buy custom Reflective Essay essay

buy custom Reflective Essay essay The most intriguing part of this course was touching on joining a conversation. This is because a majority of people is not aware of how to do it, meaning that they offend many people when they do it wrongly. I have learnt that one has to be careful enough to find out what a conversation is all about before giving their views or even asking anything about what is being discussed. Although this may sound a little bit difficult, I have learnt that it is expedient to do so because one is likely to fare well in any conversation community. Thus, it is crucial to find out the topic being discussed. This will help one in choosing how to contribute basing on his or her familiarity. It is also easier to develop an argument when one is familiar with the subject of a conversation. It is also necessary to be observant on the form of communication being used. This is mainly in terms of the language settings, which are addressed by the literacy settings of the community. For instance, it is always beneficial to judge the mood or reactions of the members before carefully selecting what to say. Otherwise, use of a polite language when interrupting is advantageous in trying to secure the desired reception. Reading and writing are two different things but are interconnected in a manner they one is supported by the other. In this regard, I have learned how to improve my writing skill coupled by critical reading. This is by understanding that I have to develop strong reading skills in order to gather the material I would need in my writing. For instance, a systematic process that will ensure maximum understanding of the materials being read should be coupled with academic reading. This can be done by taking notes while reading and engaging with the author in a oneto one conversation fashion. This will help much in understanding and thus helpful when it comes to writing about what has been tread. Revision skills are also improved this way thus improving my understanding of the content in the reading materials. The use of drafts is also a valuable writing approach learnt. Wring a draft first before setting to write the soft copy is critical in correcting mistakes and avoiding issues such as plagiarism. Doing peer reviews on the draft can also be crucial in improving the piece of writing. In other words, a lively writing habit involve as a series of steps before producing a finished product. This will help me in future academic writing because the work I will be writing will be up to standards and of superior quality. This means that I will be able to score well, pass, and get outstanding grades in my projects. Academic writing is mainly based on a problem solving approaches, which are supposed to begin as perceptions that rise certain questions or uncertainties. This means that it can be instrumental in writing research papers like dissertations. This is because the writing skills learn can be used in collecting data and writing out ideas properly. This is then followed by engaging other students in evaluating the information collected and then preparing drafts of the intended writings. This is followed by writing the final paper, editing, and publishing. This process in hugely supported by excellent writing and reading skills learnt. The information gained will help me in undertaking the steps of writing big academic papers. This will be critical in ensuring that I write grammatical error free papers with an academic flow. . In conclusion, I have understood the importance of using my cognitive function through interconnected domains of language use, which are mainly listening, writing, re ading and speaking. Buy custom Reflective Essay essay

3 More Cases of Unnecessary Punctuation

3 More Cases of Unnecessary Punctuation 3 More Cases of Unnecessary Punctuation 3 More Cases of Unnecessary Punctuation By Mark Nichol In each sentence below, the presence of one punctuation mark- or, in the case of the first example, a team of two complementary marks- introduces a flaw in the syntactical structure of the statement. Discussion and revision of the problematic sentences follow each example. 1. He would replace conservative, Justice Antonin Scalia, who died last month, leaving behind a bitter election-year fight over the future of the court. Because the phrase â€Å"Justice Antonin Scalia† is essential to this sentence- the statement would not be grammatically valid if it were omitted- it cannot be treated as a parenthetical. Here, conservative is simply a description of the person named. But also, because conservative and justice can combine to describe the person, the latter word joins the former one as a generic descriptor and should no longer be treated as a job title: â€Å"He would replace conservative justice Antonin Scalia, who died last month, leaving behind a bitter election-year fight over the future of the court.† (This rule applies to any similar shift in function, as in â€Å"former president George W. Bush† as compared to â€Å"President George W. Bush.†) 2. In the book, Built to Last: Successful Habits of Visionary Companies, the authors assert that a company sustains itself by setting audacious goals that require the commitment of its personnel to work outside their comfort zone. Unless the book has been previously referred to, this sentence treats the title as if it refers to the one existing book. Again, without the parenthetical information, the statement is flawed because, in this case, it does not identify the book in question: â€Å"In the book Built to Last: Successful Habits of Visionary Companies, the authors assert that a company sustains itself by setting audacious goals that require the commitment of its personnel to work outside their comfort zone.† 3. These factors pertain to such drivers as: the enterprise’s capabilities; competitor capabilities, behaviors and actions; and customer preferences and bargaining power. The colon interrupts the syntactical flow of this sentence: â€Å"These factors pertain to such drivers as the enterprise’s capabilities; competitor capabilities, behaviors and actions; and customer preferences and bargaining power.† (It would be correct if the sentence began â€Å"These factors pertain to such drivers as the following.† In this case, the colon, placed after following, would properly punctuate a complete statement that sets up what follows the colon.) 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 Punctuation category, check our popular posts, or choose a related post below:50 Synonyms for â€Å"Leader†"Latter," not "Ladder"Wood vs. Wooden

Arizona Real Estate Market Research Paper Example | Topics and Well Written Essays - 1500 words

Arizona Real Estate Market - Research Paper Example The crash was caused by several factors which had not been foreseen. This paper discusses Arizona’s real estate market crash. The economy of Arizona largely depended on the real estate market. The real estate market was at its peak when gradually the market collapsed. This did not happen abruptly, a number of factors can be identified as the cause of Arizona’s real estate market crash. One of the factors is that many people had taken mortgage to purchase homes. People were tempted to own homes either for personal use or to sell later. Some of them could not afford and decided that a mortgage would help them become home owners. In addition, obtaining loans was easy going. The loans were characterized by low interest at the initial years. Later, the loan interest would be adjusted according to fluctuation. Some of the people with loans whose income could not match with the loan repayment premiums discovered that the mortgage was a challenge when it came to paying. There w ere many houses available for selling. The economy was strained and people were not willing to purchase when the economy was not thriving. There was little selling activity when compared with the prevailing trends and previous years. The financial sector had been giving mortgage with security. The large institutions could be given larger mortgages backed with security so that they could enable employees purchase the homes. The real estate markets in Arizona represented their value using the property worth in mortgage. Consequently, the lenders had successfully invested in many buying homes. As a result, a lot of property ended up as fore closures. With the increase in fore closure, the securities were not worthy. The arrangement to offer many people homes instead become unsuccessful and led to more challenges. Crook (23) mentions that, mortgages enable people to own home.

