Robert Hughes Culture of Complaint: the Fraying of American :: Hughes Robert Essays

Robert Hughes' Culture of Complaint: the Fraying of American Robert Hughes, a native Australian, spent twenty years in the United States and assumed many traits that are typical of Americans before publishing Culture of Complaint: the Fraying of America. His evaluation finds that America is a country more focused on appearance than reality. Americans would rather complain than change. Instead of analyzing the problem of American culture, Hughes attempts to present himself as an ideal critic, scholar, and journalist. He seems more concerned with reputation that academics. Like the work of Alexis de Tocqueville, which has remained the benchmark for the study of American culture since the 1830s, Hughes wants his theories to become widely read and universally accepted. Some of Culture of Complaint is interesting and insightful, however, Hughes comes off as the ‘typical’ American that he chastises in his writing: arrogant, inconsiderate of others, and above all, full of complaints. Hughes overemphasizes America’s infatuation with political correctness, but fails to understand the real issue. It is undeniably true that â€Å"no sifting of words is going to reduce the amount of bigotry in this or any other society† (21). However, racist labels are prevalent in American society which remind minority groups of their inferior status. The professional football team in our nation’s capital is called the ‘Redskins.’ This moniker is the result of a politically incorrect past that has not been rectified. Political correctness intends to change the way we label things so that minority groups are not excluded or demeaned. Certainly Hughes would object to calling a rugby team in Australia the ‘Sydney Blackies.’ Hughes was right in understanding that political correctness will not cause dramatic changes, but racism in any form, no matter how small, is bad for society. Regardless, he spends too much time discussing this issue . Political correctness warranted more attention for Hughes than it does in the national media today. It is quite telling that only five years after its publication this material is already outdated. Throughout Hughes’ text the reader is bombarded with the tedious, albeit extensive, litany of his readings. He has â€Å"read a lot of books in the last forty-five years, since (he) became a conscious and addicted reader at the age of about nine† (107). However, instead of writing about works he is familiar with, he should write about what he has learned from undertaking this honorable hobby. Robert Hughes' Culture of Complaint: the Fraying of American :: Hughes Robert Essays Robert Hughes' Culture of Complaint: the Fraying of American Robert Hughes, a native Australian, spent twenty years in the United States and assumed many traits that are typical of Americans before publishing Culture of Complaint: the Fraying of America. His evaluation finds that America is a country more focused on appearance than reality. Americans would rather complain than change. Instead of analyzing the problem of American culture, Hughes attempts to present himself as an ideal critic, scholar, and journalist. He seems more concerned with reputation that academics. Like the work of Alexis de Tocqueville, which has remained the benchmark for the study of American culture since the 1830s, Hughes wants his theories to become widely read and universally accepted. Some of Culture of Complaint is interesting and insightful, however, Hughes comes off as the ‘typical’ American that he chastises in his writing: arrogant, inconsiderate of others, and above all, full of complaints. Hughes overemphasizes America’s infatuation with political correctness, but fails to understand the real issue. It is undeniably true that â€Å"no sifting of words is going to reduce the amount of bigotry in this or any other society† (21). However, racist labels are prevalent in American society which remind minority groups of their inferior status. The professional football team in our nation’s capital is called the ‘Redskins.’ This moniker is the result of a politically incorrect past that has not been rectified. Political correctness intends to change the way we label things so that minority groups are not excluded or demeaned. Certainly Hughes would object to calling a rugby team in Australia the ‘Sydney Blackies.’ Hughes was right in understanding that political correctness will not cause dramatic changes, but racism in any form, no matter how small, is bad for society. Regardless, he spends too much time discussing this issue . Political correctness warranted more attention for Hughes than it does in the national media today. It is quite telling that only five years after its publication this material is already outdated. Throughout Hughes’ text the reader is bombarded with the tedious, albeit extensive, litany of his readings. He has â€Å"read a lot of books in the last forty-five years, since (he) became a conscious and addicted reader at the age of about nine† (107). However, instead of writing about works he is familiar with, he should write about what he has learned from undertaking this honorable hobby.

