Analysis of Condoms the New Diploma free essay sample

The New Diploma (Rush Lumbago) The logic and motivation behind this countrys mad dash to distribute free condoms In our public schools Is ridiculous and misguided. Worse, the message conveyed by mass condom distribution is a disservice and borders on being lethal. Condom distribution sanctions, even encourages, sexual activity, which in teen years tends to be promiscuous and relegates to secondary status the most important lesson to be taught: abstinence. An analysis of the entire condom distribution logic also provides glimpse Into just what Is wrong with public education today. First things first. Advocates of condom distribution say that kids are going to have sex, that try as we might we can stop them. Therefore they need protection. Hence, condoms. Well, hold on a minute. Just whose notion is it that kids are going to do it anyway, you cant stop them? Why limit the application of that brilliant logic to sexual activity? Lets Just admit that kids are going to do drugs and distribute safe, untainted drugs every morning in home room. We will write a custom essay sample on Analysis of Condoms: the New Diploma or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Kids are going to smoke, too, we cant stop them, so lets revived packs of low-tar cigarettes to the students for their after-sex smoke. Kids are going to get guns and shoot them, you cant stop them, so lets make sure that teachers have bulletproof vests. I mean, come only If we are really concerned about safe sex, why stop at condoms? Lets convert study halls to Safe Sex Centers where students can go to actually have sex on nice double beds with clean sheets under the watchful and approving eye of the school nurse, who will be on hand to demonstrate, along with the principal, Just how to use a condom.Or even better: If kids are going o have sex, lets put disease-free hookers In these Safe Sex Centers. Hey, if safe sex Is the objective. Why compromise our standards? There is something else very disturbing about all this. Lets say that Johnnie and Susie are on a date in Johnnys family sedan. Johnny pulls in to his towns designated Teen Parking Location hoping to score a little affection from Susie. They move to the backseat and it isnt long before Johnny, on the verge of bliss, whips out his trusty high school-distributed condom and urges Susie not to resist him.She is hesitant, being a nice girl and all, ND says she doesnt think the time Is right. Hey, everything Is okay. Nothing will go wrong. Heck, the school gave me this condom, they know what theyre doing. Youll be fine, coos the artful and suave Johnny. Aside from what is obviously wrong here, there is something you probably havent thought of which to me is profound. Not that long ago, school policy, including that on many college campuses, was designed to protect the girls from the natural and instinctive aggressive pursuit of young men. Chaperones, for example, were around to make sure the girls were not In any jeopardy.So much for that thinking now. The schools may Just as well endorse and promote these backseat affairs. The kids are going to do it anyway. Well, heres whats wrong. There have always been consequences to having sex. Always. Now, however, some of these consequences are severe: debilitating venereal diseases and AIDS. You can now die from having sex. It is that simple. If you look, the vast majority of adults In America have made adjustments In their sexual behavior In order to protect themselves from some of the dire consequences floating around out there. Eve and rampant one-night stands are tougher to come by because people are ware of the risks. In short, we have modified our behavior. Now, would someone tell me what is so difficult about sharing this knowledge and experience with kids? The same stakes are involved. Isnt that our responsibility, for crying out loud, to teach them whats best for them? If we adults arent responding to these new dangers by having condom-protected sex anytime, anywhere, why should such folly be taught to our kids?Let me try the Magic Johnson example for you who remain unconvinced. Imagine that you are in the Los Angels Lasers locker room after a game and you and Magic are getting ready to go hit the town. Outside the locker room are a bunch of young women, as there always are, and as Magic had freely admitted there always were, and that you know that the woman Magic is going to pick up and take back to the hotel has AIDS. You approach Magic and say, Hey, Magic! Hold on! That girl youre going to take back to the hotel with you has AIDS.Here, dont worry about it. Take these condoms, youll be fine. Do you think Magic would have sex with that woman? Ask yourself: Would you knowingly have sex with anyone who has AIDS with only a Indo to protect you from getting the disease? IT doesnt take Einstein to answer that question. So, why do you think its okay to send kids out into the world to do Just that? Who is to know who carries the HIVE virus, and on the chance your kid runs into someone who does have it, are you confident that a condom will provide all the protection he or she needs?Doesnt it make sense to be honest with kids and tell them the best thing they can do to avoid AIDS or any of the other undesirable consequences is to abstain from sexual intercourse? It is the best way-in fact, it is the only surefire way-to guard against sexual transmission of AIDS, pregnancy, and venereal diseases. Whats so terrible about saying so? Yet, there are those who steadfastly oppose the teaching of abstinence, and I think they should be removed from any position of authority where educating children is concerned.In New York, the City Board of Education narrowly won (403) the passage of a resolution requiring the inclusion of teaching abstinence in the AIDS education program in the spring of 1992. No one was trying to eliminate anything from the program, such as condom striation or anal sex education (which does occur in New York public school sex education classes). All they wanted was that abstinence also be taught. Yet, the Schools Chancellor, Joseph Fernando, vigorously fought the idea, saying it would do great damage to their existing program! Well, Just how is that?The fact is that abstinence works every time it is tried. As this book went to press, the New York Civil Liberties Union was considering filing a lawsuit to stop this dangerous new addition to the curriculum. Now what in the name of God is going on here? This is tantamount o opposing a drug education program which instructs students not to use drugs because it would not be useful. The Jacksonville, Florida, school board also decided that abstinence should be the centerpiece of their sexual education curriculum, and the liberals there were also outraged about this.What is so wrong with this? Whose agenda is being denied by teaching abstinence and Just what is that agenda? Jacksonville teachers are telling seventh-graders that the only safe sex is no sex at all. Sex education classes provide some information about birth control an d sexually reanimated diseases, but these areas are not the primary focus of the classes. Nancy schools send a nonsensical message when they teach kids not to have sex but then given them condoms. Instead of this twaddle, the Jacksonville school board has decided to teach real safe sex, which is abstinence.However, six families, along with Planned Parenthood and the UCLA, are suing the schools over this program. This bunch of curious citizens says that teaching abstinence puts the children at a greater risk of catching AIDS or other sexually transmitted diseases. Greater risk? !E#[emailprotected]! How can that be? What kind of contaminated thinking is this? The suit alleges that the schools are providing a fear-based program that gives children incomplete, inaccurate, biased, and sectarian information. You want more?Try this: Linda Leaner of Planned Parenthood says, Its not right to try to trick our students. Trick the students? #E@E!? If anyone is trying to trick students, its Planned Parenthood and this band of hedonists who try to tell kids that a condom will protect them from any consequences of sex. Folks, here you have perhaps the best example of the culture ar being waged in our country today. To say that teaching abstinence is a trick is absurd. Is Ms. Leaner having sex every night of the week?What adjustments has she made in her sex life because of AIDS? Does she think that a little sheath of latex will be enough to protect her? This is terribly wrong. The Jacksonville public school system is attempting to teach right from wrong, as opposed to teaching that sex does not have any consequences, which I believe is the selfish agenda these people hold dear. I have stated elsewhere in this book, and I state it again here, that there are any people who wish to go through life guilt-free and engage in behavior they know to be wrong and morally vacant.In order to assuage their guild they attempt to construct and impose policies which not only allow them to engage in their chosen activities but encourage others to do so as well. There is, after all, strength in numbers. Promiscuous and self-gratifying, of-the-moment sex is but one of these chosen lifestyles. Abortions on demand and condom distribution are but two of the policies and programs which, as far as these people are concerned, ensure there are no consequences.As one disgusted member of the Jacksonville school board said, Every yahoo out there has a social program that they want to run through the school system. We are here for academic reasons and we cannot cure the social evils of the world. The worst of all of this is the lie that condoms really protect against AIDS. The condom failure rate can be as high as 20 percent. Would you get on a plane-or put your children on a plane-if one in five passengers would be killed in flight? Well, the statistic holds for condoms, folks. It would be easy to understate the significance f societys recent infatuation with condoms by saying that it is Just symptomatic of the larger moral decline in our societal values. But that would miss the vital point that free condom distribution in public schools can be a matter of life and death. Yet, the myths continue, and in the name of protecting our youth, the condom pushers are putting their lives at risk. In light of all this outright stupidity, is it any wonder that the parents and middle-class citizens of this country are ready to explode with rage over the moral and ethical directions in which their kids are being taken?

