Sunday, November 17, 2019
The Impact Of Behavior On Individual Success Essay Example for Free
The Impact Of Behavior On Individual Success Essay INTRODUCTION            Success means different things to different people. For some it means having a healthy family, living in a nice home, and working at a good job. For others it means fancy cars, glamorous surroundings, fame and of course, fortune. In addition, each person’s definition of success changes as his or her life moves and changes. At one point in life, success might mean falling in love and entering into a long-term relationship with another person; at another point it might mean devoting a significant amount to travel or put the kids through school; and at still another point in time, it might mean devoting a significant amount of time and energy to spiritual matters, Even though every individual has a different and ever-changing definition of success, what motivates each and ever one of us to pursue success is our desire for a happier and more fulfilling life.            Success, therefore, is more about emotional satisfaction than it is about maternal reality. It is more of a state of mind than a state of being. When we set our sights on a new job, more money, a new car, a better relationship, what we are really asking for is happiness that is a very worthy goal.            We have become a society that desires immediate gratifications above all else. More often than not, when we watch television or go to the movies, we see this desire projected onto characters who usually have no real means of earning a living, but who possess everything we want: money, lovely homes, and many other material things. There is no great mystery surrounding what constitutes the material dimension. Our ability to think inwardly, to reason, is what separates us from other living creatures. This ability to think inwardly and pursue tranquility is what makes living worthwhile. This paper looks at the impact of behavior on individual success and the ways people can improve their success by improving their behaviors and actions. The performance of a business depends on how its organization behaves in the midst of dynamic environment, competition and diversified consumers. The success and failure of a business firm rely much on the type of its organizational behavior. A business firm encounters uncertainty and risk in its operation which mostly related to changes in the economic condition, consumer preferences and competitors. There is also the challenge brought by the highly competitive market that a business firm has to face. In addition, organizational behavior includes changes in its internal organization such as the employees, shareholders and the management. George Jones (2000) define organizational behavior as â€Å"the study of the many factors that have an impact on how individuals and groups respond to and act in organizations and how organizations manage their environments.†It deals with the interaction between the organization and the individuals or its employees. The study of organizational behavior provides a set of tools that explains why people in an organization stay for many years or leave in a short period of time. It also explains why there are people who are considered assets in a company but others are not. The study of organizational behavior also serves as an instrument that allows the management to identify strength and weaknesses of each individual or group. In this way, promoting changes in an organization will improve the capacity of each member to achieve the organization’s common goal and objective. Gibson et al (2002) maintains that effective management of behaviors needs an understanding of theory research and practice. It is essential that these three characteristics be incorporated both in individual and organizational success. Author Derrick sums up his idea of an ethical way of life as being a passionate way of life as well when he begins his book with the saying that â€Å"An ethical endeavor at which you can work with passion and integrity is a key component in a satisfying life.†Derrick is not the common self-help psychology author. The reader is made to feel that what he says is sacred and worth reading. He has all his insights about life in that book. It seems that passion is a main issue to him as he repeats it again on page 18 as he says. An ethical life is, of necessity, a passionate one (p. 18). As one reads the book, the reader is reminded how the values he expounds in his book can be linked to actual work settings. For instance, the value of courage as he explains is not so much in being brave but in owning up to one’s duties and responsibilities. Blaming has never been an asset in any company, especially a prison where a mistake can be fatal when things go awry. When people start blaming other departments for the problems that arise, then, there must something wrong with the way that institution has been established in the first place. What is sure though is the faulty attitude that makes up that particular organization. This is also a big communication barrier that needs immediate remedy. When one has a grudge against someone, he tends to make that someone responsible for everything he finds wrong. But when one is honest about his dealings with people, then that honesty returns back to him many folded.            When a person in one department blames someone, his desire to judge and punish is often what is at work. Someone blames another when he is angry because the action made things turn out differently than he wishedâ€â€if not through his words, then through his manner and tone of voice. One can put all the responsibility for what happened to him, in a way that implies what he did was â€Å"wrong†or â€Å"bad.†Moreover, blame breeds resentment. â€Å"it’s your fault!†is a red-flag phrase. It is to a person what a matador’s cape is to a bull. The hooker in blame is that smidgen of truth in what one said or implied. One can seldom say, â€Å"That’s just what you feel-it has nothing to do with me.†When a person’s blamer goes to work, it is very canny. It knows exactly where to go zap, where to pick out that nasty kernel of truth. A put-down artist is an expert at zeroing in on where you feel bad about oneself and making him feel even smaller there.  