Free Essays on Depression

Depression Depression is defined in many ways. One definition is â€Å"an emotional state of dejection and sadness, ranging from mild discouragement and downheartedness to feelings of utter hopelessness and despair.† Another definition is â€Å"exaggerated sadness coupled with pessimism†¦which the person thinks will persist indefinitely regardless of what they do about it† (Irwin, p8). Either way, depression is an illness that involves the mind and body. It can affect psychological things, such as the way someone feels about themselves, and biological things, such as eating and sleeping. There are many different types of depression with many different symptoms. Depression also affects many types of people. This disorder can be treated, but it is the person’s responsibility to get help (NIMH, p1). Depression ranges from mild to severe types. A mild type of depression can simply be a â€Å"blue mood† or even just a bad day. Some psychiatrists say that it is normal to feel down when you’re overly tired or stressed. These sieges of â€Å"the blues† generally subside quickly but can also escalate to moderate depression (Irwin, p10). Moderate depression can also be called neurotic depression. This type of depression has the same symptoms as mild depression but is felt more intensely. It can even interfere with a person’s job or home life. This type of depression is almost always a reaction to a loss or an upsetting event. The depression is only considered neurotic when the sense of loss is disproportionate to the event that caused it (Irwin, p12). When the degree and duration of depression become really severe, there are changes in the behavior that can definitely be seen. There is less and less interest in the outside world. A person that has this type of depression, known as psychotic depression, may be incapable of functioning adequately. A person who is at this point may also feel thoughts of death and suicid... Free Essays on Depression Free Essays on Depression Depression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to 19 than cardiovascular disease or cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to serious difficulties in school, work and personal adjustment which may often continue into adulthood. How prevalent are mood disorders in children and when should an adolescent with changes in mood be considered clinically depressed? Brown (1996) has said the reason why depression is often over looked in children and adolescents is because "children are not always able to express how they feel." Sometimes the symptoms of mood disorders take on different forms in children than in adults. Adolescence is a time of emotional turmoil, mood swings, gloomy thoughts, and heightened sensitivity. It is a time of rebellion and experimentation. Blackman (1996) observed that the "challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm." Therefore, diagnosis should not lay only in the physician's hands but be associated with parents, teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are often masked. Instead of expressing sadness, teenagers may express boredom and irritability, or may choose to engage in risky behaviors (Oster & Montgomery, 1996). Mood disorders are often accompanied by other psychological problems such as anxiety (Oster & Montgomery, 1996), eating disorders (Lasko et al., 1996), hyperactivity (Blackman, 1995), substance abuse... Free Essays on Depression Depression is a psychiatric disorder characterized by feelings of worthlessness, guilt, sadness, helplessness, and hopelessness. It is different then normal sadness or grief from the loss of a loved one because it is persistent and severe. Clinical depression has many related symptoms trouble sleeping, eating disorders, withdrawal and inactivity, self-punishment, and loss of pleasure. People that are depressed do not like to do things they may usually like to. Surveys that have been taken that show approximately 20 in 100 people suffer from depression at any one time. About one if four Americans will suffer from a depression over the course of their lifetime. Depression strikes men and women of all ages, in all races, but most studies indicate that women are more often afflicted. There are two major forms of depression that people get. One form is called depressive disorder. It is diagnosed only by episodes of depression. Episodes can be short or long but are usually brought about by an incident in a persons life. An example of this is if someone close to them dies. The other kind is called bipolar or manic depressive illness, it is recognized by alternating depressed and manic episodes. This is an actual brain dysfunction. In the major depression or the depressed phase of bipolar illness, a depressed mood predominates, even though the patient may not be aware of feeling sad. Typically, he or she loses all interest in activities. Symptoms include sleep disturbances, not able to concentrate or to make decisions, loss of appetite or greatly increased appetite, slowed thinking and decreased energy feelings of worthlessness, guilt, hopelessness, diminished sexual interest, and recurrent thoughts of suicide and death, sometimes leading a person to actually committ ing suicide. In the manic phase of bipolar disorder the patients behavior is bizarre and sometimes obnoxious. Symptoms of this are the person being hyper and have lots of ener... Free Essays on Depression Chapter 16 Psychological Disorders Depression The topic of depression is of special interest to me for a number of reasons. Depression is very common in today’s society and is a very fascinating psychological condition. Also many some of my friends and family members show signs of depression. After reading the textbook and doing some online research, I have come to conclude that my brother has a form of depression called Dysthmia. I have concluded this due to the appearance of some of the symptoms that I have observed in my brother. My brother has a mild form of depression and has feelings of hopelessness and fatigue. The cause of his condition is still unknown to me. But I have formed hypotheses that could explain the cause of the condition. It is known that most of depression has deep genetic roots. The notion of being genetically disposed to being depressed is known. (1). Doing a little bit of research I found out that none of my parents or grandparents were depressed neither am I or any of my other siblings. So the ge netic factor being at play in the cause has to be ruled out. The other factor that I suspect as being a factor in the prevalence of the condition is the fact that my brother has experienced a lot of learned helpless. Learned help nesses is when a person experiences failure after failure at a certain task that eventually he gives up trying. Learned helpnesses has been researched and has been associated with depression (2). I believe that my brother acquired the learned helpnesses when my parents indirectly forced my brother to attend Wayne State University and do the pre-medical curriculum. My parents are determined that we all grow up to be professionals in the medical field and make them proud. My brother had a hard time making the transition from High School to a large scale university and didn’t do as good as he should of. This led my brother to feel hopeless and eventually after all the failures he just stoppe... Free Essays on Depression What is depression? Being clinically depressed is very different from the down type of feeling that all people experience from time to time. Occasional feelings of sadness are a normal part of life, and it is unfortunate that such feelings are often colloquially referred to as "depression." In clinical depression, such feelings are out of proportion to any external causes. There are things in everyone's life that are possible causes of sadness, but people who are not depressed manage to cope with these things without becoming incapacitated. As one might expect, depression can present itself as feeling sad or "having the blues". However, sadness may not always be the dominant feeling of a depressed person. Depression can also be experienced as a numb or empty feeling or perhaps no awareness of feeling at all. A depressed person may experience a noticeable loss in their ability to feel pleasure about anything. Depression, as viewed by psychiatrists, is an illness in which a person experiences a marked change in their mood and in the way they view themselves and the world. Depression as a significant depressive disorder ranges from short in duration and mild to long term and very severe, even life threatening. Depressive disorders come in different forms, just as do other illnesses such as heart disease. The three most prevalent forms are major depression, dysthymia, and bipolar disorder. What is major depression? Major depression is manifested by a combination of symptoms (see symptom list below) that interfere with the ability to work, sleep, eat; and enjoy once-pleasurable activities. These disabling episodes of depression can occur once, twice, or several times in a lifetime. What is dysthymia? A less severe type of depression, dysthymia, involves long-term, chronic symptoms that do not disable, but keep you from functioning at "full steam" or from feeling good. Sometimes people with dysthymia also experience major dep... Free Essays on Depression Overview of Mental Disorders in Children A consideration of developmental principles enhances understanding of mental illness in children and adolescents by reconciling the concept of mental disorder as a stable state or condition with the ongoing development of the child. According to these principles, a mental disorder results from the interaction of a child and his or her environment. Thus, mental illness often does not lie within the child alone. Within the conceptual framework and language of integrative neuroscience, the mental disorder is anâ€Å"emergent property† of the transaction with the environment. Proper assessment of a child’s mood, thought, and behaviors demands a simultaneous consideration of nature and nurture, genes and environment, and biology and psychosocial influences. These relationships are reciprocal. The brain shapes behavior, and learning shapes the brain. Mental disorders must be considered within the context of the family and peers, school, home, and community. Taking the social-cultural environment into consideration is essential to understanding mental disorders in children and adolescents, as