Factors Affecting Students Psychological Issues Results...

Not quite clear what you’re doing from this statement. Maybe you want to say something like: â€Å"The research hopes to show that former students with large student debts suffer more psychological problems than those with smaller debts.† You just need to flesh out the details of what you’re thinking more. You tend to put only part of your thought process into words. Correction Paper The Final Research Proposal Miriam R. Macklin University Canyon University October 29, 2014 Introduction Thesis Topic: A study on factors affecting students’ psychological issues results from debts. The research hopes to show that former students with large student debts suffer more psychological problems that those with smaller debts. In this†¦show more content†¦As a result, the debt problems might be limited to students psychologically affected. In this study, what are the supposed health issues that are predictable of drawbacks that following, multiples loans debts. In this study it shows numerous students’ who are stressed believes that there no alternatives but to have multiple loans, to complete their education especially advancing to higher education. Majority of the students complains that continue their education will enhance their pay, and promotions, and as a result the students will fulfill the obligation of the multiple loans. Within this study, the most important goal is to have policy makers to implement strategies as to internships, on the job training, and also be cautions of lending out additional money for education, is not delve, to help stud ents who are optimistic about their educational goals to become pessimistic about the debts that have occurred. As a result, the debt problems might be limited to students psychologically affected. In this study, what are the supposed health issues that are predictable of drawbacks that following, multiples loans debts. In this study, learning that students who will

A First Generation Armenian / Egyptian American - 820 Words

There has never been a person who has changed the world by sitting back and hoping that someone would do something. This is what my father would say to me when I asked why we were attending town hall meetings. Admittedly, I did not enjoy these meetings as a child; I could not comprehend why these adults were yelling at one another. However, as I grew older I began to appreciate their passion, the belief that through teamwork and organization, these individuals can accomplish something that could not be done otherwise. As a first generation Armenian/Egyptian-American much of my extended family still lives in Egypt. I was raised a stone’s throw from the poverty and despair that marks much of the world. As I continue to move between endless opportunities that the United States has to offer and the deprivation of countries like my parents’, I realize the current challenges as a public agent in the field of reforming health policy in order to alleviate health disparities al ong ethnic, socioeconomic, and national lines. Currently, I am a district intern for San Francisco State Assembly David Chiu while pursuing a master degree in Public Administration/ Health Administration at the University of San Francisco’s School of Management. This internship opportunity helps me fulfill my interest in policy reform with working on issues such as, access of quality health services; I am also researching best practices in health policy implementation in hopes of alleviating healthShow MoreRelated The Concept of Encounter of Cultures in the Philosophy of History4644 Words   |  19 Pagesdevelopment is also crucial. By the criterion I develop, a culture which has expanded its potentialities in various independent forms is an open culture able to enter into dialogue with any other culture. 1. To begin with, I must mention that at first I intended to present my paper at the Section of Philosophy of History, because the point at issue here has a great concern to the concept of history and to the methodological approaches of historians. Something must be changed in the attitude of historiansRead MoreAn Article On The Middle East2928 Words   |  12 PagesEmpire to the second half of the twentieth century, highlighting the fundamental events and factors that have signed the constitution of the region as we know it. I am then going to describe the main forms of government that have characterized the generation of the modern states that are part of the contemporary Middle East. Finally I will analyse and focus on the external forces and elements that have shaped and continue to shape the development of the area’s politics, economics and societies. Read MoreA Picatrix Miscellany52019 Words   |  209 PagesTalismans Picatrix Astrological Magic Aphorisms Extracts on Planetary Ritual Clothing Twenty Two Benefic Astrological Talismans Astrology, Magical Talismans and the Mansions of the Moon Ritual of Jupiter An Astrological Election of Mercury in the First Face of Virgo for Wealth and Growth XIV. Invocation of Mercury On the Decans and Tarot XV. XVI. XVII. XVIII. A Brief History of Tarot The Decans in Astrology Overview of Recent Tarot Works That Reference the Picatrix Magical Uses of the Tarot ColophonRead MoreOne Significant Change That Has Occurred in the World Between 1900 and 2005. Explain the Impact This Change Has Made on Our Lives and Why It Is an Important Change.163893 Words   |  656 Pagesand Paul Buhle, eds., The New Left Revisited David M. Scobey, Empire City: The Making and Meaning of the New York City Landscape Gerda Lerner, Fireweed: A Political Autobiography Allida M. Black, ed., Modern American Queer History Eric Sandweiss, St. Louis: The Evolution of an American Urban Landscape Sam Wineburg, Historical Thinking and Other Unnatural Acts: Charting the Future of Teaching the Past Sharon Hartman Strom, Political Woman: Florence Luscomb and the Legacy of Radical Reform

