Internet Security essays

Internet Security essays In the recent past a well known and widely used internet utility known as Napster was ordered to discontinue all of their activities due to copyright violations. Napster was and still is an internet music sharing service and was one of the most popular such services. The company existed to allow people across the country and even around the world to share .mp3 files with each other. However as the company became more and more popular they came more and more into the eye of the record companies and artists whose music was being traded freely across their web service. This attention resulted in a court case and eventually the temporary shutdown of Napster. It also has lead to the future state of the music service, as they will reopen for business later in this year, however will now be charging for access. This entire dispute came about due to copyright infringement laws and the breaking of them over the net, however, as can be easily seen, Napster had existed for a long time bef ore these charges were brought up, and even now many alternatives exist. The only difference is the relative size of the alternatives compared to Napster. Yet these other alternatives continue to exist without punishment. The question that I will answer here has a powerful bearing on the lives of these sites, as well as on the lives of most people in this country. That question is Should there exist a government run bureau whose sole responsibility is to police the Internet to keep crimes such as these, no matter how trivial, from occurring? My answer to this question, is no. I have many reasons for the answer that I have provided to this very controversial question, however, I will only be able to address a few of those reasons here. First and foremost of these, however, is a very obvious reason, the issue of privacy. Privacy has been a concern when enforcing the law for most of the history of our country. Privacy is the reason that w...