it is in adults. However, the changing nature of these environments, coupled with the progressively unfolding processes of brain development, makes the emphasis on context, as well as development, more complex and more central in child mental health (Jensen & Hoagwood, 1997). Thus, developmental psychopathology encourages consideration of the transactions between the individual and the social and physical environment at the same time that signs and symptoms of mental disorder are considered. Moreover, focusing on diagnostic labels alone provides too limited a view of mental disorders in children and adolescents. General Categories of Mental Disorders of Children Mental disorders with onset in childhood and adolescence are listed in Table 3-2 as they appear in DSM-IV. These disorders fall into a number o... Free Essays on Depression Depression is a disease that afflicts the human psyche in such a way that the afflicted tends to act and react abnormally toward others and themselves. Therefore it comes to no surprise to discover that adolescent depression is strongly linked to teen suicide. Adolescent suicide is now responsible for more deaths in youths aged 15 to 19 than cardiovascular disease or cancer (Blackman, 1995). Despite this increased suicide rate, depression in this age group is greatly underdiagnosed and leads to serious difficulties in school, work and personal adjustment which may often continue into adulthood. How prevalent are mood disorders in children and when should an adolescent with changes in mood be considered clinically depressed? Brown (1996) has said the reason why depression is often over looked in children and adolescents is because "children are not always able to express how they feel." Sometimes the symptoms of mood disorders take on different forms in children than in adults. Adolescence is a time of emotional turmoil, mood swings, gloomy thoughts, and heightened sensitivity. It is a time of rebellion and experimentation. Blackman (1996) observed that the "challenge is to identify depressive symptomatology which may be superimposed on the backdrop of a more transient, but expected, developmental storm." Therefore, diagnosis should not lay only in the physician's hands but be associated with parents, teachers and anyone who interacts with the patient on a daily basis. Unlike adult depression, symptoms of youth depression are often masked. Instead of expressing sadness, teenagers may express boredom and irritability, or may choose to engage in risky behaviors (Oster & Montgomery, 1996). Mood disorders are often accompanied by other psychological problems such as anxiety (Oster & Montgomery, 1996), eating disorders (Lasko et al., 1996), hyperactivity (Blackman, 1995), substance abuse... Free Essays on Depression Depression is a mental illness in which a person experiences deep, unshakable sadness and diminished interest in nearly all activities. Depression usually begins during a person’s 20's or 30's. The illness may come on slowly, then deepen gradually over months or years. On the other hand, it may erupt suddenly in a few weeks or days. There are 3 types of depression; major depression, Bipolar depression, and seasonal affective disorder. Many of them come from anxiety or a situation which caused the person to become extremely depressed. Seasonal affective disorder is felt only during autumn and winter, when there are few hours of daylight. Many things can cause depression. Sometimes it is caused from a high amount of stress and conflicts in a person’s life. Some depressions seem to come suddenly, even when things are going well. Most psychologists believe depression results from an interaction between stressful life events and a person’s biological and psychologic al vulnerabilities. Genes may also influence depression by causing abnormal activity in the brain. Neurotransmitters in the brain play an important role in regulating moods and emotions. Neurotransmitters involved in depression include norepinephrine, dopamine, and serotonin. It is suggested that depression results from lower than normal levels of these neurotransmitters in the brain. An imbalance of hormones may also play a role in depression. The only risk factor for depression is that if a person feels that they are hopeless, worthless, and are full of despair, the may think of or commit suicide. This issue usually takes place in a person’s conscience and it is an emotional issue that the person deals with. This disorder often affects them socially and physically. Depression usually alters a person’s appetite, sometimes increasing it, but usually reducing it. This ma... Free Essays on Depression Treatments for Depression Depression is very common . It is often called â€Å"The common cold of health problems.† At least one in six people experience a depression episode at some point in their life, and about 9.5% of the population and 18.8 million Americans suffer from this illness(Women’s World Source). The National Institute of Mental Health defines depression as â€Å"an illness that involves the body, mood, and thoughts. It effects the way a person eats and sleeps, the way one feels about oneself, and the way one thinks about things. Depression is not the same as a passing blue mood. It is not a sign of personal weakness or a condition that can be willed or wished away. People with a depression illness cannot merely â€Å"pull themselves together† and get better. Without treatment, symptoms can last for weeks, months, or years (Strock).† There are several treatments for depression such as medications, therapies, and of course every person suffering from depression needs some kind of support from family and friends. Before going any further on these treatments some myths about depression need to be made clear. Some people may think that depression is an emotion of sadness, but this is not true. In fact, many depression patients experience numbness or no emotions at all. Also, depression is not an excuse for anything, and it does exclude anyone of responsibility for themselves. Depression is not a weakness, character flaw, or personality trait, and it is not God’s punishment for past sins or bad karma catching up with something the person did in a past life. Someone with depression is not just being lazy, too sensitive, or too immature. Racine 2 The most important thing that everyone should know about depression is that no one ever does anything to deserve it, and no one did anything to cause someone to have it. One treatment for depression is medication. One very common form of medication is selective sero... Free Essays on Depression Depression Depression, it’s something all of us have experienced in some point and time in our lives, whether it was for a day or for years. Most of the people that it affects aren’t even aware of the serious complications depression creates and if they are they don’t admit to themselves they would be clinically diagnosed with depression. It is the second most common health problem; anxiety is the first. Depression is known as the common cold of mental illness. There are many causes for depression. They consist of psychological, genetic, hereditary, or environmental. Psychological depression can be a result of a death of a family member. This is also known as mourning. Serotonin and norepinephrine, a chemical produced in the brain, is not produced in an adequate amount. This is the effect of genetic depression. This causes the feeling of intense sadness. Environmental depression is also known as S.A.D. (Seasonal Affective Disorder). This is caused when a person is sensitive to seasonal changes. Hereditary is the most common causes and it is also tricky. It is passed down from past generations and sometimes the defect skips generations. There are several types of depression. There are manic depression, clinical depression, Premenstrual syndrome (PMS), and postpartum depression. Manic depression is an extremity of moods, going from sheer happiness to severe depression. Premenstrual syndrome and postpartum depression are found only in women. Premenstrual syndrome is caused by hormone changes prior to menstruation. Many women suffer postpartum depression after giving childbirth. Many people who are severely depressed, don’t want to believe they are suffering. If they are left untreated, it can result in alcohol and/or drug abuse, disturbed relationships, criminal activities, homicide, or possibly suicide. Many parents of depressed children don’t know their children are suffering. The parents believe their children’s actions a... Free Essays on Depression Depression Depression is defined in many ways. One definition is â€Å"an emotional state of dejection and sadness, ranging from mild discouragement and downheartedness to feelings of utter hopelessness and despair.† Another definition is â€Å"exaggerated sadness coupled with pessimism†¦which the person thinks will persist indefinitely regardless of what they do about it† (Irwin, p8). Either way, depression is an illness that involves the mind and body. It can affect psychological things, such as the way someone feels about themselves, and biological things, such as eating and sleeping. There are many different types of depression with many different symptoms. Depression also affects many types of people. This disorder can be treated, but it is the person’s responsibility to get help (NIMH, p1). Depression ranges from mild to severe types. A mild type of depression can simply be a â€Å"blue mood† or even just a bad day. Some psychiatrists say that it is normal to feel down when you’re overly tired or stressed. These sieges of â€Å"the blues† generally subside quickly but can also escalate to moderate depression (Irwin, p10). Moderate depression can also be called neurotic depression. This type of depression has the same symptoms as mild depression but is felt more intensely. It can even interfere with a person’s job or home life. This type of depression is almost always a reaction to a loss or an upsetting event. The depression is only considered neurotic when the sense of loss is disproportionate to the event that caused it (Irwin, p12). When the degree and duration of depression become really severe, there are changes in the behavior that can definitely be seen. There is less and less interest in the outside world. A person that has this type of depression, known as psychotic depression, may be incapable of functioning adequately. A person who is at this point may also feel thoughts of death and suicid...

