Outlining an Informative Speech: Anabolic Steroids

| Outlining an Informative SpeechAnabolic Steroids in Sports| | | OUTLINE OF SPEECH ATTENTION-GETTING OPENER An athlete is a person who is trained or skilled in exercises, sports, or games requiring physical strength, agility, or stamina. Athletes train and practice year-round to prepare for the competition and challenges. Most high school, college, amateur and professional athletes participate in sports for the opportunity to pit their abilities against those of their peers, and to experience the satisfaction that comes from playing to their potential. Others do so to satisfy a desire for recognition and fame.Unfortunately all this creates some athletes who are determined to win at any cost. Have you heard or know of anyone who has used anabolic steroids? PREVIEW Today I will give you some interesting facts about the use of anabolic steroids in sports. I Description and definition II Reasons for using III Famous Athletes IV Effects V Solutions BODY TRANSITION: To better understand m y report, first we should know what anabolic steroids are. I Description and definition A. A group of usually synthetic hormones that are derivatives of testosterone, are used medically especially to promote tissue growth B.Are sometimes abused by athletes to increase the size and strength of their muscles and improve endurance C. Non-medical use of anabolic steroids is illegal and banned by most major sports organizations D. In January 2005, the Anabolic Steroid Control Act was amended with the Controlled Substance Act that added anabolic steroids to the list of controlled substances and makes possession of the substances a federal crime TRANSITION: You may be asking by now, what are the reasons that make athletes use these drugs? II Reasons for using A. To gain advantage B. Lack of self esteem C.Peer, competitive, fan and media pressure TRANSITION: Now, I will mention some famous athletes that used, during their careers and competitions, anabolic steroids. I’m sure you know most of them. III Famous Athletes who used anabolic steroids A. Heidi Krieger B. Ben Johnson C. Mark McGwire D. Florence Griffith Joyner E. Brian Bosworth F. Arnold Schwarzenegger G. John Kordic H. Danny Harris I. Lyle Alzado TRANSITION: Ok, I will now proceed to mention some of the harmful effects that this drug has on the athletes that use and abuse them. IV Effects A. Damage to the kidneys and liver B.Alteration of the balance of the natural hormones C. Some male users form breasts D. Serious acne problems E. When used by teens it can cause stunted growth F. Genital changes, water retention, yellow eyes, coronary artery disease, high blood pressure, and changes in cholesterol levels G. Ligament injuries and sterility H. Women run the risk of male pattern baldness I. Coma and death J. HIV transmission K. Withdrawal symptoms L. Depression TRANSITION: After mentioning the harmful effects, I will explain some solutions that should be taken to reduce the use of this dangerous drug by all athletes.V Solutions A. Legal 1. Restrictive laws 2. Penalties B. Education: Change of athlete’s attitude 3. Thorough knowledge of the sport's physical demands and requirements 4. Maintenance of a healthy lifestyle 5. Appreciation of the satisfaction that comes from participation TRANSITION: After my presentation, you should now understand why some athletes use anabolic steroids and the effects this drug has on them. SUMMARY Now, you understand the most important facts of anabolic steroids in sports. I Description and definition II Reasons for using III Famous Athletes IV EffectsV Solutions Concluding Remarks In conclusion, any athlete of any age should be educated in light of the hazard and negative effects that the anabolic steroids has on a body. Some athletes persist in taking them, believing that these substances provide a competitive advantage. But beyond the issues of popularity or legality is the fact that anabolic steroids can cause serious physical and psycholo gical side effects. ACTUAL SPEECH INTRODUCTION I. An athlete is a person who is trained or skilled in exercises, sports, or games requiring physical strength, agility, or stamina.Athletes train and practice year-round to prepare for the competition and challenges. Most high school, college, amateur and professional athletes participate in sports for the opportunity to pit their abilities against those of their peers, and to experience the satisfaction that comes from playing to their potential. Others do so to satisfy a desire for recognition and fame. Unfortunately all this creates some athletes who are determined to win at any cost. Have you heard or know of anyone who has used anabolic steroids? II. Today I will give you some interesting facts about the use of anabolic steroids in sports.A. Description and definition B. Reasons for using C. Famous Athletes D. Effects E. Solutions TRANSITION: To better understand my report, first we should know what anabolic steroids are. BODY Ana bolic steroids are â€Å"any of a group of usually synthetic hormones that are derivatives of testosterone, are used medically especially to promote tissue growth, and are sometimes abused by athletes to increase the size and strength of their muscles and improve endurance†. Non-medical use of anabolic steroids is illegal and banned by most major sports organizations.In January 2005, the Anabolic Steroid Control Act was amended with the Controlled Substance Act that added anabolic steroids and prohormones (a precursor to a hormone) to the list of controlled substances and makes possession of the substances a federal crime. TRANSITION: You may be asking by now, what are the reasons that make athletes use these drugs? TRANSITION: Now, I will mention some famous athletes that used, during their careers and competitions, anabolic steroids. I’m sure you know most of them. Over the years many professional athletes have been focus of the media, after being caught using anabol ic steroids.To name only a few, here are some examples. Heidi Krieger proved herself one of the world's top athletes in the 1980s, winning medal after medal in the shot put for East Germany. Heidi Krieger, the 1986 European women's shot-put champion, became Andreas Krieger after a sex-change operation in 1997. He said he had been fed so many steroids by his coaches without his knowledge that physical and emotional problems began. We remember when Ben Johnson was stripped of his gold medal in the 1988 Seoul Olympics. Many athletes that were seen as heroes had their