Free Essays on Death in a Promised Land

Interpretations Of Scott Ellsworth's Death In A Promised Land Known as the â€Å"Promised Land,† Tulsa was a boom city in a boom state. The main factor responsible for Tulsa’s rapid growth was oil. In 1904, a toll bridge was opened across the Arkansas River, making the Red Fork oil field more accessible to the labor and business communities. By 1913, Oklahoma produced one-fourth of the nation’s oil. Throughout the 19th century, the city of Tulsa and its black community became larger and more established. Immigration influenced black Tulsa’s social life when blacks born in other states became the majority within the black community. Black Tulsans were â€Å"welcomed† to work common labor, domestic, and service jobs all over the city, but they were â€Å"not welcome† to shop at white businesses in various parts of Tulsa. This was a main reason why the black business community grew along Greenwood Avenue. The intersection of Greenwood and Archer marks the historical significance of separating Tulsaâ€℠¢s black and white communities. In the 1890s, the Oklahoma territorial government passed its first Jim Crow laws. Also, within the first twenty years of the 1900s racial violence increased in Oklahoma, including the numerous lynchings of blacks. The Oklahoma Socialist Party and the Industrial Workers of the World (IWW) suffered under World War I. Black Oklahomans took this personally because the IWW held an interracial body and it supported black rights. The Oklahoma Socialist Party fought strongly for blacks’ voting rights. The fact that black soldiers had fought and died in France fueled blacks’ resentment toward the postwar wave of white violence. As whites enacted vigilantism upon blacks, blacks responded with self-defense against them. In 1915, strong white racist and nativist thought revived itself through the â€Å"second† Ku Klux Klan, especially in Tulsa. In regards to the actual preceding events of the 1921 race riot, ... Free Essays on Death in a Promised Land Free Essays on Death in a Promised Land Interpretations Of Scott Ellsworth's Death In A Promised Land Known as the â€Å"Promised Land,† Tulsa was a boom city in a boom state. The main factor responsible for Tulsa’s rapid growth was oil. In 1904, a toll bridge was opened across the Arkansas River, making the Red Fork oil field more accessible to the labor and business communities. By 1913, Oklahoma produced one-fourth of the nation’s oil. Throughout the 19th century, the city of Tulsa and its black community became larger and more established. Immigration influenced black Tulsa’s social life when blacks born in other states became the majority within the black community. Black Tulsans were â€Å"welcomed† to work common labor, domestic, and service jobs all over the city, but they were â€Å"not welcome† to shop at white businesses in various parts of Tulsa. This was a main reason why the black business community grew along Greenwood Avenue. The intersection of Greenwood and Archer marks the historical significance of separating Tulsaâ€℠¢s black and white communities. In the 1890s, the Oklahoma territorial government passed its first Jim Crow laws. Also, within the first twenty years of the 1900s racial violence increased in Oklahoma, including the numerous lynchings of blacks. The Oklahoma Socialist Party and the Industrial Workers of the World (IWW) suffered under World War I. Black Oklahomans took this personally because the IWW held an interracial body and it supported black rights. The Oklahoma Socialist Party fought strongly for blacks’ voting rights. The fact that black soldiers had fought and died in France fueled blacks’ resentment toward the postwar wave of white violence. As whites enacted vigilantism upon blacks, blacks responded with self-defense against them. In 1915, strong white racist and nativist thought revived itself through the â€Å"second† Ku Klux Klan, especially in Tulsa. In regards to the actual preceding events of the 1921 race riot, ...

Auditing Research Essay Example | Topics and Well Written Essays - 500 words

Auditing Research - Essay Example This shows that once the company initiates its international expansion, it will become an even greater threat. In cases when Under Armour, albeit a smaller company, becomes more prominent among the customer population, Nike will no longer remain the most desired company for sports garments and this hinders the main objective of Nike that is to improve as well as protect the position of Nike as the number one brand in US. Furthermore, Nike not only faces huge threat and competition from major sports brands but also faces threats from fake Nike goods. According to an article by BBC, almost 135,000 fake Nike running shoes have been seized by the U.S, making it clear that this is a huge problem. Nike has been selling goods in countries other than the US. Certain labor related accidents, in countries like Bangladesh where the Nike goods are sold, have led to protests regarding the safety rights and health of the employees. If Nike is forced to invest in the uplifting of health for these employees, it would act as a risk since it would enhance the costs of the company and a contraction in margins. This risk will continue to increase with time as Nike is raising their prices of sports goods. Another risk factor for Nike is the fact that since it generates sales outside US, it is inevitable for the company to face currency fluctuations. Since the dollar has been strengthening and will continue to strengthen, it will pose as a risk for Nike. The company is exposed to the international nature of trade. Since it sells and buys in different currencies, it faces instability in terms of margins and costs over time duration. This means that Nike Inc. might be selling at a loss. With these fluctuations, the income of the company will become varied and the cost for its manufactured goods in other countries will also be altered. This tends to obstruct the objective of Nike to manage and direct the international business of the company as it is developing. Also,

Can micro-finance schemes solve the problem of rural poverty OR Is Essay

Can micro-finance schemes solve the problem of rural poverty OR Is poverty a sufficient or necessary explanation for child labourArgue in line with reference to strategies totackle child labour - Essay Example In fact persistence poverty can even dampen the prospects of economic growth. The poor stand to benefit when investments are made to ensure better health and education leading to increased current consumption and higher future incomes. To eradicate poverty it is also essential to understand the causes of poverty. Political instability, ill-defined property rights, discrimination on the basis of race, gender and sex, rapidly growing families without sustainable income are some of the causes of rural poverty. Macroeconomic stability and public investment in the physical and social infrastructure are the basic requirements to reduce poverty. However, at the individual level, microfinance was considered by Muhammad Yunus as the way to help the poor start an income that could eventually bring them out of the state of poverty. Microfinance, according to the World Bank, is the ‘provision of financial services’ (including saving and credit) to ‘the poor’ (Irobi, 2008). The purpose of microfinance is to engage the people in economic activities, make them self-reliant, increase employment oppurtunities and enhance their household income and wealth (Emeni, 2008). The basic idea behind starting the microfinance loan scheme for the rural poor was to provide loans to them without collateral security. This was based on trust and selflessness. According to Yunus, people do not seek charity but an oppurtunity to grow and become economically independent. To this extent, the concept of microfinance had a noble purpose the economic growth of the people and thereby the nation. Neo-liberalism is also based on the premise that human welfare can be served best when the state withdrawn from the welfarist policies (Karim, 2009). Neo-liberalism, a social and moral philosophy, has also been described as a way of governance where governing relies on calculative choices and techniques. The subjects have to act in accordance of the

Takeover regulation Essay Example | Topics and Well Written Essays - 3750 words

Takeover regulation - Essay Example The hostile takeover occurs when managers from the desired organization refuse the acquisition tender or merger request, and the original organization continues to pursue the acquisition through alternative, yet legal means. As one would assume this process occurs within a variety of structured regulations that differ between countries. Notably, in the United Kingdom defensive tactics by managers are prohibited, whereas in the United States, Delaware law gives managers a good deal of room to manoeuvre. The purpose of this investigation then is the critical assessment of the divergent regulatory patterns for defensive actions against takeovers within the United States and the United Kingdom. Additionally, the analysis proposes a means of improving on the current practice. Overview Structural Significance of Takeover Regulation In recent years one of the most comprehensive analyses of the divergent takeover regulatory patterns between the United States and the United Kingdom was presen ted in Armour and Skeel’s ‘The Divergence of U.S. ... the United States regulations are established by the judicial branch of state government and thus lead to laws that support organizational defense manoeuvres. To a large extent the United States has precluded Wall Street from privatizing takeover’s in the same way that the City of London has because 1930s United States federal regulation pre-empted the self-regulation that occurs in the United Kingdom and hindered the ability of institutional investors to collude towards alternative approaches. United States Regulations In further understanding the intentionality behind takeover regulations it’s necessary to gain a deeper recognition of the history of the regulatory process in both the United States and the United Kingdom. Indeed, Armour and Skeel have argued that the most prominent reasons the United States regulatory process has progressed in this direction, while the United Kingdom’s has progressed in a decidedly pro-shareholder position is because of the hist ory of investor practices. In the United States perhaps the most prominent regulation was established with the 1934 Williams Act. Later amended in 1968 this act was established by the Securities and Exchange Commission and required mandatory disclosure of information related to cash tender offers from companies seeking to acquire another company.2 The 1968 amendment functioned as a means of closing loopholes that had increasingly been exploited in the complex business environment.3 While this regulation seemingly goes against the pervading notion that the United States judicial process favors management intervention, legal interpretation of the Williams Act notes that that the law provides equal opportunity for management and the offeror to present their cases.4 One of the most notable aspects of the