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice

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

Financial Assignment Research Paper Example | Topics and Well Written Essays - 1000 words

Financial Assignment - Research Paper Example The pay back period for project 1 is 2 years and 2 months while the payback period for project 2 is 3 years and 8 months. Judging from the payback period, project 1 is more favorable as there is less risk involved when compared with the risks of project 2. The initial outlay is recovered earlier by project 1. Moreover, the ARR also favors Project 1, therefore the expected profitability of the project is higher than the profitability of project 2. TASK 2: UNDISCOUNTED CASH FLOW - PAY BACK PERIOD YEARS PROJECT 1 CASH INFLOW/ OUTFLOW BALANCE PROJECT 2 CASH INFLOW/ OUTFLOW BALANCE 0 (90,000) (90000) (90000) (90000) 1 20000 (70000) 10000 (80000) 2 80000 10000 40000 (40000) 3 45000 55000 40000 0 4 40000 40000 5 20000 20000 The payback period for Project 1 is 1 year and 11 months. [Working: 70000 80000 12 months]. The payback period for Project 2 is 2 years. If the time value of money is ignored, Project 1 is again more profitable as it involves less risk as compared to the undertaken of Project 2 which has a higher payback period. TASK 3: ADVANTAGES AND DISADVANTAGES: DISCOUNTED CASH FLOW: The method takes into the account the time value of money. It produces more meaningful results than the payback period. It is more complicated than ARR and Payback and requires a number of calculations if solved manually. PAYBACK: It is simple to calculate. Calculation of net cash flows is more objective than calculation of profitability. It indicates the project with the least risk. It ignores the life expectancy of a project. Two projects may have a similar payback period even though the pattern of cash inflows may be different. It ignores the time value of money. ACCOUNTING RATE OF RETURN It is easy to calculate. It can be used to compare the expected profitability of a project with the present profitability of the business. It is based on average annual profit which may not be similar for each year. The timing of cash flows is ignored. It also ignores the time value of money. There is no commonly accepted method of calculating capital employed. It takes no account of the duration of the project. References: Discounted cash flow. (2007). Retrieved August 17, 2007, from Investopedia Web site: http://www.investopedia.com/terms/d/dcf.asp Payback Period. (2007). Retrieved August 17, 2007, from 12 manage: http://www.12manage.com/methods_payback_period.html Randall, H. (1996). Capital Expenditure Appraisal.

An Evaluation of the Teacher Certification Process Research Paper

An Evaluation of the Teacher Certification Process - Research Paper Example In this paper, I will endeavor to discuss the traditional route for attaining a teaching certificate, and the alternative routes available to becoming a teacher. Certification, from the very essence of the word, pertains to the process wherein students receive a professional credit from their colleges or universities for completing all the requirements of their curriculum and for being a graduate of their program. Normally, students receive a professional certification through engaging in a four-year college or university degree, which is basically the same for the standard teacher certification route. In the standard route, also called traditional certification process, students have to take a four-year college or university bachelor’s degree (for instance education courses), complete all the requirements from different subjects, serve as a student teacher for a certain number of months under the guidance of a certified classroom teacher, and take the state mandated teaching certification test to obtain a teaching license (Steeley, 2010). The standard certification route requires students to complete a bachelor’s degree with a carefully planned coursework, which means that there are obligatory subjects that students have to take each year of their studies (Teachers Support, 2011). For example, during the first year of their studies students are required to take fundamental courses in English, science, math, and history, or sometimes categorized as the general education courses. In the second year, the students have to take major courses in education, or courses which are more centered on the subject of education, for instance theories in teaching, psychology of teaching, and others. Teaching methods will then be the focus of the students’ third and fourth years, and two of the most critical parts of these teaching methods are the teacher training program and the supervised student teaching. After the completion of all the bachelor degreeâ €™s requirements, the students are expected to take and pass the state mandated standard teaching certification examination. The traditional route for obtaining a teaching certificate is perceived to be most suitable for students who just graduated high school and are pursuing a college education in teaching (Watts, 2008). Since this type of teacher certification sets the highest requirements for teachers, this route is basically appropriate for those students who have the time and financial capabilities to support their studies. On the other hand, the alternative, or non-traditional, routes for obtaining a teacher certification is designed for those individuals who have not completed a four-year bachelor’s degree in education through a university or college but are interested in attaining a certificate in teaching. It might be that these individuals who are seeking for alternative route teaching certificate have already completed a bachelor’s or master’s de gree in a different field, or career changers (Teachers Support, 2011). Furthermore, the alternative routes to certification suit those people who lack the time and money to go through the traditional certification process. The various alternative routes for obtaining a teaching certificate have surfaced due to the alleged shortage of teachers (Steeley, 2010). Due to the highly competitive standards set

