The Canidate Free Essays

In the 1972 movie The Candidate Crocker Jarmin is the current Senator for the United States and he seems to be unbeatable. Marvin Lukas has an idea to get Bill (William) McKay to run against Jarmin in the next race though Mckay was not thought out to be able to beat him. At first McKay is not convinced with the idea of running for senator. We will write a custom essay sample on The Canidate or any similar topic only for you Order Now It is not ideal for him to follow in his fathers foot steps. McKay finally decides he is going to run after his wife and Lucas convince him he has what it takes. He also only agrees to run with the conditions that he can do and say what he wants to through out his campaign. He know he is not supposed to win. In the beginning of McKay’s campaign he does not know exactly how to approach the public and go about getting people to listen to him. He fails to fully obtain the interest of voters and can’t capture the words to make people believe he has good points to make. His campaign manager Marvin Lucas tries to give him advice as to how to handle questions from the media and from the public, but McKay still wants to speak for himself. When both Jarmin and McKay are speaking to the public, Jarmin constantly has the advantage over McKay. The People believe in what Jarmin says because he has more power and is able to make more promises. Also, McKay comes off as a young and naive candidate well on the other side Jarmin is an older, wiser, and more experienced candidate. McKay’s Campaign strategy of saying what he wanted, not listing to his team, ignoring his platform, and not having a stance on many political issues did not work in his favor. After appearing unaware to the public McKay decided to change his campaign strategies and become more personable. He chose to speak to more groups that felt that they were unheard. His campaign staff made his commercials to represent change and hope. His slogan became â€Å"For a better way vote Bill McKay. † His strategy to identify with the public seemed to be more affective rather then his previous strategy of being blunt and indecisive. Well McKay was trying to appear as a working class man Jarmin would try to appear as a true American. His campaign strategies focused on really showing that Americans had to work together and be united. Jarmin continually made his speeches and commercials focus on keeping the American dream. After McKay changed his campaign strategy his following started to grow immensely. He was receiving more media coverage along with Jarmin then ever before. McKay started being aired on news casts, political hearings, and his speeches started being filmed. Since McKay was receiving more coverage he was also coming up in the polls, and won in the primary elections. After McKay’s victory Jarmin realized McKay was real competition. Jarmin started to release commercials speaking out that letting McKay win senator was like letting a kid win senator. After the commercial was released McKay spun the statement a different way and stated that the country needed a new out look and needed changes, and in order for it to become better they needed new and fresh ideas. When Jarmin realized that McKay was giving him a run for his money he finally agreed to have a debate with him. Through this debate they were asked various questions, but neither one of them gave straight answers. They both talked about the questions but never expressed their stance on it. You did not get to learn much about the candidates because both were trying to please the public rather then speak strongly on and issue. After the debate McKay’s closing statement raised some chaos. He stated that the real issues were being ignored and that the questions that were being asked were not the questions that the public was concerned about. He believed that the people cared more about policy issues and those were not being handled or addressed properly. After the debate McKay’s following became so large that is team was astonished. McKay finally had a strong following and really had the people’s attention. He was giving speech after speech and was gaining more and more support for the democratic party. He was also giaing support from other politicians and more important people that could really help him out. Towards the end of the race they were only separated by three points. This is when people started to truly believe he had a chance. When November finally hit and they were waiting for the ending results to come in his father said to him â€Å" You’re a Politician, Son. † This statement eant that McKay did become what he had not originally planned. He never thought he would get involved in politics and follow his dad, but he was. With out being aware of it he had became everything opposite of his original plan. At the very end of the movie McKay and his campaign Manager had one last private conversation. It was in that moment that Lucas revealed that McKay had one. McKay’s final q uestion was â€Å" What do we do now? † This victory came as a great surprise to McKay and he did not know what to make of it, but he knew he now had to make life changing decisions not only for him self, but for America. How to cite The Canidate, Papers

Communities of Practice at Hewlett Packard

Questions: 1.Identify the processes that human resource professionals use to support communities of practice.2.Describe how communities of practice contribute to the development of a high-performance work environment. 3.Recommend two specific actions that a human resource professional might take to facilitate communities of practice. Answers: 1. The three processes played by the human resource professional in support of Community of Practice (CoP). First, establishing the links between the targeted members. The HR department can help to identify the people with specific expertise and skills in an organization. To establish a link between these teams, also known as the community, transparency ought to be there (Ardichvili, et al., 2006, p. 43 ). The second process is to build trust that would enable sharing of knowledge among the established team. The last process would be to ensure that the team is motivated to engage in ongoing exchange of common ideas and problems facing them. 2. The participants in the CoP learn together by tackling problems that relate directly to their work. Their work performance has become more effective and easier and coming up with sharing practices. CoP help in generating knowledge management and sharing, renewal and reinforce relationship in the company and improve productivity (Taylor, 2013, p. 71). ?The human resource professional and the creation and maintenance of communities of practice There are two ways that the HRM can contribute to the development and maintenance of the CoP. First a HR department can facilitate the creation of CoP infrastructure and context within the organization. The success of CoP in an organization fully depend on the support received from the HR professions. Second, the HRM can be involved directly in the creation of CoP. For instance, the department can offer consultancy and coaching services to the teams/ communities (Wenger Snyder, 2010, p. 67). 3. To provide the infrastructure, context and the required support for creating and maintaining CoP. o promote the culture of trust, transparency and knowledge sharing among the employees with common professions. References List Ardichvili, A., Maurer, M., Wei, L. Wentling, T., 2006. Cultural Influences on Knowledge Sharing Through Online Communities of Practice. Journal of Knowledge Management, 10(1), pp. 94-107. Taylor, G., 2013. Implementing and Maintaining a Knowledge Sharing Culture via Knowledge Management Teams: A Shared Leadership Approach. Journal of Organizational Culture, Communications and Conflict, 17(1), pp. 69-91 . Wenger, E. C. Snyder, W. M., 2000. Communities of Practice: The Organizational Frontier. [Online] Available at: https://hbr.org/2010/01/communities-of-practice-the-organizational-frontier [Accessed 10 04 2017].