Domestic Violence And The Criminal Justice System Social Work Essay

Domestic Violence And The Criminal Justice System Social Work Essay After year of abuse Rachel Susan Miller was tired of being in an abusive relationship, so she waited for the father of her children to come home. She looked him in the face and told him she was leaving, and with escorts, she did so with her children and ran for three years in fear. She probably felt pretty good that day and felt that the criminal justice system would be on her side the day she decided to walk away for her own safety and for the safety of her children. Her ex-husband stalked and brutally assaulted Rachel on April 13, 2000; she died 13 days on April 26, 2000 after the brutal assault. Bruce Daniels, Rachels ex-husband, brutally assaulted and raped Rachel several times that day as she plead for her life and the life of her child. Bruce Daniels pled guilty to murder before his trial began and was sentenced to life in prison without the possibility of parole for Rachels murder. Although the baby Rachel was carrying died as a result of the brutal attack, Bruce Daniels recei ved no punishment for killing Baby Christopher because of a technicality. Not only did he get away with one murder his 12 year old son Tyler Edmond Daniels Miller, killed himself on June 11, 2001, because of the depression caused by his mothers violent death at the hands of his biological father. (Rachels Story, n.d.) The Criminal Justice System fails to recognize and address the effects a domestic violence environment has on the children who witness the abuse. In a household where domestic violence occurs, child abuse and neglect is 1500 percent higher than the national average. (PowerPoint) Nationally 75 percent of battered women say that their children are physically and sexually abused. (PowerPoint) The statistics show that these occurrences continue to be on the rise in the United States. Approximately 3.3 million children witness domestic violence in their homes each year. Children in exposed to this violence are 2 to 4 times higher rates of temper tantrums, bad school performances, and falling into the wrong crowd. (Power Point) These days it is easy to find a piece of news which informs us about a death of a woman who has been killed by her husband or her boyfriend. Hundred of women are mistreated and then assassinated each year and these deaths are increasing. However, although this is the main problem in our society, there are other kinds of domestic violence that not many people knowbut they have the same importance. In this essay I intent to give a definition of domestic violence and explain the main kinds of abuses. I will also suggest some possible solutions to diminish or to eliminate this problem and I will show some domestic indicators. I intent to argue some unhelpful behaviors and to finish I will discuss the effects of domestic violence in children. The term family violence includes all forms of violence within families. It is commonly used to describe the abuse women suffer at the hands of their male partners, but it is also used to mean family violence. Domestic violence can be physical, sexual, psychological, social or economic. Domestic violence is a hidden problem. It occurs in the privacy of a home, and those involved are usually reluctant to talk about it. The overwhelming majority are women and children who are more vulnerable. There are a lot of kinds of domestic violence such as physical abuse, verbal/emotional abuse, economic abuse, sexual abuse, social abuse or spiritual abuse. The first kind is physical and verbal/emotional abuse. This is produced when any action intended to degrade, humiliate and demean, both in public or private, including threats to injure or otherwise harm, the partner or the children; putting ones partner down and making them feel bad about themselves and their abilities; treating ones partner like a servant; abuser making decisions regarding partners financial status, free time, friendships, work and leisure activities. This constant humiliation will destroy a womans belief in herself and she may start to believe that the abuser is right. Violence has, unfortunately, become a common occurrence of todays society. Everywhere we turn, all we see are visions of violence that are wrongly showcased as solutions to problems. This makes it even more difficult for parents to teach their children proper morals and behaviors when the media projects violent acts in ways that children view as normal. However, some parents arent even trying to halt this wave of aggression. These parents choose to put this epidemic of violence in the express lane. One or both parents are involved in more than half of the astounding 3 million reported cases of child abuse each year (Kim). This number doesnt include the hundreds of cases that are left unreported. How are children to learn how to effectively solve everyday dilemmas, sans violence, when role models are using brutality to solve problems in the home? Abused children are more likely to lead a life that involves violence than children who have a stable, normal upbringing. While there isnt a nailed down definition of child abuse and neglect, and different states and localities have their own definitions, it can be simplified to a general explanation. Child abuse, or neglect, is the failure of a parent or caretaker to act, which results in physical, emotional or sexual maltreatment or death (Salus). Abuse can take many different forms. One type is physical abuse, which obviously involves an infliction of physical harm on the child. Another is sexual abuse, which not only entails physical sexual activity, but also includes non-physical, sexual exploitation (Salus). Emotional abuse is another form, which results when someone is verbally threatened and or humiliated. There are also several different levels of neglect. A child can be subject to physical neglect, which means the caretaker fails to provide for the child physically. Educational and emotional neglects can also be inflicted on a child. Educational neglect occurs when a parent fails to provide a child with the opportunity to gain an education. Emotional abuse is when a child doesnt receive the proper amount of affection or nurturing (Salus). No specific type of abuse can be labeled as the most severe or damaging. However, we know that all types of abuse and neglect can influence a child in a negative manner. As said above, when a parent abuses a child, they start a circle of violence in that childs life. A parent could be driven into abusive behavior by many different factors. Depression is one of the main factors leading up to abuse. Twelve percent of mothers with young children are depressed (Kim). Depressed mothers are also more inclined to notice and correct the childs poor behaviors, while ignoring the pleasant behaviors (Embry). Mothers can then children in emotional and physical distress by ignoring their needs. Taking care of a child, or multiple children, can be a very stressful task. People who are paid as caretakers for children are shown to have higher depression rate than those in high-risk professions such as police officers and firemen (Embry). When a child is cared for in a depressed environment, the chances of the child experiencing with substance abuse and falling into delinquency are three times more likely (Embry). Depression is more or less a communicable disease. Wh ile it may not be directly visible, depression will hurt and affect everyone that comes into contact with it. Another factor is substance abuse by the parent. Parental drug addiction can lead to child neglect or abuse if the parent becomes angry as a result of the drug (Kim). Also, over half of the assaults and homicides of domestic abuse cases involve alcohol (Elliott). Other acts of domestic violence in a household also contribute to child abuse. In a household where domestic violence occurs, child abuse is fifteen times more likely to happen (Kim). Horribly, domestic violence has practically become an ordinary and familiar part of our lives. The statistics show that it continues to be on the rise in the United States. Spousal abuse occurs every fifteen seconds, solely in the U.S. Half of the nations couples have encountered at least one violent event between them. Also, of all assault cases, a shocking 70% involve spousal abuse (Bledsoe). As sad as it seems, battered mothers often turn into abusers. These mothers often take the stress caused by the abuse out on their children. In 50% of all households that contain spousal abuse, child abuse is also present (Bledsoe). Therefore, the conclusion can be made that the more domestic abuse there is in the world, the more child abuse there will be. An excuse often used for this mother-to-child abuse is that the children need to learn to behave better in order to avoid agitation of the abusive father (Kim). However, even if the abused mother does not inflict abuse on the child, he or she can still be in danger in an environment that contains domestic abuse. The child may get injured in an attempt to break up the altercation (Kim). Psychological damage is also common in this situation. The child will begin to think that abuse is a normal part of a relationship, and they will feel unsafe in the relationships of their future (Minerbrook). Furthermore, it is dangerous for a child to be exposed to any of these factors in the home as they may lead to abuse, neglect, psychological issues or even death. Many child abuse cases turn into child fatalities. This is true in the child abuse case of Kelsey Briggs. Kelsey, a two and a half year old girl, died in 2005 as a result of brutal child abuse. The abuse had begun months earlier, consisting of many broken bones and full-body bruising. Attempts were made to have Kelsey relocated to another family member, but each time she eventually returned back to the house of her mother, where her stepfather continued to abuse her. After ten months of enduring maltreatment, Kelsey died of her wounds. Her father, who was serving in Iraq at the time, came home shortly after this, only finding he had to bury his little girl. The stepfather and mother were both found at fault for Kelseys premature death (Ballard). 1,400 child fatalities were reported in the United States in 2002 (Child Abuse in the United States). However, an estimated 60% of child fatalities go unreported, according to a study conducted in Colorado and North Carolina. This leaves us to wonder exactly why these terrible crimes are so rarely reported. Each state has its own official definition of child abuse and neglect. How can it be possible to determine the presence of a crime if there are many opinions on what the crime is? The review process of child fatalities also varies from place to place, and the process is often extensive and conducted by people who arent specialized in recognizing child fatalities. Research concludes that children younger than five years of age are the most at risk. Children under a year old add up to 40% of fatalities. 76% of fatalities are made up of children younger than four years old. Both parents were involved in an astounding 79% of child fatalities (Child Abuse in the United States). Yes, these children obviously cannot become violent, as their abuse ended in death. However, this shows that more and more children are growing into violent adults, whose brutal acts are escalating. While so many innocent children die from abuse and neglect each year, even more victims of abuse survive, equipped with a subconscious pull towards violent behavior. While not all child abuse cases result in a circle of violence, the statistics show that the chances of that happening are very high. Studies also show that the risk of violent behavior is raised by 40% in children who are exposed to violence early in life. Children learn how to react to situations through social learning. They imitate the actions that they see others do. Children then, regrettably, conclude that violence helps them gain power and that it is the best way to achieve respect (Elliott). They also see their parents who are unable to control anger and often have the same inability to control their own emotions in adulthood. Their aggressiveness builds as the years pass and they begin to only think of solutions that involve violent behavior (Minerbrook). While one would think that now, as adults, these individuals would realize that abusive behavior is cruel, the conclusion is quite the opposite. Parents who were subject abuse as children are six times more likely to abuse their own children than parents who had a normal childhood (Kim). They may know that the behavior is wrong, but they subconsciously act with violence to solve issues that arise with their children. The children then pick up the behaviors and begin to become belligerent. These behaviors typically launch in the first few years of the childs schooling. The preschool years are a period of time where the early signs of aggressive behavior can be seen. While kindergarteners rarely commit felonies, they do often interrupt. The interruptions can take place at home or in the classroom. These interruptions can be disrupting the class lesson or just acting out in an attempt to get attention. Yes, it is normal for a younger child to interrupt activities. However, if the interruptions are excessive, this information can be used to predict more violent behavior many years later (Embry). A person who grew up in an abusive environment has a greater chance of continuing the violence in adulthood. It has become a common fact that many serial killers and violent offenders had childhoods that were scarred with child abuse. Children often become depressed as a result of abuse. Boys in particular, show aggressive and sometimes unstable behavior while depressed (Embry). This erratic behavior leads them to act impulsively and begin a life of violence that could quickly turn into a life of crime. A common occurrence in our society is the rising number of violent teenagers. In a study of fourteen juveniles on death row, in several different states, twelve had experienced ruthless physical and sexual abuse (Minerbrook). The chance is 40% greater that abused children, versus non-abused children, will be arrested as juveniles and or in adulthood (Stephens). Violence seems inevitable for an abused child to develop. The statistics are clearly up against those of us who have endured abuse as children. Some say that everyone has free will and that it is their decision to continue the circle of abuse. I cannot argue this fact. However, even as adults, those who have been abused are now subconsciously and maybe even genetically built to produce violence. Without therapy or something of the like, these individuals will be inclined to act violently to situations in their life. In my opinion, those with a history of abuse endure an everyday struggle to overcome their thoughts of brutality. While the majority of these individuals will continue the cycle of violence, there are a few success stories. Some of us overcome the struggles and lead normal and even successful lives. However, the number of people who prolong the sphere of abuse will remain and continue on. Although police are typically the first professionals on the scene after a domestic violence incident, they have limited services to offer families. Law enforcement departments in several areas throughout the country have begun specific programs to improve interventions, including joint arrangements with mental health professionals who, when notified by police, appear at the scene of the domestic violence incident to assist the child and adult victims. Other strategies include police report documentation of a childs presence in the home, which automatically qualifies the child for state victims of crime funding for support services, and specialized training in child development for law enforcement personnel (Open Arms Home). In an effort to address the potential harm to children exposed to domestic violence some policymakers are considering whether such exposure should considered psychological abuse. Opponents argue that such policies would create a clear command for CPS intervention in cases in which children may be psychologically harmed, and would hold batterers more accountable for the effects of their violence by making them child abusers. Opponents argue that such policies may discourage battered women from seeking help because they would be afraid of losing their children, and may further trouble an already overloaded child welfare system. Before child abuse laws are passed, a thorough investigation of their potential impact is needed. Child abuse laws do not give courts and agencies the flexibility needed to review the particular circumstances of each domestic violence case and determine suitable interventions based on that case-by-case analysis. In order to effectively address the wide range of circumstances existing within families with domestic violence, multiple, community-based response systems are needed that do not require court or CPS intervention (Katz 163). Studies that examined age as a factor point out that exposure to domestic violence produced different developmental problems in children at different ages. Infants and toddlers who witness violence in their homes show extreme irritability, immature behavior, sleeping disorders, emotional suffering, fears of being alone, and decline in toileting and language skills. Exposure to trauma, especially violence in the family, interferes with a childs normal growth of trust and later investigative behaviors, which leads to the development of independence. The presence of symptoms in these young children is similar to posttraumatic stress disorder in adults, including continual experiencing of the traumatic event, avoidance, and lack of response (Health Plus). Once women and children affected by domestic violence are identified, health care professionals must be able to either provide them with or refer them to appropriate services. Some health care institutions have routine screening for domestic violence and offer specialized domestic violence services in-house, such as safety planning and support groups for battered women or therapeutic interventions for the children. Mental health system approaches to children exposed to domestic violence vary from crisis interventions to individual, group, and family therapy programs. An estimated 3.3 million children aged 3 to 17 years may witness domestic abuse of a parent every year in the United States (Health Plus). Domestic violence has a weighty effect on children who are exposed to it. Even if the children are not abused themselves, being helpless witnesses to the abuse of a parent is just as traumatizing to them as direct abuse. The effects of living in a violent home may create problems for a child throughout his or her life. Approximately 75% of all abusive men watched their fathers battering their mothers (Open Arms Home). Children depend on their parents to provide a safe, stable and predictable environment. When their parents are involved in a battering relationship, attention is taken away from the childrens needs and focused on the violence. The entire family becomes isolated. The mother and her children are busy with pacifying the batterer and trying to keep him from getting angry (Katz 157). Children in such a situation learn that they dont really matter. They learn that anger means losing control, and that men control women through violence. As Jeanie entered the house, she heard her mom screaming in her bedroom and her dad yelling loud. She also heard noises that sounded as though her father was beating up her mother, and she was sure her dad was beating up her mom. Although this situation happened often at their house, on this day it sounded worse to Jeanie. Jeanie ran to get help from her brother, but he turned her down, saying he didnt care since this happened very often. She didnt know what to do; she was really scared and her mind stopped working. Her sister was sitting quietly in her room; she was so scared that she couldnt even move. Then she heard a loud scream, which seemed like her moms final scream. She ran toward her moms room and knocked hard to get inside, but nobody would let her in. Then she realized that she should call the police; so she did. Police came and arrested her father for domestic violence. She watched her brother come out of his room and leave angrily, because he felt ashamed for what happen ed. Her sister didnt move from her spot because she was so frightened. Her mom thanked her for calling the police and they began working on a new life from then on. After that day Jeanie never talked to her dad or looked at him again Seeing violence all the time at home can make some teenagers violent. A high percentage of juvenile delinquents are battered children. Eight percent of men in prison grew up in violent homes (Kurland 63). Of child murderers specifically boys ages 11-20, 63% killed the men who were abusing their mothers (Bruhn 49). They go around and pick on young children in the neighborhood. Also they get into fights with teachers and friends in school (Stark 69). They show no emotions or any respect to anyone (Bruhn 65). Parents do not care and never pay attention to their children, so children get involved in gang fights. They do not care whether any one does not like them, because they are brought up from a home where there is no concern for the society (Kurland 63). Studies reported that there are fifty-three percent children that are in prison becoming violent because of seeing violence at home (Edleson 1). Growing up in a violent home is a terrifying and traumatic experience that can affect every aspect of a childs growth and development. Children who do not know how to deal with these problems and who are often seeing violence can become depressed, because they feel helpless and powerless (Berger 11). Due to feeling they tend to not do much around the house or in school, because of domestic violence some also take all the blame and fell embarrassed to leave the house. That makes some children refuse to go to school, which makes some children not wanting to go to school (Stark 49). These problems that children experience are often both immediate and long-term, but the impact of these effects depends on may factors, such as the age of the child and the frequency of type of violence that occurred or is occurring. Resources Rachels Story. (n.d.). The WTV Zone A WebTV friendly homepage and website provider where webtv users can build websites and homepages with little restriction web tv users welcome!. Retrieved April 4, 2010, from http://www.wtv-zone.com/LadyMaggie/php/rachel.html ACADV: Children And the Effects of Domestic Violence. (n.d.). Home The Alabama Coalition Against Domestic Violence. Retrieved March 27, 2010, from http://www.acadv.org/children.html Behind Closed Doors. (n.d.). unicef.org. Retrieved March 25, 2010, from www.unicef.org/media/files/BehindClosedDoors.pdf Effects of Domestic Violence on Children and Adolescents: An Overview. (n.d.). American Academy of Experts in Traumatic Stress. Retrieved March 26, 2010, from http://www.aaets.org/article8.htm Effects of Domestic Violence on Children and Teenagers ~ FindCounseling.com. (n.d.). Find a Therapist at FindCounseling.com, The Original Therapist Finder Search Engine, Formerly TherapistFinder.net. Retrieved March 26, 2010, from http://www.findcounseling.com/journal/domestic-violence/domestic-violence-children.html Kelsey Briggs (2002 2005). (n.d.). Kelsey Briggs (2002 2005). Retrieved April 4, 2010, from http://kelsey-briggs.memory-of.com/About.aspx