Two messages get mixed up in blame: one party’s statement of how he feels (I’m angry and disappointed†) and one’s evaluation of the other party (â€Å"Scum like you shouldn’t be aloud to work in this company.†). The feelings about the situation are often hidden in the â€Å"you-are-bad†message, instead of being said straight out. One-way blaming in the organization is overcome is help open up communication between two blaming departments. Members of these departments must also be reminded that they need to take responsibility for their part in what happened. In the end, there is respect to the proper authorities.            Each organization has its own characteristics depicted by the behaviors of its members or employees. They share a common behavior which is already established among them even though employees come and go over time. This common behavior is considered as an organizational culture that bonds the relationship among employees and management. Employees will only adapt to this culture and it is difficult for anyone to deviate. Hence, an organizational culture also influences the behavior of an individual. Since it is very hard to deviate from an organizational culture, adjustment in most cases takes time. Organizational culture also changes overtime. An example of this is the changes in workplace environment. Traditionally, a workplace environment is characterized by workstation, office space or building. With the advent of new technology in communication, the use of virtual office has been introduced. A virtual office allows an employee to work at home or at any place of his or her convenience. An organization culture may develop in this kind of work environment that will involve even workers located all over the globe.            The introduction of new technologies in communication, the internet in particular, provides many opportunities for many business firms. Business firms can expand its market from local to international customers. However, business firms will also face the threat of increasing competition and the uncertainty of customer preferences. The diversity of the competitors and costumers in the world market is a big challenge for creating new business strategies. Competitors are diversified in terms of product features, prices and selling schemes. On the other hand, customers differ in preferences, taste and purchasing power. In addition, the international market itself is diversified in terms of government regulations, technological facilities, culture, tradition and religion. (Leading Quietly).            The new challenges brought by the diversified international market require organizational effectiveness and efficiency to succeed in business. Organizational effectiveness and efficiency rely much on the business strategies that decision-makers formulate. Each organization is unique and has its own characteristics. This means that decision-makers such as managers and corporate heads must have business strategies fit to the needs of the organizations. Decisions should consider internal and external factors as well as short- and long-term goals that affect business goals. However, any decision made also comes with risk in which the outcome may not be satisfactory. But this may serve as a learning experience for an organization to improve its performance in the future especially in terms of the way they conduct their business (Business Ethics).            Organizational learning is part of an organization’s development process. Business strategies evolve overtime as market shifts from simple to complex customer needs. Effective learning process among decision-makers includes their relationship with the market, colleagues and the organization. They should learn as an individual to make themselves more capable and effective. They should also learn as an organization to impart with them the organization’s goals and objectives. Organizational learning varies in different form. Some organizations learn from external factors while others learn from within. External factors such as business cycles, economic condition and competitors’ behavior influence management’s decision. Likewise, internal factors such as employees’ empowerment, management change and organizational restructure affect business performance. Asking is a process of learning within an organization. It is not wrong for a manager to ask or seek suggestions from his or her subordinates. This management style can introduce teamwork within the organization. The role of a manager may shift from one who direct, commands or dictates tasks to one who coaches, coordinates or oversees business goals. However, this type of management practice requires that employees should share with the organization’s goal, mission and strategies. This only happens if communication between the organization and the employees has been well-established. Communication starts in the beginning of employment. Each employee should be aware of the organization’s mission, vision and goal. He or she knows the importance of the job that he or she will perform and how this will contribute to achieve the organization’s goal. An employee’s perception may be different from the way he or she behaves in an organization. However, better communication between the organization itself and the employees will facilitate as corrective tools to the perception of an employee that might be influenced by his or her work environment. Bell has insightful nuggets of wisdom interspersed in his book as he views corrupt leaders as being too much money-oriented. People need to be informed about standing up for one’s true beliefs. An example here is when departments do not communicate or update the status of information, because they are afraid the boss will be angry. To avoid this, employees must be able to follow up to determine whether important messages have been understood. Feedback doesn’t have to be verbal; in fact, actions often speak louder than words. The sales manager who describes desired changes in the monthly sales planning report receives feedback from the report itself when it is turned in. If it contains the proper changes, the manager knows the message was received and understood.             