Research on Crypto Currency for Digital Money- myassignmenthelp

Question: Discuss about theResearch on Crypto Currency for Digital Money. Answer: Introduction New form of digital money named crypto currencies are used in all over the world (Narayanan, Bonneau, Felten, Miller Goldfeder, 2016). This has expanded a lot in the past few years especially with the development of Bitcoins. This has made its presence felt after the development of distributed ledger system like Blockchain. The use of crypto currencies these days have been widely used in various businesses. Crypto currency and its popularity A crypto currency is a digital asset created to work like an exchange mediums which utilises cryptography to make transactions secure, to regulate the generation of additional units and to verify assets transfer (Vigna Casey, 2016). Alternative currencies, digital currencies and virtual currencies are some of the type of crypto currencies. As opposite to the centralised systems like central banking system and centralised electronic money, crypto currencies have decentralised control. Bitcoin was the first decentralised crypto currencies which were created in the year 2009. The major reason for crypto currency becoming popular is that it is a form of digital money that is highly safe and has a decentralised structure. No-VAT in the European region has assisted to enhance the value and popularity of this digital currency (Al Shehhi, Oudah Aung, 2014). Since people understand it to be safe and making frauds is impossible hence its value has increased in the digital space. Pros and Cons of Crypto currency Crypto currency is a relatively new kind of technology and it is in the developmental stage. There are various pros and cons associated with crypto currencies. Advantages of crypto currencies: It is a highly transparent form of money since there is an open and distributed ledger (Surowiecki, 2011). In this all the transactions are monitored and recorded hence no duplication or alterations can be made. These transactions can be verified by anyone and no single entity has manipulation over it. In traditional form of currency inflation enhances due to more printing of money or shifting prices in economies. Crypto currencies do not experience inflation since there are a limited number of minable crypto currencies. It is programmed to have 21 million Bitcoins that is capable of handling 10 billion people. This is a highly portable for of money as it can be carried easily without detection. Billions of dollars cam ne transferred with the use of portable devices. It is independent of other identities in the transactions which assists hem in keeping it safe. It does not have any intermediate hence they have no fear regarding any organisation monitoring transaction details. It provides freedom to buy and sell without the source of your funds being traced. Disadvantages Since there is no particular organisation that monitors these transactions hence there is a feeling of distrust in the minds of people. This misunderstanding will rupture the growth of this system. Due to lack of centralised system, it is unlikely that anybody will lose any money but if anybody loses it then there will be no one to provide security cover. The encryption identifies the currency and not the owner (Raymaekers, 2015). If there are any criminal transactions then there will be no chance that the transaction can be traced. This can be problems for the government. These are subjected to be under threat of the market fluctuations like the changing market prices. While investing in crypto currencies this is the biggest challenge that any person can face. Crypto currency regulation There are no central agencies to regulate the crypto currency but the governments inside the nation are responsible for regulating it (Harwick, 2016). This makes the system more flexible and government all around the world regulate it as per their financial regulatory norms. Many countries have made laws against it and many have made it a legal tender. It is also the matter of fact that the design of the system of crypto currency is as such that they cannot be regulated as the transactions are recorded at various nodes which can be present anywhere around the world. This is not good in many ways as there is no one responsible for the loss if any faults occur. It is hard to hack the system of crypto currencies but if it is somehow done then a lot of money is at stake. Due to non-presence of any governing authority making rules and regulations of the transactions and deciding the prices of the commodity or services can be a difficult task. Apart from this it reduces the chances of detecting any frauds in the system. This is a major issue in any financial transactions. Effect of Crypto currencies on international business There are wide ranges of effect on the international business by the use of Crypto currencies. This can be understood by the following points: It brings uniformity in the currencies as there will be single money like Bitcoins that can be used for the international border trades. As it can be seen in the above part that it helps in controlling inflation and hence there will be reduction in the chances of business failures which differed from country to country. It cuts out the middle man from the business (Heid, 2013). This help in the easing on the ways of doing business on the global level. On few cents are required as a transaction fees. It has