Debts of Good Will and Interpersonal Justice :: Sociology Sociological Papers

Debts of Good Will and Interpersonal Justice ABSTRACT: A debt of good will (utang na loob in Filipino) is incurred when a person becomes the beneficiary of significant assistance or favor given by another. Usually, the beneficiary is in acute need of the assistance given or favor granted. This provides an opportunity for the giving of help to serve as a vehicle for the expression of sympathy or concern. The debt could then be appreciated as one of good will because, by catering to another person's pressing need, the benefactor is able to express positive dispositions towards the beneficiary. It is not merely the receipt of the assistance or favor that puts the recipient in a position of indebtedness. The indebtedness is created by the benefactor's kagandahang loob (good will). An act can be considered to convey kagandahang loob only if it is done out of kusang loob (roughly, free will); and can only be considered to have been done out of kusang loob if the agent (1) is not acting under external compulsion, (2) is motivated by p ositive feelings (e.g. charity, love or sympathy) towards the beneficiary, and (3) is not motivated by the anticipation of reward. These conditions entail debt-of-good-will relationships where the benefactor has no right to demand reciprocity but the beneficiary has a "self-imposed" obligation to repay kagandahang loob with kagandahang loob. Debts of good will are about some forms of justice. But we should not reduce all talk about debts of good will to talk about justice. Debts of gratitude are, in general, incurred by people who receive help or favors from others. But to say that a person has a debt of gratitude is not merely to say that he should be thankful for the assistance given. The indebtedness concerned is not confined to actual benefits received. In recognizing a debt of gratitude, one also recognizes the good will manifested by the benefactor in providing assistance or granting a favor. For this reason, this paper refers to "debts of good will" instead of "debts of gratitude." The contention is that the former terminology focuses attention on important features of the concept that the words "debt of gratitude" fail to capture. Another reason for the use of the preferred term in this paper is that the equivalent of "good will" in the Filipino language – kagandahang loob – has an important significance in related ethical theory.