The Best Multiplication Table + 9 Tips for Easy Multiplication

The Best Multiplication Table + 9 Tips for Easy Multiplication SAT / ACT Prep Online Guides and Tips Whether you're planning to take the SAT soon or just want tobrush up on your basic math skills, knowing your times tables and multiples is a vital part of understanding math. Here, we give you free printable multiplication table PDFs and go over the nine rules you should know about multiplication. Multiplication Table 12 x 12 Below is a 12 x 12 multiplication chart showing all multiples of the numbers 0-12. To use this chart, look for the two numbers youwant to multiply together on the top row and in the leftmost column, and then find the box that connects these two numbers together. For example, if you’re trying to find the product of 7 and 5, you'd look for 7 in the leftmost column and 5 in the top row, and then see where these two meet in the middle (35). (You can also look for 7 in the top row and 5 in the left column- as we’ll explain, the order in which you multiply doesn’t actually matter!) 0 1 2 3 4 5 6 7 8 9 10 11 12 0 0 0 0 0 0 0 0 0 0 0 0 0 0 1 0 1 2 3 4 5 6 7 8 9 10 11 12 2 0 2 4 6 8 10 12 14 16 18 20 22 24 3 0 3 6 9 12 15 18 21 24 27 30 33 36 4 0 4 8 12 16 20 24 28 32 36 40 44 48 5 0 5 10 15 20 25 30 35 40 45 50 55 60 6 0 6 12 18 24 30 36 42 48 54 60 66 72 7 0 7 14 21 28 35 42 49 56 63 70 77 84 8 0 8 16 24 32 40 48 56 64 72 80 88 96 9 0 9 18 27 36 45 54 63 72 81 90 99 108 10 0 10 20 30 40 50 60 70 80 90 100 110 120 11 0 11 22 33 44 55 66 77 88 99 110 121 132 12 0 12 24 36 48 60 72 84 96 108 120 132 144 We also offer two free printable PDFs of this 12 x 12 multiplication chart. The first table is in portrait mode,andthe second table is in landscape mode. Click the thumbnail for the version of the multiplication table you’d like to print out: There are many ways you can use this multiplication table to your advantage. If you’re in high school and planning to take the SAT or ACT soon, you can use this chart to help you remember basic multiplication pairs and multiples likely to come up on the SAT or ACT Math sections. Being able to quicklydo mental math on tricky problems involving multiplication can effectively reduce the time you spend attempting to solve the problem. This chart will also teach you to avoid relying too much on your calculator on the SAT/ACT Math sections. We recommend printing out a copy of this multiplication table and either hanging it up by your desk or study areaor placing it in your binder for school so you can refer to it often to help you memorize the most common multiples. Time to turn on your brain! 9 Fundamental Rules for Remembering Multiples As you use the multiplication table above, make sure you know all the basic rules for remembering multiples and how they work. Below, we go over the most common multiplication rules you should have memorized. Rule 1: Order Doesn’t Matter in Multiplication If all you’re doing is multiplying two or more numbers together- and aren’t doing any other math function such as adding, subtracting, or dividing- then the actual order of those numbers doesn’t matter. In other words, 8 x 4 is the same exact problem as 4 x 8 (both equal 32). This rule also works if you’re multiplying more than two numbers together. For example, 2 x 3 x 4 can be written as 2 x 4 x 3, 3 x 4 x 2, etc. Regardless of the order of the numbers being multiplied, this equation will always come out to 24. This means that with the multiplication chart above, you may look for numbers in either the top row or the leftmost column. It doesn’t matter whether you’re connecting the 8 in the top row and the 4 in the left column, or the 8 in the left column and the 4 in the top row. Both ways will give you the same answer of 32. Note, however, that the order doesmatter when you’re doing more than just multiplying numbers together.For example, if you’re multiplying and adding numbers in a problem, you’ll need to follow the order of operations to solve it correctly. Many people use the acronym PEMDAS (parentheses, exponents, multiplication, division, addition, subtraction) to help them recall the correct order in which they must perform calculations to solve a math problem. An easy way toremember this acronym is with the phrase, "Please excuse my dear Aunt Sally." Rule 2: All Multiples of Even Numbers Are Even No matter which even number you choose- whether it’s as low as 2 or as high as 33,809,236- all multiples of even numbers will always be even as well. Don’t believe me? Just look back at the multiplication table above. If you look at the column under 6, for example, you’ll see that all multiples of 6 are, in fact, even numbers! These multiples include 12, 18, 24, 30, 36, etc. A number is even if the digit in the ones place is even (in other words, if it ends in 0, 2, 4, 6, or 8). This rule works because whenever you multiply an even number by another even number or by an odd number, the product will always be even.Here are the formulas that illustrate this: even x even = even even x odd = even Rule 3: All Multiples of Odd Numbers Follow an Even-Odd Pattern Unlike Rule 2, all multiples of odd numbers aren’t, in fact, odd! Rather,multiples of odd numbers will always follow an even-odd pattern. What do I mean by this? Let’s look at an example. Take the odd number 7. Below are the multiples of 7. Each multiple has been highlighted in either yellow (even) or blue (odd): 0 1 2 3 4 5 6 7 8 9 10 11 12 7 0 7 14 21 28 35 42 49 56 63 70 77 84 As you can see, the multiples of 7, an odd number, follow a clear pattern of even, odd, even, odd, and so on. This pattern works because of a fundamental rule in math: an odd number multiplied by an even number will always be even, but an odd number multiplied by an odd number will always be odd. Here are the formulas to help you remember this concept: odd x even = even odd x odd = odd Nature has patterns just like math does. Rule 4: The Only Multiple of 0 Is 0 As you likely noticed in the multiplication chart above, any time you multiply 0 by a number- whether that number is 5, 0.0004758, or 6,783,390,391- the product will always equal 0. Basically, since any number times 0 is equal to 0, all multiples of 0 are therefore 0 as well. Rule 5: A Multiple of 1 Always Equals the Number Being Multiplied Whenever a number- no matter how small or big it might be- is multiplied by 1, the answer will be equal to the original number you started with. For example, 9 x 1 = 9.And 12,351 x 1 = 12,351. Here are some multiples of 1 taken from the chart above: 1 2 3 4 5 6 7 8 9 10 11 12 1 1 2 3 4 5 6 7 8 9 10 11 12 Rule 6: All Multiples of 5 End in 0 or 5 If you look at the multiplication chart above, you’ll notice that all multiples of 5 end in either a 0 or 5. Knowing this makes it easy to remember what numbers are multiples of 5, even if they’re super high. In short, anything that ends in a 5 or 0 is for sure a multiple of 5. Here is a small chart showing some of the multiples of 5: 0 1 2 3 4 5 6 7 8 9 10 11 12 5 0 5 10 15 20 25 30 35 40 45 50 55 60 Rule 7: For Multiples of 10, Just Add a 0 To find a multiple of 10, all you need to do is add a 0 to the end of the number being multiplied by 10. So if you have the problem 10 x 27, you should know right away that the answer is 270 (27 with a 0 added to the end of it). This rule also means that all multiples of 10 end in 0 (this is similar to Rule 6, which states that all multiples of 5 end in either a 5 or 0). In other words, any number you see that ends in a 0, whether it’s 640 or 4,328,120, will be a multiple of 10. Here’s a chart showing some common multiples of 10: 0 1 2 3 4 5 6 7 8 9 10 11 12 10 0 10 20 30 40 50 60 70 80 90 100 110 120 Zerocan be a very useful number in multiplication. Rule 8: Up to 11 x 9, All Multiples of 11 Are Repeated Digits As the multiplication table above shows, all multiples of 11 up to 11 x 9 are equal to the digit being multiplied repeated once. So if you multiply 11 by 6, for example, the answer will be 66 (you just repeat 6- the number being multiplied by 11). Note that this trick only works up to factor 9. Once you hit 10, the product will not equal two repeated digits. Here are the multiples of 11 using the factors 1-9: 1 2 3 4 5 6 7 8 9 11 11 22 33 44 55 66 77 88 99 Rule 9: For 12, Multiply by 10 and 2 Then Add Together Multiples of 12 can be difficult to memorize and a little overwhelming, but there’s an easy trick you can use to quickly find any multiple of 12. All you have to do is multiply the factor (the number being multiplied by 12) by 10, multiply that same factor by 2, and then add these together. This might sound complicated, but it’s really not! Written out as an equation (in which a is any factor of 12), this trick would look like this: 12a = 10a+ 2a Let’s walk through an example. Say you want to find the product of 12 x 9. The quickest way to do this would be to first multiply 9 by 10; this gives us 90.Next, multiply 9 by 2 to get 18. Finally, add together 90 and 18. This gives us108, which is the answer to our original problem: 12 x 9. Try this trick with other factors and then double-check your answer with the multiplication chart or a calculator. What’s Next? Want to brush up on other basic math skills? Then check out our expert guides on how to find the mean of a data set and how to use the acceleration formula. Need help preparing for the SAT/ACT Math section?Learn everything you need to know about what kinds of topics are tested on SAT Math and ACT Math.