Letter to the Editor on General Issues of LGBTIQ-Free-Samples

Question: Write 1 letter to Editor of a Magazine of LGBTIQ, on general perspective, general issues of LGBTIQ. Answer: Dear Editor, Human sexual orientation is recognized as a natural and individual choice, the differences are not exceptional. In a multicultural country as Australia, each citizen share common rights regarding race, gender, color, creed and religion. However, it is to bring to your notice that the LGBTQI (Lesbian, Gay. Bisexual, Transgender, Intersex and Questioning) community is experiencing workplace discrimination from a long time in Australia. Even though the government has initiated laws and regulations for protecting equal rights of each individual, the LGBTIQ community is still not able to get rid of the difference in behavior. Through your magazine, I want to display the issues faced by the specific community and the way they are being treated. There are different categories of gender other than the conventional ones such as queer, intersex, asexual. The difference in their gender does not give them the right to be mistreated. They also have the right to be treated with respect and justice. However, the common people tend to ignore this right and the LGBTQI people are still facing the misbehavior. This specific article has examined the rights of the LGBTQI people in the Australian work environment in accordance with the stereotypical behavior faced by them and the ways by which it can be prevented using a legal framework. The people in the diverse sexual orientation consist of 11% of the total Australian population. According to the UN Resolution, the people of different sexual origin are provided security. It was provisioned in 2016 by UN High Commissioner for Refugees that no individual has the right to discriminate others based on their difference in identity. The misbehavior faced by the specific community needs immediate attention in every corner of the world. Therefore, I have taken this attempt to find out a resolution strategy for ending this inhumane behavior. The misbehavior is not only faced by the LGBTQI community in Australia but throughout the world. It was found out in another article that India has faced challenges in the health sector with the LGBTQI community. The debate was raised in the modern Indian society about the constant discrimination faced by the particular community. The LGBTQI people are neglected by the other members of the society. However, the rapid technological and scientific advancements have developed through years and strict laws have been introduced to end this misbehavior. It can be suggested that educations forms the basis in such sensitive case. Sexuality education should be introduced in the basic curriculum so that the students can become used to it as a common matter. It will help the sexually different people come to the mainstream of life and behave like general people. Children should get the primary education that there is no offence in being sexually different. There is no harm in being different from the others. The government and management should intervene in this matter in providing a safe planet to the LGBTQI community. Thank you Lily James C/15, Long Run Avenue, Melbourne, 580498 Email- lily_james.12345@gmail.com Phone- 793805798 Bibliography Pearce, J., V. Gardiner, W. Cumming-Potvin, and W. Martino. "Supporting gender and sexual diversity in high schools: Building conversations for LGBTQI human rights in the English classroom." (2016). Rees, Susan, Jane Fisher, Batool Moussa, and Philomena Horsley. "Intimate partner violence and LGBTIQ people: raising awareness in general practice." (2016). Riggs, D., N. Taylor, Helen Fraser, Catherine Donovan, and T. Signal. "The link between domestic violence and abuse and animal cruelty in the intimate relationships of people of diverse genders and/or sexualities: A bi-national study."Journal of Interpersonal Violence(2018). Szalacha, Laura A., Tonda L. Hughes, Ruth McNair, and Deborah Loxton. "Mental health, sexual identity, and interpersonal violence: Findings from the Australian longitudinal Womens health study."BMC women's health17, no. 1 (2017): 94.

The Synthesis And Characterization Of Ferrocene Essays -

The Synthesis and Characterization of Ferrocene A Modern Iterative Approach to a Classical Organometallic Laboratory Experiment Pamela S. Tanner, Gennady Dantsin, Stephen M. Gross, Alistair J. Lees, Clifford E. Myers, M. Stanley Whittingham and Wayne E. Jones, Jr. [1] State University of New York at Binghamton, Binghamton, New York 13902 (Funded by the National Science Foundation) (Submitted to J. Chemical Education) -------------------------------------------------------------------------------- Since ferrocene is credited with the rapid acceleration of modern organotransition metal chemistry (1,2) and the cyclopentadienyl group is extensively used as a stabilizing ligand, it is only fitting that the synthesis of ferrocene be incorporated into an advanced undergraduate inorganic laboratory. In our four credit course, the students work in pairs and have the opportunity to select six experiments from a total of nine. Three of these experiments must be selected from the area of materials chemistry and the topics include the synthesis of anhydrous CrCl3, a high temperature superconductor, the ZSM-5 zeolite and the lithium intercalation of WO3. Three wet experiments are also selected. These include the synthesis of W(CO)4, metal complexes of DMSO, a tris(bipyridyl)ruthenium complex, ferrocene, and the acetylation of ferrocene. If ferrocene is selected, it must be done in conjunction with the acetylation of ferrocene and these labs make up two of the three wet labs that are done b y the student. Each lab incorporates an open ended question that the student may answer with the aid of library research or CAChe molecular modeling software with the Project Leader extension. This iterative approach builds confidence in the students ability to explore the unknown and reinforces the basic idea of the scientific method. The ferrocene synthesis has been an extremely successful and popular selection. The students enjoy the diverse technical skills acquired during this experiment. These are techniques that a student may not be introduced to again as an undergraduate and include the use of air-less glassware while working on a vacuum line, cyclic voltammetry, bulk electrolysis, thin-layer and column chromatography. In addition, the compounds are characterized by standard methods such as melting point determination, IR and UV-Vis spectroscopies. -------------------------------------------------------------------------------- Experiments Preparation of Ferrocene Ferrocene is synthesized with a modification of the preparation reported by Jolly (3). The yield in the reported synthesis was 93% (3). Cyclopentadiene undergoes a 4+2 cycloaddition to form dicyclopentadiene. For this reason, cyclopentadiene is usually purified before use. Dicyclopentadiene boils at 170C and cyclopentadiene boils at 42.5 C. For efficiency, the dicyclopentadiene dimer is thermally cracked using a fractional distillation apparatus in advance by the teaching assistant. While this is usually done on the day of the experiment, we have found that cyclopentadiene may be stored without significant dimerization in a foil covered container in a freezer for several days. At the beginning of the lab period, the students grind KOH in a mortar and quickly transfer it to a tared vial. KOH is hygroscopic and should be ground in small portions (2 g). A nitrogen glove bag is a worthwhile investment for this step in the procedure. In addition to protecting the students from the corrosi ve KOH, it ensures that the KOH is dry. The FeCl2.4H20 will also go into solution more effectively if it is finely ground. It is then placed in a tared vial. The pre-weighed KOH (15 g) is placed in a 100 mL (14/20) three-neck round bottom flask equipped with a magnetic stirring bar. 1,2-Dimethoxyethane (30 mL) is added with stirring to the KOH. One side of the neck is stoppered and the other is connected to a vacuum line through a gas adapter. While the mixture is slowly stirred and the flask is being purged with a stream of nitrogen, the cyclopentadiene (2.75 mL) is added. The resulting solution is rose colored. The main neck is then fitted with a pressure equalizing dropping funnel (25 mL) with its stopcock open. In a second one neck round bottom flask that is fitted with a septum, FeCl2.4H20 (3.25 g) and DMSO (12.5 mL) are stirred under a nitrogen atmosphere to dissolve the FeCl2.4H20. After about five minutes, the stopcock is closed and the FeCl2 solution is added to the pressure equalizing dropping funnel. The reaction mixture in the three-neck flask is stirred vigorously and the purging with nitrogen is continued. After about ten minutes, the stopper is placed

