Religion and Grand Zoroastrian Nation Essay Example for Free

Religion and Grand Zoroastrian Nation Essay It fills my heart with joy unspeakable to rise in response to the warm and cordial welcome which you have given us. I thank you in the name of the most ancient order of monks in the world; I thank you in the name of the mother of religions; and I thank you in the name of the millions and millions of Hindu people of all classes and sects. My thanks, also to some of the speakers on this platform who, referring to the delegates from the Orient, have told you that these men from far-off nations may well claim the honour of bearing to different lands the idea of toleration. I am proud to belong to a religion which has taught the world both tolerance and universal acceptance. We believe not only in universal toleration, but we accept all religions as true. I am proud to belong to a nation, which has sheltered the persecuted, and the refugees of all religion and all nations of the earth. I am proud to tell you that we have gathered in our bosom the purest remnant of the Israelites, who came to southern India and took refuge with us in the very year in which their holy temple was shattered to pieces by Roman tyranny. I am proud to belong to the religion, which has sheltered and is still fostering the remnant of the grand Zoroastrian nation. I will quote to you, brethren, a few lines from a hymn which I remember to have repeated from my earliest boyhood, which is every day repeated by millions of human beings: ‘As the different streams having their sources in different places all mingle their water in the sea, so, O Lord, the different paths which men take through different tendencies various though they appear, crooked or straight, all lead to Thee’. Quoted from Siva Mahimnah Stotram 7. The present convention, which is one of the most august assemblies ever held, is in itself a vindication a declaration to the world of the wonderful doctrine preached in the Gita: ‘Whosoever comes to Me, through whatsoever form I reach him; all men are struggling through paths which in the end lead to Me’. Quoted from Geeta 4:11. Sectarianism, bigotry, and its horrible descendant, fanaticism, have long possessed this beautiful earth. They have filled the earth with violence, drenched it often and often with human blood, destroyed civilization, and sent whole nations to despair. Had it not been for these horrible demons, human society would be far more advanced  than it is now. But their time is come; and I fervently hope that the bell that tolled this morning in honour of this convention may be the death-knell of all fanaticism, of all persecutions with the sword or with the pen, and of all uncharitable feelings between persons wend ing their way to the same goal.

The Pros and Cons of the Industrial Revolution :: American America History

The Pros and Cons of the Industrial Revolution The Industrial Revolution was a period in history when mankind found innovative and efficient ways of producing goods, manufacturing services and creating new methods of transportation. This not only revolutionized the way the market system functioned, but also changed the way people perceived their status in society and what they required as basic necessities. However, the price that humanity was forced to pay for the emergence of the Industrial Revolution greatly outweighed the rewards that accompanied it. Prior to the Industrial Age, the Western European market operated on a simple "putting-out" system. The average producer was able to manufacture a product in the same area that he or she lived on and the demand for that product was usually set by a few local consumers. The process was easy and simple, provided that the product being created was always required by someone else. However, the invention of Machinery and all of its accompanying peripherals allowed producers to start manufacturing on a mass scale. With factories placed in central locations of the townships (known as centralization), the previous system was dismantled and categorized into steps. No longer would one person be required to build, market or transport their product since the new system introduced the art of specialization. Specialization allowed a person to perform a single task and guarantee them wages as a source of income. However, as wonderful as this might seem, this new system led to the emergence of a n working class (proletariat) and forced them to depend on market conditions in order to survive as producers. Although seemingly content at first, those who became employed by these factories were immediately subjected to deplorable conditions. Arnold Toynbee made a scholarly assessment of this new wave of socio-economic behavior and concluded that the working class is suffering due to a series of hardships that make their lives miserable. He cited low wages, long hours, unsafe conditions, no provisions for old age, a discipline determined by machine and whole families being left with a low income rate as being a recurring problem that exploited the integrity and efficiency of Industrialization. This subsequently led to a period of "depersonalization" which meant that the employer-employee relationship was deteriorating in exchange for this new system. No longer could a worker befriend his boss or maintain a stable friendship since the divisions between their market classes made this al most impossible. One relied on the other for subsistence and therefore this dependency gave the property owners an upper edge in terms of negotiating income and support.