Why did the majority of Americans still support President Kennedy Essay

Why did the majority of Americans still support President Kennedy after the failure of the Bay of Pigs invasion - Essay Example Kennedy dared to do what many of his predecessors failed to do. Kennedy put an end to different types of discrimination prevailed in the US society. US people values him for his contributions in spite of his faulty decisions like the Bay of Pigs invasion. In the early years of 1960s, inequality was very much prevalent in US society. Blacks were segregated in the society. Blacks could not dream of government positions those days. Blacks constantly encountered discrimination in private as well as public facilities. Blacks were forbidden from eating with whites in restaurants. They were not allowed to drink in the drinking fountains that whites use. They could not use the same bathroom used by Whites. Blacks had no permission to use the front seat of buses. Blacks occupy the back seats when whites occupy the front seats. Blacks live in the downtrodden areas as whites live in the rich suburban high quality areas. Blacks had no role in democracy as they were not allowed to vote. There wer e separate schools were Whites and Blacks. The story is different once the Civil Rights Act of 1964 came into existence1; full credit to John F. Kennedy. Failures like Bay of Pigs invasion could not undermine the popularity of this president of the United States. Civil Rights Act of 1964 has contributed much in removing unfairness from the society. Many are the achievements of President Kennedy that made people consider him as a good president. His contribution in lessening racial discrimination is noticeable. His eyes could see the inequality in the society of America. In the Presidential Inaugural address he made in 1961, he had sworn to put an end to racial discrimination. While he was occupying the office he offered federal positions to several black people. He is the first US president to give such statuses to black people. He appointed nearly 40 black people to various administrative posts like Associate White House Press Secretary, Administrator of the Housing and Home Financ e Agency, and Deputy Assistant Secretary of State for Public Affairs. He also appointed five black judges in the federal position. This brought a solace to Black Americans as they started expecting better positions in higher levels. President Kennedy’s attempt to uphold the negatively privileged people is memorable. Kennedy put an end to the discrimination in bus travel. A Supreme Court Decision of 1960 stated that segregation would be considered illegal in bus stations that were meant for interstate travel. Civil rights activists began to do Freedom Rides. According to this, Freedom Riders, black people and white people will travel together in buses to check if the new law is successful. In certain locations like Alabama, negative-minded people attacked Freedom Riders as they refused the new law. President Kennedy upheld the Freedom Riders. Later in 1961, civil rights was further implemented by Interstate Commerce Commission by making the seating in interstate buses equal to both whites and blacks. Color, creed or race differences were eliminated in the seating rules. Moreover all terminals were integrated. According to this development people can sit in any seat they want irrespective of how they appear, what color they are and whatsoever they believe in. President John F. Kennedy attempted to end discrimination in various sectors of the society. His attempts of ending discrimination in housing are memorable. Housing segregation always remained as a curse in US society. It was a major civil rights issue in the 1960s. Black people lived in the poor neighborhoods where no developmental activities would be performed. Whites lived in separate prosperous

Colonialism in Ukraine Essay Example | Topics and Well Written Essays - 500 words - 1

Colonialism in Ukraine - Essay Example As the study outlines that the Ukrainan Hetman BohdanKhmelnytsky signed a treaty with Muscovy which had the effect of causing Ukraine to lose its independence and engage in a colonial unification with Russia that was to eventually last for over 300 years. According to the Soviet propaganda that was spread after the signing of this treaty, the PereyaslavskaRada essentially crowned the constant strife by the Ukrainian people that wished to eventually be together with the Russian people. In the same vein, the Ukrainian Hetman Khmelnytsky was regarded by the propaganda as being the treaty’s principle architect and was as such as the champion and hero of the unbreakable union. However, despite the rosy acclaim that the PereyaslavskaRada and Khmelnytsky received from the Soviet propaganda, Khmelnytsky was regarded by some as having been a traitor to Ukraine’s national interests while others still regarded him as being a victim of the devious policies that were being enforced by Russia. From this study it is clear that Russia’s colonies such as Ukraine did not generally take the form of the colonies obtained by other countries as the United Kingdom. As opposed to the coloniesoftoehrcountries, Russia’s colonies were not overseas possessions that were populated by people with different cultures and different skin colors. When Russia colonized Ukraine, its treatment of Ukraine is seen to have been rather paradigmatic for how it treated all its colonies that it usually referred to as its near-abroads. When Ukraine was colonized by Russia, it was officially not recognized as having a separate nationality, instead, Russia moved to ban the usage of the Ukrainian language and stopped Ukrainian children from being taught the language in school. In addition to tis the Ukrainian churches were all force to comply with the orthodox Russian religious norms or go underground.