Managers who tell everyone to see the big picture often create a serious communication overload. Rather than trying to keep everyone involved, top-level management need to follow the â€Å"need-to-know†principle transmitting communication and updating people in other areas of the organization that need the necessary information. Sometimes it is useful to regulate the flow of information and procedures that need to be brought to the attention of the people in the other departments. As long as performance falls within the acceptable range, the regular procedures are followed. References Bell, D.(2002). Ethical Ambition: Living a Life of Meaning and Worth. Sept.- Oct. 2002 Bloomsbury of New York and London October 2002. Business Ethics. Retrieved Jan 11, 2007 at: http://www.amazon.com/gp/reader/0130797723/ref=sib_dp_pt/104-1829689-6709521#reader-page George, J., Jones, G. (2000). Understanding and Managing Organizational Behavior (3rd ed.). Upper Saddle River, NJ: Prentice Hall, Inc. Retrieved Jan 11, 2007 at: from, http://www.prenhall.com/managementzone/georgemob3/ Gibson, James, Ivancevich, John, Donnelly, James and Konopaske, Robert. (2002). Organizations Behavior, Structure Process. McGraw-Hill/Irwin. 11th edition. Leading Quietly. Retrieved Jan 11, 2007 at: http://www.amazon.com/gp/reader/1578514878/ref=sib_rdr_ex/104-1829689-6709521?%5Fencoding=UTF8p=S00Qj=0#reader-page
Thursday, November 14, 2019
America Needs Bilingual Programs Essay -- Argumentative Persuasive Top
America Needs Bilingual Programs     As a lighthouse stands against the storm, its tireless beacon showing the way to safe harbor, so too does America stand in an increasingly dark and turbulent world. The bricks and mortar would have long ago succumbed to the pounding of the waves but for one reason, the lighthouse is built upon a foundation of bedrock as old and as strong as the earth itself. Likewise, the tower that is our nation would have long ago toppled if its foundation were not rooted in equally strong materials.  Unlike the lighthouse, this grand experiment we call America is not built upon rock and dirt; our nation is built upon the strength of its people. Of these people, only a small minority would call this place home if not for the great immigrations of the last half-millennium. These countless individuals, who left their homelands for many different reasons, all chose America because of the presence of limitless opportunity. Yet, after each new group begins to find its American identity, that group turns and attempts to bar those waiting in the queue from realizing their own American dream. Limiting educational opportunity is one method used by previous arrivals to limit the successful integration of newcomers. Immigrants are quickly being prevented from realizing their full potential as citizens by the nationwide movement to outlaw bilingual education. In order for America to maintain its position as the world's only remaining superpower, we must continue to offer our new a rrivals full access to bilingual education.  The classroom use of a language other than English is not a new or revolutionary concept in the American educational practice. The first law allowing th... ....educationworld.com. 21 Apr. 2001. Gentry, Curt. J. Edgar Hoover: The Man and The Secrets. New York: Penguin Books, 1992. "History of Bilingual Education." Rethinking Schools Spring 1998. http://www.rethinkingschools.org/Archives/12_03/langhst.htm. 21 Apr. 2001. Krashen, Stephen. "Bilingual Education: Arguments For and (Bogus) Arguments Against." Georgetown University Roundtable on Languages and Linguistics. 6 May 1999. http://ourworld.compuserve.com/homepages/JWCRAWFORD/biling.htm. 21 Apr. 2001. Porter, Rosalie Pedalino. "The Case Against Bilingual Education." The Atlantic Monthly May 1998. http://www.theatlantic.com/issues/98may/biling.htm. 21 Apr. 2001. Sund, Carole. "Bilingual Education: An Overview." National Education Association. 4 October 1999. http://www.nea.org/issues/bilingual/. 21 Apr. 2001. Â
Tuesday, November 12, 2019
Macbeth Act Iv Lines 111-134
In Macbeth Act IV scene 1 lines 111-134, William Shakespeare heightens the themes of guilt and conscience and order and disorder, Shakespeare also furthers Macbeth’s character in his ambition all through the utilization of punctuation, imagery, and irony through royal imagery. In this passage, Macbeth speaks to the wierd sisters and they speak back to him, the passage ends with a soliloquy. We already know going into this section of the play as previously discussed by my colleagues Keegan and Alex, that Macbeth has gone under quite a change.Out of fear and paranoia, he has decided to seek out the witches in search of the answers of his future. Although macbeth has experienced this change, his guilt of the murder of Banquo is evident in this passage. Macbeth has just been given his prophecy and this bonus hallucination is given by Shakespeare as a glimpse into Macbeth’s state of mind. The First device shakespeare utilizes is punctuation. With one quick glance at these li nes, Shakespeare's vast use of punctuation is immediately evident.In these lines there are six periods, nine exclamation points, five colons, two semicolons, nine commas, and five question marks. Firstly, shakespeare utilizes exclamation points, which are only found in Macbeth’s lines to display Macbeth’s surprise in the hallucinations he is witnessing, this surprise then brings Macbeth to question what the witches are showing him, hence the use of question marks. For example, in line 115, Macbeth asks â€Å"why do you show me this? †and before his question can be answered, yet another hallucination of a king enters.A similar event occurs at line 118. Usually when there is a comma used, there is another thought which follows, this occurs when Macbeth says â€Å"and yet the eight appears, who bears a glass†â€Å"Banquo smiles upon me, and points at them for his†when the witch says â€Å"I’ll charm the air to give a sound, while you perfor m your antic round†and â€Å"that this great king may kindly say, our duties did his welcome pay†Alone, the utilization of a specific form of punctuation contributes its own benefits for example, a comma contributes another idea.Altogether, however, the massive amount of punctuation used by Shakespeare really creates a sense of confusion, thus heightening the theme of order and disorder. The second device used is sorcery and supernatural imagery. Examples of this found in the text are â€Å"spirit†â€Å"filthy hags†â€Å"crack of doom†â€Å"blood-bolter‘d banquo†â€Å"antic round†and â€Å"accursed†Shakespeare's use of such words reinforce the presence of the supernatural that Macbeth