SAT scoring scale, which is 400-1600. Like the SAT, your total PSAT score is a combination of your Evidence-Based Reading and Writing (EBRW) and Math scores. (The EBRW score comprises the Reading and Writing and Language sections.) Both EBRW and Math use a score range of160-760, with each section accounting for halfyour total PSAT score. So a 500 on EBRW and a 600 on Math would equala total PSAT score of 1100. But obviously there aren't1,520 questions on the PSAT! So why is the PSAT scoring scale out of 1520? The reason for this is thatall of these scores are actuallyscaled scores, which areconverted fromraw scores (equivalent to the number of questions you answered correctly) through a specialequating process. The College Board uses this process toaccount for variances in difficulty among PSATs - essentially, to ensure that a scaled PSAT score will always indicate the same level of ability, no matter when you take thetest. Here’s how theCollege Board describes the PSATequating process: â€Å"This conversion process adjusts for slight differences in difficulty among versions of the test and provides a score that is equated, or consistent, across forms. This process ensures that no student receives an advantage or disadvantage from taking a particular form of the test on a particular day;* a score of 400 on one test form is equivalent to a score of 400 on another test form.† *Emphasis mine. Upon completing the PSAT, you’ll earn three raw scoresfor Math, Reading, and Writing and Language (hereafter referred to as â€Å"Writing†). So if you were to answer 40 Math questions correctly, your raw Math score would be 40. Likewise, if you were to answer 26 Writing questions correctly, your raw Writing score would be 26. You do not lose any points for incorrect or blank answers.These raw scores are thenequated into your final (scaled) Math and EBRW scores. Here's the catch, though: theequating formula differs for each PSAT. Andbecause only the College Board knows what these formulas are, we'll never be able to predict exactlyhow a raw score will convert into a scaled score on an upcoming PSAT. Nevertheless, we can use scoring charts from official PSAT practice tests to estimate how raw scores may translate into scaled scores. Thesetables differ foreach practice test but are extremely helpful because they show ushow PSAT scores typically convert into scaled scores. Scoring charts are the handy, dandy notebook for high school students. Below aretwo examples of PSAT scoring charts, both taken from official PSAT practice tests: Practice Test #1PSAT Scoring Chart Raw Score Reading Test Score Writing Test Score Math Section Score Raw Score Reading Test Score Writing Test Score Math Section Score 0 8 8 160 25 26 25 560 1 9 9 190 26 26 26 570 2 10 10 210 27 27 27 580 3 11 11 240 28 27 27 580 4 12 12 270 29 28 28 590 5 14 13 290 30 28 28 600 6 15 14 320 31 29 29 610 7 16 14 340 32 29 29 620 8 16 15 360 33 30 30 630 9 17 15 370 34 30 30 640 10 18 16 390 35 31 31 650 11 18 16 400 36 31 32 670 12 19 17 420 37 32 32 680 13 19 18 430 38 32 33 690 14 20 18 440 39 33 34 710 15 20 19 460 40 34 35 720 16 21 20 470 41 34 36 730 17 21 20 480 42 35 37 730 18 22 21 490 43 36 37 740 19 22 21 500 44 37 38 740 20 23 22 510 45 37 750 21 23 23 520 46 38 750 22 24 24 530 47 38 760 23 24 24 540 48 760 24 25 25 550 Source: Scoring Your PSAT/NMSQT Practice Test #1 Practice Test #2PSAT Scoring Chart Raw Score Reading Test Score Writing Test Score Math Section Score Raw Score Reading Test Score Writing Test Score Math Section Score 0 8 8 160 25 25 26 530 1 9 9 190 26 26 26 540 2 10 10 210 27 26 27 540 3 11 11 240 28 27 27 550 4 12 12 260 29 28 28 560 5 13 13 290 30 28 28 570 6 14 13 310 31 29 29 570 7 15 14 320 32 29 29 580 8 16 14 340 33 30 30 590 9 16 15 350 34 31 31 600 10 17 16 370 35 31 31 610 11 17 16 380 36 32 32 620 12 18 17 400 37 32 33 630 13 18 18 410 38 33 33 640 14 19 18 420 39 34 34 650 15 19 19 430 40 34 35 670 16 20 20 440 41 35 36 680 17 21 20 450 42 35 37 700 18 21 21 460 43 36 38 710 19 22 22 470 44 36 38 730 20 22 23 480 45 37 740 21 23 23 490 46 38 740 22 24 24 500 47 38 750 23 24 24 510 48 760 24 25 25 520 Source: Scoring Your PSAT/NMSQT Practice Test #2 Bycomparing the tables above, we can see that there are small differences in how raw scores convert into scaled scores. For example, a raw Math score of 37 converts into 680 on Test #1but only 630 on Test #2! As I explained previously, these conversions differ because the two tests vary slightly in difficulty. Now that we’ve covered the equating process and how the overall PSAT is scored, let’s take a closer look at PSAT scoringfor Math and EBRW. Prepare to enter the math vortex! Vroooooom! Your PSAT Math Score Math consists of two subsections: a No Calculator section consisting of 17 questions and for which you may not use a calculator, and a Calculator section consisting of 31 questions and for which you may (but don’t need to) use a calculator. Your Math score begins as a total raw score out of 48 (the total number of questions on Math).Here are the steps for calculating your Math section score using your raw score: 1. Calculate your raw Math scores for each subsection. Start by adding up all of your correct answers on the No Calculator and Calculator subsections using the answer key for your test. On official practice tests, your Math answer key will look something like this: 2. Add your rawscores together togeta total raw Mathscore out of 48.So if I got 10 questions right on the No Calculator subsection and 22 questions right on the Calculator subsection, my total raw Math score would be 32. 3. Find your Math section score using your test’s scoring chart. Your test should offer a conversion table for calculating your Math section score. In my example, I’d find 32 on my test’s conversion table and look for itscorresponding scaled score (which, in this case, is 620): If you’re not using an official practice test and/or don't have a PSAT scoring chart for your test, you can use the two conversion tables at the beginning of this articleto estimate how your raw Math score will convert into a scaled score. For example, let's say you have a raw Math score of 40. According to our tables for Practice Tests #1 and #2, 40 on Math converts into either 670 or 720. This means that your Math section score is likely somewhere around the high 600s or low 700s. Time tomove on to Reading and Writing! (Am I dating myself with a pic of actual encyclopedias?) Your PSAT EBRWScore YourEBRW score is a combination of your Reading and Writing scores, which are at first given to you as two separate scores. Your Reading score startsas a raw score out of 47, whereas your Writing score is out of 44. These are then converted into test scores and then finally a combined EBRW section score. In contrast with the relatively simple process for finding your Math score, finding your EBRW score requires a couple of extra steps. Here’s how to calculate it: 1. Calculate your raw Reading and Writing scores.Use your practice test's answer key to add up all of the correct answers you got on Reading and Writing. Be sure you add these scores up separately - you won’t be combining them until later. Here’s an example of an answer key for the Reading and Writing sections: 2. Find your Reading and Writing test scores. Unlike the Math raw score, which immediately converts into a scaled section score out of 760, the Reading and Writing scores will first convert into individual test scores on a scale of 8-38. So if my raw score were 35 for Reading and 38 for Writing, my Reading and Writing test scores would, according to the chart below, convert into 31 and 33, respectively: 3. Combine your Reading and Writing test scores to get a total EBRW test score.In the example I used above, my Reading test score was 31 and my Writing test score was 33; thus, my total EBRW test score would be 64. 4. Multiply your EBRW test score by 10 to get your section score. This final step converts your EBRW test score into a scaled EBRW section score out of 760. This means that my test score of 64 would equal a final EBRW score of 640. Not bad! Disappointed with your PSAT performance? Want to improve your PSAT score by 150 points? We have the industry's leading PSAT prep program. Built by Harvard grads and SAT full scorers, the program learns your strengths and weaknesses through advanced statistics, then customizes your prep program to you so you get the most effective prep possible. Check out our 5-day free trial today: Once you’re finished calculating your scaled scores for both Math and EBRW, add the two scores together to get your composite PSAT score out of 1520. If you want, you can compare your score to the current PSAT percentiles to get a feel for where you stand in comparison with other test takers. These next scores are like the cherry on top: some people love them, and some people couldn't care less about them. PSAT Subscores and Cross-Test Scores In addition to Math and EBRW section scores, you’ll also be given separate subscores and cross-test scores (the same ones you’ll get on the SAT). These additional scores break down the three sections into smaller categories in order to highlight your strengths and weaknesses in specific skill areas. Below, I explain how to calculate these subscores andgo over what they mean for you. Your PSAT Subscores On the PSAT, you'll receiveseven subscores: For EBRW Command of Evidence Words in Context Expression of Ideas Standard English Conventions For Math Heart of Algebra Problem Solving and Data Analysis Passport to Advanced Math Each subscore is scored on a scaleof 1-15. These subscores indicate how well you've performed on designated skill areas, such as vocabulary and data analysis. To calculate your subscores, use your practice test’s subscore answer key, taking care to note which questions fall under which subscore categories. Scoring guides for official PSAT practice tests offer detailed descriptionsfor each subscore, explaining what the subscore measures and which questionsit comprises. Here's an example: Once you’ve tallied your correct answers for each subscore, you will then convert this raw score into a scaled subscore using your test’s scoring chart for subscores: Although these subscores are useful for deciphering your own strengths and weaknesses, in the end they’re not especially significant. As it stands, subscores don’t factor into your PSAT section scores or even your overall PSAT score. They also aren’t used to select candidates for the National Merit Scholarship Program (which we’ll get into more in a moment). Your PSAT Cross-Test Scores Cross-test scores indicate how well you've answeredquestions in thedomains of history/social studies and science. Unlike the subscores above, cross-test scores are not section specific; rather, they apply to all sections and use a scoring scale of 8-38. The two types of cross-test scores are: Analysis in History/Social Studies Analysis in Science To calculate your cross-test scores, use your test’s scoring guide to see which Math and EBRW questions comprise these two categories as well as how many questions you answered correctly (i.e., your raw score). Here’s an example of a cross-test score answer key for Analysis in Science: Once you’ve figured out your raw scores, use the cross-test scoring chartthat came with your test to calculate your scaled cross-test scores: Now here's a score that's actually worth something! Your National Merit Selection Index Score The final score you’ll receive on the PSAT is a National Merit Scholarship Corporation (NMSC) Selection Index score. The Selection Index score uses a score range of 48-228 and is equivalent to the sum of your Reading, Writing, and Math test scores (that is, the ones on scales of 8-38) multiplied by 2. So if my three test scores were 34, 30, and 27, my Selection Index score would be: 34+30+27=91 91*2=182 The NMSC uses Selection Index scores to determine your eligibility for the National Merit Scholarship Program. This program offers an extremely prestigious distinction and scholarship to students with exceptionally high PSAT scores. Each year, the top 1 percent of PSAT scorers in the 11th grade - equal to about 16,000 students - become Semifinalists. Of those students, 15,000 will become Finalists. And of those students, 8,000 will each win a $2,500 scholarship! The Selection Index score you need in order to be aSemifinalistvaries by state but usually ranges anywhere from 209 to 222.See our guidefor an updated list of Selection Index score cutoffs by state. 4 Tips for Usingthe PSAT Scoring System to Your Advantage So far, we've addressed nearly everything you need to know about the PSAT scoring scale. But what can you actually gain from it? Here are four simple ways you can use PSAT scoring to your advantage. #1: Set a PSAT Goal Score Using Selection Index Cutoffs Ifyou want to try to qualify as a Semifinalist for the National Merit Scholarship Program, you can use the Selection Index score cutoffs to set a PSAT goal score. Remember that the cutoffs vary by state, so it’s important you aim for your state’s cutoff and not a different state’s! According to our estimates, the lowest cutoff is 209 (equivalent to a total PSAT score of about1400) and the highest is 222 (equivalent to about 1480). For a detailed list of Selection Index score cutoffs and their (estimated) corresponding PSAT scores, refer to my article on thePSAT score range (coming soon). Let's look at an example. Jackie lives in Florida, whose Selection Index cutoff score is 217. This gives her a PSAT goal score of about 1450. To get her individual goal scores for Math and EBRW, Jackie divides her total PSAT goal score by 2. This gives her goal scores of 730 (rounded up from 725) for each section. If you’re stronger at Math or Reading/Writing, consider aiming for a higher score on your stronger section and a slightly lower score on your weaker section. So if Jackie were better at Math, she could instead aim for something like 750 on Math and 700-710 on EBRW. #2: Use Tables to Estimate the Number of Correct Answers You'llNeed If you've got a PSAT goal score in mind, you can usescoring chartsfrom official practice tests to estimate how many questions you’ll need to answer correctly in order to hit your goal score on test day. This process is somewhat complicated but extremely helpful to know how to do. Let's say your PSAT goal score is 1400, and you want to aim for 700 on both Math and EBRW. Using the tables above for Practice Tests #1 and #2, we see that 700 on Math comes out to 39-42 correct answers. (Remember, your raw score = the number of questions you answered correctly.) There are more steps for EBRW, however.First, divide your goal score (in this case, 700) by 10 to get your total Reading and Writing test score. This gives us 70. Then, divide this number in half to estimateyour individual Reading and Writing test scores. In our case, 70/2=35. Finally, convert your test scores into raw scores using the conversion tables above. In our example,a 35 Reading test score equals 41-42 correct answers, and a 35 Writing test score equals 40 correct answers. This process of working backward, albeittime-consuming, is useful because it offers a rough idea ofhow many questions you can afford to get wrong on the PSAT. It also lets you estimate what yourfinal PSAT scores will be before they’re released, thereby letting youpredict whether you’ll qualify for National Merit. I prefer estimating how many peeps I can fit in my mouth. Aiming for a National Merit Scholarship but worried your score won't qualify? If you're not sure you can self-study your way to a qualifying PSAT score, you'll love our PSAT prep program, PrepScholar. We designed our program to learn your strengths and weaknesses through advanced statistics and customize your prep to be as effective as possible for you. When you start with PrepScholar, you’ll take a diagnostic that will determine your weaknesses in over forty PSAT skills. PrepScholar then creates a study program specifically customized for you. To improve each skill, you’ll take focused lessons dedicated to each skill, with over 20 practice questions per skill. This will train you for your specific area weaknesses, so your time is always spent most effectively to raise your score. We also force you to focus on understanding your mistakes and learning from them. If you make the same mistake over and over again, we'll call you out on it. There’s no other prep system out there that does it this way, which is why we get better score results than any other program on the market. Check it out today with a 5-day free trial: #3: Consider Your PSAT Score a Starting Point to SAT Prep Your PSAT scores are important butnot nearly as important as your SAT scores, especially if you’re hoping to get into a top-tier university. Luckily, the PSATwas specifically designed to prepare studentsfor the SAT! We already know that the twotests use different scoring scales, with the PSAT being out of 1520 and the SAT out of 1600. But here's the kicker: each scaled score on the PSAT corresponds directly to the same scaled score on the SAT. This means thatany score you get on any PSAT or SAT will signifythe samelevel of ability. So 1400 on the PSAT equals 1400 on the SAT, 1250 equals 1250, 1000 equals 1000, etc. But if this is the case, why does the PSAT scoring scale only go up to 1520 and not 1600? The reason for this is that the PSATis not as challenging as the SAT. Toaccount for its lower difficulty level, then, the PSATemploys aslightly lower maximum of 1520 (which is not a perfect SAT score but close). Despite these connections, don’t consider your PSAT score a direct indicator of what your SAT score will be. Your PSAT score tells you where you’re currently scoring but not where you’re capable of scoring. In other words, think of your PSAT score as your baseline SAT score (i.e., the score you start off with before you begin anySAT prep). Then, once you have your SAT goal score, too, you can use both of these scores to calculate how many points you’ll need in order to hit your goal score on test day. #4: Use PSAT Scores and Subscores to Target Potential SAT Weaknesses What’s great about the PSAT is that it’s similar to the SAT - so much so that its section scores and subscores are the same ones you’ll get on the SAT. Therefore, you can use your PSAT scores to see what your SAT weaknesses are likely to be. For example, ifyou received a low Heart of Algebra subscore on the PSAT, it's a good idea to dedicate a lot of your SAT prep to mastering the basics of algebra. Or if you didn’t get a high Words in Context subscore, you'll probably want to spend more time improving your reading comprehension skills and fine-tuning your vocabulary knowledge. Knowing what to focus on for your SAT prep will not only help you hone your weaknesses but also help you attain an SAT score farhigher than your PSAT score! Recap:How Is the PSAT Scored? The total PSAT scoring scale is 320-1520, and the Math and EBRW scoring scale is160-760. The Math and EBRW section scores are scaled scores converted from raw scores through a special equating process, which changes slightlywith each test. Raw scores equalthe number of questions you answered correctly.A raw Math score converts directly into a scaled section score, whereas raw Reading and Writing scores are converted into test scores on a scale of 8-38,combined, and then multiplied by 10 to give you a single scaled EBRW score. ThePSAT also offers subscores and cross-test scores to indicate test takers' strengths and weaknesses in various skillareas. Subscores use a scale of1-15, while cross-test scores use a scale of8-38. The final score you'll get is a National Merit Selection Index score, which uses a scale of 48-228. This score determines who is eligible for National Merit consideration. Every year, the top 1 percent of 11th-grade test takers, or approximately 16,000 students, qualify as Semifinalists. Knowing the ins and outs ofPSAT scoring can help you qualify for National Merit as well as predicthow many questions you can afford to miss on test day. It can also offeryou a starting point for yourSAT prep and allow you to see which skills and areasyou'll need to honebefore taking the SAT. All in all, PSAT scoring is a pretty useful tool to have, so use it to your advantage whenever you can! PSAT scoring is a handytool - though not nearly as handy as Colonel Mustard's wrench. What’s Next? Want to learn more about PSAT scoring?Check out my in-depth guide to thePSAT score rangeto learn more about the score ranges for each section as well as the scores you'll need to qualify for National Merit. Got questions about the basics of the PSAT?Learn what exactly the PSAT is and what's considered a good score.If you're asophomore,read our guide to see how "good" scores differ for 10th graders. Ready to move on to SAT prep?Start with our guide to how the SAT is scored and learn about the basic differences between the PSAT and SAT, so you'll have no surpriseson test day. Disappointed with your scores? Want to improve your SAT score by 160 points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Assignment-long answers Essay Example | Topics and Well Written Essays - 1500 words

