Select an organisation and to develop a strategic review of its Essay

Select an association and to build up a vital audit of its outside condition and the related issues it faces. It tends to be - Essay Example History of the Company Tyrrells Potato Chips Company is gladly and dedicatedly occupied with creating, cultivating, and handling of these potatoes into chips. This ranch is situated in Tyrrells Court, England. The organization is advancing in this field of business throughout the previous 20 years. The proprietor of the organization had invested broad energy and devotion in changing over his potato store into a little assembling production line subsequent to finishing a point by point research in the field of handled nourishments and propelled hardware execution and advancement. Tyrrells is well known for its flavors, which is the aftereffect of old developed potatoes (www.chelseamarketbasket.com, 2012). Assembling Process The procedure of Tyrrells Potato chips tasks incorporate creation and reaping of potato crop in little groups, arranged and cut into fine cuts, and singed in top notch sunflower cooking oil. Finally, these fries are pressed in exceptionally acceptable bundles fixed by utilizing most recent innovation to guarantee the newness of the potato chips. The bundling of the chips frames an extra enthusiastic picture to the potato chips (www.chelseamarketbasket.com, 2012). ... Snack of Fritas, zesty, and Thai Chili flavors. Tortyrrells of hot chillies, harsh cream, cheddar and onion flavors (www.tyrrellscrisps.co.uk, 2012). The Business Progress The Tyrrells have made the most noteworthy volume of deals in 2008 for example 13 million pounds. It is accounted for that the proprietor of the organization Will Chase have sold out significant bit of supply of the organization to the firm named as Langholm Capital for around 30 million pounds what's more, the organization has begun another auxiliary by name of Chase Distilleries, which is occupied with the creation of another sort of chips named as Vodka potato (PotatoPro, 2012). Outer Analysis Industry Analysis according to most recent reports, the appetizing nibble industry in UK is becoming in any event, during the hours of diminished monetary development. As indicated by the most recent insights, the appetizing bite advertise developed by 7.1% during 2011and earned a sum of ?2.71 billion benefit out of retail selling costs. The essential elements adding to the accomplishment of appetizing nibble industry are developing notoriety and prevalence of these snacks in the UK showcase, expanding number of grown-up lunch boxes, expanding in the patterns of sack sharing adjusted by producers and expanding reactions to the client request as to wellbeing security and increasingly inventive flavors (Keynote, 2011). Production of potatoes has vigorously overwhelmed the nibble business as contrast with straightforward crisps. The essential explanations for it are developing reactions of makers towards clients as for issues relating to wellbeing, fats free food and lighter tidbit, thusly makers have moved their style of creation and handling. What's more, there are greater levels of popularity of clients to present creative flavors both British and fascinating starting points. The interest for nuts and pop corns has moreover

Benefits Of Outsourcing To Host Country

Advantages Of Outsourcing To Host Country Notwithstanding the ongoing worldwide monetary downturn, the overall business redistributing market has accomplished huge development, According to one of well known International speculation consultancy firm known as â€Å"McKinsey and Company† predicts that the interest for re-appropriating administrations will acquire $230 billion by in 2011 from entire universes and it will develop and by 10.5 percent (compound yearly development rate.). In the present business world numerous enormous associations are redistributing different employments for instance call focus administrations, finance, email administrations, Business Process Outsource and HR. As model: HSBC Bank has re-appropriated their call communities and Electronic Data Processing at India and Sri Lanka. AVIVA Insurance redistributed their call habitats at India and Sri Lanka. IBM has re-appropriate business Transformation framework and client contact work [call centres] at India 1.1 Outsourcing can be characterized a s contact between two organizations to offer types of assistance which may somehow be performed by in-house representatives. In today’s world there is pattern of re-appropriating .Many worldwide organizations are presently re-appropriated different degree of occupations, as model, for example, call focus administrations, finance the executives mail administration help. These re-appropriated employments are dealt with by organizations who have skilful works who practice to give in administrations which are situated outside the nation of origin. In today business world Outsourcings has become most recent pattern which is getting increasingly regular in data innovation field. 1.2 Reasons for Outsourcings There are different explanations for outsourcings. Following area will depict the explanations behind re-appropriating: Improve Goal Congruence Outsourcing permit the executives to make consideration on the indispensable or center business issues related with addressing client n eeds and keeping up everyday issues. Outsourcings Allow To Access World-Class Capabilities Each documentation is specialization in their own center exercises. Ex: Qualitative work India. Advance innovation China and Japan. Redistributing permit to get to world-class abilities, including imaginative innovation, etc Share Risks With Different Peoples Outsourcing permits the board spread certain degree of dangers as model interest changeability and capital ventures. Supplier Free Resources for non center exercises Outsourcing permitting association to focus on non center exercises and it permit to apportion those free assets among different exercises Reducing Cost By Economic Of Scale Outsourcing permits association to offer types of assistance at lower cost structure, which came about because of economies of scale. Diminishing expense is the most powerful explanations behind re-appropriating. Permit To Use Resources Not Internally Accessible Outsourcing is most best open door for orga nizations that can possibly fast development, venture into another topography territory , or side projects . Redistributing Allow to utilize Resources not inside open Allow To Mange Functions Are Difficult Control issues are a one of significant explanation behind re-appropriating. In any case, administrators need to discover basic foundations for troubles instead of redistributing Even however there are different explanation for re-appropriating , capacity of getting cost focal points is The primary target of re-appropriating is, But part of associations are neglect to understand any cost favorable circumstances got from re-appropriating. The well known venture organization â€Å"Gartner† is prescient that in 2009, 80% of associations re-appropriated by having essential objective of coat slicing bit they can't accomplish their essential objective of cost cutting, in light of the fact that there are different shrouded cost of redistributing. For example, re-appropriating orga nizations have elevated level of staff turnover rates than different associations ,Normally it is high as 80% †100%, cost of losing customer because of increments of disappointment. Accordingly redistributing must be completely observed. Can without much of a stretch come up short.