is currently experiencing and further the theme of the supernatural.The third and final device Shakespeare uses is irony through royal imagery. In the vision of the eight kings which pass by Macbeth, all of whom looking like Banquo wh ich is irony in itself, Shakespeare describes the eight kings by only giving information on monarch related objects, for example, â€Å"thy crown does sear mine eyeballs†â€Å"thou other gold-bound brow is like the first. †â€Å"some I see that two-fold balls and treble scepters carry†.Shakespeare furthers Macbeth’s character as the fixation of the crown related objects suggests Macbeth’s hunger and obsession for power has grown thus heightening the theme of ambition and furthers Macbeth’s character in illustration of the change that has overcome him. As stated earlier, Macbeth has already received his prophecy, so why would the witches give him more visions? In the lines prior to the start of the show of kings, all the witches say, â€Å"Show his eyes and grieve his heart, come like shadows, so depart. What the witches are doing Is creating vision out of Macbeth’s guilts fears and worries, thus the eight kings which appear. Shakes peare is suggesting that Macbeth’s immense guilt of Banquo’s death, and hunger for power are the reasons causing this bizarre hallucination, which continues to further Macbeth’s character in the theme of ambition and guilty conscience in the illustration of his obsession with the crown and Banquo.So far, we have focused upon the devices present in the lines, but what about the devices that aren’t? Shakespeare did not include a time motif in this passage, not while the witches were present that is. When the witches disappeared, the time motif is reaffirmed. Time, is man made and represents order, in the absence of the time motif while the witches are present Shakespeare is suggesting that the witches are the root of the disorder and chaos experienced, thus heightening the theme of order and disorder.In the context of the human condition, Shakespeare suggests that one’s colossal guilt and desires manifested in length will eventually lead to their ine vitable destruction. Understanding the sins we have committed, and learning from the mistakes we have made is utterly important in our mental health and in some cases our existence. The opposite is displayed in Macbeth’s character as he continues to strive for an increase in power. This ambition is unhealthy, and eventually leads to Macbeth’s destruction.Not only is this aspect of the human condition found in Macbeth, but is also commonly found throughout history, most recently, the late Muammer al-Gaddafi of Libya, who’s obsession for power in his own country, just like Macbeth lead to his timely end. In the tragedy of Macbeth act IV scene I lines 111-134, William Shakespeare forces the reader to question human nature as it pertains to guilt and unchecked ambition in the face of desperation and confusion. Now Dmitri will deconstruct his lines through a video presentation. Thank you.
Saturday, November 9, 2019
Bullying Essay
According to cyberbullying. org, cyber bullying can be defined as the harassment, humiliation, torment, embarrassment a child, preteen, or teen faces from another child, preteen, or teen. The perpetrator uses the Internet, interchangeable technologies, or even their cellular phones to carry out the illegal act. Those who are faced with such an issue should reach out and make their voices heard. Bullying by any means, is undoubtedly wrong and painful for those who are victimized by it the effects cyber bullying can have on a child or teen can be utterly dangerous or in some extreme cases, deadly. Quite recently, in the news, was a story about Rutgers University student, Tyler Clementi, committing suicide allegedly due to two students streaming a video of him and another male being intimate. The two students who live streamed and recorded Clementi were charged with two counts each of invasion of privacy. It is reported that 9 out of 10 gay children are harassed or bullied and are four times more likely to commit suicide than heterosexual children. In my high school, a dear friend of mine felled prey to cyber bullying. A group of classmates discovered a video online of a girl, who looked somewhat similar to my friend, in a sexual act. These classmates then went around the entire school, showed everyone the video, and attempted to convince students that the girl recorded was in fact my friend. However, the girl in the video and my friend had significant differences about them that made it clear to me that these bullies were simply targeting her based on their personal vendetta against her. As a result, unfortunately, my friend started missing many school days and later I discovered she was cutting not only her arms but her legs as well. Any type of bullying can lead to emotional distress, lack of self confidence, and thoughts of suicide; these effects could last a lifetime. According to bullyingstatistics. org and statistics from the I-safe foundation, over half of adolescents and teens have been bullied online, and about the same number have engaged in cyber bullying. Countless amount of teens are unaware of the fact that the many things they post online, whether it be good or bad, can eventually come back and haunt them in the future, especially when applying for a job or college. What can truly be done about cyber bullying? Sadly, most incidents of cyber bullying go unreported; possibly because a great number of people don’t find the issue that big of a deal. In my opinion, cyber bullying can be averted by educating students on the matter, not only in schools but at home as well. Schools should set up programs and seminars educating students about bullying and its effects. The College of Mount Saint Vincent has taken the initiative of creating the counseling center where students can walk in and discuss any issues that their having with counselors who are more than willing to listen and offer their support. Parents should monitor their children and their actions. They should be conscious of who their children are talking to and who their friends are. For many like my friend and Tyler Clementi, cyber bullying has already taken a dramatic toll on their lives, but if more students come forth and speak on their experiences on the issue it is without a question that this horrific trend can end.
