Strategies for Better Communication and Behavior free essay sample

For example, a child within my setting has an expressive language difficulty, he gets the order of words mixed up, and sometimes has problems of sequencing for example, during a conversation with this child he said Her Is my friend I acknowledged what he salad and repeated It back to him In the correct way she Is your friend by the use of modeled imitation can really help the child to whereby the adult uses language so that the child can imitate. This then can be further built upon and expanded by the use of indirect modeling and expansion of vocabulary in the setting.Strategies we use with a child that has a hearing impairment include, reducing the noise level in the environment so that it enhances the opportunities for conversation and background noise does not compete or compromise the childs opportunity to communicate. We use objects of reference, this Is a great way of communicating with a child with a hearing or speech impairment and gives the child an idea of what Is bout to h appen, for example, I gave a child with SLID a cup and showed them the Jug of water so they knew It was time for water and a snack. We will write a custom essay sample on Strategies for Better Communication and Behavior or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Also making sure that the child can see you properly because seeing each others facial expressions can be very important when communicating and understand one anothers response. We also explain to the other children of the setting that a child with a hearing impairment may need to be tapped on the shoulder to gain attention and to make sure they face the child when talking. Strategies we use when engaging with a child hat has a stammer would be, giving them time to think and to respond to questions or instructions.Allowing them time to finish what they are saying to you rather than finishing off their sentences for them. I would never pressure the child to speak or read aloud as this puts them on the spot, embarrasses them and will affect their self- confidence and self-esteem. Providing them with lots of opportunities to listen and speak. Strategies we use for a child who Is autistic Is, to have clear rules and boundaries, a high level of structure and routine In the setting and use of clear, recipe language accompanied with visual aids.Children on the autistic spectrum PECS and Megaton to assist in addressing their communication needs. The use of TEACH stations is also a good means of support. I always try to be a good role model in the use of language as this will give a child/children the opportunity to imitate and therefore support language skills and development. Indeed positive adult support has a huge impact on the childs speech and language skills as well as affecting their behavior, emotional and social development.

Nosferatu Opening sequence Essays

Nosferatu Opening sequence Essays Nosferatu Opening sequence Paper Nosferatu Opening sequence Paper Essay Topic: Film F.W Murnaus film Nosferatu starts off with an eerie title sequence, the background is black with green writing and a symphony of horrors is playing in the background. This allows the audience to immediately recognize what type of genre the film is going to be, as black is commonly associated with dark or evil and green is linked with something quite sinister or often monster like. Its also helps build atmosphere. As does the beating in the music, as it increases it resembles a heart beat (something which you would expect from a horror film) When the first page of writing appears it is in a book, this makes it seem like someone is retelling a story. And the gothic style of writing gives another hint to the genre of the film. The first actual shot is an establishing shot of the small town, as though the audience is looking into someones life. The Irish shot lets the audience focus on that particular part or in another case could be used to make you feel claustrophobic as though you cannot see the whole picture. In the foreground is a church, this is usually a symbol of stability and order in society this sets up the fact that this is when the film is in equilibrium. In this type of film, which is a silent film, the audience relies on music and words alone to identify when something scary is going to happen or when something is not. In the opening sequence the music is light hearted and jolly, this makes the audience aware nothing shocking will happen (yet) and feel comfort at this particular point. Later on whilst knock is reading the letter he was sent from the Count the music becomes more threatening. This very effectively puts the audience on edge. Another key factor in Nosferatu is the colour tint in each scene, Yellow represents daylight and ideologically is an indicator that all is well at this time. In Nosferatu the yellowish colour appears mostly alongside the light hearted music for example whilst Hutter is getting ready in the morning and greeting his wife. During the same scene Hutter gives his wife some flowers, yet she is upset because he has killed the beautiful flowers and cut them off from their life source. This is an important thing to take notice of because the flowers are dead and that may also be her fait. Mena (the wife) is dressed in pale clothing; this highlights her innocence and weakness. Also it makes her a target for the Count. (As in many Vampire films) The next scene when Knock is reading his letter from the Count, it can be observed that a skull and cross bones appears on it, this is a sure symbol of bad and might be the starting point to the disequilibrium because it introduces the idea of the Count coming to the town. And in this particular shot, F.W Murnau positions Knock higher than Hutter to show that he is superior to him, ideologically knock has the power to use Hutter to lure victims to the count. Nosferatu was made at the time of the 1st world war; this is significant to the content of the film because Murnau would have included things naturally as it was real to him. For example he saw a lot of active duty during the war. Secondly which comes later in Nosferatu, the plague is thought to be the cause of the sudden deaths in the town that have occurred recently and in real life at the time there was a disease about called Typhoid which could be linked to him using this idea in the film.

Complete Guide to Integers on ACT Math (Advanced)

