Equality For Women During The Military - 2496 Words

Equality for Women in the Military Over the past few years, there has been huge discussions when the topic of equality for women who have joined the military is being brought up. Being that gender equality is a big thing in the military now, I decided to chose this topic and discuss how I feel about it. According to the United States constitution, all men are created equal and this does not exclude women. One of the main things I learned is that equality for women in the military is a major issue. There should be no gender inequality in the United States military period. Most jobs are now open to women that were once allowed for only a man to do but when it comes to something such as the military, it should have always been that way No one should be told they can’t do something when it requires fighting for your country. Even back when men were drafted in the military, women should have been able to get drafted as well. You would think the military would take any and everybody that is willing to fight for his o r her country simply because it would make our job easier as a whole. Frequently, women are stereotyped as feeble and incapable of doing certain things. Nevertheless, this should not be applied in any kind of career, particularly in the military. Prior to WWI, women were only allowed to be a military nurse but even then, they weren t actually enlisted. They were taking care of the men during the war and wasn’t given no type of recognition for doing so. Women s rolesShow MoreRelatedThe Rights Of The United States1203 Words   |  5 Pagesan Executive Order desegregating the military. Similarly, this past December Defense Secretary Ashton Carter removed a formal ban forbidding women from serve in direct combat roles. But is this a move that strengthens equality among those who serve our country, or is it merely an illusion of equality that weakens our military. This is the question we will attempt to answer. Let us first examine whether this act truly does create equality in the military. Women have been prevented from participatingRead MoreThe Fight For Equality Among Genders1687 Words   |  7 PagesFIGHT FOR EQUALITY Dilenny Reyes INR4603.0W59 April 27, 2015 The equality among genders is a debate that has long been fought in the international realm. Although this is time where women and men are more close to being equal than they have ever been, there are still many areas in which equality falls short. Feminism is a theory based on the rising of women in order to be equal with men. It is a theory that best represents the need for equality among the sexes. Women are oftenRead MoreWomen During World War II1534 Words   |  7 PagesDuring World War I, women stayed at home, aided the Red Cross, and volunteered with churches and civic groups to collect donations. Women s roles in World War II challenged the traditional roles of homemaker and caregiver. Women took on a more active role in the military and held positions alongside men. They were trusted with more responsibilities and offered more freedom than they had during the First World War. Women held more traditional roles in comparison to World War II when women took onRead MoreWomen s Rights For Gender Equality1441 Words   |  6 PagesWhatever women do, they must do twice as well as men to be thought half as good. Luckily, this is not difficult (Charlotte Whitton). Women’s rights promote an equality between men and women. Equality between males and females would be both genders being treated equal and fair in all aspects of life. Many people have been fighting for centuries to transform women’s rights. Women’s rights regarding job opportunities, military advancements and pay gaps have transformed over centuries and need to continueRead MoreWomen in the Military Essay1469 Words   |  6 Pages Women have fought alongside men in the United States Military in every major battle since the American Revolution. The roles of women in the military have evolved over time to allow the incorporation of women in expanding military career fields. Women have proven themselves to be an asset to the military despite some of society believing women would weaken America’s military effectiveness. Today more than 200,000 women are active-duty military, this is about 14.5% of all military. Currently, womenRead MoreA Common Social Theme Of History1386 Words   |  6 Pagestheme of history is the constant battle of equal rights for both men and women. Ever since the development of the first agricultural societies during the BC times, people have been living in a society where paternalism and patriarchy dominated; men are always at the top of the social hierarchy. Men were always the leaders, the priests, the ones who decide what was right and what was wrong. Women have battled for e quality with their male counterparts ever since then. They have fought for theirRead MoreWwii and Its Influence on Women1414 Words   |  6 PagesRachel Hoffman AMH2020 04/29/12 Women and the War: How WWII Changed American Society WWII changed the lives of depression-weary Americans across the country. After the country suffered through the Great Depression entering the war was the last thing on Americans minds. But as the war brewed overseas and grew closer and closer it became inevitable that America would have to get involved. As with most wars WWII offered expansion for women. Their duties and responsibilities at home expandedRead MoreTheme Of Larisa Shepitkos Wings825 Words   |  4 PagesThe Soviet Gender Equality Paradox In the 60s, Soviet films begin to interpret WWII as a tragedy and a triumph (23). Larisa Shepitko’s Wings (1966) is about a female war veteran’s identity crisis in the post-war society. It depicts the ambivalent treatment of women in the patriarchal society, in which women who experience greater freedom in wartime and are expected to assume a more restrained domestic role. The film shows this internal conflict of the protagonist, Nadezhda Petrukhina, through aRead MoreThe First Strange Place : Race And Sex778 Words   |  4 Pagesmillion Americans will serve in the military, women will work in positions previously held by men in defense factories, along with blacks and whites working side-by-side in the military and war jobs, and the mass movements of the population throughout the country to find high paying defense job. Beth Bailey and David Farber’s book, The First Strange Place: Race and Sex in World War II Hawaii discusses the â€Å"cultural contact† between Americans. Men and women who are joined by common nationalityRead MoreEquality Between Women And Women1673 Words   |  7 Pagesand hard journey in Canada to attain gender equality between men and women. Women’s rights have changed dramatically over the past century from women not being persons, to having almost full equality between men and women. Saskatchewan feminism has followed a very similar path as Canada. The Women’s Suffrage Movement has given women the right to vote, and the Persons Case has given women the right to be appointed to Senate. The Famous Five were the women who lead the Persons Case, as well as many