Assignment 3 Example | Topics and Well Written Essays - 2000 words

3 - Assignment Example systematic consistency with the English Language style and presentation guidelines f) no unacknowledged use of the work of other people or sources (1) In preparation to this coursework, One of the things I did was to read a lot of books and articles so as to improve my language and linguistic skills. Another thing that I did in preparation to this courswork was to listen to several movies and songs with different accents and dialects so as to improve my understanding of phonetics and phonology. (2) i. Into The Flames’. Chapter 1 of: Sheehy, Gail. 1999. Hillary’s Choice. Random House, New York. (a) I choose the part where Bill Clinton fell in love with a divorced woman in Arkansas in the late 1980’s leading to Hillary contemplating divorcing him. In this part, the linguistic formulation gives rise to the effect of portraying Hillary as a strong woman. The syntax in this part of the book is that the words and the sentences are arranged to first of all show that Hil lary was not to blame for her husband falling in love with the other woman and hence makes it a sad ordeal for her and then brings the element of decision making and perseverance and hence portraying her as a very strong woman who is able to handle difficult situations and come out victorious. (b) This writing is a bibliography. It talks about the life of Hillary Clinton. One linguistic feature of the text which is associated with this kind of writing is writing in retrospect as it is an account of past events. (c) One inference I have made from reading the text is that women are very strong emotionally. (d) The evidence in the text which support my inference is the fact that Hillary, a woman, was able to stand the emotional stress of her husband falling in love with another woman who was the Arkansas divorcee and also allegedly cheating on her with Monica a state house intern. (e) Aspects of the language used in this text have led me to make this inference as they have portrayed Hi llary as having been subjected to a lot of emotional torture as a woman. She played her role as a wife perfectly but somehow all did not go well for her. The language used in this text makes one feel pity and compassion for Hillary. The fact that she comes over all the challenges that faced her indeed portrays her as very strong and as a typical woman, hence leading to my inference that women are very strong. (f) In order to make it less likely to make this inference, a relevant passage in the text would be one which describes Hillary as a special woman who is extremely different from all other woman and thus making it clear that all her actions and decisions are unique to her alone and no other woman on earth. (3) (ii) WRITING AND ANALYSIS: a) Produce a piece of writing of up to 1000 words which represents ONE of the following: a newspaper article commenting on a recent news story (you can decide what the story is and choose a real or invented one) Should the UK have invited Presid ent Kenyatta? The UK government plaid host to the newly elected President of the republic of

Critical Thinking Essay Example for Free

Critical Thinking Essay There are number of situations that come to mind where critical and creative thought could have been used for a better outcome. And major disaster could have been prevented from happening just by using the critical thinking process in decision making. According to Critical Thinking Community (2012), Critical thinking is the intellectually disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information gathered from, or generated by, observation, experience, reflection, reasoning, or communication, as a guide to belief and action. † (Critical thinkingthe awakening of the intellect to the study of itself.). The best ( or the worst) example of the absence of critical thinking is the oil spill of the Exxon Valdez. It is very obvious that the personals involve in decision making process in this situation were not bothered using the critical thinking skills while making the business decisions. It can easily be proved by looking at the certain facts such as †¢ Necessary inspections of the ships, that could have indicated any existing problem in the ship, were not performed. †¢ Number of crew that was operating the ship was way below the number of crew required to perform those operations. The reason for that was probably to save money. †¢ Due to the small number of crew the work load was way too much for the people operating the ship That is probably the reason why the Captain was sleeping deck below and a untrained crew member was at the wheel asleep controlling the ship. †¢ Collision avoidance system which could have prevent the accident was not available on the ship. This horrible situation could have easily been prevented from happening if the authorized personals had used the critical thinking skills while making the decisions. If the crew members of the Exxon Valdez had adopted critical thinking, they could have prevented the accident from taking place. Similarly, if the procedures were followed and the equipments were issued and properly maintained with the appropriate crew size on board, the accident would never have taken place. According to Dnate.com The Nexus Of Politics, Culture And Genetics (2013), â€Å"Free Will is the ability to do what you want, and pursue your interests. In other words, Free Will is the ability to pursue the object of your passions, motivations, wants, interests, and desires.†(para.1.). In simple words free will is the ability to do what we want to do. For example if a person wants to go to a football game and he made a decision to go to the game. However many philosophers say this instinct is wrong. According to their view, free will is a figment of our imagination. No one has it or ever will. There is still a big argument about the existence of free will of it’s being an illusion. The thinkers are trying to get the answers of the following questions: are the choices we make predetermined?, or do we necessarily choose what we choose?, or was it really possible for us to have chosen otherwise?. (Do We Have Free Will, 2012). According to Plato’s Theory Of Knowledge (2013), â€Å"Knowledge is justified, true belief.† (Para. 1). Knowledge is a collective set of information and facts acquired through both education and experience. There is, however, not a single definition of knowledge that all agree upon totally. Whatever the case maybe, knowledge is the that helps us in building our thoughts. Knowledge helps in making rational decisions in critical thinking based upon our experience and what we take as truth Opinion is based on a belief or view. It is basically a personal belief that can be turned into facts if supported by proof. There are three major hindrances (obstacles) in Thinking Critically Stereotyping According to Simply Psychology (2012), A stereotype is a fixed, over generalized belief about a particular group or class of people.† (para. 1). Stereotyping is categorizing the people, ideas or places based on some common elements or fixed notion. Resistance to Change Some people tend to reject new ways of doing/seeing things or new ideas. They are happy with the old routine life. This is called â€Å"Resistance to change.† Face Saving Face saving is something that prevents oneself from loss of dignity, self-esteem or prestige. It can occur when somebody has believed in a lie or an opinion and their ego prevent themselves from admitting it. There are few techniques to overcome the hindrances in critical thinking. Such as being objective in any situation, keep personal feelings and opinions separate, and gain all the information necessary to make a decision. In a world of advertising there is a message in everything hidden or obvious and sometimes even both. Perception is very important in advertising and marketing. How customers feels about a product and what kind of perception people have about it plays an important role in the success of that product. Marketers spent huge funds to create a good consumer’s perception of the product that is being advertised. Critical thinking plays an important role in decision making process. It can help to understand the pros and cons of any decision and can prevent from any misfortunate incidents. However in order to use the critical thinking effectively, it is important to overcome the three hindrances to the critical thinking process. References Critical Thinking Community. (2012). Retrieved from http://www.criticalthinking.org/pages/defining-critical-thinking/766 dNATE.com The nexus of politics, culture and genetics. (2013). Retrieved from http://freewill.typepad.com/genetics/2009/12/what-is-free-will.html Do We Have Free Will. (2012). Retrieved from http://www.godcontention.org/index.php?qid=164 Platos theory of knowledge. (2013). Retrieved from http://laumasblog.blogspot.com/2007/11/platos-theory-of-knowledge.html Simply Psychology. (2012). Retrieved from http://www.simplypsychology.org/katz-braly.html

