Phase Equiliubrium of Naphthalene and Biphenyl Mixture Essay Example

Phase Equiliubrium of Naphthalene and Biphenyl Mixture Essay Abstract Thermal analysis of a solid-liquid phase using cooling curves at various compositions is a method used to obtain the eutectic composition and temperature of naphthalene-biphenyl. The XE was 0. 45 and the TE was 310. 3K these are slightly different from the theoretical values which are 0. 44 and 312K respectively. Results The cooling curves obtained from both groups Group A Group B The table with the mole fraction and the actual masses added. RUN| Group A| Group B| Naphthalene (g)| Biphenyl added (g)| Biphenyl (g)| Naphthalene added (g)| | target| actual| Mole fraction| target| actual| target| actual| target| actual| Mole fraction| 1| 2. 0| 2. 0| 0. 924| 0. 2| 0. 197| 2. 0| 2. 053| 0. 2| 0. 198| 0. 104| 2| | | 0. 799| 0. 4| 0. 605| | | 0. 2| 0. 410| 0. 194| 3| | | 0. 713| 0. 4| 0. 970| | | 0. 2| 0. 604| 0. 262| 4| | | 0. 605| 0. 6| 1. 570| | | 0. 4| 1. 004| 0. 371| The table which shows the thermal breaks and arrests un| Naphthalene (g)| Biphenyl added (g) (Group A)| Biphenyl (g)| Naphthalene added (g) (Group B)| | target| actual| | target| actual| Temperature(K)| target| actual| target| actual| Temperature(K)| | | | | | | break| arrest| | | | | break| arrest| 1| 2. 0| 2. 0| | 0. 2| 0. 197| 346. 9| -| 2. 0| 2. 053| 0. 2| 0. 198| 333. 6| -| 2| | | | 0. 4| 0. 605| 337. 9| 308. 5| | | 0. 2| 0. 410| 328. 9| 308. 6| 3| | | | 0. 4| 0. 970| 331. 5| 311. 3| | | 0. 2| 0. 604| 323. 4| 310. 3| 4| | | | 0. 6| 1. 570| 322. 5| 311. 3| | | 0. 4| 1. 004| 313. | 312. 2| The phase diagram of naphthalene-biphenyl binary system Discussion and answers This experiment is concerned with the thermal analysis of the solid-liquid phase diagram of a binary system. A binary system consists of two metals that may form an alloy or it could be a mixture of naphthalene-biphenyl which are organic compounds. This equilibria is essentially independent from the pressure changes due to the small molar volume change associated with fusio n which leads to the main focus mainly on the temperature-composition diagrams (phase diagrams). We will write a custom essay sample on Phase Equiliubrium of Naphthalene and Biphenyl Mixture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Phase Equiliubrium of Naphthalene and Biphenyl Mixture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Phase Equiliubrium of Naphthalene and Biphenyl Mixture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The solid-liquid equilibria are shown on a phase diagram with the aid of cooling curves at different compositions. When a phase change takes place the total energy content changes and this is revealed during cooling. This is the reason why cooling curves are used. A binary system consists of two components that can form solid solutions which could cover from one range to another. For this to take place the crystal structure of these components should be the same with that of the mixture. If there is lattice incompatibility the solid solutions exists but they will be limited because of the different crystal structures of the components or the molecular size and shape. During the experiment, the first run the test tube had been contaminated which led to the production of a really unrealistic cooling curve because when a component is cooling the freezing point of that solid is altered because it’s no longer pure. The cooling curves all have signs of undercooling caused by not stirring the contents properly because of the solid formation. The under cooling is when the liquid cools down below the freezing point before crystallization. Once solidification starts the temperature rises to the freezing point and remains constant till solidification is complete. (Garland, et al. , 2003) A thermal arrest shows that one of the liquids has started solidification and the energy which was used before to cool the solid is now used up for the solid formation thus the temperature will remain constant. The cooling will only continue after the solid formation is complete. (Anon. , 2009) The experimental TE obtained was 310. 3K which is less than the theoretical TE which is 312. 2K and the experimental XE obtained was 0. 45 which is slightly near to the theoretical XE of 0. 44. The reasons for these deviations could have been due to undercooling which tends to make breaks hard to distinguish from arrests especially the curve obtained in run 4 by group B. he errors could have been to the wrong use of the apparatus especially the probe had to be placed on the walls of the test tube this could lead to the wrong temperature being recorded. The other error could have occurred due to the other solids sticking to the rod and then distorting the readings. When the solid solubility exists it is often hard to obtain the true solidus from cooling curves this is because it is hard to obtain the solid-liquid equilibrium which requires a continuous variation in the composition of the solid. Bunnel le, et al. , n. d. ) References Anon. , 2009. Lead or Tin Phase diagrams. [Online] Available at: http://www. sanjose. edu/labnotes/tech25 [Accessed 09 April 2013]. Bunnelle, W. H. , Meyer, L. A. amp; Glaser, R. E. , n. d. Recrystallization and Melting Point Determination. [Online] Available at: www. chem. missouri. edu/ /Recrystallization%20notes. doc [Accessed 09 April 2013]. Garland, C. W. , Nibler, J. W. amp; Shoemaker, D. P. , 2003. Experiments in Physical Chemistry. 7th Edition ed. New York: McGraw-Hill Higher Education. Phase Equiliubrium of Naphthalene and Biphenyl Mixture Essay Example Phase Equiliubrium of Naphthalene and Biphenyl Mixture Paper Abstract Thermal analysis of a solid-liquid phase using cooling curves at various compositions is a method used to obtain the eutectic composition and temperature of naphthalene-biphenyl. The XE was 0. 45 and the TE was 310. 3K these are slightly different from the theoretical values which are 0. 44 and 312K respectively. Results The cooling curves obtained from both groups Group A Group B The table with the mole fraction and the actual masses added. RUN| Group A| Group B| Naphthalene (g)| Biphenyl added (g)| Biphenyl (g)| Naphthalene added (g)| | target| actual| Mole fraction| target| actual| target| actual| target| actual| Mole fraction| 1| 2. 0| 2. 0| 0. 924| 0. 2| 0. 197| 2. 0| 2. 053| 0. 2| 0. 198| 0. 104| 2| | | 0. 799| 0. 4| 0. 605| | | 0. 2| 0. 410| 0. 194| 3| | | 0. 713| 0. 4| 0. 970| | | 0. 2| 0. 604| 0. 262| 4| | | 0. 605| 0. 6| 1. 570| | | 0. 4| 1. 004| 0. 371| The table which shows the thermal breaks and arrests un| Naphthalene (g)| Biphenyl added (g) (Group A)| Biphenyl (g)| Naphthalene added (g) (Group B)| | target| actual| | target| actual| Temperature(K)| target| actual| target| actual| Temperature(K)| | | | | | | break| arrest| | | | | break| arrest| 1| 2. 0| 2. 0| | 0. 2| 0. 197| 346. 9| -| 2. 0| 2. 053| 0. 2| 0. 198| 333. 6| -| 2| | | | 0. 4| 0. 605| 337. 9| 308. 5| | | 0. 2| 0. 410| 328. 9| 308. 6| 3| | | | 0. 4| 0. 970| 331. 5| 311. 3| | | 0. 2| 0. 604| 323. 4| 310. 3| 4| | | | 0. 6| 1. 570| 322. 5| 311. 3| | | 0. 4| 1. 004| 313. | 312. 2| The phase diagram of naphthalene-biphenyl binary system Discussion and answers This experiment is concerned with the thermal analysis of the solid-liquid phase diagram of a binary system. A binary system consists of two metals that may form an alloy or it could be a mixture of naphthalene-biphenyl which are organic compounds. This equilibria is essentially independent from the pressure changes due to the small molar volume change associated with fusio n which leads to the main focus mainly on the temperature-composition diagrams (phase diagrams). We will write a custom essay sample on Phase Equiliubrium of Naphthalene and Biphenyl Mixture specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Phase Equiliubrium of Naphthalene and Biphenyl Mixture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Phase Equiliubrium of Naphthalene and Biphenyl Mixture specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The solid-liquid equilibria are shown on a phase diagram with the aid of cooling curves at different compositions. When a phase change takes place the total energy content changes and this is revealed during cooling. This is the reason why cooling curves are used. A binary system consists of two components that can form solid solutions which could cover from one range to another. For this to take place the crystal structure of these components should be the same with that of the mixture. If there is lattice incompatibility the solid solutions exists but they will be limited because of the different crystal structures of the components or the molecular size and shape. During the experiment, the first run the test tube had been contaminated which led to the production of a really unrealistic cooling curve because when a component is cooling the freezing point of that solid is altered because it’s no longer pure. The cooling curves all have signs of undercooling caused by not stirring the contents properly because of the solid formation. The under cooling is when the liquid cools down below the freezing point before crystallization. Once solidification starts the temperature rises to the freezing point and remains constant till solidification is complete. (Garland, et al. , 2003) A thermal arrest shows that one of the liquids has started solidification and the energy which was used before to cool the solid is now used up for the solid formation thus the temperature will remain constant. The cooling will only continue after the solid formation is complete. (Anon. , 2009) The experimental TE obtained was 310. 3K which is less than the theoretical TE which is 312. 2K and the experimental XE obtained was 0. 45 which is slightly near to the theoretical XE of 0. 44. The reasons for these deviations could have been due to undercooling which tends to make breaks hard to distinguish from arrests especially the curve obtained in run 4 by group B. he errors could have been to the wrong use of the apparatus especially the probe had to be placed on the walls of the test tube this could lead to the wrong temperature being recorded. The other error could have occurred due to the other solids sticking to the rod and then distorting the readings. When the solid solubility exists it is often hard to obtain the true solidus from cooling curves this is because it is hard to obtain the solid-liquid equilibrium which requires a continuous variation in the composition of the solid. Bunnel le, et al. , n. d. ) References Anon. , 2009. Lead or Tin Phase diagrams. [Online] Available at: http://www. sanjose. edu/labnotes/tech25 [Accessed 09 April 2013]. Bunnelle, W. H. , Meyer, L. A. amp; Glaser, R. E. , n. d. Recrystallization and Melting Point Determination. [Online] Available at: www. chem. missouri. edu/ /Recrystallization%20notes. doc [Accessed 09 April 2013]. Garland, C. W. , Nibler, J. W. amp; Shoemaker, D. P. , 2003. Experiments in Physical Chemistry. 7th Edition ed. New York: McGraw-Hill Higher Education.