Efficient and Economical Forms of Team Processes

Purpose: The research aims to study key team processes, through which the team members share their individual knowledge, create shared understanding of the team, situation, task, leading to high team performance. The current research also aims to understand how teams adapt with team processes to high task load situation. Design/Methodology: Video recordings of Nuclear Power Plant operator teams’ activity have been used for collecting and analysing data. 16 operator teams had to follow the selected same scenario, including 96 team members’ interaction. The performance scores were made by the instructors’ evaluation. Team process categories were developed based on different theoretical, empirical frameworks of team processes and semi structured analyses of transcribed communication and video recordings. Results: Specific forms of team processes help team members to build a shared conceptualization of the faced problems, thus lead to higher team performance, such as: providing directions, summarizing, projecting to the future, coherent information flow. Economical forms of team processes may help to lessen and manage high task load situation. Limitations: Team performance evaluations were based on subjective assessments of performance. The study lacks explicit team knowledge measurements. Research/Practical Implications: The revealed team process categories may serve as a valuable input for team members’ social skill focused selection and development methods. Originality/Value: The study aims to capture team processes in a naturalistic and complex work environment. The analyses reveal how good performing teams manage unpredictable high task load situation with team processes from information, knowledge sharing perspective.

Employee Portfolio Management Plan

As a manager at Riordan Manufacturing I recently had three employees take a series of self-assessments. I did this so that I could help manage them effectively. Now that I have these assessments, I will create an Employee Portfolio for each of the employees as a help guide in developing ways to manage them. The first assessment taken was, how satisfied am I with my job? This basically is your general attitude about the job. The higher the score the more satisfied the employee. Amber scored the highest at 73 points. Amber is a highly motivated employee, but complains very openly when she is upset. Chris scored a 62 on the assessment. He is a positive employee but could be more flexible on his working habits. Last is Taylor, who scored a 58. She is motivated but likes to go out of her way to help others. This has caused a few problems in branch she works in. The second assessment taken was the am I engaged? This scale measures work engagement. The higher the score, the more engaged an employee. Taylor scored the highest on this assessment with a 35. Taylor is determined to do the job right but sometimes gets too detail oriented. This causes her work to be late. Chris scored a 32 on the assessment. Chris is a natural leader but has a tendency to get too involved with some of his surroundings. Last is Amber who scored a 25. Amber is persistent which can result in unnecessary talking. The third assessment is how are you feeling right now? This scale ranges 10 to 50, the higher the score the more positive the emotions. Taylor scored the highest at 39; she is a very upbeat young lady who can be emotionally sensitive at times. Next is Chris with 32, he is a self-confident young man but sometimes is insensitive to the needs of others. Last is Amber who scored 27. Amber is a happy individual but gets easily depressed if something upsetting happens. The next assessment is what’s my affect intensity? This assessment measures the strength of an emotion. Scores range from 10 to 50, the higher the score; the more intense the emotion is felt. You can read also Portfolio Management Quizzes Taylor scored a 35, Amber scored a 28, and Chris scored a 23. My recommendations to the three employees are as follows: Taylor should complete her task in the time allowed and not worry about the small insignificant details. Amber should not get too caught up in non-work related conversations. This takes away from the company and allows for personal problems to take place. My recommendations to Chris are that when in social settings, keep it social. When at work, keep it work related.

Elephant

Elephant 5Amber TonnuEnglish 099Obed SilvaMay 21, 2014Who's The Smartest?He is a fighter. He is strong and tough. No natural predators can compete with him, every animals in the wild is afraid of him - including the king of the jungle (lion) - because of his enormous size. He's the largest man that came from Africa; he weighted from 1,800 up to 6,300 kg. He's also known as the biggest and strongest man on earth. He's 13 feet tall and his appetites are as big as big as his body size. He can eats up to 400 pounds and drink up to 30 gallons of water each day. He has thick and wrinkled skin - like an old man in his 90s. Even though he has thick skin, his skin is sensitive to touch, detecting insects and changes in the environment. Since his skin is so sensitive, he has to throw sand and dirt on his back whenever he's out in the sun so it will prevent him from getting sunburned.Male elephant in Etosha National Park, Namibia Kis...His hair distributed unevenly all over his body. The most noticeable hair on his body are: around the eyes, ear opening, chin and tail. His ears are as big as a banana leave, and they look like a giant flower pedal that flowing in the air. He has big and giant hands that are too heave to lift up; so he uses his nose to grab food instead of using hands like other people. His favorite snack of the day are bananas, rice and sugarcane. He is known as the most intelligent animals on Earth.This giant looking man is very familiar with many kids and adult, people usually call him by the name "Elephant". Elephant can be found all over the world, but their...