Thursday, November 7, 2019
Combating Compassion Fatigue Essays
Combating Compassion Fatigue Essays Combating Compassion Fatigue Paper Combating Compassion Fatigue Paper Compassion is an essential attribute that nurses must posses in order to provide appropriate care to the patients and families they come in contact with. Nurses work many long shifts taking care of sick patients and grieving families, and may not take the time to care for their physical, emotional and spiritual needs properly. After a while, the long hours and stress may catch up with them and cause compassion fatigue or even burnout. Nurses must learn to care for themselves first and foremost in order to be healthy, happy and spiritually sound, and this in turns allows them to provide great care to their patients as well as their own family. The purpose of this paper is to identify the warning signs of compassion fatigue, explain the physical, emotional and spiritual needs of the caregiver and share examples of coping strategies and resources for nurses. Compassion fatigue â€Å"is characterized by deep physical and emotional exhaustion and a pronounced change in the helper’s ability to feel empathy for their patients, their loved ones and their co-workers†(Mathieu, 2007). When a nurse experiences this type of fatigue, it is important to be aware of what is happening because their current state must be addressed and dealt with in order to prevent further complications. Compassion fatigue â€Å"is marked by increased cynicism at work, a loss of enjoyment of our career, and eventually can transform into depression, secondary traumatic stress and stress-related illnesses†(Mathieu, 2007). The Cleveland Clinic (2009) states that â€Å"caregiver burnout is a state of physical, emotional, and mental exhaustion that may be accompanied by a change in attitude from positive and caring to negative and unconcerned. †Burnout happens when a nurse focuses to much on meeting the demands of the job and less on taking care of the physical, emotional and spiritual needs of oneself. Caregiver burnout not only happens to nurses and health care provides, but to family members that are taking care of a loved one as well. Warning Signs of Compassion Fatigue There are a number of warning signs for compassion fatigue, but each person will develop different signs unique to their situation. Some of the signs include exhaustion, reduced ability to feel sympathy and empathy, dread of working with certain patients, diminished sense of enjoyment of nursing, and difficulty of separating work life from personal life. When a caregiver experiences compassion fatigue, they typically will go through five stages including the idealistic phase, the irritability phase, the withdraw phase, the zombie phase and the pathology and victimization or maturation and renewal. Each phase has unique characteristics that the caregiver will exhibit. The characteristics of the first phase or the idealistic phase is normal and how a caregiver should feel including being motivated and ready to solve problems, a desire to make a difference, volunteer to assist and full of energy and enthusiasm. The second phase or the irritability phase begins when the caregiver starts to cut corners, avoid patients, being to disregard their own wellness, lose focus and start distancing themselves from friends and family. The withdraw phase is the third phase and this begins when the nurse starts to lose patience with the patient, neglects oneself and others, has chronic fatigue and views them self as the victim. The next phase is the zombie phase which is characterized by being easily angry, dislike of others, loss of sense of humor and personality and seeing others as incompetent. The last phase can be when the caregiver either chooses pathology and victimization or maturation and renewal. Either the nurse becomes to overwhelmed to deal with the situation and decides to change profession or develops a physical illness or the caregiver takes time to seek help and take care of the issue at hand and continues providing care for others. Needs of the Caregiver Nursing and other caregivers must understand the importance of taking care of themselves physically, emotionally and spiritually. Providing the best care to patients includes taking care of oneself. Physical health includes a healthy diet, exercise and getting enough rest and relaxation. Without these three crucial things â€Å"the body rebels with decreased immunity to common illnesses†(GCU, 2011). No only does the health care provider need to preserve good physical health, but â€Å"it is about being present with one’s feelings, sensations and intuitive guidance in order to detect what is best in any given moment†(Portnoy, 2011). Emotional health is an individuals over all well being and how a persons feels about them self. Emotionally healthy individuals are able to manage their feeling easily, balance work and home life and feel a sense of satisfaction. â€Å"People with good emotional health have an ability to bounce back from adversity, trauma, and stress†(Smith, Segal Segal, 2013), this is called resilience. Each person is different and may require different methods of dealing with emotional stress, the important thing is to establish the method that works for the individual and maintain that in order to restore emotional health. Being spiritually healthy is highly relevant to the wellness of a health care provider because this gives them meaning to life and what they do. â€Å"Just as the physical body needs rest, recuperation, and healthy nutrition, the soul need time for spiritual restoration, encouragement, and faith-building†(GCU, 2011). Spirituality may consist of praying, reading the bible or attending church, and will vary with each individual, but whats most important is to remain spiritually sound in order to