Examine the Key Factors Influencing

Examine the key factors influencing inclusive teaching and learning Inclusive teaching means recognising, accommodating and meeting the learning needs of all students, regardless of age, gender, ethnicity, religion, disability or sexual orientation. This starts with acknowledging that students are members of diverse communities, have a range of individual learning needs, and deserve equal opportunity to access the learning experience. Applying inclusive learning is increasingly important in our diverse society and education should reflect, promote and facilitate this. For example, there are more and more disabled people entering education nowadays than there used to be: an inclusive environment must ensure that they are equally valued and accepted and that their efforts to learn are recognised and judged without bias. Traditional teaching holds that students with diverse needs be placed in the general education setting only once they can meet traditional academic expectations.Inclusive education, on the other hand, celebrate people’s diversity and brings all students together in one classroom, regardless of their strengths or weaknesses in any area, and seeks to maximize the potential of all of them by encouraging and using their different backgrounds and knowledge to broaden the learning experience. In order to create an effective inclusive learning environment we must overcome barriers that might stop lea rners getting the best from their learning experience. Barriers to learning are problems or situations that  prevent learners from accessing programs,  going to class, concentrating and learning. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas. Intrinsic barriers of learning are located within the learner, hence of an intrinsic nature, and can be physical, sensory, physiological or intellectual. For example not knowing, or not being comfortable with, the rest of the class could constitute a barrier. Icebreakers could be used in this instance to encourage learners to talk to us, to each other and to the group as a whole. Similarly climate setters can be used to promote learning related to session objectives; this is particularly important as people can be intimidated in a situation where they are asked to come up with ideas.Hence the tutor needs to create an environment where students feel comfortable to express themselves. Learners may also face extrinsic barriers, related to the environment they live, work and study in. Issues with family relationships, social support, employment and financial matters provide some such examples. It’s very important to motivate learners in order for them to get the most out of their classes. To motivate a learner we must first understand what motivates them and teach to their particular strengths and weaknesses.Sometimes we may have to match teaching approaches to their learning styles and provide support to those who need it. Other times we may have to use energizers to challenge the class or refocus learners’ attention, e. g. after a long period of concentration or after a break. Also, encouraging friendly competition could provide motivational challenges for all of them. Most of all, we need to give them constructive feedback to encourage personal improvement. One theory we can be refer to for motivational purposes is Maslow’s pyramid of needs.According to his pyramid we must feel that we are satisfied with our physiological needs before we can think of getting a roof. Having the feeling of being secure motivates us to seek love. Once we have accomplished the need for belongingness then we seek a better future which motivates us to set goals an d achieve something honourable in life. Once we have accomplished a settled life with love and respect, we might then look to reach our full potential. To ensure all students gain the most from their learning, consideration must be based on the particular learning style and objectives for each individual.An initial assessment of the students can be carried out for this purpose and then use a mixture of two or more styles and a range of different approaches to meet the needs of individuals and groups. Typical teaching methods fall into three categories: * Teacher-led: this is where the tutor transmits ideas, information and skills via lectures or presentations; * Participative: this involves interaction which allows knowledge and experience to be shared between the teacher and the learners; * Learner centred: this is where learners explore and discover by themselves, either on their own or in small collaborative groups.Benjamin Bloom provided the theory of Taxonomy to help tutors cho ose the appropriate teaching method. He made a classification of learning objectives that educators set for students in order to create a more holistic form of education. Bloom’s Taxonomy divides educational objectives into Cognitive, Affective and Psycho Motor domains. Skills in the cognitive domain revolve around knowledge, comprehension and critical thinking on a particular topic; traditional education tends to emphasize the skills in this domain and uses methods like lectures, small group work and problem solving tasks.Skills in the affective domain describe the way people react emotionally and their awareness to other people’s joy or pain; teaching methods in this domain might include discussion, case studies, role play and simulation. Finally, skills in the psychomotor domain describe the ability to physically manipulate a tool or instrument; typical teaching methods in this domain will include demonstration, individual practice and coaching. A tutor must also de vise a programme of strategies to cater for the specific needs of their own specialism. This relates to the arrangements we make to get the class discuss particular aspects of the subject.Depending on specialism we can have discussions in pairs or in small groups. If the class is not too big we can also get the whole group work together and bounce ideas off each other. We could also take this one step further and consider if the class could benefit from group project work rather than individual project work. In that respect, Bruce Tuckman's theory on stages of group development comes to our aid in understanding and assessing students in a group effort. This theory has gained a great deal of popularity and suggested that for a group to achieve maximum effectiveness it needs to move through four stages.These are: * Forming: at this first stage the team is new and the members are unfamiliar with each other. Each seeks group acceptance with caution, and conflict is avoided. * Storming:   at this stage different ideas compete for consideration and the he team addresses issues such as what problems they are really supposed to solve. Team members open up to each other and confront each other's ideas and perspectives. * Norming: here the team manages to agree on common goals and comes to a mutual plan for achieving them.Some may have to give up their own ideas and agree with others in order to make the team function. * Performing: by this stage members are motivated and knowledgeable and the team functions as a unit in order to achieve agreed goals. Many long-standing teams go through these cycles many times as they react to changing circumstances. For example, a change in leadership may cause the team to revert to  storming  as the new people challenge the existing norms and dynamics of the team. Another important aspect of inclusive learning is the resources we use.It’s vital that these are carefully selected so as to reflect and meet the needs of all l earners. If resources fail to do this they will create barriers to learning and disadvantage some individuals in the group. There is a wide range of resources that can be used but here is a selection that may meet learners’ needs: * Powerpoint: this is a vital resource when delivering information and, if used in the correct manner, can appeal to all learning styles. For example they can provide the basis for teaching other activities and can be left up at all time to remind students of their aims and objectives. Picture Cards: these are good visual resource and can support the topic being taught. They are particularly useful in multicultural environments and can be adapted easily in order to make them inclusive. * Films: appeal to all learning styles and abilities as they create a relaxed environment and can offer real life situations that can't be created in the classroom setting. Films also have a way of explaining different points of view in an alternative way. Moreover, t hey can act as an assessment method to check the learners have understood what has been shown. Case Studies: this is a powerful resource that stimulates learners to understand and critique how a subject is applied in the real world. * Quiz: this is a fun and interactive resource that can be tailored to different learning styles and ability levels. Other examples of resources include handouts and books to study and discuss theoretical aspects of the subject; computers, software and hi-tech equipment for hands-on experience of ICT subjects; and of course writing boards and flip charts to create on-the-spot diagrams and workflows and to have the whole class participate and interact.We also need to provide opportunities for learners to practice their literacy, language, numeracy and ICT skills. This can be achieved by embedding functional skills. Functional skills are practical skills in English, information ; communication technology, and mathematics. Allowing for these transferable sk ills to be included in our teaching will enable individuals to work confidently, effectively and independently in life. For example, facilitating contribution to discussions and working in groups will enable learners to develop literacy skills which they will then be able to use in their everyday lives.Also, coursework assessments and reflective learning logs constitute effective method of encouraging learners to use written skills. Also, we can encourage Maths skills by using for example number games, and ICT skills by including computer-led teaching and assessments. In organizing a class it’s increasingly important to establish ground rules with learners in order to adhere to minimum necessary conditions for getting learning work done in the class and promote respect for each other.The setting down of ground rules at the start of the course gives structure and guidance to the group ensuring that the people’s beliefs and wants are taken into account and the course can run productively within the set rules. Though there is no definitive list for all classes it is an essential exercise to think through what we want on the list. Typical ground rules may  include items like arriving on time, respecting health and safety regulations, switching off mobile phones, respecting other people's contributions and not interrupting fellow-students.Usually, ground rules are teacher imposed but learners can make valuable contributions and sometimes there can be room for negotiation. Obviously, the majority of the ground rules cannot be negotiated but getting the learners to aid in the setting of the rules puts the ounce on them to adhere to them more. Moreover, it will make them aware of what will happen should the rules be broken. We also need to create assessment opportunities that meet the needs of learners. Assessment is the process of appraising the learner’s understanding of the subject and also of recording their knowledge, skills and attitudes.I t can focus on individual learners or a group of learners as a whole. It is always best to start any course with an assessment of the students’ prior knowledge so that the tutor can start their teaching at the correct level and can ensure an inclusive teaching method where every learner’s needs are met. There are many methods of assessment depending on specialism. For example in assessing foreign language learning we can use multiple choice exercises, written answers, essay writing, class test, listening and speaking activities, to name but a few.When assessing learners we need to give constructive feedback in order to spur and motivate them to hone their skills. It’s important to tell them when they are doing something well and why, as this will serve as encouragement. However, constructive feedback doesn’t just mean positive feedback. We can give negative feedback too as long as we clearly state what could be improved and why. This means talking first a bout what a learner has done well, then going on to discussing points for improvement and then ending on another positive note.Using this strategy students are motivated by their achievements and evaluate the negative aspect of their feedback in a constructive way to better themselves. ——————————————– [ 1 ]. Maslow, A. H. (1943). A theory of human motivation [ 2 ]. Bloom, B. S. , Engelhart, M. D. , Furst, E. J. , Hill, W. H. , & Krathwohl, D. R. (1956) Taxonomy of educational objectives: the classification of educational goals; Handbook I: Cognitive Domain New York, Longmans, Green [ 3 ]. Tuckman, Bruce (1965). â€Å"Developmental sequence in small groups†.