A Brief Analysis of John Stuart Mills Utilitarianism Essay

This work has probably received more analysis than any other work on utilitarianism available. However, I seek to do here what many others have been unable to accomplish so far. I hope to, in five paragraphs, cover each of the chapters of Utilitarianism in enough depth to allow any reader to decide whether or not they subscribe to Mills doctrine, and if so, which part or parts they subscribe to. I do this with the realization that much of Mills deliberation in the text will be completely gone. I suggest that anyone who seeks to fully understand Mills work should read it at length. In the first chapter, Mill remarks on societys need for a simple defined foundation for our morals which should be based on personal experiences. He†¦show more content†¦How does one, for example, compare the admiration of a painting to the admiration of music? Mill goes on to state that utilitarianism is not concerned as much with the pleasure of the individual as it is with the pleasure of society in general. He observes the objection that this demands a motivation to promote the greatest happiness for all, but counters by removing motivation from the picture. Utilitarianism is not concerned with motivations, but with ends. Another objection concerns the inability to determine all possible outcomes of all possible choices in a given situation. Mill means to apply utilitarianism to rules, not to individual situations (unless a precedent has not been established). Mill also responds to a number of objections which are unanswerable by many philosophies, including utilitarian isms godlessness, the infirmities of human nature, and whether happiness is attainable or necessary. Mill only states that these objections apply equally well to other philosophies, and does not directly address them. Mill dedicates his third chapter to the consequences for rejecting utility. Mill divides these consequences into external sanctions, which take the form of peer pressure or religious motivation, and internal sanctions, which take the form of discomfort of the conscience. Mill asserts that any person can be raised to cultivate certain internal sanctions (e.g., utilitarianism). However, Mill distinguishes utilitarianismShow MoreRelatedQuestioning the Effectiveness of Affirmative Action Policies1952 Words   |  8 PagesFurthermore, the essay will approach the ethical problem both from a consequentialist and a non-consequentialist standpoint. These two perspectives will be interpreted by taking Mills utilitarianism as an example of the former and Kants categorical imperative as an example of the latter. Finally, a personal analysis of the issue under discussion will be established and a conclusion as well. Briefly, the essay will argue that affirmative action can be defined as a good public policy as it canRead MoreContemporary Moral Issue Essay2709 Words   |  11 Pageswhether through writing, discussion, or debate. Required Texts: The required anthology for this course is the 4th edition of Emmett Barcalow’s Moral Philosophy: Theories and Issues (ISBN-13: 978-0-495-00715-9). Additionally, we will read John Stuart Mill’s Utilitarianism and the 1868 Speech on Capital Punishment (ISBN-13: 978-0-87220-605-2) and Plato’s Protagoras (ISBN-13: 978-0-87220-094-4). As the schedule of readings and assignments shows, we will also delve into a range of supplemental newspaper articlesRead MoreThe Philosophy of Happiness11705 Words   |  47 Pagesconcern for the welfare of others is presented as a means to an ultimate goal of self-fulfilment. Fulfilment and Altruism The first philosopher in the Christian tradition to break with this eudaimonism was the fourteenth century Oxford Franciscan, John Duns Scotus. While Augustine and Aquinas had followed Aristotle in placing happiness at the apex of their ethical systems, they accepted, as Aristotle did not, the idea that human beings must obey a natural law laid down by a creator God. Aquinas concurred