Reificaition Case Essay Example for Free

Reificaition Case Essay Wikipedia defines reification as â€Å"(Lat. res thing + facere to make) n. the turning of something into a thing or object; the error which consists in treating as a thing something which is not one. Hypostatization, treating an abstract entity as if it were concrete, is a case in point†. In Marxist terms, it is the consideration of a human being as a physical object, deprived of subjectivity. According to Marxists, this is one of the pitfalls of the capitalist system because in such a system the laborers and their work are not valued to their proper extent. Their work is treated as a commodity and is valued according to the unpredictable needs of the market. This concept is closely tied to the Marxist idea of commodity fetishism which Wikipedia describes as â€Å"an inauthentic state of social relations, said to arise in complex capitalist market systems, where social relationships are confused with their medium, the commodity.† Marxist writer, Georg Lukà ¡cs, writes thus: The transformation of the commodity relation into a thing of ghostly objectivity cannot there ore content itself with the reduction of all objects for the gratification of human needs to commodities. It stamps its imprint upon the whole consciousness of man; his qualities an abilities are no longer an organic par of his personality, they are things which he can own or dispose of like the various objects of the external world. Simply put, Marxists criticize capitalist systems for stripping the human person of his social nature. He is transformed into a commodity or a product. One’s labor is transformed into money which is in turn used to purchase the products of other people’s labor. Although this may facilitate the exchange of goods, the problem of the system lies in the fact that because of this abstraction, the use-value (the actual usefulness of the object) is oftentimes totally different from its exchange-value (the value of the object in the marketplace). For example, a person who creates a hammer (which has a variety of uses) will be paid less than a person who makes jewelry (an object which has less use than a hammer). The value given to the work of the laborer is incommensurate to the work and effort that he made in order to produce the good. How can reification be avoided? Marxist measures against reification have proven themselves to be ineffective (including complete control over the market and standardization of wages). This is because these measures tend to remove the element of competition from the formula, thus, causing production to suffer instead. An alternative mode by which reification is avoided is through the respect of human rights. According to John Locke, each person has the natural right to life, liberty and estate which must be protected by the government. These rights must ensure that each person shall be given his due. By treating persons as individuals with human rights and dignity, people will be treated as an end and never as a means. The theory of human rights has been upheld and accepted by most of the world and are embodied in international instruments and conventions, most notable is the Universal Declaration of Human Rights. In the field of labor and employment, modern societies have integrated this idea of human dignity by setting minimum standards and conditions to be strictly followed by employers under the pain of appropriate sanctions should they be defied. For example, there could be a law saying that any employee who works beyond eight hours in a single day shall be given additional overtime pay. Another instance would be a law that would lay down a minimum wage based on the living standards and conditions of the locality where the worker belongs. By recognizing the human dignity of every person, reification is completely obliteration because persons are then given the respect they deserve. They are no longer treated as cogs in the machinery of production but are considered partners in the enterprise. By holding that each person deserves to be treated with dignity, they are esteemed as subjects never objects, and will be given their due.       Bibliography Lukà ¡cs, Georg. 1967. History Class Consciousness. Translated by Andy Blunden. Merlin Press. Smith, John, Bob Snider, and Diane Hill. 2005. A study of physics. New York: McGraw Hill. Wikipedia. 2006. Commodity fetishism. Wikipedia. http://en.wikipedia.org/wiki/Commodity_fetishism. Ashcraft, Richard. 1986. Revolutionary Politics and Lockes Two Treatises of Government. Princeton: Princeton University Press. Wikipedia. 2006. Georg Lukà ¡cs. Wikipedia. http://en.wikipedia.org/wiki/Georg_Luk%C3%A1cs. Wikipedia. 2006. Human Rights. Wikipedia. http://en.wikipedia.org/wiki/Human_rights. Wikipedia. 2006. John Locke. Wikipedia. http://en.wikipedia.org/wiki/John_locke. Wikipedia. 2006. Reification. Wikipedia. http://en.wikipedia.org/wiki/Reification.

La Ficción y la Verdad :: Spanish Essays

RESUMEN: La filosofà ­a clà ¡sica, adhiriendo a una concepcià ³n de la verdad como adecuacià ³n o correspondencia, con la garantà ­a de la subjetividad moderna en sus distintas variantes, ubicà ³ a la ficcià ³n como a una antà ­tesis devaluada de la verdad. Luego de una revalorizacià ³n de la ficcià ³n, en el siglo pasado, desde posiciones utilitaristas, abordamos una tesis de Paul Ricoeur, que correlaciona transculturalmente la actividad narrativa con el caracter temporal de la existencia humana. El eje fuerza de la obra analizada es la nocià ³n aristotà ©lica de mà ­mesis, desdoblada en tres dimensiones : I) prefiguracià ³n prà ¡ctica en torno a la vida cotidiana II) configuracià ³n textual y III) refiguracià ³n receptiva a travà ©s de la lectura. La mà ­mesis II , que abre el paso al "como si", opera como mediacià ³n entre el mundo de la vida -mà ­mesis I- y la lectura refiguradora -mà ­mesis III- y es la mediacià ³n entre el tiempo y la narracià ³n y entre la narracià ³n y la verdad. La confeccià ³n de la trama, como actividad mimà ©tica fabuladora, està ¡ regulada en un proceso de esquematizacià ³n, en el sentido kantiano, ya que subsume factores particulares en un todo -sensible e inteligible- bajo los parà ¡metros del tiempo. La ficcià ³n y la verdad se relacionan entoces libremente bajo la à ©jida narrativa, sin la sujecià ³n a un conciencia fundante, desplazà ¡ndose a travà ©s de una identidad narrativa, que no es una yoidad formal, ni es un cambio indeterminado, al estilode Hume o Nietzsche, sino una ipseidad, que va de la vida al texto y del texto a la lectura, en una relacià ³n de inmanencia trascendencia. En su referencia etimolà ³gica, el tà ©rmino ficcià ³n, remite a dos acepciones principales : a) dar forma, formar, modelar y b) simular, fingir (ficcià ³n poà ©tica). Las dos significaciones se ligan a una tercera : imaginar. Es và ¡lido localizar a la ficcià ³n en el à ¡mbito de lo irrreal, pero ademà ¡s, la filosofà ­a y el pensamiento clà ¡sicos han ubicado a la ficcià ³n y a la verdad como antità ©ticos, entendiendo a à ©sta à ºltima,como adecuacià ³n o correspondencia a una realidad en sà ­. en este sentido, la ficcià ³n fue relegada a mera imaginerà ­a o mentira literaria. El estatuto de la ficcià ³n comienza a variar, cuando a comienzos del siglo XIX, Jeremy Benthan, representante del utilitarismo inglà ©s, apelando a la insuficiencia de las definiciones por gà ©nero y diferencia, recurre a las ficciones. Dice este autor que las entidades reales se vinculan con lo real mediante conceptos simples, en cambio las ficticias designan indirectamente a las entidades reales.