cope with daily stresses and provide care with compassion and consideration. Coping Strategies The best way to cope with compassion fatigue is to prevent it by knowing the warning signs, but there are also coping strategies that can effectively help health care providers overcome it. Recognizing and acknowledging the sign and symptoms is the first step in conquering compassion fatigue. Next the symptoms need to be addressed so that the person can understand them and why it is happening. There may also be internal conflict that needs to be evaluated. Finding some sort of support to help the individual through this time and being able to talk about what their needs are can help with overcoming the fatigue. If this does not help the person cope with the situation at hand, professional help may need to be considered to treat their compassion fatigue. Again, this is where physical, emotional and spiritual health are very important. Being physically, emotionally and spiritually intact will contribute to an easier recovery or possibly avoidance of compassion fatigue and even burnout. Knowing the resources that are available to nurses and health care providers for compassion fatigue is key to helping them restore themselves. Health care facilities should provide some type of programs that focus on fighting compassion fatigue and burnout. There are many online resources such as www. myselfcare. org that provides articles and quizzes that discuss fatigue and burnout. If an individual is suffering from compassion fatigue and having a hard time coping they may need to be seen by a doctor to address the severity and need for further counseling. In conclusion, the most important job a nurse has is to take care of themselves mentally, physically and spiritually in order to provide the best care to the patients and families they take care of. A health care worker should be aware of the warning signs of compassion fatigue in order to circumvent the problems that it triggers. Health care providers need to remember that without being healthy in all aspects of their mind, body and soul, they cannot provide the best care for the patients as well as their own family.
Tuesday, November 5, 2019
The 28 Critical SAT Math Formulas You MUST Know
The 28 Critical SAT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The SAT math test is unlike any math test you’ve taken before. It’s designed to take concepts you’re used to and make you apply them in new (and often strange) ways. It’s tricky, but with attention to detail and knowledge of the basic formulas and concepts covered by the test, you can improve your score. So what formulas do you need to have memorized for the SAT math section before the day of the test? In this complete guide, I'll cover every critical formula you MUST know before you sit down for the test. I'll also explain them in case you need to jog your memory about how a formula works. If you understand every formula in this list, you'll save yourself valuable time on the test and probably get a few extra questions correct. Formulas Given on the SAT, Explained This is exactly what you'll see at the beginning of both math sections (the calculator and no calculator section). It can be easy to look right past it, so familiarize yourself with the formulas now to avoid wasting time on test day. You are given 12 formulas on the test itself and three geometry laws. It can be helpful and save you time and effort to memorize the given formulas, but it is ultimately unnecessary, as they are given on every SAT math section. You are only given geometry formulas, so prioritize memorizing your algebra and trigonometry formulas before test day (we'll cover these in the next section). You should focus most of your study effort on algebra anyways, because geometry has been de-emphasized on the new SAT and now makes up just 10% (or less) of the questions on each test. Nonetheless, you do need to know what the given geometry formulas mean. The explanations of those formulas are as follows: Area of a Circle $$A=Àr^2$$ À is a constant that can, for the purposes of the SAT, be written as 3.14 (or 3.14159) r is the radius of the circle (any line drawn from the center point straight to the edge of the circle) Circumference of a Circle $C=2Àr$ (or $C=Àd$) d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Area of a Rectangle $$A = lw$$ l is the length of the rectangle w is the width of the rectangle Area of a Triangle $$A = 1/2bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle In a right triangle, the height is the same as a side of the 90-degree angle. For non-right triangles, the height will drop down through the interior of the triangle, as shown above. The Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle). Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90-degree angle and two 45 degree angles. The side lengths are determined by the formula: $x$, $x$, $x√2$, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides *$√2$. E.g., An isosceles right triangle may have side lengths of $12$, $12$, and $12√2$. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of the triangle's three angles. The side lengths are determined by the formula: $x$, $x√3$, and $2x$ The side opposite 30 degrees is the smallest, with a measurement of $x$. The side opposite 60 degrees is the middle length, with a measurement of $x√3$. The side opposite 90 degree is the hypotenuse (longest side), with a length of $2x$. For example, a 30-60-90 triangle may have side lengths of $5$, $5√3$, and $10$. Volume of a Rectangular Solid $$V = lwh$$ l is the length of one of the sides. h is the height of the figure. w is the width of one of the sides. Volume of a Cylinder $$V=Àr^2h$$ $r$ is the radius of the circular side of the cylinder. $h$ is the height of the cylinder. Volume of a Sphere $$V=(4/3)Àr^3$$ $r$ is the radius of the sphere. Volume of a Cone $$V=(1/3)Àr^2h$$ $r$ is the radius of the circular side of the cone. $h$ is the height of the pointed part of the cone (as measured from the center of the circular part of the cone). Volume of a Pyramid $$V=(1/3)lwh$$ $l$ is the length of one of the edges of the rectangular part of the pyramid. $h$ is the height of the figure at its peak (as measured from the center of the rectangular part of the pyramid). $w$ is the width of one of the edges of the rectangular part of the pyramid. Law: the number of degrees in a circle is 360 Law: the number of radians in a circle is $2À$ Law: the number of degrees in a triangle is 180 Gear up that brain because here come the formulas you have to memorize. Formulas Not Given on the Test For most of the formulas on this list, you'll simply need to buckle down and memorize them (sorry). Some of them, however, can be useful to know but are ultimately unnecessary to memorize, as their results can be calculated via other means. (It's still useful to know these, though, so treat them seriously). We've broken the list into "Need to Know" and "Good to Know," depending on if you are a formula-loving test taker or a fewer-formulas-the-better kind of test taker. Slopes and Graphs Need to Know Slope formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ The slope of a line is the ${\rise (\vertical \change)}/ {\run (\horizontal \change)}$. How to write the equation of a line The equation of a line is written as: $$y = mx + b$$ If you get an equation that is NOT in this form (ex. $mx-y = b$), then re-write it into this format! It is very common for the SAT to give you an equation in a different form and then ask you about whether the slope and intercept are positive or negative. If you don’t re-write the equation into $y = mx + b$, and incorrectly interpret what the slope or intercept is, you will get this question wrong. m is the slope of the line. b is the y-intercept (the point where the line hits the y-axis). If the line passes through the origin $(0,0)$, the line is written as $y = mx$. Good to Know Midpoint formula Given two points, $A (x_1, y_1)$, $B (x_2, y_2)$, find the midpoint of the line that connects them: $$({(x_1 + x_2)}/2, {(y_1 + y_2)}/2)$$ Distance formula Given two points, $A (x_1, y_1)$,$B (x_2, y_2)$, find the distance between them: $$√[(x_2 - x_1)^2 + (y_2 - y_1)^2]$$ You don’t need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the Pythagorean Theorem. Circles Good to Know Length of an arc Given a radius and a degree measure of an arc from the center, find the length of the arc Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360) $$L_{\arc} = (2Àr)({\degree \measure \center \of \arc}/360)$$ E.g., A 60 degree arc is $1/6$ of the total circumference because $60/360 = 1/6$ Area of an arc sector Given a radius and a degree measure of an arc from the center, find the area of the arc sector Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle $$A_{\arc \sector} = (Àr^2)({\degree \measure \center \of \arc}/360)$$ An alternative to memorizing the â€Å"formula†is just to stop and think about arc circumferences and arc areas logically. You know the formulas for the area and circumference of a circle (because they are in your given equation box on the test). You know how many degrees are in a circle (because it is in your given equation box on the text). Now put the two together: If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula†to memorize. Algebra Need to Know Quadratic equation Given a polynomial in the form of $ax^2+bx+c$, solve for x. $$x={-b ±Ã¢Ë†Å¡{b^2-4ac}}/{2a}$$ Simply plug the numbers in and solve for x! Some of the polynomials you'll come across on the SAT are easy to factor (e.g. $x^2+3x+2$, $4x^2-1$, $x^2-5x+6$, etc), but some of them will be more difficult to factor and be near-impossible to get with simple trial-and-error mental math. In these cases, the quadratic equation is your friend. Make sure you don't forget to do two different equations for each polynomial: one that's $x={-b+√{b^2-4ac}}/{2a}$ and one that's $x={-b-√{b^2-4ac}}/{2a}$. Note: If you know how to complete the square, then you don't need to memorize the quadratic equation. However, if you're not completely comfortable with completing the square, then it's relatively easy to memorize the quadratic formula and have it ready. I recommend memorizing it to the tune of either "Pop Goes the Weasel" or "Row, Row, Row Your Boat". Averages Need to Know The average is the same thing as the mean Find the average/mean of a set of numbers/terms $$\Mean = {\sum \of \the \terms}/{\number \of \different \terms}$$ Find the average speed $$\Speed = {\total \distance}/{\total \time}$$ Probabilities Need to Know Probability is a representation of the odds of something happening. $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ Good to Know A probability of 1 is guaranteed to happen. A probability of 0 will never happen. Percentages Need to Know Find x percent of a given number n. $$n(x/100)$$ Find out what percent a number n is of another number m. $$(n100)/m$$ Find out what number n is x percent of. $$(n100)/x$$ Trigonometry Trigonometry is a new addition to the new 2016 SAT math section. Though it makes up less than 5% of math questions, you won't be able to answer the trigonometry questions without knowing the following formulas. Need to Know Find the sine of an angle given the measures of the sides of the triangle. $sin(x)$= Measure of the opposite side to the angle / Measure of the hypotenuse In the figure above, the sine of the labeled angle would be $a/h$. Find the cosine of an angle given the measures of the sides of the triangle. $cos(x)$= Measure of the adjacent side to the angle / Measure of the hypotenuse In the figure above, the cosine of the labeled angle would be $b/h$. Find the