Tell Tale Heart Study Packet Free Essays

â€Å"The Tell-Tale Heart† by Edgar Allan Poe Activity Packet [pic] [pic] Name ____________________________________________ L. A. Period ________ Your score ___________out of 30 points possible ( Covers plot elements, comprehension, figurative language, mood, character traits, , and setting ) Pre-Reading Guide for â€Å"Tell-Tale Heart† Name _________________________________________ Period ___________ (5 pts. We will write a custom essay sample on Tell Tale Heart Study Packet or any similar topic only for you Order Now ) Describe five things that you usually find in a scary/horror story: 1. ______________________________________________________________ 2. ______________________________________________________________ . _______________________________________________________________ 4. _______________________________________________________________ 5. ________________________________________________________________ Read the following statements. If you agree with them, put a check in the YOU column. Then, AFTER we read the story, go back and put a check in the AUTHOR column if you feel the author agrees with that statement. YOUAUTHORSTATEMENT ____________1. People who are insane know that they are insane. ____________2. Sane people sometimes imagine that they hear things. ___________3. If you commit a crime, the worst punishment is the guilt afterward. ____________4. Often it’s the small annoying things about people that can be the most irritating and infuriating. ____________5. All people a re basically afraid of the same things. ____________6. When you’ve done something wrong, wondering if you’ll be caught can cause great stress and anxiety. â€Å"Tell-Tale Heart†comprehension QuestionsName__________________ (20 pts. ) After reading â€Å"Tell-Tale Heart† by Poe, answer the following questions using short answers. They do not need to be complete sentences, but answer each part of the question thoroughly. 1. Who is telling this story (narrating)? Is it first, second, or third person? 2. What is your first impression of the narrator? What does he try convincing the reader of? 3. How does the narrator feel about the old man in general? What, then, specifically, is it about the old man that troubles/bothers the narrator? Why? How often does the narrator mention this â€Å"thing† in the story? 4. What does the narrator tell us he does every night? Why? 5. How does the narrator feel immediately after he commits the murder? Do his feelings change? If so, how and why? â€Å"Tell-Tale Heart† Comprehension Questions continued†¦Name__________________ 6. What sound drives the narrator to confess to the crime? What do you think causes his paranoia? 7. Give two direct and specific examples from the story that the author uses to create an atmosphere of horror or suspense. These are sentences that set or enhance the MOOD of the story. Give the page number. 8. Give one example where the author uses punctuation or repeated words or phrases in a sentence to show the mood of horror or suspense. . Find one example of each of the following: a. Alliteration – Pg. ___ ___________________________________________________________ _______________________________________________________________________________ b. Simile – Pg. ________________________________________________________________ __________________________________________________________________________________ 10. c. Personification †“ Pg. _________________________________________________________ _______________________________________________________________________________ How to cite Tell Tale Heart Study Packet, Essay examples

