Free Media Violence Violence in Primetime M Essay Example For Students

Free Media Violence: Violence in Primetime M Essay edia Argumentative Persuasive Essays Violence in Primetime Before graduating from high school, the average American child will have witnessed 8,000 murders and 200,000 acts of violence on television. This overwhelming presentation of violence to society can only mean one thing: violence sells, and sells big. But we must ask at what cost? Since violence in the media has long been analyzed and discussed by researchers and media, several measures have since been implemented to stop or reduce violence on television. But even with the recent measures, such as the V-chip and a television ratings system, we must question why television violence continues and the purpose it serves. A 1999 Communication Research article reported that several studies have been conducted to reveal some of the effects television violence can have on our youth and on society in general. The results of these studies have consistently found a correlation between viewing television violence and the viewers aggressive behavior and lack of emotions after the viewing. In 1996, President Bill Clinton commended the television industrys implementation of a television ratings system as a step in the right direction. The actions of the television industry show us what can happen when visionary business leaders make a commitment to values and the common good, he said. However, his comments are contradictory. As Clinton compliments the industry for its movements to regulate the amount of media violence, he improperly supports industry leaders for making a commitment to values and the common good. Certainly repeated violence on television does not expose society to important values and lessons. Joanne Cantor, professor of Communication Arts at UW-Madison and author of the book Mommy, Im Scared, discussed the medias presentation of violence. Television and movies, by their very nature, have the ability to introduce children to frightening images, events and ideas, many of which they would not encounter in their entire lives without the mass media, Cantor said. Professor Joanne Cantor speaks on violence in the media With societys continued exposure to these disturbing images, recent measures have done little to affect the number of violent programs produced. Since money is a fundamental driver and serves as an incentive for people to work not only for themselves, but to better society, certain fundamental steps, both money related, would provoke production companies to create more innovative and thought-provoking programs. As a result of television violence, two forms of action must be taken by society to compel the television industry to reexamine the violent content in their programs and potentially lead producers to divert from their exploitations of violence. The first would entail a national boycott by advertisers sponsoring violent programs. If such a movement could gain support and momentum, then producers would ultimately need to seriously abolish their violent programs for without the financial investment of sponsors their programs could not gain national exposure and survive. The second form of action concerns the network sponsors who have the final say over what gets aired. Network sponsors could refuse to air any programs that are violence-oriented. However, such a move could lead to a lengthy court case featuring production companies arguing over their first amendment rights to produce such material. Once network and advertising sponsors reevaluate these programs, examine what they truly have to offer and then boycott sponsoring such programs, the television industry may too be forced to review their current standing and return to programs that exemplify a commitment to values. .

Women and Development Essay Example

Women and Development Essay Enhancing women’s participation in economic development is essential not only for achieving social justice but also for reducing poverty. World wide experience shows clearly that supporting a stronger role for women contributes to economic growth, it improves child survival and overall family health and it reduces fertility thus helping to slow population growth rates. In short investing in women is central to sustainable development. And yet, despite these known returns, women still face many barriers in contributing to and benefiting from development.It is from this backdrop that this essay seeks to describe the ways and means to promote women’s participation in economic development. The essay will begin by defining the concept of economic development, after that it will go into describing the ways and means to promote women’s participation in economic development, in this essay the ways and means will be broken down into five areas, education, health, wage lab our, agriculture and natural resource management and financial services. Thereafter a conclusion will be drawn.The concept of economic development can be taken to mean the sustained, concerted actions of policy makers and communities that promote the standard of living and economic health of a specific area. Economic development can also be referred to as the quantitative and qualitative changes in the economy. Such actions can include multiple areas including development of human capital, critical infrastructure, regional competitiveness, environmental sustainability, social inclusion, health, safety, literacy and other initiatives (Todaro amp; Smith, 2005).Education is the most important means of empowering women with the knowledge, skills and self confidence necessary to participate fully in the development process. Education is important for everyone but it is especially significant for girls and women. This is true not only because education is an entry point to other opportuni ties, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls’ education is one of the most effective ways to reduce poverty.Investments in secondary school education for girls especially yield high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children. Education helps girls and women to know their human rights and to gain confidence to claim them (Thompson, 2004). In addition to this, the education of parents is linked to their children’s educational attainment, and the mother’s education is usually more influential than the father’s.An educated mother’s greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling. And educated mothers, averaging fewer children, can concentrate more attention on each child. Besides having fewer children, mothers with schooling are less likely to have mistimed or unintended births.This has implications for schooling, because poor parents must choose which of their children to educate (ibid). Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognised education especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20- year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals.Therefore it must be stated that once women are educated, they are able to participate effectively in economic development (Vos senberg, 2013). Secondly there is the area of health, avoidable female deaths in the developing countries are strongly associated with health care and nutrition failures, whereas avoidable male mortality is associated more with behavioural occupational hazards that are less susceptible to prevention within the health sector, such as exposure to toxins, smoking, drug and alcohol use, violence and accidents.The low marginal costs of preventing women’s disability, illness, and premature death through family planning, nutritional supplementation, community based primary health care and safe mother hood programs (including safe abortion) argue for expanding such programmes in all countries especially in high mortality, high fertility settings. Health services that integrate nutrition training and supplementation, family planning, maternal and childcare and primary health care are the most effective in reaching women because they address a wide spectrum of women’s needs and responsibilities and save them time.In some settings the training of female health personnel may be particularly important, and combining care for women and children can help overcome some of the permission barriers that inhibit women from seeking health care. Ensuring that women have access to quality health care would enable them to effectively participate in economic development (World Bank, 1994). Thirdly there is the area of wage labour, unlike the strategies in education and health, those for increasing the participation rates of women and reducing wage differences between men and women are less proven.The main strategies here include increasing the productivity of women, reducing the constraints women face while participating in the labour market and improving the efficiency of the labour market. Providing childcare can reduce the household constraints that working women face, particularly in urban areas where the extended family often is not available to help. With broader c hildcare facilities available, women may not need to compromise on the type of jobs they accept. This would begin to bridge the male-female differences in earnings that cannot be attributed to human capital differences.For example the community childcare project in Colombia provides for the nutrition, health, and early-childhood development needs of children aged 2 through 6 in low income urban communities. Community mothers chosen by parents, care for about fifteen children each in their homes. The service support component of the project provides training to the community mothers and helps upgrade their homes to reach minimum standards for providing childcare. It increases the productive potential of mothers by offering alternative childcare arrangements, but its cost-effectiveness has yet to be evaluated (ibid).Removing policies of segregation and discrimination to promote access to jobs and making information available to lower the search costs associated with finding a job are other strategies. For instance the employment and training project in Turkey incorporates some of these actions, but it is too recent to provide insights about their effectiveness. In the ongoing projects in Turkey and Hungary, youth and adult counselling systems and career awareness are intended to be gender neutral.This is to ensure gender neutrality in job vacancies, the abolition of gender preferences can be specified as a project goal, as in the Turkey employment project. In countries where there is gender segregation, training projects for women could be designed to be more gender sensitive and address segregation issues. And where equal employment laws exist, countries can be encouraged to enforce them more rigorously. This would in turn ensure that more and more women are able to participate in economic development (Rakodi, 2005). The fourth area has to do with agriculture and natural resource management.The many responsibilities of rural women can impose time and energy con straints on their participation in programs designed to increase their incomes. Part of the strategy, therefore is to increase their productivity in existing tasks. However, given the option, many women want to escape the drudgery of many of these activities, highlighting the importance of increasing women’s options in agriculture and in home production. Many projects of the World Bank and other agencies include three basic interventions to improve the delivery of extension services to rural women.One is to improve the delivery of appropriate extension messages to women as a separate clientele. The second is to increase the number of female agents and supervisors in the extension system or to separate facilities, transportation, and other resources for extension women farmers. Delivering appropriate extension messages to women may entail revising the content and orientation of extension in order to address women farmers’ needs (Farnworth amp; Munachoga, 2010). Furtherm ore, women bear the burden of environmental degradation, as they have to trek long distances to fetch fuel wood and water.Natural resource management projects and policy oriented studies need to fully evaluate the costs and adverse externalities of environmental damage by including the direct and indirect costs to women’s activities. Deforestation, for example impose both direct and opportunity costs on women. Direct costs result when fuel wood resources are depleted (and must be purchased) and indirect costs occur when women have to walk long distances to obtain fuel wood. When they can be trained to contribute to environmental conservation.Such training in research and analysis of environmental problems and their causes and consequences can equip women to participate effectively in decision making on issues relating to environmental policy. Technology transfer if appropriately designed and adapted, could lead to more efficient use of resources, yield significant environment al benefits and enhance women’s productivity to use resources more sustainably (Rakodi, 2005). Natural resources management projects need to identify and consult women’s groups in order to ensure environmental conservation and sustainable management.Failure to identify and acknowledge the role of women in environmental processes can result in inappropriate interventions and jeopardize the success of environmental projects. Wherever women play a role in influencing policymaking on environment, investigators could document and learn from experience. Women’s groups and environmental NGOs can also play an important role (ibid). Lastly there is the area of financial services, high transaction costs, and high perceived risks of default, lack of collateral and social resistance commonly bar women’s access to credit.One way to reduce transaction costs is group lending, in which members accept joint liability for loans this relieves the lender of the costly proces s of checking the creditworthiness of individual borrowers and lowers the administrative costs per loan, which is particularly important if the average loan is very small. The groups take over many of the screening, incentive and enforcement functions normally left to banking staff. Group lending also spares borrowers elaborate application procedures, transportation costs, and the need for collateral.Other techniques for lowering transactions include inexpensive and mobile offices, hiring of staff from client communities, and standardized and decentralized procedures for lending. Group lending also lowers the risk of default. The combination of peer pressure and cooperative gained from participation in a group has proved to be an effective motivator for repayment in many different countries and settings worldwide (Vossenberg, 2013). Lack of collateral is a pervasive problem for the poor, and particularly for women who rarely have title to significant assets.Joint liability groups re place collateral with a collective guarantee in many programs. Providing access to financial services is necessary but not sufficient. Women who have never used a bank must be taught how