simplified the crowd funding process. Developers and entrepreneurs do not want to invest a large number of times in raising funds trying to convince banks, angels, and investors to give equity in their start-ups. It helps in reducing the time that was consumed in the transaction as it was a fast system that helps a business to do transactions. It also reduces the complex system of transactions and hence making the business process easier. Conclusion From the above report it can be said that the digital currencies have made their position in the global economy. Crypto currencies have become one of the best forms of digital money. It has become popular because it is safe and free of any middle man. Crypto currencies have several advantages and disadvantages in their business. There is no specific regulatory authority of crypto currencies but this is not good for the whole system and it creates lack of faith in the minds of people. Crypto currencies have higher effect on the international business. References Al Shehhi, A., Oudah, M., Aung, Z. (2014, December). Investigating factors behind choosing a cryptocurrency. In Industrial Engineering and Engineering Management (IEEM), 2014 IEEE International Conference on (pp. 1443-1447). IEEE. Christensen, A., (2017). Retrieved from: https://www.businessload.com/run-grow-business/cryptocurrency-future-international-business/ Harwick, C. (2016). Cryptocurrency and the Problem of Intermediation. The Independent Review, 20(4), 569-588. Heid, A. (2013). Analysis of the Cryptocurrency Marketplace. Retrieved February, 15, 2014. Narayanan, A., Bonneau, J., Felten, E., Miller, A., Goldfeder, S. (2016). Bitcoin and Cryptocurrency Technologies: A Comprehensive Introduction. Princeton University Press. Raymaekers, W. (2015). Cryptocurrency Bitcoin: Disruption, challenges and opportunities. Journal of Payments Strategy Systems, 9(1), 30-46. Surowiecki, J. (2011). Cryptocurrency. Technology review, 114(5), 106-107. Vigna, P., Casey, M. J. (2016). The age of cryptocurrency: how bitcoin and the blockchain are challenging the global economic order. Macmillan.

Charles Darwin Essays (1001 words) - DarwinWedgwood Family

Charles Darwin Charles Darwin Charles Robert Darwin, as he was known in full, brought many interesting ideas to the world of science. He was credited for developing the evolutionary theory by natural selection and also for discovering a species of frog while in South America. Darwin has many followers of his theory of evolution but there are many people who are trying to disprove his theory. These people have showed that their different theories prove Darwin could not have been correct in every aspect of his theory, but there is no absolute right or wrong to the theory of evolution. The world will continue to be divided on the subject of evolution. Charles Darwin was born on February 18, 1809 in Shrewsbury, England. He is the son of Robert Waring Darwin and Susannah Wedgwood Darwin. His father, Robert Darwin, was a physician and naturalist. Eramus Darwin was Charles Darwin's paternal grandfather. He was a poet, philosopher, and naturalist. Eramus Darwin was also the author of Zoonomia, which is more commonly known as the Law of Organic Life. Charles Darwin's maternal grandfather was Josiah Wedgwood. Josiah Wedgwood was an artisan-entrepreneur. Charles Darwin is best known for developing the theory of evolution by natural selection. Charles Darwin spent his childhood in England. When Charles was at the young age of eight his mother died. After his mother's death adoring sisters and an older brother raised him. As a young child, in a Divinity School in Shrewbury, it was stressed that he learn the classics, but he was a very uninspired student. He was repeatedly reprimanded for wasting his time collecting animal specimens, especially beetles, and performing chemical experiments. At sixteen he went to The University of Edinburgh to study medicine. He had planned to study medicine, but he could not take the sight of surgery without anesthetics so he did not continue in that field. The fact that Darwin did not show enthusiasm in the field of medicine disappointed his father very much. Then Darwin was sent to The University of Cambridge in 1827. Here he was to study for the clergy. The clergy is the body of people ordained for religious work such as ministers, pastors, and priest. (The World Book Encyclopedia, Volume 1, page 389) However, his academic record reflected his lack of interest in his studies of this field. He eventually abandoned it completely and never became a clergyman. Charles Darwin received money from his father, which made it unnecessary for him to acquire a job and allowed him the freedom to work as an independent scientist. Since he did not become a clergyman, as his schooling had prepared him, Darwin proposed to his first cousin, Emma Wedgwood. They were married on January 29, 1839. She was a devoted wife and brought money and housewifery skills that provided him an environment to work in peacefully for forty years. During this forty years Charles and Emma Darwin had ten children. Two that died when they were infants and one, Anne, died when she was ten years old. (1994-2000 Encyclopedia Britannica). They had five surviving sons and three surviving daughters. Charles Darwin was known as a British naturalist even from a young age because of his interest in the animal species. A naturalist is a person who makes a study of animals and plants, especially