The Road to PPB The Stages of Budgetary Reform

The Road to PPB The Stages of Budgetary Reform In his article â€Å"The Road to PPB: The Stages of Budgetary Reform† (1966), Allen Schick focuses on the aspects of the effective budgetary reform which could provide the significant positive changes in relation to national budgeting and the role of government in the process.Advertising We will write a custom critical writing sample on The Road to PPB: The Stages of Budgetary Reform specifically for you for only $16.05 $11/page Learn More However, instead of discussing the innovative approaches to budgeting, Schick pays attention to the previous strategies used to reform the budgeting system in the country. The author states that earlier the government used rather developed approaches to budgeting with references to effective planning and management of the changes in the system. Schick’s work contributes to the filed of public administration with references to discussing the budgetary reform as one of the major government’s functions an d presenting the procedure as the influential reform related to the public sector (Shafritz Hyde, 2011, p. 217-232). The aspects of the American federalism are discussed in the work â€Å"The American System† written by Morton Grodzins in 1966. Grodzins states that the government could perform more effectively in the situation of sharing the government’s functions within all the government’s levels and departments. This specific approach to regulating the American federal system could contribute to responding to the national and local interests as well as to creating the concept of New Federalism which is shared today in relation to public administration. The work by Grodzins is significant to conclude about the current involvement of the government in public administration in comparison with the previous periods (Shafritz Hyde, 2011, p. 233-237). Today, the progress of public administration principles is closely connected with the development of new forms of organizations relying on modern government, cooperation between companies, and avoidance of bureaucratic methods (Cox, Buck, Morgan, 2010, p. 157). The prediction of these processes is provided in the work â€Å"Organizations of the Future† (1967) by Warren Bennis.Advertising Looking for critical writing on communications media? Let's see if we can help you! Get your first paper with 15% OFF Learn More The author concentrates on the processes which led to the decline of bureaucratic methods in regulating the work of organizations and tries to determine the principles according to which organizations could develop in the future. Bennis pays attention to the usage of innovative technologies, focus on changes and reformation and changes in the management of companies which are expected to become larger and more complex in their organization. Furthermore, the author states that the organizations of the future are more flexible in their structures and fun ctions because of depending on integration, collaboration, and partnership (Shafritz Hyde, 2011, p. 238-249). The contribution of the article written by Bennis in 1967 to the modern study of public administration is significant because of predicting the factors which are important today for the progress of organizations and their relations with public administration. Yehezkel Dror published the article â€Å"Policy Analysts: A New Professional Role in Government Service† in 1967, but it is still useful to discuss the role of policy analysis in the filed of public administration because the author was the first researcher who focused on the importance of combing the approaches typical for economics and methods of quantitative analysis in the context of public administration development. In his article, Dror focuses on the policy analysis of public administration’s decisions and strategies as the effective tool to improve the field of public administration and other ser vices provided by the government (Shafritz Hyde, 2011, p. 250-257). As a result, today the policy analysis discussed by the author is the procedure studied and followed in the field of public administration. References Cox, R., Buck, S., Morgan, B. (2010). Public administration in theory and practice. USA: Pearson.Advertising We will write a custom critical writing sample on The Road to PPB: The Stages of Budgetary Reform specifically for you for only $16.05 $11/page Learn More Shafritz, J., Hyde, A. (2011). Classics of public administration. USA: Wadsworth Publishing Company.

Complete Guide to Integers on SAT Math (Advanced)

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

Ehtno-Drama (Drama Creation) Paper Baed on ELL(English Language Term

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Politics of Poverty and Social Welfare Policy Essay

Politics of Poverty and Social Welfare Policy - Essay Example Empowerment of low income earners has to be done so that the poor can be able to access resources that are raw materials for development. The poor lack power to get the desired resources. This situation worsens when the psychological status of these poor people is touched by powerlessness. Poverty makes the means of accumulation of resources through saving impossible to the poor people. This is because the avenues to save require some structures that have a monetary value. Poverty reduces a person’s power to compete for a resource because it influences the thinking and the power of these people (O’Brien and Finn 1). This work will seek to show that the poor can be involved in transforming the situations of their lives even in the current political atmosphere. The poor and the middle class earners are faced with various problems that cause them to join into movement to form a force that can prevail in collective bargaining. The economic recession was heavily felt among t hose who had not organized themselves into groups that could foster poverty alleviation. Low income earners, therefore, realized the difficulty to cause impact at individual levels. Poverty denies the poor opportunities to make choices. As a result, the little they had was subjected to risk of loss when they put it in simple projects. In response to economic recession, the poor resorted to various ways to alleviate their situation. The low income earners’ response to poverty was facilitated by their position in terms of power where they lacked power to influence policy formulation and implementation. The poor are more than the rich in any state and their number can be used as a means to change the policies. The low income earners can be able to secure a place in development in the current political context since they are the best people who know the pressure at which they are subjected in their position. Poor people understand projects that would work for them. This is becaus e in most cases projects by the rich come with levels of sophistication that the poor do not put up with. Through calculated collaborations, low income earners can be able to claim their rights from higher political powers, seek donors to fund projects centered on alleviation of poverty, and seek government intervention in their conditions. According to O’Brien and Finn (22-23), although the poor had responded in various ways to recession, very few of the poor went to seek financial aid from their governments or any financial institution or claimed unemployment or even protested against the government in claim of their rights. The methods most of the low income earners used as a means to respond to recession was by cutting cost, increasing the daily working hours and some went ahead to selling some of their properties (O’Brien and Finn 18). Although grouping and working to collectively bargain for formulation and implementation of policies that are friendly to them is advisable, individual response to poverty alleviation was a means that worked during the recession times. The methods they used in response to increased requirement collectively showed that low income earners have a commanding position in the current political context. In their individualized position, low income earners managed to reduce pressure posed by the increased cost of goods and services during the economic recession. As a politicized group, the low