The play The Tragedy of Macbeth by William Shakespeare Essay Example for Free

The play The Tragedy of Macbeth by William Shakespeare Essay The play The Tragedy of Macbeth by William Shakespeare is one of the English playwrights’ most popular plays, both on the stage and in classrooms. Although often thought of as one of his simplest and most straightforward plays, The Tragedy of Macbeth is actually one of Shakespeare’s most successful attempts at exploring different gender roles and disrupting gender roles which were considered to be â€Å"norms† in his era. One of the first examples of Shakespeare disrupting gender roles with Lady Macbeth is in Act 1, Scene 5. According to Lady Macbeth, Macbeth is too kind and weak-minded to kill Duncan and become King. She, therefore, resolves to â€Å"pour my spirits in thine ear, and chastise with the valor of my tongue†, which is another way of saying that she will keep nagging and pester him to go through with the deed and kill Duncan so that he may become king. In Shakespeare’s time, men were the dominant one in a marriage. Women were supposed to obey their husbands without question and essentially to be â€Å"ruled over† similarly to how an empire is ruled over by an emperor. When Shakespeare wrote this play, it was unheard of and perhaps even unimaginable for a woman to be the dominant one in a relationship. It is very likely that Shakespeare’s audience would have been scandalized by the sight of a woman taking control of a relationship and would have viewed it as tantamount to treason. The most widely used example of Shakespeare disrupting gender norms in Macbeth is in Act 1 Scene 5 in Lady Macbeth’s famous soliloquy: Come, you spirits That tend on mortal thoughts, unsex me here, And fill me from the crown to the toe top-full Of direst cruelty. Make thick my blood. Stop up th\ access and passage to remorse, That no compunctious visitings of nature Shake my fell purpose, nor keep the peace between Th\ effect and it. Come to my woman\s breasts, And take my milk for gall, you murd\ring ministers, Wherever in your sightless substances You wait on nature\s mischief. In this segment, Lady Macbeth calls upon evil spirits to turn her into the man that she needs to be to carry out her plan to assassinate Duncan by taking her breast milk, typically used to portray gentleness, kindness, and motherhood. This is the first time in the play that the audience really gets to see Lady Macbeth’s true nature, and how evil and mentally unstable she is. In Shakespeare’s time, seeing a woman behave this way would no doubt have made many people very uncomfortable. One other example of gender stereotypes affecting Macbeth’s plot takes place in Act 2, Scene 3. After the murder of Duncan by Macbeth, Macduff says to Lady Macbeth: O gentle lady, Tis not for you to hear what I can speak. The repetition in a womans ear, Would murder as it fell. This line shows how much Macduff is tied to the old stereotype of gentle, kind and compassionate women. Because of this, he never once suspects Lady Macbeth of being involved in Duncan’s murder because he doesn’t believe that a woman can even hear or speak on the topic of murder, let alone plan and carry out the deed herself. This proves to be critical to the plot. If Macduff had set aside his prejudices about what women supposedly can and can’t do, then he might have even begun to suspect Lady Macbeth of orchestrating Duncan’s assassination. I for one believe that Lady Macbeth was aware of these prevalent prejudices and stereotypes and was counting on them to deflect suspicion off of her so she and Macbeth would have an unobstructed path to the throne. But perhaps the best example of a character in Macbeth refuting a men’s stereotype comes from Macduff in Act 4 Scene 3 after the death of his wife and child. The conversation between him and Malcolm takes place as follows: MACDUFF He has no children. All my pretty ones? Did you say \ all\? O hell-kite! All? What, all my pretty chickens and their dam At one fell swoop? MALCOLM Dispute it like a man. MACDUFF I shall do so, But I must also feel it as a man. I cannot but remember such things were That were most precious to me. In this short excerpt, upon hearing about the tragedy that has taken place, Malcolm tells Macduff to fight it like a man, to which Macduff replies that will do just that, but he has to feel it as well as fight it. A little later he states: Oh, I could play the woman with my eyes, And braggart with my tongue! This tells us that he is weeping for the loss of his wife and child and feeling and acknowledging his sorrow. During Shakespeare’s time, it was expected that men, when beset with such tragedies, would quickly convert their sorrow into white-hot rage instead of really mourning the loss of their loved ones in the way we do today. Macduff, by literally weeping for his family, breaks this gender norm and allows Shakespeare to show his audience that it is not dishonorable for full-grown men to show emotion- in fact, it is the exact opposite. In summary, The Tragedy of Macbeth by William Shakespeare is one of the best examples of any author/playwright disrupting gender norms in the 16th-17th century. Several of the characters in this play act out of what was considered ordinary or even acceptable at that time period. As seen in paragraph 4, even the plot is, to an extent, dependent on one of the characters (Macduff) being unsuspicious of Lady Macbeth simply because she is a woman.