in their native habitats. (The World Book Encylopedia, Volume 2, page 1371). During August of 1831, at the age of twenty-two, Darwin served as a naturalist aboard the H.M.S. Beagle on a British science expedition around the world, but he was not paid while on this trip. This trip took five years, from 1831 to 1836. During this trip Darwin took extremely detailed notes and collected many specimens. After returning to London and studying his notes and specimens carefully Darwin developed several theories, all related to each other. The first, that evolution did occur; second, evolutionary change was gradual, taking millions of years to occur; third, the main mechanism for evolution was the process of natural selection; and fourth, that the millions of species alive in our world today all came f rom a single original form of life. This ?evolution? occurred through a branching process called ?specialization.? All of these processes made up his

ACT Trigonometry The Complete Guide

ACT Trigonometry The Complete Guide SAT / ACT Prep Online Guides and Tips Trigonometry is the branch of math that deals with right triangles and the relationships between their sides and angles. (The word "trig" is related to the word "triangle," to help you remember.) There will generally be around 4-6 questions questions on the ACT that deal with trigonometry (the official ACT guidelines say that trigonometry problems make up 7% of the test). They may seem complicated at first glance, but most of them boil down to a few simple concepts. This article will be your comprehensive guide to the trigonometry you’ll need to know for the ACT. We’ll take you through the meaning of trigonometry, the formulas and understandings you’ll need to know, and how to tackle some of the most difficult ACT trig problems. What is Trigonometry and How Do I Use It? Trigonometry studies the relationships between the sides and angles of right triangles. The ratios between the measures of the sides of a right triangle and the measures of its angles are consistent, no matter how large or small the triangle. Some of the many different possible types of right triangles. If you know one side measure and one non-90 ° angle of the right triangle, you will be able to determine the rest of the triangle’s sides and angles. And if you have the lengths of two sides of a right triangle, you will be able to find the measure of all the interior angles. If we have two side lengths, we can use the Pythagorean theorem to find the third. So $12^2+14^2=c^2$ $c^2=340$ $c=√340$ or $c=2√85$ But what if we only have one side length and the measure of one of the (non-ninety degree) angles? Even though we only have the length of one side, we can still find the others using trigonometry because we have the measure of one of the acute angles. So here, we could say $sin 34 ° =12/\hypotenuse\$ So $\hypotenuse\ = 12/{sin 34 °}$ Don't worry if this doesn't make sense to you yet! We'll break down each step as we go further into the guide. (Note: to find the actual degree measure of an angle using two side lengths, you would have to perform an inverse function calculation (also called an "arc" function). But DON’T WORRY- the ACT will never actually make you do this! In terms of your ACT math prep, understand that the test will only ever ask you to calculate far enough to say, for example, "$Cosineâ€Å'x=4/5$." You will never have to find the actual angle measure of x on the ACT. The way we find these measures is by understanding the ratio of certain sides of the triangle to their corresponding angles. These are called trigonometric functions and there are three that you should memorize for the ACT: sine, cosine, and tangent. The easiest way to understand this is through the mnemonic device SOH, CAH, TOA, which we will discuss in a bit./p Trigonometry is widely used in navigation as well as in calculating heights and distances. (In case you were wondering if you ever needed trig in real life.) The Most Common ACT Trig Questions The trigonometry questions on the ACT will fall into just a few different categories. We have provided a few real ACT math examples to demonstrate each concept. #1: Finding the sine, cosine, or tangent (or, more rarely, cosecant, secant, or cotangent) of an angle from a given right triangle diagram. #2: Finding the sine, cosine, or tangent of a right triangle from a word problem. Alex props up a ladder against a wall. The ladder makes an angle of 23 ° from the ground. If the ladder is 10 feet long, what is the expression for finding the distance the foot of the ladder is from the wall? A. 10 $â€Å'tanâ€Å'23 °$ B. 10 $â€Å'sinâ€Å'23 °$ C. 10 $â€Å'cosâ€Å'23 °$ D. $cosâ€Å'{10/23}$ E. $sin{10/23}$ #3: Finding the sine, cosine, or tangent (or, more rarely, cosecant, secant, or cotangent) of an angle from a given sin, cos, or tan and a range in which the angle falls. If $tanâ€Å'ÃŽËœ=3/4 \and 180 °ÃŽËœ270 °$, what is $sinÃŽËœ$? A. $4/3$ B. $-4/3$ C. $-3/4$ D. $3/5$ E. $-3/5$ #4: Finding the period or amplitude of a graph. What is the amplitude of the graph? A. 1 B. 2 C. Ï€ D. 2Ï€ E. 0 #5: Law of sines or law of cosines question. For a question like this, they will give you the formulas for the law of sines or law of cosines, so you don’t have to worry about memorizing them. Having the formula won’t help you much, however, if it looks or sounds like gibberish to you. As you go through this guide, do the ACT math practice questions we've provided, and familiarize