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Development of the US economy over the Past 3 Years Essay The American government has been successful in running its economy for the years 2005, 2006 and 2007 as shown in continuing productivity growth, the low level of inflation as well low interest rate. This paper therefore attempts to discuss or dramatize the success of the American Government been in running its Economy over the last three years. Since any success will have to be explained on what actions the American government has, this paper will therefore describe and evaluate the main macro economic policies used by the American government, if there is any, over the last three years. How successful is the American government in running its Economy over the last three years? The American government performed well in terms of GDP and other growth measures for the last three years starting from 2005 up to the third quarter of 2007. GPD growth was recorded to have an average of 3 ? % from 2005 up to first quarter of 2006. This slowed down a little starting from second quarter of 2006 (2 ? %) to first and second quarter of 2007 , but the third quarter of 2007 appeared to started showing higher increases at 3. 9%. In describing the state of the US economy, Poole said â€Å"†¦The U. S. economy is highly productive, profit-making opportunities abound, interest rates and inflation are both relatively low and stable. † The economy is however not without any challenges to face. Said challenge is not the business cycle but how the US economy will adjust on many fronts to the baby boom generation retirement but Poole believes that the U. S. laws and institutions will enable the country to face these challenges with a better deal of buoyancy than in some other countries that is facing or will be facing the demographic challenge sooner. Poole expressed an assurance that the U. S. economy is fundamentally sound. He cited the fact that surveys of business economists over the past few years regularly pointed to key sources of strength of US economy and these include â€Å"a dynamic and flexible labour market and a financial system that rewards innovation and risk-taking by channelling capital to its highest rates of return. † He explained that the US market-based economy will allow companies â€Å"the ability and the incentive to innovate and to adapt quickly to changes in relative demands for goods and services. Thus he observes that present managements responding promptly to various shocks that shock the economy and according to him this is a growing dynamism of the U. S. economy which be believes is satisfactorily illustrated by the rise in the economy’s rate of productivity growth that has began as early as 1995 and there is still no sign of let up even at present. One way to check economic performance is the level of inflation. Poole said, that inflation as measured by the all-items CPI called â€Å"headline CPI inflation† slowed from 3. 4 percent in 2005 to 2. percent in 2006, while the inflation rate measured by the PCE (core inflation, which excludes food and energy prices) price index rose slowed from 2. 9 percent to 2. 3 percent over the same period. The decline of inflation in 2006 could only indicate remarkable effect of the monetary policy. Poole explained that the restraint of headline inflation is undeniably an indication of the sharp decline in energy prices over the second half of 2006. He added that most economists believe that core inflation is a better measure of inflation pressures. He also explained that that slight increase in the core PCE price index from 2. percent in 2005 to 2. 2 percent in 2006, and the core CPI index increase more, from 2. 2 to 2. 6 percent was negative indication. However, the core price pressures have been easing out lately which was an indication of a momentum that is headed to a favourable direction. What are the economic policies used by the American Government in managing the economy? The main macro economic policies used by the American government over the last three years include the use of its monetary policies. The use of monetary policy is evident in Federal Reserve Bank having raised its target for the federal funds rate from 1 percent in 2004 to 5? ercent in June of 2006 and is still maintained at present. It was the US monetary policy actions that have kept inflation largely, although not perfectly in check. Monetary policies involved the actions done by the Federal Reserve Bank to control money supply for purposing of managing inflation and necessarily GDP growth. Thus Poole believes that such monetary policy likely had something to do with the timing of slower GDP growth. He emphasized that the timing of slower GDP growth was the inevitable result of falling margin of underutilized resources. He admits however of other factors that is causing the slowdown starting in second quarter of 2006 which he felt as independent of monetary policy. One was the sharp increase energy prices, which showed improvement in the middle of 2006 while the other was considerable weakness in housing markets, which Poole believed may just now be giving off very tentative signal of the need to stop as has reached the bottom . In relation to the use of monetary policy to the US economy, Poole suggested three remarkable facts that deserve attention. He identified the first by saying that the real GDP growth, though sluggish in prior years has become robust starting in 2003, which may now have contributed a present low unemployment rate of 4. 6 percent. Another is that fact long-term inflation expectations were hardly shifted, while the third is the fact of quarterly average yield on 10-year nominal Treasury securities that was actually slightly lower than it was in mid 2002. Thus Poole is justifying that, â€Å"the economy has performed well despite a near tripling of crude oil prices since December 2001. He also pointed about the issue of present energy price increase. The first one is of course attributing, the increase in price â€Å"a consequence of a booming world economy, which raised energy demand rather than a supply shock; while the second one is attributing to monetary policies in the US and in most other countries have their jobs well of securing inflation expectations. † Despite a decline in growth in 2006 as compared to 2005, Poole found still further proof to the latest data on stable performance of the US economy. Poole, said, â€Å"†¦Particularly noteworthy was the larger-than-expected increase in real GDP during the fourth quarter of 2006. Following relatively anaemic rates of growth in the second and third quarters of 2006, growth of real GDP during the fourth quarter picked up nicely, rising to a 3. 5 percent annual rate. † Will the decline in the some of the measurable variable prove a failure of the monetary policy of the company? Poole cited two other aspects of the GDP report which were less favourable than the overall report. First, there was recorded slight decline in the business fixed investment during the fourth quarter of 2006. He interpreted that that the decline was nothing more than normal variation, as may be perhaps a consequence on the part of firms that were waiting for release of the new Vista operating system from Microsoft. To support his position, he explained that over the four quarters of 2006, a 6. 8 percent in non-residential fixed investment rose was recorded and one could readily appreciate that a healthy and expected increase given that the economy has continued to absorb excess capacity. This he even believe on the positive figures forecast for the economy that will â€Å"perhaps produce better than expected results. He however warned that â€Å"the extension of the fourth quarter weakness in business capital outlays going forward certainly would be a cause for concern. † The second noticeable aspect of the GDP report that was the nearly twenty percent rate of decline in residential fixed investment. He narrated that the decline began in the second quarter and was followed by a greater decline in each of the subsequent quarter. Thus he explained that as a normal result, the sharp decline in private housing starts and sales must have cause a significant pull on real GDP growth in 2006. Thus the second half of 2006, showed the contribution to real GDP growth from real residential fixed investment to have averaged about negative percentage points. This would prompt then the explanation for the slowing down in 2006 on why monetary policy was not applied to address the problem. Poole, explained that the Year 2006 was a hard situation for homebuilders as compared to 2005. He explained that following a record-setting rate of 1. 7 million units that have started in 2005, he noted that single-family started to fall to 1. 5 million units in 2006. He explained that the this average showed a comparatively large number of starts during the first half of the year which was followed by a much lower level of starts during the second half of 2006. This he noted December 2006- single-family starts which were approximately 16. 5 percent below annual average. In comparison, Poole cited the consensus of the Blue Chip forecasters made in December 2005 that real residential fixed investment would decrease by only about 1. 4 percent in 2006, using annual average data, but the actual the decline was about 4 ¼ percent. The rate fourth quarter as of 2006 is therefore obviously steeper, than the fourth quarter of 2005 to the fourth quarter of 2006. It may thus be observed that the slowing down of growth starting in the second quarter of 2006 may be attributed to the continued fall on sale of housing although presently there are already signs of recovery. But since the third quarter of 2007 has even exceeded even the average of growth rate prior to slight decline in second quarter of 2006, it may be argued that the problem of housing has eased out already. It may be concluded that the American government has been successful in running its Economy over the last three years in terms of GDP and controlled level of inflation and the lower interest rate. The main macro economic policies used by the American government over the last three years include mainly the use of its monetary policies through the Federal Reserve Bank of the US by raising interest rate a little in order to control inflation. Since it was able to do its part in controlling prices via inflationary measures the US Government through the Federal Reserve has done well it function of managing the economy.