Mateo Tepee Essay -- History Architecture Papers

"Mateo Tepee" Towering over 1250 feet above the beautiful Belle Fourche River stands a magnificent structure in northeast Wyoming. The shape of this structure is that of a huge tree stump. The base of this structure is over 1000 feet in diameter, while the top tapers to a 275 foot diameter. It stands 870 vertical feet from base to top, the tallest such formation in the U.S. This amazing structure has an incredible history and its legends are told to this day. It has been used for fame and fortune, religion and rituals, landmarks and legends, vacationers and visitors, movies and money, and many other things. It is beautiful and majestic, captivating and unique, feared and awed among those who have been in its presence. It has brought success to many and fate to some. The history this structure holds within itself is incredible. Its name sends fear to most and lives up to its reputation. May I introduce to you the one and only "Devils Tower." (5) Devils Tower historical significance begins with the theory of how it was formed. There are basically two very different theories of the formation of the unique tower. One theory is scientifically based while the other is legend based. Each belief has variances within themselves. Both theories are very different but yet intriguing. The scientific theory of how the tower was formed is believed by most scientist and geologist to be the hardened core of a once existing magma intrusion. This magma intrusion forced its way upward but did not reach the surface. It cooled and solidified underground into a hard, igneous rock called phonolite porphyry. When the magma cooled and solidified underground, the rock contracted and fractured into large vertical columns of 4, ... ... Works Cited: (1) National Park Sevice. Devils Tower National Monument, 1981. U.S. Department of the Interior Washington, D.C. (2) McGee, Dingus, and the Last Pioneer Woman. Free Climbs of Devils Tower,1992. Poorperson's Guidebooks, 655 N. Cedar, Laramie, WY 82070 (3) Hunger, Bill. The Hicker's Guide to Wyoming, 1992. Falcon Press Publishing Co., Inc., P.O. Box 1718, Helena, MT 59624 (4) Nation, The. Native Rites and Wrongs, p. 4-5. July 21, 1997 (5) "Devils Tower, Wyoming." http://volcano.und.nodak.edu/vwdocs/volc_images/north_america/devils_tower.html (April 23, 1998) (6) "Devils Tower National Monument - The Legend." 1995. http://www.state.sd.us./tourism/devtower/devtower.htm (April 2, 1998) (7) "Devils Tower National Monument." http://volcano.und.nodak.edu/vwdocs/Parks/devils_tower/devils_tower.html (April 23, 1998)

Motivation Evaluation

Motivation can help and hinder the choices an individual makes, sometimes simultaneously. People act and behave various ways and some people may never be understood or why may never be pinpointed. However, every action or behavior is an impulse of an experience or the potential of that individual. Whether it is to achieve a goal, better themselves, or gain success people will act or behave certain ways through their specific form of motivation. Miley Cyrus’s actions evaluatedMost people that surf the Internet, watch MTV, or music television, have witnessed or seen the controversy over Miley Cyrus’s latest performance on MTV’s Music Video Awards (The Huffington Post, 2013). There were many controversies over her lyrics, clothing, and actions that pertained to her overall behavior during the performance (The Huffington Post). From her clothing of the bare essentials to her obscene gestures, she was obviously motivated by one thing or another.The psychoanalytic view Assuming Miley was motivated by the psychoanalytic view of motivation, would suggest her decision to behave that way was of little or no control of her own (John Wiley & Sons Inc. , 2009). It would also suggest her actions were driven by either her unconscious instincts of life and sexuality or her unconscious instincts of death and aggression (John Wiley & Sons Inc.).More specifically her unconscious need of an outlet for aggression or her unconscious need for sexual satisfaction (John Wiley & Sons Inc. ). For example: Miley behaved that way because she was upset about losing a boyfriend, and unconsciously let out her aggression through dancing seductively on another man (The Huffington Post, 2013).The humanistic viewAssuming Miley was motivated by the humanistic view of motivation, would suggest her decision to behave that way could be because of a specific need, such as self-actualization or achievement that she consciously needed to fulfill (John Wiley & Sons Inc. , 2009). It w ould also suggest she was driven by her goals of fulfilling her full personal potential (John Wiley & Sons Inc. , 2009). (John Wiley & Sons Inc. ). For example: Miley was tired of her well-known Disney roles in entertainment that subdued her true self, therefore her behavior was an attempt to move toward her new goals of achievement and self-actualization.The diversity view Assuming Miley was motivated by the diversity view of motivation, would suggest her decision to behave that way could be because of her individual goals and personal incentives (John Wiley & Sons Inc. , 2009). It would also suggest she behaved that particular way to fulfill a psychogenic need, or combination of the various needs simultaneously to fulfill her personal goal (John Wiley & Sons Inc. ).For example: Her behavior was an attempt to fulfill her needs of achievement to increase self-regard, affiliation of being an adult instead of a child, and sentience to enjoy sensuous impressions (John Wiley & Sons Inc. ). To better explain: The diversity view of motivation by Henry Murray is the theory of needs. This theory states human lives have to be understood in the context of time, because people live in response to the past and their anticipation of the future (John Wiley and Sons Inc. , 2009).Therefore, people organize their lives and bind their time through direct and select forces that resides within the person and their environment (John Wiley & Sons Inc. ). The direct forces are needs, specifically physiological (viscerogenic) needs and psychogenic needs (John Wiley & Sons Inc. , 2009). The physiological needs are basic human needs, such as air, sleep, and water (John Wiley & Sons Inc. ). The psychogenic needs are categorized into 20 basic needs, such as dominance, sex, order, and 17 others (John Wiley & Sons Inc.).According to Henry Murray (John Wiley & Sons Inc. ), human behavior is organized by a single need or a combination of needs simultaneously, to fulfill a personal goal (John Wiley & Sons Inc. ). However, â€Å"The full dynamics of human behavior are revealed in the interaction of needs and press, producing a thema (John Wiley & Sons Inc. , 2009, p. 281). Therefore, when a need is built up overtime, it causes tension, which is released through thoughts and behavior by the individual (John Wiley & Sons Inc. ).ConclusionThere is a purpose behind every person’s behavior, whether it follows the psychoanalytic, humanistic, or diversity view of motivation, it can be analyzed or evaluated through certain processes and theories to see the purpose (John Wiley & Sons Inc. , 2009). One thing stands to be true, all people are unique, but behave similarly and differently for various reasons. Whether it is to achieve a goal, better themselves, or gain success people will act or behave certain ways through their specific form of motivation.