Creons Role in Antigone :: Creon as tragic figure

Creon in the play of Antigone by Sophocles plays a major role within the play. Antigone also plays an important role, as these two character’s conflicting views led to utter disaster, which highlights Creon as a tragic figure. Within the play Creon attempted to establish decisions for the common good; however, his decisions resulted in tragedy. Creon highlighted as the tragic figure, initially created decisions he thought was for the welfare and well-being of Thebes; however, Antigone, who rebelled against Creon’s decisions, caused Creon’s rage to cloud his rational way of thinking. When Creon decided to forbid the burial of Polynices, as he believed Polynices was a traitor to Thebes, Antigone was outraged. This decision, viewed through the eyes of Creon, was just and fair; on the other hand, Antigone viewed his decision as cruel and selfish, which resulted into a major conflict between these two characters. When Antigone disobeyed his proclamation, Creon became infuriated towards this rebellious act. Those small events within the play expressed Creon as a ruler doing what he believes is right; on the other hand, Antigone’s rebellion expressed otherwise. Antigone was soon shown to cause an evil spark within Creon. This â€Å"spark† caused Creon to intensify his punishments towards Antigone, which in turn caused a chain reaction of events and eventually led to his tragic decline. Being portrayed as a menacing villain throughout the play, Creon began as an honorable man; however, overwhelming events and confrontations caused Creon to evolve in to this monstrous figure. This play, Antigone, was titled after one of the play’s main characters; however, the title could have been â€Å"Creon†, due to Creon’s influence throughout the play. Creon was a major influence to the play’s plot as it involves Creon within a majority of the scenes, from beginning to end. Throughout the play Creon’s tragic countdown is expressed, beginning with him as king of Thebes to the death of his beloved family. Antigone is merely portrayed as a rebellious nephew, as she consistently defies Creon. Antigone is expressed within the play consistently; however, the play portrays decisions proclaimed by Creon, which displays Creon’s tragic flow. Being titled â€Å"Antigone†, does not accurately express the play’s content as Creon’s tragic fate is actually being described and represented.

