Videogames Persuasive Speech - 1832 Words

In today’s society the entertainment industry is being attacked from many angles. Television is being criticized by showing images of violence and aggression, music is being ridiculed for explicit lyrics, and within the last decade the issue of videogame violence and children has come to the attention of the mass media. The media, politicians, and many parents are blaming videogames for violent acts among children and those less than 18 years of age. But could videogames be the sole cause of violent crimes among children? In the fall of 2005 I took a course here at Coker called Videogames – Analysis and Research. The most popular topic discussed in our class was Violence and Aggression as a result of Violent Videogames. We studied†¦show more content†¦Later, we found out that Seung-Hui Cho did not play games. This first graph is the overall violent crime rate, and I am discussing youth violence here. So I found the data sorted by age, and it turns out that through 2002, youth homicide actually dropped across the board, the only increase being among adults. I found a quote directly from the Department of Justice, Recently, the offending rates for 14-17 year-olds reached the lowest levels ever recorded. The lowest levels ever recorded. In other words, the Playstation era has, in fact, produced the most non-violent kids ever. But I thought video games were training children to kill? This next graph shows that non fatal related violent crimes has also decreased since the realize of these awful violent first person shooter games like Halo (1999) and Doom (1993) I have read many studies on the effects of violent media for this speech and for my videogames class, a good bit of which have been about video games. Most have found little to no connection, although some studies found a small, casual correlation between aggressive people and violent media. So is the media and the government flat out lying to us? Yes, and they have been doing so for years. Fear sells. Its how you turn terrible tragedies like Columbine into election votes and must-see TV. NoShow MoreRelatedAdvertising to Children1963 Words   |  8 Pagesloyalty at a young age. This action is also important for adults too; however advertisers know that adults have already accepted their brand preference and purchasing habits. Children spend numerous amount of time watching television, playing videogames, and using computers. For businesses, these children represent the ultimate prize, an unprecedented, powerful, and elusive new demographic to profit from. Their goals now are to insinuate their brands into these children’s lives and marketers haveRead MoreBrand Building Blocks96400 Words   |  386 Pagesamp; Shoulders Dry Scalp shampoo). Most new products are line extensions—typically 80 percent to 90 percent in any one year. Moreover, many of the most successful new products, as rated by various sources, are extensions (e.g., Microsoft Xbox videogame system, Apple iPod digital music player, and BMW mini automobile). Nevertheless, many new products are introduced each year as new brands (e.g., Gleevec oncology drug, ReplayTV digital video recorders, and Harmony low-fat cereal). ExtensionsRead MoreStephen P. Robbins Timothy A. Judge (2011) Organizational Behaviour 15th Edition New Jersey: Prentice Hall393164 Words   |  1573 PagesCommunication 341 †¢ Nonverbal Communication 341 Organizational Communication 342 Formal Small-Group Networks 343 †¢ The Grapevine 343 †¢ Electronic Communications 345 †¢ Managing Information 349 Choice of Communication Channel 350 xiv CONTENTS Persuasive Communications 351 Automatic and Controlled Processing 351 †¢ Interest Level 352 †¢ Prior Knowledge 352 †¢ Personality 352 †¢ Message Characteristics 352 Barriers to Effective Communication 353 Filtering 353 †¢ Selective Perception 353 †¢ Information

Antitheatricalism †Ben Jonson Free Essays

Antitheatricalism in Light of Ben Jonson’s  Volpone Commentary by Joel Culpepper Crossdressing in England was mostly opposed by the Fundamentalist branch of the Protestant Church known as the Puritans. The Puritan dogma, much like the concept of transvestism, was constantly challenged. Puritans found resistance in the religious authorities of the Church of England and the English government. We will write a custom essay sample on Antitheatricalism – Ben Jonson or any similar topic only for you Order Now Before 1536, the Roman Catholic Church was unimpeded and always won over Puritan proposals regarding legislation. Without a cooperative political ear, the Puritans resorted to experimental spiritual expression by changing their social behavior and structuring. Due to these changes, a formidable way of attacking the theater’s use of crossdressing was developed- public preaching and pamphlets. Other individuals and groups (like the Juvenalians) supported the moral and social reform movement by speaking and writing essays and books on the subject. Due to the nature the actor’s role in Ben Jonson’s  Volpone, the play was also implicated in this moral battle. The ideology behind the Puritan protest was based on biblical sentiment and the patristic literary tradition of Roman writers like Tertullian and St. Augustine. The Puritan’s religious banner for combatting gender transgression was Deuteronomy 22:5- ‘The woman shall not wear that which pertains to a man, neither shall a man put on a woman’s garment’ (Tiffany 58). In general, pagan myths were also associated with crossdressing. Puritans like William Pryne labeled these actors as â€Å"beastly male monsters† that â€Å"degenerate into women† (Tiffany 59). Further, the Puritans feared that men dressing as women caused the men in the audience to lust for real females and to form homoerotic desires for the male actors (the reverse was also true for women). The Puritan fear also opposed androgynous Renaissance clothing and women’s â€Å"male† hairstyles, as documented in Phillip Stubbes’ 1583  Anatomy of Abuses. Jonson was more than aware of these Puritan sentiments. In  Volpone, Volpone hopes Celia will submit sexually and â€Å"have [her] in more modern forms†¦ such as a â€Å"Brave Tuscan lady, or proud Spanish beauty† (Campbell 3. 