Acids, Bases Buffers Essays

Acids, Bases Buffers Essays Acids, Bases Buffers Paper Acids, Bases Buffers Paper To measure the buffering capacity of two types of Isotonic drinks. Introduction: There are acid-forming. Basic forming and neutral food, however the acid or alkaline properties of a food is unable to judge by the actual acidity of the food itself. For example, citrus fruits such as lemon are acidic, but they are alkaline-forming when we consume and digest it. Therefore the food acidity or alkalinity only can determined when it is break down and digested. To maintain a healthy diet, acid- ease balance diet is very important. An acid-base buffer is a solution that lessens the impact on pH from addition of acid and base. The essential feature of a buffer means that it consists of high concentrations of the acidic (HA) and basic (A-) components. When small amount of HUH+ or OH- Ions are added to the buffer, they cause a small amount of one buffer component to convert Into the other, which change the relative concentration of the two component. For any weak acid, HA, the dissociation equation and Aka expression are: The final expression of pH obtained after logarithms applied to both side. Buffer capacity is a measure of the ability to resist pH change and depends on both the absolute and relative component concentration. The buffer capacity is affected by the relative concentration of the buffer component which the buffer capacity in increasing with the concentration of the components of a buffer. For a given addition of acid or base, the buffer component concentration ratio change less when the concentration are similar than what they are different. Materials: Acetic acid (MM=60 g/mol), Noah solution (0. MM), HCI solution (0. 001 M), calibration buffer (pH. 5 and pH 5. 5), 7-UP, 100 Plus. Based on El Chatterer principle, the equilibrium of the system will shifts to the left to suppress the acid from dissociating as much as it would in water and causes the [HUH+] decreased. Therefore higher pH (less acidic) obtained with increasing of the sodium acetate added. This is because the common ion effect that acetate ion CHOC- play the role as common ion for both the acetate acid and the sodium acetate solution. Buffer by 1 unit for acetate solution is the highest and for the 0. MOM HCI is the lowest. Same case goes with their buffer capacity that have been calculated. This implies that the more concentrated the buffer, the greater its capacity, and the larger the resist of pH change. For the 7-JP and citrate buffer is present in the solution which in the form of sodium citrate. The percentage error obtained in this experiment is considerable high for both buffer and HCI acid solution. There are several factors that may be possible lead to the occurrence of error: The solution is not homogeneous because not stirred well before adding sodium acetate Systematic error maybe happened especially acetic acid measurement taking for 2 decimal places by using a ml pipette. For the titration between HCI and Noah solution is strong acid and strong base titration. They will both fully dissociate, which mean all the molecules of acid and base will completely separate into ions. Therefore, the Noah solution needed to change the pH of HCI solution is lesser than the titration of acetate buffer with Noah solution. HCI + Noah attach + H2O Recommendations: The error of the experiment can be reduced by using microcomputer for the 2 decimal place volume of acetic acid that need to take, instead of pipette which has ml. Besides, the glass rod may hit the pH meter bulb and it is unable to let the solution keep stirring, therefore the magnetic stirrer bar is recommended here to be used in order to have constant stirring to ensure the solution is homogeneous. Question and Answer: 1. Based on the results in the experiment, which beverage (7-up or 100-Plus) shows a better buffer capacity? Why? Answer: In this experiment, 100-Plus has better buffering capacity than the 7-JP. Buffer capacity is the measure of this buffer ability to resist pH change and depends on both the absolute and relative component concentrations. The greater the buffer capacity of the buffer system, the more acid or base is required to change the pH of the buffer system. In this experiment, the average volume of Noah solution used to increase 1 unit of pH is higher in 100-plus. 2. What are the chemical components in 7-JP and which are involved in determining the buffer capacity of these soft drinks? Answer: The chemical components involved in determining the buffer capacity of 7-up and 100-plus are iatric acid, its conjugate base, citrate, carbon dioxide and its conjugate base carbonic acid.