How to Survive in a Cook-for-Yourself Community

How to Survive in a Cook-for-Yourself Community This post is dedicated to 2021s who aren’t sure if they can survive in a cook-for-yourself community. It could be helpful for parents as well. Note on Update: this post has been updated with a section on the new Pilot 2021 optional meal kit plan. The appendix also compares it to non-MIT subscription meal services. Spoiler: its  expensive. Update on Update: although Pilot 2021 was canceled, Im leaving the section about it for information about non-MIT meal kits and meal prices in general. The section is also a cautionary tale about dining claims.   First, an important note: you are required to purchase a meal plan if you live in a dorm with a dining hall. I strongly believe that you shouldnt pick a dorm based on the presence or absence of dining (unless cost is an important factor, in which case a meal plan is not advisable, see appendix). At MIT, where every dorm is different because of its culture, convenience should not be in the top 5 reasons for choosing a living space. Another Important note: this is not a post advocating for certain dorms. Any undergraduate can get a meal plan regardless of where they live. The final section of the post offers ways to feed yourself in a non-dining community for all cooking skill levels. Why You Should Not Get a Meal Plan A bit about me: I cannot cook. I had a meal plan during the first semester of freshman year. This post is based on personal experience. A freshman plan includes either 19 or 14 meals a week, and missed dining opportunities do not transfer to later dates. Meals are all-you-can-eat once you enter the dining hall. I have many regrets about getting a meal plan. That first semester, I lost too many opportunities to bond with friends and neighbors. Cook-for-yourself communities allow students to connect and foster food-related traditions. They also incentivize exploring the Greater Boston cuisine. A meal plan gives no leeway for off-campus adventures. To be fair, for people who eat large meals (e.g. athletes), a meal plan might be a great deal. For me, it wasn’t. Every dinner, I would gorge on stir-fry and Danish pastries and feel way more than full. Dieticians suggest consuming multiple small meals throughout the day; I got most of my calories in two giant portions before 10am and after 6pm. For the time in between (since lunch was not included), I took a small dessert, bagel, or fruit from the dining hall and try to go to grocery stores as rarely  as possible. By the end of the semester, after long nights of work, I couldnt wake up for the 8-11am breakfasts and had no food in the mornings. When Thanksgiving came, and the dining halls closed, I was completely unprepared. Another important drawback of the meal plan is the often poor food quality that varies by the dining hall (but not by the price). My freshman year, Maseeh Dining (the closest dining hall to the East Side) served one healthy dinner option, stir-fry, which required standing in line and waiting for the order to be freshly cooked. The rest of the food was hardly worth it, the pizza being especially awful. The milk was sometimes sour, and the vegetables often dry, left in the open for the whole day. Last year, a student found potentially elevated arsenic levels in the halls apple juice. Despite these mistakes, the staff always ensured that the students dont break the rules; I was reprimanded for even approaching the lunch salads after breakfast time ended. My eating habits and digestive health improved significantly once I quit the meal plan, and I saved a ton of money. The cost comparison table in the appendix below shows that freshmen who feed themselves save, on average, $1680-3080  per year. If you eat common breakfast foods and light lunches, you can eat out every day and still stay under the $100/week budget (compared to $158 for just 14 meals)! Read Joels 18 similar critique of his freshman year meal plan experience here (not adjusted for inflation). Also read the comments below for some excellent additions to this post. Bonus: a recent post on SaveSeniorHouse.mit.edu  highlighted that the average Boston-Newton-Cambridge, MA adult spends only $3,464 on food per year (source). Thats only $67 per week, or about 2.4 times less than the cheapest MIT freshman meal plan. And that is considering that Boston is the 4th most expensive city in the U.S., with grocery costs exceeding the national average by more than 20% (source). Why You Should Not Get a Pilot 2021 Meal Kits Plan The MIT Housing website claims this optional plan for Pilot 2021 residents is more economical. That is false: the basic freshman meal plan is $4,480 for 14 meals/week, while the Pilot 2021 plan is $2,500 for 7 uncooked meals/week (plus the money you will spend on the rest of your weeks meals). This means the Pilot 2021 plan costs $12.76 per meal (assuming it doesnt include IAP, like the other dorm plans). That is a lot, even by Greater Boston standards. For that amount, you can get a giant burger with fries at Mr. Bartleys Burger Cottage, the best burger venue in the area with a history of celebrity drop-ins (and I doubt Tyra Banks or Robert Plant will visit Senior House). Additionally, the Pilot 2021 plan cost does not account for the time youll spend cooking the meal kits, which is likely much longer than just microwaving a frozen meal in a cook-for-yourself community. And remember that you’ll still need time to go to a grocery store for the remainder of your weekly meals. So you’ll have to shop/budget/plan on your own and  cook at least 7 meals outside of that. If your parents are worried about your ability to eat regularly and properly, the Pilot 2021 is not the best solutionâ€"it’s extremely difficult to cook 7 times a week. You will also be less likely to find experienced upperclassmen in Pilot 2021 to help you with more complex recipes. Of course, the Pilot 2021 plan does include some built-in dining dollars for eating out at a nearby cafe, but its unclear what the amount of this dollars is, nor what food will be available for that money. There are other major unknowns in the optional plan, primarily, what counts as one meal? A traditional meal plan is all-you-can-eat for every meal; how large is a one-meal kit? Is it enough for athletes or other students with high-protein diets? Can kits accommodate people’s various dietary needs, i.e. vegetarian, gluten-free, kosher/halal etc? Are there instructions or simpler recipes for