Personal Paper on Euthanasia Essay

A life is ending. Losing a life is tragic enough within its own right. Euthanasia appears to be the best option for a patient. Though the family and patient have suffered immensely, they must continue to suffer mentally and physically through the passive euthanasia process. This particular patient’s death was tragic and slow. The body had broken down, and only a shadow of who the person once was laid in bed as the last breath was taken. If another form of euthanasia, called active euthanasia had been legal, a large amount of pain and suffering could have been spared. If passive euthanasia is legal, then active euthanasia should be legal too. Passive Euthanasia, is when a physician determines that death is unavoidably close, that rather than prolong suffering, to stop whatever treatment is keeping the patient alive. An example would be, if a person is being kept alive by a machine that breathes for them, a decision is made to turn off the machine, indirectly ending the person’s life. Also, there are many cases that are not as simple as that. Often times, passive euthanasia can be performed on a conscious person. If a person is alive, but barely capable of living, a tube that feeds the patient is removed. This leads to the patient starving to death, which led to the patient dying in great pain. My father was diagnosed with terminal colo-rectal cancer, and instead of trying surgeries that would lengthen his life by a few months, he chose not to. My father was passively euthanized. He died a much different man that I have known my whole life. He, once a large burly man had lost around a hundred pounds, and was bedridden. All of his muscles were slowly disintegrating because of atrophy since he was unable to get out of bed. He was in major pain despite the medication he was given, and in the last month of his life the cancer had gone into the blood and to his brain, making him hallucinate,

Dream of equal schooling Essay

Mr. Borsuk also found that with the exception of the element of religion in the voucher schools—an issue many feel is a violation of the separation of church and state– â€Å"it’s the same story that’s being played out in urban classrooms across America—a story of poverty, limited resources, poor leadership and broken families. † (2006). Based on firsthand experience observations garnered from visiting each and every voucher school that would allow it, Borsuk concluded that at least ten of the 106 schools visited appeared to â€Å"lack the ability, resources, knowledge or will to offer children even a mediocre education†¦. most of these were led by individuals who had little to no background in running schools and no resources other than state payments. † (Borsuk 2006). Nine of the voucher schools would not allow the reporters to observe their work, making one wonder why the secrecy? Like everything on earth, some bad must come along with the good. Alex’s Academics of Excellence happened to be a school begun by a convicted rapist, and kept on enrolling students even after allegations of drug use by staff on school grounds and a DA’s investigation. Thankfully, Alex’s, along with three others have closed—as a result of outside intervention, not due to parental outcry. Conservatives have focused on the undeniable problems in our public school systems as a reason for the voucher system. They say that the voucher system gives â€Å"choice† to parents and students, but in reality they are more interested in privatizing the schools, effectively removing them from â€Å"public oversight and responsibility. † (Special Voucher 2000). The alternative to the voucher system would be to â€Å"invest in our public schools, not abandon them,† according to the more liberal stance. Our society knows how to teach children, it just tends to do that job in unequal measures. Many times a disproportionate amount of money is spent on the already privileged children rather than on the low income areas. Perhaps the largest distinguishing factor in voucher schools comes down to religion. Many of the students in the voucher program schools pray together in class, read the Bible, the Torah, or attend Mass. Even parents who are not particularly religious feel their children will get a better education and learn moral values when placed in a parochial school. While the religious aspect is a sticking point for those who advocate the separation of church and state, the religious schools are the fastest growing area of voucher schools, and many parents who were interviewed felt their children were receiving a much better education in a parochial school than they did in public schools. Martin Carnoy, a Stanford University professor has been critical of the voucher system, pointing to the fact that other states are not participating. â€Å"No other places jumped on the bandwagon, and I think the reason is they don’t see anything spectacular and terrific happening. Basically, they can live without it. † (Borsuk 2006). It is felt in many sectors that the voucher program has been a huge drain on resources, taking away money and attention from the some 85,000 students who still attend regular MPS schools. These students are effectively losing out so that others can attend private schools. (Borsuk 2006). How do other states feel about the voucher system? The Florida State Supreme Court ruled on January 5, 2006 that Governor Jeb Bush’s pilot voucher program was illegal because it â€Å"violates the provision in the state constitution that prohibits using taxpayer money to finance a private alternative to the public education system. † (OnWEAC 2006). The decision was 5-2 and the court stated that the voucher school program hurt public education because it diverted public dollars into private systems. Voucher schools are being rejected at a national level as in November, 2005, a group of 23 House Republican’s â€Å"bucked its party’s leaders and defeated an effort to include a private school voucher plan in the House budget reconciliation bill. † (OnWEAC 2006). The question remains: What is the future of the Wisconsin Voucher system? From September, 2005 to January, 2006, the number of low income students attending voucher schools dropped sharply, a decline of nearly 1500 students. This could be due to the fact that three voucher schools were closed because they did not meet minimum standards, or perhaps the reasons are more far-reaching. (School Choice 2006). The Laws have recently expanded the eligibility of voucher recipients, now allowing students who are in schools that have ranked in the â€Å"academic emergency† or â€Å"academic watch† category for the past three years to receive vouchers. (School Choice 2006) The Maine Supreme Judicial Court recently upheld a very controversial state law that prohibits students from using publicly funded vouchers for religious schools. Justice Donald Alexander wrote that the â€Å"state is not compelled to pay for religious education; even though the U. S. Supreme Court has ruled that these programs are constitutionally permissible. † (School Choice 2006). Although this was a Maine case, the issue may soon arise in Wisconsin as well. Wisconsin has done its best and tried many alternatives, gone down many roads to improve the education of their children. Nobody can fault them for this, however it is clear that it is still far from a level playing field, and that more reforms are in order, more programs that guarantee each child a quality education. References: Borsuk, Alan J. (January 3, 2004). Dream of equal schooling is unrealized. Accessed on May 3, 2006 from: http://www.jsonline.com