7. 226, 228). Volpone seems to be conveyor of Jonson’s acknowledgment of the actor’s transformative ability – a part of the playwright’s (and the actor’s) self concern of the real drama within a play, or metadrama. In Volpone’s subsequent proposal to Celia, crossdressing is coupled with androgyny. Male and female spirits are join ed in harmony because their lips â€Å"transfuse [their] wandering souls† (Campbell 3. 7. 234). One’s point of view might relate this as a matter of homosexual or heterosexual sex. The passage could also (ironically) refer to the Puritan sponsored sacrament of marriage- a holy sacrament. It must also be mentioned thatVolpone’s ending also provides an element of punishment for sins- lust, avarice and deception being among them. Jonson’s blatant use of classical satire as farce links the feminine male with naivety or aggressiveness that demeans love and advocates the scholarly, independent male identity. The female image in his plays is often masculine- true to the actor’s real physicality and the surrounding male chauvinist population. Interestingly, Jonson allows the head male character ,Volpone, to be exceedingly great at his craft of deception while the virtuous Celia adopts an irrational, painful way to keep herself a virgin. Celia vows she will swallow hot coals rather than submit to Volpone’s desires. The Puritans’ homophobia is also apparent in  Volpone. Volpone makes sure (through explanation) that even though he acted the part of Antonias (a supposed lover of a gay king) for the non-heterosexual King Henry III, he is a ladies’ man. Volpone claims that he â€Å"attracted/ The eyes and ears of all the ladies present† (Campbell 3. 7. 164). In another reversal of gender, Lady Would-be notices her husband with someone she believes to be a female prostitute dressed as a young man. After belittling her husband for this by calling him a client of a â€Å"female devil,† she realizes her mistake and apologizes. This situation supports the possibility that Jonson believed the Puritans were making a mistake (like Lady Would-Be) in ignoring permanent, masculine reality and challenging the temporary ,imaginative, and effeminate role of actors for immorality. Morality, the main goal of the Antitheatrical movement in the Renaissance, was both supported and denounced by Jonson in various ways. However, the general perception is that Jonson (unlike Shakespeare) fueled the fires of degradation- implicating women with the weakness, lack of intelligence, and reason they were believed to exude. In the annals of theatrical history, Jonson’s metadrama could be said to perpetuate this social stereotype. Nevertheless, Jonson’s crossing of the gender line and sexual scenes like Volpone’s â€Å"flashing† of Celia were enough to have religious, moral, and social commentators screaming blood murder. Two issues demand prominence in the play. While outwardly a play driven by blatant genderless controversy, the inward thematic, character-driven nature of  Volpone  suggests a conformity and adherence to the intellectual and theological moralism of the time. http://www. english. uga. edu/cdesmet/joel/PURITAN. html How to cite Antitheatricalism – Ben Jonson, Papers

sundaynoonresponse. Essays - Islam, Geography Of Asia, Continents

One of the prominent practices of the religion of being Islamic is taking a hajj to Mecca. It is a mandatory religious duty for all Muslims to carry out at least once in his or her lifetime. The hajj is a pilgrimmage to Mecca. The pilgrimage shared similarities to the trade routes located in the Indian Ocean at that time. The trade routes were twisted and differing routes depending on how valuable the items that were being traded were. The hajj not only was a spiritual journey, but it had economic advantages as well. Most of the Muslims during that time period were merchants and it was through the hajj's that some of the Muslim merchants colaborated and traded goods and items. As they traveled more and more through the lands, they encountered cities that they never had visited before. This further expanded the items in which they could trade and further helped the economy during that time. It was especially advantagous to be a maritime Islamic back in those times, not only because of the sophisticated trade routes, but mostly because of just how many merchants were Islamic. "The Indian Ocean is the world's third largest ocean, ecompassing a surface approximately 26 million square miles. (3). In those times the South Asian part of the continent was the center of all maritime trade and was an important port for the Mediterranean to the west and South and East asia to the east. There were also emerging sea routes in the Pesian Gulf and the Red Sea. Because of the monsoons and the uneven distributions of resources, the early people in that area wanted to decode the monsoons. By doing this, the people could know which climate was sufficient for certain activity. For example, the monsoons could provide some areas with winds and floods, while making other areas dryer. The areas that had dry climates planted grains, while the wetter climates were appropriate for rice cultivation. There were still certain resources that were non existent in some areas, but plentiful in other areas and the only way to access those new resources was through trade. Since many merchants were Muslim, it allowed the Muslims to have access to more resources than other people simply because they shared the same religion. It was also advantagous to be involved in the maritime aspect of trade because that was the best way to get the resources. As shipping industries became better so did the trade routes. People became better at mapping out the Oceans and because of this, trade routes became longer and more extensive. This gave the people even more exposure and allowed them to expand and build even more resources. With the Muslim merchants rising, they eventually got wealthy enough to build great and bustling cities.