buy custom Chlamydia essay

buy custom Chlamydia essay Chlamydia is a bacterial infection that is transmitted sexually. The disease is very common in the United States, with 5% of adults population contracting it and about 10% of sexually active youths, being infected by the same disease. The disease is common among young adults below 25 years of age, people in urban areas, African American and among those people of low social class. Chlamydia is caused by a bacterium called Chlamydia trachomatis. The modes of transmission includes sexual contacts or from mother to child during birth through the birth canal. In newborns Chlamydia can cause pneumonia and serious eye infections. The symptoms of Chlamydia are dependent on gender. About 70% to 80% of women any do not show any symptoms. However, some women bleed after sex or between monthly periods, experience pains in the lower abdomen and during urination and discharge from vagina. Few men display the symptoms such as pain during urination, discharge from the penis and inflammation of ducts in the testicles. The testicles become tender and painful. When one experiences suchsigns it advisable to visit a doctor, since the disease can develop to serious levels if it is not treated. In women it can lead to inflammation of the pelvis, which can cause sterility. During diagnosis of Chlamydia, physical examinations may be carried out. In women, tenderness in the sexual organ, pus from vagina and fever could indicate infection. In men discharge of pus from genital area is an indication of infection. Diagnostic tests may involve taking samples of discharge and examining them under the microscope, to determine the causative organisms. Samples of urine may be tested for the presence of the causative bacteria along other sexually transmitted infections. Antibiotics are used to treat Chlamydia. This includes azithromycin which is a single dose pill, or doxycycline which is taken twice daily. The two drugs have a high curing rate for the infection. The dose regime should be completed as directed by the doctor. One should ensure that their partners are not infected, and they should be retested after treatment to ensure that they are completely healed. To pprevent infection from the disease, one should use a condom during sexual intercourse and also avoid risk with multiple partners. Infected partners should be treated before any other sexual activity with them. If not treated, Chlamydia can develop various complications. It can cause pelvic inflammation disease in about 10% to 40%. 5% of these women with this disease develop perihepatitis. Women also develop chronic pain in the pelvis which can cause sterility due to blockage of the fallopian tubes. Fallopian tube allows the egg to move down to the uterus. Men may develop sexually acquired reactive arthritis or Reiter syndrome. In his article on genital herpes, Davidson has explained very well about the disease. He has touched on the cause, diagnosis and treatment of the disease. He has also clearly stated the appropriate time to see a doctor and the follow up of treatment. He has also explained on prognosis of genital herpes. However he has failed to indicate the specific medications used in the treatment of the disease and also he does not tell us the signs associated with herpes Buy custom Chlamydia essay