The Provisions of Sarbanes-Oxley essays

The Provisions of Sarbanes-Oxley essays Richtermeyer, Greller, and Valentine (2006) believe that accounting and finance professionals, though knowledgeable regarding the measurement of corporate performance in many dimensions, may know less about the manner in which companies are evaluated from an ethical standpoint. In light of the provisions of the 2002 Sarbanes-Oxley Act (Public Law No. 107-204, 116 Stat. 745), accounting and finance professionals and the companies with which they work are now subject to more rigorous reporting, accountability, and regulatory oversight than ever before (Sarbanes-Oxley Act, 2006). The Sarbanes-Oxley Acts major provisions include the requirement that public companies evaluate and disclose the effectiveness of their internal controls as they relate to financial reporting and that independent auditors for such companies attest (agree or qualify) to such disclosure. Additionally, a major thrust of the Act is to institute enhanced criminal and civil penalties for violations of securities law and to create the Public Company Accounting Oversight Board (PCAOB) (Sarbanes-Oxley Act, 2006). Certainly, the creators of this legislation were responding to devastating ethical failures that rocked corporate America in the late 1990s and early 2000s. Had the companies generating these scandals used an instrument such as the CEV and had they then chosen to act to eliminate unethical behaviors, it is quite possible that some of these scandals could have been avoided. It is an unfortunate commentary on the American corporation that the government needed once again to step in and create new regulatory systems and enhanced criminal penalties to punish the very individuals in corporate America and in the accounting and finance professions who ought to adhere to the highest standards of ethical conduct. ...