Complete Guide to Integers on ACT Math (Advanced) SAT / ACT Prep Online Guides and Tips Integers, integers, integers (oh, my)! You've already read up on your basic ACT integers and now you're hankering to tackle the heavy hitters of the integer world. Want to know how to (quickly) find a list of prime numbers? Want to know how to manipulate and solve exponent problems? Root problems? Well look no further! This will be your complete guide to advanced ACT integers, including prime numbers, exponents, absolute values, consecutive numbers, and roots- what they mean, as well as how to solve the more difficult integer questions that may show up on the ACT. Typical Integer Questions on the ACT First thing's first- there is, unfortunately, no â€Å"typical† integer question on the ACT. Integers cover such a wide variety of topics that the questions will be numerous and varied. And as such, there can be no clear template for a standard integer question. However, this guide will walk you through several real ACT math examples on each integer topic in order to show you some of the many different kinds of integer questions the ACT may throw at you. As a rule of thumb, you can tell when an ACT question requires you to use your integer techniques and skills when: #1: The question specifically mentions integers (or consecutive integers) It could be a word problem or even a geometry problem, but you will know that your answer must be in whole numbers (integers) when the question asks for one or more integers. (We will go through the process of solving this question later in the guide) #2: The question involves prime numbers A prime number is a specific kind of integer, which we will discuss later in the guide. For now, know that any mention of prime numbers means it is an integer question. A prime number a is squared and then added to a different prime number, b. Which of the following could be the final result? An even number An odd number A positive number I only II only III only I and III only I, II, and III (We'll go through the process of solving this question later in the guide) #3: The question involves multiplying or dividing bases and exponents Exponents will always be a number that is positioned higher than the main (base) number: $4^3$, $(y^5)^2$ You may be asked to find the values of exponents or find the new expression once you have multiplied or divided terms with exponents. (We will go through the process of solving this question later in the guide) #4: The question uses perfect squares or asks you to reduce a root value A root question will always involve the root sign: √ $√36$, $^3√8$ The ACT may ask you to reduce a root, or to find the square root of a perfect square (a number that is equal to an integer squared). You may also need to multiply two or more roots together. We will go through these definitions as well as how all of these processes are done in the section on roots. (We will go through the process of solving this question later in the guide) (Note: A root question with perfect squares may involve fractions. For more information on this concept, look to our guide on fractions and ratios.) #5: The question involves an absolute value equation (with integers) Anything that is an absolute value will be bracketed with absolute value signs which look like this: | | For example: $|-43|$ or $|z + 4|$ (We will go through how to solve this problem later in the guide) Note: there are generally two different kinds of absolute value problems on the ACT- equations and inequalities. About a quarter of the absolute value questions you come across will involve the use of inequalities (represented by or ). If you are unfamiliar with inequalities, check out our guide to ACT inequalities (coming soon!). The majority of absolute value questions on the ACT will involve a written equation, either using integers or variables. These should be fairly straightforward to solve once you learn the ins and outs of absolute values (and keep track of your negative signs!), all of which we will cover below. We will, however, only be covering written absolute value equations in this guide. Absolute value questions with inequalities are covered in our guide to ACT inequalities. We will go through all of these questions and topics throughout this guide in the order of greatest prevalence on the ACT. We promise that your path to advanced integers will not take you a decade or more to get through (looking at you, Odysseus). Exponents Exponent questions will appear on every single ACT, and you'll likely see an exponent question at least twice per test. Whether you're being asked to multiply exponents, divide them, or take one exponent to another, you'll need to know your exponent rules and definitions. An exponent indicates how many times a number (called a â€Å"base†) must be multiplied by itself. So $3^2$ is the same thing as saying 3*3. And $3^4$ is the same thing as saying 3*3*3*3. Here, 3 is the base and 2 and 4 are the exponents. You may also have a base to a negative exponent. This is the same thing as saying: 1 divided by the base to the positive exponent. For example, 4-3 becomes $1/{4^3}$ = $1/64$ But how do you multiply or divide bases and exponents? Never fear! Below are the main exponent rules that will be helpful for you to know for the ACT. Exponent Formulas: Multiplying Numbers with Exponents: $x^a * x^b = x^[a + b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $3^2 * 3^4$, you have: (3*3)*(3*3*3*3) If you count them, this give you 3 multiplied by itself 6 times, or $3^6$. So $3^2 * 3^4$ = $3^[2 + 4]$ = $3^6$. $x^a*y^a=(xy)^a$ (Note: the exponents must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $3^5*2^5$, you have: (3*3*3*3*3)*(2*2*2*2*2) = (3*2)*(3*2)*(3*2)*(3*2)*(3*2) So you have $(3*2)^5$, or $6^5$ If $3^x*4^y=12^x$, what is y in terms of x? ${1/2}x$ x 2x x+2 4x We can see here that the base of the final answer is 12 and $3 *4= 12$. We can also see that the final result, $12^x$, is taken to one of the original exponent values in the equation (x). This means that the exponents must be equal, as only then can you multiply the bases and keep the exponent intact. So our final answer is B, $y = x$ If you were uncertain about your answer, then plug in your own numbers for the variables. Let's say that $x = 2$ $32 * 4y = 122$ $9 * 4y = 144$ $4y = 16$ $y = 2$ Since we said that $x = 2$ and we discovered that $y = 2$, then $x = y$. So again, our answer is B, y = x Dividing Exponents: ${x^a}/{x^b} = x^[a - b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. ${3^6}/{3^4}$ can also be written as: ${(3 * 3 * 3 * 3 * 3 * 3)}/{(3 * 3 * 3 * 3)}$ If you cancel out your bottom 3s, you’re left with (3 * 3), or $3^2$ So ${3^6}/{3^4}$ = $3^[6 - 4]$ = $3^2$ The above $(x * 10^y)$ is called "scientific notation" and is a method of writing either very large numbers or very small ones. You don't need to understand how it works in order to solve this problem, however. Just think of these as any other bases with exponents. We have a certain number of hydrogen molecules and the dimensions of a box. We are looking for the number of molecules per one cubic centimeter, which means we must divide our hydrogen molecules by our volume. So: $${8*10^12}/{4*10^4}$$ Take each component separately. $8/4=2$, so we know our answer is either G or H. Now to complete it, we would say: $10^12/10^4=10^[12−4]=10^8$ Now put the pieces together: $2x10^8$ So our full and final answer is H, there are $2x10^8$ hydrogen molecules per cubic centimeter in the box. Taking Exponents to Exponents: $(x^a)^b=x^[a*b]$ Why is this true? Think about it using real numbers. $(3^2)^4$ can also be written as: (3*3)*(3*3)*(3*3)*(3*3) If you count them, 3 is being multiplied by itself 8 times. So $(3^2)^4$=$3^[2*4]$=$3^8$ $(x^y)3=x^9$, what is the value of y? 2 3 6 10 12 Because exponents taken to exponents are multiplied together, our problem would look like: $y*3=9$ $y=3$ So our final answer is B, 3. Distributing Exponents: $(x/y)^a = x^a/y^a$ Why is this true? Think about it using real numbers. $(3/4)^3$ can be written as $(3/4)(3/4)(3/4)=9/64$ You could also say $3^3/4^3= 9/64$ $(xy)^z=x^z*y^z$ If you are taking a modified base to the power of an exponent, you must distribute that exponent across both the modifier and the base. $(2x)^3$=$2^3*x^3$ In this case, we are distributing our outer exponent across both pieces of the inner term. So: $3^3=27$ And we can see that this is an exponent taken to an exponent problem, so we must multiply our exponents together. $x^[3*3]=x^9$ This means our final answer is E, $27x^9$ And if you're uncertain whether you have found the right answer, you can always test it out using real numbers. Instead of using a variable, x, let us replace it with 2. $(3x^3)^3$ $(3*2^3)^3$ $(3*8)^3$ $24^3$ 13,824 Now test which answer matches 13,824. We'll save ourselves some time by testing E first. $27x^9$ $27*2^9$ $27*512$ 13,824 We have found the same answer, so we know for certain that E must be correct. (Note: when distributing exponents, you may do so with multiplication or division- exponents do not distribute over addition or subtraction. $(x+y)^a$ is not $x^a+y^a$, for example) Special Exponents: It is common for the ACT to ask you what happens when you have an exponent of 0: $x^0=1$ where x is any number except 0 (Why any number but 0? Well 0 to any power other than 0 equals 0, because $0^x=0$. And any other number to the power of 0 = 1. This makes $0^0$ undefined, as it could be both 0 and 1 according to these guidelines.) Solving an Exponent Question: Always remember that you can test out exponent rules with real numbers in the same way that we did in our examples above. If you are presented with $(x^3)^2$ and don’t know whether you are supposed to add or multiply your exponents, replace your x with a real number! $(2^3)^2=(8)^2=64$ Now check if you are supposed to add or multiply your exponents. $2^[2+3]=2^5=32$ $2^[3*2]=2^6=64$ So you know you’re supposed to multiply when exponents are taken to another exponent. This also works if you are given something enormous, like $(x^19)^3$. You don’t have to test it out with $2^19$! Just use smaller numbers like we did above to figure out the rules of exponents. Then, apply your newfound knowledge to the larger problem. And exponents are down for the count. Instant KO! Roots Root questions are fairly common on the ACT, and they go hand-in-hand with exponents. Why are roots related to exponents? Well, technically, roots are fractional exponents. You are likely most familiar with square roots, however, so you may have never heard a root expressed in terms of exponents before. A square root asks the question: "What number needs to be multiplied by itself one time in order to equal the number under the root sign?" So $√81=9$ because 9 must be multiplied by itself one time to equal 81. In other words, $9^2=81$ Another way to write $√{81}$ is to say $^2√{81}$. The 2 at the top of the root sign indicates how many numbers (two numbers, both the same) are being multiplied