problems with anabolic use.Good examples of athletes that were made to look like heroes were Mark McGwire and Florence Griffith Joyner. Flo Jo was suspected of drug abuse when she won her gold medals in the Olympics. She was tested ten years after the Olympics and came up negative, but most steroids are out of a person's system within weeks. She was idolized by millions, so no other discussions came up on the topic of her drug use until her death. She was said to have died in a fit of epileptic seizures. Later investigations showed she died of cardiac problems, a health problem that can be brought on by steroid use.According to CBS News, other examples of professional athletes that used steroids were Brian Bosworth, Arnold Schwarzenegger, and John Kordic. American Danny Harris ranked number one in the hurdles in 1991, failed a drug test, and was suspended for four years. The best known case of steroid use was Lyle Alzado. Lyle, the former defensive end, had an inoperable brain tumor that left his once-massive body ravaged. He blames years of heavy use of steroids and human growth hormones. Alzado took steroids almost daily for nearly 20 years. This prolonged use killed him.TRANSITION: Ok, I will now proceed to mention some of the harmful effects that this drug has on the athletes that use and abuse them. The negative effects of this drug are many. Some of the negative effects of the drugs are damage to the kidneys and liver. A person can also alter the balance of the natural hormones. This can cause detrimental affects to the body. The effects of your natural hormones being out of balance can last several years after being off the drugs. Some male users form breasts due to the use of steroids. Because of the increase in testosterone, steroids can cause serious acne problems.When used by teens it can cause stunted growth. Other side effects include genital changes, water retention, yellow eyes, coronary artery disease, ligament injuries, high blood pressure, and changes in cholesterol levels, sterility and liver disease. The list goes on and on. Women that use steroids run the risk of male pattern baldness. Some effects of steroids are even worse. Some people fall into comas after injecting the drugs, some may even die from the injections. Sometimes, athletes who use anabolic steroids may share the needles, syringes or other equipment they use to inject these drugs.By sharing ne edles, syringes or other equipment, a person becomes a high risk for HIV transmission. HIV is the virus that causes AIDS. Athletes who use steroids can also experience withdrawal symptoms when they quit. The symptoms include mood swings, depression, fatigue and irritability, loss of appetite, insomnia, and aggression. Depression can even lead to suicide attempts, if untreated. TRANSITION: After mentioning the harmful effects, I will explain some solutions that should be taken to reduce the use of this dangerous drug by all athletes.The attitude of winning at any cost embraced by some athletes must be redirected and replaced by personal dedication to the sport; a thorough knowledge of the sport's physical demands and requirements; maintenance of a healthy lifestyle; and, an appreciation of the satisfaction that comes from participation. Our athletes should be educated since their early age about the effects and consequences of using anabolic steroids. There should be also restrictive laws and penalties for the athletes that are caught using this drug, no matter their fame or money.TRANSITION: After my presentation, you should now understand why some athletes use anabolic steroids and the effects this drug has on them. CONLUSION I. Now, you understand the most important facts of anabolic steroids in sports. a. Description and definition b. Reasons for using c. Famous Athletes d. Effects e. Solutions II. In conclusion, any athlete of any age should be educated in light of the hazard and negative effects that the anabolic steroids has on a body. Some athletes persist in taking them, believing that these substances provide a competitive advantage.But beyond the issues of popularity or legality is the fact that anabolic steroids can cause serious physical and psychological side effects. VISUAL AIDS 1. List of ideas a. Power point presentation of pictures of anabolic steroids, famous athletes that have used the drug, and their pictures before and after using them. b. Short captions or tapes of the athletes during their performances. 2. Power point, because the captions or tapes can be inserted in the presentation. 3. The visual aid could be used as guide in each of the transitions.

Algebraic Operations on ACT Math Strategies and Formulas

Algebraic Operations on ACT Math Strategies and Formulas SAT / ACT Prep Online Guides and Tips Variables, exponents, and more variables, whoo! ACT operations questions will involve all of these (and so much more!). So if you ever wondered what to do with or how to solve some of those extra long and clunky algebra problems (â€Å"What is the equivalent to ${2/3}a^2b - (18b - 6c) +$ †¦Ã¢â‚¬  you get the picture), then this is the guide for you. This will be your complete guide to ACT operations questions- what they’ll look like on the test, how to perform operations with multiple variables and exponents, and what kinds of methods and strategies you’ll need to get them done as fast and as accurately as possible. You'll see these types of questions at least three times on any given ACT, so let's take a look. What Are Operations? There are four basic mathematical operations- adding, subtracting, multiplying, and dividing. The end goal for any particular algebra problem may be different, depending on the question, but the operations and the methods to solve them will be the same. For example, when solving a single variable equation or a system of equations, your ultimate objective is to solve for a missing variable. However, when solving an ACT operations problem, you must use your knowledge of mathematical operations to identify an equivalent expression (NOT solve for a missing variable). This means that the answer to these types of problems will always include a variable or multiple variables, since we are not actually finding the value of the variable. Let’s look at two examples, side-by-side. This is a single variable equation. Your objective is to find $x$. If $(9x-9)=-$, then $x=$? A. $-{92/9}$B. $-{20/9}$C. $-{/9}$D. $-{2/9}$E. $70/9$ This is an ACT operations problem. You must find an equivalent expression after performing a mathematical operation on