The Complete Guide toSAT Math Word Problems

The Complete Guide toSAT Math Word Problems SAT / ACT Prep Online Guides and Tips About 25% of your total SAT Math section will be word problems, meaning you will have to create your own visuals and equations to solve for your answers. Though the actual math topics can vary, SAT word problems share a few commonalities, and we’re here to walk you through how to best solve them. This post will be your complete guide to SAT Math word problems. We'll coverhow to translate word problems into equations and diagrams, the different types of math word problems you’ll see on the test, and how to go about solving your word problems on test day. Feature Image: Antonio Litterio/Wikimedia What Are SAT Math Word Problems? A word problem is any math problem based mostly or entirely on a written description. You will not be provided with an equation, diagram, or graph on a word problem and must instead use your reading skills to translate the words of the question into a workable math problem. Once you do this, you can then solve it. You will be given word problems on the SAT Math section for a variety of reasons. For one, word problems test your reading comprehension and your ability to visualize information. Secondly, these types of questionsallow test makers to ask questions that'd be impossible to ask with just a diagram or an equation. For instance, if a math question asks you to fit as many small objects into a larger one as is possible, it'd be difficult to demonstrate and ask this with only a diagram. Translating Math Word Problems Into Equations or Drawings In order to translate your SAT word problems into actionable math equations you can solve, you’ll need to understand and know how to utilize some key math terms. Whenever you see these words, you can translate them into the proper mathematical action. For instance, the word "sum" means the value when two or more items are added together. So if you need to find the sum of a and b, you’ll need to set up your equation like this: a+b. Also, note that many mathematical actions have more than one term attached, whichcan be used interchangeably. Here is a chart with all the key terms and symbols you should know for SAT Math word problems: Key Terms Mathematical Action Sum, increased by, added to, more than, total of + Difference, decreased by, less than, subtracted from − Product, times, __ times as much, __ times as many (a number, e.g., â€Å"three times as many†) * or x Divided by, per, __ as many, __ as much (a fraction, e.g., â€Å"one-third as much†) / or à · Equals, is, are, equivalent = Is less than Is greater than Is less than or equal to ≠¤ Is greater than or equal to ≠¥ Now, let's look at these math terms in action using a few official examples: We can solve this problem by translating the information we're given into algebra. We know the individual price of each salad and drink, and the total revenue made from selling 209 salads and drinks combined. So let's write this out in algebraic form. We'll say that the number of salads sold = S, and the number of drinks sold = D. The problem tells us that 209 salads and drinks have been sold, which we can think of as this: S+D= 209 Finally, we've been told that a certain number of S and Dhave been sold and have brought in a total revenue of 836 dollars and 50 cents. We don't know the exact numbers of S and D, but we do know how much each unit costs. Therefore, we can write this equation: 6.50S + 2D = 836.5 We now have two equations with the same variables (S and D). Since we want to know how many salads were sold, we'll need to solve forD so that we can use this information to solve for S. The first equation tells us what S and D equal when added together, but we can rearrange this to tell us what justD equals in terms of S: S+D= 209 Now, just subtractS from both sides to get what Dequals: D = 209−S Finally, plug this expression in for D into our other equation, and then solve for S: 6.50S+ 2(209 −S)= 836.5 6.50S+ 418− 2S= 836.5 6.50S− 2S = 418.5 4.5S = 418.5 S = 93 The correct answer choice is (B) 93. This word problem asks us to solve for one possible solution (it asks for "a possible amount"), so we know right away that there will be multiple correct answers. Wyatt can husk at least 12 dozen ears of corn and at most 18 dozen ears of corn per hour. If he husks 72 dozen at a rate of 12 dozen an hour, this is equal to 72 / 12 = 6 hours. You could therefore write 6 as your final answer. If Wyatt husks 72 dozen at a rate of 18 dozen an hour (the highest rate possible he can do), this comes out to 72 / 18 = 4 hours. You could write 4 as your final answer. Since the minimum time it takes Wyatt is 4 hours and the maximum time is 6 hours, any number from 4 to 6 would be correct. Though the hardest SAT word problems might look like Latin to you right now, practice and study will soon have you translating them into workable questions. Typical SAT Word Problems Word problems on the SAT can be grouped into three major categories: Word problems for which you must simply set up an equation Word problems for which you must solve for a specific value Word problems for which you must define the meaning of a value or variable Below, we look at each world problem type and give you examples. Word Problem Type 1: Setting Up an Equation This is a fairly uncommon type of SAT word problem, but you’ll generally see it at least once on the Math section. You'll also most likely see it first on the section. For these problems, you must use the information you’re given and then set up the equation. No need to solve for the missing variable- this is as far as you need to go. Almost always, you’ll see this type of question in the first four questions on the SAT Math section, meaning that the College Board consider these questions easy. This is due to the fact that you only have to provide the setup and not the execution. To solve this problem, we'll need to know both Armand's and Tyrone's situations, so let's look at them separately: Armand:Armand sent m text messages each hour for 5 hours, so we can write this as 5m- the number of texts he sent per hour multiplied by the total number of hours he texted. Tyrone:Tyrone sent p text messages each hour for 4 hours, so we can write this as 4p- the number of texts he sent per hour multiplied by the total number of hours he texted. We now know that Armand's situation can be written algebraically as5m,and Tyrone's can be written as4p. Since we're being asked for the expression that represents the total number of texts sent by Armand and Tyrone, we must add together the two expressions: 5m +4p The correct answer is choice (C) 5m +4p Word Problem Type 2: Solving for a Missing Value The vast majority of SAT Math word problem questions will fall into this category. For these questions, you must both set up your equationandsolve 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 SAT Math topics,such asaverages, single-variable equations, and ratios. You almost always must have a solid understanding of the math topic in question in order to solve the word problem on the topic. Let's try to think about this problem in terms of x. If Type A trees produced 20% more pears than Type B did, we can write this as an expression: x + 0.2x = 1.2x = # of pears produced by Type A In this equation, x is the number of pears produced by Type B trees. If we add 20% of x (0.2x) to x, we get the number of pears produced by Type A trees. The problem tells us that Type A trees produced a total of 144 pears. Since we know that 1.2x is equal to the number of pears produced by Type A, we can write the following equation: 1.2x= 144 Now, all we have to do is divide both sides by 1.2 to find the number of pears produced by Type B trees: x = 144 / 1.2 x = 120 The correct answer choice is (B) 120. You might also get a geometry problem as a word problem, which might or might not be set up with a scenario, too. 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, or because the problem would be impossible to show with a diagram. (Note that geometry makes up a very small percentage of SAT Math.) This is a case of a problem that is difficult to show visually, since x is not a set degree value but rather a value greater than 55; thus, it must be presented as a word problem. Since we know that x must be an integerdegree value greater than 55, let us assign it a value. In this case, let us call x 56 °. (Why 56? There are other values x could be, but 56 is guaranteed to work since it's the smallest integer larger than 55. Basically, it's a safe bet!) Now, because x= 56, the next angle in the triangle- 2x- must measure the following: 56*2 =112 Let's make a rough (not to scale) sketch of what we know so far: Now, we know that there are 180 ° in a triangle, so we can find the value of y by saying this: y = 180 − 112 − 56 y = 12 One possible value for y is 12.(Other possible values are3, 6, and 9.) Word Problem Type 3: Explaining the Meaning of a Variable or Value This type of problem willshow up at least once.It asks you to define part of an equation provided by the word problem- generally the meaning of a specific variable or number. This question might sound tricky at first, but it's actually quite simple. We know that P is the number of phones Kathy has left to fix, and d is the number of days she has worked in a week. If she's worked 0 days (i.e., if we plug 0 into the equation), here's what we get: P = 108− 23(0) P = 108 This means that, without working any days of the week, Kathy has 108 phones to repair.The correct answer choice, therefore, is (B) Kathy starts each week with 108 phones to fix. To help juggle all the various SAT word problems, let's look at the math strategies and tips at our disposal. 