together to become 81. (Special note: you do not need the 2 on the root sign to indicate that the root is a square root. But you DO need the indicator for anything that is NOT a square root, like cube roots, etc.) This means that $^3√27=3$ because three numbers, all of which are the same (3*3*3), are multiplied together to equal 27. Or $3^3=27$. Fractional Exponents If you have a number to a fractional exponent, it is just another way of asking you for a root. So $4^{1/2}= √4$ To turn a fractional exponent into a root, the denominator becomes the value to which you take the root. But what if you have a number other than 1 in the numerator? $4^{2/3}$=$^3√{4^2}$ The denominator becomes the value to which you take the root, and the numerator becomes the exponent to which you take the number under the root sign. Distributing Roots $√xy=√x*√y$ Just like with exponents, roots can be separated out. So $√30$ = $√2*√15$, $√3*√10$, or $√5*√6$ $√x*2√13=2√39$. What is the value of x? 1 3 9 13 26 We know that we must multiply the numbers under the root signs when root expressions are multiplied together. So: $x*13=39$ $x=3$ This means that our final answer is B, $x=3$ to get our final expression $2√39$ $√x*√y=√xy$ Because they can be separated, roots can also come together. So $√5*√6$ = $√30$ Reducing Roots It is common to encounter a problem with a mixed root, where you have an integer multiplied by a root (for example, $4√3$). Here, $4√3$ is reduced to its simplest form because the number under the root sign, 3, is prime (and therefore has no perfect squares). But let's say you had something like $3√18$ instead. Now, $3√18$ is NOT as reduced as it can be. In order to reduce it, we must find out if there are any perfect squares that factor into 18. If there are, then we can take them out from under the root sign. (Note: if there is more than one perfect square that can factor into your number under the root sign, use the largest one.) 18 has several factor pairs. These are: $1*18$ $2*9$ $3*6$ Well, 9 is a perfect square because $3*3=9$. That means that $√9=3$. This means that we can take 9 out from under the root sign. Why? Because we know that $√{xy}=√x*√y$. So $√{18}=√2*√9$. And $√9=3$. So 9 can come out from under the root sign and be replaced by 3 instead. $√2$ is as reduced as we can make it, since it is a prime number. We are left with $3√2$ as the most reduced form of $√18$ (Note: you can test to see if this is true on most calculators. $√18=4.2426$ and $3*√2=3*1.4142=4.2426$. The two expressions are identical.) We are still not done, however. We wanted to originally change $3√18$ to its most reduced form. So far we have found the most reduced expression of $√18$, so now we must multiply them together. $3√18=3*3√2$ $9√2$ So our final answer is $9√2$, this is the most reduced form of $3√{18}$. You've rooted out your answers, you've gotten to the root of the problem, you've touched up those roots.... Absolute Values Absolute values are quite common on the ACT. You should expect to see at least one question on absolute values per test. An absolute value is a representation of distance along a number line, forward or backwards. This means that an absolute value equation will always have two solutions. It also means that whatever is in the absolute value sign will be positive, as it represents distance along a number line and there is no such thing as a negative distance. An equation $|x+4|=12$, has two solutions: $x=8$ $x=−16$ Why -16? Well $−16+4=−12$ and, because it is an absolute value (and therefore a distance), the final answer becomes positive. So $|−12|=12$ When you are presented with an absolute value, instead of doing the math in your head to find the negative and positive solution, you can instead rewrite the equation into two different equations. When presented with the above equation $|x+4|=12$, take away the absolute value sign and transform it into two equations- one with a positive solution and one with a negative solution. So $|x+4|=12$ becomes: $x+4=12$ AND $x+4=−12$ Solve for x $x=8$ and $x=−16$ Now let's look at our absolute value problem from earlier: As you can see, this absolute value problem is fairly straightforward. Its only potential pitfalls are its parentheses and negatives, so we need to be sure to be careful with them. Solve the problem inside the absolute value sign first and then use the absolute value signs to make our final answer positive. (By process of elimination, we can already get rid of answer choices A and B, as we know that an absolute value cannot be negative.) $|7(−3)+2(4)|$ $|−21+8|$ $|−13|$ We have solved our problem. But we know that −13 is inside an absolute value sign, which means it must be positive. So our final answer is C, 13. Absolutely fabulous absolute values are absolutely solvable. I promise this absolutely. Consecutive Numbers Questions about consecutive numbers may or may not show up on your ACT. If they appear, it will be for a maximum of one question. Regardless, they are still an important concept for you to understand. Consecutive numbers are numbers that go continuously along the number line with a set distance between each number. So an example of positive, consecutive numbers would be: 5, 6, 7, 8, 9 An example of negative, consecutive numbers would be: -9, -8, -7, -6, -5 (Notice how the negative integers go from greatest to least- if you remember the basic guide to ACT integers, this is because of how they lie on the number line in relation to 0) You can write unknown consecutive numbers out algebraically by assigning the first in the series a variable, x, and then continuing the sequence of adding 1 to each additional number. The sum of five positive, consecutive integers is 5. What is the first of these integers? 21 22 23 24 25 If x is our first, unknown, integer in the sequence, so you can write all four numbers as: $x+(x+1)+(x+2)+(x+3)+(x+4)=5$ $5x+10=5$ $5x=105$ $x=21$ So x is our first number in the sequence and $x=21$: This means our final answer is A, the first number in our sequence is 21. (Note: always pay attention to what number they want you to find! If they had asked for the median number in the sequence, you would have had to continue the problem with $x=21$, $x+2=$median, $23=$median.) You may also be asked to find consecutive even or consecutive odd integers. This is the same as consecutive integers, only they are going up every other number instead of every number. This means there is a difference of two units between each number in the sequence instead of 1. An example of positive, consecutive even integers: 10, 12, 14, 16, 18 An example of positive, consecutive odd integers: 17, 19, 21, 23, 25 Both consecutive even or consecutive odd integers can be written out in sequence as: $x,x+2,x+4,x+6$, etc. No matter if the beginning number is even or odd, the numbers in the sequence will always be two units apart. What is the largest number in the sequence of four positive, consecutive odd integers whose sum is 160? 37 39 41 43 45 $x+(x+2)+(x+4)+(x+6)=160$ $4x+12=160$ $4x=148$ $x=37$ So the first number in the sequence is 37. This means the full sequence is: 37, 39, 41, 43 Our final answer is D, the largest number in the sequence is 43 (x+6). When consecutive numbers make all the difference. Remainders Questions involving remainders are rare on the ACT, but they still show up often enough that you should be aware of them. A remainder is the amount left over when two numbers do not divide evenly. If you divide 18 by 6, you will not have any remainder (your remainder will be zero). But if you divide 19 by 6, you will have a remainder of 1, because there is 1 left over. You can think of the division as $19/6 = 3{1/6}$. That extra 1 is left over. Most of you probably haven’t worked with integer remainders since elementary school, as most higher level math classes and questions use decimals to express the remaining amount after a division (for the above example, $19/6 = 3$ remainder 1 or 3.167). But you may still come across the occasional remainder question on the ACT. How many integers between 10 and 40, inclusive, can be divided by 3 with a remainder of zero? 9 10 12 15 18 Now, we know that when a division problem results in a remainder of zero, that means the numbers divide evenly. $9/3 =3$ remainder 0, for example. So we are looking for all the numbers between 10 and 40 that are evenly divisible by 3. There are two ways we can do this- by listing the numbers out by hand or by taking the difference of 40 and 10 and dividing that difference by 3. That quotient (answer to a division problem) rounded to the nearest integer will be the number of integers divisible by 3. Let's try the first technique first and list out all the numbers divisible by 3 between 10 and 40, inclusive. The first integer after 10 to be evenly divisible by 3 is 12. After that, we can just add 3 to every number until we either hit 40 or go beyond 40. 12, 15, 18, 21, 24, 27, 30, 33, 36, 39 If we count all the numbers more than 10 and less than 40 in our list, we wind up with 10 integers that can be divided by 3 with a remainder of zero. This means our final answer is B, 10. Alternatively, we could use our second technique. $40−10=30$ $30/3$ $=10$ Again, our answer is B, 10. (Note: if the difference of the two numbers had NOT be divisible by 3, we would have taken the nearest rounded integer. For example, if we had been asked to find all the numbers between 10 and 50 that were evenly divisible by 3, we would have said: $50−10=40$ $40/3$ =13.333 $13.333$, rounded = 13 So our final answer would have been 13. And you can always test this by hand if you do not feel confident with your answer.) Prime Numbers Prime numbers are relatively rare on the ACT, but that is not to say that they never show up at all. So be sure to understand what they are and how to find them. A prime number is a number that is only divisible by two numbers- itself and 1. For example, 13 is a prime number because $1*13$ is its only factor. (13 is not evenly divisible by 2, 3, 4, 5, 6, 7, 8, 9, 10, , or 12). 12 is NOT a prime number, because its factors are 1, 2, 3, 4, 6, and 12. It has more factors than just itself and 1. 