Health Information Management (HIM) Departmental Layout Project Assignment

Health Information Management (HIM) Departmental Layout Project - Assignment Example ient’s records department so the records and the offices will have to be adequately accommodated in a design that will not be cramped or that would render some areas hard to access. The main considerations are not just aesthetics but rather functionality and ease of access. The design guidelines for the project are to ensure a well developed space with the required offices and other partition areas in the most aesthetically pleasing way possible in consideration of the whole hospital unit’s visual unity. The spaces have to consider lighting and ventilation as much as possible especially for the office areas and other partitioned spaces that will be occupied by people. The design must ensure that the work flow moves smoothly with no interruptions and in the most efficient manner to ensure speed and quality of work (Alexi et al 2005). The design guideline should ensure at all times that the work travels in a straight line and the locations are properly founded. It should also ensure that the isles carry the load to their best advantage, and eliminate any waiting by the workers which should all have adequate working space and not be cramped. The tools must be at their proper places, and each individual should also be at their best

Good Communications in architectural practice and management Essay

Good Communications in architectural practice and management - Essay Example So what is an architect Dispensing with the usual academic recourse to etymology, an architect is simply "someone qualified to design buildings and supervise their construction." (Collins, 1991). Adding dryness and formality to this raw definition, we can further say that: "An architect produces detailed workings and drawings so that buildings are designed effectively, manages the building project according to tight specifications, negotiates and coordinates with other professionals involved in the project, prepares planning applications, ensures that damages to the landscape and environment are limited, and appraises and consents listed buildings and conservation areas according to the needs of the client" (Hobsons, 2006). To put it simply, an architect is a planner, draughtsman, technical designer, a building supervisor, contracts negotiator, bureaucrat, manager, environmentalist, and conservationist all in one. But even then, considering the number of roles that an architect needs to fulfil to high standards, there is one trait that runs through all these and that determines whether the architect will forever be dabbling in mediocrity and penury or living decently and in comfort whilst being good, or be a successful virtuoso with pen, manual or digital, designing buildings at the cutting edge of genius. That singular trait is the ability to communicate. Yes, a good to great architect must be a good communicator, for the simple reason that architecture is a form of communication, and how the architect handles this important component of the job determines to a large extent how successful the practice would be. Why do we say that architecture is communication And what do we communicate Our answers to these questions lead us to the creative answers to our first two questions. What is Communication Architecture as Communication Communication is the process of transmitting information from an individual or group to another (McCloskey, 1993). Ants do it; even the birds and the bees do it. Any creature with information finds the need to communicate it to another, and this is how things get moving in our world. The whole animal kingdom (let's not go into genetics, please) depends on communication for their existence, growth, and survival; great civilizations have come and gone because of it. So important is communications to life that a successful architectural career depends on it. The architectural profession lives and thrives on communication, because architecture in itself is an expression of ideas, a manner of transmitting information, using a combination of technical and artistic languages, a mode where the message and the medium blend into one material structure that often lives long after clients, architects, and builders have gone. An architect is not merely a designer of buildings but an interpreter of dreams, a professional artist who in a design captures visions both simple and complex. Architects are masters of technology, and by their work they transform our imaginations, making them visible for the whole world to see, admire, live in, and use. Like messages trapped in the mind that goad listeners to action, architecture traps minds and allow

Market Opportunity Identification Lab Report Example | Topics and Well Written Essays - 2500 words

Market Opportunity Identification - Lab Report Example The report will also evaluate the Strengths, Weaknesses, Opportunities and Threats (SWOT) posed by the Chinese market. The potential consumer market in China for the online travel services offered Wotif.com will be analyzed in order to gauge the attractiveness of the market. The Chinese economy has experienced a tremendous growth in the recent past. Before the economic recession set in, the economy of China was growing at two digit levels annually (Ding 5). It is notable that even with the impacts of the global financial crisis negatively affecting many economies in the world, China is still experiencing a significantly higher economic growth rate. The Chinese economy is greatly diversified with categories such as manufacturing, mining, energy, services, real estate among others. This implies that the growth in the economy cuts across all the major economic sectors including tourism and Information Communication Technology (ICT). Thus, China is an attractive international investment destination as its economy offers chances for business growth and expansion. It is notable that China has the highest population in the world currently standing at over two billion people (Tian 2011). The majority of the population comprises of local people. The high population offers a huge domestic market that can be harnessed for business gain. China has a stable political environment with the leadership of the country entrusted on the Communist Party. The transition structures in China are clear and there are no chances of political upheavals or drastic changes in policy. The Communist Party elects the President who is the head of state and the Prime Minister who serves as the head of government. The centralization of power has ensured that there are uniform economic policies in China and minimal chances for political upheavals. The government has also adopted