Banking Regulation Act Summary

BANKING REGULATIONS ACT 1949 The Banking Regulation Act was passed as the Banking Companies Act 1949 and came into force wef 16. 3. 49. Subsequently it was changed to Banking Regulations Act 1949 wef 01. 03. 66. Summary of some important sections is provided hereunder. The section no. is given at the end of each item. For details, kindly refer the bare Act. * Banking means accepting for the purpose of lending or investment of deposits of money from public repayable on demand or otherwise and withdrawable by cheque, drafts order or otherwise (5 (i) (b)). Banking company means any company which transacts the business of banking (5(i)(c) * Transact banking business in India (5 (i) (e). * Demand liabilities are the liabilities which must be met on demand and time liabilities means liabilities which are not demand liabilities (5(i)(f) * Secured loan or advances means a loan or advance made on the security of asset the market value of which is not at any time less than the amount of such l oan or advances and unsecured loan or advances means a loan or advance not secured (5(i)(h). Defines business a banking company may be engaged in like borrowing, lockers, letter of credit, traveller cheques, mortgages etc (6(1). * States that no company shall engage in any form of business other than those referred in Section 6(1) (6(2). * For banking companies carrying on banking business in India to use at least one word bank, banking, banking company in its name (7). * Restrictions on business of certain kinds such as trading of goods etc. (8) * Prohibits banks from holding any immovable property howsoever acquired except as acquired for its own use for a period exceeding 7 years from acquisition of the property. RBI may extend this period by five years (9) * Prohibitions on employments like Chairman, Directors etc (10) * Paid up capital, reserves and rules relating to these (11 & 12) * Banks not to pay any commission, brokerage, discount etc. more than 2. 5% of paid up value of one share (13) * Prohibits a banking company from creating a charge upon any unpaid capital of the company. (14) Section 14(A) prohibits a banking company from creating a floating charge on the undertaking or any property of the company without the RBI permission. * Prohibits payment of dividend by any bank until all of its capitalised expenses have been completely written off (15) * To create reserve fund and 20% of the profits should be transferred to this fund before any dividend is declared (17 (1)) * Cash reserve – Non-scheduled banks to maintain 3% of the demand and time liabilities by way of cash reserves with itself or by way of balance in a current account with RBI (18) * Permits banks to form subsidiary company for certain purposes (19) * No banking company shall hold shares in any company, whether as pledgee, mortgagee or absolute owners of any amount exceeding 30% of its own paid up share capital + reserves or 30% of the paid up share capital of that company whichever is less. (19(2). Restrictions on banks to grant loan to person interested in management of the bank (20) * Power to Reserve Bank to issue directive to banks to determine policy for advances (21) * Every bank to maintain a percentage of its demand and time liabili ties by way of cash, gold, unencumbered securities 25%-40% as on last Friday of 2nd preceding fortnight (24). * Return of unclaimed deposits (10 years and above) (26) * Every bank has to publish its balance sheet as on March 31st (29). * Balance sheet is to be got audited from qualified auditors (30 (i)) * Publish balance sheet and auditors report within 3 months from the end of period to which they refer. RBI may extend the period by further three month (31) * Prevents banks from producing any confidential information to any authority under Indl Disputes Act. (34A) * RBI authorised to undertake inspection of banks (35). * Amendment carried in the Act during 1983 empowers Central Govt to frame rules specifying the period for which a bank shall preserve its books (45-y), nomination facilities (45ZA to ZF) and return a paid instrument to a customer by keeping a true copy (45Z). * Certain returns are also required to be sent to RBI by banks such as monthly return of liquid assets and liabilities (24-3), quarterly return of assets and liabilities in India (25), return of unclaimed deposits i. e. 10 years and above (26) and monthly return of assets and liabilities (27-1).