Profitability of Chinese Commercial Bank-Free-Samples for Students

Question: Discuss about the Determinants of profitability of Chinese commercial banks panel evidence from 2009 to 2016. Answer: Introduction In this chapter, conclusion has been drawn to the current research on determinants of profitability of Chinese commercial banks using the panel evidence from 2009-2016. In the perspective of the bank reforms in China, this research study analyses about whether the present reforms such as participation of foreign banks, bank listing and creation of financial institution adds to profitability of these banks. The profitability of the Chinese commercial banks has been measured by using two research methods that includes- Principal component analysis and Data development analysis (Azam Siddiqui, 2012). Furthermore, the recommendations given in this chapter highlights on the strategy that the Chinese commercial banks would adopt for improving their profitability. The future research reflected in this study includes more internal factors and external factors of banks influencing the profitability of Chinese commercial banks. Conclusion After the global financial crisis, the banking industry in China has been changing at high pace. Although the banks have been commanded to increase their lending to the SMEs as well as the private banks, these banks found it difficult in adjusting and choosing another method to continue their lending to more state owned organizations, local governments and developers of real estate. From the above research analysis and panel data evidence, it can be concluded that the profitability of state-owned commercial banks had increased at higher rate as compared to that of joint- stock commercial banks in this nation. Overall, the efficiency of both these commercial banks improved and the problem of nonperforming loan (NPL) was also solved during this period (2009-2016). The state-owned commercial banks in China not only increased their profitability level and achieved high scale efficiency but also increased their resources for enhancing market competitiveness. In the post-reform period and after GFC, the difference in profitability level as well as efficiency reduced between the state-owned banks and the joint stock banks in China as it was in the pre-reform period (Zheng Zhu, 2013). Even the disposal of NPL in these banks improved their efficiency level in these banks. In addition, the reform in joint equity of the Sate owned banks specifically increased their efficiency rate. The three main principal component analysis that includes ROAA (Return on assets), ROAE (return on equity) and NIM (net interest margin) done in this research concludes that the level of profit margin in both state-owned and joint stock commercial banks in China increased and hence the risk of volatility in these banks also declined. The results of the mean T test done in this research shows that the mean profitability of the state owned commercial banks in China was 0.207 while that of joint stock banks was 0.196. This signifies that the profitability of state owned banks was slightly greater as compared to joint stock banks. However, the financial performance of the joint stock banks was not good as compared to the state owned banks. The correlation analysis in respect of the internal factors of the banks shows that the size of the banks and their profitability were positive but with the equity to asset ratio (ETA), capital adequacy ratio (TIR) and cost to income ratio (CTIR) were negative. This indicates that after the GFC all the internal factors excluding bank size had adverse impact on the banks profitability. It has been founded from the above research study that these commercial banks in China with higher insolvency risk level have higher level of profitability. As a result, the financial performance of these commercial banks improved after the GFC (Tan Floros, 2012). In respect of the macroeconomic factors It has also been concluded from the research study that, the intervention of the government of China also influenced the profitability level of their commercial banks. Both the government and the central bank of China adopted several policies in order to protect their assets and investment by ensuring that they remain profitability (Sufian, F., Habibullah, 2012). Since the commercial banks in China have less fee income, they mainly depends on huge earnings between the deposits and the lending rate. Moreover, as the economy of China entered into the recovery phase, the commercial banks faced huge competition in the market. The commercial banks in this nation then strategized to improve their management as well as innovation capability in order to compete in this business environment. It has been found out from the research study that less concentrated system of banking enhances the profitability level of bank, which basically highlights that the state owned commercial banks have been the actual drag owing to their bank size and their performance. In addition, acceleration in the financial innovation and the diversification strategy reduced risk as well as cost and improved efficiency in these banks (Kanas, Vasiliou Eriotis, 2012). Based on the significance of coefficients and diagnostics, the results indicates that the dependent variable are the economic value added while the NIM as against the ROAE or ROAA. The findings from the study also highlights that the determinant variables did not have uniform impact on all types of banks.. Analogous to the state owned banks counterpart, it has found out that the joint stock commercial banks with increase in credit risk apt to be highly profitable, whereas increase in cost results in lower profitability level of joint stock commercial banks (Gunji Yuan, 2012). As the biggest challenge that faces China is to expand their banking services