Assignment-long answers - Essay Example By presenting the movie on a particular perspective which is a unique interpretation of the movie, it can both honour the novel and free the movie of the expectations based on the text. Another element is the success of the film in highlighting the manner of the novel or the talent of the writer. In the movie, one of the most important components is the dominant and character of the heroine which in the particular novel of Austen are representatives of sense and of sensibility (Lee, 1995). Question 2. Analysis of Glamour Plot of â€Å"Pride and Prejudice† Pride and prejudice is another movie that is based on the novel by Jane Austen. It is known and described as having a glamour plot. There are essential points in the glamour plot of the novel as well as the movie. One point is the setting of the plot which is 18th century England when the top priority of the parents is to marry their children to rich families to be able to have a favourable position in the class-oriented soci ety. Another point exhibiting the glamour plot of the story is the extravagant settings of every scene. In a general perspective, the story which tackled a family with 5 daughters can be viewed to have 5 lavish marriages to the rich family. This had been achieved in the plot with the focus on the two sisters who met their rich husband during the course of the story. Thus, it is composed of the different social events that creatively described the details of the social scene during the said period (Bevan et al. 2005). Question 3. Comments on Social Journal in the â€Å"The Sydney Morning Herald† One of the sections of The Sydney Morning Herald is related to the society and culture. In the article written by Parnell Palme McGuinness â€Å"Battle of the binge-thinkers† a current issue had been discussed. Basically the main purpose of the Social Journal or any social article is to present different view and issues in the society. In the article different current issues had been touched such as the royal wedding and the effects on the various social aspects of the problem. The royal wedding is one of the issues that affected the activities of the people. Another is the social and political aspects of the said event. Due to the influence of the people involved in the event, most people that are invited such as Julia Gilliard took the time to attend for both social and political interactions, but are ware of the issues discussed (McGuinness, 2011). Question 4. Comments on â€Å"Carbon Tax† issues in the â€Å"The Sydney Morning Herald† Carbon tax is a continuing topic in the Sydney Morning Herald for the past few months. One of the latest comments related to the issue was made by Abbott. According to him the carbon tax will lead to the deterioration of Australia’s economy by causing the lost of jobs in the country. By putting more difficulty to the operation of services, the carbon tax, according to Abbott will eventually lead to th e failure to maintain a first world status. Many would agree on Abbott’s view specifically based on the lack of clear plan in the federal government’s side (AAP, 2011a). On a personal note, although the statements made by Abbott can be considered upfront, the government should at least have a clear view, plan, and resolution on the issue. This is important since the issue had been in question for a number of months already and that it is related to various aspects of the society.