Criminal Justice Issues in Democratic Society

Criminal Justice Issues in Democratic Society What are the major crime control or major criminal justice issues that face advanced democracies? Advanced democracies are mainly based around the liberal social democratic model which places a high value on the idea of human rights and freedom of choice across a wide spectrum of human activities (Bevir, M. (2005) 1-10) (Choongh, S. (1997) Ch. 1) (Fennell, P., Harding, C., Jà ¶rg, N. and Swart, B. (1995) Chap. 1). This emphasis on human rights extends into the field of criminal justice which is an essential component of any advanced democracy (Coates, R., Davis, G., Messmer, H. and Umbreit, M. (1992) 1-5) (Cochrane, J., Marsh, I. and Melville, G. (2004) 1-5). This typically involves a concept of crime control which aims to protect society from violence and violent offenders as well as punishing criminals for infringing the law (Ashworth, A. (2006) 1-5) (Bean, P. (2004) Ch. 1) (Fielding, N. (1995) Ch. 1). However, this focus creates problems because the rights of the victim will also have to be counterbalanced against the rights of the defendant. Often there are conflicting interests at stake and it is often the rights that the rights of the criminal are resolved at the detriment of the victim of the crime, or vice versa (Allan, T. (1994) 1-5) (Ashworth, A. (2006) 1-5) (Bean, P. (2004) Ch. 1). A good starting point for a discussion of the major issues which affect criminal justice is a discussion of what the purpose of a criminal justice system is in advanced democracies. The criminal justice system imposes sanctions on people who are deemed to have broken the law. It is based on independent principles, and there is a mechanism which involves an independent tribunal of enquiry into whether or not a person broke the law. The test of whether a person has broken the law usually involves whether or not a prosecuting authority can prove beyond a reasonable doubt that the person concerned infringed the law. Therefore the purpose of the criminal justice system is twofold; it involves the identification of criminals, and it operates to impose fair and consistent sanctions on those who have broken the law, in an effort to protect society form criminal activity and to give the victim a measure of peace of mind and sense that justice has been served in the measure of punishment which has been imposed. However, in a sense the abstracted concept of the purpose and functionality of the criminal justice system is quite far apart from the actual translation of these principles ‘on the ground’ so to speak. This difficulty has led many to question to approaches which have been taken to criminal justice issues within various advanced democracies. This has given rise to a body of debate as to which approach is better and for what reasons. The main crime control and criminal justice issues which are tied up within a complex lexis of sociological, political and legal factors (Dixon, J. and Macarov, D. (1998) Chap. 1) (McLaughlin, Ferguson, Hughes and Westmarland (2003-2004) Chap. 1), which emanate from this political background (Bevir, M. (2005) 1-10) (Choo, A. (1993) 1-5) (Choongh, S. (1997) Ch. 1). There are issues such as deprivation, social exclusion, poverty, drug addiction, prostitution, rising population, youth deprivation, violence and unemployment which all have a role to play in influencing the criminal justice system (Coxall, B. and Robins, L. (1998) Chap 1 and 2) (Denver, D., King, A., McLean, I., Norris, P., Norton, P., Sanders, D. and Seyd, P. (1998) 1-5) and the issues which form part of its application within advanced democracies (Allan, T. (1994) 1-5) (Ashworth, A. (2006) 1-5) (Bean, P. (2004) Ch. 1). This essay will attempt to extract themes from this background and discuss them with reference to the q uestion. So how is it possible to extract themes from this background, and to identify them as major criminal justice issues? Perhaps it is important to emphasis that this is a subjective exercise and any list of major criminal justice issues will necessarily not be an exhaustive list. Nevertheless it is possible to surmise what the most important themes would be. The purpose and function of punishment is a major criminal justice issue. What may be achieved through the punishment of the offender?; should the law have a pragmatic approach which aims to find the best possible solution in this regard for society at large?; or should the focus be more microcosmic and focus on the individual needs of the victim, and how they feel in relation to their experience of the results of crime? These are all questions which must be addressed in addressing this as a major criminal justice theme in relation to criminal justice in advanced democracies. The issue of crime control is also a major theme for the purpose of criminal justice in advanced democracies. How should one approach the detection of crime; should one have a utilitarian or a deontological perspective on how terrorism should be detected and prevented? and how important are human rights within the process? Should human rights be sacrificed for the purposes of preventing further terrorist attacks ? These are all very important questions which will be explored in examining this issue. One major theme which affects societies in advanced democracies is the debate as to whether punishment should be aimed more at retribution, or rehabilitation of the offender (Bevir, M. (2005) 1-10) (Singer, P. (1990) 1-20) (Marshall, T. (1999) 1). This is a difficult question to approach. It is clear that the UK for example has taken an approach which comes down firmly in favour of the rehabilitation of the offender (Allan, T. (1994) 1-5) (Ashworth, A. (2006) 1-5). It is difficult to speculate as to why this is the case, however if we are to draw perspective from the current sociological climate it is correct to tie this rationale to the fact that prison populations are expanding beyond control in the UK, and the government have had to impose strategies which reduce this problem. As Cochrane, J., Marsh, I. and Melville, G. (2004) surmise: ‘†¦.newer, harsher initiatives have similarly had little effect on the size of the prison population or on rates of recidivism. Without going into great detail, some overall figures will help illustrate the pressures on the prison system in Britain and provide a context for considering the different philosophies of punishment. The prison population in Britain has continued to rise pretty steadily over the past few decades, with over 71,000 people in Prison Service establishments in 2002 (Home Office data, Social Trends 33, 2003). The number of people given immediate custodial sentences in 1999 was over 105,000 compared to just under 80,000 four years previously (Home Office data, Annual Abstract of Statistics, 2002)†¦ (Cochrane, J., Marsh, I. and Melville, G. (2004) 4)’. One strategy therefore is to impose more community based penalties on offenders, such as tagging of offenders, curfews, drugs and alcohol addiction programmes and suspended sentences on criminals rather than prison based sentences, which are often regarded as the last resort (Singer, P. (1990) 1-20) (Marshall, T. (1999) 1). Contrast this approach with the approach taken in America where crime control is probably more retributionist than the UK system. The presence of the death penalty in some states in America evidences this contrast. Proponents of each system offer various justifications for their favoured approach. Proponents of the American system would argue that stiffer penalties deter criminals from engaging in repetitive patterns of criminal activity. Conversely, proponents of the approach taken in the UK would argue that the prison system simply perpetuates the problems associated with repeat offending (Cohen, M. (2005) 1-5) (Davies, M., Croall, H. and Tyrer, J. (2005) Chap.1) since in this system a person is more likely to be sent to prison for relatively minor offences. When in the prison population these individuals are exposed to more hardened criminals from whom they can become associated with or learn more sinister patterns of criminal activity. For this reason, it is argued that the system which focuses less on retribution and more on offender rehabilitation is more effective at reducing levels of crime in society since criminals are kept away from these situations where more hardened patterns of cr iminal propensity can be formed. Another problem which faces advanced democracies are problems associated with terrorism, and how the criminal justice system should handle the detection of and the punishment of crimes associated with extreme forms of terrorism. The impact of the September 11th attacks in America, and the London underground attacks launched on the West by Al Qaeda have become benchmarks for a renewed terrorist campaign against advanced democracies in the West, and extreme Muslim terrorist groups. The approach to terrorism in the UK has been focused simultaneously on the detection of crime, greater public awareness of the problems of terrorism and an appeal to moderate sectors of the Muslim community, whereas most of the measures which we have seen formulated as the Patriot Act in America have focused on bolstering the security services with more powers to detect terrorist related crime. An example which highlights this contrast between the two systems can be found by looking at the development of powers relating to the control of terrorism in advanced democracies. In the UK for example, the approach may be characterised colloquially as ‘softly, softly’. There was a huge public outcry when an innocent man was shot dead on the underground system shortly after the July attacks on the Underground system. This can be contrasted with the system in America which allows law enforcement officials to carry guns and where armed clashes are more likely to occur as a result. In the UK new powers are being debated which extend the powers of police officers to question suspects of terrorism. The system as it stands does not permit officers to question a suspect after charges have been brought. This is seen as the end of the matter. However, police are to be allowed in future to question terrorism suspects long after charges have been brought. These new powers are seen as useful particularly in complex cases where large amounts of evidence have been gathered in the investigation. This new law also reflects the growing sophistication of terrorism which now can be aided through laptops and sophisticated technology which stores information in an encrypted form. The laws in England have also controversially been extended to extend the amount of time a terrorism suspect can be detained without charge. The government’s efforts to secure 90 days for the police to hold terrorism suspects without charge were defeated in the Commons. This can be sharply contrasted with the American system, which has secured powers to hold detainees in Guantanamo Bay without charge and indefinitely. The strength of feeing about 9/11 in America has given this more oppressive system germination and propelled it now, even when more than three years have passed since the attacks on the twin towers. Therefore we can see a dichotomy emerging also which highlights a disconnect between these two examples of how criminal justices themes have emerged as divergent within the spectrum of advanced democracies. To turn now to further examples of criminal justice issues in advanced democracies, these have in many ways highlighted similar issues. Major criminal justice themes have been approached differently in other advanced democracies such as those in continental Europe. Many European countries for example have seen their foreign policy as linked with their efforts to structure the criminal justice system. The troop withdrawal from Iraq and the effects which were projected in relation to this have influenced what is important within these criminal justice systems. Advanced democracies such as India have also had their criminal justice systems influenced by the issues of terrorism and associated crime control. The Indian system sees the shape of their criminal justice system with respect to the detection of terrorism as having a considerable impact upon their ability to forge relationships with actors in the West with whom a political alliance can be economically advantageous. In conclusion this essay has examined the criminal justice system issues which have moved to the forefront of the political and legal agenda in advanced democracies. The issues of social exclusion, the debate about whether retribution or rehabilitation should be the focus of the efforts of the criminal justice system and the approaches taken to terrorism and the new brand of terrorism which has been seen recently have all been evaluated. The diversity which is involved in assessing the contributions and effects of criminal justice issues across different advanced democratic systems shows us how difficult it is to make generalisations about what issues are major in the area of criminal justice. This essay has attempted to extrapolate what themes may be important generally within different advanced democracies. The difference in how each issue develops and manifests itself has been highlighted in the essay. Bibliography Books Allan, T. (1994) Law, Liberty, and Justice: The Legal Foundations of British Constitutionalism. Publisher: Oxford University. Place of Publication: Oxford. Ashworth, A. (2006) Principles of Criminal Law. Publisher: Oxford University Press. Place of Publication: Oxford. Bean, P. (2004) Drugs and Crime. Publisher: Willan Publishing. Place of Publication: UK. Bevir, M. (2005). New Labour: A Critique. Publisher: Routledge. Place of Publication: London. Choo, A. (1993) Abuse of Process and Judicial Stays of Criminal Proceedings. Publisher: Oxford University. Place of Publication: Oxford. Choongh, S. (1997) Policing as Social Discipline. Publisher: Clarendon Press Oxford. Place of Publication: Oxford. Christie, N. (2004) A Suitable Amount of Crime. Publisher: Routledge. Place of Publication: New York. Coates, R., Davis, G., Messmer, H. and Umbreit, M. (1992) Making Amends: Mediation and Reparation in Criminal Justice. Publisher: Routledge. Place of Publication: New York. Cochrane, J., Marsh, I. and Melville, G. (2004) Criminal Justice: An Introduction to Philosophies, Theories and Practice. Publisher: Routledge. Place of Publication: London. Cohen, M. (2005) The Costs of Crime and Justice. Publisher: Routledge. Place of Publication: New York. Coxall, B. and Robins, L. (1998) British Politics Since the War. Palgrave. London. Davies, M., Croall, H. and Tyrer, J. (2005) An Introduction to The Criminal Justice System in England and Wales. Publisher: Longman: Place of Publication: London. Denver, D., King, A., McLean, I., Norris, P., Norton, P., Sanders, D. and Seyd, P. (1998) New Labour Triumphs: Britain at the Polls. Publisher: Chatham House Publishers. Place of Publication: Chatham, NJ. Dixon, J. and Macarov, D. (1998) Poverty: A Persistent Global Reality. Publisher: Routledge. Place of Publication: London. Fennell, P., Harding, C., Jà ¶rg, N. and Swart, B. (1995) Criminal Justice in Europe: A Comparative Study. Publisher: Clarendon Press. Place of Publication: Oxford. Fielding, N. (1995). Community Policing. Publisher: Clarendon Press. Place of Publication: Oxford. McLaughlin, Ferguson, Hughes and Westmarland (2003-2004) Restorative Justice critical issues. Publisher: Sage Publications. Place of publication: UK. Singer, P. (1990) A companion to ethics. Publisher: Blackwell. Place of publication: Oxford. Articles Marshall, T. (1999) Restorative justice: an overview. Publisher: The Home Office Research Development and Statistics Directorate. Place of publication: UK. Websites Used http://www.restorativejustice.org.uk/?Glossary