the less-experienced freshmen? What kind of communal utensils and cooking aides be available?.. I could go on, but that would likely exceed the acceptable number of question marks per paragraph. The important takeaway here is that the $2,500 plan is mysterious, time-consuming, and definitely  less economical. Bonus (alternative subscription meal boxes): there are plenty of non-MIT subscription food services that offer more flexibility and clarity for a larger variety of diets. They all offer cheaper options and discounts for first-time customers. Some options are Blue Apron (most popular, see cost comparison in appendix), Hello Fresh, Plated, Sun Basket, Purple Carrot, Home Chef, Martha Marley Spoon, BistroMD, etc. Here is a nice infographic from Observer to help you choose the service you need. How to Feed Yourself (for All Skill Levels) LEVEL 1: Cook-for-Yourself Living in a cook-for-yourself community will be easy! The dorms’ kitchens normally have communal cooking appliances and utensils. My floor, for example, has a blender, several rice cookers, plates, cutlery, baking sheets, pans, and basic grocery necessities such as olive/canola oil, salt, spices, etc. There are two microwaves and three ovens, as well as a fridge for each class year. Dont rush to buy extra kitchen stuff until you settle in your dorm and floor, though, as every community owns different items. To minimize money on the food itself, Level 1 residents usually cook large portions to last several days. They can easily spend only $50/week on food. LEVEL 2: Cooking Co-Ops The easiest option is cooking co-ops. You can start or join a cooking co-op in your dormâ€"you’ll only have to cook once every week or two, and can arrange to cook with another resident. There are existing cooking co-ops for a variety of diets (e.g. vegan). LEVEL 3: Grocery Shopping and Frozen Meals Find people to join you on grocery shopping trips. The closest stores are Starmarket, a small Target, and H-mart (an Asian grocery store) in Central Square, which is a 5-25-minute walk from cook-for-yourself dorms (or a 5-minute subway ride from East Campus). There are also  free MIT shuttles every weekend to Costco, a large Target, Star Market, Trader Joe’s, and Whole Foods (and you can borrow a free MIT Costco card!). If you don’t want to wait until the weekend, get an MBTA pass and use public transportation to reach your favorite store. MIT students can purchase monthly MBTA passes at a 50% discount. Also use the unlimited MBTA trips to get fruits and vegetables at Haymarket, an impressively cheap outdoor weekend market downtown. LEVEL 3 (Bonus): What I Do I fall into the third tier and still save a ton of money compared to the meal plan. My friend and I buy the bulk of our lunch/dinner foods at Trader Joe’s once every two weeks or so, and eat out a couple of times a week. TJ’s can be more expensive compared to conventional supermarkets like Costco or Star Market, but its large selection of healthy frozen meal options makes it incredibly convenient. The frozen meals are easy to make in a microwave, pan, or oven. They can stay “fresh” longer so we dont have to plan meals to ensure that perishable products are used in time. Between Trader Joe’s trips, I take the subway to Central Square to get milk and cereal from CVS, Walgreens, or Target. For dry or canned foods such as rice, pasta, or beef chili, I use Amazon Prime Pantry (Amazon is half off for college students). LEVEL 4: Free Food MIT hosts many educational events, which usually offer food. Theoretically, you could get a free dinner every day and learn something new from, say, Noam Chomsky. Some student groups also feed members. If you aren’t in a group and don’t have time for events, add your Kerberos to the free-food mailing list. And make sure to participate in food-related traditions at your living group. For example, our halls GRT (Graduate Resident Tutor) makes waffles every Monday, and, during finals week, we have Finals Feeds, with daily breakfasts and dinners cooked by residents. BONUS:  Read about feeding options from Joel G. 18 here, and about farmers markets from Selam G. 18 here. Check out some simple recipes for freshmen from Lydia K. 14, MEng 16 here and here. Browse MIT Admissions for relevant entries by other bloggers. Appendix   *Weekly cost estimates exclude bonus guest passes (6-8 per semester for freshmen).  Cost per week calculated based on a 14-week semester schedule.   *Blue Apron prices are comparable to other subscription meal service prices. Some services include additional dietary options or organic/locally sourced products. Post Tagged #dining #grocery shopping

Business Plan for YSDPC Waterproofing Company - Free Essay Example

Sample details Pages: 4 Words: 1198 Downloads: 3 Date added: 2017/06/26 Category Business Essay Type Research paper Did you like this example? BUSINESS PLAN à ¢Ã¢â€š ¬Ã¢â‚¬Å" COMPANY WRITE UP 2. OPPORTUNITY, INDUSTRY AND MARKET YSDPC Waterproofing is a proudly South African Brand. YSDPC Waterproofing is a South African Company that Manufactures, supplies and applies a range of building maintenance products country wide, with our systems and solutions for: Torch-on waterproofing Acrylic waterproofing Cementitious waterproofing Concrete roof slabs Zinc and tiled roofs Retaining walls Foundation walls Balconies and patios Multi-level boarded systems Roof flashings and valleys Reservoirs, ponds and tanks Flower boxes Parapet walls Face brick sealing Damp proof applications Rising damp Lateral damp Penetrating damp Chemical injection DPC Exterior and interior walls Basement and cellars Showers and bathrooms Subsoil and drainage systems Slurry coatings Tanking LOCALLY MANUFACTURED At YSDPC Waterproofing, we recognize the various challenges posed to maintaining buildings, due to our harsh South African climate. We manufacture all our products specifically for the South African market. We ensure that your building is maintained, be it a residential building, commercial building or an industrial building, so that you can be satisfied with the long term value added to your property. ENVIRONMENTALLY CONSCIOUS YSDPC Waterproofing products are all manufactured from the highest quality Environmentally Friendly raw materials that are available to us globally. Not only do we incorporate Environmentally friendly and Eco-Friendly raw materials into our products, but our Manufacturing processes, are also based on minimizing the use of our natural resources. AIM YSDPC Waterproofingà ¢Ã¢â€š ¬Ã¢â€ž ¢s aim is to provide all our clients at the residential level, commercial level or industrial level, with cost effective, long term solutions , at the first instant. We provide you, our valued Customer with, environmentally-friendly Building Maintenance, long term Professional solutions. GAPS IN THE MARKET DURAM proudly produces the best high quality coatings for our South African market place. This range includes coatings for waterproofing floors and metals. With vast knowledge and experience you can be assured that DURAM product manufacturers use their innovative thinking to manufacture intelligent paints that are guaranteed to improve the lifespan of your assets. DURAM is a South African product which is manufactured to survive in our unique climate and it fully adheres to the local and international standards. ABE is a leading provider of innovative and cost effective waterproofing products within our South African market. ABE is a supplier of custom and specialised products to our retailers, construction and maintenance industries, including civil engineering industries. They distribute from their two man ufacturing plants in South Africa, which makes supply easy and efficient for ABE. These products are a good value for your money local waterproofing solution. With the growing global emphasis being put on Eco-friendly products there has been a strong interest in the new environmentally friendly waterproofing products that was recently launched on the South African market by ABE construction chemicals. 7 new environmentally friendly products Don’t waste time! Our writers will create an original "Business Plan for YSDPC Waterproofing Company" essay for you Create order ABE Proof Acrylic Primer ABE Proof Anti Root ABE Thermal Shield ABE PU Eco ABE Proof Acrylic Matrix K11 Duraproof Dekflex System THE MARKET How fast is the market growing? There has been a growing infrastructure demand in the South African development sector, which is related the investment that is taking place in South Africa and Africa. The areas of investment which include water sanitation, power, energy, transport, logistics, accommodation and facilities, telecommunications health and education, and beneficiations infrastructure. We give support to the growing infrastructure of South Africa through the strategic partnerships with our local and international suppliers The engineering and construction industry is a growth filled sector locally and in the rest of Africa The engineering and construction sector creates and sustains jobs, contributes to the national fiscal revenue and it seeks to improve the well-being of the many of its citizens who are employed by the sector. Without infrastructure, sustainable social and economic development will not be possible. INDUSTRY WATERPROOFING FEDERATION SOUTH AFRICA (WFSA) Is dedicated to the support, promotion and protection of the company of the common interests of its clients specifying authorities, its contractors and its manufacturers to ensure that there is integrity and professionalism in the waterproofing industry. The waterproofing industry sector comprises of the membership of WFSA Waterproofing contractors Waterproofing materials and manufacturers Affiliate and associate members from the building technology division of the C.S.I.R Institute of S.A Architects, the SA Institute of building ,the South African bureau of standards, as well as other professional and education bodies. HOW MUCH POWER DO THE CUSTOMERS HAVE? The concerns of customers generally lie in the three basic areas The customer needs to be sure that she/he obtains expert advice during the selection of the product and system right at the outset That the waterproofing will be correctly and professionally installed to the industry standards That after installation she/he will know how to go about maintaining the waterproofing correctly. By the customer dealing with any of our WFSA members they can be assured that they will obtain the best advice and service according to the above. CUSTOMER INSTALLATION COMPLAINTS Whilst the vast majority of installation work that is carried out by the WFSA contractor the member is trouble free. The federation also acknowledges that there may be certain occasions when the standard of work considered by the customer is less than what are desired industry standards. It is particularly in this area that WFSA will assist. When a customer has a cause for a legitimate complaint against any contractor member WFSA can be contacted to offer impartial advice and assistance as the occasion demands STEPS TO BE TAKEN IN THE EVENT OF AN INSTALLATION COMPLAINT Firstly it is essential that the WFSA member is afforded a reasonable opportunity to rectify any defect as complaints can usually be settled in this manner WHAT TO DO IF THE COMPLAINT CANNOT PROMPTLY SATISFACTORILY BE SET TLED If for whatsoever reason the complaint against the member cannot be settled the customer must contact WFSA who will be ready and willing to à ¢Ã¢â€š ¬Ã‹Å"Conciliateà ¢Ã¢â€š ¬Ã¢â€ž ¢ in the matter. Once the details of the complaint is obtained, the conciliation will usually involve getting into contact with the member and then if necessary, arranging for a site inspection to help establish the facts and to evaluate the circumstances. This conciliation action will normally lead to the matter being resolved. TYPES OF WATERPROOFING SUPPIERS ABE à ¢Ã¢â€š ¬Ã¢â‚¬Å" Is a leading supplier in the South African market that is committed to provide cost effective innovative products DURAM à ¢Ã¢â€š ¬Ã¢â‚¬Å" Is a proudly South African brand and is the leading producer of top quality metal coatings and waterproof flooring RB10 à ¢Ã¢â€š ¬Ã¢â‚¬Å" Is a local manufacturer of a wide range of waterproofing and priming paints and chemicals SIKA à ¢Ã¢â€š ¬Ã¢â‚¬Å" Is a trusted brand within the SA building and construction industries supplying specialized solutions. POWER OF MANFACTURERS AND SUPPLIERS To protect the common interest of suppliers and manufacturers to ensure they do not receive adverse publicity, unfair blame, or loss of sale due to misuse of their products To thoroughly investigate complaints and too assist in a quick, cost effective solution of the problems To act as a distribution centre for information on new products the manufacturer wishes to bring to the notice of the industry To arrange training for members and manufacturers, supplierà ¢Ã¢â€š ¬Ã¢â€ž ¢s premises in order to ensure the correct usage and increased customer satisfaction.