The Managerial Functions in a Commercial Bank Assignment

The Managerial Functions in a Commercial Bank - Assignment Example This ensures that issues of money laundering do not occur in the bank. The capital adequacy management refers to the bank’s managerial function that ensures that a bank has sufficient capital to carry out all its operations. It involves a number of activities and process. First, the bank through its manager must decide the amount of capital the bank must keep. This is done by identifying the needs of the bank and the central bank regulation policy on bank reserves. Second, once bank capital needs are identified, adequate policies are formulated to ensure that the capital adequacy level is not exceeded. Third, the bank through it managers mobilize the necessary capital and manage it to conform to policies that ensure that it is sufficient and quality bank assets at any given time. The asset-risk management refers to protecting banks assets from all risks associated with the asset and ensuring that they are performing appropriately. Asset-risk management involves keeping complete records of all the assets. The information that needs to be included in the asset register includes asset type, date and purchase price at acquisition, warranty information, spare parts, repair facilities and dates as well as service contracts (Collier 146). Banks management must ensure that all preventive maintenance is carried out and all planned inspection must be carried to ensure that the asset is functioning appropriately. In addition, all assets must conform to the industry regulatory standards. The above functions would ensure that banks assets are reliable and performing as required. Risk structure of interest rates is comprised of all risks associated with changes in interest rates as well as defaults that may occur when a client take a loan and fail to honour his or her financial obligations. Bonds duration is usually used to measure the interest rate risk. On the other hand, Term structure of interest rates is defined as a way in which interest rates on bonds with varying maturity terms are related. It has been estimated that interest rates on bonds of varying term maturities move together with time.  Ã‚  