ALL QUIET ON THE WESTERN FRONT :: Essays Papers

ALL QUIET ON THE WESTERN FRONT All Quiet on the Western Front, written by Erich Maria Remarque is a first hand experience account of the war. The horror of the war and Remarque's own terrifying experiences and memories would certainly have effected what he wrote. All Quiet on the Western Front was published in March 1929, London. The late publication of the novel may have been due to the grief and trauma that Remarque experienced in the war. All Quite on the Western Front was written for the millions of men who fought for their countries. Remarque's intent, is to recount the pain and misery that the soldiers experienced during the war and to acknowledge their remarkable courage. Remarque does not mention any specific country or nationality in his book, in order for all soldiers to be identified as a whole, they all had the same goals and experienced the same fears, regardless of their nationality. â€Å" A generation of men†¦ who were destroyed by war† Remarque's comment would have been prompted by his own experiences of war and how he, like all soldiers were a generation destroyed by patriarchy, they fought for the love of their country. â€Å"Even though they have escaped its shells, (they) were destroyed by war.† Remarque means that they may have escaped the battle physically, but emotionally they are unable to escape the horror and the lasting effects of the brutality of war. Paul and Kat were two characters in the novel that represented the typical 20th century soldier. They dealt with malnourished and dealt with disease and death everyday, like most soldiers they had to come to terms with life at war and in the trenches. The soldiers changed a great deal, each day they had to become stronger and stronger as the war became more brutal. Comrade companionship is the one thing that kept the soldiers from falling completely apart. They strongly relied on one another to help them when injured, mentally and physically. They helped eachother by cooperating and sharing food. The soldier’s minds were re-adjusted due to the war and they knew that fate was in their own hands and the hands of their comrades. Paul felt truly at home on the front. He was seen as somewhat of a hero. He had a very difficult time readjusting when he was injured and sent home.