a polynomial. The product $(2x^4y)(3x^5y^8)$ is equivalent to: F. $5x^9y^9$G. $6x^9y^8$H. $6x^9y^9$J. $5x^{20}y^8$K. $6x^{20}y^8$ (We will go through exactly how to solve this problem shortly) Let's break down each component of an operations problem, step-by-step. (Also, bonus French braid lesson!) Operation Question How-To's Let us look at how to identify operations questions when you see them and how to solve for your answer. How to Identify an Operations Problem As we said before, the end goal of an operations problem is not to solve for a missing variable. Because of this, you can identify an operations problem by looking at your answer choices. If the question involves variables (instead of integers) in the given equation and in the answer choices, then it is likely you are dealing with an operations problem. This means that if the problem asks you to identify an â€Å"equivalent† expression or the â€Å"simplified form† of an expression, then it is highly likely that you are dealing with an operations problem. How to Solve an Operations Problem In order to solve these types of questions, you have two options: you can either solve your problems by using algebra, or by using the strategy of plugging in numbers. Let’s begin by looking at how algebraic operations work. First, you must understand how to add, multiply, subtract, and divide terms with variables and exponents. (Before we go through how to do this, be sure to brush up on your understanding of exponents and integers.) So let us look at the rules of how to manipulate terms with variables and exponents. Addition and Subtraction When adding or subtracting terms with variables (and/or exponents), you can only add or subtract terms that have the exact same variable. This rule includes variables with exponents- only terms with variables raised to the same power may be added together (or subtracted). For example, $x$ and $x^2$ CANNOT be combined into one term (i.e. $2x^2$ or $x^3$). It can only be written as $x + x^2$. To add terms with variables and/or exponents, simply add the numbers before the variable (the coefficients) just as you would add any numbers without variables, and keep the variables intact. (Note: if there is no coefficient in front of the variable, it is worth 1. $x$ is the same thing as $1x$.) Again, if one term has an additional variable or is raised to a different power, the two terms cannot be added together. Yes: $x + 4x = 5x$ $10xy - 2xy = 8xy$ No: $6x + 5y$ $xy - 2x - y$ $x + x^2 + x^3$ These expressions all have terms with different variables (or variables to different powers) and so CANNOT be combined into one term. How they are written above is as simplified as they can ever get. Multiplication and Division When multiplying terms with variables, you may multiply any variable term with another. The variables do not have to match in order for you to multiply the terms- the variables instead are combined, or taken to an additional exponent if the variables are the same, after multiplying. (For more on multiplying numbers with exponents, check out the section on exponents in our guide to advanced integers) $x * y = xy$ $ab * c = abc$ $z * z = z^2$ The variables in front of the terms (the coefficients) are also multiplied with one another as usual. This new coefficient will then be attached to the combined variables. $2x * 3y = 6xy$ $3ab * c = 3abc$ Just as when we multiplying variable terms, we must take each component separately when we divide them. This means that the coefficients will be reduced/divided with regard to one another (just as with regular division), as will the variables. (Note: again, if your variables involve exponents, now might be a good time to brush up on your rules of dividing with exponents.) $${8xy}/{2x} = 4y$$ $${5a^2b^3}/{15a^2b^2} = b/3$$ $${30y + 45}/5 = 6y + 9$$ When working on operations problems, first take each component separately, before you put them together. Typical Operation Questions Though there are several ways an operations question may be presented to you on the ACT, the principles behind each problem are essentially the same- you must manipulate terms with variables by performing one (or more) of the four mathematical operations on them. Most of the operations problems you’ll see on the ACT will ask you to perform a mathematical operation (subtraction, addition, multiplication, or division) on a term or expression with variables and then ask you to identify the â€Å"equivalent† expression in the answer choices. More rarely, the question may ask you to manipulate an expression in order to present your equation â€Å"in terms of† another variable (e.g. â€Å"which of the following expressions shows the equation in terms of $x$?†). Now let’s look at the different kinds of operations problems in action. The product $(2x^4y)(3x^5y^8)$ is equivalent to: F. $5x^9y^9$G. $6x^9y^8$H. $6x^9y^9$J. $5x^{20}y^8$K. $6x^{20}y^8$ Here, we have our problem from earlier, but now we know how to go about solving it using algebra. We also have a second method for solving the question (for those of you are uninterested in or unwilling to use algebra), and that is to use the strategy of plugging in numbers. We’ll look at each method in turn. Solving Method 1: Algebra operations Knowing what we know about algebraic operations, we can multiply our terms. First, we must multiply our coefficients: $2 * 3 = 6$ This will be the coefficient in front of our new term, so we can eliminate answer choices F and J. Next, let us multiply our individual variables. $x^4 * x^5$ $x^[4 + 5]$ $x^9$ And, finally, our last variable. $y * y^8$ $y^[1 + 8]$ $y^9$ Now, combine each piece of our term to find our final answer: $6{x^9}y^9$ Our final answer is H, $6{x^9}y^9$ Solving Method 2: Plugging in our own numbers Alternatively, we can find our answer by plugging in our own numbers (remember- any time the question uses variables, we can plug in our own numbers). Let us say that $x = 2$ and $y = 3$ (Why those numbers? Why not! Any numbers will do- except for 1 or 0, which is explained in our PIN guide- but since we are working with exponents, smaller numbers will give us more manageable results.) So let us look at our first term and convert it into an integer using the numbers we selected to replace our variables. $2{x^4}y$ $2(2^4)(3)$ $2(16)(3)$ $96$ Now, let us do the same to our second term. $3{x^5}{y^8}$ $3(2^5)(3^8)$ $3(32)(6,561)$ $629,856$ And finally, we must multiply our terms together. $(2{x^4}y)(3{x^5}{y^8})$ $(96)(629,856)$ $60,466,176$ Now, we need to find the answer in our