A Passage to India by Forster Essay Example for Free

A Passage to India by Forster Essay By close analysis of the structure and language of chapter one discuss how Forster expresses his overall concerns within the novel as a whole via this initial description of the Indian landscape. Through chapter one of A Passage to India Forster does far more than introduce the small town of Chandrapore. In this initial section of the novel the construction of the text reflects the tiered Indian society that becomes the basis for Forsters deeper exploration of mankind and human behaviour. In addition, the ominous significance of the Marabar Caves within the novel is prefigured via the mysterious imagery used to describe them. This is contrasted by the more optimistic language which is used to describe the overarching sky that unifies all men and points towards a hope for the future of peaceful co-existence. At the beginning of the chapter the reader is first introduced to the Muslim aspect of Chandrapore, the lowest tier of the Indian society but perhaps the most resilient. Here what Adela will later refer to as the Real India is depicted. Through vivid imagery the area appears akin to a wasteland devoid of any significance. Even the holy river Ganges is described as Trailing for a couple of milesscarcely distinguishable from the rubbish it deposits so freely. It is negative language such as this that creates a compounding sense of desolation about the Real India. This of course is entirely necessary in order for Forster to create and convey the contrast between the Indian and English cultures which he believes to be incompatible in this context. Graphic and harsh language permeates the whole of this first section of the chapter creating a highly effective image of the squalor in which the Mohammedan Indians are condemned to live by their English rulers. The streets are Mean the Temples ineffective and the Filth of alleyways deters all but the invited guest. By describing their quarter in such a way Forster makes the Muslim Indian seem almost sub-human to his readers, this of course, is how they are viewed by the English. They are remarked upon as Low but also as Indestructible. Despite their apparent lack of sophistication, the way in which, The general outline of the town persists comes to reflect the similar way in which the Muslim culture, although suppressed by the English, is based upon strong foundations of religious devotion and an inextinguishable spirit. Forster describes them as Swelling hereshrinking there and by doing so creates a very evocative image which captures perfectly the way in which the Indian race move en-mass and in harmony, united in their angst to recapture their homeland. As Forster remarks, Inland the prospect alters and the Eurasian, Anglo-India described in the second section of the passage could not present a more stark contrast to that of Islamic Chandrapore. Here the houses belonging to the Eurasians Stand on high ground an important symbol which reflects the way in which the English believe themselves to be above the Indian race both morally and intellectually. It is this attitude of ignorance and racial superiority which will be developed and scathingly criticised by Forster as the novel progresses. Indeed it could be argued that humanitys unwillingness to understand one another is the underlying theme behind the whole text and that in reality Adela and Mrs. Moores passage to India is in fact a deeper analogy for a more complex passage of mankind towards understanding itself. On a second rise of land lies the Little civil station. As the focal point for Eurasian society it is remarked that, From hereChandrapore appears to be a totally different place. This observation encapsulates the way in which the station and its social club both seem to be isolated from the rest of India. Immersed in a fantasy world of British high society the station itself is described as, Provoking no emotion and Sensibly planned. This epitomises the logical mindset of the English, which deeply contrasts that of the spiritual Indian and highlights how even at a simple level of human understanding harmony is not possible between the two cultures creating the Muddle which is colonial India. Britains attitude of imposing herself upon other nations, typical of this time period before partition, is something heavily attacked by Forster. Throughout the text he is seen to criticise England replicated in India because to him this is unnatural and false. During the entirety of this second section of the passage Forster adopts a tone of negativity towards the English. Their section of Chandrapore is described as, Sharing nothing with the rest of the city except the overarching sky conveying the way in which they consciously isolate themselves from the Indians. In the overall context of the novel this image becomes very important. As gradually relations between the two races come to deteriorate the sky comes to be the only unifying element between Indian and Englishman. Further more, the way in which the image is echoed throughout the text seems to suggest the existence of a more powerful presence beyond man both physically and in terms of significance within the universe. It is Forsters belief that ultimately the petty quarrels of man are meaningless in such a vast entity. The final section of the chapter is used by Forster to expand on the concept of the overarching sky. It is described as having a Persistent blue core the stars Hanging like lamps from the immense vault which is the sky and it is elevated imagery such as this which comes to symbolise a hope for the future of mankind. In contrast to the muddle and misunderstanding which covers India and the rest of the earth, the sky instead represents an element which unifies all men. Its persistence represents a hope that one day all the problems of man explored within the novel will pale into insignificance. It could be argued the description of the sky evokes an atmosphere akin to that of the Hindu religion. Forster remarks, The sky settles everything and indeed to Godbole and his fellow Hindus this is to a certain degree true. The unanswerable questions, the answers to which are sought by both Muslim and Christian are left to be pondered by Godbole. He seeks to answer questions about his own spiritual existence and the natural world around him. As a result his passage within the novel becomes one of progression as opposed one to of retreat as is experienced by Aziz and Fielding. The Chapter ends with a final short image of the mysterious Marabar caves. All around League after league the earth lies flat, yet in the south, A group of fists and fingers are thrust up through the soil. These fingers are the Marabar hills and seem to point mysteriously towards the heavens above. The way in which they seem to separate themselves from their earthly surroundings suggests an equally unearthly presence about them. This of course will be proved true by the supernatural and inexplicable violation which Adela experiences within their walls. Dark and devoid of humanity they represent an aspect of India that the logical English will never be able to conquer. Therefore it is possible to conclude that the first Chapter of A Passage to India can be regarded as a template for the novel as a whole. Almost all of Forsters overall concerns are indicated by its content and it is clear that the varied description of the Indian landscape comes to symbolise differences between those who inhabit the land. This disjointed construction of society will only increase as the novel progresses ultimately leading to the personal retreat of the novels two main characters, Aziz and Fielding whom are unable to stand out as individuals and trapped within the confines of their own cultures. It will be only the deeply spiritual Godbole who is shown to have made any real progress via his own Passage to India and of course Mrs. Moore, who despite her death becomes a symbol for hope by the way in which she is revered as a Hindu Goddess. Bibliography A Passage to India E.M. Forster Classic notes www.classicnotes.com