tangent of an angle given the measures of the sides of the triangle. $tan(x)$= Measure of the opposite side to the angle / Measure of the adjacent side to the angle In the figure above, the tangent of the labeled angle would be $a/b$. A helpful memory trick is an acronym: SOHCAHTOA. Sine equals Opposite over Hypotenuse Cosine equals Adjacent over Hypotenuse Tangent equals Opposite over Adjacent SAT Math: Beyond the Formulas Though these are all the formulas you’ll need (the ones you’re given as well as the ones you need to memorize), this list doesn't cover every aspect of SAT Math.You’ll also need to understand how to factor equations, how to manipulate and solve for absolute values, and how to manipulate and use exponents, and much more. These topics are all covered here. Another important thing to remember is that while memorizing the formulas in this article that aren't given to you on the test is important, knowing this list of formulas doesn't mean you're all set for SAT Math. You also need to practice applying these formulas to answer questions, so that you know when it makes sense to use them. For instance, if you're asked to calculate how likely it is that a white marble would be drawn from a jar that contains three white marbles and four black marbles, it's easy enough to realize you need to take this probability formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ and use it to find the answer: $\text"Probability of a white marble" = {\text"number of white marbles"}/{\text"total number of marbles"}$ $\text"Probability of a white marble" = 3/7$ On the SAT math section, however, you will also run into more complex probability questions like this one: Dreams Recalled During One Week None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 The data in the table above were produced by a sleep researcher studying the number of dreams people recall when asked to record their dreams for one week. Group X consisted of 100 people who observed early bedtimes, and Group Y consisted of 100 people who observed later bedtimes. If a person is chosen at random from those who recalled at least 1 dream, what is the probability that the person belonged to Group Y? A) $68/100$ B) $79/100$ C) $79/164$ D) $164/200$ There's a lot of information to synthesize in that question: a table of data, a two-sentence long explanation of the table, and then, finally, what you need to solve for. If you haven't practiced these kinds of problems, you won't necessarily realize that you'll need that probability formula you memorized, and it might take you a few minutes of fumbling through the table and racking your brain to figure out how to get the answer- minutes that you now can't use on other problems in the section or to check your work. If you have practiced these kinds of questions, however, you'll be able to quickly and effectively deploy that memorized probability formula and solve the problem: This is a probability question, so I'll probably (ha) need to use this formula: $$\text"Probability of an outcome" = {\text"number of desired outcomes"}/{\text"total number of possible outcomes"}$$ OK, so the number of desired outcomes is anyone in Group Y who remembered at least one dream. That's these bolded cells: None 1 to 4 5 or more Total Group X 15 28 57 100 Group Y 21 11 68 100 Total 36 39 125 200 And then the total number of possible outcomes is all people who recalled at least one dream. To get that, I have to subtract the number of people who didn't recall at least one dream (36) from the total number of people (200). Now I'll plug it all back into the equation: $\text"Probability of an outcome" = {11+68}/{200-36}$ $\text"Probability of an outcome" = {79}/{164}$ The correct answer is C) $79/164$ The takeaway from this example: once you've memorized these SAT math formulas, you need to learn when and how to use them by drilling yourself on practice questions. What's Next? Now that you know the critical formulas for the SAT, it might be time to check out the complete list of SAT math knowledge and know-how you'll need before test day. And for those of you with particularly lofty score goals, check out our article on How to an 800 on the SAT Math by a perfect SAT-Scorer. Currently scoring in the mid-range on math? Look no further than our article on how to improve your score if you're currently scoring below the 600 range. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:
Sunday, November 3, 2019
The hybrid cars Essay Example | Topics and Well Written Essays - 500 words
The hybrid cars - Essay Example The automobile emissions are one primary source of green house gases. The crux of all these facts consolidates around the words ‘cars’ and ‘pollution’. Just changing the type of cars we drive can make a significant contribution towards assuring a greener and healthier environment (Anderson & Anderson 14). The future is hybrid! Hybrid cars are the vehicles that rely on two or more disparate sources of energy to run (Mitchell, Borroni-Bird & Burns 22). Mostly the term hybrid cars are also considered synonymous with the Hybrid Electric Vehicles (HEVs). A Hybrid Electric Vehicle (HEV) contains both an internal combustion engine that is run by gasoline as well as an alternate source of energy that is an electric battery. As per one’s requirements and traffic conditions, the driver can chose as to run a hybrid car on gasoline or on electricity. In addition, the dual mode cars that run on a mixture of fuels like gasoline and ethanol are also considered hybri d. Hybrid cars bring in an element of choice into the overall driving experience. They allow a driver to opt for cleaner and greener modes of driving. Low fuel consumption and reduced emissions are the factors that set hybrid cars apart from other vehicles (Westbrook 17).
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