Dttls Assignment Essay

Unit 4: Theories and principles for planning and enabling learning In modern day teaching, the onus is shifting further and further away from teacher dictated methods of educational delivery, to methods that ensure the learner is placed at the heart of teaching, and every individual within the classroom is considered and catered for. Advances in technology available to teachers has contributed to a broadening of teaching styles, but this has mainly come about through the need to differentiate teaching more effectively and break down the barriers that exist between teacher and learner. Engaging every learner is a difficult task and requires the teacher to have a plethora of knowledge of teaching methods and theories. Learners may differ in terms of age, gender, ability level, communication skills, confidence, learning styles and many other factors. The job of the teacher is to ensure these factors do not hinder individual learning and that success and achievement within the group is widespread and at a high level. Planning and implementing learning is paramount to this process. To effectively plan and deliver to diverse and varied groups of students, teachers can draw upon a number of teaching theories and principles put forward by educational academics. Theories of teaching and behaviour are themselves, in general, varied and diverse in the way they approach the dissemination of learning and the bringing about of desired responses. Similarly, different theories of communication have been put forward that document methods through which we as teachers can effectively converse with our students. All of these theories can provide a vital insight or tool for teachers to improve their practice and ultimately promote inclusive learning for all students. Many examples of different teaching theories are evident across academic literature. Examples of these include Classical and Operant conditioning, Kolb’s learning cycle, Gagnes 9 events of instruction, Maslow’s Hierarchy of Needs and Knowles’ Pedagogical and Andragogical approaches. An example of a communication theory is Berne’s (1970) transactional analysis. It is concerned with ensuring that control and understanding occurs through ommunication between groups or individuals. Berne believes that transactional analysis represents â€Å"a theory of social intercourse and used it to help people understand and improve their behaviour towards others† (Huddleston & Unwin, 1997, p115). This theory also suggests that communicating effectively will directly impact on success, motivation work rate and b ehaviour through increased understanding of the nature and demands of a task or the content of the message itself that is being communicated. If we also also consider the effectiveness of communication in the classroom and relating theoretical concepts, i. e. ehaviourist and humanistic theories, these have some distinct differences which affect greatly the approaches and techniques adopted by teachers. Behaviourist theories suggest all behaviour is ‘learned’ or that these theories bring about a recognisable ‘change’ in behaviour (Armitage, 2003). Examples of Behavioural theorists include Pavlov (Classical conditioning), Thorndike (Operant conditioning), Skinner and in terms of early behaviourist studies, Watson. These theorists along with others have over the past 100 years put forward a number of different behaviourist theories that are concerned with changing or ‘conditioning’ behaviour. Classical conditioning was pioneered by Pavlov who looked at learning by association. His famous study involved the use of dogs as a medium to facilitate associative learning. Pavlov rang a bell every time a dog was to receive food, the presence of food elicited a saliva response from the dog, which over time it associated with the sound of the bell. After a period of time, the stimulus of food was no longer produced, but the dog continued to salivate at the sound of a bell, as it now ‘associated’ this behaviour with the onset of a meal. Classical conditioning essentially elicits a reflex and an association is formed (Artmitage, 2003; www. learning-theories. com). Operant conditioning is a theory put forward by Thorndike. This theory waits for a desired behaviour to occur and then rewards it. It builds somewhat on the work done by Watson regarding trial and error learning. Perhaps the most prominent or influential behaviourist work is that done by Skinner. Skinner adopted an operant approach to behaviourism and famously conducted experiment using rats in specially designed boxes. Skinner’s ideas revolved around the presence of a reinforcer to cause a desired behaviour to be repeated. This could be in the form of a primary reinforcer (a basic need like food) or a secondary reinforcer (such as money or praise). In the case of his rats, Skinner effectively trained them to pull certain levers to release food. Initially, the release was accidental but after a while, the rats learned to associate the arrival of food with the pressing of a lever. Skinners work revolved heavily around the need for reinforcement, reward, punishment and feedback. The scheduling and delivery of these things was also important to Skinner who suggested the timing of something like a reward was paramount to its success at brining about long term changes in behaviour. Similarly, he suggested giving punishment should occur immediately after the event in question and in a consistent manner. Also, it was skinner who introduced the concept of successive approximations – small