Essay on Character, Symbolism, and Language in Linda Pastans Ethics

Use of Character, Symbolism, and Descriptive Language in Linda Pastan's Ethics  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      As people evolve from children to young adults and finally to maturity, they find that they are constantly faced with difficult decisions.   Learning to make the right choice in a difficult situation is one of the hardest lessons to learn.   Many people make choices without considering what the results may be.   They only look to the future for knowledge instead of considering the knowledge already discovered in the past.   In Linda Pastan's "Ethics," the author has painted a picture of the difficulty people have when they refuse to realize that the most difficult choices to make are also the most important.   Through Pastan's use of character, symbolism, and descriptive language, the theme of this poem is presented for thought.   While choices are made every day without much thought, Pastan has made clear that choices made without the benefit of wisdom are almost always regretted.    The portrayal of the speaker is one way the author has reinforced her theme.   The speaker is young and in school (1).   An instructor asks the class to make a difficult choice in a hypothetical situation.   Many young people today are faced with making these types of decisions everyday.   They try to make choices without considering all facts.   For example, many young adults are uninterested in heritage and history.   Like the speaker who sits "...restless on hard chairs..."(6), and makes a different decision each time "...always half-heartedly..." (9), young people today do not realize the importance of knowledge.   Some of them are in school only because their parents insist on it.   They show no interest in the rich history of society.   They are too busy... ... When the speaker declares that "...earth's most radiant elements burn through the canvas..." (22-23), the message that its never too late is clear.   People can start learning from the past and from past mistakes.    Pastan has created a vivid example of the difficulty of making choices in "Ethics."   People seldom realize the repercussions their choices may make.   As people grow older and learn more, they tend to see how ignorant some of their choices were.   The same can be said of society.   Although a great many wrong choices have been made along the way, it is not too late for society to once again put value on what it already has instead of what it might have.    Works Cited Pastan, Linda. "Ethics."   Literature: An Introduction to Reading and Writing.  Ã‚   4th ed. Ed. Edgar V. Roberts and Henry E. Jacobs.   Upper Saddle River: Prentice, 1995. 855. Essay on Character, Symbolism, and Language in Linda Pastan's Ethics Use of Character, Symbolism, and Descriptive Language in Linda Pastan's Ethics  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚      As people evolve from children to young adults and finally to maturity, they find that they are constantly faced with difficult decisions.   Learning to make the right choice in a difficult situation is one of the hardest lessons to learn.   Many people make choices without considering what the results may be.   They only look to the future for knowledge instead of considering the knowledge already discovered in the past.   In Linda Pastan's "Ethics," the author has painted a picture of the difficulty people have when they refuse to realize that the most difficult choices to make are also the most important.   Through Pastan's use of character, symbolism, and descriptive language, the theme of this poem is presented for thought.   While choices are made every day without much thought, Pastan has made clear that choices made without the benefit of wisdom are almost always regretted.    The portrayal of the speaker is one way the author has reinforced her theme.   The speaker is young and in school (1).   An instructor asks the class to make a difficult choice in a hypothetical situation.   Many young people today are faced with making these types of decisions everyday.   They try to make choices without considering all facts.   For example, many young adults are uninterested in heritage and history.   Like the speaker who sits "...restless on hard chairs..."(6), and makes a different decision each time "...always half-heartedly..." (9), young people today do not realize the importance of knowledge.   Some of them are in school only because their parents insist on it.   They show no interest in the rich history of society.   They are too busy... ... When the speaker declares that "...earth's most radiant elements burn through the canvas..." (22-23), the message that its never too late is clear.   People can start learning from the past and from past mistakes.    Pastan has created a vivid example of the difficulty of making choices in "Ethics."   People seldom realize the repercussions their choices may make.   As people grow older and learn more, they tend to see how ignorant some of their choices were.   The same can be said of society.   Although a great many wrong choices have been made along the way, it is not too late for society to once again put value on what it already has instead of what it might have.    Works Cited Pastan, Linda. "Ethics."   Literature: An Introduction to Reading and Writing.  Ã‚   4th ed. Ed. Edgar V. Roberts and Henry E. Jacobs.   Upper Saddle River: Prentice, 1995. 855.

The Career Cycle of Teachers: A Review of Mr. Holland’s Opus

In the 1995 film Mr. Holland’s Opus, we watch as the protagonist Glen Holland goes from a near novice to a distinguished teacher. Although the film ends at his (forced) retirement, judging by his past involvement I would imagine he will continue, in the teacher emeritus tradition, to mentor students and teachers and possibly as an advocate for arts education (Steffy & Wolfe, 16). There are two specific incidents I wish to compare to illustrate the career development of Glen Holland. One is in the development of a senior revue that he devotes much of his time to during the later part of his career, and the other is his decision to incorporate methods into his teaching and conducting that offer ways for the deaf community to ‘hear’ music. These two incidents follow directly on the heels of each other, proving that the process of â€Å"reflection, renewal, and growth† (17) which Steffy and Wolfe discuss in their article on the career cycle of teachers is a constant, and constantly changing, process. During the years previous, we are able to see many career-altering moments for Glen Holland, from learning his wife is pregnant to teaching a young man to â€Å"find the rhythm† (Herek). It is during his final decade of teaching when he helps to create and produce a senior revue in place of the senior play. His involvement in the school revue shows he has a broad influence across departments within the school. Compared to his initial lack of involvement, to the extent that he would literally run to his car as soon as the bell rang at the end of the day, the amount of time and energy he puts into a non-academic activity shows his progression as a well-rounded teacher. At the same time, he has chosen to put energy into teaching that should perhaps be going into his family life, and particularly his deaf son, who he has never learned to communicate with properly. Following this production, in which he encourages a young woman to follow her talent to New York instead of working at her family’s restaurant, he has a revelation about his family and son. His son, Coltrane, confronts him about his thinking that Cole, as a deaf person, can’t appreciate music. This spurred Glen to learn ways he could incorporate new methods (specifically using lights to ‘play’ movements during a concert) into his teaching and performing. In an interview with Frank McCourt on PBS, he said that his turning point in teaching led him to discover that he â€Å"was the big learner out of this teaching experience† (Only). This experience seemed to light a new love of teaching in him, perhaps because, like Frank McCourt talks about, he has rediscovered his own love of learning. These two points in Glen’s career demonstrate the unique career development process of teachers. As Pam Grossman points out in her article about the profession of teaching and the challenges facing it, there has been a flood of under-qualified teachers into schools (par. 2). However, as Mr. Holland proves, it is not just knowledge of methods that makes one a great teacher, but an intimate and profound knowledge of the subject matter. Early in the movie, he tells a young woman who can’t seem to learn the clarinet that â€Å"Playing music is supposed to be fun. It's about heart, it's about feelings, moving people, and something beautiful, and it's not about notes on a page. I can teach you notes on a page, I can't teach you that other stuff† (Herek). On the contrary, his skill appears to be in teaching exactly that – how to love music instead of merely playing notes on a page. Throughout his career development, he shows that it is this love of his subject matter combined with his love of teaching itself that has touched so many young lives. Teaching may not always lead to monetary riches, but in Mr. Holland’s life it has led to a multitude of personal and professional riches. References Grossman, P. (2003, January/February). Teaching: From A Nation at Risk to a profession at risk? Harvard Education Letter. Retrieved April 14, 2008 Herek, S. (Director). (1995). Mr. Holland’s Opus [DVD]. Hollywood: Buena Vista Home Entertainment/Hollywood Pictures. Only a Teacher: Interview with Frank McCourt. (2003). Retrieved April 18, 2008, from http://www.pbs.org/onlyateacher/index.html. Steffy, B. & Wolfe, M. (2001, fall). A life cycle model for career teachers. Kappa Delta Pi Record, 38(1), 16-19.   