yourself with the trigonometry language used in these questions, they will become much easier to solve. We’ll go through how to solve each of these kinds of problems, but this gives you a sense of what the ACT trig problems will look like on the test. SOH, CAH, TOA Remember this famous mnemonic? It will save your life. Let's go through each one. SOH (Sine) Sine is a function where the sine (also called "sin") value of an angle theta can be found by using the ratio of the side of the triangle opposite the angle theta over the hypotenuse of the triangle. SOH: Sin $ÃŽËœ$ = Opposite side of triangle/Hypotenuse of triangle So in this triangle, $sinâ€Å'ÃŽËœ=b/c$ because the side opposite the angle $ÃŽËœ$ is b and the hypotenuse is c. CAH (Cosine) Cosine is a function where the cosine (also called "$cos$") value of an angle theta ($ÃŽËœ$) can be found by using the ratio of the side of the triangle adjacent to the angle $ÃŽËœ$ (that is not the hypotenuse) over the hypotenuse of the triangle. CAH: Cos $ÃŽËœ$ = Adjacent side of triangle/Hypotenuse of triangle Note: adjacent means the side of the triangle that is touching the angle/helps to create the angle $ÃŽËœ$. In this same triangle, $cosâ€Å'ÃŽËœ=a/c$ because the side adjacent the angle $ÃŽËœ$ is a and the hypotenuse is c. TOA (Tangent) Tangent is a function where the tangent (also called "tan") value of an angle theta can be found by using the ratio of the side of the triangle opposite the angle theta over the adjacent side of the triangle to theta (that is not the hypotenuse). TOA: Tan $ÃŽËœ$ = Opposite side of triangle/Adjacent side of triangle. In this same triangle, $tanâ€Å'ÃŽËœ=b/a$ because the side opposite the angle $ÃŽËœ$ is b and adjacent side is a. Now that you are familiar with your mnemonic devices, you can put together questions with multiple steps. For example, a slightly more difficult question may look something like this: You are given the lengths of two sides of the triangle but need the length of the third side to solve the problem. Don’t forget that this is a right triangle and you can use the Pythagorean theorem to find the length of the third side! So $2^2+x^2+5^2$ $x^2=21$ $x=√21$ Now that you have the measure of the third side, you can find $tanâ€Å'B$. $Tanâ€Å'B=\Opposite/\Adjacent$ $TanB=√21/2$ So the answer is F, $√21/2$ Which Sides are Opposite or Adjacent? The hypotenuse of a triangle always stays the same, but the sides opposite or adjacent switch depending on the angle of focus. For example, if you’re trying to find the $sin$ of angle $ÃŽ ³$, you would use the ratio of $b/c$; if you’re trying to find the sin of angle $ÃŽ ¾$, you would use the ratio of $a/c$. How Do I Use These Ratios? For the purposes of the ACT, you will either be given two side lengths, which means your final answer would look like: $Sin ÃŽËœ = \opposite/\hypotenuse$ Here, you find the length of the third side using the Pythagorean theorem. So $10^2+x^2=12^2$ $x^2=44$ $x=√44$ Now $sin$ = $\opposite/\hypotenuse$, so $sinâ€Å'M=√44/12$. So the answer is K. No need to find the degree measure (arcsine or inverse sine) of angle M on your calculator- this is as far as you need to go. You may also be given the value of the angle and the side length of the denominator of your ratio. When this happens, manipulate the equation as you would algebraic equation and multiply the opposite side by the denominator. $sin ÃŽËœ = \opposite/\hypotenuse$ $hypotenuse$*sinÃŽËœ =$ opposite Since you're being asked for the length of the boat to the dock and this side is opposite the 52 ° angle, you know you will either need sin or tan (cos uses adjacent and hypotenuse, not opposite). You are also given an adjacent length, 30 miles, so you will be using tan. (You can tell this side is adjacent because the side opposite the 90 ° angle is the hypotenuse, so 30 miles must be another leg of the triangle). $tanâ€Å'ÃŽËœ=\opposite/\adjacent$ So $tanâ€Å'52 °=x/30$ 30â€Å' $tanâ€Å'52 °=x$ So the answer is F, the length of the boat to the dock is 30 tan 52 °. And again with the word problem from earlier. Alex props up a ladder against a wall. The ladder makes an angle of 23 ° from the ground. If the ladder is 10 feet long, what is the expression for finding the distance the foot of the ladder is from the wall? A. 10 â€Å'$tanâ€Å'23 °$ B. 10â€Å' $sinâ€Å'23 °$ C. 10 $â€Å'cosâ€Å'23 °$ D. $cosâ€Å'10/23$ E. $sinâ€Å'10/23$ First, draw your picture to more easily visualize what is being asked. So we have the measure between the ladder and the ground of $23 °$. We are also working with the lengths of the adjacent side of the triangle and the hypotenuse. This means we will need cosine, as $cosâ€Å'ÃŽËœ=\opposite/\hypoteneuse$ So $cosâ€Å'23 °=\adjacent/10$ (Why 10? The ladder is 10 feet long) This becomes 10 $â€Å'cosâ€Å'23 °=\adjacent$ So the answer is C, 10 $â€Å'cosâ€Å'23 °$ Will I Have to Find the Measure of an Angle? The short answer is: no, you won't be asked to find exact measure of an angle degree using trigonometry. The longer answer is: no, you won't be asked to find the measure of an angle, but it's important to know it's done. To get the actual degree measure of theta (ÃŽËœ), you would have to perform an inverse (also called "arc") function. This would transform your equation from, for example: $Sinâ€Å'ÃŽËœ=x/y$ $ÃŽËœ=sin^{−1}(x/y)$ Although you will never be asked to find the $arctan$, $arcsin$, or $arccos$ of an angle to solve for the actual angle measure degree, it is important for you to