steps towards a desired behaviour (Artmitage, 2003; www. learning-theories. com). Humanistic theories of learning are much more concerned with the individual themselves than the behaviour. Maslow identified a Hierarchy of Needs which he believed outlined the basic requirements of all individuals Figure 1 – Maslow’s Hierarchy of Needs (www. talkingtails. files. wordpress. com) Both humanistic and behaviourist theories have a huge application in the delivery of teaching and learning. In the curriculum area of Public Services, evidence of the use of both theories is apparent across different subject areas. Operant conditioning is embedded widely across public service lessons. This occurs on many occasions where praise is used within a fitness session to reinforce good performance. Primary reinforcers are also often used, for example, excellence certificates sometimes act as a tangible reward for students who perform well in strenuous task such as fitness testing. When coaching exercise techniques in the gym, classical conditioning is used to develop the desired response of good form. For example, when learning to perform a squat, the learner must bend their knees to a 90 degree angle. This is taught by putting a bench under the learner so that when they feel their posterior touch the surface of the bench they know to begin the upward phase of the lift. At the point of touch, they will be encouraged to reverse the process. Over time, the bench is removed from the lift but the learner still remembers the motion. Punishment is often used to discourage certain behaviour. For example, at South Devon College if a student is rude in a lesson they are given a set amount of press ups to do. Whilst punishment is deemed less effective than a positive reinforcement strategy, the section have a consistent and department wide policy towards distributing press ups which contributes to making this a more effective way to manipulate behaviour. Humanistic approaches such as Maslow’s Hierarchy of Needs are also evident within the curriculum, looking at developing individuals through agendas such as Every Child Matters and through the departmental tutorial process. The teamwork and overall nature of the course is also a particularly effective medium for learners to progress through the top two stages (esteem and self actualisation) of the hierarchy. Inclusive practice is something that all teachers are ultimately striving for. Within the curriculum, inclusive practice is complicated by the both theoretical and practical element of the subject area. A teacher must look to facilitate learning for those who are academically able, practically gifted and also attempt to integrate the study of theory and practical to enhance learning as a whole. Computer based learning, for example, is common place on all courses, and although often difficult to facilitate in all subjects, such as outdoor activities, the needs of the learner and future employer is paramount. The Uniformed Public Services today use computer systems, including email, online study, and specific service systems such as Wotan, on a regular basis and so it is vital that learners are prepared for this. This also helps out those learners who may struggle with putting pen to paper. Much of what the Public Services do is very practical and so as much as possible I try to embed a practical way of delivering the course specification. For example, team building activities using equipment outdoors. This enables some learners to shine as they are more practically minded. However, an indoor table top scenario does the same job, but gives learners with different learning styles chance to shine. Linking theory to practice is related to another teaching theory put forward by Kolb (1984). Kolb’s Learning Theory Kolb’s theory is ‘based on the assumption that people learn best by doing things then thinking about how they have done them, considering both the thoughts, feelings and perceptions which emerged during the experience’ (Harkin et al. 200, p42). This makes the process of learning more efficient, relevant and enjoyable. It also promotes inclusive practice with all three learning styles (Visual, Auditory and Kinaesthetic) being catered for effectively. The nature of our learners has a significant influence on the techniques and theories we implement in the preparation and delivery of lessons. In my own teaching practice, I have exposure to both adult and child groups. This difference in age groups has a big impact in how I teach and communicate with these groups. This is linked to Knowles’ (1970) theory of Pedagogy and Andragogy. These two states relate to the differences associated with teaching these varying groups. Effective communication is required throughout all levels of teaching. Transactional analysis is strongly linked to communicating and giving feedback and reflects the way we use our voice (in terms of tone, pitch, volume and content) to relay information to our students. The way this is done will affect whether a student understands a task and understands the nature and direction of the feedback. Within pastoral support mechanisms, teachers often undertake one on one tutorial discussions with students. Depending on the situation and the learner, the teacher may adopt one of the 3 ego states (Parent, Adult, and Child) in order to most effectively converse with the student. The ego state may also change over the course of the tutorial process as the teacher gets to know the learner more. Within the classroom, communicating with learners in