Domestic Violence: A Deviant Behavior Essay

Domestic violence is a repetitive assault and intimidating behavior that one uses against a spouse, a child, or intimate partner. Domestic violence can affect everyone and anyone can be the abuser as well as anyone can be a victim. It does not matter what race you are, what your profession may be or if you are educated or uneducated. Domestic violence is usually committed in the household by a husband against his wife or other family members and they may commit other deviant acts. If a child is a part of domestic violence it is child abuse and if a married couple is a part of domestic violence it is spousal abuse. Domestic violence is also known as intimate violence usually because it can be physically and emotionally harmful between the heterosexual couple living together as well as in gay or lesbian relationships. Both domestic violence and intimate violence are also deviant behaviors. They are labeled as abuse in a variety of ways such as, emotional abuse, verbal abuse, denial of access to resources or money, restrains of normal activities or freedom, including isolation from friends or family members, threats to kill or harm, and physical intimidation or attacks. In extreme cases, domestic violence can result in a death or other serious injuries and there may also be other deviant behavior association. The history of domestic violence has been around the world before the birth of Christ and the perpetrators of domestic abuse has been said to have started in Rome. A husband was allowed to beat and whip his wife with a switch if she did not do what he asked her to do. For much of domestic violence history and throughout the world, social and legal traditions have tolerated or even promoted the physical assault of women by men. In the United States, domestic violence has also been around for centuries. However, in the United States, the women’s movement brought it out to the public in the early 1970s. Programs offered hotlines for battered women to call and they also offered shelters for women providing them with counseling, food and education. It was not until the 1990s, that the police began to view domestic violence as the serious problem that it really is. In many states, the police was informed not to threaten the abuser with arrest, but to arrest them. Also, if the police officer did not arrest the domestic abuser, they were fined. Other penalties were given to the domestic abuser by putting a restraining other on them and if they attempted to go around the victim they were put back in jail and held without bail. During the 1970s, there were many coalitions and groups that evolved. One group, the South Carolina Coalition Against Domestic Violence and Sexual Assault (SCCADVASA), a statewide coalition made up of the 22 domestic violence and sexual assault advocacy programs in South Carolina provided information that showed in ancient Rome a husband could legally divorce, physically punish, or even kill his wife for behaviors that were permitted for men. During this era, punishment of wives was called chastisement, a term that emphasized the corrective purpose of the action and minimized the violent nature of the behavior. Under medieval English common law, a husband could not be prosecuted for raping his wife because the law provided that a wife could not refuse consent for sex to her husband. Because much of laws in the United States were modeled on English common law, this definition of rape remained in effect in the United States until the 1970s, when many states modified their rape statutes. These studies showed that domestic violence can be very harmful to a relationship. Not only can it be harmful to a relationship, but literally can physically harm individuals such as children, husbands, wives and other family members. Domestic violence can be physically and emotionally straining for any woman or child to overcome and it is something no human should have to go through. The National Center for Disease Control (CDC) reports that one in four women (25%) has experienced domestic violence in her lifetime. Estimates range from 960,000 incidents of violence against a current or former spouse, boyfriend, or girlfriend to 3 million women who are physically abused by their husband or boyfriend per year. Between 600,000 and 6 million women are victims of domestic violence each year, and between 100,000 and 6 million men, depending on the type of survey used to obtain the data. Nearly three out of four (74%) of Americans personally know someone who is or has been a victim of domestic violence. 30% of Americans say they know a woman who has been physically abused by her husband or boyfriend in the past year. According to social learning theory, people engage in crime because of their association with others who engage in crime. Their criminal behavior is reinforced and they learn beliefs that are favorable to crime. They essentially have criminal models that they associate with. As a consequence, these individuals come to view crime as something that is desirable, or at least justifiable in certain situations. Learning criminal or deviant behavior is the same as learning to engage in conforming behavior: it is done through association with or exposure to others. In fact, association with delinquent friends is the best predictor of delinquent behavior other than prior delinquency. Every type of behavior is learned more so understood primarily by observation and imitation. This theory can be associated with the CNN news recently reporting of a 52 year old Cleveland, Ohio man named Ariel Castro, who is charged with kidnapping and raping three females. He allegedly abused these young women over a period of 10 years and telling the investigators he did it because he had been abused as a child. He is accused of beating them and raping them for almost a decade. Researchers say that most batterers have had a violent father growing up in a bad lifestyle causing unintentional harm to a young child’s brain into thinking that what is going on is the right thing to do, therefore, damaging the mindset making it easy for domestic violence to increase in our society today. The Federal Bureau of Justice Statistics Report showed that 95% of all documented domestic assault crimes are committed by men against women; in 1996 there were 15,000 calls to law enforcement agencies in Sacramento County for domestic violence response (FBI). It is very difficult to know the exact number of victims of domestic violence, especially sexual assault and other incidents committed by the intimate offenders, due to the many occurrences not reported to the police. There are many factors that victims consider in their decision not to report it to the police, but the greatest reason is the fear that threats to kill you or your family will become reality. Other reasons include embarrassment, shame and hopes that his promises to change will come true this time. There is an assumption in our society that there is a clear relationship between anger and physical violent behavior. However, anger is a human emotion and studies have shown that physical violence or abuse is a learnt behavior and the perpetrator is more often than not, going to repeat this behavior. All human beings experience anger at one time or another. People get angry with their supervisors, co-workers, neighbors and friends. Yet people don’t ordinarily kill or physically hurt others in order to get their way, and when they do, society holds them accountable. Physical violence as well as other forms of domestic abuse are measures that are taken by one person in order to force another person into compliance. The Bureau’s definition of domestic violence states a pattern of assault and coercive behavior. This includes physical, sexual, psychological and verbal attacks as well as coercion used against an intimate partner. In abusive relationships, there is a victim and a perpetrator and typically it is that of a married couple or a couple living together and there may even be children living with the couple. During these times, researchers and activists believe that the term spousal abuse is inappropriate, because the term is gender-neutral in that the abuse can be that of either a husband or wife. Some activists say that men are just as likely as women to be victims of abuse. However, in many of the hospital and police records, it shows women as the victims of domestic violence in intimate relationships. In intimidate relationships, the problem tends to be intimidation control of women by their man. According to CDC, intimate partner violence is defined as actual or threatened physical or sexual violence or psychological and emotional abuse directed toward a spouse, ex-spouse, current or former boyfriend or girlfriend, or current or former dating partner. Intimate partners may be heterosexual or of the same sex. As stated above, there are a few other terms used to describe intimate partner violence, such as domestic abuse, spousal abuse, and domestic violence. The U.S. Bureau of Justice Statistics reported on intimate partner violence, which also included rape and sexual assault, and stalking. The report includes an estimate of the extent of crimes against females and the characteristics of crimes and victims. In 2008, females age 12 or older were five times more likely than males age 12 or older to be victims of intimate partner violence. In 2007, intimate partners committed 14% of all homicides in the U.S. The total estimated number of intimate partner homicide victims in 2007 was 2,340, including 1,640 females and 700 males. Females made up 70% of victims killed by an intimate partner in 2007, a proportion that has changed very little since 1993. Many