understand how these equations are manipulated to get to the right ACT answer. Because we know that $tan^{−1}(a/b)$ is the arctan, we know that it means we can re-write it as $tanâ€Å'ÃŽËœ=a/b$ We also know that $tanâ€Å'ÃŽËœ=\opposite/\adjacent$ This means that, for the angle $ÃŽËœ$, a is the opposite and b is the adjacent. We also know that $cosâ€Å'ÃŽËœ=\adjacent/\hypoteneuse$ Because we already discovered that b is the adjacent, it means that the answer is D, $b/{√(a^2+b^2)}$ When are Sin, Cos, and Tan Positive or Negative? Depending on where the triangle is positioned in two dimensional space, the sin, cos, and tan values will be negative or positive. There are four quadrants in two dimensional space and they are split along the x and y axes. In quadrant I, both x and y are positive. In quadrant II, x is negative and y is positive In quadrant III, both x and y are negative And in quadrant IV, x is positive and y is negative Just like with x and y values, sin, cos, and tan are either positive or negative depending on the quadrant the triangle/angle is in. In quadrant I, all are positive In quadrant II, sin is positive and both cos and tan are negative In quadrant II, tan is positive and both sin and cos are negative In quadrant IV, cos is positive and both sin and tan are negative A good way to memorize this is by the mnemonic acronym ASTC- All Students Take Chemistry- to see which of the functions is positive, depending on the quadrant. So All are positive in quadrant I, Sin is positive in quadrant II, Tan is positive in quadrant III, and Cos is positive in quadrant IV If $tanâ€Å'ÃŽËœ=3/4$ and $180 °ÃŽËœ270 °$, what is $sinÃŽËœ$? A. $4/3$ B. $−4/3$ C. $-3/4$ D. $3/5$ E. $-3/5$ To solve this problem, first complete the side lengths of the triangle using the Pythagorean theorem (or using your knowledge of 3-4-5 triangles). $Tan ÃŽËœ = \opposite/\adjacent$, so we know that 3 is our opposite and 4 is our adjacent. This makes our hypotenuse unknown. $3^2+4^2=c^2$ $c^2=25$ $c=5$ So our hypotenuse is 5. We know that $sin ÃŽËœ = \opposite/\hypotenuse$. So $sinâ€Å'ÃŽËœ=3/5$. But wait! We're not done. Because they told us that $ÃŽËœ$ lies between $180 °$ and $270 °$, we know that the sin value of $ÃŽËœ$ is negative. According to ASTC, only the tan of angle $ÃŽËœ$ will be positive between $180 °$ and $270 °$. So our final answer is E,$-3/5$ Secondary Trig Functions On rare occasions on the ACT, you will be asked to give one of the secondary trig functions. These are cosecant, secant, and cotangent. These will come up on a maximum of one question per test. You might notice that they sound similar to the primary trig functions you learned above. In fact, these secondary functions are the reciprocal (reversal) of sin, cos, and tangent. To help you remember which is which, look to the third letter of the each word: Cosecant = reciprocal of sine Secant = reciprocal of cosine Cotangent = reciprocal of tangent Cosecant Cosecant is the reciprocal of sine. $Cosecant ÃŽËœ = \hypotenuse/\opposite$ Secant Secant is the reciprocal of cosine. $Secant ÃŽËœ = \hypotenuse/\adjacent$ Cotangent Cotangent is the reciprocal of tangent. $Cotangent ÃŽËœ = \adjacent/\opposite$ Useful Formulas with Sin, Cos, and Tan There are two formulas that will appear occasionally on the ACT. If you feel that you cannot possibly memorize any more trigonometry, do not worry about memorizing these- they will only ever come up on a maximum of one question per test. But if you want to get every last point possible, then these would be useful for you to memorize. $Sin^2{ÃŽËœ}+cos^2{ÃŽËœ}=1$ Whenever you see $sin^2{ÃŽËœ}+cos^2{ÃŽËœ}$, immediately replace it with 1. This will often make problems much simpler and therefore easier to solve. You can also manipulate the equation around just as you would any other algebraic equation. So $cos^2{ÃŽËœ}=1-sin^2{ÃŽËœ}$, and $sin^2{ÃŽËœ}=1-cos^2{ÃŽËœ}$ They told us that $x$ is between 0 and $Ï€/2$ radians, so we know that both sin and cos are positive (because it is in quadrant I). We also know that $Sin^2{ÃŽËœ}+cos^2{ÃŽËœ}=1$ which means that $sin^2{ÃŽËœ}=1-cos^2{ÃŽËœ}$. So if we square the first fraction (to get rid of the square root sign), we would have: $({√{1-cos^2{x}}}/{sinx})^2$ $(1-cos^2{x})/(sin^2{x})$ Because $1−cos^2{ÃŽËœ}$ is equal to $sin^2{ÃŽËœ}$, we can replace our $1−cos^2{x}$ with $sin^2{x}$ This gives us $(sin^2{x})/(sin^2{x})$, which equals 1. We can do the exact same process to the second fraction: $({√{1-sin^2{x}}}/{cosx})^2$ $(1-sin^2{x})/(cos^2{x})$ $(cos^2{x})/(cos^2{x})$, which also equals 1. So then we have 1 + 1 = 2 The final answer is H, 2. $$(sinâ€Å'ÃŽËœ)/(cosâ€Å'ÃŽËœ)=tanâ€Å'ÃŽËœ$$ This equation makes sense logically if you think about it with a diagram. Say you have a triangle that looks like this $Sin ÃŽËœ$ would be $5/13$. $Cos ÃŽËœ$ would be $12/13$. $Tan ÃŽËœ$ would be $5/12%. You could also say $tanâ€Å'ÃŽËœ={sinâ€Å'ÃŽËœ}/{cosâ€Å'ÃŽËœ}={5/14}/{12/13}=(5/13)(13/12)=65/156$ (you could also just cancel out both 13s to make it simpler) = $5/12$ Graphing Trig Functions The ACT will not ask you to graph a trig function, but you do need to recognize what each function looks like as a graph. Sine The sine graph crosses through the origin in a wave pattern. It always rises after $x = 0$, after it crosses the origin. It is an "odd" function because it is not symmetrical about the y-axis. Cosine The cosine graph is similarly "wavy" but it does not cross the origin. It descends after $x = 0$. It might help you to remember that cosine descends after x = 0 by thinking that "co is low" Cosine is an "even" function because it is symmetrical about the y-axis. This means that for all values of $x$, $f(x) = f(-x)$. For example, in the graph above, $y = 0.7$ both when $x = 1$ and when $x = -1$ Sometimes all the question will ask is for you to identify if a graph is even or odd or if a graph is sin or cos. This will be an easy point for you to get if you can remember the basic elements of trig graphs. Though you can figure this question out from the information given, it will take far less time if you can recognize that the graph is a cosine graph and is therefore even. And on the ACT, time is limited and valuable. Tangent The tangent graph looks very different than the sin and cos graphs- you just have to be able to recognize the tangent graph when you see it. Periods and Amplitudes The ACT will sometimes ask you to find the period or the amplitude of a sine or cosine graph. Period The period of a graph is the distance along the x-axis at which point the graph starts to repeat. Find the distance along the x-axis where the point returns to where it started after making a complete cycle. The period of the sine graph here is 2Ï€. It has to go both up and down before finally returning to $y = 0$. The period of the cosine graph here is also 2Ï€. It must go down and then back up to return to where it began at $y = 1$. Amplitude The amplitude of a graph is its height from the x-axis, the distance between its highest $y$-value and $x = 0$. So to use the same graph as above: Both the sine and the cosine have an amplitude of 1 (and, again, a period of 2Ï€). Radians Radians are another (more accurate) way to measure a distance around a circle, rather than using degrees. Instead of degrees, radians are expressed in terms of Ï€ (and fractions of Ï€). If you have a complete circle, that is 360 degrees. It is also 2Ï€ radians. Why 2Ï€ radians? Well, think of the formula for the circumference of a circle. C=2Ï€r. If your radius is 1, then your circumference is 2Ï€, which is the same as your radian measure. A circle that has a radius of 1 and is centered at the origin is called the "unit circle." It is convenient to think about radians by situating them on a unit circle. So if you have a half circle, it is 180 ° or Ï€ radians. And so on. 90 ° is $Ï€/2$ radians, 270 ° is $(3Ï€)/2$ radians. To convert degrees to radians, it is easiest to use the conversion between 180 ° and Ï€. Convert 45 ° to radians = $(45){Ï€/180}=Ï€/4$ â€Å'radians Convert $(3Ï€)/4$ radians to degrees = ${(3Ï€)/4}(180/Ï€)$=135 ° Steps to Approaching a Trig Question So let’s review how to break down a trig question #1: Identify if the problem requires trigonometry. You can tell that the problem will require trig when: The problem mentions sin, cos, or tan in the question or in the answer options The problem gives you a diagram or describes a right triangle and then asks you to find a value that cannot be found by using the pythagorean theorem alone. As we saw in this problem earlier- you may use the pythagorean theorem in a trigonometry problem, but you cannot solve a trig problem by only using the pythagorean theorem. The problem shows you a "wavy" graph along the x and y axis The problem asks for a graph’s period or amplitude #2: Remember SOH, CAH, TOA. The vast majority of ACT trig questions will just require you to plug in values into the SOH, CAH, TOA acronyms to find your sine, cosine, or tangent values #3: Know how to manipulate SOH, CAH, TOA if need be. Trig functions can be manipulated just like any algebraic expression. So if you have $cosâ€Å'40 °=x/18$, the answer becomes 18â€Å' $cosâ€Å'40 °=x$ And if you have $sin^{−1}(10/23)=ÃŽËœ$, you could also say $sinâ€Å'ÃŽËœ=10/23$ If you have $(sinâ€Å'ÃŽËœ)/(cosâ€Å'ÃŽËœ)=tanâ€Å'ÃŽËœ$, it can become $(sinâ€Å'ÃŽËœ)=(tanâ€Å'ÃŽËœ)(cosâ€Å'ÃŽËœ)$ And if you remember that $sin^2{â€Å'ÃŽËœ}+cos^2{â€Å'ÃŽËœ}=1, then you can say $1−cos^2{â€Å'ÃŽËœ}=sin^2{â€Å'ÃŽËœ}, etc. #4:. Remember what the graphs of sine, cosine, and tangent look like. And know that: Period = horizontal distance Amplitude = vertical distance #5: Celebrate, because you’ve completed your ACT trig questions! The Take-Aways Although trigonometry problems may look intimidating, most every ACT trig question can be solved if you know the basic trig building blocks. To make the most of your ACT math prep, remember these three trig concepts: SOH, CAH, TOA, how to manipulate your equations, and how to recognize your function graphs. If you can remember these, you will find yourself solving most every trig question the ACT can throw at you. What's Next? Want more ACT math strategies and guides? Review our article on all the math topics tested on the ACT to make sure you've got them nailed down tight. Do you know your ACT solid geometry? Be sure to brush up if you're looking for every last point. Want to get a perfect ACT Math score? Check out our article on How to a 36 on the ACT Math Section by a 36 ACT-Scorer. Feeling overwhelmed? Don't know where to begin? Look no further than our articles on what is considered a good, bad, or excellent ACT score. Don't know what days the ACT is offered? Check out our complete list of ACT test dates to find the right one(s) for your schedule. And if you find yourself running out of time on the math section, look no further than our article on how to stop running out of time on the ACT math. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Does Spelling Transparency Affect Visual Word Recognition And Short Essay