An Analysis Of The Video Like A Prayer By Madonna :: essays research papers

An Analysis of the Video "Like A Prayer" by Madonna Madonna first arrived in the national popular culture in 1984 with her song "Borderline". She moved very quickly in the ensuing years to make several records (many of which have gone multi-platinum) and to take several world tours with sold-out concerts, and has caused quite a bit of controversy in what she has done in the public eye. Examples include posing nude for Penthouse magazine (and announcing afterwards that she was not ashamed for doing it), marrying (and subsequently divorcing) actor and media-avoider Sean Penn, creating a fashion trend (which was primarily popular with teenage girls), and making truly atrocious movies which the critics hated and the people refused to see (the only two exceptions are Dick Tracy and Truth or Dare, her controversial yet fascinating self-documentary about her tour of the same name). It seems that Madonna seems to enjoy attention, good or bad, and it seems like she feeds on her own controversy. Her songs, and the music videos which accompany them, are no exception to this. However, the things she does and the images she projects requests contemporary society to reflect on itself, and to possibly re-create itself in innovative and inventive styles. Perhaps she always breaks with convention because she sees things in a different light than the rest of society. This essay shall focus on the video which accompanies the title track from her 1989 album, "Like A Prayer," which certainly had its share of controversy. Probably the most startling image in the music video was that of several burning crosses on a lawn or a hill. These crosses were in the background, while Madonna was facing the camera and singing. When I saw the music video for the first time, this particular section of the video made me sit up and intently watch my television screen. The first things I thought about were, "She's a very outspoken woman for doing this! Boy, she's got a lot of nerve! I believe she was raised Catholic, and she's making a mockery of the Catholic Church by doing so! The Pope would be offended, to say the least!" The radical approach to dispose of any religion (or a person's religious or pious fervor) is at least shocking. The cross is the symbol of Christianity and all it stands for. Seeing the cross engulfed in fire -- which symbolizes (and is) a destructive force -- would be very disturbing for anyone to see, Christian or not. I sat up and took notice, and I'm not even Christian -- I am Jewish. Furthermore, the fact that