to all the private businesses, both the state owned as well as joint commercial b anks implemented new technology for improving their services in banking. This in turn facilitated these commercial banks in gaining huge profitability during the period 2009-2016. The external factors including the macro environment and the structure of industry or the level of market concentration also reflects that the banking industry in China have increased their level of profitability (Paradi Zhu, 2013). It had been seen from the research study that the macroeconomic factors including, real GDP growth rate, money supply and the unemployment rate have direct or indirect relationship with the profitability of banks. The results of regression coefficient T-test showed that the coefficient of real GDP growth rate was positive, which signifies that this indicator helped the commercial banks in improving their profitability. As the real GDP growth rate of China began to increase after the GFC, the commercial banks started to lend huge amount of money to the business and this allowed them to charge higher margins and improve their quality of assets (Fung?ov Pessarossi Weill 2013). In fact, the regression coefficient of unemployment rate in China was positive, which indicates that the bank profitability has improved after GFC. Besides this, stable rate of unemployment also stabilized the NPL rate and hence did not adversely influenced the Chinese commercial banks. The regression coefficient of bank money supply in China was negative, which signifies that increase in supply of money was not favorable to the profitability of the joint stock commercial banks. . (Fung?ov, Pessarossi Weill, 2017). Furthermore, it was also found that rise in GDP and decrese in money supply enhanced the profitability of these commercial banks. Recommendations The recommendation is provided to the Chinese government, mangers of banks and the regulatory authority for implementation of new policy for improving bank profitability. These suggestions are explained as under: The banks should recruit skilled employees and also provide proper training to the existing employees in order to increase efficiency of the employees. This in turn will help the state-owned banks to manage the operation effectively in regards to bank size. Both the state-owned and joint stock banks should provide the loan to the customer by over viewing their actual purpose for which they are taking loan. This will help the banks in decreasing the NPL rate. The joint stock commercial banks should engage in diversified activities The Chinese government should support the commercial banks from risk and hence should have higher equity to asset ratio. The Chinese government should also implement proper monetary policy in order to reduce inflation rate in the economy. This is because higher inflation rate adversely affects GDP of economy, which in turn reduces loan demand and decline banks profitability. Limitations of the study As the research study was based on panel data evidence from 2009 to 2016, it has certain limitations that includes- Several problems occurred regarding research design and collection of data As the study was based on divergence between temporal features between the state owned and joint banks, this study was no acquiescent to time effect. Huge difficulty occurred while collecting information about these Chinese commercial banks as it gathered from secondary sources. Collection of information was time consuming Future Work Future Work must be done in accordance to this particular research study that aligns with determinants of profitability of Chinese commercial banks after the GFC (2009-2016). The precise work can be started by utilizing the sample before the GFC in order to discover more accurate results about the difference in profitability level between state-owned and joint stock banks of China. Furthermore, the restraint of time for doing this research should not be limited, so that the researcher can gather more knowledge about the research study and produce correct outcome. References Azam, M., Siddiqui, S. (2012). Domestic and Foreign Banks' Profitability: Differences and Their Determinants.International Journal of Economics and Financial Issues,2(1), 33. Borio, C., Gambacorta, L., Hofmann, B. (2017). The influence of monetary policy on bank profitability.International Finance,20(1), 48-63. Fung?ov, Z., Pessarossi, P., Weill, L. (2013). Is bank competition detrimental to efficiency? Evidence from China.China Economic Review,27, 121-134. Golin, J., Delhaise, P. (2013).The bank credit analysis handbook: a guide for analysts, bankers and investors. John Wiley Sons. Gunji, H., Yuan, Y. (2012). Bank profitability and the bank lending channel: Evidence from China.Journal of Asian Economics,21(2), 129-141. Haslem, J. A., Longbrake, W. (2015). A discriminant analysis of commercial bank profitability. Kanas, A., Vasiliou, D., Eriotis, N. (2012). Revisiting bank profitability: A semi-parametric approach.Journal of International Financial Markets, Institutions and Money,22(4), 990-1005. Paradi, J. C., Zhu, H. (2013). A survey on bank branch efficiency and performance research with data envelopment analysis.Omega,41(1), 61-79. Qian, J. Q., Strahan, P. E., Yang, Z. (2015). The impact of incentives and communication costs on information production and use: Evidence from bank lending.The Journal of Finance,70(4), 1457-1493. Sufian, F., Habibullah, M. S. (2012). Globalizations and bank performance in China.Research in International Business and Finance,26(2), 221-239. Tan, Y., Floros, C. (2012). Stock market volatility and bank performance in China.Studies in Economics and Finance,29(3), 211-228. Zheng, Y., Zhu, Y. (2013). Bank lending incentives and firm investment decisions in China.Journal of Multinational Financial Management,23(3), 146-165.