answer choices that matches our result. We must plug in our same values for $x$ and $y$ as we did here and then see which answer choice gives us the same result. If you are familiar with the process of using PIN, you know that our best option is usually to start with the middle answer choice. So let us test answer choice H to start. $6{x^9}y^9$ $6(2^9)(3^9)$ $6(512)(19,683)$ $60,466,176$ Success! We have found our correct answer on the first try! (Note: if our first option had not worked, we would have seen whether it was too low or too high and then picked our next answer choice to try, accordingly.) Our final answer is again H, $6{x^9}y^9$ Now let us look at our second type of problem. For all real numbers $b$ and $c$ such that the product of $c$ and 3 is $b$, which of the following expressions represents the sum of $c$ and 3 in terms of $b$? A. $b+3$B. $3b+3$C. $3(b+3)$D. ${b+3}/3$E. $b/3+3$ This question requires us to translate the problem first into an equation. Then, we must manipulate that equation until we have isolated a different variable than the original. Again, we have two methods with which to solve this question: algebra or PIN. Let us look at both. Solving Method 1: Algebra First, let us begin by translating our equation into an algebraic one. We are told that the product of $c$ and 3 is equal to $b$. A â€Å"product† means we must multiply $c$ and 3 and so our equation looks like this: $3c = b$ Now we are asked to find the sum of $c$ and 3. This means we must isolate $c$ so that we can add them together. So let us first isolate $c$ by using our knowledge of algebraic operations. $3c = b$ $c = b/3$ Now, we can sum $c$ and 3 by replacing our $c$ with $b/3$. $c + 3$ ${b/3} + 3$ Our answer matches answer choice E. Our final answer is E. Solving Method 2: Plugging in numbers Alternatively, we can use our technique of plugging in numbers. Because our question deals with variables, we can choose our own numbers (so long as they follow the rules of our given information.) We are told that the product of $c$ and 3 is equal to $b$. So let us assign a value to $c$ and use this information to find the value of $b$. So let us say that $c = 4$. (Why 4? Why not!) If $c = 4$, then the product of $c$ and 3 is: $3c = b$ $3(4) = b$ $b = 12$ So, when $c$ equals 4, $b$ equals 12. Now we must find the sum of $c$ and 3. $3 + c$ $3 + (4)$ $7$ Now that we have found our sum, we must identify the answer choice that gives us this sum. All of our answer choices are presented to us in terms of $b$, so we will use our found value of 12 to replace $b$ for each. As with all PIN questions, let us start with the middle answer option. Answer choice C gives us: $3(b + 3)$ We can tell just by looking at it that this will be far larger than 7, but we can always test this out. $3(12 + 3)$ $3(15)$ $45$ We can eliminate answer choice C. Just by glancing, we can see that answer choices A and B will also be larger than 12, which means we can eliminate them as well. Let us try answer choice D. ${b + 3}/3$ ${12 + 3}/3$ $15/3$ $5$ Answer choice D did not match our sum, which means we can eliminate it as well. By process of elimination, we are left with answer choice E, but let us test it to be sure. ${b/3} + 3$ ${12/3} + 3$ $4 + 3$ $7$ Success! We have found the answer choice that matches the sum we found. Our final answer is, once again, E, ${b/3} + 3$. As you can see, the answer to your operations questions will always be in variables and the problem will always require you to interpret and manipulate expressions with variables, but there are always multiple options for how to solve these types of problems. You've got the power to decide how you would like to solve and manipulate your operations problems. Magic! Strategies for Solving Operations Questions Now that we’ve seen the types of operations questions you’ll see on the ACT, let’s review our solving strategies. #1: Use PIN when needed (or to double-check your answer) If you ever feel concerned that you may be going down the wrong path while manipulating your operations problems, or if you simply want to double-check your answer, it's never a bad idea to use the strategy of plugging in numbers. Although it can take a little longer plug in your own numbers for your variables, you'll never have to fear misremembering how to manipulate your exponents, your variables, or your equations as a whole. Once you're able to use real numbers for your variables, the math will be a piece of cake. #2: Focus on one aspect of the term at a time It can become all too easy to lose yourself when working with multiple variables at once, especially when it comes to multiplication and division. The test-makers know this and will provide bait answers for any number of common mistakes. In order to keep all your components organized, focus on just one piece of each expression at a time. First, look at the coefficients, then look at the variables. This will help keep all your moving pieces in order and lessen the odds of mix-ups and mistakes. #3: Eliminate your answer options as you go Operations problems can sometimes mess with your head, not because they are inherently difficult, but because the ACT is a marathon and your brain can get tired and confused (and lazy). This, combined with the fact that all the answer choices generally look quite similar, with only small differences- a minus sign instead of a plus sign, one coefficient difference, etc.- can lead you to select the wrong answer, even when you know what the correct one should be. To avoid this kind of careless error (the worst kind of error!), eliminate your answer choices as you go through your problem. Know that the coefficient for your $y$ value must be 3? Immediately cross out any answer choices that give you anything other than $3y$. It may seem inefficient to solve problems this way, but it will keep your answers much more clear. #4: Keep careful track of your negatives Not only can it be difficult to keep track of multiple variables, but it's even easier to mix-up the proper negative and positive signs. Many students make careless errors with their negative signs and the ACT test-makers are all too aware of this. They will provide all manner of bait answers for anyone who misplaces even a single negative sign, so be very careful. $(a+2b+3c)-(4a+6b-5c)$ is equivalent to: A. $-4a-8b-2c$B. $-4a-4b+8c$C. $-3a+8b-2c$D. $-3a-4b-2c$E. $-3a-4b+8c$ For a problem like this, we are being asked to subtract the entire expression, $4a + 6b - 5c$, from the entire expression, $a + 2b + 3c$. This means