Functions on SAT Math Linear, Quadratic, and Algebraic

Functions on SAT Math Linear, Quadratic, and Algebraic SAT / ACT Prep Online Guides and Tips SAT functions have the dubious honor of being one of the trickiest topics on the SAT math section. Luckily, this is not because function problems are inherently more difficult to solve than any other math problem, but because most students have simply not dealt with functions as much as they have other SAT math topics. This means that the difference between missing points on this seemingly tricky topic and acing them is simply a matter of practice and familiarization. And considering that function problems generally show up on average of three to four times per test, you will be able to pick up several more SAT math points once you know the rules and workings of functions. This will be your complete guide to SAT functions. We'll walk you through exactly what functions mean, how to use, manipulate, and identify them, and exactly what kind of function problems you'll see on the SAT. What Are Functions and How Do They Work? Functions are a way to describe the relationship between inputs and outputs, whether in graph form or equation form. It may help to think of functions like an assembly line or like a recipe- input eggs, butter, and flour, and the output is a cake. Most often you'll see functions written as $f(x) =$ an equation, wherein the equation can be as complex as a multivariable expression or as simple as an integer. Examples of functions: $f(x) = 6$ $f(x) = 5x − 12$ $f(x) = x^2 + 2x − 4$ Functions can always be graphed and different kinds of functions will produce different looking graphs. On a standard coordinate graph with axes of $x$ and $y$, the input of the graph will be the $x$ value and the output will be the $y$ value. Each input ($x$ value) can produce only one output, but one output can have multiple inputs. In other words, multiple inputs may produce the same output. One way to remember this is that you can have "many to one" (many inputs to one output), but NOT "one to many" (one input to many outputs). This means that a function graph can have potentially many $x$-intercepts, but only one $y$-intercept. (Why? Because when the input is $x=0$, there can only be one output, or $y$ value.) A function with multiple $x$-intercepts. You can always test whether a graph is a function graph using this understanding of inputs to outputs. If you use the "vertical line test," you can see when a graph is a function or not, as a function graph will NOT hit more than one point on any vertical line. No matter where we draw a vertical line on our function, it will only intersect with the graph a maximum of one time. The vertical line test applies to every type of function, no matter how "odd" looking. Even "strange-looking" functions will always pass the vertical line test. But any graph that fails the vertical line test (by intersecting with the vertical line more than once) is automatically NOT a function. This graph is NOT a function, as it fails the vertical line test. Too many obstacles in the way of the ascent works out as well for functions as it does for real life (which is to say: not well at all). Function Terms and Definitions Now that we've seen what functions do, let's talk about the pieces of a function. Functions are presented either by their equations, their tables, or by their graphs (called the "graph of the function"). Let's look at a sample function equation and break it down into its components. An example of a function: $f(x) = x^2 + 5$ $f$ is the name of the function (Note: we can call our function other names than $f$. This function is called $f$, but you may see functions written as $h(x)$, $g(x)$, $r(x)$, or anything else.) $(x)$ is the input (Note: in this case our input is called $x$, but we can call our input anything. $f(q)$ or $f(\strawberries)$ are both functions with the inputs of $q$ and strawberries, respectively.) $x^2 + 5$ gives us the output once we plug in the input value of $x$. An ordered pair is the coupling of a particular input with its output for any given function. So for the example function $f(x) = x^2 + 5$, with an input of 3, we can have an ordered pair of: $f(x) = x^2 + 5$ $f(3) = 3^2 + 5$ $f(3) = 9+5$ $f(3) = 14$ So our ordered pair is $(3, 14)$. Ordered pairs also act as coordinates, so we can use them to graph our function. Now that we understand our function ingredients, let's see how we can put them together. Different Types of Functions We saw before that functions can have all sorts of different equations for their output. Let's look at how these equations shape their corresponding graphs. Linear Functions A linear function makes a graph of a straight line. This means that, if you have a variable on the output side of the function, it cannot be raised to a power higher than 1. Why is this true? Because $x^2$ can give you a single output for two different inputs of $x$. Both $−3^2$ and $3^2$ equal 9, which means the graph cannot be a straight line. Examples of linear functions: $f(x) = x − 12$ $f(x) = 4$ $f(x) = 6x + 40$ Quadratic Functions A quadratic function makes a graph of a parabola, which means it is a graph that curves to open either up or down. It also means that our output variable will always be squared. The reason our variable must be squared (not cubed, not taken to the power of 1, etc.) is for the same reason that a linear function cannot be squared- because two input values can be squared to produce the same output. For example, remember that $3^2$ and $(−3)^2$ both equal 9. Thus we have two input values- a positive and a negative- that give us the same output value. This gives us our curve. (Note: a parabola cannot open side to side because it would have to cross the $y$-axis more than once. This, as we've already established, would mean it was not a function.) This is NOT a quadratic function, as it fails the vertical line test. A quadratic function is often written as: $f(x) = ax^2 + bx + c$ The $\bi a$ value tells us how the parabola is shaped and the direction in which it opens. A positive $\bi a$ gives us a parabola that opens upwards. A negative $\bi a$ gives us a parabola that opens downwards. A large $\bi a$ value gives us a skinny parabola. A small $\bi a$ value gives us a wide parabola. The $\bi b$ value tells us where the vertex of the parabola is, left or right of the origin. A positive $\bi b$ puts the vertex of the parabola left of the origin. A negative $\bi b$ puts the vertex of the parabola right of the origin. The $\bi c$ value gives us the $y$-intercept of the parabola. This is wherever the graph hits the $y$-axis (and will only ever be one point). (Note: when $b=0$, the $y$-intercept will also be the location of the vertex of the parabola.) Don't worry if this seems like a lot to memorize right now- with practice, understanding function problems and their components will become second nature. Want to learn more about the SAT but tired of reading blog articles? Then you'll love our free, SAT prep livestreams. Designed and led by PrepScholar SAT experts, these live video events are a great resource for students and parents looking to learn more about the SAT and SAT prep. Click on the button below to register for one of our livestreams today! Typical Function Problems SAT function problems will always test you on whether or not you properly understand the relationship between inputs and outputs. These questions will generally fall into four question types: #1: Functions with given equations #2: Functions with graphs #3: Functions with tables #4: Nested functions There may be some overlap between the three categories, but these are the main themes you'll be tested on when it comes to functions. Let's look at some real SAT math examples of each type. Function Equations A function equation problem will give you a function in equation form and then ask you to use one or more inputs to find the output (or elements of the output). In order to find a particular output, we must plug in our given input for $x$ into our equation (the output). So if we want to find $f(2)$ for the equation $f(x) = x + 3$, we would plug in 2 for $x$. $f(x) = x + 3$ $f(2) = 2 + 3$ $f(2) = 5$ So, when our input $(x)$ is 2, our output $(y)$ is 5. Now let's look at a real SAT example of this type: $g(x)=ax^2+24$ For the function $g$ defined above, $a$ is a constant and $g(4)=8$. What is the value of $g(-4)$? A) 8 B) 0 C) -1 D) -8 We can start this problem by solving for the value of $a$. Since $g(4) = 8$, substituting 4 for $x$ and 8 for $g(x)$ gives us $8= a(4)^2 + 24 = 16a + 24$. Solving this equation gives us $a=-1$. Next, plug that value of $a$ into the function equation to get $g(x)=-x^2 +24$ To find $g(-4)$, we plug in -4 for $x$. From this we get $g(-4)=-(-4)^2 + 24$ $g(-4)= -16 + 24$ $g(-4)=8$ Our final answer is A, 8. Function Graphs A function graph question will provide you with an already graphed function and ask you any number of questions about it. These questions will generally ask you to identify specific elements of the graph or have you find the equation of the function from the graph. So long as you understand that $x$ is your input and that your equation is your output, $y$, then these types of questions will not be as tricky as they appear. The minimum value of a function corresponds to the $y$-coordinate of the point on the graph where it's lowest on the $y$-axis. Looking at the graph, we can see the function's lowest point on the $y$-axis occurs at $(-3,-2)$. Since we're looking for the value of $x$ when the function is at it's minimum, we need the x-coordinate, which is -3. So our final answer is B, -3. Function Tables The third way you may see a function is in its table. You will be given a table of values both for the input and the output and then asked to either find the equation of the function or the graph of the function. Oftentimes the best strategy for these types of questions is to plug in answers to make our lives simpler. This way, we don't have to actually find the equation on our own- we can simply test which answer choices match the inputs and outputs we are given in our table. Let's test the second ordered pair, $(3,13)$ with each answer option. For the correct answer, when we plug the $x$-value (3) into the equation, we'll end up with the correct $y$-value (13). A) $f(x) = 2(3) +3 = 9$. This equation is incorrect since 9 doesn't equal 13. B) $f(x) =3(3) +2 = 1$. This equation is also incorrect. C) $f(x) = 4(3) +1=13$. It's a match! This equation is correct so far. D) $f(x)= 5(3)= 15$. This equation is also incorrect. It looks like C is the correct answer choice, but let's plug the first and third ordered pairs in to make sure. For the first ordered pair $(1,5)$: $f(x) = 4(1) +1=5$ That's correct! For the third ordered pair $(5,21)$ $f(x) = 4(5) +1=21$ That's also correct! Our final answer is C, $f(x) = 4x +1$ Nested Functions The final type of function problem you might encounter on the SAT is called a "nested" function. Basically, this is an equation within an equation. In order to solve these types of questions, think of them in terms of your order of operations. You must always work from the inside out, so you must first find the output for your innermost function. Once you've found the output of your innermost function, you can use that result as the input of the outer function. Let's look at this in action to make more sense of this process. What is $f(g(x−2))$ when $f(x) = x^2 − 6$ and $g(x) = 3x + 4?