1 is NOT a prime number, because its only factor is 1. The only even prime number is 2. Standardized tests love to include the fact that 2 is a prime number as a way to subtly trick students who go too quickly through the test. If you assume that all prime numbers must be odd, then you may get a question on primes wrong. A prime number x is squared and then added to a different prime number, y. Which of the following could be the final result? An even number An odd number A positive number I only II only III only I and III only I, II, and III Now, this question relies on your knowledge of both number relationships and primes. You know that any number squared (the number times itself) will be an even number if the original number was even, and an odd number if the original number was odd. Why? Because an even * an even = an even, and an odd * an odd = an odd ($2*2=4$ $3*3=9$). Next, we are adding that square to another prime number. You’ll also remember that an even number + an odd number is odd, an odd number + an odd number is even, and an even number + an even number is even. Knowing that 2 is a prime number, let’s replace x with 2. $2^2=4$. Now if y is a different prime number (as stipulated in the question), it must be odd, because the only even prime number is 2. So let’s say $y=5$. $4+5=$. So the end result is odd. This means II is correct. But what if both x and y were odd prime numbers? So let’s say that $x=3$ and $y=5$. So $3^2=9$ and 9+5=14$. So the end result is even. This means I is correct. Now, for option number III, our results show that it is possible to get a positive number result, since both our results were positive. This means the final answer is E, I, II, and III If you forgot that 2 was a prime number, you would have picked D, I and III only, because there would have been no possible way to get an odd number. Remembering that 2 is a prime number is the key to solving this question. Another prime number question you may see on the ACT will ask you to identify how many prime numbers fall in a certain range of numbers. How many prime numbers are between 20 and 40, inclusive? Three Four Five Six Seven This might seem intimidating or time-consuming, but I promise you do NOT need to memorize a list of prime numbers. First, eliminate all even numbers from the list, as you know the only even prime number is 2. Next, eliminate all numbers that end in 5. Any number that ends is 5 or 0 is divisible by 5. Now your list looks like this: 21, 23, 27, 29, 31, 33, 37, 39 This is much easier to work with, but we need to narrow it down further. (You could start using your calculator here, or you can do this by hand.) A way to see if a number is divisible by 3 is to add the digits together. If that number is 3 or divisible by 3, then the final result is divisible by 3. For example, the number 23 is NOT divisible by 3 because $2+3=5$, which is not divisible by 3. However 21 is divisible by 3 because $2+1=3$, which is divisible by 3. So we can now eliminate 21 $(2+1=3)$, 27 $(2+7=9)$, 33 $(3+3=6)$, and 39 $(3+9=12)$ from the list. We are left with 23, 29, 31, 37. Now, to make sure you try every necessary potential factor, take the square root of the number you are trying to determine is prime. Any integer equal to or less than a number's square root could be a potential factor, but you do not have to try any numbers higher. Why? Well let’s take 36 as an example. Its factors are: 1, 2, 3, 4, 6, 9, 12, 18, and 36. But now look at the factor pairings. 1 36 2 18 3 12 4 9 6 6 (9 4) (12 3) (18 2) (36 1) After you get past 6, the numbers repeat. If you test out 4, you will know that 9 goes evenly into your larger number- no need to actually test 9 just to get 4 again! So all numbers less than or equal to a potential prime’s square root are the only potential factors you need to test. And, since we are dealing with potential primes, we only need to test odd integers equal to or less than the square root. Why? Because all multiples of even numbers will be even, and 2 is the only even prime number. Going back to our list, we have 23, 29, 31, 37. Well the closest square root to 23 and 29 is 5. We already know that neither 2 nor 3 nor 5 factor evenly into 23 or 29. You’re done. Both 23 and 29 must be prime. (Why didn't we test 4? Because all multiples of 4 are even, as an even * an even = an even.) As for 31 and 37, the closest square root of these is 6. But because 6 is even, we don't need to test it. So we need only to test odd numbers less than six. And we already know that neither 2 nor 3 nor 5 factor evenly into 31 or 37. So we are done. We have found all of our prime numbers. So your final answer is B, there are four prime numbers (23, 29, 31, 37) between 20 and 40. A different kind of Prime. Steps to Solving an ACT Integer Question Because ACT integer questions are so numerous and varied, there is no set way to approach them that is entirely separate from approaching other kinds of ACT math questions. But there are a few techniques that will help you approach your ACT integer questions (and by extension, most questions on ACT math). #1. Make sure the question requires an integer. If the question does NOT specify that you are looking for an integer, then any number- including decimals and fractions- are fair game. Always read the question carefully to make sure you are on the right track. #2. Use real numbers if you forget your integer rules. Forget whether positive, even consecutive integers should be written as x+(x+1) or x+(x+2)? Test it out with real numbers! 6, 8, 10 are consecutive even integers. If x=6, 8=x+2, and 10=x+4. This works for most all of your integer rules. Forget your exponent rules? Plug in real numbers! Forget whether an even * an even makes an even or an odd? Plug in real numbers! #3. Keep your work organized. Like with most ACT math questions, integer questions can seem more complex than they are, or will be presented to you in strange ways. Keep your work well organized and keep track of your values to make sure your answer is exactly what the question is asking for. Got your list in order? Than let's get cracking! Test Your Knowledge 1. 2. 3. 4. 5. Answers: C, D, B, F, H Answer Explanations: 1. We are tasked here with finding the smallest integer greater than $√58$. There are two ways to approach this- using a calculator or using our knowledge of perfect squares. Each will take about the same amount of time, so it's a matter of preference (and calculator ability). If you plug $√58$ into your calculator, you'll wind up with 7.615. This means that 8 is the smallest integer greater than this (because 7.616 is not an integer). Thus your final answer is C, 8. Alternatively, you could use your knowledge of perfect squares. $7^2=49$ and $8^2=64$ $√58$ is between these and larger than $√49$, so your closest integer larger than $√58$ would be 8. Again, our answer is C, 8. 2. Here, we must find possible values for a and b such that $|a+b|=|a−b|$. It'll be fastest for us to look to the answers in order to test which ones are true. (For more information on how to plug in answers, check out our article on plugging in answers) Answer choice A says this equation is "always" true, but we can see this is incorrect by plugging in some values for a and b. If $a=2$ and $b=4$, then $|a+b|=6$ and $|a−b|=|−2|=2$ 6≠ 2, so answer choice A is wrong. We can also see that answer choice B is wrong. Why? Because when a and b are equal, $|a−b|$ will equal 0, but $|a+b|$ will not. If $a=2$ and $b=2$ then $|a+b|=4$ and $|a−b|=0$ $4≠ 0$ Now let's look at answer choice C. It's true that when $a=0$ and $b=0$ that $|a+b|=|a−b|$ because $0=0$. But is this the only time that the equation works? We're not sure yet, so let's not eliminate this answer for now. So now let's try D. If $a=0$, but b=any other integer, does the equation work? Let's say that $b=2$, so $|a+b|=|0+2|=2$ and $|a−b|=|0−2|=|−2|=2$ $2=2$ We can also see that the same would work when $b=0$ $a=2$ and $b=0$, so $|a+b|=|2+0|=2$ and $|a−b|=|2−0|=2$ $2=2$ So our final answer is D, the equation is true when either $a=0$, $b=0$, or both a and b equal 0. 3. We are told that we have two, unknown, consecutive integers. And the smaller integer plus triple the larger integer equals 79. So let's find our two integers by writing the proper equation. If we call our smaller integer x, then our larger integer will be $x+1$. So: $x+3(x+1)=79$ $x+3x+3=79$ $4x=76$ $x=19$ Because we isolated the x, and the x stood in place of our smaller integer, this means our smaller integer is 19. Our larger integer must therefore be 20. (We can even test this by plugging these answers back into the original problem: $19+3(20)=19+60=79$) This means our final answer is B, 19 and 20. 4. We are being asked to find the smallest value of a number from several options. All of these options rely on our knowledge of roots, so let's examine them. Option F is $√x$. This will be the square root of x (in other words, a number*itself=x.) Option G says $√2x$. Well this will always be more than $√x$. Why? Because, the greater the number under the root sign, the greater the square root. Think of it in terms of real numbers. $√9=3$ and $√16=4$. The larger the number under the root sign, the larger the square root. This means that G will be larger than F, so we can cross G off the list. Similarly, we can cross off H. Why? Because $√x*x$ will be even bigger than $2x$ and will thus have a larger number under the root sign and a larger square root than $√x$. Option J will also be larger than option F because $√x$ will always be less than $√x$*another number larger than 1 (and the question specifically said that x1.) Remember it using real numbers. $√16$ (answer=4) will be less than $16√16$ (answer=64). And finally, K will be more than $√x$ as well. Why? Because K is the square of x (in other words, $x*x=x^2$) and the square of a number will always be larger than that number's square root. This means that our final answer is F, $√x$ is the least of all these terms. 5. Here, we are multiplying bases and exponents. We have ($2x^4y$) and we want to multiply it by ($3x^5y^8$). So let's multiply them piece by piece. First, multiply your integers. $2*3=6$ Next, multiply your x bases and their exponents. We know that we must add the exponents when multiplying two of the same base together. $x^4*x^5=x^[4+5]=x^9$ Next, multiply your y bases and their exponents. $y*y^8=y^[1+8]=y^9$ (Why is this $y^9$? Because y without an exponent is the same thing as saying $y^1$, so we needed to add that single exponent to the 8 from $y^8$.) Put the pieces together and you have: $6x^9y^9$ So our final answer is H, 6x9y9 Now celebrate because you rocked those integers! The Take-Aways Integers and integer questions can be tricky for some students, as they often involve concepts not tested in high school level math classes (have you had reason to use remainders much outside of elementary school?). But most integer questions are much simpler than they appear. If you know your way around exponents and you remember your definitions- integers, consecutive integers, absolute values, etc.- you’ll be able to solve most any ACT integer question that comes your way. What’s Next? You've taken on integers, both basic and advanced, and emerged victorious. Now that you’ve mastered these foundational topics of the ACT math, make sure you’ve got a solid grasp of all the math topics covered by the ACT math section, so that you can take on the ACT with confidence. Find yourself running out of time on ACT math? Check out our article on how to keep from running out of time on the ACT math section before it's pencil's down. Feeling overwhelmed? Start by figuring out your ideal score and work to improve little by little from there. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect ACT math score written by a 36 ACT-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:

Strategic Management and Marketing Essay Example | Topics and Well Written Essays - 1500 words

Strategic Management and Marketing - Essay Example e practices of competitors and the financial potentials of the customers; the wise use of resources also helped to the limitation of the firm’s expenses and the increase of its profits – a practice used especially for the period from 2008 onwards. The critical assessment of the firm’s policies led to the conclusion that in the near future the update of existing organizational strategies would be required in order for the firm to keep its competitiveness at high levels; innovation in all organizational activities and change of current firm’s culture would be necessarily included in such a project. The expansion of financial crisis during the last two years led to the limitation of activities of firms operating in various industrial sectors; cruise and vacations industry has been an industrial sector strongly affected by the world recession – under the continuous decrease of their income people at all levels of society had to review all their expenses – the limitation of funds spent on cruises and vacations has been an expected outcome of the current recession. However, it seems that the business environment has been traditionally hostile towards the firms that operate in the specific sector; this view is clearly stated by Morris (1990, p. 317); at a next level, the strategies of the firms that operate in this sector have been often characterized as ineffective, wrongly designed and developed or not appropriately supervised (Bloor & Sampson 2009, p. 711); under these terms, the use of ‘McKinneys seven S factors of Structure, Strategy, System, Staff, Skill, Style (leadership), and Shared Values’ (Lee et al. 2001, p. 49) is often proposed as a successful method in order to develop effective organizational plans; however, other issues, like a firm’s environment, its competitors and the use of its resources would be also thoroughly examined before focusing on the design and the establishment of strategic business policies. Carnival Corporation & Plc