Polynomials on ACT Math Complete Guide and Practice

Polynomials on ACT Math Complete Guide and Practice SAT / ACT Prep Online Guides and Tips Polynomial problems will show up in some way, shape, or form on the ACT two or three times per test. And since polynomials are so deeply connected to other ACT math topics, like operations and functions, it's even more important to take the time to understand them before test day. Luckily, you probably know a lot more about polynomials than you think, and if you're currently rusty on the subject, just a little review will have you knocking out your polynomial questions left and right. This will be your complete guide to polynomials on the ACT- what they are, how you'll see them on the test, and the best way to solve your polynomial problems before time is up. Feature image credit: Linas/Wikimedia What Are Polynomials? A polynomial is any mathematical expression that contains variables, constants, coefficients, and/or non-negative integer exponents. This means that polynomials cover a wide variety of mathematical expressions, so let's break this down. Variable: A variable is any symbol that acts as a placeholder for an unknown value. Some of the most common variables on the ACT are $x$ and $y$. Constant: A constant is any number that exists as a fixed value. For instance, both 7 and -3.278 are constants. Coefficient: A coefficient is any value that is multiplied by a variable. In the term $5x$, 5 acts as a coefficient because it indicates that the variable $x$ is being multiplied five times. Non-negative integer exponent: If we break this term down, a non-negative integer exponent is exactly how it sounds; it is any positive exponent that is also an integer. For instance, $x^3$ fits the definition, but $x^{-2}$ or $x^{1/2}$ does NOT. A polynomial can consist of a single term or multiple terms in a relationship with one another. The values in a polynomial can be added, subtracted, multiplied, or divided together so long as no part of the polynomial value is divided by a variable. For instance, a term of the polynomial could be $4/15$ or $x/4$, but NOT $4/x$. Polynomials can have no variable (e.g. 4), one variable (e.g. $2x^2 - 6x + x$), or multiple variables (e.g. $y(2xy - 8x + 5z) - q^3$). Examples of Polynomials 6 $12x$ $14 + 2x$ $3y^2 - 4x + 2$ $(75k * 23x^12) + 8$ ${3z - 59 + 6x^7}/5$ NOT Polynomials $2x^{-4}$ (Why not? A polynomial cannot have a negative exponent.) $xy^{2/3}$ (Why not? A polynomial cannot have a fractional exponent.) $6/{2 - x}$ (Why not? A polynomial cannot have any term that is divided by a variable.) Degree of Polynomial Polynomials have degrees and you can tell the degree measure of the polynomial by looking at its exponents. The degree of the polynomial is the value of the largest exponent. For instance, the polynomial $x^2 - 6x + x^3$ has a degree of 3, since the largest exponent value is 3. If the polynomial has no variable (e.g., if the polynomial is simply "9"), the degree measure is 0. And if there is no exponent (e.g., $4x + 2$), then the degree measure is 1. [Note: this only applies is the polynomial has a single variable or no variable. You cannot do this for the polynomial $x^3 - 6y^2 + y^5$, for instance, because it has two variables, $x$ and $y$.] Why is it good to know the degree of a polynomial? The degree measure of a polynomial tells us what the graph of a polynomial looks like. Degree Measure Graph Type 0 Constant 1 Linear 2 Quadratic [Note: though there are more polynomial degree measures and types of polynomial graphs, these are the only ones you will see on the ACT.] Once graphed, these polynomials will look like this: Constant Graph Linear Graph Quadratic Graph Now that we've looked at our pieces, let's see how they fit together. How to Solve Polynomial Questions To solve many constant and linear polynomial problems, you will need to have a basic understanding of operations problems and integers. You will also need to know your way around lines and slopes in the coordinate plane. In this guide, however, we will be primarily focused on quadratics. For quadratic polynomials, you will have to understand how to use two mathematical techniques- factoring and FOIL-ing- to solve for your final solution. This concept is closely related to algebraic functions, so it's a good idea to tackle these topics simultaneously. So let's look at factoring and FOIL-ing. Factoring and FOIL-ing Polynomials Factoring and FOIL-ing are ways of manipulating mathematical expressions and polynomials to expand or reduce the expressions and find the information you need. Again, on the ACT, you will be using both techniques together to find the solution(s) to 2nd degree polynomials (quadratics). FOIL-ing You will use this technique whenever you need to multiply two polynomials together. When you're given a series of parenthetical expressions and must multiply them, you must do so by FOIL-ing them out. "FOIL" stands for "first, outside, inside, last" and this mnemonic refers to the order in which you must multiply together the numbers in the parentheses before you add the results together. To clarify this process, let's look at an example. Say we needed to multiply these