that the negative sign will be negating every term in the expression $4a + 6b - 5c$. So we must put a negative sign in front of each term. $4a$ becomes $-4a$ $6b$ becomes $-6b$ $-5c$ becomes $- -5c$ or $+5c$. Now let us put these pieces together with the first expression. $a - 4a = -3a$ $2b - 6b = -4b$ $3c + 5c = 8c$ Our final expression will be: $-3a - 4b + 8c$ Our final answer is E, $-3a - 4b + 8c$. [Note: many (many!) students put a negative sign only in front of the first term in the parenthesis, which in this case the $4a$. If you had done this, you would have gotten: $a - 4a = -3a$ $2b + 6b = 8b$ $3c - 5c = -2c$. This would have given you answer choice C, $-3a + 8b - 2c$. Again the test-makers know this is a common error and there will always be a bait answer to tempt anyone who makes this kind of mistake.] Operations in the "real world." Hyuk, yuk, yuk. Test Your Knowledge Now that we’ve gone through the tips and tricks of operations questions, it’s time to put your knowledge to the test with more real ACT math problems. 1. Which of the following is an equivalent simplified expression for $2(4x+7)-3(2x-4)$? F. $x+2$G. $2x + 2$H. $2x+26$J. $3x+10$K. $3x+$ 2.Which of the following expressions is equivalent to ${1/2}y^2(6x+2y+12x-2y)$? A. $9xy^2$B. $18xy$C. $3xy^2 + 12x$D. $9xy^2-2y^3$E. $3xy^2+12x-y^3-2y$ 3.$t^2-59t+54-82t^2+60t$ is equivalent to: F. $-26t^2$G. $-26t^6$H. $-81t^4+t^2+54$J. $-81t^2+t+54$K. $-82t^2+t+54$ 4.The expression $-8x^3(7x^6-3x^5)$ is equivalent to: A. $-56x^9+24x^8$B. $-56x^9-24x^8$C. $-56x^18+24x^15$D. $-56^18-24x^15$E. $-32x^4$ Answers: H, A, J, A Answer Explanations: 1. As always, we can solve this question using algebra or using PIN. Let us look at both ways. Method 1: Algebra First, we must distribute out our terms. Only afterwards will we subtract them. Let us take each half of our expression by itself. $2(4x + 7)$ $8x + 14$ $ -3(2x - 4)$ $-6x + 12$ (Note: keep careful track of your negatives here, especially in the second half of our expression.) Now, we can put the two together. $8x + 14 - 6x + 12$ $2x + 26$ We cannot go any further, as we have combined all our like terms. Our final answer is H, $2x + 26$ Method 2: PIN As an alternative to algebra, we can always use plugging in numbers. So let us assign our own value to $x$, which we will call 3. (Why 3? Why not!) This means that we will replace any $x$ in our given equation with a 3. $2(4x + 7) - 3(2x - 4)$ $2(4(3) + 7) - 3(2(3) - 4)$ $2(12 + 7) - 3(6 - 4)$ $2(19) - 3(2)$ $38 - 6$ $32$ Now, let us find the answer choice that matches with our found answer of 32, once we replace the $x$ with 3. As usual, when using PIN, let us start with the middle answer option. $2x + 26$ $2(3) +26$ $6 + 26$ $32$ Success! We found our answer on the first try. But remember- when using PIN, always check your other answer options to make sure there are not repeat correct answers. We can see straightaway that answer choices F and G will be too small, since answer choice H was a match. So let us try answer choice J. $3x + 10$ $3(3) + 10$ $9 + 10$ $19$ This answer choice is too small and we can see just by looking that answer choice K will be too small as well (since they only differ by 1). This means we are safe with our answer choice H, as no others produced a match. Our final answer is H, $2x + 26$. As we saw from earlier in the guide and from the example problem above, we can always use algebra or PIN for our operations problems. Knowing that, we will only go through one method each for the rest of our answer explanations. 2: For this problem, let us do our solve using algebra (again, we could also use PIN, but for the sake of brevity, we are only choosing one method for each problem). We are given the equation: ${1/2}y^2(6x + 2y + 12x - 2y)$ Now, let us first make life easier by combining the like terms in the parenthesis. $(6x + 2y + 12x - 2y)$ $(6x + 12x + 2y - 2y)$ $(18x)$ The $y$ terms cancel one another out, so we are left with only $18x$ in the parenthesis. Now, we must multiply our $18x$ by ${1/2}y^2$. As always, when multiplying, we must multiply first the coefficients and then combine them with the combined variables. So: ${1/2}y^2 * 18x$ $(1/2) * 18 = 9$ $y^2 * x = y^2x$ Put the two together and we have: $9y^2x$ So our final answer is A, $9xy^2$ 3: Because we used algebra last time, let us try our hand at solving this question using PIN. Because we are using our own numbers, we don’t have to worry about whether or not we are matching up the right terms, or if we are combining them incorrectly; we can bypass all the mess and use numbers instead. We have one variable, $t$, so let us say that $t = 2$. (Why 2? As always, why not!) $t^2 - 59t + 54 - 82t^2 + 60t$ $(2)^2 - 59(2) + 54 - 82(2)^2 + 60(t)$ $4 - 8 + 54 - 328 + 120$ $-268$ Now, we must find the answer choice that matches our found answer of 102, once we replace $t$ with 2. Let us start in the middle, with answer choice H. $-81t^4 + t^2 + 54$ $-81(2)^4 + (2)^2 + 54$ $-81(16) + 4 + 54$ $-1296 + 58$ $-1238$ We can see just by looking that answer choice G will be too small as well ($-26 * 16 = -416$), and answer choice F will be too large (-26 * 4 = -104). So let us try answer choice J. $-81t^2 + t + 54$ $-81(2)^2 + 2 + 54$ $-81(4) + 56$ $-324 + 56$ $-268$ Success! And we can also see that the only difference between answer choices J and K are the coefficient in front of $t^2$ (-81 vs. -82), so we know that answer K would produce an incorrect and smaller number than answer choice J. Our final answer is J, $-81t^2 + t + 54$ 4: Because we used PIN last time, let us use algebra for this problem. Because we do not have like terms in the parenthesis, we must distribute out our expression using multiplication. $-8x^3(7x^6 - 3x^5)$ $-8x^3(7x^6) - -8x^3(3x^5)$ And take each piece separately. $-8x^3(7x^6)$ = $-8 * 7 = -56$ and $x^3 * x^6 = x^[3 + 6] = x^9$ (for more on this, look to the section on exponents in our advanced integers guide). So, combined, we have: $-56x^9$ And the other half of our expression will be the same. $- -8x^3(3x^5)$ $8x^3(3x^5)$ = $8 * 3 = 24$ and $x^3 * x^5 = x^[3 + 5] = x^8$ So, combined, we have: $24x^8$ Now our equation looks like this: $-56x^9 + 24x^8$ Our final answer is A, $-56x^9 + 24x^8$ (Take care! The only difference between answer choice A and B is the negative sign. If you weren’t careful with your double negatives, you may have fallen for this bait answer.) Ten thousand gold stars for solving your operations problems! The Take-Aways Though operations problems are easy to get wrong if you’re going