Writing to Evaluate Essay Example | Topics and Well Written Essays - 750 words

Writing to Evaluate - Essay Example This is because many razors in the market do not meet my expectations. Most of them do not last long; others are highly priced, while the rest cause irritations to my skin because of their poor design. I am sure a lot of men are reluctantly finding themselves in this quest as well. After a long search for a razor that could shave my tough beard and not irritate my sensitive skin, I settled on one of the popular blade manufactures, Gillette Company. I have been using their blades for the last fifteen years and although their products do not always meet my expectations, I find them better than most manufacturers in the industry (Adam 12). So, when the company released a new razor in the market a week ago; I was yearning to try it. The following is a review of the Gillette Fusion Power Gamer razor. This evaluation specifically focuses on its price, design, longevity and effectiveness. The Gillette Fusion Power Gamer comes only six months after Gillette released the Gillette Mach 3 late last year. This shaver is a cartridge razor which makes it simple to use and convenient. Fusion’s design is an improved version of the Mach 3. It bears a lot of similarities with the Mach such as the shape of its head. However, the Fusion razor has six shaving blades compared to the three that the Mach 3 has. I found the Fusion much lighter than the Mach, which is a good thing. Its small in size and rubber grip on the handle makes it very comfortable to hold. There are other additional features that make the Fusion a better blade such as the automatic shut off and the battery level indicator (Adam 15). Besides this, the sixth blade that is placed on the back of the cartridge is one of the best elements of this product. It made shaving under the nose and trimming of my sideburns using the Fusion less hectic. I did not cut myself on the nose-lip area which is something I frequently experienced with the Mach 3. Gillette also significantly reduced the size of the Fusion’s head. This is particularly useful when shaving tight spaces or looking for a closer shave. The blade manufacturer has distributed two versions of the product: the powered and the manual razor. I personally prefer the powered version for a quicker shave. For the powered version of the razor, drag across the face is highly reduced and the Fusion glides effortlessly. This is however the only good functionality of the vibrations caused by the powering, as I did not get a thorough shave (Adam 17). The Gillette Fusion also comes with a blade stabilizer which ensures the blades are at a fixed distance from each other and they do not shift as you shave. Gillette introduced another new feature in this product, what they called Low Cutting Force Blades aimed at reducing resistance on the skin. All this make this razor much smoother than its predecessor. This multiple blade razor also gives Gillette Company a competitive lead in the market against its competitor company, Schick. Apart from the design, cost is another key quality that I consider when purchasing a blade. The Fusion razor retails for 12 dollars, same to the Mach 3. This comes with a single cartridge and AAA battery. The consistency in price is a good thing for loyal Gillette customers, as we do not have to pay extra. However, this price is higher compared to other razors in the market. Further, the cost of the Fusion’s blades is higher compared to that of the Mach 3 blades. An 8 pack of Fusion’s blades cost 32 dollars compared to the 24 for the Mach. This is an 8 dollar variance in the two prices. This is a big deal for me. The high price is nonetheless compensated for by the long life of its cartridge (6 to 10 shaves) and the high number of shaves (4 to 5) the Fusion gives you before the blades are completely dull. This in