to do so. Training and confidence building are especially important for women, who are likely to have less formal education and less experience with formal organizations and procedures. Alongside financial services, it is imperative to equip women with training in small enterprise, entrepreneurship and management, how to begin and successfully sustain an enterprise.When women have access to financial services, they will be better equipped to participate effectively in economic development (World Bank, 1994). In conclusion, this essay has discussed various ways and means of enhancing women’s participation in economic development. The first one being education, which has been identified as being the most important, this is because education gives women power, self confidence and the knowledge t hat can equip them to participate fully in economic development. The second one is health, access to good quality health enables women to effectively participate in economic growth.The third, point has to do with wage labour, there is need for more and more women to be incorporated into wage labour, this would ensure that women start getting a stable salary which would help them to have disposable income that they can invest in businesses, and eventually they would be able to participate in economic development. The last two points that have been discussed are agriculture and natural resource management and financial resources. When women are properly trained in the area of agriculture and finances, they are better able to participate in economic development. Women and Development Essay Example Women and Development Essay Enhancing women’s participation in economic development is essential not only for achieving social justice but also for reducing poverty. World wide experience shows clearly that supporting a stronger role for women contributes to economic growth, it improves child survival and overall family health and it reduces fertility thus helping to slow population growth rates. In short investing in women is central to sustainable development. And yet, despite these known returns, women still face many barriers in contributing to and benefiting from development.It is from this backdrop that this essay seeks to describe the ways and means to promote women’s participation in economic development. The essay will begin by defining the concept of economic development, after that it will go into describing the ways and means to promote women’s participation in economic development, in this essay the ways and means will be broken down into five areas, education, health, wage lab our, agriculture and natural resource management and financial services. Thereafter a conclusion will be drawn.The concept of economic development can be taken to mean the sustained, concerted actions of policy makers and communities that promote the standard of living and economic health of a specific area. Economic development can also be referred to as the quantitative and qualitative changes in the economy. Such actions can include multiple areas including development of human capital, critical infrastructure, regional competitiveness, environmental sustainability, social inclusion, health, safety, literacy and other initiatives (Todaro amp; Smith, 2005).Education is the most important means of empowering women with the knowledge, skills and self confidence necessary to participate fully in the development process. Education is important for everyone but it is especially significant for girls and women. This is true not only because education is an entry point to other opportuni ties, but also because the educational achievements of women can have ripple effects within the family and across generations. Investing in girls’ education is one of the most effective ways to reduce poverty.Investments in secondary school education for girls especially yield high dividends. Girls who have been educated are likely to marry later and to have smaller and healthier families. Educated women can recognize the importance of health care and know how to seek it for themselves and their children. Education helps girls and women to know their human rights and to gain confidence to claim them (Thompson, 2004). In addition to this, the education of parents is linked to their children’s educational attainment, and the mother’s education is usually more influential than the father’s.An educated mother’s greater influence in household negotiations may allow her to secure more resources for her children. Educated mothers are more likely to be in the labour force, allowing them to pay some of the costs of schooling, and may be more aware of returns to schooling. And educated mothers, averaging fewer children, can concentrate more attention on each child. Besides having fewer children, mothers with schooling are less likely to have mistimed or unintended births.This has implications for schooling, because poor parents must choose which of their children to educate (ibid). Closing the gender gap in education is a development priority. The 1994 Cairo Consensus recognised education especially for women, as a force for social and economic development. Universal completion of primary education was set as a 20- year goal, as was wider access to secondary and higher education among girls and women. Closing the gender gap in education by 2015 is also one of the benchmarks for the Millennium Development Goals.Therefore it must be stated that once women are educated, they are able to participate effectively in economic development (Vos senberg, 2013). Secondly there is the area of health, avoidable female deaths in the developing countries are strongly associated with health care and nutrition failures, whereas avoidable male mortality is associated more with behavioural occupational hazards that are less susceptible to prevention within the health sector, such as exposure to toxins, smoking, drug and alcohol use, violence and accidents.The low marginal costs of preventing women’s disability, illness, and premature death through family planning, nutritional supplementation, community based primary health care and safe mother hood programs (including safe abortion) argue for expanding such programmes in all countries especially in high mortality, high fertility settings. Health services that integrate nutrition training and supplementation, family planning, maternal and childcare and primary health care are the most effective in reaching women because they address a wide spectrum of women’s needs and responsibilities and save them time.In some settings the training of female health personnel may be particularly important, and combining care for women and children can help overcome some of the permission barriers that inhibit women from seeking health care. Ensuring that women have access to quality health care would enable them to effectively participate in economic development (World Bank, 1994). Thirdly there is the area of wage labour, unlike the strategies in education and health, those for increasing the participation rates of women and reducing wage differences between men and women are less proven.The main strategies here include increasing the productivity of women, reducing the constraints women face while participating in the labour market and improving the efficiency of the labour market. Providing childcare can reduce the household constraints that working women face, particularly in urban areas where the extended family often is not available to help. With broader c hildcare facilities available, women may not need to compromise on the