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! SAT Math Strategies for Word Problems Though you’ll see word problems on the SAT Math section on a variety of math topics, there are still a few techniques you can apply to solve 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 word problem about a circle (specifically, a pizza): If you often have trouble visualizing problems such as these, draw it out. We know that we're dealing with a circle since our focus is a pizza. We also know that the pizza weighs 3 pounds. Because we'll need to solve the weight of each slice in ounces, let's first convert the total weight of our pizza from pounds into ounces. We're given the conversion (1 pound = 16 ounces), so all we have to do is multiply our 3-pound pizza by 16 to get our answer: 3 * 16 = 48 ounces (for whole pizza) Now, let's draw a picture. First, the pizza is divided in half (not drawn to scale): We now have two equal-sized pieces. Let's continue drawing. The problem then says that we divide each half into three equal pieces (again, not drawn to scale): This gives us a total of six equal-sized pieces. Since we know the total weight of the pizza is 48 ounces, all we have to do is divide by 6 (the number of pieces) to get the weight (in ounces) per piece of pizza: 48 / 6 = 8 ounces per piece The correct answer choice is (C) 8. As for geometry problems, remember that you might get a geometry word problem writtenas a word problem. In this case, make your own drawing of the scene. Even a rough sketch can help you visualize the math problem and keep all your information in order. #2: Memorize Key Terms If you’re not used to translating English words and descriptions into mathematical equations, then SAT word problems might be difficult to wrap your head around at first. Look at the chart we gave you above so you canlearn how to translate keywords into their math equivalents. This way, you can understand exactly what a problem is asking you to find and how you’re supposed to find it. There are free SAT Math questions available online, so memorize your terms and then practice on realistic SAT word problems to make sure you’ve got your definitions down and can apply them to the actual test. #3: Underline and/or Write Out ImportantInformation The key to solving a word problem is to bring together all thekey pieces of given information and put them in the right places. Make sure you write out all these givens on the diagram you’ve drawn (if the problem calls for a diagram) so that all your moving pieces are in order. One of the best ways to keep all your pieces straight is to underline your key information in the problem, and then write them out yourself before you set up your equation. So take a moment to perform this step before you zero in on solving the question. #4: Pay Close Attention to What's Being Asked It can be infuriating to find yourself 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 math 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, 2x, or y? It’s always better to double-check what you’re supposed to find before you start than to realize two minutes down the line that you have to begin solving the problem all over again. #5: Brush Up on Any Specific Math Topic You Feel Weak In You're likely to see both a diagram/equation problem anda word problem for almost every SAT Math topicon the test. This is why there are so many different types of word problems and why you’ll need to know the ins and outs of every SAT Math topic in order to be able to solve a word problem about it. For example, if you don’t know how to find an averagegiven a set of numbers, you certainly won’t know how to solve a word problem that deals with averages! Understand that solving an SAT Math word problem is a two-step process:it requires you to both understand how word problems work and to understand the math topic in question. If you have any areas of mathematical weakness, now's a good time to brush up on them- or else SAT word problems might be trickier than you were expecting! All set? Let's go! Test Your SAT Math Word Problem Knowledge Finally, it's time to test your word problem know-how against real SAT Mathproblems: Word Problems 1. No Calculator 2. Calculator OK 3. Calculator OK 4. Calculator OK Answers:C, B, A, 1160 Answer Explanations 1. For this problem, we have to use the information we're given to set up an equation. We know that Ken spent x dollars, and Paul spent 1 dollar more than Ken did. Therefore, we can write the following equation for Paul: x + 1 Ken and Paul split the bill evenly. This means that we'll have to solve for the total amount of both their sandwiches and then divide it by 2. Since Ken's sandwich cost x dollars and Paul's cost x + 1, here's what our equation looks like when we combine the two expressions: x + x + 1 2x + 1 Now, we can divide this expression by 2 to get the price each person paid: (2x+ 1) / 2 x + 0.5 But we're not finished yet. We know that both Ken and Paul also paid a 20% tip on their bills. As a result,we have to multiply the total cost of one bill by 0.2, and then add this tip to the bill. Algebraically, this looks like this: (x + 0.5) + 0.2(x + 0.5) x+ 0.5 + 0.2x + 0.1 1.2x + 0.6 The correct answer choice is (C) 1.2x + 0.6 2. You'll have to be familiar with statistics in order to understand what this question is asking. Since Nick surveyed a random sample of his freshman class, we can say that this sample will accurately reflect the opinion (and thus the same percentages) as the entire freshman class. Of the 90 freshmen sampled, 25.6% said that they wanted the Fall Festival held in October. All we have to do now is find this percentage of the entire freshmen class (which consists of 225 students) to determine how many total freshmen would prefer an October festival: 225 * 0.256 = 57.6 Since the question is asking "about how many students"- and since we obviously can't have a fraction of a person!- we'll have to round this number to the nearest answer choice available, which is60, or answer choice (B). 3. This is one of those problems that is asking you to define a value in the equation given. It might look confusing, but don't be scared- it's actually not as difficult as it appears! First off, we know that t represents the number of seconds passed after an object is launched upward. But what if no time has passed yet? This would mean that t = 0. Here's what happens to the equation when we plug in 0 for t: h(0) = -16(0)2 + 110(0) + 72 h(0) = 0 + 0 + 72 h(0) = 72 As we can see, before the object is even launched, it has a height of 72 feet. This means that 72 must represent the initial height, in feet, of the object, or answer choice (A). 4. You might be tempted to draw a diagram for this problem since it's talking about a pool (rectangle), but it's actually quicker to just look at the numbers given and work from there. We know that the pool currently holds 600 gallons of water and that water has been hosed into it at a rate of 8 gallons a minute for a total of 70 minutes. To find the amount of water in the pool now, we'll have to first solve for the amount of water added to the pool by hose. We know that 8 gallons were added each minute for 70 minutes, so all we have to do is multiply 8 by 70: 8 * 70 = 560 gallons This tells us that 560 gallons of water were added to our already-filled, 600-gallon pool. To find the total amount of water, then, we simply add these two numbers together: 560 + 600 = 1160 The correct answer is 1160. Aaaaaaaaaaand time for a nap. Key Takeaways: Making Sense of SAT Math Word Problems Word problems make up a significant portion of the SAT Math section, so it’s a good idea to understand how they work and how to translate the words on the page into a proper expression or equation.But this is still only half the battle. Though you won’t know how to solve a word problem if you don’t know what a product is or how to draw a right triangle, you also won’t know how to solve a word problem aboutratios if you don’t know how ratios work. Therefore, be sure to learn not only how to approach math word problems as a whole, but also how to narrow your focus on any SAT Math topics you need help with. You can find links to all of our SAT Math topic guideshereto help you in your studies. What’s Next? Want to brush up on SAT Math topics? Check out our individual math guides to get an overview of each and every topic on SAT Math. From polygonsandslopestoprobabilitiesandsequences, we've got you covered! Running out of time on the SAT Math section? We have the know-how to help you beat the clock and maximize your score. Been procrastinating on your SAT studying? Learn how you can overcome your desire to procrastinate and make a well-balanced prep plan. Trying to get a perfect SAT score? Take a look at our guide to getting a perfect 800 on 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 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. 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