the form of feedback allow them to understand if they are being successful or not achieving and what they can do to improve. As teachers, it is essential we have the ability to adopt the correct ego status for the situation but also to consciously manipulate the interaction of ego states between teacher and learner. Doing this involves manipulating our own tone of voice and delivery of information and also encouraging certain behaviours and attitudes amongst our students to allow them to best understand what is being said to them. In Public Services, when feeding back to a student on their performance in a practical session, a teacher may look to switch between the adult and parent ego states to best deliver positive and negative comments to a learner. Currently I teach a subject that is well within my comfort zone, particularly as a serving member of Her Majesty’s Forces, where I can relate much of my teaching to my current role. However, I am acutely aware of the need to teach and develop my own core skills in literacy, numeracy, language and ICT. To progress in a career in the Public services, it is vital that these core skills are maximised. As mentioned previously, the ICT is developing in all aspects of our lives and as a teacher, I feel this is an aspect where I maximise my potential. My own literacy and language is adequate for the subject matter that I teach, but would be limited I believe if I were to teach another core subject. My use of voice and body language overcomes many of my shortfalls when addressing learners but may not be appropriate in other subjects. Numeracy is my weakest area and as such my teaching reflects this. As a teaching group we play to our individual strengths and so the subjects that I teach have limited numeracy base. However, this is an area that I am conscious of and it does need to be addressed. As a teacher, I teach across a range of courses from Level 1 to Level 5 and with groups ranging from 15 years old to adult learners. This necessitates that I employ a range of teaching strategies and adopt a range of learning theories to best accommodate for all my students. I feel one of my particular strengths is my adaptability to work effectively with these diverse groups and adopt different ego states through which to control these groups and facilitate their learning. Sub consciously, I feel for a long time I have been utilising many of the learning theories discussed in this assignment, however through recent further study I now feel much more confident and able to take what I perceive to be the most advantageous parts of these learning theories and implement them in my classroom. I believe a further strength of mine is to bring about certain behaviours or encourage those that are most appropriate within the classroom. Using operant conditioning ideology, I am quick to recognise and praise desired behaviour but am careful how and how often I deliver this reinforcement. Although I understand the limitations of punishment, I believe it has a place in the classroom and feel I am fairly competent at being consistent and fair with punishments/press ups. Feedback from learners is clearly an essential medium to assess one own teaching. With my adult learners I widely adopt a andragogical approach, allowing them a lot of freedom to learn in their own way. This is effective but often leads to a lack of feedback from learners in terms of how they are progressing and learning. I feel I could improve by embedding some more formative assessment methods into my andragogical style of teaching to allow for freedom within learning, but also actually more feedback for me from learners. This will ultimately help me see how they are doing, and also how I am doing in terms of teaching. For future development, I believe it is essential for me to continue to develop my use of Kolb’s ideas integrating theory into practice. This is something I believe to be essential, especially given the more practical/kinaesthetic orientation of the learners who study upon the course on which I teach. I also feel that I could benefit from more in depth investigation into the Skinner’s schedule of reinforcement linked to operant conditioning. I feel I am good at giving constructive praise but could improve by really analysing how I give feedback, especially in terms of frequency.

Importance of Strategic Planning and Management in the Business Environment Paper Essay Example

Importance of Strategic Planning and Management in the Business Environment Paper Essay Example Importance of Strategic Planning and Management in the Business Environment Paper Essay Importance of Strategic Planning and Management in the Business Environment Paper Essay Importance of Strategic Planning and Management in the Business Environment Paper Tight Lines Sport Fishing is the vision of Captain Alex Smith to provide an outstanding and unforgettable fishing experience for his clients. With 20 years of experience fishing the local waters of the San Francisco Bay Area and the Kona coast of Hawaii Alex plans on employing all his knowledge and experience combined with the lessons he has learned from other chartering experiences to provide exceptional value to his customers. Experience and a vision will not guarantee success, a strategic plan that will provide a roadmap on how success will be measured and achieved. â€Å"Strategic management is the set of decisions and actions that result in the formulation and implementation of plans designed to achieve a company’s objectives. † (Pearce II Robinson Jr. , 2004) With