type of jobs they accept. This would begin to bridge the male-female differences in earnings that cannot be attributed to human capital differences.For example the community childcare project in Colombia provides for the nutrition, health, and early-childhood development needs of children aged 2 through 6 in low income urban communities. Community mothers chosen by parents, care for about fifteen children each in their homes. The service support component of the project provides training to the community mothers and helps upgrade their homes to reach minimum standards for providing childcare. It increases the productive potential of mothers by offering alternative childcare arrangements, but its cost-effectiveness has yet to be evaluated (ibid).Removing policies of segregation and discrimination to promote access to jobs and making information available to lower the search costs associated with finding a job are other strategies. For instance the employment and training project in Turkey incorporates some of these actions, but it is too recent to provide insights about their effectiveness. In the ongoing projects in Turkey and Hungary, youth and adult counselling systems and career awareness are intended to be gender neutral.This is to ensure gender neutrality in job vacancies, the abolition of gender preferences can be specified as a project goal, as in the Turkey employment project. In countries where there is gender segregation, training projects for women could be designed to be more gender sensitive and address segregation issues. And where equal employment laws exist, countries can be encouraged to enforce them more rigorously. This would in turn ensure that more and more women are able to participate in economic development (Rakodi, 2005). The fourth area has to do with agriculture and natural resource management.The many responsibilities of rural women can impose time and energy con straints on their participation in programs designed to increase their incomes. Part of the strategy, therefore is to increase their productivity in existing tasks. However, given the option, many women want to escape the drudgery of many of these activities, highlighting the importance of increasing women’s options in agriculture and in home production. Many projects of the World Bank and other agencies include three basic interventions to improve the delivery of extension services to rural women.One is to improve the delivery of appropriate extension messages to women as a separate clientele. The second is to increase the number of female agents and supervisors in the extension system or to separate facilities, transportation, and other resources for extension women farmers. Delivering appropriate extension messages to women may entail revising the content and orientation of extension in order to address women farmers’ needs (Farnworth amp; Munachoga, 2010). Furtherm ore, women bear the burden of environmental degradation, as they have to trek long distances to fetch fuel wood and water.Natural resource management projects and policy oriented studies need to fully evaluate the costs and adverse externalities of environmental damage by including the direct and indirect costs to women’s activities. Deforestation, for example impose both direct and opportunity costs on women. Direct costs result when fuel wood resources are depleted (and must be purchased) and indirect costs occur when women have to walk long distances to obtain fuel wood. When they can be trained to contribute to environmental conservation.Such training in research and analysis of environmental problems and their causes and consequences can equip women to participate effectively in decision making on issues relating to environmental policy. Technology transfer if appropriately designed and adapted, could lead to more efficient use of resources, yield significant environment al benefits and enhance women’s productivity to use resources more sustainably (Rakodi, 2005). Natural resources management projects need to identify and consult women’s groups in order to ensure environmental conservation and sustainable management.Failure to identify and acknowledge the role of women in environmental processes can result in inappropriate interventions and jeopardize the success of environmental projects. Wherever women play a role in influencing policymaking on environment, investigators could document and learn from experience. Women’s groups and environmental NGOs can also play an important role (ibid). Lastly there is the area of financial services, high transaction costs, and high perceived risks of default, lack of collateral and social resistance commonly bar women’s access to credit.One way to reduce transaction costs is group lending, in which members accept joint liability for loans this relieves the lender of the costly proces s of checking the creditworthiness of individual borrowers and lowers the administrative costs per loan, which is particularly important if the average loan is very small. The groups take over many of the screening, incentive and enforcement functions normally left to banking staff. Group lending also spares borrowers elaborate application procedures, transportation costs, and the need for collateral.Other techniques for lowering transactions include inexpensive and mobile offices, hiring of staff from client communities, and standardized and decentralized procedures for lending. Group lending also lowers the risk of default. The combination of peer pressure and cooperative gained from participation in a group has proved to be an effective motivator for repayment in many different countries and settings worldwide (Vossenberg, 2013). Lack of collateral is a pervasive problem for the poor, and particularly for women who rarely have title to significant assets.Joint liability groups re place collateral with a collective guarantee in many programs. Providing access to financial services is necessary but not sufficient. Women who have never used a bank must be taught how to do so. Training and confidence building are especially important for women, who are likely to have less formal education and less experience with formal organizations and procedures. Alongside financial services, it is imperative to equip women with training in small enterprise, entrepreneurship and management, how to begin and successfully sustain an enterprise.When women have access to financial services, they will be better equipped to participate effectively in economic development (World Bank, 1994). In conclusion, this essay has discussed various ways and means of enhancing women’s participation in economic development. The first one being education, which has been identified as being the most important, this is because education gives women power, self confidence and the knowledge t hat can equip them to participate fully in economic development. The second one is health, access to good quality health enables women to effectively participate in economic growth.The third, point has to do with wage labour, there is need for more and more women to be incorporated into wage labour, this would ensure that women start getting a stable salary which would help them to have disposable income that they can invest in businesses, and eventually they would be able to participate in economic development. The last two points that have been discussed are agriculture and natural resource management and financial resources. When women are properly trained in the area of agriculture and finances, they are better able to participate in economic development.