expressions: $(2x - 3)(x + 5)$ According to FOIL, we must start by multiplying the "first" numbers of each expression. This will give us the F in our FOIL. In this case, that will be $2x$ and $x$. $2x * x$ $2x^2$ Next, we must multiply the "outside" numbers in each expression. In this case, the outside numbers are $2x$ and $+5$ $2x * 5$ $10x$ Next up, we need to multiply our "inside" numbers, which will give us our I in our FOIL. In this case, our inside numbers will be $-3$ and $x$. $-3 * x$ $-3x$ Finally, we must multiply our "last" numbers, which will give us the L in our FOIL. In this case, our last numbers will be $-3$ and $+5$. $-3 * 5$ $-15$ Now, the final step is to add all of our components together. $2x^2 + 10x - 3x - 15$ $2x^2 + 7x - 15$ This will be our final polynomial expression. Factoring Factoring goes hand in hand with FOIL-ing and acts basically as its reverse. In order to convert a longer polynomial (most often a quadratic equation) into smaller parenthetical expressions, we must factor the equation. This will eventually give us the two solutions to our quadratic function. If you remember your functions, then you'll remember that a quadratic equation ($y = ax^2 + bx + c$) will have two solutions. These solutions are the two values of $x$ when $y$ (the $y$-intercept) equals zero. For example, in the graph below: The solutions are at $x = 2$ and $x = 8$ because this is where the parabola crosses the $y$-intercept and so are the values of $x$ when $y = 0$. Now, if we are instead given a parabola as a polynomial instead of as a graph, we can still find the solutions to the expression by factoring. For instance, let us say that this is our quadratic equation: $x^2 + x - 12$ We know we can factor this equation and we do so by setting up a potential FOIL that will lead us to the final result of this equation. So our parentheticals will look like this: $(x +/-$ __$)(x +/-$ __$)$ We're not yet sure whether we will be adding or subtracting our integers in each equation and we don't yet know what the integers will be, but we do know that we will need a single $x$ value in each to give us our F of $x^2$ when we FOIL them out. Now, we know that the L, last, numbers in the parenthesis will make the final integer value in our quadratic equation. This means that we know that the last two numbers in each of the parenthetical expressions must multiply together to equal -12. Since we also know that the only way to multiply two numbers and get a negative, one number must be negative and one must be positive. This must mean that one of the parenthetical expressions will have a minus sign and the other must have a plus sign. To equal -12, our potential integer value pairs could therefore be: $-1, 12$ $-2, 6$ $-3, 4$ $-4, 3$ $-6, 2$ $-12, 1$ Now only one of these pairs of numbers will work as the solution to our equation, so let us test them out to see which will give us our original polynomial once we FOIL them. $(x - 1)(x + 12)$ If we properly FOIL this expression, we will end up with: $x^2 +12x - x -12$ $x^2 +11x - 12$ This does NOT give us the right equation, so we must try again with another pair of integers. $(x - 2)(x + 6)$ $x^2 + 6x - 2x - 12$ $x^2 + 2x -12$ Again, this is NOT our original equation, so we know that this pair of integers is not correct. We must try again. $(x - 3)(x + 4)$ $x^2 + 4x - 3x - 12$ $x^2 + x -12$ This DOES match our original equation and, since there can be only two solutions to any quadratic equation, we know that all the other pairs of numbers must be incorrect. With this, we have now properly factored our polynomial/quadratic equation, but we still have one more step to go; we must complete the problem by setting each parenthetical expression to zero and solving for the $x$-value. Why? Because, again, the two solutions to any quadratic equation are the two values of $x$ when $y = 0$. Spoiler alert: our parabola will look like this when graphed. So let's take both our parentheticals and set them each to 0. $(x - 3)(x + 4)$ $x - 3 = 0$ $x = 3$ And $x + 4 = 0$ $x = -4$ Once we have successfully factored our equation, we can see that the final solutions to our polynomial graph are: 3 and -4. [Do take note: though it may look like factoring is a long and involved process, requiring tremendous trial and error, it will become much faster and more instinctual the more you practice with it.] Just as there are several different types of floofers dogs, there are several different types of polynomial questions. (Perros/Wikimedia) Typical Polynomial ACT Math Questions You'll see three main types of polynomial problems on the ACT. These are: #1: Factoring and FOIL-ing polynomial problems #2: Graphing polynomial problems #3: Operations (multiplication, division, addition, or subtraction) of polynomials Let's look at each of these types of problems in more detail. Factoring and FOIL-ing Polynomial Problems These are the most common polynomial problems you'll see on the test. Generally, these problems will ask you to find the two solutions to a quadratic polynomial expression. To solve these types of problems, you must follow the same process we walked through in the last section on factoring and FOIL-ing. Alternatively, you