Project Network

A project network illustrates the relationships between activities (or tasks) in the project. Showing the activities as nodes or on arrows between event nodes are two main ways to draw those relationships. With activities on arrow (AOA) diagrams, you are limited to showing only the finish-to-start relationships – that is, the arrow can represent only that the activity spans the time from the event at the start of the arrow to the event at the end. As well, â€Å"dummy† activities have to be added to show some of the more complex relationships and dependencies between activities.These diagrams came into use in the 1950's, but are now falling into disuse. Activity on node (AON) diagrams place the activity on the node, and the interconnection arrows illustrate the dependencies between the activities. There are more flexible and can show all of the major types of relationships. Since the activity is on a node, the emphasis (and more data) usually can be placed on the activi ty. AOA diagrams emphasize the milestones (events); AON networks emphasize the tasks. Introduction to The Nine Project Management Knowledge AreasAlso read about our new agile delivery model called  Scrumthat is significantly different than the  model below. As a PMP I often get questions about what goes into running a project. I will try to explain in a couple of articles the various components that make up a project. There are several ways to look at a project as a whole. You can view it as a series of processes. Some processes are executed in order and some are recurring processes that are executed at various stages throughout the entire project.You can also view the project from the different knowledge areas that are needed to execute the project. I will cover the knowledge areas in this article and go on to the processes in my next article. There are nine knowledge areas and each one covers its own important part of the project. A knowledge area can cover several phases or p rocess groups of the project. The nine areas are mentioned below in some detail. Integration Management If each little part of the project is a tree, Integration Management is the entire forest.It focuses on the larger tasks that must be done for the project to work. It is the practice of making certain that every part of the project is coordinated. In Integration Management, the project is started, the project plan is assembled and executed, the work is monitored and verification of the results of the work is performed. As the project ends the project manager also performs the tasks associated with closing the project. A project manager must be very good at Integration Management or the project may very well fail.Other knowledge areas are also important, but Integration Management is the area that requires the most management and control of the entire project. Scope Management This area involves control of the scope of the project. It involves management of the requirements, detail s and processes. Changes to the scope should be handled in a structured, procedural, and controlled manner. The goal of scope management is to define the need, set the expectations, deliver to the expectations, manage changes, and minimize surprises and gain acceptance of the project.Good scope management focuses on making sure that the scope is well defined and communicated very clearly to all stakeholders. It also involves managing the project to limit unnecessary changes. Time Management Project Time Management is concerned with resources, activities, scheduling and schedule management. It involves defining and sequencing activities and estimating the duration and resources needed for each activity. The goal is to build the project schedule subsequently to manage changes and updates to the schedule.When the schedule is first created, it is often referred to as the time baseline of the project. It is later used to compare updated baselines to the original baseline. Many project ma nagers use software to build and maintain the schedule and baselines. Cost Management This knowledge area includes cost estimating and budgeting. After the cost of the project has been estimated the project management must control the cost and makes changes to the budget as needed. The Project Cost Estimate is dependent on the accuracy of the cost estimate of each activity in the project.The accuracy changes as the project progresses. For instance, in the initiation of the project the estimate is more difficult to assess than later in the project when the scope and the schedule have been defined in detail. Quality Management This area is an important area where outputs of different processes are measured against some predetermined acceptable measure. The project manager must create a quality management plan. The quality plan is created early in the project because decisions made about quality can have a significant impact on other decisions about scope, time, cost and risk.The area also includes quality control and assurance. The main difference between control and assurance is that control looks at specific results to see if they conform to the quality standard, whereas assurance focuses primarily on the quality process improvement. Human Resource Management This area involves HR planning like roles and responsibilities, project organization, and staff management planning. It also involves assigning staff; assess performance of project team members, and overall management of the project team.The project manager is the â€Å"Boss† of the project and Human Resource Management is essentially the knowledge area of running the project in relations to the resources assigned to the project. Communications Management This area focuses on keeping the project’s stakeholders properly informed throughout the entire project. Communication is a mixture of formal and informal, written and verbal, but it is always proactive and thorough. The project manager mus t distribute accurate project information in a timely manner to the correct audience.It involves creating a communications plan that explains what kind of information should be communicated on a regular basis and who should receive it. It includes project performance reporting to stakeholders so everyone is on the same page of the project progress, for example, what is outstanding, what is late, and what risks are left to worry about, etc. Risk Management This involves planning how to handle risks to the project. Specifically the project manager must identify risks and also plan how to respond to the risks if they occur.Risk has two characteristics: Risk is related to an uncertain event, and a risk may affect the project for good or for bad. When risks are assessed, the project manager usually has to assess several things: How likely will the risk happen, how will it affect the project if it happens, and how much will it cost if it happens? The project manager will use a lot of risk analysis tools and techniques to answer these questions. Procurement Management This area focuses on a set of processes performed to obtain goods or services from an outside organization.The project manager plans purchases and acquisitions of products and services that can’t be provided by the project manager’s own organization. It includes preparing procurement documents, requesting vendor responses, selecting the vendors, and creating and administering contracts with each outside vendor. As you can see there are many knowledge areas that a project manager must excel at. Even though some areas are more important than others, each area must be executed with care and professionalism in order for any project to be successful. ———————————————— Work Breakdown Structure, WBS Chart and Project Management WBS Work Breakdown Structure, WBS, Term Definition Work brea kdown structure, WBS, is a project management technique initially developed by the US Defense Establishment, which deconstructs a project with the intent to identify the deliverables required to complete the project. The project management work breakdown structure, WBS, is utilized at the beginning of the project to define the scope, estimate costs and organize Gantt schedules.Work breakdown structure, WBS, captures all the elements of a project in an organized fashion. Breaking down large, complex projects into smaller project pieces provides a better framework for organizing and managing the project. WBS can facilitate resource allocation, task assignment, responsibilities, measurement and control of the project. The project management work breakdown structure, WBS, is utilized at the beginning of the project to define the scope, estimate costs and organize Gantt schedules.In the project management WBS it is important that the project is not broken down into too much detail as tha t can lead to micro management. Conversely, too little detail can result in tasks that are too large to manage effectively. Work breakdown structure, WBS, can be presented in a tabular list, an indented task list as part of a Gantt chart or in a hierarchical tree. More often the work breakdown structure, WBS is listed in a hierarchical tree that captures deliverables and tasks needed to achieve project completion. ork breakdown structure (WBS) * E-Mail * Print * A * AA * AAA * inShare1 * Facebook * Twitter * Share This * RSS * Reprints A work breakdown structure (WBS) is a chart in which the critical work elements, called tasks, of a project are illustrated to portray their relationships to each other and to the project as a whole. The graphical nature of the WBS can help a project manager predict outcomes based on various scenarios, which can ensure that optimum decisions are made about whether or not to adopt suggested procedures or changes.When creating a WBS, the project manager defines the key objectives first and then identifies the tasks required to reach those goals. A WBS takes the form of a tree diagram with the â€Å"trunk† at the top and the â€Å"branches† below. The primary requirement or objective is shown at the top, with increasingly specific details shown as the observer reads down. When completed, a well-structured WBS resembles a  flowchart  in which all elements are logically connected, redundancy is avoided and no critical elements are left out. Elements can be rendered as plain text or as text within boxes.The elements at the bottom of the diagram represent tasks small enough to be easily understood and carried out. Interactions are shown as lines connecting the elements. A change in one of the critical elements may affect one or more of the others. If necessary, these lines can include arrowheads to indicate time progression or cause-and-effect. A well-organized, detailed WBS can assist key personnel in the effective a llocation of resources, project budgeting, procurement management, scheduling,  quality assurance,quality control, risk management, product delivery and service oriented management. Related article: Conveyor Belt Project