Machiavelli – The Prince and Totalitarians

Another good example of this Marxist theory Is Joseph Stalin. Stalin used his military to rise to power. He killed countless people in order to come into authority and impose his beliefs on the state. Jewish virtual library explains, â€Å"Stalin consolidated his power base with the Great Purges against his political and ideological opponents, most notably the old cadres and the rank and file of the Bolshevik Party. † (Jewish Virtual Library, 1) Throughout the Great Purges Stalin imprisoned tortured and assassinated his enemies through his militaristic force.This Is a very clear display of Machiavellian theories because Machiavelli repeatedly states that military is the root of power and authority and he emphasizes that military should be used in order to rise to power. Another Machiavelli theory that justifies the actions of totalitarian rulers is the theory that it is more efficient to rule with cruelty and fear rather than love and fairness. Each of these totalitarian ruler s used this Ideology during their time as which is why people feared and respected him.BBC states, â€Å"Lenin demonstrated a hilling disregard for the sufferings of his fellow countrymen and mercilessly crushed any opposition. † (BBC, 1) This shows that Machiavellian theories did support Linen's actions because Machiavelli explains that it is better to for a â€Å"prince† to be feared rather than loved because love can come and go but the fear of pain is everlasting. Lenin proves this because he was feared and therefore people obeyed him. Another example of the use of cruelty is the cruel acts of Joseph Stalin.Stalin ruled with an iron fist and struck fear into peoples hearts. This fear is what drove hem to obey Stalin and conform to his will. Jewish Virtual Library states â€Å"It is believed that with the purges, forced famines, state terrorism, labor camps, and forced migrations, Stalin was responsible for the death of as many as 40 million people within the borde rs of the Soviet Union. † Jewish Virtual Library, 1) This follows Machiavellian theory because Stalin was excessively cruel to millions of people and was respected for a long period of time because of fear.Another theory that these totalitarians embody is the theory that a â€Å"prince† should ease their decisions on the well being of the state. For example: Karl Marx imposed his theory of communist-based Marxism on his state because he thought it was the best thing for the state. The Communist League explains â€Å"Marxist-Leninist accept the concept of social class put forward above, but hold that a person's social class is determined not by the amount of his wealth, but by the source of his income as determined by his relation to labor and to the means of production. (Marxism and Class, 1) Marx created this intricate system of classes in order to maintain order thin his state. Although it was not successful, Marx created this policy for the well being of the state, so that the state could flourish. This relates to Machiavellian theory because Marx did as Machiavelli advised. He had the well being of the state in mind throughout his time of ruling. Another ruler who followed Machiavellian theory on well being of the state was Vladimir Lenin. Lenin not only followed a Marxist trend in his state, but he also tried to improve his state's economy.BBC states, â€Å"He introduced the New Economic Policy, here a measure of private enterprise was again permitted, a policy that continued for several years after his death. † (BBC,I) Lenin introduced this policy in order to preserve the economy of his state. It lasted several years after his death, which means he was successful in doing so. Lenin laid out a structure for the state to thrive because he had the well being of the state in mind while making his decisions. This follows Machiavellian theory because Machiavelli said to make every decision based on the well being of the state.Although he w as cruel and used militaristic power, he was ultimately trying to better the state in his own way which is exactly what Machiavelli preaches. All in all, Karl Marx, Joseph Stalin, and Vladimir Lenin were embodiments of the theories Machiavelli introduced in â€Å"The Prince†. They ruled and based their states on militaristic power, they ruled their states through cruelty and pain over compassion and love, and kept the well being of the state in mind in every decision they made. Machiavellian theories Justified their actions in that they each very closely followed them.Karl Marx had a strong military and had the well being of the state in mind, throughout his time as ruler, and Vladimir Lenin had a strong military and also made sure to keep the well being of his state in mind. Although the states of these rulers were not very successful and resulted in the deaths of many people, they were supported by the Machiavellian theories. The lesson to be learned is that although their actions were supported by the Machiavellian theories, they caused severe damage and terror to the world and these theories should ultimately not be used in any type of modern government.