can also use the strategy of plugging in answers (PIA) if you prefer not to factor and FOIL. If $2x^2+6x=36$, what are the possible values of $x$? F. -12 and 3G. -6 and 3H. -3 and 6J. -3 and 12K. 12 and 15 Solving Method 1: Factoring To solve this problem, let us first set the equation to zero, so that we can work with the full polynomial expression on one side of the equals sign. $2x^2 + 6x = 36$ $2x^2 + 6x - 36 = 0$ Now let us set up our parentheticals. $(2x +/-$ __$)(x +/-$ __$)$ Just by looking at the polynomial in question, we can make an educated guess as to what integer pair will be used to create -36 as their multiple, out of all the possible number pairings. Most likely, the pairing will be -6 and 6 or 6 and -6 (rather than -1 and 36, -2 and 18, -3 and 12, or -4 and 9) and we can see why if we plug them in. $(2x - 6)(x + 6)$ $2x^2 + 12x - 6x - 36$ $2x^2 + 6x - 36$ This matches our given equation, so we know this must be our proper factored expression. Now we need to finish finding our two solutions by setting each parenthetical to zero. $2x - 6 = 0$ $2x = 6$ $x = 3$ And $x + 6 = 0$ $x = -6$ Our final solutions are 3 and -6. Our final answer is G, -6 and 3. Again, the more often you work with factoring polynomials, the better your instincts will become at finding the right numbers to fill in your FOIL-ing. But don't despair if your instincts haven't gotten there yet or if you would rather solve the question by plugging in answers instead! Let's take a look at how. Solving Method 2: Plugging in Answers If we again take our same polynomial, $2x^2 + 6x = 36$ We could plug in our answer choices in place of $x$ to see which two solutions fulfill the equation. If we start with answer choice F, we would get: $2x^2 + 6x = 36$ $2(-12)^2 + 6(-12) = 36$ $2(144) - 72 = 36$ $216 = 36$ Since this solution is NOT correct, answer choice F cannot be true. Answer choice G gives us: $2x^2 + 6x = 36$ $2(-6)^2 + 6(-6) = 36$ $2(36) - 36 = 36$ $72 - 36 = 36$ $36 = 36$ This is correct, but we must also test the second solution to make sure that answer choice G is the final answer. Both solutions must match in order for the answer choice to be correct. $2(3)^2 + 6(3) = 36$ $2(9) + 18 = 36$ $18 + 18 = 36$ $36 = 36$ Both solutions for $x$ fit our equation. This means that answer choice G (and only answer choice G) is correct. Again, our final answer is G, -6, 3. Graphing Polynomial Problems Sometimes you may be asked to graph polynomials, identify polynomial graphs, or answer questions about given polynomial graphs. To answer these questions, it's a good idea to re-familiarize yourself with the basics of linear graphs and functions, if you haven't already. We know that the solution(s) of a parabola is measured at the intersection of the parabola with the $x$-axis (when $y = 0$). By looking at this graph, we can see that the parabola hits the $x$-axis at two distinct points- one point where the $x$ value would be negative and one point where the $x$ value would be positive. Notice that it doesn't actually matter if we know what the values are, just that one is to the left of the $y$-axis and one is to the right of the $y$-axis. (For more on the coordinate plane and its negatives and positives, check out our guide to ACT points). Our final answer is H, 1 positive real solution and 1 negative real solution. Polynomial Operations The final category of polynomial problems you'll see on the test are operations problems involving polynomials. These will most often be located somewhere in the first fifteen or twenty questions on the test and you'll generally be able to solve them just fine if you are familiar with your algebraic operations. What polynomial must be added to $x^2-2x+6$ so that the sum is $3x^2+7x$? A. $4x^2+5x+6$B. $3x^2+9x+6$C. $3x^2+9x-6$D. $2x^2+9x-6$E. $2x^2-5x+6$ Here, we are adding unknown polynomial $a + b + c$ to our given polynomial $x^2 - 2x + 6$ in order to equal $3x^2 + 7x$. If we know our operations, then we know that like terms can only be combined with like terms. So let us take these polynomials piece by piece. $x^2 + a = 3x^2$ $a = 2x^2$ We know that our first term must be $2x^2$, so we can eliminate answer choices A, B, and C. $-2x + b = 7x$ $b = 9x$ We now know that the second term in our polynomial must be $9x$, which means that we can eliminate answer choice E. Even without finishing the problem, we can confidently select answer choice D as the correct answer. But we can also finish up just to make absolutely sure. $6 + c = 0$ $c = -6$ Once we put our pieces together, we know we must add the polynomial $2x^2 + 9x - 6$ to our given polynomial in order to equal the polynomial that we want. Our final answer is D, $2x^2 + 9x - 6$ Now to slot those last few pieces into place and we're all set to go! Strategies for Solving Polynomial Questions Though you will see a few different types of polynomial problems on the ACT, there are a few strategies you can use to make solving polynomial problems as a whole a little easier. Strategy 1: Remember to Review Your Operations and Functions Guides Operations questions and function questions go hand in hand with polynomial questions, so it's a good idea to keep a close eye on all