Essay on Plato and Aristotle - 1895 Words

nbsp;nbsp;nbsp;nbsp;nbsp;Plato describes a cave where people are chained up and can only see shadows cast on a wall. He parallels these shadows to the things that people see in the world around them, the materialistic reality that most people base their lives on. He parallels the chains to norms, customs, traditions, habits, etc. Plato believes that because people are so preoccupied with these shadows of the truth, they ignore the real truth. He parallels these shadows to the things that people see in the world around them, the materialistic reality that most people base their lives on. So, it makes sense that Plato wouldn’t want to discount the possibility of a philosopher king based on the fact that he has never seen one,†¦show more content†¦This example of the differences in Plato an Aristotle’s different views on government could be expanded and clarified to a much greater extent than I have done here, however I don’t believe that it would help to s how which is better. Comparing their theories of government would make this task difficult, if not impossible, because such a comparison is so complex. So I would like to move on to an example of their different views that has been historically tested, the issue of women. In Greek civilization, women are seen to be inferior to men. They don’t vote, or hold political office. In the household, the man is in charge, and the woman obeys. Women aren’t educated (so they seem stupider than men do), and they are obviously weaker physically than men are. Both Plato and Aristotle live in this civilization where women seem to be unequal to men, but they have different opinions about the significance of this inequality. Aristotle believes that women are inferior to men by nature (Politics 17, 26). Men hold political offices, and women don’t; men give orders, and women obey. This has been true in every civilization that Aristotle knows about. Aristotle looks at these facts i n the world around him, past and present, and uses the facts that he sees to explain reality. In Aristotle’s opinion women are obviously not inclined by nature to rule or beShow MoreRelatedPlato And Aristotle Disagree About Virtue. Plato And Aristotle1403 Words   |  6 PagesPlato and Aristotle Disagree about Virtue Plato and Aristotle are great philosophers and they have talked a lot about virtue. Although these two people started from similar settings, their ideas about virtue were actually different. Plato’s philosophy was more about non-material things, like ideas and love. On the other hand, Aristotle liked things that are more measurable and physicals. In this paper, I will first discuss Plato’s ideas about the nature of virtue, which people have virtue when theyRead MorePlato and Aristotle: An Analysis1175 Words   |  5 Pagesof Plato and Aristotle regarding the best political association. 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One important considerationRead MoreSocrates, Plato, And Aristotle900 Words   |  4 PagesBecause the subject is so controversial, the term cannot exactly be defined. There are many philosophers that have many different views and opinions on philosophy. In this essay, I will be talking about the three great philosophers: Socrates, Plato, and Aristotle and how they help to define what exactly philosophy is. These three Greek philosophers represent the birthplace of Western philosophy and help to shed some light on th e actual meaning of the term. Socrates is from about 400 B.C. His final destinationRead MoreMimesis: Plato and Aristotle1536 Words   |  7 PagesMimesis: Plato and Aristotle 1,515 Words Philosophy 2348: Aesthetics\ The term ‘mimesis’ is loosely defined as ‘imitation’, and although an extensive paper could be written about the cogency of such a narrow definition, I will instead focus on Plato and Aristotle’s contrasting judgements of mimesis (imitation). 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Effect Of Stress On The Human Body - 1577 Words

Stress can be defined as a state in which the normal dynamic equilibrium of the complex attributes that maintain life are challenged, threatened or an individual feels that such equilibrium is threatened. The aspects that threaten this equilibrium within ones brain are called stressors and individuals struggle to restore the normal state by coming up with physiological and behavioral responses to that effect (Thoma, La Marca, Brà ¶nnimann, Finkel, Ehlert, Nater, 2013). Within the human body, there are hormones that play a significant role in restoring this balance mainly the neuroendocrinic hormones. For stress to be experienced, the threshold of any stressor must be exceeded. When that threshold is passed, it is the stress system that is at the central nervous system that plays a major role in making sure that the equilibrium is restored by propagating a series of complex physiological and behavioral response (Thoma et al. 2013). Music has been applied for treating of psychosocial and physiological attributes of illnesses and health situations. The techniques used employs systematic methods training people to gain behaviors and non-musical skills which are determined by specialist in music therapy. There are various facets of music used including the emotional, physical, aesthetic, spiritual, social and mental that the specialist target with a view to maintain and improve human health (Das Mukherjee, 2014). The use of music to heal people has a long history and datingShow MoreRelatedThe Effects Of Stress On The Human Body968 Words   |  4 PagesNo matter how different each human being is from another, from the fingerprints to the eye and hair color, every human being experiences stress at some point within their life, but what exactly is stress? 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Onboarding Abstract free essay sample

Abstract I-cubed is a software applications company that is experiencing challenges surrounding employee turnover and the integration of new employees successfully into the company culture, which are likely due to their recent, rapid growth. Team Sigma, an MBA team from NCSC, determined that creating an nonbinding framework would be a solution to begin remedying these challenges. This research paper takes a deeper look at the ways in which the key aspects of an nonbinding program could benefit I-cubed. Research was conducted in the form of interviews, a Value Innovation Quotient survey, and a review of primary and secondary sources on the abject of employee productivity and company culture adoption. Recommendations for a 90-day integration of a best-fit nonbinding program are outlined in this research paper. I-cubed, a software applications company experiencing rapid growth, faces challenges with employee turnover. Additionally, new employees are having trouble adapting to the unique company culture, which may be a contributing factor in decreased retention. We will write a custom essay sample on Onboarding Abstract or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page A survey of more than 2,000 HER and training executives performed by Boston-based consulting firm Innovations Group revealed that one third f employers experience first-year turnover rates close to 50 % (Amble, 2007). Additional research has found that new employees who went through a structured nonbinding program were 58 % more likely to remain with the organization after three years (The Hunters Group, 2007). We recommend that I-cubed create an nonbinding program that follows a phased plan. A successful nonbinding program first recruits employees with the best company fit, then provides them with an orientation that reinforces continuous learning and addresses key company details such as history, key personnel, administrative details, company language, and recesses. Following this, methods such as cross-training, employee networks, and internships should be utilized during an ongoing period of time dedicated to cultural assimilation. According to the research presented within this paper, this process is best established through a structured integration plan. I-cubed Challenges and Nonbinding as a Solution Founded in 1984, I-cubed is a solutions and services provider in the areas of Product Lifestyle Management, Business Process Integration, and Data Migration. Due to their rapid growth, the client faces an issue regarding the training and retention of new and seasoned employees. It has been suggested that some of this turnover has to do with the unique culture of I-cubed and the fact that there is not a significant period of formalized cultural assimilation. I-cubed would like to enhance overall productivity and increase the adoption of the company culture while reducing voluntary turnover of the employee base as a whole. To address these desired outcomes, we recommend that I-cubed enact an nonbinding program with characteristics specific to their needs. We set out to understand the current culture of