Gender Role Effects in “The Yellow Wallpaper” Essay

Charlotte Perkins Gilman was a feminist writer who wrote â€Å"The Yellow Wallpaper† in the 1890’s. During this time period the woman were expected to keep the house clean, care for their children, and listen to their husbands. The men were expected to work a job and be the head of a household. The story narrates a woman’s severe depression which she thinks is linked to the yellow wallpaper. Charlotte Gilman experienced depression in her life and it inspired her to write â€Å"The Yellow Wallpaper.† The short story is based on a woman, not given a name in the text, who is very dependent on her husband. The narrator plays a gender role that is degraded by her successful husband, who is a doctor, because she is a female. John ignores his wife’s accusations with the wallpaper and looks down on the fact that she cannot fulfill her duty as a woman, mother, or wife by treating and calling her childish names. Throughout the whole story the narrator is trying to tell her husband that she gets a weird vibe from the house and that the yellow wallpaper is driving her insane in the bedroom she stays in. The narrator states, â€Å"That spoils my ghostliness, I am afraid, but I don’t care- there is something strange about the house- I can feel it† (677). John ignores this and it angers her. Critic Davison writes, â€Å"With regard to her case, the narrator confides, â€Å"John does not know how much I really suffer. He knows there is no reason to suffer, and that satisfies him† (56). John tells her that she has a temporary nervous depression and a slight hysterical tendency. He says that she just needs rest, and she will be fine. She feels she cannot do anything about it because he is not only a doctor but her husband, so she just goes on with the days living in the mansion. As a female she is supposed to respect the man of the house and have little say so. Gilman writes, â€Å"My brother is also a physician, and also of high standing, and he says the same thing† (677). With two of her family members telling her this she feels like an unsuccessful woman. She feels as if John is turning her whole family against her and her emotions. John never listens to anything his wife has to say to him. This is an example of how women feel their opinion or voice never mattered in the 1890’s. The wife goes into great detail describing the wallpaper as if someone was really seeing it in their mind as they read the story. The paint and paper look as if a boy’s school had used it. It is stripped off- the paper- in great patches all around the head of my bed, about as far as I can reach, and in a great place on the other side of the room low down. I never saw a worse paper in my life. One of those sprawling, flamboyant patterns committing every artistic sin. It is dull enough to confuse the eye in following, pronounced enough to constantly irritate and provoke study, and when you follow the lame uncertain curves for a little distance they suddenly commit suicide- plunge off at outrageous angles, destroy themselves in unheard-of contradictions. The color is repellent, almost revolting: a smouldering unclean yellow, strangely faded by the slow-turning sunlight. It is a dull yet lurid orange in some places, a sickly sulphur tint in others (678). This description of the wallpaper obviously shows that there is something wrong with her mentally. It also shows the reader how she really feels about it and how it is affecting her, making her go insane. The narrator states, â€Å"It is stripped off- the paper- in great patches all around the head of my bed† (678). This can imply how she feels about her husband and family. They are always telling her nothing is wrong and ignore any thoughts she may have. Maybe she is tired of getting stripped down in a negative way from them such as; being ignored, treated like a child, and being locked up in the bedroom. She states, â€Å"The paper is dull enough to confuse the eye† (678). This description could imply that no one sees the paper the way she does. John might not see the crawling women because he does not have to stare at it all day every day. The description shows the emotions and describes the way the wife really feels about her condition. She uses language such as constantly irritates and provokes study, the uncertain curves commit suicide, it plunges off at outrageous angles, and destroys themselves in unheard- of contradictions suggests that she has dark thoughts of suicide or death (678). The wife’s description of the wallpaper and room which it is in makes it seem like she lives the life of a prisoner unable to escape the yellow wallpaper. The criticism of Wang states, â€Å"The narrator lives a life like a prisoner who is being gazed and observed all the time† (53). The observers of the narrator are her husband and her nurse. This quote implies that she is literally locked up all day in one room suffering from more depression as the days move forward. Another way John puts his wife down as a female is calling her names and acting like she is a baby. John states, â€Å"What is it, little girl?† (682). It is significant that he would call her that because she is his wife and they have a little child together. Gilman writes, â€Å"Then he took me in his arms and called me a blessed little goose, and said he would go down to the cellar, if I wished, and have it whitewashed into the bargain† (679). He acts as if he is controlling of her being her father in a way instead of a husband. He read to her until she got tired and that is what a father would do for his child. The adjective little also adds power to the quote because it suggests that she has no say- so as if she was his child. These words John calls her makes her refer back to her childhood. She was frightened from her childhood and this could add more agitation to her mental sickness. This is ironic because Gilman writes, â€Å"It was a nursery first, and then playroom and gymnasium, I should judge, for the windows are barred for little children, and there are rings and things in the walls† (678). All these things imply that she is stuck in a childhood state that she cannot escape to be the wife and mother she wishes to be. The narrator is not mentally able to fulfill the duties a mother was expected to do in the 1890’s. She is unable to watch and take care of her child as a mother. The wife states, â€Å"It is fortunate Mary is so good with the baby†¦Such a dear baby!† (678). Mary is a housekeeper/nurse who watches her and takes care of her child. The narrator states, â€Å"And yet I cannot be with him, it makes me so nervous† (678). This makes her feel as if she failed her role as a female because she was not able to perform the most common trait known to a woman. She is also not able to clean, cook, and keep the house up as a woman is supposed to do. She has to get Mary to do all of this for her. This could be another reason that makes her think something is really wrong with her. She is John’s wife but the things he calls her implies that she is not completing the role of a wife; therefore John treats her like a child. â€Å"They Yellow Wallpaper† is a confusing story with a horror vibe to it. Being a female, the wife feels that she is unable to escape the name calling, the portrayal of a child, and her husband. Her biggest problem is not being able to get away from the wallpaper that causes her great depression. John claims there is nothing wrong with her throughout the whole story because she has no symptoms of any sickness. Her family members even tell her that nothing is wrong and she feels that she cannot do anything for herself. The Yellow Wallpaper is an object the narrator does not escape causing her to go insane, be depressed, and fail at the role of a female during the 1890’s. Charlotte Gilman definitely leaves the reader stumped in the interpretation of the story. Works Cited Davison, Carol M. â€Å"Haunted House/Haunted Heroine: Female Gothic Closets In ‘The Yellow Wallpaper.’† Women’s Studies 33.1 (2004): 47-75. Academic Search Complete. Web. 20 Apr. 2012. http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?sid=3b761a93-ab69-4cb3-9112-2a84a30f9e2f%40sessionmgr4&vid=4&hid=21 Gilman, Charlotte P. â€Å"The Yellow Wallpaper.† Exploring Literature. Ed. Frank Madden. New York: Pearson, 2009. 676-87. Print. Wang, Lin-lin. â€Å"Freed Or Destroyed:–A Study On ‘The Yellow Wallpaper’ From The Perspective Of Foucauldian Panopticism.† US-China Foreign Language 5.3 (2007): 52-57. Academic Search Complete. Web. 20 Apr. 2012. http://web.ebscohost.com/ehost/pdfviewer/pdfviewer?vid=3&hid=21&sid=3b761a93-ab69-4cb3-9112-2a84a30f9e2f%40sessionmgr4

Konseptong Papel

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Reflections, Rotations, and Translations ACT Geometry Strategies and Practice