Are the government officials good stewards of public funds? Essay

The parliament should play an active role in ensuring the availability and credibility of fiscal information. There should be clear procedure for budget execution, monitoring, and reporting. The accounting system should provide a reliable basis for tracking revenues, commitments, payments, arrears, liabilities, and assets, writes M S Siddiqui A budget is a government’s plan on the use of public resources to meet the citizens’ needs. Budget Transparency (BT) means that ordinary citizens can access information about how public resources are allocated and used. Budget Transparency is defined as the full disclosure of all relevant fiscal information in a timely and systematic manner. â€Å"BT is a precondition for public participation in budget processes. The combination of BT and public participation in budget processes has the potential to combat corruption, foster public accountability of government agencies and contribute to judicious use of public funds† (OECD, 2002). BT enables citizens to assess whether the government officials are good stewards of public funds. BT is a fundamental precondition for accountability and public participation in governance processes. Representatives of civil society and social organizations in our country have long been demanding ofthe government to initiate budget formulation from the district level to make the national budget a democratic and pro-poor one. The government has also promised to decentralize the authority to district level but has yet to initiate the process. The Washington-based Open Budget Initiative is a global watchdog of budgets of different countries of the world. The Open Budget Index (OBI), prepared with the help of local partners, provides ratings of the openness of budget materials of different countries. The Department of Development Studies of the University of Dhaka was the local partner for OBI for the Bangladesh budget for the fiscal year 2010-11. The Index assesses the availability of key budget documents, the quantity of information they provide, and the timeliness of their dissemination to citizens in order to provide reliable information on each country’s commitment to budget transparency and accountability. The average OBI score of the countries surveyed in 2010 is 42. According to published reports, only 20 of the 94 countries included in the 2010 Open Budget Survey had OBI scores above 60 and can be characterized as providing their citizens with enough budget data to enable them to develop a comprehensive analysis and understanding of their national budgets. About one-third of the countries (33) provide some information and scored between 41 and 60. In a plurality of countries (41), the amount of information provided was acutely inadequate. Of these, 19 countries provided minimal information and scored between 21 and 40), and 22 countries provided little to no budget information and scored 20 or less. The 22 countries are: Algeria, Bolivia, Burkina Faso, Cambodia, Cameroon, Chad, China, Democratic Republic of Congo, Dominican Republic, Equatorial Guinea, Fiji, Honduras, Iraq, Kyrgyz Republic, Niger, Nigeria, Rwanda, Sao Tome e Principe, Senegal, Saudi Arabia, Sudan, and Vietnam. Only 17 of the countries surveyed provided comprehensive budget information on policies intended to alleviate poverty. 41 countries provided no information on extra-budgetary funds in their budget proposals even though extra-budgetary funds account for nearly 40 per cent of central government’s expenditures in transitional and developing countries. In 52 countries, the legislature had no power to prevent the executive from moving funds between administrative units. Legislatures in only 26 countries provided the public with formal opportunities to provide testimony during budget discussions. In 35 countries, all discussions about the budget between the legislature and theexecutive , including hearings, were entirely closed to the public, including the media, and no public record of such meetings was subsequently provided. Bangladesh scored 39, 42 and 48 in 2006, 2008 and 2009 respectively. Bangladesh’s performance indicates that the government provided only some information to the public in its budget documents. Bangladesh would greatly strengthen public accountability by producing and publishing pre-budget statements, citizens’ budgets, mid-year reviews and year-end reports, and empowering the audit institutions to publish summaries of audit reports. The government enacted a law titled ‘Public Money and Budget Management Act 2009’. As per clause 15(4) of the law, the finance minister shall place a quarterly report before parliament explaining the budget status effective from FY 2009-2010. Two quarterly reports have already been published. These reforms have apparently increased transparency of the budget and this will hopefully improve Bangladesh’s score in the next Open Budget Survey. In terms of adequacy and availability of eight key budget documents, Bangladesh now publishes only three documents -executive’s budget proposal, enacted budget and in-year reports. A non-transparent budget can neither be properly analyzed nor can its implementation be effectively monitored. Transparency allows citizens to provide inputs into the budget process and to assess whether a government executed the development plans in accordance with budgetary allocations. There is no practice of disclosure of information about implementation of the budget and the administration can transfer fund from one account to another account and legalize such actions through ‘approval’ of supplementary budget at the end of the year. The parliament and civil society must have the opportunity to influence the budget and assess whether the government executed what it planned. The control over government finances is complicated in part by the exclusion of the local governments from fiscal management system. The central government has full control over the administration in all tiers causing weak administrative capacity at the local levels. Moreover, the structure of intergovernmental fiscal relations in Bangladesh has served to discourage local governments from raising their own revenues. The situation has aggravated due to recent amendment of laws giving more authority to the law makers over supervision and policy matters of upazilas. The authority of local governments are shared by law makers, bureaucrats and local public representatives making the process almost ineffective. Under these circumstances, the opportunities for duplication of responsibilities and unclear assignment of authority and revenue income and expenditures make the development function difficult and complex. Decentralization of government has become a popular strategy based on the premise that lower levels of government can better respond to local demands and needs at lower cost. A proper decentralization may introduce new legislation regarding tax sharing and intergovernmental transfers to address complex authorities and inequalities in development programmes. The effectiveness of this strategy critically depends on the ability of citizens to hold local government officials accountable. The more decentralized the revenue and spending decisions, the more important it becomes to ensure that lower levels of government also follow good practices on fiscal transparency under direct supervision of local governments. The Constitution of Bangladesh defines the roles of the executive, legislative, and judicial branches of the government clearly. Articles 81-92 of the Constitution lay down the basic principles of fiscal management and Articles 127-132 the role of the Comptroller and Auditor-General (C&AG). The Additional Functions Act of 1974 (as amended in 1975 and 1983) allocates the accounting function to the C&AG. The accounting function has now been transferred to the Finance Division of the Ministry of Finance. However, in practice, the relationship between the different branches ofthe government, particularly between the executive and legislature, is widely seen as confrontational. Non-financial public corporations provide non-commercial services, usually by being required to charge less than cost recovery prices (e.g., pricing electricity below cost to domestic consumers). These non-financial public corporations have also been required to provide social services. These non-commercial activities may be financed by cross-subsidization between different groups of consumers and/or by incurring losses that are financed from the budget or by borrowing. There are three categories of the prices of electricity, gas and water based on domestic, commercial and industrial consumer segments. In some instances, certain non-financial public corporations may charge excessive prices and transfer the supernormal profits to other corporations or to the budget. This practice confuses the fiscal responsibilities of government and the commercial role of non-financial public corporations, makes relationships between government and non-financial public corporations nontransparent, and creates difficulties in holding managers of non-financial public corporations accountable for their performance. The government remains heavily involved in commercial and financial sectors of the economy and provide support to the enterprise sector through a complex nexus of direct subsidies and quasi-fiscal activities of non-financial public enterprises and the nationalized commercial banks. Lack of clarity in reporting either direct or indirect support to enterprises makes it difficult to assess either the industry policy or the sustainability of fiscal policy. In addition to lack of transparency in reporting, the lack of clarity of managerial roles between commercial activity and provision of subsidized services or goods to the public is a major factor contributing to widely acknowledged failures of management, corruption, and poor industrial relations in these sectors. The fiscal powers of the executive, legislative, and judicial branches of the government should be well defined. The powers and limits of each branch with respect to changes in the budget during the fiscal year should be clearly specified in the legal framework. The draft budget submitted by the executive to the legislature as well as the final budget approved by the legislature should be made public to enable the people to hold each branch accountable for its part in the budget process. The parliament should play an active role in ensuring the availability and credibility of fiscal information. This would include having an active committee of the legislature to oversee the conduct of fiscal policy and to facilitate civil society input into budget deliberations. The relationship between the government and public corporations should be based on clear arrangements. Fiscal transparency requires that the financial relationships between the government and public corporations be clearly stated. In particular, because public corporations are owned in whole or in part by the government, there should be clear expectations of how profit transfers or dividend payments to the government will be determined. The annual reports of the public corporations should provide details on total profit, retained earnings, any other uses of profit, and the amount transferred to the budget, and this information should also be included in the annual budget documentation. For purposes of fiscal transparency, all payments by public corporations, including taxes, royalties, dividends, or profits, should be reported in the annual report of the corporations as well as in budget documentation. Any payments in kind should be valued at their market value in the budget. Conversely, if the government makes transfers to the public corporation, they should be included in the annual budget. Again, both the budget and the annual reports of the corporations should identify transfers from the government to the corporation. For instance, financial or commercial institutions may be asked to undertake lending at subsidized rates, the subsidy component representing a loss to the institution. However, if the government directly subsidizes the activity, it should appear as subsidy in the government’s budget and the policy cost should be transparent. The fiscal powers of the executive, legislative, and judicial branches of the government should be well defined. The responsibilities of different levels of government and the relationship between them should be clearly specified. The relationship between the government and public corporations should be based on clear arrangements. Government’s relationship with the private sector should be conducted in an open manner, following clear rules and procedures. There should be a clear and open legal, regulatory and administrative framework for fiscal management. The collection, commitment, and use of public funds should be governed by comprehensive budget, tax, and other public finance laws, regulations, and administrative procedures. Laws and regulations related to the collection of tax and non-tax revenues, and the criteria guiding administrative discretion in their application, should be accessible, clear, and understandable. There should be clear procedures for budget execution, monitoring, and reporting. The accounting system should provide a reliable basis for tracking revenues, commitments, payments, arrears, liabilities, and assets. A timely midyear report on budget developments should be presented to the legislature. More frequent updates, which should be at least quarterly, should be published. Supplementary revenue and expenditure proposals during the fiscal year should be presented to the legislature in a manner consistent with the original budget presentation. Audited final accounts and audit reports, including reconciliation with the approved budget, should be presented to the legislature and published within a year. The public should be provided with comprehensive information on past, current, and projected fiscal activities and on major fiscal risks. The government should publish a periodic report on long-term public finances. Fiscal information should be presented in a way that facilitates policy analysis and promotes accountability. A clear and simple summary guide to the budget should be widely distributed at the time of the annual budget. During budget formulation, the executive should issue two documents with at least a one-month gap between them: the pre-budget statement, which presents the assumptions used in developing the budget, such as the expected revenue, expenditure, and debt levels, and the broad allocations among sectors; and the executive’s budget proposal, which presents the government’s detailed declaration of the policies and priorities it intends to pursue in the upcoming financial year, including the specific allocations to be made to each ministry and agency. All Ministries should hold pre-budget consultative meetings with their stakeholders. These meetings should be presided over by the concerned Ministers. These meetings should be held before they start consultation on budget with the Ministry of Finance. All standing committees on different ministries should hold on a regular basis pre-budget consultation with stakeholders. Decentralization process should be strengthened for empowerment of local governments. The writer, a part-time teacher at The Leading University, is pursuing PhD in Open University, Malaysia. He can be reached at e-mail: shah@banglachemical.com