How to Find the Mean of a Set of Numbers Formula and Examples

How to Find the Mean of a Set of Numbers Formula and Examples SAT / ACT Prep Online Guides and Tips Are you taking the SAT or ACT and want to make sure you know how to work with data sets? Or maybe you’re looking to refresh your memory for a high school or college math class. Whatever the case, it’s important you know how to find the mean of a data set. We'll explain what the mean is used for in math, how to calculate the mean, and what problems about the mean can look like. What Is a Mean and What Is It Used For? The mean, or arithmetic mean, is the average value of a set of numbers. More specifically, it's the measure of a "central" or typical tendency in a given set of data. Mean- often simply called the "average"- is a term used in statistics and data analysis. In addition, it's not unusual to hear the words "mean" or "average" used with the terms "mode," "median," and "range," which are other methods of calculating the patterns and common values in data sets. Briefly, here are the definitions of these terms: Mode- the value that appears most frequently in a data set Median- the middle value of a data set (when arranged from lowest value to highest) Range- the difference between the highest and smallest values in a data set So what is the purpose of the mean exactly? If you have a data set with a wide range of numbers, knowing the mean can give you a general sense of how these numbers could essentially be put together into a single representative value. For example, if you’re a high school student getting ready to take the SAT, you might be interested to know the current mean SAT score. Knowing the mean score gives you a rough idea of how most students taking the SAT tend to score on it. How to Find the Mean: Overview To find the arithmetic mean of a data set, all you need to do is add up all the numbers in the data set and then divide the sum by the total number of values. Let’s look at an example. Say you’re given the following set of data: $$6, 10, 3, 27, 19, 2, 5, 14$$ To find the mean, you’ll first need to add up all the values in the data set like this: $$6 + 10 + 3 + 27 + 19 + 2 + 5 + 14$$ Note that you don’t need to rearrange the values here (though you may if you wish to) and can simply add them in the order in which they’ve been presented to you. Next, write down the sum of all the values: $$6 + 10 + 3 + 27 + 19 + 2 + 5 + 14 = \bo86$$ The last step is to take this sum (86) and divide it by the number of values in the data set. Because there are eight different values (6, 10, 3, 27, 19, 2, 5, 14), we'll be dividing 86 by 8: $$86 / 8 = 10.75$$ The mean, or average, for this set of data is 10.75. How to Calculate a Mean: Practice Questions Now that you know how to find the average- in other words,how to calculate the mean of a given set of data- it’s time to test what you’ve learned. In this section, we'll give you four math questions that involve finding or using the mean. The first two questions are our own, whereas the second two are official SAT/ACT questions; as such, these two will require a little bit more thought. Scroll past the questions for the answers and answer explanations. Practice Question 1 Find the mean of the following set of numbers: 5, 26, 9, 14, 49, 31, 109, 5. Practice Question 2 You are given the following list of numbers: 4, 4, 2, , 6, $X$, 1, 3, 2. The arithmetic mean is 4. What is the value of $X$? Practice Question 3 The list of numbers 41, 35, 30, $X, Y$, 15 has a median of 25. The mode of the list of numbers is 15. To the nearest whole number, what is the mean of the list? 20 25 26 27 30 Source: 2018-19 Official ACT Practice Test Practice Question 4 At a primate reserve, the mean age of all the male primates is 15 years, and the mean age of all female primates is 19 years. Which of the following must be true about the mean age $m$ of the combined group of male and female primates at the primate reserve? $m = 17$ $m 17$ $m 17$ $15 m 19$ Source: The College Board How to Find the Average: Answers + Explanations Once you’vetried out the four practice questions above, it’s time to compare your answers and see whether you understand not just how to find the mean of data but also how to use what you know about the mean to more effectively approach any math questions that deal with averages. Here are the answers to the four practice questions above: Practice Question 1: 31 Practice Question 2: 3 Practice Question 3: C. 26 Practice Question 4: D. $15 m 19$ Keep reading to see the answer explanation for each question. Practice Question 1 Answer Explanation Find the mean of the following set of numbers: 5, 26, 9, 14, 49, 31, 109, 5. This is a straightforward question that simply asks you to calculate the arithmetic mean of a given data set. First, add up all the numbers in the data set (remember that you don’t need toarrangethem in order from lowest to highest- only do this if you’re trying to find the median): $$5 + 26 + 9 + 14 + 49 + 31 + 109 + 5 = \bo248$$ Next, take this sum and divide it by the number of values in the data set.Here, there are eight total values, so we'll divide 248 by 8: $$248 / 8 = 31$$ The mean and correct answer is 31. Practice Question 2 Answer Explanation You are given the following list of numbers: 4, 4, 2, , 6, $X$, 1, 3, 2. The arithmetic mean is 4. What is the value of $X$? For this question, you’re essentially working backward: you already know the mean and now must use this knowledge to help you solve for the missing value, $X$, in the data set. Recall that to find the mean, you add up all the numbers in a set and then divide the sum by the total number of values. Since we know the mean is 4, we’ll start by multiplying 4 by the number of values (there are nine separate numbers here, including $X$): $$4 * 9 = 36$$ This gives us the sum of the data set (36). Now, the question becomes an algebra problem, in which all we need to do is simplify and solve for $X$: $$4 + 4 + 2 + + 6 + X + 1 + 3 + 2 = 36$$ $$33 + X = 36$$ $$X = 3$$ The correct answer is 3. Practice makes perfect! Practice Question 3 Answer Explanation The list of numbers 41, 35, 30, $X, Y$, 15 has a median of 25. The mode of the list of numbers is 15. To the nearest whole number, what is the mean of the list? 20 25 26 27 30 This tricky-looking math problem comes from an official ACT practice test, so you can expect it to be a little less direct than your typical arithmetic mean problem. Here, we’re given a data set with two unknown values: 41, 35, 30, $X, Y$, 15 We’re also given two critical pieces of information: The mode is 15 The median is 25 To solve for the mean of this data set, we will need to use all the information we’ve been given and will also need to know what the mode and median are. As a reminder, the mode is the value that appears most frequently in a data set, while the median is the middle value in a data set (when all values have been arranged from lowest to highest). Since the mode is 15, this must mean that the value 15 appears at least twice in the data set (in other words, more times than any other value appears). As a result, we can say replace either $X$ or $Y$ with 15: $$41, 35, 30, X, 15, 15$$ We’re also told that the median is 25. To find the median, you must first rearrangethe data set in order from lowest value to highest value. Sincethe median is more than 15 but less than 30, we should put $\bi X$ between these two values. Here’s what we get when we rearrange our values from lowest to highest: $$15, 15, X, 30, 35, 41$$ There are six values in total, (including $X$) meaning that the median will be the number exactly halfway between the third and fourth values in the data set.In short,25 (the median) must come halfway between $X$ and 30. This means that $X$ must equal 20, since that would put it 5 away from 20 and 5 away from 30 (or halfway between the two values). We now have a complete data set with no unknown values: $$15, 15, 20, 30, 35, 41$$ All we have to do now is use these values to solve for the mean. Start by adding them all up: $$15 + 15 + 20 + 30 + 35 + 41 = 156$$ Finally, divide the sum by the number of values in the data set (that’s six): $$156 / 6 = 26$$ The correct answer is C. 26. Practice Question 4 Answer Explanation At a primate reserve, the mean age of all the male primates is 15 years, and the mean age of all female primates is 19 years. Which of the following must be true about the mean age $m$ of the combined group of male and female primates at the primate reserve? $m = 17$ $m 17$ $m 17$ $15 m 19$ This practice problem is an official SAT Math practice question from the College Board website. For this math question, you’re not expected to solve for the mean but must instead use what you know about two means to explain what the mean of the larger group could be. Specifically, we're being asked how we can use these two means to express, in algebraic terms, the mean age ($\bi m$) forbothmale and female primates. Here’s what we know: first, the mean age of all male primates is 15 years. Secondly, the mean age of all female primates is 19 years.This means that, in general,the female primates are older than the male primates. Since the mean age for male primates (15) is lower than that for female primates (19), we know that the mean age for both groups cannot logically exceed 19 years. Similarly, because the mean age for female primates is greater than that for male primates, we know that the mean age for both cannot logically fall below 15 years. We are therefore left with the understanding that the mean age for the male and female primates together must be greater than 15 years (the mean age of the males) but also less than 19 years (the mean age of the females). This rationale can be written as the following inequality: $$15 m 19$$ The correct answer is D. 15 $\bi m$ 19. What’s Next? Tolearn even more about data sets,look at our guide to the best strategies for mean, median, and mode on SAT Math. Taking the SAT or ACT soon? Then you'll definitely want to know what kind of math you're going to be tested on. Check out our in-depth guides to the SAT Math section and the ACT Math sectionto get started. What are the most important math formulas to know for the SAT and ACT?Get an overview of the 28 critical SAT formulas and the 31 critical ACT formulasyou should know.