Tybalt is an agent of the tragedy Essays

Tybalt is an agent of the tragedy Essays Tybalt is an agent of the tragedy Essay Tybalt is an agent of the tragedy Essay Tybalt is an agent of the tragedy. The tragedy was always going to happen because the two lovers were star-crossed and were always going to end in a tragic manner. We know this because of the prologue and we know it because that is what happens in tragedies.Tybalt is Juliets favourite cousin and he is also a prominent member of the Capulet gang which regularly fights the Montague gang. It is inevitable that Romeo should fight Tybalt after Tybalt kills Mercutio, one of Romeos best friendswho was killed protecting Romeos good name. Romeo unwittingly caused his best friends death, so he felt that he had to kill Tybalt in an act of revenge.Tybalt, however, was one of Juliets favourite cousins and when she finds out who killed him, she nearly changes her mind about Romeo. However, as soon as the Nurse begins to criticise Romeo, she changes her mind and the tragedy really begins where the two lovers kill themselves.The chorus tells us at the beginning of the play that Romeo and Juliet are a Pair of star crossed lovers. The implication of this is that they are fated to die because it is written in the stars.Both Romeo and Juliet have a sense of foreboding about the future and refer to the stars. In Act 1 scene 4 before going to the Capulets ball Romeo says:My mind misgives some consequence, yet hanging in the starsforfeit of untimely death.Later when he is told of Juliets apparent death he says:Then I defy you, stars!In Act 5 scene 3, just before taking the poison he says:Will I shake the yoke of inauspicious stars from this world wearied flesh.One of the ingredients in a tragedy is that there is usually a tragic flaw or weakness in the central character, which leads to their downfall. However, in the case of Romeo and Juliet the central reason for their deaths lies outside their characters. It is the family feud rather than any weakness in the lovers personalities that leads to the tragic end.There are several references in the play that suggest that the deaths are the result of divine workings. In Act 5 scene 3 the Friar says to Juliet:A greater power than we can contradict hath thwarted our intents.He is suggesting that the events are beyond human control. Later, when telling the Prince about what happened, he repeats this idea by saying:I entreated her come forth and bear this work of heaven with patience.The Prince also supports this notion when speaking to Romeo and Juliets parents:Heaven finds means to kill your joys with love.The Prince seems to be implying that the families have been punished because of their feuding.It would of course be possible to argue that the events of the play also turn on chance and wrong turnings. However, I hope that the above points will add to the arguments that you have already constructed for your assignment.How could it not be an important bit in the play?! The two lovers have been together for their wedding night, wake up, and find out that daylight is going to part them probably (they think) for some time, as Romeo has been banished to Mantua for killing Tybalt. Juliets family is waking up and will discover Romeo soon. No wonder Juliet says:O now be gone! More light and light it grows.And no wonder Romeo replies:More light and light: more dark and dark our woes.Its a key scene, emotionally the best thing that can happen to two young lovers now turns out to be the beginning of what is possibly the worst thing that could happen to any two human beings, i.e. undeserved death .But its also the poetry which makes it so sad and powerful; when Juliet says:Some say the lark makes sweet division.This doth not so, for she divideth us.It is as if she is almost pouting childishly to make their parting less important or final, and the sort of joking pun on divideth/division seems almost designed to comfort herself. But the lark is also an innocent, beautiful, natural creature and a reminder that she is too, and Romeo also, and that their forthcoming deaths (which we know already, from the P rologue) are to be all the more unnatural.The rest of the story you doubtless know: Juliets plan to take a sleeping pill for forty-eight hours and then escape to Mantua backfires. Romeo gets a message to say shes dead, kills himself just a few terrible seconds before Juliet wakes up, as happy as during her night of passion with Romeo, to find her lovers dead body next to her, in the cold tomb to which she had been taken.A fine play, and portrait of young love struck down enjoy it!This answer is posted on behalf of Fee.Star-crossed is a phrase that comes from the prologue to Romeo and Juliet. It literally means not favoured by the stars, or unfortunate. This is the first sign we have that the actions of the characters may be controlled by fate or the stars. Many references to fate are spoken by Romeo. Romeo comments that he fears the role of fate if he goes to the banquet at the Capulets: my mind misgives some consequence yet hanging in the stars. In