Walt Disney Biography

Walter Elias Disney was born on the 5th of December, 1901 in Chicago, Illinois. His father Elias Disney was of Irish/Canadian descent and his mother Flora Call Disney was of German/American descent. Walt Disney had three brothers and one sister. The Disney family were raised on a farm in Missouri, USA where the young Walter developed an interest in drawing and trains. The Disney family moved back to Chicago where Walt attended the McKinley High School and took night classes at the Chicago Art Institute. At sixteen years of age Walt Disney dropped out of school to join the army but was knocked back because of his age. Instead, he joined the Red Cross and was shipped to France for one year, where he drove an ambulance. When Walt Disney returned from France he moved to Kansas City where his brother Roy Disney was working at a bank. He began his career as an advertising cartoonist at the Pesmen-Rubin Art Studio where he created commercial works for magazines, newspapers, and movie theaters. But he was keen to have his own business. Disney briefly started a company with the cartoonist Ub Iwerks, called â€Å"Iwerks-Disney Commercial Artists†. The venture did not take off and the pair were forced to seek alternative paths to put food on the table. Disney and Iwwerks would later work together in creating some of the earliest popular Disney cartoon characters, including â€Å"Oswald the Lucky Rabbit† and â€Å"Mickey Mouse†. Walt became a pioneer of the animation industry, working his way through from silent cartoons, to sound, from black and white to Technicolor. He created the first full length animated musical and went on to combine cartoons with live action. A surprising switch of focus led to the creation of Disneyland in 1955, the first theme park the world had ever seen. It was a squeaky sounding mouse with big ears that would go on o be Walt Disney's biggest success. â€Å"Mickey Mouse† was born on the 18th of November, 1928. Mickey first appeared in a silent short called â€Å"Plane Crazy†, but it would be the â€Å"Steamboat Willie† cartoon with sound that made Mickey Mouse famous. Even though Walt Disney gets much of the credit and acknowledgment for creating the famous mouse, it is believed that his friend Ub Iwerks actually created Mickey Mouse. Walt Disney was the voice of Mickey Mouse up until 1946. Mickey Mouse would go on to become a symbol for the Walt Disney Company. The little mouse that started the company appeared in many cartoons, full feature films, comic strips, books, video games, toys, and was made into every piece of merchandise imaginable. Mickey Mouse became bigger than just the Walt Disney Company, and even came to symbolize the country of America. The mouse went on to become a cultural icon. Other popular cartoon characters that the Walt Disney Company went on to create include Donald Duck, Minnie Mouse, Butch the Bulldog, Scrooge McDuck, Clarabelle Cow, and many more. The company also animated other characters like Bambi, Cinderella, Alice in Wonderland, Peter Pan, Dumbo, Hercules, and more. The Walt Disney company received many Academy award nominations and was nominated for seven Emmys while Walt was alive. Disney's company had to overcome challenges like the workers strike in 1940, but the company mostly grew forward in leaps and bounds. The company went public in 1957 and continues to be a listed company on the New York Stock Exchange to this day. Disney was working on plans for a theme park when he died from lung cancer complications in 1966. His brother Roy would follow his plans through and the Walt Disney World theme park was opened to the public in 1971. The company continued to grow after the death of Walt Disney and is now one of the largest media and entertainment conglomerates in the world. II. Problem During his working animated through from silent cartoons, to sound, from black and white to Technicolor and also created the animated musical and went on to combine cartoons with live action, there were some problem that he had faced it. †¢ When he started a company with the cartoonist Iwerks, the Iwerks-Disney Commercial Artist was failure. With all his high employee salaries unable to make up for studio profits, Walt was unable to successfully manage money. As a result, the studio became loaded with debt and wound up bankrupt. Disney then set his sights on establishing a studio in the movie industry's capital city, Hollywood, California. †¢ By 1927, the new series, Oswald the Lucky Rabbit was an almost instant success, and the character, Oswald drawn and created by Iwerks became a popular figure. The Disney studio expanded, and Walt hired back Harman, Rudolph Ising, Carman Maxwell, and Friz Freleng from Kansas City. In February 1928, Disney went to New York to negotiate a higher fee per short from Mintz who was the distributor animated to Universal Pictures. Disney was shocked when Mintz announced that not only he wanted to reduce the fee he paid Disney per short but also that he had most of his main animators (notably, except Iwerks, who refused to leave Disney) under contract and would start his own studio if Disney did not accept the reduced production budgets. Universal, not Disney, owned the Oswald trademark, and could make the films without Disney. Disney declined Mintz's offer and lost most of his animation staff. III. Analysis There are several things that made Walt became success. Along his journey to make his dream came true, he through up and down in the business. But Disney has a spirit and believes that he could make his dream come true. And there were some character he had that brought Disney become big today and it described as below. †¢ Personality of Leadership Walt Disney was a leader who exemplified many leadership capacities throughout his 43-year Hollywood career. He demonstrated a strong moral purpose and worked hard to make a difference in the lives of everyone who had interactions with Walt Disney Productions. His moral convictions were instilled in him by his parents at a young age. Walt was always striving to make people happy. His first priority was always to his family. Although he struggled to balance work and family at times, he was always there for his wife and daughters. Walt also had a strong commitment to his employees. He knew each person by name and insisted that everyone call him Walt. Throughout his life, and since his death, Walt Disney did more to touch the hearts and minds of millions of Americans than any other person in the past century. †¢ Knowledge of the Business After the failure of the Iwwerks-Disney Commercial Artists venture, Walt did not give up and went to Hollywood. Walt realized that creativity and enthusiasm were not enough in the business world and then he went into partnership with his brother Roy and started what would eventually become the Walt Disney Company. His friend and previous business partner Ub Iwerks also came to Los Angeles and played an important role in the success of the company. †¢ Self Concept Walt Disney developed a philosophy that anyone who wants more success would do well to adopt. He was growing through self-criticism and experiment. He admitted that this is not a genius or even remarkable. It is the way people build a sound business of any kind, through sweat, intelligence and the love of the job. Thing that made him success was his ability to come at a problem from different mental perspectives. He developed three distinct mental methods and gave them name that is the Dreamer, the Realist and the Spoiler. o The dreamer represents unrestrained creativity that exemplified what he loved to do. Walt Disney saw the creative dreamer as the starting point for his success. He could never stand still when the ideas come. He might explore and experiment and never satisfied with his work. Walt Disney was motivated by creative achievement and was comfortable in an uncertain business environment. o The realist represents how he made ideas as a concrete reality. And he could be as hard-deaded as any accountant when do something. Walt Disney was aware about technology changed and he was ready to evolve with it. He thought that his business will grow with technical advances. And should the technology advance come to a stop, prepare the funeral and they need new tools and refinements. He was aware of the human factors that drove his commercial success. His success was built by hard work and enthusiasm, clarity of purpose, a devotion to his art, confidence in the future and above all, by a steady, day-by-day growth. o And the last but not the least, is the spoiler. Walt Disney was a critical thinker and perfectionist person. He needed to be because he knew his audience would see the errors from the cartoon movies. He never spared feelings because his interest was in product. If a fellow went off on his own developing an idea that had not been approved, he was asking for trouble, and got it. The spoiler critically evaluated the work of the realist and the dreamer. †¢ Cognitive and practical intelligence Walt Disney understood and embraced the process of change. He knew that in order to continue to progress and find success, he needed to be one step ahead of change. This was evident through his willingness to take chances on innovative technologies as they developed in his field. When others expressed concern over perceived risks, Walt was always optimistic and had faith in his convictions. †¢ Drive Integrity Walt offered the chance for his employees to attend art school, at his expense. Many of his animators took advantage of Walt’s offer, and as a result, their work improved greatly. They were enthusiastic about this opportunity and were grateful to Walt for taking an interest in their futures. Walt always shared his ideas and concerns with his employees. He believed that the company would work best in an environment where a company worked together in all aspects of the business. †¢ Emotional Intelligence Walt had a good Emotional Intelligence. His Relationship Management’s personality could bring him managing other people emotion. Walt worked hard to build relationships, especially with his employees. He wanted his employees to be happy and he worked closely with everyone in his company. One of the best examples of his willingness to develop relationships is evidenced by his eagerness to help his employees learn more about animation. †¢ Leadership Motivation Walt had a profound effect on the people he worked with. His particular leadership skill lay in convincing people they could do thing far above what they thought they could do. Developing talent for the future was Walt’s passions. He himself held evening classes to train employees, teaching his team to embrace the future and strive for perfection. The culmination of his ideas was realized in the creation of the California Institute of Arts, a project he believed would ensure a whole new approach to arts training. IV. Conclusion Coherence making is possibly the strongest leadership capacity that Disney possessed. He was constantly able to bring things together to stimulate conversation. Walt knew how to prioritize and focus his work as a result of his moral purpose. He exemplified all of the capacities needed to be considered a true leader. Perhaps the best example of Walt’s leadership is the fact that over forty years after his death, his company has continued to be a pioneer in the field of animation. After Walt died at the age of 65, his brother Roy promised that all of the plans Walt had for the future would continue to move ahead. As stated by Thomas in 1966, Mickey Mouse will continue to endear himself to children everywhere with his lovable antics, Donald Duck will go on delighting them with his squawks and flurry of feathers; and millions of people the world over will, in Walt Disney’s own words, â€Å"know he has been alive. †