$ A. $3x − 2$ B. $3x^2 + 12x − 6$ C. $9x^2 + 24x + 10$ D. $9x^2 − 12x + 4$ E. $9x^2 − 12x − 2$ Because $g(x)$ is nested the deepest, we must find its output before we can find $f(g(x−2))$. Instead of a number for $x$, we are given another equation. Though this may look different from earlier problems, the principle is exactly the same- replace whatever input we have for the variable in the output equation. $g(x) = 3x + 4$ $g(x−2) = 3(x−2) + 4$ $g(x−2) = 3x − 6 + 4$ $g(x−2) = 3x − 2$ So our output of $g(x−2)$ is $3x−2$. Again, this is an equation and not an integer, but it still works as an output. Now we must finish the problem by using this output of $g(x)$ as the input of $f(x)$. (Why do we do this? Because we are finding $f(g(x))$, which positions the result/output of $g(x)$ as the input of $f(x)$.) $f(x) = x^2 − 6$ $f(g(x−2)) = (3x−2)^2 − 6$ Now, we have a bit of a complication here in that we must square an equation. If you remember your exponent rules, you know you cannot simply distribute the square across the elements of the equation; you must square the entire expression. So let's take a moment to expand $(3x−2)^2$ before we find the solution for the entire equation. $(3x − 2)^2$ $(3x − 2)(3x − 2)$ $(3x*3x) + (3x*-2) + (−2*3x) + (−2*-2)$ $9x^2 − 6x − 6x + 4$ $9x^2 − 12x + 4$ Now, let us add this expanded form of the equation back into the output. $f(g(x−2)) = (9x^2 − 12x + 4) − 6$ $f(g(x−2)) = 9x^2 − 12x − 2$ So our final solution for $f(g(x−2))$ is $9x^2 − 12x − 2$. Our final answer is E, $9x^2 − 12x − 2$. Functions within functions, dreams within dreams. Make sure not to lose yourself along the way. Strategies for Solving Function Problems Now that you've seen all the different kinds of function problems in action, let's look at some tips and strategies for solving function problems of various types. For clarity, we've split these strategies into multiple sections- tips for all function problems and tips for function problems by type. So let's look at each strategy. Strategies for All Function Problems: #1: Keep careful track of all your pieces and write everything down Though it may seem obvious, in the heat of the moment it can be far too easy to confuse your negatives and positives or misplace which piece of your function (or graph or table) is your input and which is your output. Parenthesis are crucial. The creators of the SAT know how easy it is to get pieces of your function equations confused and mixed around (especially when your input is also an equation), so keep a sharp eye on all your moving pieces and don't try to do function problems in your head. #2: Use PIA and PIN as necessary As we saw in our function table problem above, it can save a good deal of effort and energy to use the strategy of plugging in answers. You can also use the technique of plugging in your own numbers to test out points on function graphs, work with any variable function equation, or work with nested functions with variables. For instance, let's look at our earlier nested function problem using PIN. (Remember- most any time a problem has variables in the answer choices, you can use PIN). What is $f(g(x−2))$ when $f(x)= x^2 − 6$ and $g(x) = 3x + 4?$ A. $3x^2 + 24x − 2$ B. $3x^2 + 12x − 6$ C. $9x^2 − 24x + 10$ D. $9x^2 − 12x + 4$ E. $9x^2 − 12x − 2$ If we remember how nested functions work (that we always work inside out), then we can plug in our own number for $x$ in the function $g(x−2)$. That way, we won't have to work with variables and can use real numbers instead. So let us say that the $x$ is the $g(x−2)$ function is 5. (Why 5? Why not!) Now $x−2$ will be $5−3$, or 3. This means $g(x−2)$ will be $g(3)$. $g(x−2) = 3x + 4$ $g(3) = 3(3) + 4$ $g(3) = 9 + 4$ $g(3) = 13$ Now, let us plug this number as the value for our $g(x−2)$ function into our nested function $f(g(x−2))$. $f(x) = x^2 − 6$ $f(g(3)) = (13)^2 − 6$ $f(g(3)) = 169 − 6$ $f(g(3)) = 163$ Finally, let us test our answer choices to see which one matches our found answer of 163. Let us, as usual when using PIA or PIN, start in the middle with answer choice C. $9x^2 − 24x + 10$ Now, we replace our $x$ value with the $x$ value we chose originally- 5. $9x^2 − 24x + 10$ $9(5)^2 − 24(5) + 10$ $9(25) − 120 + 10$ $225 − 120 + 10$ 5 Unfortunately, this number is too small. Let us try answer choice D instead. $9x^2 − 12x + 4$ $9(5)^2 − 12(5) + 4$ $9(25) − 60 + 4$ $225 − 60 + 4$ $165 + 4$ 169 This value is still too large, but we can see that it is awfully close to the final answer we want. Just by looking over our answer choices, we can see that answer choice E is exactly the same expression as answer choice D, except for the final integer value. If we were to subtract 2 from 165 instead of adding 4 (as we did with answer choice D), we would get our final answer of 163. As you can see. $9x^2 − 12x − 2$ $9(5)^2 − 12(5) − 2$ $9(25) − 60 − 2$ $225 − 60 − 2$ $165 − 2$ 163 So our final answer is E, $9x^2 − 12x − 2$. #3: Practice, practice, practice Finally, the only way to get truly comfortable with any math topic is to practice as many different kinds of questions on that topic as you can. If functions are a weak area for you, then be sure to seek out more practice questions. For Function Graphs and Tables: #1: Start by finding the $\bi y$-intercept Generally, the easiest place to begin when working with function graphs and tables is by finding the y-intercept. From there, you can often eliminate several different answer choices that do not match our graph or our equation (as we did in our earlier examples). The y-intercept is almost always the easiest piece to find, so it's always a good place to begin. #2: Test your equation against multiple ordered pairs It is always a good idea to find two or more points (ordered pairs) of your functions and test them against a potential function equation. Sometimes one ordered pair works for your graph and a second does not. You must match the equation to the graph (or the equation to the table) that works for every coordinate point/ordered pair, not just one or two. For Function Equations and Nested Equations: #1: Always work inside out Nested functions can look beastly and difficult, but take them piece by piece. Work out the equation in the center and then build outwards slowly, so as not to get any of your variables or equations mixed up. #2: Remember to FOIL It is quite common for SAT to make you square an equation. This is because many students get these types of questions wrong and distribute their exponents instead of squaring the entire expression. If you don't properly FOIL, then you will get these questions wrong. Whenever possible, try not to let yourself lose points due to these kinds of careless errors. For instance, let's say that you must square an expression. Square the expression $x + 3$. We are told to square the entire expression, so we would say: $(x + 3)^2$ Now you must FOIL this out properly. $(x + 3)(x + 3)$ $(x*x)+(3*x)+(3*x)+(3*3)$ $x^2 + 3x + 3x + 9$ $x^2 + 6x + 9$ The final expression, once you have squared $x + 3$, is: $x^2 + 6x + 9.$ (Note: It is a common error for students to distribute the square and say: $(x + 3)^2 = x^2 + 9$ but this is wrong. Do not fall into this kind of trap!) You're all leveled-up- time to fight the big boss and put knowledge to action! Test Your Knowledge Now let's put your function knowledge to the test against real SAT math problems. 1. Let the function $f$ be defined bye $f(x)=5x-2a$, where $a$ is a constant. If $f(10)+f(5)=55$, what is the value of $a$? A) -5 B) 0 C) 5 D) 10 2. A function $f$ satisfies $f(2)=3$ and $f(3)=5$. A function $g$ satisfies $g(3)=2$ and $g(5)=6$. What is the value of $f(g(3))$? A) 2 B) 3 C) 5 D) 6 3. 4. Answers: C, B, A, D Answer Explanations: 1. As you can see here, we are given our equation as well as two inputs and their combined output. We must use this knowledge to find an element of our output (in this case, the value of $a$.) So let us find our outputs for each input we are given. $f(x) = 5x − 2a$ $f(10) = 5(10) − 2a$ $f(10) = 50 − 2a$ And $f(x) = 5x − 2a$ $f(5) = 5(5) − 2a$ $f(5) = 25 − 2a$ Now, let us set the sum of our two outputs equal to 55 (as was stipulated in the question). $50 − 2a + 25 − 2a = 55$ $75 − 4a = 55$ $−4a = −20$ $a = 5$ Our final answer is C, $a=5$. 2. We're told in the question that $g(3)=2$. To find the value of $f(g(3))$, we need to substitute 2 for $g(3)$. We'll use that value in the $f(x)$ equation. Substituting 2 for $g(3)$ gives us $f(g(3))$ = $f(2)$. We're also told that $f(2)=3$, so that means 3 is the correct answer. Our final answer is B, 3. 3. As per our strategies, we will start by finding the $y$-intercept. We can see in this graph that the $y$-intercept is +2, which means we can eliminate answer choices C and E. (Why did we eliminate answer choice E? Because it had no $y$-intercept, which means that its $y$-intercept would be 0). We can see that the vertex of the graph is at $x=0$ and so it is not shifted to the right or left of the $y$-axis. This means that, in our quadratic equation $ax^2+bx+c$, our $b$ value has to be 0. If it were anything other than 0, our graph would be shifted left or right of the $y$-axis. Now answer choices B and D are squaring expressions, so let us properly FOIL them in order to see the equation properly. Answer choice B gives us: $y=(x+2)^2$ $y=(x+2)(x+2)$ $y=x^2+2x+2x+4$ $y=x^2+4x+4$ This equation would give us a parabola whose $y$-intercept was at +4 and whose vertex was positioned to the left of the $y$-axis (remember, a positive $b$ value shifts the graph to the left.) We can eliminate answer choice B. By the same token, we can also eliminate answer choice D, as it would give us: $y=(x−2)^2$ $y=(x−2)(x−2)$ $y=x^2−4x+4$ Which would give us a graph with a $y$-intercept at +4 and a vertex positioned to the right of the $y$-axis. By process of elimination, we are left with answer choice A. But, for the sake of double-checking, let us test a coordinate point on the graph against the formula. We already know that our equation matches the coordinate points of $(0, 2)$, as that is our $y$-intercept, but there are several more places on the graph that hit at even coordinates. By looking at the graph, we can see that the parabola hits the coordinates $(1, 3)$, so let us test this point by plugging our input (1) into our equation, in hopes that it will match our output of 3. $y=x^2+2$ $y=(1)^2+2$ $y=1+3$ $y=3$ Our equation matches two sets of ordered pairs on the graph. We can reasonably say that this is the correct equation for the graph. Our final solution is A, $y=x^2+2$ 4. Instead of using $x$ for our input, this problem has us use $t.$ If you become very used to using $f(x)$, this may seem disorienting, so you can always rewrite the problem using $x$ in place of $t$. In this case, we will continue to use $t$, just so that we can keep the problem organized on the page. First, let us find the $y$-intercept. The $y$-intercept is the point at which $x=0$, so we can see that we are already given this with the first set of numbers in the table. When $t=0$, $f(t) = −1$ Our $y$-intercept is therefore -1, which means that we can automatically eliminate answer choices B, C, and E. Now let's use our strategy of plugging in numbers again. Our answer choices are between A and D, so let us first test A with the second ordered pair. Our potential equation is: $f(t) = t − 1$ And our ordered pair is: $(1, 1)$ So let us put them together. $f(t) = t − 1$ $f(1) = 1 − 1$ $f(1) = 0$ This is incorrect, as it would mean that our output is 0 when our input is 1, and yet the ordered pair says that our output will be 1 when our input is 1. Answer choice A is incorrect. By process of elimination, let us try answer choice D. Our potential equation is: $f(t) = 2t − 1$ And our ordered pair is again: $(1, 1)$ So let us put them together. $f(1) = 2(1) − 1$ $f(1) = 2 − 1$ $f(1) = 1$ This matches the input and output we are given in our ordered pair. Answer choice D is correct. Our final answer is D, $f(t) = 2t − 1$ You did it! High fives all around. The Take Aways Many students have not dealt a lot with functions, but don't let these kinds of questions intimidate or confuse you when you see them on the SAT. The principles behind functions are a simple matter of input, output, and plugging in values. The test will try to muddy the waters when they can, but always remember that these questions will appear to be more complex than they truly are. Though it can be easy to make a error with your signs or variables, the actual problems are simple at their core. So pay close attention, double-check your work, and you'll soon be able to work through functions problems with little trouble. What's Next? Speaking of quadratic functions, how's your grasp of completing the square? Learn how and when to complete the square with this guide. Phew! Knowing your functions means knowing a significant portion of the SAT math section (round of applause to you!), but there are so many more topics to cover. Take a look at all the topics you'll be tested on in the SAT math section and then mosey on over to our math guides to review any topic you feel rusty on. Not feeling confident about your exponent rules? How about your understanding of polygons? Need to review your slopes? Whatever the topic, we've got you covered! Looking for help with more basic math? Refresh your memory on the distributive property, perfect squares, and how to find the mean of a set of numbers here. Think you need a math tutor? Check out our guides on how to find the tutor that best meets your needs (and your budget). Running out of time on the SAT math section? Not to worry! We have the tools and strategies to help you beat the clock and maximize your point gain. Trying for a perfect score? Check out how to push your score to its maximum potential with our guide to getting an 800 on the SAT math, written by a perfect scorer. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep program. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math strategy guide, 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:

Historical cost accounting and fair value acounting Essay - 1

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