three math topics and learn how they work together. For instance, it would be difficult to solve your graphing polynomial questions or your operations of polynomials without at least a passing understanding of algebraic operations or functions as a whole. Strategy 2: Write It Out It can become very tempting to work with polynomials completely in your head, especially if you're already familiar with polynomials, factoring, and FOIL-ing. But doing this can lead you to make careless errors and select "bait" answer options. The ACT is a fast paced test and the test-makers know that this kind of time pressure can lead students to start working in their heads to speed up the process. To make the test challenging, polynomial questions often use negatives or large numbers, and so it can be all too easy to fall for a bait answer choice if you do all your polynomial math in your head. Just remember to take a breath and write your information down as you work through your problems to avoid careless errors such as these, especially when it comes to your positives and negatives. Strategy 3: Remember to Use PIA When Necessary If you're not that familiar with factoring polynomial quadratic expressions (or it's just been a long time since you've done it in school) and you're struggling to do so quickly and efficiently, it might be a good idea for you to switch techniques and start using the strategy of plugging in answers to find your solutions instead. It may take a little longer to use this technique, but it will always lead you to the correct solution. So if you've come up against factoring and can't quite manage it for any reason, don't panic- you can absolutely still solve the problem just by using PIA. Test Your Knowledge Ready to put your polynomial knowledge to the test? Then let's dive in! 1. Which of the following is a factored form of the expression $5x^2 -13x-6$? A. $(x-3)(5x+2)$B. $(x-2)(5x-3)$C. $(x-2)(5x+3)$D. $(x+2)(5x-3)$E. $(x+3)(5x-2)$ 2. In the equation $x^2+mx+n=0$, $m$ and $n$ are integers. The only possible value for $x$ is -3. What is the value of $m$? A. 3B. -3C. 6D. -6E. 9 3. 4. What values of $x$ are solutions for $x^2+2x=8$? A. -4 and 2B. -2 and 0C. -2 and 4D. 0 and 2E. 6 and 8 Answers: A, C, J, A Answer Explanations: 1. To solve this problem, we can either factor the polynomial ourselves or we can simply test our answer choices and see which is correct. In this case, let us simply test our answer choices using PIA. Answer choice A gives us $(x - 3)(5x + 2)$. Let us FOIL this out. $(x * 5x) + (x * 2) + (-3 * 5x) + (-3 * 2)$ $5x^2 + 2x - 15x - 6$ $5x^2 - 13x - 6$ This is exactly the polynomial we needed to find so luckily for us, we can stop here. We know by the rules of multiple choice that there will only ever be one correct answer, so we know answer choice A will be the one right solution- no need to test any others. Our final answer is A, $(x - 3)(5x + 2)$. 2. If we remember from our earlier lessons, we know that a factored polynomial will typically have two solutions. For example, if our factoring gives us $(x - 3)(x + 4)$, our final two solutions will be $x - 3 = 0$ = $x = 3$ and $x + 4 = 0$ = $x = -4$. This gives us our two solutions of +3 and -4. So what does it mean that a polynomial only has one solution? It would mean that our factored polynomial would have to be a square. That way the two solutions would be the same. For example, if we had $(x + 7)(x + 7)$, our only solution would be $x + 7 = 0$ = -7. So if our polynomial is $x^2 + mx + n = 0$, and our only solution is -3, then we know that our factoring is going to look like: $(x + 3)(x + 3)$ Why? This gives us our final solution of -3, since $x + 3 = 0$ = $x = -3$. Now, to find the value of $m$, we need to FOIL back out our factoring. $(x + 3)(x + 3)$ $(x * x) + (x * 3) + (3 * x) + (3 * 3)$ $x^2 + 3x + 3x + 9$ $x^2 + 6x + 9$ The 6 is now standing in place of our $m$ variable, so our $m = 6$. Our final answer is C, 6. 3. Though you can set up your own quadratic equation to fit the problem, the easiest way to solve this question is to test out point on your graphs and see which one fits the premise. We are told that the y-coordinate value of any point will be the $x$-coordinate squared minus 1, so let's test each graph. Graph H is a constant graph. As we saw from constant graphs earlier and as we can see here, the $y$-coordinate value never changes. This means that the $x$-coordinates will increase or decrease, but the $y$-coordinate for any point will NOT be exactly 1 less than the $x$-coordinate squared. We can eliminate graph H. For the same reason, we can eliminate graph G; the $x$-coordinate value never changes even as the $y$-coordinate value does. This does not fit our criteria. We can also eliminate graph K, as it would be impossible for such a parabola to open downwards. If the $x$-coordinates values were negative, then anything smaller than -1 (say -2) would result in a positive y-coordinate value, according to our rules. For instance, if $x$ were -2, then y would be: $-2^2 - 1 = 3$. So we are left with two graphs- J and H- both which look promising for the moment. Let us test some values for them. In graph J, we can roughly estimate a few points