Basketball Junkie by Chris Herren and Bill Reynolds Essay Example for Free

Basketball Junkie by Chris Herren and Bill Reynolds Essay The book â€Å"basketball Junkie† is a Fantastic book it really is. This book is about a hometown high school superstar named Chris Herron on his journey from Fall River Massachusetts all the way to the Boston garden. Chris lived the dream of every kid who has ever bounced a basketball in their drive way. His accomplishments I believe is what really dragged me into the story. Just the fact that he wasn’t just an ordinary junkie from the streets that wrote a memoir. He was a basketball player that made it to the pros. I feel that gave it the edge just being up there compared to the best players such as Allen Iverson Jermaine o Neil and Kobe Bryant. Basketball Junkie was truly was an interesting story. Chris put it all out there. Herren talks about his substance abuse in brutally honest detail. He describes how his drug addictions caused him his basketball career and almost his life. How his NBA trip was short live as he spent more time chasing his next drug buy then working on his jump shot. Chasing what started out as Alcohol then to coke then to oxy cotton then to heroin caused his NBA career to fizzle out. How I related to the story was basically the same the story was told expect from another view. I witnessed a great basketball not as big as Chris Herren but good enough to get his name out there and play college basketball. This kid was great just like Chris a good person with many thing ahead in his life. Toward the end of his senior year I don’t know what you would call it. But I would say going down the wrong hanging with wrong crowd. That when he made the same mistake Chris made when he started. One thing lead to another just like Chris said in the book trying it once opened doors to other drugs. Unfortunately neither this kid nor Chris was able to close these doors. This was upsetting to watch so I could just imagine for a big superstar like this one. What there brothers were going through and the people who watched and taught Chris how to play. His coaches and people that helped Chris build up to this must have been so heartbroken. This story was really deep because you can tell that he wasn’t very appreciative of his life and accomplishments. He tells his nightmare on no matter what was going on he would always have to put his addiction first because the drug made him feel as if he couldn’t function otherwise. He also talks about his all-time low but I will let you figure out what that is in the book. This really made me feel bad for him. He wanted to be better but he couldn’t. Chris herren were stuck in a decade long nightmare of addiction. That ruined him causing him to get seven felonies and to overdose four times in his life time. One time his addiction actually leaving him dead for thirty seconds long. Overall I really enjoyed â€Å"Basketball Junkie†. I felt like in really brought me inside the life of a junkie addicted to drugs. He really put it out there. He gave his inside thoughts and feeling and how he needs drugs to function. Chris Herren saying this meant a lot even he was this big time basketball player in rolling stone, sport illustrator and all that. He still manages to get caught up in this lifestyle. â€Å"Basketball Junkie† inspired me to never take any chances for granted and to never let bad influences to get in between my future.

Harappa :: essays research papers

The Indus Valley civilization flourished around the year 2500B.C., in the western part of southern Asia, in what is now Pakistan and western India. In addition it is referred to as the Harappan Civilization after the first city that was discovered, Harappa. Eventually, the Harappan Civilization completely vanished around 1500B.C. Men and women used to wear colorful robes. Women wore lots of jewelry and even lipstick. In addition women would wear bracelets like the ones that are worn today in present day India. Harappans houses were made out of baked brick, they were mostly one or two stories high, flat roofs and all of them were almost identical. Each house had it’s own well, drinking water and sometimes their own bathroom. People had clay pipes, which led from their bathroom to a sewage pipe that eventually ran out into a lake or river. These people were very good farmers of their time so they would usually have something like wheat bread and barley for dinner. Harappans grew peas, melons, barley, dates and wheat. Farmers would raise cotton, and had zebus, pigs and sheep. In addition the Harappans were so advanced they caught fish in the river with hooks! Little kids also had toys to play with as children. Some of the things people have found are, whistles, shaped like birds, small carts and toy monkeys that could slide down a string. Harappan entertainment was dancing, which they loved and there was a big swimming pool that was used for the public. In addition around the pool there were private baths and changing and dressing rooms. Transportation was ox, camels and elephants to travel on the land. They also had carts with wooden wheels. There were also sailing ships with masts that were supposedly used for sailing around the Arabian Sea. It is true that in the Harappan Civilization they did not write any cave carvings or a written language, except a few sentences, which we don’t understand. Something incredible that happened was around 1500B.C. These people just all disappeared. Nobody knows why it happened, but they have clues, like maybe they ran out of wood to hold back the flooding and they would have died if they stayed. Scientists have found out that 1,400 Indus sites were discovered since 1996 which is big enough to make the Harappan Civilization an Empire. The only problem is that there is no sign that emperors governed these people.

Islamophobia Essay

Islamophobia is controversy term that refers to perjudice and discrimination of Islam and muslim. It become more popular after attack of 11/9. Now, i’ll tell you about 11/9 issues, which is the series of 4 suicided attack organised by Al-Qaeda on the United states in 11 of september 2001. In that morning, 19 al-qaeda’s seized four passengers jet. And the hijackers intentionally crassh the 2 plane into PWTC in city of newyork. Thus, this tragedy had killed all passengers and most of the workers in the building involved. Both of towers collapsed within 2hours. Suspicion quickly fell on the al-Qaeda’s leader which is Osama bin Laden at that time. As we know that alQaeda such a muslims organization. Based on what had happened to american in this tragedy made the outsiders phobia to Islam and think that Islam suched a terrorist religion. I can give you one opinion of a British journalis in the indipendent, Johan Harry. He argues that authentic Islamophobia exist and consist of the nation that is a uniquely evil religon, more definitly war, like a fanantical than cristianity or budism or others. For more clear, let me tell you about a hindustan movies My Name Is Khan and I’m sure some of you have heard about this movie. The story about Rizwan Khan charactered by Shah Rukh Khan which is a sindrom Asperger. He’s meet his love in america state with a widow, mandira who is have a son named Sam. When they decided to married. Name’s of Sam should be change to Sameer Khan. And the name of khan create a prejudice Islam-christian. Until sameer Khan had been killed at the middle of the field in america by his friends. This is clearly shown the feelings of scared in american until they have to killed their own friends. In 1997 the British RunnymedeTrust defined that Islamophobia is as dread and hatred of Islam and let to the fear and dislike of all muslims. Stating that it also refers to the practise of discriminating againts muslims by excluding them from economic, social, pilitics and public life of the nation. It includes the perception that Islam has no values in common with other cultures is interior to the west and also is violent political ideology rather than a religion. The Runnymede report contrasted â€Å"open† and â€Å"closed† views of Islam, and stated that the following eight â€Å"closed† views are equated with Islamophobia: 1. Islam is seen as a monolithic bloc, static and unresponsive to change. 2. It is seen as separate and â€Å"other.† It does not have values in common with other cultures, is not affected by them and does not influence them. 3. It is  seen as inferior to the West. It is seen as barbaric, irrational, primitive, and sexist 4. It is seen as violent, aggressive, threatening, supportive of terrorism, and engaged in a clash of civilizations.