several tasks required in the development of a strategic plan for Tight Lines Sport Fishing. Beginning with an outline of the company’s vision and the means by which they will go about implementing and reviewing the plans successes and failures will be required. Starting with the vision and mission statement Alex will set the foundation for Tight Lines Sport Fishing. Defining long-term objectives and strategies that will achieve the company’s goals will require the input from various levels of the organization. â€Å"Implementing the strategic choices by means of budgeted resource allocations in which the matching of tasks, people, structures, technologies, and reward systems is essential and evaluating the success of the strategic process as an input for future decision making will allow the company to adapt to changes in the market. † (Pearce II Robinson Jr. 2004) Analyzing the company’s capabilities will allow the company to maximize it resources and not over commit itself fiscally, this will take input from boat captains and deck hands. The boat captains can be looked at as the managers within the organization and the deck hands are functional leads both will valuable local experience and knowledge. With locations o n two coasts separated by a minimum of five hours of flight the first steps in the planning stages will be critical to the company’s success. As defined, management is â€Å"The process of working with people and resources to accomplish organizational goals. (Bateman-Snell, 2007) The four functions of management are planning, leading, organizing, and controlling. Planning would have to rank at the top of any text in priorities for a successful strategic plan or project. With many variations of the project management five â€Å"P’s† Poor planning produces poor performance. In terms of defining planning, the function of defining goals, resources and budget that Alex’s team will follow to achieve a defined result. â€Å"Organizing is the function of coordinating all of the resources needed to achieve goals. (Bateman-Snell, 2007) Second only to leading, which I will cover later in this paper, organizing is one of the more challenging skills for a startup co mpany. Tight Lines will have to demonstrate they can consistently put their clients on the fish. An example of organizing organizational resources is to break down the traditional organizational charts and pull members of different areas into a team as discussed in the text. Bringing together a group of employees with different areas of expertise to attack a critical problem or plan a future direction within the organization can produce amazing results. Leading is a skill that cannot be solely taught. With many definitions of leadership; a search on a popular search engine produces over 24 million responses. A definition of leadership that captures all its qualities is â€Å"Leadership is a process by which a person influences others to accomplish an objective and directs the organization in a way that makes it more cohesive and coherent. Leaders carry out this process by applying their leadership attributes, such as beliefs, values, ethics, character, knowledge, and skills† (Wickramasinghe, 2006) Providing a quality experience is a high priority for Tight Lines. Controlling or monitoring is a fundamental skill of management. The best managers use this function religiously. â€Å"Controlling is the process in which you monitor the performance of a task and make the necessary changes when required. † (Bateman-Snell, 2007) After carefully going through the planning and organizing stages of plan development a leader must monitor the progress of the plan to insure they will meet the company’s goals. For Tight Lines that will mean return customers year after year. Monitoring is the tool to identify these critical opportunities to make required changes. This is an area were technology has had the greatest impact in the business community. With numerous software templates and programs that monitor strategic plan performance, from budget to resources and major milestones required to deliver top quality results. Strategic planning is a work in progress. It starts with an idea that turns into a vision and mission statement, forming a foundation for a plan. With several traditional structures in which a strategic plan can be developed from the top down approach to a more functional team developed. Engaging resources from different levels of the organization will allow for a vast span of input and ideas when goal setting. For Tight Lines Sport Fishing the inputs of the boat captains and deckhands will be beneficial in determining short and long-term goals and milestones. Employing the four functions of management will help develop and monitor the success of a strategic plan. Following a model of the more successful companies adapting to change will be essential as Tight Lines Sport Fishing gets under way. Careful monitoring and adjusting milestones will lead to a successful launch of this new endeavor and satisfy customers on both coasts for years to come. References: Bateman-Snell. (2007). Managing . In S. A. Thomas S. Bateman, Management: Leading and Collaborating in a Competitive World (p. 19). The McGraw-Hill Companies, Inc. . Pearce II, J. , Robinson Jr. , R. B. (2004). Strategic Management: Formulation, Implementation, and Control. New York: The McGraw? Hill Companies. Wickramasinghe, D. V. (2006). Dynamic leadership in unstable and unpredictable environments. International Journal of Management and Enterprise Development , 339.