to be $(0, -1)$, $(-1, 0)$ and perhaps roughly $(2, 3)$. If we go off our premise of $y = x^2 - 1$, then all of these points fits our criteria. $0^2 - 1 = -1$ $-1^2 - 1 = 0$ $2^2 - 1 = 3$ It's pretty certain that J is our right answer, but since we were estimating our points, it's a good idea to rule out graph H if we can. We can roughly estimate three of the points on graph H to be: $(0, 1)$, $(2, 2)$ and perhaps $(-2, 5)$. None of these match our criteria. $0^2 - 1 ≠  1$ $2^2 - 1 ≠  2$ $-2^2 - 1 ≠  5$ We have confirmed that graph J is indeed correct. Our final answer is J. 4. Here we have another problem that we can either factor ourselves or use PIA for. This time, let us factor. First, we need to bring everything to one side of the equals sign, so let us subtract both sides by 8. $x^2 + 2x - 8 = 0$ Now, we can factor. We know we need two numbers multiplied together to equal -8, so one of them must be a negative. These numbers must also add together to equal +2, so our likely pairing will be +4 and -2. Let us test it out to be sure. $(x + 4)(x - 2)$ $(x * x) + (x * -2) + (4 * x) + (4 * -2)$ $x^2 - 2x + 4x - 8$ $x^2 + 2x - 8$ Perfect, we've found our factors! Now we just need to set each to zero to find our final solutions. $x + 4 = 0$ $x = -4$ And $x - 2 = 0$ $x = 2$ Our final answer is A, -4 and 2. Whoo, you did it! No need to toot your own horn, we'll do it for you- congrats! The Take-Aways Polynomial questions can sometimes be tricky, but a solid understanding of functions and operations can help you tremendously when it comes to understanding how to visualize and manipulate your polynomial expressions. Just remember to not underestimate the value of keeping track of your positive and negative signs and you'll be knocking out a not-insignificant chunk of your ACT math section in no time. What's Next? Now that you've taken on polynomials (and no doubt rocked them), you might want to take a look at our other ACT math guides for any individual math topic you could need. From ratios to rotations, points to probabilities, we've got your covered. Running into some snags with your FOILing and factoring? You might want to review the distributive property and perfect squares. What does it mean to complete the square and how is that relevant to polynomials and factoring? Learn about completing the square and when you'll need to use it here. Stuck on an ACT math problem? Whether you're stuck on a study guide, a practice test, or you just want to know how to get yourself out of a math bind on test day, don't sweat it. We'll show you how to figure our when you're really stuck and what to do about it. Want to make sure you're really prepared for test day? We've gathered together the best ACT math resources available and compiled them into one ultimate ACT math study guide. No more hunting for tips and resources- they're available at your fingertips in one easy place. 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. 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Learn More About the Riverine Command Boat (Experimental) (RCB-X)

Learn More About the Riverine Command Boat (Experimental) (RCB-X) The Riverine Command Boat (Experimental) (RCB-X) is an experimental military craft that is testing alternative fuel blends. RCB-X uses a blended fuel consisting of 50 percent  algae-based biofuel and 50 percent NATO F-76 fuel. The goal is to reduce the Navy’s consumption of petroleum-based fuels. RCB-X is an experimental version of the Swedish Riverine Command Boat. Over 225 Riverine Command Boat’s are in use worldwide. Riverine Boat Specs Riverine Command Boat (Experimental) (RCB-X) is a 49-foot long, 12-foot wide craft that is fast and agile. The vessel is designed for use on rivers for patrols and assaults by small forces. The RCB-X has a top speed of 44 knots, 1,700 horsepower and a crew of four. It also has a 3-foot draft allowing for easy travel on most rivers. It has Swedish built engines and Rolls Royce twin-ducted water jet propulsion. The bow is reinforced allowing the craft to be run onto shore at full speed without damage. RCB has a range of 240 nautical miles on rivers or open water. There are six gun mounts on the vessel. One on the bow and another behind the mast are remote- controlled from the cockpit. The other four are used for manned weapons. It can carry .50 caliber machine guns, mortar, 40 mm grenade launchers or Hellfire missiles. The mortar launcher is a twin-barrel 12 cm. mortar. RCB can carry up to 20 troops at one time, and be transformed into a dive support vessel or a command craft. The boat can also be configured as an ambulance to take wounded soldiers off the battlefield by river. Made of heavy-duty aluminum, it has a 580-gallon fuel tank that contains a large, high-speed fuel fill capability. The bow drops down making it easy to disembark and return to the craft quickly. The cockpit is armor plated for protection and the cabin can be sealed against nuclear, chemical and biological agents. Over 4 tons of cargo can be carried on the craft. RCB-X and RCB’s are built by Safeboat International under license from the Swedish company Dockstavarvet. The first models cost anywhere from $2 to $3 million each. Bio