Does Spelling Transparency Affect Visual Word Recognition And Short Term Memory - Essay Example Before this is attained the logographic stage represents a group of arbitrary symbols without any meaning. When the alphabetic stage is attained (phonological recoding), transparent languages, as Italian, Greek and Spanish where a 'd' sounds like a 'd', the assembled pathway or assemble phonology is opened. It is not 100% infallible. The inconsistencies in the phonological recoding will mean that reading development will not be at the same rapidity for each language. A European study was completed of 14 European languages. It was found that "more transparent the language, the quicker students acquired logographic to phonemes (Ziegler, 2010). There were two other studies completed to confirm the findings. The socio-cultural behavioural differences were limited by taking similar cities which taught bilingual cultures. These two studies having taken into account the socio-cultural difference confirmed the findings of the European study. One study was done in Montreal where English and F rench are taught and in Whales where parents have a choice of sending their children to a Welsh or English speaking school. There is a relationship between those children, who have an understanding of a phoneme, rhyme or syllable, and those children who have better reading skills (Natasza 2010) "While early phonological awareness deficits do not have a strong influence on children's later reading development, deficits in sequential naming speed measure do. The deficits will require use of different lexicons to have a high level of spelling accuracy." (Landerl, Wimmer , 2008) In transparent languages, acquisition of the alphabetic stage comes more easily. (Ziegler 2010) A conclusive example are the two Japanese written... This paper stresses that it has been shown that spelling transparency is determined by the accessibility of the grapheme to phoneme association and its link to creating words. It has been demonstrated that there are different degrees of transparencies from Italian to Kanji where a "d" is a "d" and where a language stay completely in the logographic stage. The more transparent a language is the more access a reader has to an addressed process and to fewer lexicons thus easier comprehension to visual recognition. If a language is opaque and has a complex morphological system, the channeling processes requires the development of address processes and at least two lexicons. Visual Recognition takes longer. This report makes a conclusion that the phonological short term memory has been treated separately because of the importance of phonetic awareness and the effect on dyslexic children. The different mapping and lexicons have been shown to be an integral part of spelling transparency thus one can conclude that Spelling transparency effects word recognition. One can conclude that Spelling transparency has an effect on phonological short term memory for non cognitive impaired subjects. In assembled phonology, priming is stronger with pseudohomophones. and other lexicons must be used in addition to the phonological lexicon in order for words to be more easily recognized in transparent languages by their phonological components. French is a transparent language but there are many homophones.

Voting behavior Essay Example | Topics and Well Written Essays - 1500 words

Voting behavior - Essay Example The choice of a certain candidate therefore seemed to reflect the people’s behavior, the state of the country and the specific concerns that the candidates had for the citizens. The paper will use various tables in order to describe the voting behavior among various people. Demographics affects how people vote because it has a direct reflection on what attitudes people hold to various issues, abortion being one of them. This has been supported by the election’s literature that suggests that thing like abortion and gayness receive attention when choosing a leader. Table six communicates largely on the voting behavior of voters to various candidates based on their attitudes towards abortion. From the table, it is clear that those people who supported abortion voted in large numbers for Obama as compared to McCain which was 78% and 20% respectively. On the other hand, the people who opposed abortion voted largely for McCain, 54% as compared to Obama who had 45%. Obama still received higher votes in those people who supported abortion for reasons such as rape and clear need but the difference was not much. The other candidates received minor votes ranging from 1-2%. This voting behavior has a clear suggestion on the candidate, their position on the variable and also the demographics of those people that voted. There is a clear suggestion from the table that Obama was also in support of abortion while McCain s against the whole issue of abortion. There is no way the people who supported abortion could support Obama or vice versa if he was not of the idea himself. In terms of demographics, there is a clear indication that those who supported Obama most in this variable are women as compared to men. This is because the issues of abortion are of concern to women because they directly affect them in reference to men. Another clear suggestion is that the population in support consists of younger people who are