act five scene 3, Romeo says tha t in death he will shake the yoke of inauspicious stars.Of course, the role of fate is only one explanation for the tragedy of Romeo and Juliet. It is important to remember other key reasons such as the feuding families, the nature of young love and so on.When we first see Romeo he is a typical thoughtless young man, in love with love, ready to take silly risks in order to see the girl he fancies he is in love with. He uses the language of conventional courtly love to talk about her, look at Act 1 Scene 4:I am too sore enpierced with his shaftBut once he sees Juliet, in Act 1 Scene 5, he is shocked into using quite different language:Oh she doth teach the torches to burn bright.Have a look at these two scenes in detail and see how he is changing from a conventional young man with conventional emotions into a passionate lover.Look at the way the relationship between Romeo and Juliet matures him. In Act 3 Scene 1 he actually tries to get out of a fight between the Montagues and Capule ts:Villain I am none therefore farewell.He is in a wonderful mood because of his relationship with Juliet and he is also no longer the sort of lad who likes a fight for the sake of it. It is a great shame that this doesnt work with Tybalt!Despite his killing of Tybalt he still tries to maintain his relationship with Juliet, look at the mature way in which they carefully plan their future. I think it is not so much Juliet who changes him, but the relationship that he has with Juliet that changes him. Go back and have a look through the play and see what you think.

ACT MathWord ProblemsThe Ultimate Guide

ACT MathWord ProblemsThe Ultimate Guide SAT / ACT Prep Online Guides and Tips Though the majority of ACT math problemsuse diagrams or simply ask you to solve given mathematical equations, you will also see approximately 15-18 word problems on any given ACT (between 25% and 30% of the total math section). This means that knowing how best to deal with word problems will help you significantly when taking the test. Though there are many different types of ACT word problems, most of them are not nearly as difficult or cumbersome as they may appear. This post will be your complete guide to ACT word problems:how to translate your word problems into equations and diagrams, the different types of word problems you’ll see on the test, and how best to go about solving your word problems for test day. What Are Word Problems? A word problem is any problem that is based mostly or entirely on written description and does not provide you with an equation, diagram, or graph. You must use your reading skills to translate the words of the question into a workable math problem and then solve for your information. Word problems will show up on the test for a variety of reasons. Most of the time, these types of questions act to test your reading and visualization skills, as well act as a medium to deliver questions that would otherwise be untestable. For instance, if you must determine the number of sides of an unknown polygon based on given information, a diagram would certainly give the game away! Translating Word Problems Into Equations or Drawings In order to translate your word problems into actionable math equations that you can solve, you’ll need to know and utilize some key math terms. Whenever you see these words, you can translate them into the proper action. For instance, the word â€Å"product† means â€Å"the value of two or more values that have been multiplied together,† so if you need to find â€Å"the product of a and b,† you’ll need to set up your equation with $a * b$. Key Terms Mathematical Action Sum, increased by, added to, total of + Difference, decreased by, subtracted from - Product, times * or x Divided by / or à · Equals, is, are, equivalent, same = Is less than Is greater than Is less than or equal to ≠¤ Is greater than or equal to ≠¥ Let's take a look at this in action with an example problem: We have two different cable companies that each have different rates for installation and different monthly fees. We are asked to find out how many months it will take for the cost for each company to be the "same," which means we must set the two rates equal. Uptown Cable charges120 dollars for installation plus 25 dollars a month. We do not know how many months we're working with, so we will have: $120 + 25x$ Downtown Cable charges 60 dollars for installation and 35 dollars per month. Again, we don't know how many months we're working with, but we know they will be the same, so we will have: $60 + 35x$ And, again, because we are finding the amount of months when the cost is the "same," we must set our rates equal. $120 + 25x = 60 + 35x$ From here, we can solve for $x$, since it is a single variable equation. [Note: the final answer is G, 6 months] Learning the language of ACT word problems will help you to unravel much of the mystery of these types of questions. Typical ACT Word Problems ACT word problems can be grouped into two major categories: word problems where you must simply set up an equation and word problems in which you must solve for a specific piece of information. Word Problem Type 1: Setting Up an Equation This is the less common type of word problem on the test, but you’ll generally see it at least once or twice. You'll also usually see this type of word problem first. For this type of question, you must use the given information toset up the equation, even though you don’t need to solve for the missing variable. Almost always, you’ll see this type of question in the first ten questions on the test, meaning that the ACT test-makers consider them fairly â€Å"easy.