Alexander Gavin’s Dilemma: Cultural Relativism and Business as Usual Essay

I. Viewpoint The viewpoint I am taking will be the writer of the letter himself, Alexander Gavin, since the matter at hand is a delicate one and Mr. Gavin is just asking the professor for his thoughts on the matter at hand. II. Statement of the Problem The central problem of the case is if Mr. Gavin should accept the deal which includes his cut or to find another way for the project to push through without involving himself. III. Objectives To be able to push through with the project and close the deal no matter what since this opportunity is highly profitable to the company. IV. Areas of Consideration a. Alexander Gavin and his direct boss, the Senior VP for urban projects, are both Americans. b. The construction company they are working for deals with major projects in the Middle East. c. The project with Ajax, Ltd. is highly profitable to their company. d. Pay-offs are common in the Middle East. V. Alternative Courses of Action From Alexander Gavin’s point of view, there are four courses of action he could take: a. He can forward this dilemma to his superiors and wait for their decision. b. He can stick with his ethics and reject the proposal then wait for the consequences. c. He can contact the other managers of Ajax, Ltd. and inform them of the corruption and also to take legal action against  the manager who offered the deal to him. d. He can disregard his ethics and accept the offer given by the manager of Ajax, Ltd. VI. Conclusion and Recommendation The best solution for this ethical dilemma would be the fourth course of action for Alexander Gavin. As a Senior Product Manager of a prestigious construction company based on Kuwait, he must put the company’s interests first before his personal reasons. Also, considering that pay-offs are quite common in the Middle East, a 3 million increase from their initial bid is only a small fraction to the company’s expense considering the high profitability of the project. Additionally, taking into account the cultural norm of pay-offs, which the company would be aware of, and Alexander Gavin’s ethical beliefs. He could offer up his $1 million to the company as an extra or other income. That way, the project pushes through, the company highly profits and Alexander Gavin’s ethical beliefs would not be broken. Lucky Goldstar – Management, Korean Style I. Viewpoint The viewpoint I am taking would be that of Mr. P.W. Suh, the president of Goldstar of America plant. II. Statement of the Problem The key issue of the case is on how the Lucky-Goldstar Group, with its Korean style management, has affected the domestic electronics industry. Be it in a negative or positive way. III. Objectives a. To be able to identify if the effect on the domestic industry is positive or negative. IV. Areas of Consideration a. Korean management’s core value is harmony. b. Lucky-Goldstar took a gamble in manufacturing overseas. c. Integration of Korean management principles onto Dixie or Southern U.S. principles. d. Indicators of better growth than its U.S. counterparts. e. Speed of technological change. V. Case Questions a. The LG group has integrated its management style which influences its workers with harmony. Its methods which are borrowed from the U.S. would be the democratic approach to decision making and management. b. The LG group has started manufacturing in the U.S. to be able to avoid the protectionist rule which bars foreign products from entering from outside the country and also to gamble that they would be able to profit from this venture. c. It would have a positive impact on the domestic electronics industry because competition is always good for big companies. Competition is what motivates companies to be better than other companies. d. Their recent success can be best explained by economic and cultural factors. VI. Conclusion The Korean management style has positively affected the domestic electronics industry of the U.S. because of its strong competitive power in the market. Competition motivates companies. Its recent success can be explained because of economic and cultural factors. They allocated a huge budget on innovation which resulted in an edge in the  technological market. Korea’s economy has boomed ever since they started this economic move. Also, this venture generated a lot of job opportunities for the sector.

The Great Gatsby as a Modernist Novel Essays

The Great Gatsby as a Modernist Novel Essays The Great Gatsby as a Modernist Novel Essay The Great Gatsby as a Modernist Novel Essay Essay Topic: The Great Gatsby The Great Gatsby is a novel which includes a variety of literary genres, one of which being the modernist genre, a literary movement which had its peak of popularity between 1910-1960. This is shown through; Fitzgerald’s use of first person narration to give an undecided view point of society, which can be seen as social criticism, symbolism, allegorical characters, and poetic language. Fitzgerald has chosen Nick Caraway to be the narrator for the whole duration of the novel to present his views of social criticism of the 1920s in an indecisive way. Fitzgerald uses Nick’s narration to presents the criticisms of society as they are, without giving his own opinion, he leaves it open to interpretation. This is evidently shown through Jordan stating, â€Å"I don’t care what I do as long as I have fun†. Fitzgerald has used Nick’s first person narration to present the obvious criticism of carelessness within the 1920s society due to the newly found hedonistic attitude. Although Nick has not specifically given his opinion on it, he has left the judgement open to the interpretation of the reader, as he has questioned the decline of morals within the society. This hedonistic and careless attitude towards life in the 1920s was a result of the brutality faced in the world war and people celebrating life and living it to the fullest. This again stre sses how The Great Gatsby is a modernist novel as the modern writer wrote in response to the post world war depression, by questioning society, life, and morals and also as Nick is indecisive towards the hedonistic attitude as he criticised it, yet he continued to associate himself with the people. New technology was another social criticism that is expressed by the modern writer. This is shown in the novel through the contrasting descriptions of the car as the â€Å"brisk yellow bug†, becoming the â€Å"death car†. The two juxtaposing descriptions reveal Fitzgerald’s undecided view of the car a