Writing Prompts 101

Writing Prompts 101 Writing Prompts 101 Writing Prompts 101 By Simon Kewin Even if you are not a professional writer you probably already heard about writing prompts. They represent a very effective tool for any writing project, so its a good idea to know how to use them. What Is A Writing Prompt? If you’re a fiction writer, you may want to consider using writing prompts to kick-start your creativity. A writing prompt is simply a topic around which you start jotting down ideas. The prompt could be a single word, a short phrase, a complete paragraph or even a picture, with the idea being to give you something to focus upon as you write. You may stick very closely to the original prompt or you may wander off at a tangent. You may just come up with rough, disjointed notes or you may end up with something more polished and complete, a scene or even a complete story. The point is to simply start writing without being held back by any inhibitions or doubts. Here are four good reasons for writing to prompts : Sometimes it’s hard to start writing when faced with a blank page. Focusing on an unrelated prompt for a while helps get the creative juices flowing. If you write for just ten minutes on a prompt, you should then find it easier to return to the piece you intended to write. You may also find that if you stop trying to think so hard about what you wanted to write and switch you attention to the prompt instead, the words and ideas for your original piece start to come to you after all. The things you write in response to a prompt may also end up as worthwhile material in their own right. The prompt may give you ideas from which a complete story grows or you may get fresh ideas for another piece you are already working on. It’s often surprising how much material you come up with once you start. Writing to a prompt regularly helps to get you into the habit of writing. This can act as a sort of exercise regime, helping to build up your â€Å"muscles† so that you start to find it easier and easier to write for longer and longer. Prompts can be a great way to get involved in a writing community. Sometimes writing groups offer a prompt for everyone to write about, with the intention being for everyone to come up with something they can then share. This can be a source of great encouragement, although knowing that others will read what you have written can also inhibit your creativity. Examples of Writing Prompts The following are twenty writing prompts that you could use to spark your imagination. If you want to use one, don’t worry about where the ideas take you or whether what you’ve written is â€Å"good†. The point is just to get into the flow of writing. You can come back later and polish if you wish to. It was the first snowfall of the year. He hadn’t seen her since the day they left High School. The city burned, fire lighting up the night sky. Silk. She studied her face in the mirror. The smell of freshly-cut grass. They came back every year to lay flowers at the spot. The streets were deserted. Where was everyone? Where had they all gone? This time her boss had gone too far. Red eyes. Stars blazed in the night sky. He woke to birdsong. ‘Shh! Hear that?’ ‘I didn’t hear anything.’ He’d always hated speaking in public. She woke, shivering, in the dark of the night. The garden was overgrown now. He’d never noticed a door there before. She’d have to hitch a ride home. ‘I told him not to come back too!’ His feet were already numb. He should have listened. Where To Find Writing Prompts Online The internet is a wonderful source of writing prompts. There are sites dedicated to providing them which a quick search will turn up. Examples include : CreativeWritingPrompts.com WritersDigest.com Creative-Writing-Solutions.com Perhaps even more valuable are the lists compiled by authors and websites. Here are some suggestions: 200+ Writing Prompts to Inspire You There are numerous blogs that offer a regular writing prompt to inspire you and where you can, if you wish, post what you’ve written. Examples include : SundayScribblings.blogspot.com DragonWritingPrompts.blogspot.com There are also many other sites that can, inadvertently, provide a rich seam of material for writing prompts – for example news sites with their intriguing headlines or pictorial sites such as Flickr.com that give you access to a vast range of photographs that can prompt your writing. If you’re on Twitter, there are users you can follow to receive a stream of prompts, for example : twitter.com/writingprompt twitter.com/NoTelling twitter.com/writingink Another idea is just to keep an eye on all the tweets being written by people all over the world, some of which can, inadvertently, be used as writing prompts. How To Make Your Own Writing Prompts You can find ideas for writing prompts of your own from all sorts of places : snatches of overheard conversation, headlines, signs, words picked from a book and so on. Get used to keeping an eye out for words and phrases that fire your imagination, jot them down and use them as writing prompts to spark your creativity. You never know where they might take you. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Writing Basics category, check our popular posts, or choose a related post below:50 Incorrect Pronunciations That You Should AvoidHow to Punctuate with â€Å"However†Capitalizing Titles of People and Groups

Answer the following questions#2 Essay Example | Topics and Well Written Essays - 500 words