† This is due to the fact that you only have to provide the set-up and not the execution. We consider a â€Å"profit† to be any money that is gained, so we must always subtract our costs from our earnings. We know that Jones had to invest 10 million starting capital, so he is only making a profit if he has earned more than 10 million dollars. This means we can eliminate answer choices C, D, and E, as they do not account for this 10 million. Now each boat costs Jones 7,000 dollars to make and he sells them for 20,000. This means that he earns a profit of: $20,000 - 7,000$ $13,000$ per boat. If $x$ represents our number of boats, then our final equation will be: $13,000x - 10,000,000$ Our final answer is A, $13,000x - 10,000,000$ Word Problem Type 2:Solving for Your Information Other than the few set-up word questions you’ll see, the rest of your ACT word problem questions will fall into this category. For these questions, you must both set up your equation and solve for a specific piece of information. Most (though not all) word problem questions of this type will be scenarios or stories covering all sorts of ACT math topics, including averages, single variable equations, and probabilities, among others. You almost always must have a solid understanding of the math topic in question in order to solve the word problem on the topic. This question is a rare example of a time in which not every piece of given information is needed to solve the problem. For most ACT word questions, all your given information will come into play at some point, but this is not the case here (though you can use all of your information, should you so choose). For example, we are told that 25% of a given set of jelly beans are red. 25% translates to $1/4$ because 25% is the same as $25/100$ (or $1/4$). If we are being asked to find how many jelly beans are NOT red, then we know it would be $3/4$ because 100% is the same as 1, and 1 - $1/4$ = $3/4$. So we didn’t need to know that there were 400 jellybeans to know that our final answer is H, $3/4$. Alternatively, we could use all of our given information and find 25% of 400 in order to find the remaining jelly beans. $400 * {1/4}$ or $400/4$ $100$ If 100 jellybeans are red, then 400 - 100 = 300 jelly beans are NOT red. This means that the not-red jelly beans make up, $300/400$ $3/4$ of the total number of jelly beans. Again, our final answer is H, $3/4$ You might also be given a geometry problem as a word problem, which may or may not be set up with a scenario as well. Geometry questions will be presented as word problems typically because the test-makers felt the problem would be too easy to solve had you been given a diagram. The test-makers didn’t give us a diagram, so let's makeourselves one and fill it in with what we know so far. We know from our studies of parallelogramsthat opposite side pairs will be equal, so we know that the opposite side of our given will also be 12. Now we can use this information to subtract from our total perimeter. $72 - 12 - 12$ $48$ Again, opposite sides will be equal and we know that the sum of the two remaining sides will be 48. This means that each remaining side will be: $48/2$ $24$ Now we have four sides in the pairings of 12 and 24. Our final answer is C, 12, 12, 24, 24. Now, how do we put our knowledge to its best effect? Let's take a look. ACT Math Strategies for Your Word Problems Though you’ll see word problems on amyriad of different types of ACT math topics, there are still a few techniques you can apply to solve your word problems as a whole. #1: Draw It Out Whether your problem is a geometry problem or an algebra problem, sometimes making a quick sketch of the scene can help you understand what, exactly, you're working with. For instance, let's look at how a picture can help you solve a ratio/division problem: Let's start by first drawing our sandwich and Jerome's portion of it. Now let's divvy off Kevin's portion and, by the remainder, Seth's as well. By seeing the problem visually, we can see that the ratio of Jerome's share, to Kevin's, to Seth'swill go in descending order of size. This let's us eliminate answer choices A, B, and C, and leaves us with answer choices D and E. Just by drawing it out and using process of elimination, and without knowing anything else about ratios, we have a 50-50 shot of guessing the right answer. And, again, without knowing anything else about fractions or ratios, we can make an educated guess between the two options. Since Jerome's share doesn't look twice as