too quickly through the test (or trying to solve them in your head), the basic elements are the same as any problem with variables- combine like terms, keep your work organized, and use PIN if you feel overwhelmed (or simply want to double-check your answer). You have a multitude of options for solving ACT algebra questions, so don’t be afraid to use them. What’s Next? Still in the mood for math? Well we've got you covered! First, take a gander at exactly what's tested on the ACT math section in order to get a feel for your strong and weak points. Next, dive right into our ACT math guides for any topic you feel you haven't quite mastered (or just any topic you want to refresh). From circles to ratios, slopes to polygons, we've got your back. Running out of time on the ACT math section? Check out our guide on how to help maximize your avaialable time in order to get your best score possible. Nervous about test day? Ease your mind by taking a look at what to do the night before and the day of the test. Trying for a perfect score? Look no further than our guide to getting a perfect 36 on the ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

How to Get Your Commercial Driver’s License in Michigan and Idaho

How to Get Your Commercial Driver’s License in Michigan and Idaho This article applies to anyone who wants to apply for a CDL in Michigan and Idaho. If you want to learn about getting a CDL in other states, TheJobNetwork has put together a very comprehensive CDL guide on every state of the country. MichiganWho needs a CDL?Any Michigan resident who will  operate the following commercial vehicles is required to obtain a CDL:Single vehicles with a GVWR of 26,001+ poundsCombination vehicles towing a trailer or other vehicles with a GVWR of 10,001+ pounds when the GCWR is 26,001+ poundsVehicles designed to transport 16 or more people (including the driver) or carrying hazardous materials in amounts requiring placardingWho does not need a CDL?Active duty military (including National Guard) with military licenses operating military vehiclesPolice officers and firefighters who meet approved training standards and operate authorized emergency vehiclesFarmers operating vehicles within a 150 mile radius of their farm. However, an F-endorsement is needed by farmers operating combination vehicles whose towing vehicle has a GVWR of 26,001+ pounds. Also, farmers who carry hazardous materials in amounts requiring placarding while operating combination vehicles with a  towing vehicle  that has a GVWR of 26,001+ pounds or a single vehicle with a GVWR of 26,001+ poundsneed a CDL with a hazardous materials endorsement.Individuals operating motor homes or other vehicles used exclusively to transport personal possessions or family members, for non-business purposesObtaining a CDLHere are the steps you must take in order to obtain your CDL.1. Visit a Secretary of State branch office. While there, you must provide:Proof of Social Security number (Social Security card, payroll check stub, W-2 Form).Proof of legal presence in the United StatesIf applying for a hazardous materials endorsement, proof of   Federal Security Threat  Assessment and  U.S. Citizenship or Lawful Permanent Resident2. Complete an application. You will have to certify at this time that you meet medical and driver qualifications.  If you have had any change in your physical condition since your last driver license renewal which may affect your ability to drive, you may need a special form before you can apply for your CDL.At this point, you will also have to prove that you meet driver record eligibility requirements as determined by Secretary of State branch office personnel. 3. Pass the Knowledge Test and a vision test. You must pass all required knowledge tests to first obtain a CLP, which lets you practice driving with another  driver who has a CDL for your vehicle  type. You need a CLP to  take the CDL skills tests (see Step 5).   If you do not pass a knowledge test on your first attempt, you must wait one day to retake the test.4. Pay your CDL fees.5. Schedule your  CDL skills test. Note:  You must wait 14 days after receiving your CDL to take the skills test and converting your CLP into a full  CDL.  You must schedule your skills test at least 2 days in advance.Once you have passed your CDL skills tests, return to the Secretary of State branch office to:6. Pay a correction fee to add CDL privileges to your license.7. Receive your CDL.IdahoWho needs a CDL?In Idaho, you must obtain  a CDL to operate any of the following commercial motor vehicles:Single vehicles with a GVWR of 26,001+ poundsCombination vehicles towing a trailer or other vehicles with a GVWR of 10,001+ pounds when the GCWR is 26,001+ poundsVehicles designed to transport 16 or more people (including the driver) or carrying hazardous materials in amounts requiring placardingWho does not need a CDL?Drivers of vehicles used exclusively to transport personal possessions or family members for non-business or recreational purposes.Military vehicle operators who are considered active-duty military personnelDrivers of firefighting or other emergency equipment used in response to emergencies involving the preservation of life or propertyDrivers of farm vehicles, including family members and farmhands.How to Obtain an Idaho CDLTo apply for a CDL, you must:Be at least 18 years oldHave a valid Idaho non-commercial license (Class D) or have passed all tests required to obtain one.Have one year of driving experienceApplication steps:1. Go to your county driver’s license office and supplyYour current driver’s licenseSocial Security cardProof of Idaho residenceMoney to pay your feesIf you are not a  U.S. citizen or a U.S. national, you should provide proof of lawful presence in the United States2. Your driving record will be checked, fees will be collected, and you will take a  vision and knowledge test.3. After passing these tests, you must make an appointment to take the skills test. A list of Examiners is available at the County DMV and online at www.itd.idaho.gov.When you  take your skills test, you will need to provide  proof of identification, proof of insurance, and your receipt showing you have passe d the written tests and paid the skills test receipt fee.4. Take your skills tests:   the vehicle inspection, the basic control skills test, and the road test. The skills test will take two to three hours to complete and must be taken in a vehicle that is representative of the license class you wish to obtain.5. Obtain your CDL from the County DMV.