Miss. America Pagants essays

Miss. America Pagants essays Forty million in available scholarship money, who would not enjoy that? Every year more than forty million is given out in scholarship money to the Miss America pageant winners (Bivans). Miss America pageants are a great way for young beautiful women to earn college money, it is not based on body, beauty and how well a contestant can work it, it is about the brains of the contestant. The great thing is that if a women has not been competing since she was a child, she is still able to apply. The only requirement is that she must win her local and then win her state title (The). Many people do not know about the details of the Miss America Organization and the Miss America pageant. The Miss America concept was thought up in 1920, by a Atlantic City businessman. He staged a Fall Frolic in order to attract tourists to the seasonal resort beyond the traditional end of the summer, Labor Day. It was such a success, that he later created a two day event which included Bathers Revue. Which then produced Margaret Gorman, our first Miss America in 1921 (The). Another crazy fact is that since 1989, the Miss America Organization has had the platform concept. It requires each contestant to choose an issue about which she cares deeply and that is of relevance to our country. Once chosen, Miss America and the state titleholders use their stature to address community service organizations, business and civic leaders, the media and others about their platform issue (Bivans). Some of the past issues were homelessness, HIV/AIDS prevention, domestic violence, diabe tes awareness, sexual assault (Former), character education and literacy (The). Every woman that is a United States citizen is completely able to become a Miss. America contestant. With a few other requirements such as, the woman must be between the ages of 17 and 24 years old and must be in reasonable health to meet the job requirements (The)...