Fuel Because the Riverine boat is a test version for fuels, it garners power from a 50 percent  algae-based and 50 percent NATO fuel called hydro-processed renewable diesel or HR-D. If the RCB-X used 100 percent biofuel, it would contain water which fouls the engines of Navy craft. Biofuels also have a six-month service life and the blend allows for longer term storage of fuel. The biofuel blend is made by a company called Solazyme, which calls the fuel Soladiesel. Soladiesel is designed to be used directly in place of conventional fuels, with no modifications to the engines or fuel system of the craft. In 2010 Solazyme delivered 80,000 liters of Soladiesel to the U.S. Navy and was under contract for an additional 550,000 liters at the time of publication. The fuel is produced in partnership with Chevron and Honeywell  in Illinois. Solazyme also makes a replacement for jet fuel and standard diesel vehicles. Solazyme’s algae grows in the dark using sugars from plants such as sugar cane and corn. Their system uses standard, industrial fermenters allowing for rapid scaling of production. Solazyme is based in San Francisco, California. Future The Navy  began testing the Riverine boat in 2010. It planned to deploy a strike group for local operations using the blended fuel in 2012 with full deployment in 2016. The Navy is testing the RCB-X, and it may be a possible fast craft for going from brown water (river) to green/blue water (ocean).

Executive Pay Compensation Research Paper Example | Topics and Well Written Essays - 2000 words

Executive Pay Compensation - Research Paper Example So far, research has indicated that people are the most important resources that businesses require in creating their competitive strategies. This stems from the fact that people have the capability to understand the business environment and ways of creating their success. In having a competent staff, one of the approaches used is ensuring that people get the best pay for their work they do in the business. Some business owners believe that having a competent staff is the key to having effective and efficient work. While it may be true, the approaches used in achieving an effective and competent staff are what differ from one business to another. One of the questions that have kept appearing among most of the researchers concerns the real worth that can be attached to business executives. Are the top managers and other CEOs justified by receiving millions of dollars at the end of their month on their paycheck? If that can be case, can their salaries be justified from the work that th ey do? These among other questions have formed the centres of discussion whenever employee compensation is mentioned. While some businesses often use money as a means of motivating their staff towards better performance, others often prefer using other non-monetary forms of incentives to achieve same; this has led to a huge controversy concerning executive compensation pay.Inasmuch as business executives have continued to be the beneficiaries of huge pays from their companies, some people have been outraged by this observation.

Advanced financial accounting Assignment Example | Topics and Well Written Essays - 1500 words

Advanced financial accounting - Assignment Example Positive Accounting Theory (PAT) involves predictions of choices of firms as pertains accounting policies and the response of firms to any new accounting policies. It also seeks to explain such decision-making actions by the management of different companies. Positive Accounting Theory makes use of theories to draw predictions on the choices management would likely make when selecting accounting policies to implement or use (Deegan, 2009, p.53). According to the theory, the conduct of any firm is in such a way that would maximize its best interests. In this regard, managers would likely do what they feel is best for the company at the expense of the interests of shareholders. In arriving at the choices to pursue, firms are guided by factors within the industry in which they operate. It is such factors on which the positive accounting theory lays a focus. Positive Accounting Theory’s focus is on the relationship that exists between different stakeholders in a business. The stakeholders provide resources to the firm in different capacities. Apart from this relationship, the theory also looks at how accounting would affect the functionality of such relationships. Through agency theory, positive accounting theory explains the possible motivations that guide managers in their choice of preferred accounting methods. In this light, the assumption is that managers, who are agents, would seemingly engage in activities that would create benefits for them at the expense of their principals (Deegan, 2009, p.54). The introduction of restrictive contracts, therefore, comes handy. However, managers still need some freedom to make decisions dependent on the situation. The positive accounting theory has two perspectives namely the efficiency perspective and the opportunistic perspective. The perspectives explain the conduct of managers in as much as choosing accounting policies is concerned. Under the efficiency perspective,