Profile of Pakistans ISI (Inter-Services Intelligence)

Profile of Pakistan's ISI (Inter-Services Intelligence) Pakistan’s Inter-Services Intelligence (ISI) is the country’s largest of its five intelligence services. It is a controversial, sometimes rogue organization that Benazir Bhutto, the late Pakistani prime minister, once termed a â€Å"state within a state† for its tendency to operate outside of the Pakistani government’s control and at cross-purposes with American anti-terror policy in South Asia. The International Business Times ranked the ISI as the top intelligence agency in the world in 2011. How the ISI Became so Powerful The ISI became that â€Å"state within a state† only after 1979, largely thanks to billions of dollars in American and Saudi aid and armament covertly channeled exclusively through the ISI to the mujahideen of Afghanistan to fight the Soviet occupation of that country in the 1980s. Muhammad Zia ul-Haq, Pakistans military dictator from 1977-1988 and the countrys first Islamist leader, had positioned himself as the indispensable ally of American interests against Soviet expansion in South Asia and the ISI as the indispensable clearinghouse through which all aid and armament would flow. Zia, not the CIA, decided what insurgent groups got what. The arrangement was to have far-reaching implications the CIA didnt foresee, making Zia and the ISI the unlikely (and, in retrospect, disastrous) hinge of U.S. policy in South Asia. The ISI’s Complicity With the Taliban For their part, Pakistan’s leaders- Zia, Bhutto and Pervez Musharraf among them- seldom hesitated to use the ISI’s double-dealing skills to their advantage. That’s especially true regarding Pakistan’s relationship with the Taliban, which the ISI helped create in the mid-1990s and subsequently finance, arm and keep in business as a hedge against India’s influence in Afghanistan. Either directly or indirectly, the ISI has never stopped supporting the Taliban, even after 2001 when Pakistan ostensibly became an ally of the United States in the war on al-Qaeda and the Taliban. â€Å"Thus,† British-Pakistani journalist Ahmad Rashid wrote in Descent Into Chaos, Rashid’s analysis of the failed American mission in South Asia between 2001 and 2008, â€Å"even as some ISI officers were helping U.S. officers locate Taliban targets for U.S. bombers [in 2002], other ISI officers were pumping in fresh armaments to the Taliban. On the Afghan side of the border, [Northern Alliance] intelligence operatives compiled lists of the arriving ISI trucks and handed them to the CIA.† Similar patterns continue to this day, especially on the Afghan-Pakistani border, where Taliban militants are believed often to be tipped off by ISI operatives of impending American military action. A Call for the ISI’s Dismantling As a report by the Defense Academy, a British Ministry of Defense think tank, concluded in 2006, â€Å"Indirectly, Pakistan [through the ISI] has been supporting terrorism and extremism- whether in London on 7/7 or in Afghanistan or Iraq.† The report called for the dismantling of the ISI. In July 2008, the Pakistani government attempted to bring the ISI under civilian rule. The decision was reversed within hours, thus underscoring the power of the ISI and the weakness of the civilian government. On paper (according to the Pakistani Constitution), the ISI is answerable to the prime minister. In reality, the ISI is officially and effectively a branch of the Pakistani military, itself a semi-autonomous institution that has either overthrown Pakistan’s civilian leadership or ruled over the country for most of its independence since 1947. Located in Islamabad, the ISI boasts a staff of tens of thousands, much of it army officers and enlisted men, but its reach is much more vast. It exercises that reach through retired ISI agents and militants under its influence or patronage- including the Taliban in Afghanistan and Pakistan, and several extremists groups in Kashmir, the province Pakistan and India have been disputing for decades. The ISI’s Complicity With al-Qaeda â€Å"By the fall of 1998,† Steve Coll writes in Ghost Wars, a history of the CIA and al-Qaeda in Afghanistan since 1979, â€Å"CIA and other American intelligence reporting had documented many links between ISI, the Taliban, [Osama] bin Laden and other Islamic militants operating from Afghanistan. Classified American reporting showed that Pakistani intelligence maintained about eight stations inside Afghanistan, staffed by active ISI officers or retired officers on contract. CIA reporting showed that Pakistani intelligence officers at about the colonel level met with bin Laden or his representatives to coordinate access to training camps for volunteer fighters headed for Kashmir.† Pakistan’s Overriding Interests in South Asia The pattern reflected Pakistan’s agenda in the late 1990s, which has changed little in subsequent years: Bleed India in Kashmir and ensure Pakistani influence in Afghanistan, where Iran and India also compete for influence. Those are the controlling factors that explain Pakistan’s apparently schizophrenic relationship with the Taliban: bombing it in one place while propping it up in another. Should American and NATO forces withdraw from Afghanistan (just as American aid ended after the Soviet withdrawal from that country in 1988), Pakistan doesn’t want to find itself without a controlling hand there. Supporting the Taliban is Pakistan’s insurance policy against a repeat of American withdrawal at the end of the cold war. â€Å"Today,† Benazir Bhutto said in one of her last interviews  in 2007, â€Å"its not just the intelligence services who were previously called a state within a state. Today, its the militants who are becoming yet another little state within the state, and this is leading some people to say that Pakistan is on the slippery slope of being called a failed state. But this is a crisis for Pakistan, that unless we deal with the extremists and the terrorists, our entire state could founder.† Pakistan’s successive governments, in large part through the ISI, created the now seemingly out-of-control conditions that prevail in Pakistan that enable the Taliban, al-Qaeda offshoot al-Qaeda in the Indian Subcontinent (AQIS) and other militant groups to call the northwestern part of the country their sanctuary.