I-cubed by working with their HER manager, Jeanine Bradley, as well as researching bust nonbinding program. The recommended framework is measurable, adaptable, and built around the key skills and characteristics with which the organization can promote the healthy development of a high performance workplace. The deliverables agreed upon by I-cubed and Team Sigma include a paper, a presentation, a take-away nonbinding model, and a timeline with accompanying ideas and strategies for implementation. Research Methods Research began with a review of available peer-reviewed literature regarding nonbinding and how it relates to Job performance and voluntary turnover. Several aspects on what affects an employees decision to remain at the company as well as their consideration on what level of production were identified and considered as the team compared the research to the practices currently in use at I-cubed. An evaluation of exemplary models for nonbinding was also considered, such as an analysis of the nonbinding process at the library of North Carolina State University (NCSC). To discover and document how I-cubed is presently integrating new employees into their existing workforce, the team interviewed several employees at the company including the HER manager and key company executives. In addition, a Value Innovation Questionnaire Assessment (VIC) was performed on the company evaluating how well I-cubed fares at nine cultural factors that are proven indicators of innovative organizations. The VIC was provided through the Center for Innovation Management Services (SIMS) and created by Dry. Lynda Atman-Smith with NCSC. Some dimensions of innovation measured in the survey, such as empowerment and learning, are important aspects off good nonbinding program. This assessment helped to identify areas in which I-cubed can improve and gave a baseline for imprison on the effectiveness of new nonbinding strategies. Nonbinding Nonbinding is the mechanism to reinforce the necessary knowledge, skills, and behaviors for corporate citizenship to new employees. This mechanism occurs whether the employer has an nonbinding process defined or not, and contributes to the productivity, retention, and integration of new employees as will be described in this paper. Nonbinding is the complete process of integrating new employees into the organization, which includes their hiring, orientation, networking, and preliminary job training. New employees who go through a comprehensive, structured nonbinding process reach higher levels of productivity more quickly than those who do not (Bozo Allen Hamilton, 2008). Therefore, the implementation of a strong nonbinding program serves a critical role in retaining new hires and increasing Job performance and satisfaction. A key explanation for what drives employees to be high performers and involved in their work is summed up by the concept of Job embeddings (Lee, Mitchell, Sibilants, Burton, Holt, 2004). Lee and associates describe Job embeddings as a sort of social web, with three major mentions that are applicable both on and off the Job. These aspects are (1) the extent to which people have links to other people or activities, (2) the extent to which their Jobs and communities fit other aspects in their life spaces, and (3) the ease with which links could be broken what they would give up if they left their present settings (Lee et al. , 2004, p. 712). Therefore, organizing methods to increase Job embeddings provides a valuable step that the client should undertake to increase approached as a accompanied nonbinding initiative aimed at quickly integrating and sustaining the benefits increased Job embeddings provides an organization. While this initiative, when fully implemented, applies to both newcomers and established employees, the following discussion will be limited to inboards application to new hires. Recruitment One goal of the nonbinding process should be to increase the value an employee receives from the on-the-Job and off-the-Job links and fit, and increases the perceived sacrifices associated with leaving the organization. The research done by Gallo (2010) lists three steps to nonbinding that correspond well to the model of Job embeddings advanced by Lee et al. (2004). The first step in Gallons research is to start as early as possible in the process [of hiring] to expose your new hire to the organizations or units culture and to explain how work gets done (2010). This is a self-selection of both organizational and cultural fit, exposing to potential new employees what is expected of them and how the organization operates. It is better for the candidate to remove himself from the applicant pool before Joining the company and avoid committing resources to employees that were not going to stay or perform at a high level. This step should be considered when generating Job descriptions, and thought should be given toward what the organization is looking for on a cultural level in an employee. We recommend that I-cubed strongly consider impressing upon potential hires the type of culture at I-cubed in order for them to self-select out of the applicant pool before an offer is made. Orientation Employee Development The orientation process focuses on the beginning portion of Job task specific training. Generally, orientation is described as the first set of experiences a new hire has with the company in preparation for their future career path. The first step in this process is mainly administrative and involves developing department, or Job, specific training documents, establishing a housing location for these documents, creating a clear checklist of objectives to accomplish, and setting the criteria for which these objectives have been completed (Starches, 1996; Ballard Blessing, 2006). Through our contact with I-cubed, we understand there is a need for more of the administrative practices to move from paper-based to electronics-based. Research has shown that nonbinding processes which are partially or fully automated tend to eave significantly higher new employee retention rates, new employee engagement, year-over-year decrease in time-to-productivity for new employees, and a year-over- year decrease in cost per employee of nonbinding than organizations with paper- based nonbinding processes (Martin Lombardi, 2009) There are many ways to undertake automation of some orientation processes. For example, the agency can provide new employees with links to required information and forms through the organizations web site and forms can then be printed out and completed before the first day of work (Bozo Allen Hamilton, 2008). Forms can then be printed out and completed before the first day of work or submitted electronically, reducing the need for physical paperwork. An important benchmark for automation will be the development of a standard online location for training information and documentation (Ballard Blessing, 2006). Organization through a structured training program. Good nonbinding practices include learning and performance management by providing a formal new-hire training program (Martin Lombardi, 2009). A formal learning program that maps to specific competency requirements or development plans, as well as managers who define and communicate individual employee goals and expectations within or before the first week of employees start date, will contribute to increased time-to-productivity and strong growth (Martin Lombardi, 2009). All of an employees requirements should be clearly identified and documented before they walk through the door. Currently, I-cubebs documentation could be enhanced by adding links to internally saved documents (Ballard Blessing, 2006). As the training programs become more refined, we recommend that these communal files be transitioned over to a Learning Management System (ALMS). Educating the managers, mentors, and trainers about the nonbinding process is just as important as the new employees themselves. Through nonbinding, organizations set a baseline and a common understanding about the expectations the organization has for employees. Having the managers, mentors, and trainers continually educated reinforces the purpose of nonbinding, the particulars of the orientation process, and the responsibilities of each individual during the process (Starches, 1996). Following this step provides a clear set of objectives and tasks for managers, human resources, mentors, and trainers. Cultural Assimilation Whenever a new individual is introduced into an organization, they require a certain level of colonization and normalization to become fully functioning members. This organizational colonization refers to the process by which newcomers make the transition from being organizational outsiders to being insiders (Bauer, Bodied, Reardon, Trujillo, Tucker, 2007). Fitting into a culture and finding a place among a network of colleagues is essential for a successful new hire process. Newcomers that feel like