large as Kevin's, our answer is probably not E. This leaves us with our final answer D, 3:2:1. [Note: for a breakdown on how to solve this problem using fractions and ratios instead of using a diagram and educated guessing, check out our guide to ACT fractions and ratios.] As for geometry problems, remember- you’re often given a word problem as a word problem because it would be too simple to solve had you had a diagram to work with from the get-go. So take back the advantage and draw the picture yourself. Even a quick and dirty sketch can help you visualize the problem much easier than you can in your head and help keep all your information clear. #2:Memorize ImportantTerms If you’re not used to translating English words into mathematical equations, then ACT word problems cansound like so much nonsense and leave you floundering to set up the proper equation. Look to the chart and learn how to translate your keywords into their math equivalents. Doing sowill help you to understand exactly what the problem is asking you to find. There are free ACT math questions available online, so memorize your terms and then practice on real ACT word problems to make sure you’ve got your definitions down and can apply them to real problems. #3: Underline and Write Out theKey Information The key to solving a word problem is bringing together all the relevant pieces of given information and putting them in the right places. Make sure you write out all your givens on the diagram you’ve drawn (if the problem calls for a diagram) and that all your moving pieces are in order. One of the best ways to keep all your pieces straight is to underline them in the problem and then write them out yourself before you set up your equation, so take a moment to perform this step. #4: Pay Close Attention to ExactlyWhat Is Being Asked of You Little is more frustrating than solving for the wrong variable or writing in your given values in the wrong places. And yet this is entirely too easy to do when working with word problems. Make sure you pay strict attention to exactly what you’re meant to be solving for and exactly what pieces of information go where. Are you looking for the area or the perimeter? The value of $x$ or $x + y$? Better to make sure before you start what you’re supposed to find than realize two minutes down the line that you have to solve the problem all over again. #5: Brush Up on Any Specific Math Topic in Which You Feel Weak You are likely to see both diagram/equation problems and word problems for any given ACT math topic on the test. Many of the topics can swing either way, which is why there are so many different types of word problems and why you’ll need to know the ins and outs of any particular math topic in order to solve its corresponding word problem. For example, if you don’t know how to properly set up a system of equations problem, you will have a difficult time of it when presented with a word problem on the topic. So understand that solving a word problem is a two-step process: it requires you to both understand how word problems themselves work and to understand the math topic in question. If you have any areas of mathematical weakness, now is a good time to brush up on them, or else the word problem might be trickier than you were expecting. All set? Time to shine! Test Your Knowledge Now to put your word problem know-how to the test with real ACT mathproblems. 1) 2) 3) 4) Answers: K, C, A, E Answer Explanations: 1) First, let us make a sketch of what we have, just so we can keep our measurements straight. We know we have two triangles, one smaller than the other, and the hypotenuse of the smaller triangle is 5. Now our triangles are in a ratio of 2:5, so if the hypotenuse of the smaller triangle is 5, we can find the hypotenuse of the larger triangle by setting them up in a proportion. $2/5 = 5/x$ $2x = 25$ $x = 12.5$ Our final answer is K, 12.5. 2) Because we are dealing with a hypothetical number that is increasing and decreasing based on percentage, we can solve this problem in one of two waysby using algebra or by plugging in our own numbers. Solving Method 1: Algebra If we assign our hypothetical number as $x$, we can say that $x$ is increased by 25% by saying: $x + 0.25x$ Which gives us: $1.25x$ Now, we can decrease this value by 20% by saying: $1.25x - (1.25x * 0.2)$ $1.25x - 0.25x$ This leaves us with: $1x$ or 100% of our original number. Our final answer is C, 100%. Solving Method 2:Plugging in Numbers Alternatively, we can use the same basic process, but make it a little simpler by using numbers instead of variables. Let's say our original number is 100. (Why 100? Why not! Our number can literally be anything and 100 is an easy number to work with.) So if we need to increase 100 by 25%, we first need to find 25% of 100 and then add that to 100. $100 + (0.25)100$ $100 + 25$ $125$ Now we need to decrease this value by 20%, so we would say: $125 - (0.2)125$ $125 - 25$ $100$ We are left with the same number we started with, which means we are left with 100% of the number we started with. Again, our final answer is C, 100%. 