Lines and Slopes in SAT Math Geometry Strategies

Lines and Slopes in SAT Math Geometry Strategies SAT / ACT Prep Online Guides and Tips In our SAT guide to lines and angles, we dealt with parallel lines, perpendiculars, and the many different ways to find angle measures with two or more lines. Now, we’ll look at the other aspect of lines, namely their slopes and equations. This will be your complete guide to lines and slopes- what slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the SAT. What Are Lines and Slopes? Before we start, you may want to take a moment to familiarize yourself with our guide to SAT coordinate points in order to refresh yourself on the basics of coordinate geometry. Basically, coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any place on this space is given a coordinate point- written as $(x, y)$- that indicates where the point is along each axis. A line (or line segment) is a completely straight marker with no curvature. It is made up of (and connects) a series of points together. A slope is the measure of the slant (steepness) of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the $x$ axis. You are probably most familiar with this concept by finding the â€Å"rise over run† to find the slope of a line. $${\change \in y}/{\change \in x}$$ Here is a typical line, presented on the coordinate grid. To find our slope, first start by marking the points where the line hits the grid at perfect integer coordinates. This will make life simpler when we go to find the slope. Wherever the grid meets at a corner, we will have coordinates that are integers. We can see here that our line hits the coordinates: $(-3, 4)$, $(0, 2)$, and $(3, 0)$. Now let us find the rise and run of the line. Our "rise" will be -2, as we must move down 2 units to reach the next coordinate point in our line. Our run will be +3, as we must move 3 units to the right to reach the next coordinate point in our line. So our final slope will be: $\rise/\run$ $-{2/3}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight horizontal line has a slope of zero. It will be defined by one axis only. $y=2$ A straight vertical line has an undefined slope (because run will always be 0, and you can't divide by 0). It will be defined by one axis only. $x=2.5$ The steeper the line, the larger the slope. The red line is steepest, with a slope of $4/1$, or 4. The blue line is not as steep, with a slope of $4/9$ San Francisco knows a little bit about steep slopes. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. (Note: It does not matter which points you assign as $(x_1,y_1)$ and $(x_2,y_2)$, so long as you are consistent.) Given the coordinates $(2, 2)$ and $(-1, 0)$, find the slope of the line. Now, we can solve this question in one of two ways- by drawing a graph and counting, or by using our formula. Since we already saw earlier how it's possible to count out our slope on a graph, let us use our formula to see how it's done. Of the two coordinate points, we must assign one set to be $x_1$ and $y_1$ and the other to be $x_2$ and $y_2$. Let us pick (2, 2) to be our $x_1$ and $y_1$ and (-1, 0) to be our $x_2$ and $y_2$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 2)/(-1 - 2)$ ${-2}/{-3}$ $2/3$ But what would have happened had we assigned $(-1, 0)$ to be our $x_1$ and $y_1$ and $(2, 2)$ to be our $x_2$ and $y_2$? We would have gotten the same results either way! ${y_2 - y_1}/{x_2 - x_1}$ $(2 - 0)/(2 - -1)$ $2/3$ No matter which coordinates we assign to be the first or second values for x and y, we will end up with the same slope so long as we are consistent. Equation of a Line $$y=mx+b$$ This is called the â€Å"equation of a line† or a line in "slope-intercept form" and it shows exactly how a line is positioned along the $x$- and $y$-axes as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into pieces. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value where the line hits the $y$-axis (remember, a straight line will only hit each axis a maximum of one time). Find the equation of the line from the graph. We're using the same graph from above, and we can see that the line intersects with the $y$-axis at around $y=0.5.$* We also determined earlier that the slope is $2/3$. So when we put those two pieces of information together, the equation of our line would be: $y = {2/3}x + 0.5$ *If the question wants you to be more specific than "about a half" about what fraction of a number the line hits $x=0$ or $y=0$ at, it will have a more detailed drawing. In this question, while the actual intercept for a line with coordinates $(2,2)$ and $(0,-1)$ would actually be $2/3$ or $0.66$, not $0.5$, the graph is not at a scale where you could reasonably visually estimate that. Remember to always re-write any line equations you are given into the proper form! Often, the test will try to trip you up by giving you an equation not written in proper form and asking for the slope of the line. This is to get people to make a mistake if they are going too quickly through the test. $$tx+12y=-3$$ The equation above is the equation of a line in the $xy$-plane, and $t$ is a constant. If the slope of the line is -10, what is the value of $t$? First, let us put this equation into the proper equation of a line. $tx+12y = −3$ $12y = −tx−3$ $y = - {tx}/{12} -3/12$ Now, we only care about finding the slope, so let’s find the value of t (our slope) by using our given. $-{t/12} = -10$ $-t = -120$ $t = 120$ Our final answer is $t = 120$. Always remember to set up your equation as your first step and you’ll be able to solve most any slope problem quickly and easily. Perpendicular Lines When two lines meet at right angles, the lines are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of $3/4$ the other line will have a slope of $-{4/3}$. Perpendicular lines with slopes of $3/4$ and $-{4/3}$ And if a line has a slope of −5, the line that meets it perpendicularly will have a slope of $1/5$. Parallel Lines When two lines will never meet, no matter how infinitely long they extend, the lines are said to be parallel. This means that they are continuously equidistant. If two lines are parallel, they will also have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to make sure that the lines will never touch. Parallel lines with slopes of $4/3$ When lines turn devious. Typical Line and Slope Questions Most line and slope questions on the SAT are quite basic at their core. You’ll generally see two questions on slopes per test and almost all of them will simply ask you to find the slope of a line or the equation of a line. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (and your rules for parallel or perpendicular lines). With this knowledge in hand, you’ll be able to solve these types of problems quickly and easily. From the graph, we can see that the y-intercept of the line is (0,1). The line also passes through the point (1,2). This is enough information for us to figure out the slope of the line, which we know is ${\change \in y}/{\change \in x}$. ${2-1}/{1-0}={1}/{1}=1$ Now we know that the slope of the line is 1. In slope-intercept form, the equation for line $l$ is $y=x+1$ or choice D. Our final answer is D. We know that slope is the ${\change \in y}/{\change \in x}$. The equation $y=kx +4$ is already in slope-intercept form, so we know the slope of the line is $k$. We also know that the line contains the point $(c,d)$ which means we can substitute those variables for $(x,y)$ in the equation. This gives us $d=kc+4$ Solving for this equation for the slope, $k$, gives us $k= {d-4}/c$ Our final answer is A, ${d-4}/c$ How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y=mx+b$ The test makers will often present you with an equation of a line that is not in proper form, for example: $4y+3x=12$. If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope of the line. So always remember to rearrange your equation into proper form as your first step. $4y + 3x = 12$ = $y = −{3/4}x + 3$ #2: Always remember your $\rise/\run$ It can be easy to make a mistake try to find the change in $x$ before finding the change in y, as our brains are used to doing things "in order." Keep careful track of your variables in order to reduce careless mistakes of this nature. Remember the mantra of "rise over run" and this will help you always know to find your change in y over your change in $x$. #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph- whether from a given graph or from your own. It's never a bad idea to take a second and make your own graph if you are not provided with one. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply count how the line rises (or falls) and trace its "run," and you will always find your slope. Oh, for the days when all we needed to know about lines was how to color in (or out of) them.... Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and a few basic tips you’ll need to solve them), let’s put your knowledge to the test. 1. 2. 3. 4. Answers: D, A, B, D Answer Explanations: 1. We know that slope is the ${\change \in y}/{\change \in x}$. We are also told that our slope is -2, which means it must be $-{2/1}$. This means that, for every time our y value decreases by 2, our x value increases by 1. And every time our y value increases by 2, our x value will decrease by 1. If we use our rectangle, we also have one point of reference on the line. We can see that the rectangle has a length of 3 (because it spans horizontally from $x=0$ to $x=3$) and a length of 4 (because it spans vertically from $y=0$ to $y=4$). This means that the rectangle hits the line at the top right corner at coordinates (3, 4). Now we can simply count where the line will hit the y-axis. Because the slope increases horizontally (along the x-axis) one unit at a time, we can see that there will be $3/1 = 3$ even points along the line needed to find the y-intercept. Basically, this means that we are taking the slope, $-{2/1}$, and multiplying it by 3 to get $-{6/3}$. In other words, we are adding 6 to the change in y and subtracting 3 from the change in x because we are taking the slope backwards. So now we can find our new point by saying that we increased our y-value from 4 to $4+6=10$, and we have decreased our x-value from 3 to $3−3=0$, which would give us the new slope of: $(4 + 6)/(3 - 3) = 10/0$ So our new coordinate point is (0, 10), which means that our y-intercept is 10. Our final answer is D, 10. 2. We know that we can find the slope of the line using ${y_2 - y_1}/{x_2 - x_1}$, so let's plug in our coordinates of (0,r) and (s,0) for these values. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - r)/(s - 0)$ $r/s$ Our s will remain unchanged, but our r value will become negative, as it is being subtracted from zero. Our final answer is A. 3. If you count to the point at which the line crosses the y-intercept, you can see it hits at $y=3$ In the equation $y=mx+b$, the b is the y-intercept. That means our b will be 3. We can therefore cross off answer choices A and D, leaving us down to B, C, and E. We can also see that our line falls from left to right, so our slope will be negative. This means we can eliminate answer choice E, leaving us between choices B and C. Now let’s take the two points at which the line hits the axes. We already saw that the line hits the y-intercept at $y=3$ and we can also see that the line hits the x-axis at $x=2$. This means our line hits coordinates (0, 3) and (2, 0). This means that the change in our y value is -3 and the change in our x value is +2. (Why? Because we decreased our y value by 3 and we increased our x value by 2.) So our slope must be $-{3/2}$, which means that our final equation will be: $y = -{3/2}x + 3$ Our final answer is B. 4. We're told that the equation of the line is $y=2x-5$. This means that the slope of the line is 2 and the $y$-intercept is at (0,-5). A slope of 2 means that, for each increase in $x$ of 1, $y$ increases by 2. Looking at each of the graphs, choices C and D are the only lines with a slope of 2. (Don't be fooled by choice B which has a slope of -2). Next we can look at $y$-intercepts. The line in choice C has a $y$-intercept at ($0,5)$, which doesn't match the equation of the line we were given. However, choice D's line has a $y$-intercept at $(0,-5)$, which is exactly what we're looking for. Choice D is the only line with both the correct slope and y-intercept. Our final answer is D. Hurray, hurray! You've found your slopes, you know your lines! Congrats, congrats. The Take-Aways Once you have familiarized yourself with the basics of coordinate geometry, slopes should not be too far off field. Though the SAT will try to complicate problems as much as they are reasonably able, questions on lines and slopes are almost always easier than they appear. Keep your important formulas close to your heart and be vigilant with your negative signs, and you’ll do just fine when it comes to slopes and intercepts. What’s Next? Phew! You've learned all there is to learn about your slopes angles. Luckily for you (for a certain definition of "luck"), there is so much more to learn! Before you continue on, make sure you have a firm grasp of all the topics covered on SAT math so that you can see what to prioritize. If you're looking for a particular math topic, scope out our SAT math archive for individual topic guides like this one. We've got guides to solid geometry, probability, ratios, and more! If you don't know where to begin, make sure you take a practice test and see how your score ranks. This will give you a good sense of where your strengths and weaknesses are and how you should focus your study time. Looking to get a perfect score? Check out our guide to getting an 800, written by a perfect scorer! Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How Frosts, Freezes, and Hard Freezes Differ