they have established an emotional connection to not Just heir Job, but also to the overall organization, are more likely to feel they have made the right decision in Joining the company. According to Tim Vague (2007), a Innovations Consultant, not developing a sense of belonging ranked among one of the reasons for failed hiring. Connections to a variety of resources in the industry and organization help guarantee success at work because new employees knowing where to turn for quick answers and resources (Amble, 2007). Nonbinding programs that help newcomers reduce anxiety through coping mechanisms, such as feeling included , lead to a faster transition from new hire to reductive employee (Latch, 1984). Activities such as planning a lunch for new hires, providing nutmeats, and instituting introduction ice-breakers are all ways to create a welcoming environment that will make nonbinding a transition success. Easing new hire anxiety directly relates to fostering a productive learning environment that allows them to get up to speed with training at a faster rate (Kennedy Berger, 1994). Reducing employee anxiety can be as simple as making sure they are aware of personnel they can turn to for questions should the need arise. When the INCISE libraries developed their nonbinding process, following extensive research, they involved key library staff across a spectrum of departments during staff up with established staff members to act as a mentor (Ballard Blessing, 2006). By putting the entire staff through nonbinding at the same time and including both old and new hires, they immediately created a bond amongst the collective unit. Presenting a new employee with an organized nonbinding framework provides a clear Job responsibility guideline, as well as a chance to adjust to the companys ultra and build working relationships. This creates a sense of physical and emotional security by fostering relatedness and role orientation that researchers and theorists have tied to Job satisfaction (Ballard Blessing, 2006, p. 246). We recommend several methods for culture adoption to I-cubed, such as cross-training, employee networking groups, and mentoring. All of these are excellent methods to facilitate a new hires acclimation process, some of which are already practiced by departments within I-cubed, and support a deep and permanent integration into a company culture. Cross Training Cross-functional collaboration is an integral part of a new hires full assimilation into an organization, especially those with a flattened or matrixes organization (Derive, 2008). Though I-cubed has a structured hierarchy, they encourage the behavior of a flattened organization model, with employees guided to report concerns directly to top management. Cross-training is a great way for managers to strengthen a new hires skills and knowledge across the company, but also helps them develop key relationships with their colleagues. Establishing positive peer relationships early on builds a foundation that is critically important, as a future inflicts over competing priorities and resources are inevitable (Derive, 2008, p. 50). A strong nonbinding program should identify key internal relationships that are vital to getting work done proficiently, and train employees on factors that influence work relationships. Employee Networks People tend to feel a stronger sense of community when involved with a group of people that they share a common interests shared. In a growing company, such as l- Cubed, it can become increasingly difficult to find a common ground over merely having the same employer alone. Employee networks, also known as affinity groups r employee resource groups, are a great way to mitigate the disconnected feeling employees can experience during the new hire process, and serves as a reminder to tenured employees of how they fit into the company as well (Arnold, 2006). Citreous, a great corporate example, that introduces new employees to employee networks such as Hispanic Pride and Working Parents as a way to instantly connect them to like-minded individuals in the company (Derive, 2008). Ford, Hewlett- Packard, and Eli Lilly also all have well established affinity groups that play a valuable role in their nonbinding processes (Arnold, 2006). Inclusion in a group signifies to many a strong membership within an organization. Not only do employee network groups provide an opportunity for relationship building to employees, but also the employer can benefit tremendously. These types of groups allow employers to gain a deeper insight into what motivates their employees leading to better management and overall higher productivity. Additionally, the construct of employee networks can serve as an attractive recruitment tool to potential employees. Texas Instruments experienced this phenomenon first hand when trying to persuade a Job candidate he help of representatives from the Indian Diversity Initiative employee network, her fears were assuaged and she later reported the common interest group to be the key factor in her decision to work at TTL (Arnold, 2006). For nonbinding success, encouraging the formation of employee groups is an easy win. According to the SHIRR report, employee networks are critical for any company pursuing reduced costs associate with turnover, absenteeism, and low productively (Arnold, 2006, p. 145). Mentors Mentors are conduits for new employees to build strong internal networks (Dixon, Sonata Pave, 2012). A robust nonbinding process places emphasis on supporting new hires to become connected with internal networks and includes a structured mentoring component (Dixon, Sonata Pave, 2012). The curriculum of nonbinding mentors includes topics such as information about the local community, company history, corporate culture, organizational policies, workflow, and project-specific information (Rousseau, 2008). Another method, suggested by Gallo, is to ensure that the new hire understand how important the informal or shadow organization is in getting things done and to get them working ND involved with things that are critical to the organization. (2010). Tying directly into the links dimension of Job embeddings, this step increases the links that a new employee forms with the organization. We propose that mentoring activities focused on increasing the number and quality of organizational links will also increase Job embeddings. As an added suggestion, pairing mentors not only based on Job tasks, but also on a generation learning curve would aid in the cultural differences spawned by a substantial generation gab at I-cubed. Measuring Nonbinding Program Success In order to minimize the possibility of institutionalized colonization becoming overbearing, constant refinements should be made to the nonbinding process (Starches, 1996). Surveys developed and distributed to new employees following training completion would identify weaknesses and strengths within the current program, and allow for program innovations and developments (Starches 1996; Ballard Blessing, 2006). The research firm Aberdeen Group has identified companies who meet high standards in nonbinding often use assessments to determine satisfaction and feedback with the nonbinding process (Martin Lombardi, 009). The main assessment used by these companies is employee satisfaction surveys as a part of the nonbinding process (Martin Lombardi, 2009). Additionally, many of these companies measure from both the employee and organizations perspectives, measuring not only employee satisfaction, but also employee performance (Martin Lombardi, 2009). In fact, formally assessing the nonbinding process at least annually in companies has been shown to increase new employee retention by 10% or more (Martin Lombardi, 2009). Organizations ranging from Koch Industries, Inc. , one of the largest privately held impasses in the country, to the NCSC Libraries, have found that internally focused committees are supportive of continued development and sustained performance (Koch, 2007; Ballard Blessings, 2006). Based on this, I-cubed should consider forming a committee specifically for nonbinding. This group would be focused on all groups and positions. Ideally the committee should be composed of both younger and older employees to provide a robust view of the program. Integration Integrating the suggested methods of nonbinding is a crucial step in enacting a successful nonbinding program. We have defined a recommended, structured timeline, broken into distinct phases; to accomplish nonbinding goals in a manner that will best suits I-cubebs needs. The first phase in the timeline begins before the first day. The proposed integration strategy timeline is based on the model presented by the Partnership for Public Service and Bozo Allen Hamilton resource (2008). Pre- day one activities, suggested by the Aberdeen Group, are those which have been deemed the most valuable to make new employees feel engaged, demonstrate the organizations