The Complete Guide to Conic Sections on ACT Math

The Complete Guide to Conic Sections on ACT Math SAT / ACT Prep Online Guides and Tips You will usually see one conic section question (though no more than one) on any given ACT, but just what is a conic section and how do you solve it? Luckily for us, though conic section questions are rare, they are generally straightforward and can get you an easy point if you take a few minutes to study them. This will be your complete guide to conic sections- what they are, how you'll see them on the test, and the best way to approach these types of ACT math questions. What Are Conic Sections? A conic section is any intersection of a cone (a three dimensional figure) and a plane (a flat, infinite surface). Depending on how the plane slices the cone, the intersection will create: A circle A parabola An ellipse A hyperbola Picture: Magister Mathematicae/Wikimedia For the ACT, you will only need to know about circles and parabolas. And the only parabola knowledge you'll need are covered by your quadratic functions. The ACT will never test you on ellipses or hyperbolas. What You'll Need to Know About Conic Sections The only piece of information you really need to understand to master conic sections on the ACT is the equation of a circle. Every ACT conic section question will ask you information about this equation and you must either find the proper equation from given information or identify the individual pieces that make up this equation. Equation of a Circle $$(x - h)^2 + (y - k)^2 = r^2$$ This is the equation of a circle. $h$ and $k$ are the coordinates for the center of the circle. $h$ stands in place of the $x$-coordinate and $k$stands in place of the $y$-coordinate. The center will, therefore, be at $(h, k)$. $r$ is the radius of the circle. â™ ª Love (and the equation of a circle) is all you need. â™ ª Picture: byronv2/Flickr Typical ACT Conic Section Questions Though you will only have to know the equation of a circle to solve your conic section questions, you may see conic section questions in a few different ways- as a word problem, as a diagram problem, and/or as a scenario problem. But no matter their form, it should be pretty straightforward to solve the problem if you remember your formula. Let's look at a typical ACT conic section problem. We can see, based on the graph, that our center coordinates for our circle are $(4, 0)$. This means that we can count from the circumference to the center to find that our radius is also 4. So if we replace these values with our $(h, k)$ and our $r$ in the equation for a circle, we would get: $(x - h)^2 + (y - k)^2 = r^2$ $(x - 4)^2 + (y - 0)^2 = 4^2$ $(x - 4)^2 + y^2 = 16$ This means that our final answer is G. ACT Math Strategies for Conic Section Questions Though conic sections are generally fairly simple, you will be able to solve them more easily if you use strategy (especially if you forget your key information on test day). #1: Prioritize Your Time and Energy Conic sections are one of the least common ACT math topics. This type of question may or may not show up on your ACT, and even if it does, there will only be one question on circle equations per test. Though it is not a guarantee that you will see it, it is a useful formula for you to know if you're trying for every last math point. #2: Memorize the Circle Formula If you're going for every last point, then be sure to memorize your circle formula. On every ACT conic section question, you will be given a string of answer choices that all look incredibly similar. This is to muddy the waters for anyone who only has a passing recollection (or no recollection) of the formula. Your best bet for a near guaranteed point on all conic section questions is to simply memorize the formula and quiz yourself on it before test day to make sure you have it down. #3: Alternatively, Remember Just a Piece of the Formula and Guess Strategically If you're worried for any reason that you'll forget your formula or if you would just rather spend your time memorizing more common ACT math formulas like slopes and angles, then even remembering a piece of the circle formula is better than not memorizing any part of it at all. For instance, if you don't remember the $(x - h)^2 + (y - k)^2$ side of the formula, but you do remember that the other side is the radius squared (and not just the radius), you will often be able to eliminate two or three answer choices. Now you have between a 33% and a 50% of guessing the right answer, which is certainly better than a 20% blind guess. So pick just a piece of the circle formula and commit it to heart, even if you can't or won't for any reason memorize the whole thing. Ready to show 'em what you got? Test Your Knowledge So let's put your knowledge to the test on real ACT math problems about conic sections. 1. 2. 