Email Etiquette

Email Etiquette I feel that email etiquette is very important these days because we use this method frequently. I think that it is more important to businesses to use these practices because of the standard of customer service. Email etiquette can assure that you get your point across to the consumer without overwhelming them or even being inappropriate. These listed below are the main three components to email etiquette and I agree strongly with the concept: * Professionalism: by using proper email language your company will convey a professional image. Â  Efficiency: emails that get to the point are much more effective than poorly worded emails. * Â  Protection from liability: employee awareness of email risks will protect your company from costly law suits. When following this step I think that it will keep the company on track with their customers. Another very important factor in email etiquette is Replying. When replying to a customer’s concern or general email a compa ny should do it in a timely manner.I think that 48 hours is long enough and it makes the customer feel like you care about them. I had a very important question about a warranty and the company took two weeks to reply, let’s just say I will never buy anything else from them. Response time is very big when dealing with customers. If your company is able to deal professionally with email, this will provide your company with that all important competitive edge.Moreover by educating employees as to what can and cannot be said in an email, you can protect your company from awkward liability issues. Make sure you staff is fully trained and this will cut down on customer complaints a lot. The use of emotioncons and other lingo can have a negative impact on your business as well these should only be used for personal emails and not business ones. References: http://office. microsoft. com http://www. emailreplies. com

Research Methodology Essay Essays

Research Methodology Essay Essays Research Methodology Essay Essay Research Methodology Essay Essay This chapter provides a description of the methods and process used in the survey. The readers will be enlightened on how the research workers conducted this survey. This compromises the methods and instruments that were used in informations assemblage. the respondents. the informations assemblage processs and the statistical intervention of informations. Research Method The descriptive method was chosen for this survey because this looks at the phenomenon of the minute and so depict exactly what the research workers observed. This method is used to pull perceptual experiences from the respondents. Descriptive research method refers to the method of roll uping informations for the intent of depicting bing conditions and state of affairss or nonsubjective or people without their being influence by the research worker. ( Guevarra. E and Nueva. F. . 2003 ) There are two chief beginnings of informations. which are the primary and secondary. The primary beginnings of informations were the responses of the respondents of Barangay San Miguel. Iriga City who gave their honest and accurate response with respect to the Effect of Socio-Cultural Activities. Respondents. The respondents of the survey were composed of households shacking at San Francisco. Iriga City. No. Of Respondents Percentage The informations above nowadayss the informations of the respondents used in the survey while the research workers were administering the questionnaire to the respondents. at the same clip. they took the chance to do follow up inquiries through a random. unstructured interview. Datas Gathering Tools The research workers used a questionnaire checklist as a tool in garnering informations. The questionnaire was constructed from the readings conducted by the research workers and from the cyberspace. Questionnaire. The first portion is the personal informations sheet. which was used to place the respondents and their features. The 2nd portion is the designation the Effects of Socio-Cultural Activities to Iriguenos. The 3rd portion is the Socio-Cultural activity that helps the economic growing of Iriga City. Fourth portion is the proposed action program to better the Socio-Cultural Activities in Iriga City. Last. the 5th portion is the statements of recommendations. which will let the respondents to rank harmonizing to precedence. give them the chance to propose extra recommendations for the farther betterment of Socio-Cultural Activities being provided to Iriguenos. Preparation of the Questionnaire. Using all the informations gathered from related articles and readings about the Effectss of Socio-Cultural Activities and after placing all the activities that affects to Iriguenos. the research workers uses the said activities in constructing up inquiries and processs that are necessary to cognize the effects of each activities. Validation of Questionnaire. For the proof of the questionnaire. a bill of exchange questionnaire was presented to the advisor for rectification and alteration. The revised transcript was prepared for blessing and a dry tally followed by administering to five advisors and 20 pupils who acted as respondents in order to look into for its lucidity and objectiveness. A concluding transcript of the tool was reproduced for distributions to the respondents. Administration and retrieval of the questionnaire. A formal petition to set about the survey was sought from Barangay Captain to carry on the survey among the mark respondents. During the retrieval of the questionnaires. the research workers conducted informal interview to the respondents. The consequences of which were used to supplement to primary informations. Data was so tabulated. organized. analyzed. and interpreted quantitatively. Unstructured Interview. The unstructured interview was conducted by the research workers to confirm the determination gathered through questionnaires. It was done to hold a direct conversation with the respondents Library Technique. The library technique was similarly be utilized in order to garner pertinent information from books. diaries. thesis. thesiss and other bing document-based researches. Likewise. the research worker besides gathered information available in the cyberspace which shows bearing to the research.

Solutions, Suspensions, Colloids, and Dispersions

Solutions, Suspensions, Colloids, and Dispersions Solutions, suspensions, colloids, and other dispersions are similar but have characteristics that set each one apart from the others. Solutions A solution is a homogeneous mixture of two or more components. The dissolving agent is the solvent. The substance that  is dissolved is the solute. The components of a solution are atoms, ions, or molecules, making  them 10-9 m or smaller in diameter. Example: Sugar and water Suspensions The particles in suspensions are larger than those found in solutions. Components of a suspension can be evenly distributed by mechanical means, like by shaking the contents but the components will eventually settle out. Example: Oil and water Colloids Particles intermediate in size between those found in solutions and suspensions can be mixed in such a way that they remain evenly distributed without settling out. These particles range in size from 10-8 to 10-6 m in size and are termed colloidal particles or colloids. The mixture they form is called a colloidal dispersion. A colloidal dispersion consists of colloids in a dispersing medium. Example: Milk Other Dispersions Liquids, solids, and gasses all may be mixed to form colloidal dispersions. Aerosols: Solid or liquid particles in a gasExamples: Smoke is solid in a gas. Fog is a liquid in a gas. Sols: Solid particles in a liquidExample: Milk of Magnesia is a sol with solid magnesium hydroxide in water. Emulsions: Liquid particles in a liquidExample: Mayonnaise is oil in water. Gels: Liquids in solidExamples: Gelatin is protein in water. Quicksand is sand in water. Telling Them Apart You can tell suspensions from colloids and solutions because the components of suspensions will eventually separate. Colloids can be distinguished from solutions using the Tyndall effect. A beam of light passing through a true solution, such as air, is not visible. Light passing through a colloidal dispersion, such as smoky or foggy air, will be reflected by the larger particles and the light beam will be visible.

Lovelocks Global Warming Essay Example | Topics and Well Written Essays - 250 words

Lovelocks Global Warming - Essay Example The equilibrium of the earth would be altered and even the prevention strategies that have been started will not be of any use because the damage that has already been done is irreversible. Â  Global warming is an important issue of debate but to consider it to be a cause for the end of the world within the next few decades is an exaggeration. Global warming has been an issue since the late nineteenth century. If it was a process which was going to produce disastrous effects on a very quick basis the earth would have ended by now. The steps to prevent global warming are already being taken up many countries. There have been inventions of solar and water-based cars. It is a fact that these measures would take time to come into effect but to put the blunt ending to the world without considering the efforts that are being put to save it is a very quick decision with not much evidence. Â  Global warming is an international issue which is affecting our world. It needs immediate attention with support from the people and the scientists who should look for ways and measures to prevent the catastrophic end of this world.