Answer the following questions#2 - Essay Example The model gives exact video guidelines that can be easier to understand for students, since they can see organs that are not seen during actual conversations, as these organs move inside the mouth. The model also provides examples of words for practice pronunciation, where learners can feel how these organs work together in providing a specific sound(s) for a specific letter. Phonetics_Focus/. It has many applications that help students learn the English language, such as the Phonemic Reader. It shows the actual sounds of the consonants and vowels. It can guide students in seeing each letter, not just physically, but also audio-visually, in a phonemic way. The application also offers several games, such as the Phonemic Pelmanism. It asks students to match the phonetic spelling with the real spelling. The game helps readers practice what they know about phonemics already. There are also plenty of mobile applications that help children learn sounds and letters. These applications test learning too, which provides automatic feedback and positive reinforcement once kids learn them. I can use them to help students reinforce learning in class by doing tasks that they can do at home at their own pace and time. Information gap tasks are done orally by asking learners to determine differences between pictures, ordering sentences in stories, and restoring missing portions of maps and charts. I can use this game to help learners think about the uses of words in context. The advantages of the task are contextual learning of language and interactive learning. The disadvantages are possible lack of writing reinforcement and some students with poor vocabulary will struggle with the tasks. An example of the task is making an appointment game. I can use this game to help young learners understand the concept of time and time management. The advantages of the task are helping students understand the meaning of words in actual settings and

How Attitudes Influence an Organization Research Paper

How Attitudes Influence an Organization - Research Paper Example The importance of the attitudes is no different in the corporate world as well. We can observe in the job advertisement placed by the organizations in which they explicitly mention the importance of a â€Å"can do attitude† in the applicant. Therefore, it is important to understand why organizations need individuals with a positive attitude. Importance of Attitude The increasing competition within the corporate world has compelled organizations to be extremely dynamic in their approach. The need to adjust according to the demands of the market and customers and for this they need employees who have a positive and flexible nature to adjust immediately to the required changes. The increased number of companies has also not helped the cause for many organizations as it stiffened the competition in the market. In the situation where organizations needs to be extremely innovative in their business approach, require their employees to think out of the box. The creative thinking is o nly possible when an individual is trying to find a solution rather than just filling in the situation. ... ees are an integral part of any success that an organization achieves and hence it important for the companies to have employees who are always thinking of something new and innovative. Attitudes Influencing Organizations Generally Organizations perform their activity in a competitive commercial environment which is permanently changing, which forces them to constantly adapt to new conditions. In an organization, management is performed by people, through people. Essentially, the organizational transformation resides in a holistic approach, emphasizing the human dimension of the company, which simultaneously takes into account the changes for purposes on the whole, the structures, the culture and the strategy of the organization, based on new perceptions, ways of thinking and of behaving. The dynamic nature of the corporate world has increased the importance of evolving organizations. The rapid advancement in technology is also changing the way of business practices around the world. The employees, thus, needs to be extremely positive in their approach to accept these changes in the work environment. The competitive forces in the industries have somehow shortened the length of competitive advantage for the firms, as many other firms would master the art of producing it with some additional features that too in a very short span of time. The example of Smartphone is the perfect elaboration of the above discussion. In this situation, if employees resist changes in the organization, which is brought in it to move forward and compete in the industry, the organization is likely to fall out of the competition (Olatokun, Wole and Olalekan). The approach or attitude of the employees is thus of critical importance. Their attitude shapes the attitude of the organization as the

Foucault and kant Essay Example for Free

Foucault and kant Essay Both Kant and Foucault present a question of what is enlightenment? According to Immanuel Kant enlightenment was mans freedom from his â€Å"self-incurred immaturity†. Kant believes that all that is needed to reach enlightenment is freedom. Enlightenment could not be achieved by any one person, we have to do so as a community. Kant said that we should have the freedom to make public use of our reason in all situations. He also believed that revolution is a great way to remove oppressive government heads but it would not teach the community to think in a different way. Kant says that the matters of religion is the focal point of enlightenment. Thinking and acting freely is mans enlightenment and emerges us from our immaturity. Foucaults text is a reflection upon Kants views on â€Å"What is enlightenment? †. Foucault addresses many of the issues with Kants essay on â€Å"What is Enlightenment? † and says that is written in a world era to which no one belongs to. He says that enlightenment is an â€Å"exit† or a â€Å"way out†. Focault says that we have not yet reached enlightenment and that once we achieve this enlightenment there will be nowhere else to progress to and we will achieve our limit. I agree with Foucault over Kants view on enlightenment. I think as a whole we have not reached our enlightenment and I don’t think we will for a very long time. Although Kant said in order to reach enlightenment we have to do so as a community. We cannot do this because this is something that exceeds our limits as human beings.