3. If a circle has a circumference that is tangent to the origin and a midpoint at $(0, -7)$, which of the following is the equation of that circle? A. $x^2 + (y - 7)^2 = 49$B. $x ^2 + (y + 7)^2 = 49$C. $(x - 7)^2 - y^2 = 49$D. $(x - 7)^2 + y^2 = 7$E. $x^2 - y^2 = 7$ Answers: E, F, B Answer Explanations: 1. For this problem, we know that our circle's midpoint is at the origin, which gives it the coordinates $(0,0)$. We can also see that the radius of the circle is 52. That means that our circle formula will be: $(x - h)^2 + (y - k)^2 = r^2$ $(x - 0)^2 + (y - 0)^2 = 52^2$ $x^2 + y^2 = 52^2$ Our final answer is E, $x^2 + y^2 = 52^2$ 2. For this question, we are actually working backwards, but the principle of the circle formula hold true. We must simply use the values we are given and reverse engineer them to find what we need. We know that our circle formula is: $(x - h)^2 + (y - k)^2 = r^2$ If our equation is then: $(x - 5)^2 + y ^2 = 38$, then we know that the radius must be the square root of 38 and the midpoint must be $(5, 0)$. Our final answer is F. 3. As usual when working without a diagram, let's draw a quick sketch of the scene. We know that the midpoint is at $(0, -7)$ and the circle is tangent to the origin, so this is the circle we're dealing with. We know that the radius is, therefore, 7 and we can plug the midpoint values into our equation. $(x - h)^2 + (y - k)^2 = r^2$ $(x - 0)^2 + (y - -7)^2 = 7^2$ $x^2 + (y + 7)^2 = 49$ Our final answer is B, $x^2 + (y + 7)^2 = 49$ The Take-Aways Though conic section questions are relatively rare, if you're going for every last point, it's a good idea to memorize your circle formula (or even just a piece of it) for a quick point. You will never be asked to do more than identify it when you see it or to identify its pieces, so go ahead and grab it if you can. What's Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. You should also be sure to take a look at our articles on how to complete the square and the four different graph quadrants. Worried what the Ivy Leagues think of the ACT? Learn how some of the top schools in the United States feel about the ACT vs. the SAT. Running out of time on the ACT math section? We'll teach you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Why some people take risks and some dont Research Paper

Why some people take risks and some dont - Research Paper Example They establish goals for themselves and started working toward achieving those goals. In the way, if they encounter a risky situation, they tend to take the risk rather than retreating from it because they do not want to compromise upon their plans. However, they undertake risks with a planned strategy so that they are able to mitigate the risks in case they encounter them. Such people are highly motivated. Motivation is one of the key drivers of the tendency to undertake risks. Motivated people cannot feel comfortable if they retreat from entering a risky situation, if that is what it takes to achieve their goal. A very important characteristic feature of the pro-risk people is that they are optimistic. A pessimistic person places too much emphasis over the possibilities of negative outcomes of a risk and thus feels discouraged to undertake it. People generally are not very optimistic about risks. Daniel Kaheman who has won Nobel Prize explained how the fear of loss is bigger for mo st people compared to the happiness of gain in these words, â€Å"For most people, the fear of losing $100 is more intense than the hope of gaining $150. [Amos Tversky and I] concluded from many such observations that ‘losses loom larger than gains’ and that people are loss averse† (Kaheman cited in Halvorson). ... Taking risk is related to self-actualization. Self-actualization sits at the top of the pyramid proposed by Maslow in his motivational theory, and can be described as the realization of the potential in an individual to fulfill themselves and make optimal use of their capabilities (Maslow 150). Why an individual takes a risk is explained by Maslow’s hierarchy of needs theory. Maslow categorized all sorts of needs an individual might have into five basic kinds of needs, namely physiological needs, safety needs, love and belongingness needs, self-esteem needs, and the need of self-actualization (Cherry). Maslow placed these needs on top of each other in the form of a pyramid with the physiological needs forming the base and the need to self-actualize at the top. According to Maslow, an individual does not feel a higher level need unless all lower level needs are satisfied. Hence, a person would only feel the need for love and belongingness if their safety needs are addressed. Ta king this philosophy, an individual only feels the need to self-actualize when all lower level needs have been addressed. Self-actualization is when an individual takes incentives in order to grow and progress, take chances, as well as risks. Describing the attitude and approach of a self-actualized person, (Wilson) says that such people approach life with newness and even appreciate the experiences they have already had treating them as new. In view of the Maslow’s hierarchy of needs theory, people that take risks in any aspect of their life have all their basic needs addressed. This suggests that they are capable of taking risks financially, mentally, emotionally, and physically. There are a range of factors that may stop a person from being adventurous.