Triangles on ACT Math Geometry Guide and Practice Problems

Triangles on ACT Math Geometry Guide and Practice Problems SAT / ACT Prep Online Guides and Tips If you thought the ACT was a big fan of circles, then brace yourself for its absolutely shameless love of triangles. In one breath, you may be expected to find the various dimensions of an obtuse triangle, and the next, an isosceles right triangle. ACT triangle problems will be as numerous as they are varied, so make sure you familiarize yourself with all the different types before test day. This will be your complete guide to ACT trianglesthe types of triangles that will show up on the ACT, the formulas you’ll need to know to solve them, and the strategies you’ll need to apply when approaching a triangle question. We’ll also break down real ACT math problems and give you the walk-throughs on how to most efficiently and effectively tackle any and all triangle problems you come up against. What Are Triangles? Before we go through how to solve a triangle problem, let’s discuss the basics. A triangle is a flat figure made up of three straight lines that connect together at three angles. The sum of these angles is 180 °. Each of the three sides of a triangle is called a â€Å"leg† of the triangle, and the largest (longest) leg is called the â€Å"hypotenuse.† The angle opposite the hypotenuse will always be the largest of the three angles. The sum of any two legs of a triangle must always be greater than the measure of the third side. Why? Because when the sum of two lines is smaller than the measure a third line, they cannot all connect to form a triangle. Triangles that have legs which sum only slightly more than the hypotenuse are quite long and skinny, but they still make the â€Å"bump† of a triangle because they combine to be longer than the third side. But if the legs are too short, they will never meet, no matter how shallow the angle. And if the lines are the exact length of the hypotenuse, then they will flatten to a perfectly straight line, overlapping the hypotenuse precisely. Let's look at an example ACT problem of this kind: A triangle has side lengths of 6 inches and 9 inches. If the third side is an integer, what is the least possible perimeter, in inches, of the triangle? 4 15 18 19 29 We know, based on our rules for the side lengths of triangles, that the sum of two sides must be greater than the third. Because we are trying to find the smallest perimeter, we must find our missing side by taking the difference of our two leg lengths: $9 - 6 = 3$ Considering the sum of two legs must be greater than the third side, our missing side must be greater than 3. (Why? Because $6 + 3 = 9$ and we need the sum to be larger than 9.) If our missing side is an integer value (which we are told is true), and we are trying to find the minimum perimeter value, then our missing side must be the smallest integer greater than 3. Which means that our missing side is 4. To find our perimeter, then, we must add all our sides together: $4 + 6 + 9 = 19$ Our final answer is D, 19. (Note: always pay attention to the exact question you’re being asked and don’t get tricked by bait answers! If you were going too quickly through the test, you might have been tempted to select answer choice A, 4, which was the value of the missing side length. But, since we were asked to find the perimeter, this would have been the wrong answer.) Ready to enter the realm of special triangles (and become insanely awesome)? Special Triangles There are several different kinds of special triangles, all of which commonly appear on the ACT. In this section, we will define and describe all the different kinds of triangles you’ll see on the test. In the next section, we will go through all the formulas you’ll need to know for your ACT triangle problems, as well as how to use them. Equilateral Triangles An equilateral triangle is a triangle that has three equal legs and three equal angles. Though the leg measurements can be anything (so long as they are all equal), the angle measurements must all equal 60 °. Why? Because a triangle’s angles must always total 180 °, and $180/3 = 60$. a Isosceles Triangles An isosceles triangle is a triangle in which two sides and two angles are equal. The sides opposite equal angles will always be equal and the angles opposite equal sides will always be equal. This knowledge will often lead you to the correct answers for many ACT questions in which it seems you are given very little information. (We will go through how to solve this problem later in the guide, but for now, note how it seems as if you are not given enough information. But, if you remember that angles opposite equal lines are also equal, then you’ll see that you now have exactly enough to solve the problem) Right Triangles A right triangle is a triangle in which one of the angles measures 90 ° (90 ° is a right angle). This means that the sum of the other two angles must be 90 ° as well, since a triangle’s angles always add up to 90 °. The leg opposite the 90 ° angle will always be the triangle’s hypotenuse. This is due to the fact that the 90 ° angle will always be the largest angle in a right triangle. (Why? Because two 90 ° angles would make a straight line, not a triangle.) Special Right Triangles There are many different kinds of right triangle and some are considered â€Å"special.† These are triangles that have set angles or side lengths and formulas to correspond with them. Understanding these types of triangles (and their formulas) will save you a significant amount of time as you go through your test. We will go through the formulas that correspond with these types of triangles in the next section, but for now, let’s go through their definitions. Isosceles Right Triangle An isosceles right triangle is just what it sounds likea right triangle in which two sides and two angles are equal. Though the side measurements may change, an isosceles triangle will always have one 90 ° angle and two 45 ° angles. (Why? Because a right triangle has to have one 90 ° angle by definition and the other two angles must add up to 90 °. So $90/2 = 45$.) 30-60-90 Triangles A 30-60-90 triangle is a special right triangle defined by its angles. It is a right triangle due to its 90 ° angle, and the other two angles must be 30 ° and 60 °. 3-4-5, and 5-12-13 Right Triangles 3-4-5 and 5-12-13 triangles are special right triangles defined by their side lengths. The numbers 3-4-5 and 5-12-13 describe the lengths of the triangle’s legs, meaning that, when you have a right triangle with two leg lengths of 4 and 5, then you automatically know that the third leg equals 3. Any consistent multiples of these numbers will also work the same way. So a right triangle could have leg lengths of: 3(1)-4(1)-5(1) = 3-4-5 3(2)-4(2)-5(2) = 6-8-10 3(3)-4(3)-5(3) = 9-12-15 And so on. These are considered special right triangles because all their sides are integers. a a Now it's triangle formula time! Triangle Formulas Now that you know what all your triangles will look like, let’s go through how to find missing variables and information about them. You will not be given any formulas on the ACT, so you must know all of these formulas by heart. (For more on the formulas you’ll need for the ACT math section, check out our guide to the 31 formulas you must know before test day.) But beyond memorizing your formulas, you also must take care to understand themhow they work and when. All the rote memorization in the world won’t help you if you don’t know when or how to apply them when solving your problems. All Triangles Area $a = {1/2}bh$ $b$ is the base of the triangle, which is the length of any one of the triangle’s legs. $h$ is the height of a triangle, found by drawing a straight line (at a 90 ° angle) from the base of the triangle to the opposite angle from the base. This means that, in a right triangle, the height is the length of the leg that meets at a 90 ° angle to the base. In a non-right triangle, you must create a new line for your height. Perimeter $p = l_1 + l_2 + l_3$ Just like with any other kind of plane geometry figure, the perimeter of a triangle is the sum of its outer sides (the triangle’s three legs). Right Triangles Some triangle formulas apply specifically to right triangles, so let's take a look. Pythagorean Theorem $a^2 + b^2 = c^2$ The Pythagorean theorem allows you to find the side lengths of a right triangle by using the lengths of its other sides. $a$ and $b$ signify the shorter legs of the triangle, while $c$ is always the leg opposite the 90 ° angle (the hypotenuse). According to the Pythagorean theorem,$a^2 + b^2 = c^2$. We know that the side with $y$ meters must be our hypotenuse, as it is opposite the 90 degree angle. This means that: $a^2 + b^2 = c^2$ $4^2 + x^2 = y^2$ Now, we need to find $y$ in terms of $x$, which means we need to isolate our $y$. $16 + x^2 = y^2$ $y =√{16 + x^2}$ Our final answer is E, $√{x^2 + 16}$ 3-4-5 and 5-12-13 triangles (and their multiples) are special because you do not need to work through the pythagorean theorem in order to find the side measures of the third length. Remember, if two sides of a right triangle are 12 and 15, then you automatically know the third side is 9 (because $3(3)-4(3)-5(3) = 9-12-15$). Though we can find the length of BC using the Pythagorean theorem, we can also simply know that it is 5. (Why? Because it is the hypotenuse of a right triangle with leg lengths of 3 and 4). Now, we can set up a proportion to find the measure of side AE. The length of AE to its hypotenuse will be in proportion to the length of BD to its hypotenuse. ${AE}/20 = 3/5$ $5AE = 60$ $12$ Our final answer is B, 12. Isosceles Right Triangle $x, x, x√2$ Though you can find the missing side lengths of an isosceles triangle using the Pythagorean theorem, you can also take a shortcut and say that the equal side lengths are $x$ and the hypotenuse is $x√2$. Why does this work? Let’s look at an isosceles right triangle problem. It is given to us that one side length equals 10, so we know the second leg must also equal 10 (because the two legs are equal in an isosceles triangle). We can also find the hypotenuse using the Pythagorean theorem because it is a right triangle. So: $10^2 + 10^2 = c^2$ $100 + 100 = c^2$ $200 = c^2$ $c = √200$ $c = √100 * √2$ (Why were we able to split up our root this way? Check out our guide to ACT advanced integers and its section on roots if this process is unfamiliar to you.) $c = 10√2$ So, we are left with side lengths of 10, 10, and 10√2. Or, in other words, our side lengths are $x, x$, and $x√2$. So our final answer is E, $10√2$ 30-60-90 Triangle $x, x√3, 2x$ Just like with an isosceles right triangle, a 30-60-90 triangle has side lengths that are dictated by a set of rules. Again, you can find these lengths with the Pythagorean theorem, but you can also always find them using the rule: $x, x√3, 2x$, where $x$ is the side opposite 30 °, $x√3$ is the side opposite 60 °, and $2x$ is the side opposite 90 °. a a Make a note now of any formulas that are unfamiliar to you. You will need to know them by test day, so a little practice and organization now will go a long way to keeping them straight in your head. Typical Triangle Questions Most triangle question on the ACT will involve a diagram, though a rare few will be purely word problems. Let’s look at some of the standard types of question in each category. Word Problems Most triangle word problems are fairly simplistic once you draw them out. In fact, often times, the very reason why they give you the problem as a word problem instead of providing you with a diagram is because the test-makers thought the problem would be too easy to solve with a picture. Whenever possible, draw your own diagram when you are given a triangle problem without one. It won’t take you long and it’ll be much simpler for you to visualize the question. This should be a simple figure, but it never hurts to quickly sketch it out in order to keep all our parts in order. We are told that this is a right triangle and we need to find one missing side length, so we will need to use the Pythagorean