offenders and victims range between the ages 18 to 30 years old, sex literally focuses more on women being affected by the physical abuse or verbal abuse that is being taken in from the violence. Due to low income, raised in a violent family, alcohol or drug abuse, unemployment, sexual difficulties, and low job satisfaction. These are just a few ways domestic violence can be triggered. As domestic violence affects women and children of every culture and all ages, in 2012 the White House made a public service announcement that â€Å"1 is 2 Many† on dating violence that young women still face the highest rates of dating violence and sexual assault. In the last year, it was also noted that one in 10 teens were reported being physically hurt on purpose by a boyfriend or girlfriend. Along with the physical violence, one in five young women have been sexually assaulted while they are in college. In our society, we tend to want to look the other way to this deviant behavior that affects everyone (Norwood, et.al.). Most people will not get involved if they see a man hitting on a woman or a child’s parent slapping or hitting them upside the head. We tend to give many excuses such as we don’t want to get involved or it is none of our business. Some people just stand around and take video on their cell phones to post on the internet instead of calling the police emergency. According to the Federal Bureau of Investigation, 26% of all female homicides in 1995 were attributable to domestic violence. During 1996, there were 25 domestic violence related homicides in Sacramento County, accounting for 29% of all homicides. These killings usually take place when the female partner wants to leave the relationship. Women who leave their batterers are at a 75% greater risk of being killed by the batterer than those who stay. If she succeeds in leaving without being killed, she usually finds herself in a maze of legal and financial problems. If there are children involved in the relationship, custody problems are sure to follow. Domestic violence also affects the children and it creates an environment where children will live in persistent fear. Children who live in this environment are unable to bond with either parent. These children will most likely be abused and neglected living under these conditions. Statistics show that over three million children witness violence in their home each year. Those who see and hear violence in the home suffer physically and emotionally. (USDJ) Developmental researchers’ show that children from violent households may restore normal development process, such as empathy and self-control and that would minimize the risk of further harm caused by exposure to abusive adult models. Studies also show that men are mostly the dominate human when it comes to what sex is causing the most pain and hardship to this situation, its women dealing with crazy husbands that were raised in a dysfunctional household as a child, and now they are being watched by their children and their children are imitating their every move thinking it is the right way to go and its not. On legal interventions about domestic violence, some researchers say is that social and public awareness about the domestic violence has increased, and the public wants to know why the justice system has not stepped up to stop the violence, rather than treating it as a private matter between consenting adults. Now that the public knows what causes domestic violence and what the future might bring from domestic violence society wants it silenced. Some young couples may begin cohabitating at a very young age and also begin having children before they are married and the abuse begins. For a child can be harmful mentally and somewhat physically. A couple that is not married, but live together with kids, and they both have children that are not each others can also be the cause of domestic violence towards one or the other child. In that child’s environment, he or she thinks that everything in their family is going smooth and all of a sudden the girlfriend gets into a heated argument with the boyfriend or visa-versa and the boyfriend moves out of the house. This unhealthy environment for a child can lead to months or years in cases of domestic violence. A variety of mental illnesses can also cause a case of domestic violence, such as a background of family adversity, leaving school early, juvenile aggression and tendencies. Conviction of other crimes, especially violent crimes, drug abuse and long term unemployment can be traits and paths to finding a dysfunctional, domestic household. Past research shows that self esteem, extreme jealousy, difficulties in regulating anger, and also strong emotion, when a dominant man feels inferior from their partner from an educational socioeconomic standpoint, some of these men with very strong and traditional beliefs may think that they have the right to control the women, and that women are not equal to men. That dominate behavior takes the form of emotional, sexual and physical abuse, studies show that violent behavior often is caused by an interaction of situational and individual factors, meaning that abusers learn abusive behaviors from their family members people they trust people they love, more so whom they look up to. Domestic violence is a series of violence, this cycle of violence exists because as the social learning theory states, children observe and learn these behaviors during their young childhood, the home is the first place where children are taught what is expectable and normal. For example, when a child is born into a cohabitant household, from age 2 to the age of 8, the child has adapted to that environment meaning the child is comfortable and will imitate or copy most of what their so called parents do around the house. Mimicking these behaviors such as getting in trouble in school at a young age, later dropping out of high school, getting in trouble with the law, or dying on our dangerous streets. This is what children see as normal and it is what leads to the continuing cycle of domestic violence. No one should want to subject these young children to this type of behavior. There are many physical, psychological, social consequences and health behaviors in domestic violence and many victims experience serious health problems. The CDC reports associates a number of physical adverse health outcomes. These health conditions may be a direct result of the physical violence (for example, bruises, knife wounds, broken bones, traumatic brain injury, back or pelvic pain, headaches). Other conditions are the result of the impact of intimate partner violence on the cardiovascular, gastrointestinal, endocrine and immune systems through chronic stress or other mechanisms. Psychological consequences for the victims include anxiety, depression, and symptoms of post-traumatic stress disorder, antisocial behavior, and suicidal behavior in females. Many victims also experience social consequences, i.e., restricted access to services, strained relationships with health providers and employers, isolation from social networks and even homelessness. Women may display behaviors that present further health risks such as, substance abuse, alcoholism, and suicide attempts. These studies show that the more severe the violence, the stronger its relationship to negative health behaviors by victims as they may engage in high-risk sexual behavior, have unprotected sex, multiple sex partners, use harmful substances, drink alcohol or take drugs, and experience eating disorders (CDC). In conclusion, many studies show that domestic violence affects women and children of every culture, race, occupation, income levels and age groups. Although our society has shown progress through education and awareness of domestic violence, it still remains a crisis and our society need to continue in working to improve it. Domestic violence continues to be the number one public health issue facing women and children today, but it is also a violation of their human right, which should never be tolerated. Families in today’s society need to focus more on taking care of their family and not cause stress and emotional instability. It is hard enough for one parent to take care of family needs in a society where both parents need to work. Domestic violence should never be in a home subjecting this deviant behavior in front of children It has no place in our society and every human being has a right to live without fear and violence. Works Cited Thio, Alex, Jim D. Taylor, and Martin D. Schwartz. 2013 (11th edition). Deviant Behavior. Boston, MA: Pearson. Shaw, Victor. 2002. Substance Use and Abuse: Sociological Perspectives. Westport, CT: Praeger. Norwood, William D., Jouriles, Ernest N., McDonald, Renee and Swank, Paul R. Domestic Violence and Deviant Behavior. Swank 2004 NCJ 199713. http://www.cdc.gov/ViolencePrevention/intimatepartnerviolence/index.html. Internet: 17 April 2013. http://en.wikipedia.org/wiki/Social_learning_theory. Internet: 17 April 2013. www.ncjrs.gov/pdffiles1/nij/199713.pdf Internet: 17 April 2013. http://psychcentral.com/lib/2006/what-causes-domestic-violence/ Copyright  © 1995-2013 Psych Central. All rights reserved. Site last updated: 17 April 2013. https://www.ncjrs.gov/pdffiles/171666.pdf U.S. Department of Justice. Office of Justice Programs. Legal Interventions in Family Violence: Research Findings and Policy Implications. Internet: 17 April 2013. http://sociology.about.com/od/Sociological-Theory/a/Social-Learning-Theory.htm. Site last updated: 17 April 2013. http://www.sccadvasa.org/domestic-violence-facts-and-stats/overview-of-domestic-violence.html. Internet: 17 April 2013. http://www.whitehouse.gov/1is2many. Internet: 17 April 2013.