How Frosts, Freezes, and Hard Freezes Differ Just as  the sprouting of tender green leaves is considered one of  the  first signs of spring,  the first frost of the cool season signals that fall has officially settled in  and that  winter isnt far behind. How Frost Forms Look for frost to form when these atmospheric conditions are present: clear nighttime sky conditions,at or below freezing air temperatures at the surface, andcalm winds (speeds less than 5 mph (1.6 km/h)). Clear skies and calm winds allow for daytime heating to escape the Earths surface. This heat out into the upper atmosphere and outer space. Whats known as a temperature inversion layer forms (temperatures increase rather than decrease as one travels upward in the air), and allows cold air to settle near the ground. As the ground temperatures cool to below freezing, what water vapor resides in the air ices up onto exposed surfaces thus forming frost. The terms frost  and freeze  are usually  mentioned together, however,  they describe two very  different happenings. Freezes Imply Lows Near 32 F A freeze means that widespread temperatures are expected to fall to or below the freezing mark (32  °F). A hard freeze implies that widespread temperatures are forecast to fall below freezing (most NWS offices use 28  °F as the threshold criteria) for long enough to seriously damage or kill seasonal vegetation. For this reason, hard freezes have earned the monicker killing frosts. A hard freeze usually occurs when a cold air mass moves into an area and brings temperatures of  32 °F or below. This  freezing cold air is often blown by winds, or  advected,  into an area, and may, therefore, be associated with light or variable wind speeds.   Frosts Imply Lows Near 32 F and Moist Ground Air Frost, on the other hand, has to do with  the formation of ice crystals on the ground and  on other surfaces. It occurs  in the absence of wind, and the  freezing  temperatures are the result of radiational cooling.  Whereas freezes have to do with air temperature alone, any weather alert having to do with frost not only implies that temperatures are expected to be 33 to 36  °F, but also that the amount of moisture residing in the air at these temperatures is adequate for frost formation near the surface.  Ã‚   Can a Freeze Occur Without Frost Forming? Yes, freezes can happen even if a frost doesnt. This seems odd since it takes colder temperatures (at least 32 degrees) to get a freeze. It seems like youd get a frost (which requires temperatures of 33 to 36 degrees) first. It would make sense that moisture would frost before freezing except that frost is less likely to form when the dew point temperature falls below the mid-20s. This is because, at such cold temperatures, there just isnt enough moisture in the air for significant frost formation despite the fact that cold enough temperatures are in place to support it. Frost Freeze Weather Safety The majority of individuals dont notice frost, except when it forms on their  car windows  and  delays their morning departure by several  minutes time. However, agriculturists and farmers consider  it is a critical weather event. This is because  most plants (except a few varieties that  actually need a hard freeze to coax seeds into germination)  are extremely sensitive to it. A frost too early,  or too late,  in the growing season can result in crop failure and a shortage of food supply. There are a number of ways to protect against frost damage, including: Cover  plants. When plants are covered, frost can settle on a barrier rather than on the vegetation directly. For this reason, plants not in direct contact with the covering material have the highest level of protection. Woven fabrics, such as sheets, work best and can offer 2 ° to 5 °F of added warmth. Potted plants should be covered or brought indoors.Irrigate  the soil and plant leaves  before the frost arrives.  This might sound strange considering water will freeze when the  temperature drops, but rest assured there is a method to this madness.  Moist soil is capable of holding up to four times more heat than dry soil. Likewise, if fruit trees have begun their yield, spraying the outside skin with water can actually help keep internal temperatures above freezing by allow the outside to freeze and create an insulating barrier.Keep plants watered to fight off drying from cold winds.Bring pets indoors whenever extreme cold is expected.Cover exposed pipes and outdoor faucets to discourage freezing. When to Expect Your First Frost/Freeze To find the average date of the first fall (and last spring) frost for your area, use this  frost and freeze data product, courtesy of the  National Climatic Data Center.  (To use, choose your state, then locate the city nearest you.)

Organizational Behavior Essay Example | Topics and Well Written Essays - 1000 words

Organizational Behavior - Essay Example This is a particularly interesting subject to discuss due to the fact that it allows the reader and the analyst to see that regardless of the size, scope, or recognizability of the firm in question, key organizational challenges continue to rear their heads and cause problematic situations for the individuals that make up these organizations. It is the hope of this author that such an analysis will be able to identify some of the key moments at which a different outcome could have been realized than the one which the student has already related within their analysis of the organizational issues that transpired. Key Questions: Firstly, with regards to the implementation of the new data management and inventory system, the student did not make any mention of prior training that went into effect prior to the beta test version being release for widespread use within the department. Although this may have merely been an oversight, the fact of the matter is that seeking to implement such a broad and overarching organizational change without first seeking to integrate this with the shareholders in the form of trainings and integration with the knowledge management leadership, such an approach almost guarantees the organizational difficulties that the student has defined within the first sections of the report. Moreover, a secondary issue that springs to mind from a review of the report that the student submitted is the lack of interest that the other employees within the unit expressed with regards to attempting to integrate with and learn the system prior to being led to attend trainings on the topic. Although it is understandable that these employees might not all be proactive in seeking to acquire knowledge that would ultimately make their jobs easier in the long run, the fact that there was no mention of the desire by any of the individuals within the inventory control department to seek to learn the program that ultimately has such a powerful impact upon the efficiency of their primary tasks. The third and final aspect of organizational strategy and management that was of interest within the piece had to do with the fact that the shareholders within upper management within Nokia allowed for the issues to be exhibited for a long period of time (approximately one month) prior to seeking to provide an amelioration to them. This is curious due to the fact that the student notes that the component areas of the firm relied heavily upon the inventory management and control aspects in order to track and fulfill current needs (Wen et al, 2011). One is left to wonder why, if the organization re lied so heavily upon such an aspect of the process, it was left to chance to determine the means whereby the new system would be integrated and understood by the individuals in question. Recommendations: Finally, the reader should attempt to engage an understanding of the different approaches that could have allowed for a more smooth and effortless integration of the new system into the workflow and lives of the individual shareholders in question. With respect to the first one that has been discussed, it is painfully obvious that the organization and the shareholders could have taken a more active role in seeking to integrate with the software package prior to it being forced upon them (Lindberg & Foss, 2011). The discussion that has been integrated within regards to the case of Nokia brings to mind several of the theories of organizational that have been discussed thus far in the course work. Firstly, the butterfly effect theory is fully integrated due to the fact

Mastery of information technology in career of nursing Essay

Mastery of information technology in career of nursing - Essay Example The mastery of information technology is extremely important in the educational field nowadays as the computer is the basic element in all professions. So I believe that mastering computer technology will give freedom to any student to choose what he or she wants as a career. My dream to pursue nursing career will definitely need a knowledge in latest information technology as hospitals are highly exclusive with computer technology.I was very sure even when I was doing higher studies that I would aim towards working as a nurse in future period. But for this purpose, I was convinced that I need to be proficient in the computer field. An in-depth knowledge of information technology has allowed me to learn subjects easily during my educational process. Nowadays most of the studies are done through E- learning and knowledge in the computer make things easier and effective. The computer makes the learning process easily understandable that also in less time. It has also allowed storing data and accessing it wherever and whenever needed. According to (Downes 1) â€Å"Today, e-learning mainly takes the form of online courses. From the resources distributed by MIT's Open Courseware project to the design of learning materials in Rice's Connexions project to the offerings found at colleges and universities everywhere, the course is the basic unit of organization†.Even test, projects and lesson modules are worked out with the help of computer and my knowledge in information technology has helped me to successfully complete my studies.