Personal research on topics for Information Technology and Human Paper

Personal on topics for Information Technology and Human Factors - Research Paper Example This important information is greatly needed for the assessment, diagnosis, prevention, management and treatment of various diseases, and making sure it arrives as fast as possible to save many lives. Because of the vast information available through the use of nursing informatics, practice will become safer because the practitioners will have access to more knowledge, keeping them informed of procedures, warning signs, potential outcomes, and alternative treatment options. Nursing informatics is also responsible for bringing up-to-date vital information on the patient which is crucial for health care practitioners in the monitoring of the patient. It can also help with the nursing shortage by allowing the nurse and other health care practitioners to perform with more speed and efficiency, giving them more time to handle more patients (Staggers & Thompson, 2002). 2. Given the growing net-savvy, empowered consumers, how will you transform your practice to accommodate these patients? T he internet age has brought about many innovations in information and communications technology. ... On the other hand, it can also mislead many people. The overwhelming amount of information on the internet also includes a lot of outdated, poorly researched, misinformed, and even outright deceptive information. This clashes with other information and confuses the general public as to which ‘specialist’ is actually right, or is telling the truth. Using nursing informatics in health education requires nurses to provide quality content that is backed by extensive research to help the general public find the right information for the sake of their health. A study made by Hubner, Ammenwerth, Flemming, Schaubmayr, and Sellemann (2010), and Hubner and Sellemann (2004) showed how Austrian and German hospitals are increasing usage of IT technology. Aside from generating and disseminating useful information to the public about health, the main role of the informatics nurse is to use information structures, information processes, and information technology to support the health c are team in all situations in the provision of care. Some ways to do this is to conduct trainings for the medical staff in the usage of new technology in health care; shifting from physical records to completely digital records is underway, but requires training for the staff both old and new as they adapt to the changes (McCormick, et al., 2007; Staggers & Thompson, 2002). 3. What are the top three human computer interface issues that you identify for an informatics tool you expect to use in our organization? And what ideas or suggestions do you have to address these top three HCI issues? One of the very useful informatics tools slowly gaining use in the modern medical field is the computerized physician order entry (CPOE). It is a system designed to reduce

Fragile X Syndrome PowerPoint Presentation Example | Topics and Well Written Essays - 500 words

Fragile X Syndrome - PowerPoint Presentation Example Many of the people who suffer from the syndrome have some cognitive weaknesses in their cognitive development, including the processes of thinking, problem solving, concept understanding, information processing and overall intelligence. Their overall potential tends to be lower than that of their peers and siblings, but they can nonetheless have patterns of strength too in their development and do very well in certain aspects of learning and cognition. As many as 80% of males with the syndrome are described as "cognitively delayed". Older studies suggested that nearly all the boys or men with the syndrome have a moderate or severe mental retardation. Today there is more accuracy in the testing and in recognizing all those with the syndrome (not only those who were institutionalized, on which these previous studies were carried out), and only 10-15% of the males tested have the IQ that fits a borderline or mild mental retardation. There are a number of boys and girls with the full mutation of the syndrome. They are described as learning disabled, as their overall intelligence is at least at the low average range but they have specific strengths and weaknesses in their cognitive learning ("Cognitive Development Characteristics", 2009). Cognition is also affected by Attention Deficit Hyperactivity Disorder (ADHD), seizure disorders, anxiety, disorders in speech and language, sensory motor problems and other factors ("Cognitive Development Characteristics", 2009). In boys and men, there are several points of strength in cognition. These include verbal labeling, single word vocabulary and receptive (listening) vocabulary. Also, the vocabulary for subjects of interest may be higher than expected. Furthermore, visual matching and visual perception tasks with meaningful information (a familiar object, for example) are often performed well. Memory for situations and for favorite TV shows, song and videos is

Ethics in sport Essay Example | Topics and Well Written Essays - 750 words

Ethics in sport - Essay Example The political tensions amongst different nations and the problems that arise from the money making exercise in the wake of the advertising rights and so on have only brought unethical attention towards the sporting arenas. The players barring their respective performances have gone behind whereas their off-field activities have come to the fore. Now a player is judged with regards to his/her marketing value rather than the antics that he/she displays on the field. A few glaring examples of such players include Harbhajan Singh, Andrew Symonds, Shoaib Akhtar, Mohammad Asif in Cricket; Zinedine Zidane and Christiano Ronaldo in Soccer, Michael Schumacher in Formula 1 Racing, Sania Mirza and Anna Kournikova in Tennis and so on. Apart from these issues, one subject that has raised a lot of media flak in recent years has been the racist angle that has made its way in the sporting arena and for all the wrong reasons. Racial discrimination has been happening in the stadia and fields by the fans, the players and just about everyone which has made the whole sporting agenda seem like a bizarre activity. Ethical considerations have gone beyond what sport teaches to one and all and unethical and immoral means have been taught to one and all, though in an indirect capacity. It looks like as if people have forgot what ethical considerations meant and stood for in the olden times when it was considered more appropriate to associate one’s own self with sport to mend ways. Now it is the exact opposite.