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice SAT / ACT Prep Online Guides and Tips Reflections, rotations, translations, oh my! Whether you’re dealing with points or complete shapes on the coordinate plane, you can spin 'em, flip 'em, or move 'em around to your heart’s content. And, often enough, you’ll be asked to do so on the ACT. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the ACT- what these terms mean, the types of questions you’ll see on the test, and the tips and formulas you’ll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are fairly rare on the ACT, only appearing once per test, if at all. If you’re shooting for a perfect or nearly perfect score and want to make sure you have all your bases covered, then this is the guide for you. But if you still need to brush up on your fundamentals, then your focus will be better spent on studying the more common types of math problems you’ll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer three or four questions on integers, triangles, or slopes than to answer one question on rotations. So if you’ve got a solid grasp of all your foundational math topics (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? A reflection in the coordinate plane is just like a reflection in a mirror. Any point or shape can be reflected across the x-axis, the y-axis, or any other line, invisible or visible. This line, about which the object is reflected, is called the "line of symmetry." Let's look at a typical ACT line of symmetry problem. To find our lines of symmetry, we must divide our figure into symmetrical halves. This means that each side must be a reflection of the other, about a line. If we connect opposite angles in our figure, we will have several lines of symmetry. Let us do so. Now, from here, we can see that there are also lines of symmetry between our interior angles, like so: If we put them together, we get this. But wait! We can count our total number of lines (diameters, since they're spanning the entire length of the circle), but we CANNOT count each individual point that connects to the circumference of the circle as a line of symmetry. The number of actual lines of symmetry will be half the number of connecting points, because we need to only count each line one time. Because this is a busy figure, let us look at it a little more simplistically. Here, we have gotten rid of the other half of each line of symmetry and transformed them into all the radii of the circle. Now we can count the lines of symmetry without fear that we are double-counting one line. If we count them as they are, we can see that there are eight lines of symmetry total. Our final answer is H, 8. Nature's take on lines of symmetry in action. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. We must always select a point to act as the center point for our rotation. This center point of our rotation can be anywhere on the coordinate plane or on the shape in question (notice that it does NOT have to be the center of the shape). Let us look at a visual demonstration of this. We can have an object that rotates about its own center. A trapezoid is rotating about its center. Or the same shape can also be rotated about a different point. Here, the trapezoid is rotating about a point on the base of the trapezoid. But on the ACT, you'll almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) acts as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. You can see that our shape ended up in the same place, but it got there by being rotated either $+180Â °$ or $-180Â °$. On the other hand, sometimes the ACT will have you rotate objects in a way that runs counter to these standard rules. Always follow the given instructions, even if they seem to contradict mathematical laws. For instance, (We will walk through this question later in the guide) We will walk through how to solve this question later in the guide, but for now notice that the question asks you to rotate the circle 90 degrees clockwise. Really, the degree measure would be $-90$ degrees, even though it is technically correct to say that you’re moving $+90$ degrees in a certain direction. Because this can be confusing and seemingly contradicts the rules of rotation degrees (though technically does not), just follow the information you are given in the question, rather than trying to overcomplicate the problem. As you might also guess from the above question, if you are asked to rotate an object on the ACT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into four parts, and each of these degree measures has a standard rule of rotation, when rotating a point about the origin. Let us look at these rotation rules. Some rules are more helpful than others. Rotation rules and formulas happen to be quite useful. Rotation Rules/Formulas Whether you are asked to rotate a single point or a full object, it is easiest to rotate the point/shape by focusing on each individual point in question. You can determine the new coordinates of each point by learning your rules of rotation for certain angle measures. Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. If you're a little rusty on which quadrants of the $xy$-coordinate plane have positive and negative $x$- and $y$-coordinates, you should take a quick detour to our article on graph quadrants before moving on. [Note: these formulas only apply when rotating an object about the origin. If you are asked to rotate objects about another center of rotation (as with the circle question above), these rules will NOT apply.] Let us say we begin with a point at coordinates $(8, 3)$. For 90 degree rotations: $(a, b)$ = $(-b, a)$ A 90Â ° rotation bring our original coordinates of $(8, 3)$ to $(-3, 8)$. For 180 degree rotations: $(a, b)$ = $(-a, -b)$ A $180Â °$ rotation brings our original coordinates of $(8, 3)$ to $(-8, -3)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ A $270Â °$ rotation brings our original coordinates of $(8, 3)$ to $(3, -8)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) A $360Â °$ rotation bring our original coordinates of $(8, 3)$ back to $(8, 3)$ once again. Keep your head on you- those rotations can be a doozy! What is a Translation? In addition to reflecting or rotating an object, we can also translate the object to another place on the coordinate plane. Translation is the act of "sliding" our point or shape along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is to say: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x+a,y+b)$ For example, What is the new point for $T_{5,−2}(−3,6)$? A. $(3, 3)$B. $(2, 4)$C. $(-3, 6)$D. $(11, -5)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{5,−2}(−3,6)$ $(−3+5,6+−2)$ $(2,4)$ Our new coordinates for this point are at $(2, 4)$ You can see why this is true if we look at it on a graph. Here, we have our starting point of $(-3, 6)$. Now, we are moving positively (to the right) 5 spaces and negatively (downwards) 3 spaces. If we started at $(-3, 6)$, this wll put our new point at $(2, 4)$. Our final answer is B, $(2, 4)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are fairly rare on the ACT, and you will only ever see one question on reflections, rotations, or translations, if indeed you see any at all. That said, there are four different types of reflection/rotation/translation problems that will show up, when they appear. These questions will be either a reflection, rotation, or translation questions about: #1: Points #2: Shapes in the coordinate plane #3: Function graphs #4: Shapes and their lines of symmetry Let’s look at all three. Points Because a point is individual, points are the simplest objects to be rotated, reflected, or translated. Each point will always be made up of an $x$ and $y$ coordinate- written $(x,y)$- but you only have to keep track of the solitary point and how it should shift and move, rather than having to keep track of it in relation to other points (as you will have to when working with shapes). Shapes Shapes are slightly more complicated to reflect or rotate than points are, due to the fact that all the points on a shape (and the lines connecting those points) will have a relationship with one another that must be maintained or altered in a controlled manner. This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don’t worry about the lines- mark the proper position of the new coordinates for the points and the lines will fall into place. Let's look at an example. The red line makes up one side of the trapezoid above. If this line has a slope of $3/2$, what is the slope of the line when the trapezoid is reflected across the $x$-axis? A. $−2/3$B. $−3/2$C. $2/3$D. $3/2$E. $4/3$ Instead of focusing on the slopes themselves, let us map out the new trapezoid by its points and only then connect the lines. Now, if we connect the lines to actually make the trapezoid... We can find the new slope of the line by counting the rise of over the run. The rise is $-3$ and the run is $+2$. The new slope of the equivalent line in our trapezoid will be $−3/2$. Our final answer is B, $−3/2$ Function Graphs Function graphs can be reflected or translated just like shapes and points, though they CANNOT be rotated. (Why can functions not be rotated? If a function were rotated, it would fail the vertical line test (more on this is covered in our guide to ACT functions) and no longer be a function.) A reflected function. A translated function. A function CANNOT be rotated. A graph with more than one $y$ value (output) for the same $x$ value (input) is NOT a function. Function Translations We can translate our function up or down by adding or subtraction from our output. Adding to output translates the graph up. If this is the original placement of our graph, $f(x)$.... We can translate it up by adding to the output, aka $f(x)+5$. Subtracting from the output, on the other hand, moves the graph down. Again, if this is the original placement of our graph, $f(x)$.... We can translate it down by subtracting from the output, aka $f(x)−5$. This kind of translation will work on any function graph. We can also translate a function side to side (horizontally) by adding or subtracting from the input. Adding to the input will shift the graph left. If this is the placement of our original graph, $f(x)$... We can translate it left by adding to the input, aka $f(x+5)$ Subtracting from the input will shift the graph to the right. Again, if this is our original graph, $f(x)$... We can translate it right by subtracting from our input, aka $f(x−5)$ This kind of translation will work on any function graph as well. Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $x$-axis (inverts it about the $x$-axis). $f(x)$ becomes $−f(x)$. Making input negative makes the function reflect across the $y$-axis. $f(x)$ becomes $f(−x)$ Lines of Symmetry As we saw with our earlier line of symmetry problem, the ACT will sometimes present you with a picture and ask you to identify the lines of symmetry. If you understand how a line of symmetry works (that everything on each half of the line must be symmetrical, i.e. a reflection), and you make sure to count each line only once, then you should be able to breeze through these questions without fail. If you feel you are in information overload right now, don't worry! You can always make notes and flashcards to review and memorize later; just understanding how and why rotations and translations work is enough for now. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw your own graphs Sometimes you will be given a diagram, or half a diagram, and sometimes you won't. But always, when the test asks you to reflect, rotate, or translate a point or a shape, you must form your own new picture, either on the page or in your head. Because it is entirely too easy to make mistakes when working out math problems in your head alone, it is always a good idea to take a moment to sketch out a graph of the object’s new position in space (if not the old one as well). Seeing a diagram on the page is especially useful if you are asked to find more information, rather than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected or rotated line (as we saw above), or the product of two translated $x$-coordinates, or anything else the ACT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill your rotation formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you’ve mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it’s better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not any more complex than anything else on the ACT), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. It is especially precarious, because the test-makers will throw as many bait answers at you as they possibly can. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly through your test and so end up getting the question wrong. Make sure you double-check that you’ve properly shifted your coordinates before you bubble in that final answer. Excited to do some practice questions? Test Your Knowledge Now let's test your knowledge on some real ACT math questions on reflections, translations, and rotations. 1. When $ABCD$ is reflected over the $y$-axis to $A'B'C'D'$, what are the coordinates $D'$? F. $(-12, 1)$G. $(-12,-1)$H. $(12,-1)$J. $(1,12)$K. $(1,-12)$ 2. The graph $y=f(x)$ is shown below. What could be the graph of $y=f(x−4)$? A. B. C. D. E. 3. 4. Answers: F, B, K, C Answer Explanations: 1. Because we need to reflect our trapezoid, let us draw ourselves a picture. Note: be very careful to reflect your shape around the correct axis. The way the diagram is laid out, you may be tempted to reflect your object across the $x$ axis, like so This will give you the wrong answer and lead you to fall into one of the bait answer traps. Because we are told to reflect the trapezoid across the $y$ axis, our graph will instead look like this: You can see, then, that the reflection of point D will be at coordinates $(-12, 1)$ Our final answer is F, $(-12, 1)$ 2. Because we are being asked to find $y=f(x−4)$ from our original $y=f(x)$, we are subtracting from our input value. (For more on function inputs and outputs, check out our guide to ACT functions). If you remember our definitions on how to translate functions from above, you know that subtracting from the input translates our graph to the right and has no affect on the height (meaning, the graph does not move up or down). The only graph example that moves the function to the right and does not move it up or down is answer choice B. Again, here is our original graph. And here is the graph for answer choice B. Our final answer is B. 3. We are supposed to reflect our given triangle, so let us use our most important strategy and draw our picture out, so that we won’t make any mistakes trying to do the problem in our heads. Once we have reflected our triangle about the line of symmetry x, we can see that the perimeter is made of: $y+z+z+y$ $2y+2z$ Or, in other words, $2(y+z)$ Our final answer is K, $2(y+z)$ 4. We are being told to rotate the point $(6, 6)$ on the circle 90 degrees clockwise about the center of rotation $(2, 3)$. Because we are not rotating our point about the origin, our rotation rules unfortunately will not apply to this problem. That means we must find another way to rotate our point 90 degrees clockwise. By far, the simplest way to solve this problem is to divide our circle into four by drawing two diameters perpendicular to one another. (Why divide the circle into four? A circle is 360 degrees, and $360/90=4$ By dividing our circle this way, we can see that a 90 degree rotation would put the point slightly below the x-axis at coordinates approximately $(5, -1)$. Our final answer is C, $(5, -1)$ Phew! That wasn't so hard, now was it? The Take Aways Though rare(ish), the occasional rotation, reflection, or translation question can certainly throw you for a loop if you’re unprepared for it. But nothing the ACT can put on the test is unsolvable (and, indeed, the test is designed to give you opportunities to succeed, even as it tests your diligence and eye for detail). Once you’ve got your basic building blocks and formulas down tight, you will be well on your way to mastering all your coordinate geometry questions and earning that perfect score. What’s Next? You’ve tackled reflections, translations, and rotations (go you!), so take a minute to look over all the math topics on the ACT. Making sure you’re prepared for whatever comes your way is most of the battle, so look to our individual ACT math guides- all of which have real practice questions!- to brush up on any weak areas in your mathematical portfolio. Want to master two of the most invaluable math strategies for mastering the ACT? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest ACT problems out there. Looking to get that perfect score? Look no further than our guide to getting a perfect 36 on the ACT math, written by a perfect scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, 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:

In the United States, we do not need to plan for retirement. Social Essay

In the United States, we do not need to plan for retirement. Social Security will cover our needs when we are retired - Essay Example People at large now believe that the social security funds are not enough to provide financial shelter to the retired people and one should plan for his retirement without expecting that he will get enough from the national social security fund to fulfil all of his needs of the retired life (Brown et al, p83). The national social security program relies upon the taxes of the existing working force. The danger of the fiscal imbalance always remain associated with the social security funds because the number of retired people eligible to draw the funds anytime exceed the number of the workers paying to the system. This imbalance will cause the social security funds to run in deficit and the retired people will no longer be able to draw the desired amount of funds from the funds. The economic instability drawn by the financial recession and increase in the unemployment within the country has also increased the probabilities that the national security funds will run out few years before it has been projected by the financial experts (Stephen, p1). On average, the social security funds provide $1,076 per month to over 54 million Americans (Brown et al, p83). ... ts of the social security are more than the tax payers and in the coming years it is expected to record more imbalance in the ratio of retired and tax payer people. The government fiscal deficit has been increased to $1.5 trillion in 2011 due to which the funds available to pay the retirees are also expected to shrink in the coming years (Brown et al, p83). The issue of running out of the social security fund is great point of concern for the people in United States because the generally people use to reply upon these funds to meet their needs of the retired life. The social security funds could be deem as source of getting enough for the retired life but as the economy of the country is witnessing transformational changes due to number of factors it could no longer be a wise decision to reply upon the social security funds for the retired life. The people should now focus upon their individual planning so that they could spend their retired life with peace and financial security (Br own et al, p83). When the social security program was initiated in 1980s the fund reached the level of $2.5 trillion surplus within few years and it was expected that it will sufficiently pay out the benefits to the people until 2037. The projected year of running out in deficit is still not much close but the funds are already drained and the social security funds are now not enough to pay funds to all the eligible people until and unless the fund is provided from any other source. The danger of the collapse of the national security funds could not be overlook in the current situation where there is high level of economic uncertainty, instability and unemployment in the country (Megan, p1). It has been reported by most of the credible news sources like Associated Press, BBC and CNCB that

Twitter & Navigation Coursework Example | Topics and Well Written Essays - 1000 words

Twitter & Navigation - Coursework Example The following is the formula used to translate the coordinates: Decimal Degrees = Degrees + minutes/60 + seconds/3600 After configuring the degrees of the points the group must plot these positions on the paper map. The lack of identifying local landmarks or road signs in any case would cause issues with accuracy on pinpointing location. In order to avoid lack of accuracy a group should use some form of tracking device. For this project the iPhone is issued as a viable tracking device to be used secondary to the laptop. In reference to the project, a group encountered a problem when uploading data. The group had covered the laptop tracking device and could not retrieve a track record. The issued was solved by enabling the tracking system on the iPhone. The understanding that can be developed in this case is that the use of the paper map without assistance from electronics could be crippling. Utilizing a GPS as the main source for navigation and finding places has different outcome po ssibilities. Naturally coordinates have to be enabled on the system. This can be done by entering the same decimal degrees as map groups. The GPS will calculate and pinpoint these locations automatically. The tracking system within the GPS will develop a path for the group. However, the issue here can be based solely on the accuracy of the device. Should the pseudorandom code and the local copy of the coordinates be flawed by heavy error there will be destinations that do not match up. In the case of groups there should be a second record to show how accurate the findings are. In this case the use of a local map is implemented to show the right destination of the course. What can be picked up using the GPS method is that the accuracy of the device is hardly incapable of being disrupted. For that reason, individuals should not depend on one GPS result or test. A more accurate reading could be done if more than three devices are used. In general the use of a GPS system in combination with a map could be a suitable match. Though the project requires the use of paper maps and devices separately, they were typically used together to confirm information. The laptops were tracking as GPS devices would and the local area maps were a considerable replica of those paper maps. Twitter Twitter has an entire system is based on an Open System Environment. Currently, the users are implementing a Geo-tagging API to allow themselves to create TwitterVision, #UKSnow, and Trendsmaps in connection with Google Maps. With Geo-tagging one basically uses an iPhone (with viable signal) to deliver a corresponding coordinate to the system that transfers the iPhone signal into a location tag. Focusing more on the use of open systems can qualify the Twitter system to implement forums for educational environments and a larger scale of customer to business purchases as used in Second Life. The only major improvement that could be linked to the mapping system at present could be a location t o location open video attachment blog in real time to create a video conferencing concept. There is a current possibility of geo-tagging a video to a map using a camcorder that is GPS enabled. The basic concept is to utilize the available system the same as one would to geotag a photo (Catt 1). Should the concept of open software be generated to act as a system such as CISCO Webex there would be a live feed to connect universal Geo-taggers. This way individuals that use Geo-tagging for mapping could also enable real time video messaging