Percy Jackson The Lightning Thief Essay Example

Percy Jackson The Lightning Thief Essay Percy Jackson- The Lightning Thief â€Å"Percy Jackson- The Lightning Thief† is the first book out of 5 in the series â€Å"Percy Jackson and the Olympians† (often shortened to Percy Jackson)- a fiction series written by Rick Riordan. It was released on July 1, 2005, and is a fantasy adventure novel on Greek mythology, the first young adult novel of this author. â€Å"The Lightning Thief† is well-known for its fascinating plot with intense competitions shown in battles between the three main characters and the antagonists. Rick Riordan is the #1 New York Times bestselling author of the â€Å"Percy Jackson and the Olympians† series, â€Å"the Kane Chronicles†, and â€Å"the Heroes of Olympus†. He is also the author of the multi-award-winning â€Å"Tres Navarre mystery† series for adults. When asked where he got his inspiration for the Percy Jackson series, Rick Riordan said that he used to tell his son – Haley to tell some bedtime stories about the gods and heroes. However, when he ran out of Greek myths, his son told him if he could make up something new with the same characters. Suddenly his son’s request reminded him of a creative writing project he used to do with his students. In the project, students were let freely create their own demigod hero, the son or daughter of any god they wanted, and describe a Greek-style quest for that hero. Therefore, off the top of his head, Rick Riordan made up Percy Jackson and told Haley all about his quest to recover Zeus’ lightning bolt in modern day America. It took about three nights to tell the whole story, and when Rick was done, Haley told him that he should write it out as a book. Although at the time he already bit more than he can chew, he somehow found the time to write the first Percy Jackson b ook over the next year. The story was a watershed for him and so different from his prior adult fiction. After finishing the first book and publishing it, he went on to write the second and has We will write a custom essay sample on Percy Jackson The Lightning Thief specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Percy Jackson The Lightning Thief specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Percy Jackson The Lightning Thief specifically for you FOR ONLY $16.38 $13.9/page Hire Writer

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:

Do present weaning methods contribute to the onset of stereotypical Dissertation

Do present weaning methods contribute to the onset of stereotypical behaviours in horses - Dissertation Example While all animal behaviour is extremely complex in nature, the causes of stereotypic behaviour in horses have been especially elusive. One suggested cause for these behaviours has been the changes and stressors a foal undergoes at the point of weaning the foal from the mother's milk (Waran et al., 2007). There are many stressors that affect a foal surrounding the experience of weaning. It is a logical extrapolation that these stressors may continue to affect the personality and behaviour of a horse into adulthood. Therefore, reducing the presence of these unwanted behaviours could be done by reducing the stress level of the weanling. There are multiple methods of weaning, all with their positive and negative points. Current suggested methods of weaning cover procedures from the very rapid and sudden to the very long-term (Householder, 2003). A clear layout of these methods is necessary to compare them and determine the least stressful option. 1.1 Hypothesis and Study Objectives The p urpose of this study is to determine the least stressful method of horse weaning, in order to ease weaning stress on horse behaviour and so reduce certain unwanted stereotypic behaviours To achieve this purpose, there are four objectives that must be met: 1. Determination of the behaviours of concern 2. Analysis of current weaning methods 3. Determination of factors involved in weaning stress, including the environment 4. Comparison of weaning methods and determination of least stressful Due to the correlation between the start of unwanted stereotypic behaviours and the process of weaning, the initial hypothesis is that these stereotypic behaviours are related to abrupt weaning methods, and that a more gradual method will produce lower levels of this behaviour. 1.2 Study Rationale Caring for and training of horses is made much more difficult if those horses are prone to stereotypic disruptive behaviour. One known cause for unwanted repetitive behaviour in performance horses is chron ically high stress, which affects the horse's overall health and it's temperament (King, 2006). While many stressors in a horse's life are on-going and can be relatively minor, weaning only happens once but may be extremely distressing, depending on the horse and the weaning method (Householder, 2003). However, early and efficient weaning, with the minimum of stress to the mare is important in breeding, as it means that the mare will be able to produce her next foal that much sooner (Stull, 1997). If the stress levels at the time of weaning could be lowered, it would be a large step toward happier and healthier horses. But until we know what method of weaning will cause the least stress and what the long-term effects of available methods on behaviour would be, changing methods may actually be more detrimental, as that would essentially be a shot in the dark as to effectiveness and safety. Therefore, this study proposes to determine that least stressful method of weaning, which could have the end result of lowering the horse's stress levels throughout its life. 2 Effects of Stress on Horses High levels of stress in horses can trigger a series of hormonal and physical effects in the body, known as the â€Å"