The eNotes Blog How to Write a Book Review in 7Steps

How to Write a Book Review in 7Steps Book reviews are a great way to connect with fellow bibliophiles. A well-written review can help you discover new books, find bookish communities, and spark cultural conversations. When writing a book review, you want to share what you felt about a particular work- why you liked or disliked it- without spoiling it for future readers. Ultimately, the goal of writing a book review is to help readers decide whether to read the book themselves. Let’s take a look at seven steps to help you write a reliable book review. 1. Read the Book How can you write a review of a book you’ve never read? Alternatively, why would someone want to read a review by someone who has never read the book? The first and arguably most important first step to writing a book review is to read the entire book. Be attentive to your reading experience and note what captured or lost your attention. 2. Take Notes Once you’ve finished reading the book, go back and take brief, purposeful notes. What are the major events of the book and what were their effects on you as a reader? Here are some guidelines that can help lay the foundation for your review: Explain how the book as a whole affected you. Explain how the author evokes an emotional response. Explain the relationship between form and content. Explain the function of each character in the novel. Explain the characters relationships to one another. 3. Summarize the Book All book reviews should include some kind of summary. You’ll want to inform readers of what the book is about without giving too much away. To accomplish this, here are some things to include in your summary: How is it categorized by the publisher? How is the book structured? Who is the target audience? 4. Form an Opinion Your opinion is the crux of your book review. Be specific! Don’t just say if the book was good or bad, but explain why. Support your opinion with specific examples from the text and move from passing judgement to a thorough explanation. 5. Contextualize the Book You can often obtain this information from looking at the book’s cover and introduction. Otherwise, you may need to do a little research. Spend some time relating this book to similar works by the author or from the same genre to further your explanation and judgement of it. Some important questions to consider include: What genre does the book fall into? Is it the first of its kind or an imitation? Is this the authors first book or fifteenth? 6. Avoid Spoilers Please, for the love of literature, don’t ruin the book for others. A good book review does not give away the book’s plot twists or endings but piques the interest of future readers. If you absolutely have to give something away about the book, at least mark your review with a fair warning. 7. Review Your Review! Hooray! You’ve finished writing your review. Now’s the time to step back and revisit your work. You may have to edit your review to add or remove details. Here are some questions to ask during your revisions: Did you explain every major aspect of the book? What was your target audience? Did you write this for a class with specific criteria- or for a fan magazine whose audience already knows this type of book well? Did you make a clear claim about your opinion of the book? Do you support your claim with evidence? For a more in-depth review on how to write a book review, visit ’ How To Series.

Topics for a Research Paper

Topics for a Research Paper Topics for a Research Paper Topics for a Research Paper Of course, you need to start your research paper writing with the choice of the topic. While choosing research paper topics you should take into account the following recommendations. Research paper topic should be of interest to you. Research paper writing on the completely uninteresting topic turns into forced work and, as a result, does not lead to good grade. You can use college research paper topics available at any faculty to choose your own research paper topic. Nowadays, in an attempt to solve the problem of rampant research paper plagiarism, some advisers give students the topic or specific problem for the study in their own wording. It is a very good solution because among those research paper topics you can easily find the one you are interested the most. Eventually, in "adult" life you have to do what you need, not what you want. For example, members of university faculties periodically write research papers on different topics, so, you can always find something for your own research paper writing among their works. There should be sufficient literature on the chosen topic. Therefore, it is the best to take the first few attractive to you research paper topics, and then examine the library catalogs, and finally choose the one that suits you the most. The available literature on the topic should be sufficiently comprehensible to you - it should not be written in too "featured" language. Sure, it depends on your intelligence; you might be able to read complex texts. This ability is formed by research paper writers in the process of education. Research Paper Ideas In formulating the topic, you make an application for a specific result. If you will not give the desired content of "stuffing", your work will be totally in vain. Thus, while writing research paper, it is important to avoid too broad or too narrow topics. In the first case, you will be expected to assume an unbearable task, risking not to meet the due date and standard text sizes. In the second case, you will probably not be able to find a necessary number of sources (there should be at least ten sources in the bibliography). However, a narrower wording of the college research paper topic is still preferable to a broad one, because the quality of the content of the English research paper is valued significantly higher than the number of pages filled with text. .com Feel lost in topics for a research paper? Do not panic, we are here to help you with research paper writing. We deliver only custom written research papers and we are never late with essay delivery. It is much easier to become a good student with our help. Do not hesitate to contact us to get professional custom essay writing help.

Water Pollution Essay Example | Topics and Well Written Essays - 750 words

Water Pollution - Essay Example Limitation of fresh water is an ever growing danger, despite water being a renewable resource. Agriculture, according to environmentalists, affects lakes, rivers, and other important estuaries. On the other hand, most agricultural operations are counter-productive to the growth of most crops because of different varieties of water pollution (Maude 129). It is because of contamination of sediments, bacteria emanating from animal manure, and nitrogen from fertilizers. These comprise some of the agricultural factors interfering with most fresh water bodies. Availability of fresh water bodies in most parts of the globe also signify the renewability of the resource for consumption by the human population. For instance, 2.53 percent entails the entire fresh water spread across the globe. It demonstrates the limitation is growing gradually because of human waste and pollution (Maude 139). The wastage of 2 million tons daily, according to a U.N. report, projects danger as opposed to the accusations that agriculture is the central cause of water pollution. Potentiality of climate change and extreme pollution caused by depositing of industrial refuse into water bodies is another example of effects on fresh water bodies often ignored. The World Water Report has distributed figures in regards to nations that will suffer from water problems in the future. It places the figure at 2 billion per 48 nations or 7 billion for 60 countries without factoring the implications of agriculture in the overall problem.