3) Let's first begin by drawing a picture of our scene. We know that one vertex of the square is at (3, 0), so we can mark it on a coordinate plane. Now, we are told that each side of the square is 3 cm long. To make life simple, we can start by marking all the possible vertexes attached to our known vertex at (3, 0) straight up, down, and side to side. If no answers match, we can then look to vertexes at different angles. Our possible vertexes are: (0, 0), (6, 0), 3, 3) and (3, -3) One of our possible vertexes is at (6, 0 and this matches one of our answer choices, so we can stop here. Our final answer is A, (6, 0). 4) We are told that Ms. Lopez throws out the lowest test score and then averages the remaining scores. Because Victor's scores are already in ascending order, we can throw out the first score of 62. Now to find the average of the remaining 4 scores, let us add them together and then divide by the number of scores. $(78 + 83 + 84 + 93)/4$ $338/4$ $84.5$ Our final answer is E, 84.5. A round of applause to your success!Picture: John Morris/Flickr The Take-Aways Word problems comprise a significant portion of the ACT, so it’s a good idea to understand how they work and how to translate the words into a proper equation. But remember that translating your word problems is still only half the battle. You must also supplement this knowledge of how to solve word problems with a solid understanding of the math topic in question. For example, it won’t do a lot of good if you can translate a probability word problem if you don’t understand exactly how probabilities work. So be sure to not only learn how to approach your word problems, but also hone your focus on any math topicsyou feel you need to improve upon. You can find links to all of our ACT math topic guides here to help your studies. What’s Next? Want to brush up on any of your other math topics?Check out ourindividual math guidesto get the walk-through on each and everytopic on the ACT math test. Trying to stop procrastinating?Learnhow to get over your desire to procrastinateand make a well-balanced study plan. 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 ourguide 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 ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: Have friends who also need help with test prep? Share this article! Tweet Courtney Montgomery About the Author Courtney scored in the 99th percentile on the SAT in high school and went on to graduate from Stanford University with a degree in Cultural and Social Anthropology. She is passionate about bringing education and the tools to succeed to students from all backgrounds and walks of life, as she believes open education is one of the great societal equalizers. She has years of tutoring experience and writes creative works in her free time. Get Free Guides to Boost Your SAT/ACT Get FREE EXCLUSIVE insider tips on how to ACE THE SAT/ACT. 100% Privacy. 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Ogallala Aquifer Assignment Example | Topics and Well Written Essays - 500 words

Ogallala Aquifer - Assignment Example or the irrigation of one fifth of all the croplands in the United States which infers that it adds up to 30% of the water used for the source of groundwater irrigation in America and fueling the crops for their growth. There are many sort of croplands that take a big advantage of the water from the Aquifer which include wheat, corn, cotton and soybean crops. This production of grains and other agricultural products have made it possible for America to emerge as an agricultural state also and fulfill the state needs of grain quantities such as that in Nebraska and Kansas. (Guru, Horne and Kerr Centre 1). This establishes the importance of the Ogallala Aquifer and the water reserve in the irrigation process and its agricultural value in the state economy. Recently, there has been seen a dramatic decline in the water level of the aquifer and this is causing an alarm, because the domestic needs of the American citizens are met with the water drawn out from the underground aquifers and this includes almost all of the rural and half of the United States population in general. There is low water conservation and the decline has also added much to the water pollution which includes mixtures of agricultural chemicals with volume of water that leach into the ground and render the water harmful to drink. The pesticides are responsible to adding more into the source of water pollution. (Guru, Horne and Kerr Centre 2). The impact of the water decline in the Aquifer can mean crop damage, water shortage and many other agriculture related problems since, Ogallala is the largest Aquifer in the American state. Agriculture wise South Dakota and the Texas state side are the most productive agricultural lands that are widely included in the productive agricultural contribution in the world as well (Brambila). The decline in the water level also means that not only the irrigation and agricultural development of the country gets threatened but also the country will see the greatest