theorem. $a^2 + b^2 = c^2$ Using our given side lengths for $a$ and $b$, we have: $6^2 + 7^2 = c^2$ $36 + 49 = c^s$ $85 = c^2$ $c = √85$ Our final answer is G, $√85$ Diagram Problems There are several different kinds of triangle problems that involve diagrams. Let’s break them into categories and discuss the strategies for each. Diagram Type 1 - Finding Missing Values Most triangle problems will fall into this categoryyou will be asked to find a missing angle, an area, a perimeter, or a side length (among other things) based on given information. Some of these questions will be more complicated than others, but the ACT will always provide you will enough information to solve a problem, so it’s up to you to put the clues together. Let’s walk through some real ACT math examples of this type: Example 1, First, let us fill in our given information so that we don't lose track of which angles measure what. We know that the interior angles in a triangle sum up to 180 degrees, so we can find ACB by subtracting our givens from 180. $180 - 30 - 110$ $40$ We also know that any straight line will measure 180 degrees. BCD are collinear, which means that they lie on a straight line. We can therefore find angle ACD by subtracting our ACB measure from 180. $180 - 40$ $140$ Our final answer is G, 140 °. Example 2, Similar triangles are in proportion with one another, so we can find the side lengths for triangle BAC by setting up proportions with triangle LKM. ${BA}/{AC} = {LK}/{KM}$ ${BA}/3 = 12.5/7.5$ $7.5BA = 37.5$ $BA = 5$ And our second proportion will follow the same model. ${AC}/{BC} = {KM}/{LM}$ $3/{BC} = 7.5/15$ $7.5BC = 45$ $BC = 6$ Now, we have all the side measures for triangle BAC, which means we can find its perimeter. $5 + 3 + 6$ $14$ Our final answer is B, 14. Diagram Type 2 -Ratios and (In)Equalities These kinds of questions will generally ask you to either find the ratios between parts of different triangles or will ask you whether or not certain sides or angles of triangles are equal or unequal. We are told that AD is equal to BC, which means that their corresponding angles will also be equal. This means that angles CAB and DBA are equal (which consequently means that angles EAB and EBA are equal). We can therefore eliminate answer choice K. Now, if angles CAB and DBA are equal, then angles CBA and DAB must ALSO be equal. Why? Well we know that each triangle has a 90 degree angle and one angle to equal to some unknown measurement (which we could call $x$). This means that the third, remaining, angle (let's call it $y$) must ALSO be the same for each triangle. Each triangle would then be made up of: $180 = 90 + x + y$ This means that we can eliminate answer choice J. By that same reckoning, if angle DAB = angle CBA, then the legs opposite those angles must also be equal. This means that AC = BD, which means that answer choice F can be eliminated. Because AD and CB are equal and both are part of a triangle with a hypotenuse of AB, legs CA and DB will cross in a manner that makes each half of the leg equal to the corresponding half of the leg of the other triangle. In other words, AE = EB and DE = EC. This means we can eliminate answer choice H. The only answer choice we are left with is G.AD CANNOT equal AE. Why? AD is the leg of triangle ADE, while AE is the hypotenuse of that same triangle. From our definitions, we know that the hypotenuse must always be the longest side of the triangle and so it cannot be equal to one of the legs. Our final answer is G. Diagram Type 3 -Multi-Shape or Shapes Within Shapes As you can see from earlier examples, some of the triangle problems on the ACT will involve multiple triangles (or other geometric shapes) combined together. This technique for presenting you problems is designed to challenge your understanding of lines and angles as well as triangles. For these types of problems, you must use the information you are given and solve for more information down the line until you find exactly what you’re looking for. It’s essentially a domino effect of problem solving. Because this problem uses variables, the simplest way to solve it is byplugging in our own numbers. So let us do so. We are told that each unshaded triangle is a congruent right triangle. Because variables can be difficult to work with, let us replace $x$ with 4. (Why 4? Why not!) This means that each triangle has one leg that measures 4 and one leg that measures $2(4) = 8$. Now, we can find the length of one side of the square ABCD by adding our values together. $4 + 8$ $12$ Each side of the square ABCD is equal to 12. Now we can find the total area by squaring this side measure, so: $12^2$ $144$ The total area for ABCD is 144. Now, because each unshaded triangle is a right triangle, we can find the side measures for the shaded square using the Pythagorean theorem. $4^2 + 8^2 = c^2$ $16 + 64 = c^2$ $80 = c^2$ $c = √80$ Since this is the measure of one side of the shaded square, we can now find the area for the shaded square by squaring this number. So: $√80)^2$ $80$ Now, we must simply divide our shaded square by our unshaded square, ABCD, in order to determine what fraction it is of the larger square. $80/144$ $80à · 16 = 5$ and $144à · 16 = 9$ $5/9$ Our final answer is D, $5/9$ Life lessons and triangle strategieswin-win! Strategies for Solving a Triangle Question Because there are so many different kinds of triangle problems, it is difficult to break down one exact path for problem solving them. That said, your greatest assets and strategies when solving triangle problems will be to: 1) Write down your formulas Because you are not given any formulas, you must keep them in your head and in your heart. The good news is that more you practice, the better you’ll be at rattling off triangle areas or side lengths of 30-60-90 triangles or anything else you’ll need. But if you feel like you’ll forget your formulas as you go through your test, take a few seconds and write them down before you start solving your questions. Once you do, they will be there indelibly for you to work from for the rest of the math section, and you won’t have to worry about forgetting them. 2) Use your formulas (and take your short-cuts) Once you’re sure that you’ve remembered your formulas, using them is the absolute most crucial step for any triangle problem. And, considering that most of your formulas essentially act as short-cuts (why bother solving with the Pythagorean theorem when you know that the legs of a 30-60-90 triangle are $x, x√3, 2x$?), you will save yourself a great deal of time and energy when you can keep your formulas on hand and in order. 3) When working with multi-shapes, break it into small steps Remember that dealing with a multi-shape triangle problem is like working with dominos. Each successive piece of information makes way for finding the next piece of information. Don’t get intimidated that you don’t have enough information or that there are too many shapes or lines to deal with. You will always have enough data to go onjust focus on finding one shape and one piece of information at a time, and the dominos will fall into place. 4) Draw it out Draw your own diagrams if you are given none. Draw on top of your diagrams when you are given pictures. Write in your givens and all the measurements you find along the way to your missing variable (or variables), mark congruent lines and angles. The more you can clarify your diagrams, the less likely you’ll be to make careless errors in misplacing or confusing your numbers and equalities. Ready to put your knowledge to the test? Test Your Knowledge Now let's test your triangle knowledge against some more real ACT math problems. 1) 2) 3) 4) Answers: B, F, E, H Answer Explanations: 1)Because we are told that this is an isosceles trapezoid, we know that each non-parallel side must be equal. This means that the angles that capture these sides (angles BDC and ACD) must also be equal. We also know that the interior degrees of a triangle will always sum 180 degrees, so we can find the measure of DXC by subtracting our two known angles from 180. $180 - 25 - 25$ $130$ Now, DB is a straight line, which means that the angles that make the line must total 180 degrees.This means we can find angle BXC by subtracting our known angle from 180. $180 - 130$ $50$ Finally, we again know that a triangle's interior angles will sum to 180, so we can find DBC by subtracting our known angles from 180. $180 - 50 - 35$ $95$ Our final answer is B, 95 °. 2)We know from our triangle definitions that the larger the side opposite an angle, the larger the angle will be. (If you ever feel unsure about the relationships between angles and sides of a triangle, you can also consult your rules and definitions of trigonometry.) So if we drew in some random side measurements for XZ and YZ (so long as they follow the rule that XZ YZ), we can see clearly that angle Y will be greater than angle X. Our final answer is F, angle X angle Y. 3)We are told that the triangle is a hypotenuse right triangle, which means that we can use our shortcuts to find the other two side lengths. We know that an isosceles right triangle has side lengths of $x, x$, and $x√2$. Since we already know that the hypotenuse is $8√2$, we can say that the other two sides both measure 8. Now, we can add together the legs to find the perimeter. $8 + 8 + 8√2$ $16 +8√2$ Our final answer is E, $16 + 8√2$ 4)Before we do anything else, let us fill in our given information. Now, we can know the triangles and the exterior angle are all collinear, which means that the angles that create the line will sum to 180 °. This means we can find angle CBD by subtracting our exterior angle from 180. $180 - 140$ $40$ Now that we have two interior angle measures in triangle DCB, we can find the measure of the third (because the interior angles in a triangle will always add up to 180). $180 - 40 - 47$ $93$ [Note: you may notice that the sum of the two angles not touching the exterior angle sum up to equal the exterior angle$47 + 93 = 140$. This is not a coincidence. It will always be the case that the two non-connected angles will sum to equal the exterior angle of any type of triangle.) Now we again have two angles that create a straight line, which means that we can find the measure of angle CDA by subtracting our known angle from 180 °. $180 - 93$ $87$ And finally, CAD forms a triangle, which means that its interior angles will sum to equal 180. We can find angle ACD by subtracting our two known values from 180 °. $180 - 76 - 87$ $17$ Our final answer is H, 17 °. Aw, yea. You've earned that nap. The Take-Aways Whether it be a trigonometry problem or a geometry problem, you’ll see triangles several times on any given ACT. Though most triangle problems are fairly straight forward, you’ll need to know the basic building blocks of triangles and geometry in order to understand how to solve them. Know your definitions, memorize your formulas, and do your best to keep a clear head as you go through your test. And, as always, practice, practice, practice! The more experience you get in solving the variety of triangle questions the ACT can think to put in front of you, the better off you’ll be. What’s Next? Whoo! You took on triangles and won (give yourself a round of applause)! In the mood for more geometry? Hop on over to our guides on ACT circles, polygons, and solid geometry and round off all your geometry studies in one go. Not sure what topic to tackle next? Make sure you've got a clear idea of all the math topics you'll be tested on and check out all of our ACT math guides for reference and practice. Each guide has definitions, formulas, and real ACT practice questions and will break down the solving process step-by-step. Been procrastinating? Check out our guide on how to take back your study time and beat back those procrastination demons. Looking to get a perfect score? Our guide to getting a 36 on the ACT math (written by a perfect-scorer!) will help get you where you need to go. 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 ofpractice 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:

Business organisation and policy Essay Example | Topics and Well Written Essays - 500 words - 1

Business organisation and policy - Essay Example Moreover, when large companies expand their limits considerably they wanted to focus on more important activities in the business function rather than small internal functions. Outsourcing also functions on similar concepts. It has been seen that companies have increased their outsourcing and off-shoring dependency. These arrangements include both rewards and risks to the companies, but outsourcing is not an easy task. There are certain steps with the help of which the risks can be minimised and rewards can be earned at each and every stage. The term outsourcing means contracting external providers for performing certain functions for the company. This includes services related to information technology, development, maintenance, support or production. There are BPO (business process outsourcing), call centres and human resources. The key drivers that can be considered for outsourcing functions is generally to reduce the operating cost, development, increasing sales and reduction of other internal costs of the company. The focus is more on the core competencies and when the company focuses on tapping the vendors to integrate the best practices and innovation. Increasing the scalability and the flexibili ty of the operations or for gaining access to low cost human capital might also be a driver for outsourcing (Ernst & Young, 2005, p. 10-12). It should be kept in mind that most of the time outsourcing fails due to various reasons. Outsourcing comes with certain combination of risk and benefits. If they are not well managed then both internal and external risks can adversely affect the performance of the business. In order to deal with the complex risks, companies must go for holistic risk management approaches. In this regard the issues of outsourcing life cycle can be included. Each stage of this life cycle describes

Why is there oil in Angola What is the geology of the Area How and Essay

Why is there oil in Angola What is the geology of the Area How and when did the land form The common point with other african countries with oil - Essay Example In the coastal basin series that are found on Angola’s western margin, there lies cretaceous to Pleistocene marine sediments. Angola’s most mineral potential apart from the gas reserve, and its oil, has a relationship to the Precambrian shield, and these has been found to outcrop over a larger parts throughout the country. After oil and gas, Angola’s next most important resource is diamond (Arthur, et.al, 2003). The Precambrian basement also has a relationship by which the diamonds are distributed. The kimbelite pipes that are of crustaceous age have been instrumental in bringing the diamonds close to the surface. The kimberlite pipes are arranged along a structural trend of about 1200 km in length and in the north easterly direction, they have been witnessed to intersect the Precambrian shield. There have also been found to the existence of carbonates that have been instrumental in offering the exploration of minerals that are associated with carbonates such as the rare earths and the fluorites. Along certain parts of Angolan pre Cambrian shield, there has been found the occurrence of fold belts that are three in number. This fold belts have been found to be associated with ores such as polymetallic copper of the copper belt type (Fullagar, West & National Science Teachers Association 2011). Angola’s important gas and oil reserves are mainly hosted by the presence of marine coastal basins. These basins are mainly of lower Quaternary to Cretaceous age. In addition, these coastal basins are also associated with other mineral deposits such as copper, bitumen, and various chemical and industrial deposits such as potash, phosphate, sulphur, gypsum and limestone. In the south eastern parts of Angola the area is extensively covered by deposits of Kalahari sand. These deposits have been found to mainly contain lignite