preparedness for the new employees arrival, and show clarity and commitment to his or her personal development (Martin Lombardi, 2009). Use this time to begin communicating with new employees, rather than waiting until the first day, to provide a smoother transition. Other actions which may be taken prior to the first day include contacting the new employee to answer questions and to set day one expectations, having all IT needs up and running before the employees start date, and assigning a mentor (Martin Lombardi, 2009). The second phase is the first day orientation and will be the first substantive encounter for a new employee with the new organization, so it is a critical part of the verbal nonbinding process and sets the tone of that employees first impression. Generally, the human resources contact welcomes the new employee for orientation and ensures that orientation covers required activities. On an employees first day, the entities involved should personalize the experience. For example, label tent cards in the orientation room or leave small I-cubed related gifts for each new employee. This is a good time to introduce the new employee to his or her mentor, and describe the mission and vision of the organization, as well as how his or her Job is relevant ND important to that mission and vision. At this point, senior management should be engaged by welcoming the new employee and all paperwork should be completed. Provide immediate colonization by arranging for new employees to eat together or with already established team members. This interaction is an ideal time to provide realistic information about the I-cubed and its unique culture. The next phase encompasses the remainder of a new employees first week. During this time, a senior leader should formally welcome the new employee, review the organizations structure and key staff members, and provide a list of internal epic experts for further development and answers. Additionally, managers should begin to communicate Job roles and responsibilities, start training, and assign substantive, position related, work. The first 90 days marks the final phase of integration and refers to the time between the new employees first week and the first three months of employment. Throughout this period, the new employee completes their initial training and should be well on their way to adapting fully to the companys culture. As the new hires workloads increase up to full production, their manager should monitor performance ND provide early and clear feedback often. This feedback allows issues to be identified and addressed early ensuring optimal development. Like the first day, this job. The entities involved in the nonbinding program should review the performance objectives and set longer-term individual development goals. Training should be provided as needed, to help the new employee understand internal systems, general operating practices, and to obtain other information or skills required in the performance of his Job. Throughout the timeline suggested in this report, implementation of an unbarring strategy can be further refined by syntactically applying the model of the I-cubed New Hire Development Plan, which is detailed more fully in Figures 1-3. This newcomer acclimation model is based on research from the 2007 Bauer et al. Meta-analysis for newcomer acclimation, and teethed John Van Mean and Edgar H. Scheme study on organizational colonization tactics. Combining the findings of these studies, we can use these as statistically tested and correlated guidelines to achieve specific outcomes, which can give further direction to the implementation of our suggested methods shown in Figures 4 5. The proposed nonbinding tools can be applied within the suggested 90-day timeshare and, when coupled with the model, can be modified to fit the specific role requirements, the type of person hired, and the desired outcomes. Together these provide a variable framework for virtually any circumstance. Conclusion The institution of a measurable and structured nonbinding program at I-cubed should significantly decrease turnover rates while increasing both productivity and cultural adoption. The methods for nonbinding we recommend using include hiring or company fit, creating a defined set of nonbinding goals by which to train managers, instituting the use of cross-training, employee networks, and internships to promote cultural assimilation, and integrating everything into a 90-day framework. I-cubed is now armed with the tools and information necessary to create an outstanding nonbinding program.

Concept of Civil Disobedience

Table of Contents Abstract Introduction Conclusion Works Cited Abstract Civil disobedience is an act where people of a particular country fail to follow the laid down rules and regulations in order to force the government to give into their demands. In most cases, this kind of disobedience comes through organizing people to act in a nonviolent manner to force the government to heed to their demands. This is usually done in cases where the government takes a stand that contravenes the stand and will of the majority.Advertising We will write a custom research paper sample on Concept of Civil Disobedience specifically for you for only $16.05 $11/page Learn More Although civil disobedience is mostly peaceful, it does not always mean that the people do not engage in activities meant to stop the government’s action. By closely examining civil disobedience, one realizes that the criteria used can make it work or fail. This research paper looks at the criteria under which civil disobedience can work and when it will fail to achieve its objective. The materials used in the research are mostly secondary sources from credible internet sites. Introduction Civil disobedience is an act where people of a particular country fail to follow the laid down rules and regulations in order to force the government to give into their demands. In most cases, this kind of disobedience comes through organizing people to act in a nonviolent manner to force the government to heed to their demands. This is usually done in cases where the government takes a stand that contravenes the stand and will of the majority. Although civil disobedience is mostly peaceful, it does not always mean that the people do not engage in activities meant to stop the government’s action. By closely examining civil disobedience, one realizes that the criteria used can make it work or fail. This research paper looks at the criteria under which civil disobedience can w ork and when it will fail to achieve its objective. (Civilliberties.org) The concept of civil disobedience dates back to the fourth century. In fact, Socrates ranked civil disobedience higher than civil law. Apart from Socrates, majority of Greek tragedies uphold this notion. According to Socrates and the Greek tragedies, wherever civil law is placed at the same level with civil disobedience, people are allowed to obey the higher law and disobey the lesser one. This concept has been developed further to state that unjust laws should not be allowed to cloud the conscience of good citizens. Scholars further claimed that since the people gave authority to the government, then the government was supposed to protect the human rights of the citizens. (Faucher) According to John Locke, the people have a right to overthrow any government that fails to provide this right. In a situation where people decide to overthrow a government that is in power, this act of civil disobedience might not b ear much fruit. In history, many governments have been known to do anything to maintain their power.Advertising Looking for research paper on political culture? Let's see if we can help you! Get your first paper with 15% OFF Learn More If citizens result to civil disobedience to force the government out of power, this might result to violence and hence make the civil disobedience lose its essence. It therefore follows that the criteria of using civil disobedience to overthrow a government might not present the expected results. In most cases, it degenerates to violence and makes the concept of civil disobedience lose its essence. (Thoreau) The criterion that gives civil disobedience success is the one presented by Henry David Thoreau. This scholar gave a lecture titled â€Å"On the Relation of the Individual to the State† where he highlighted his ideas concerning the subject. According to Thoreau, the government cannot exist without the people. Since this is the case, Thoreau proposes that the citizens should approve whatever authority the government wields. Secondly, he states that a government’s role to execute justice should be given preeminence over any other law that the government sets up. This gives every citizen the right to examine if the set laws respect and uphold their rights. If the citizen in any manner finds the law to deny him/her justice, then he/she has a right to disobey that particular law. In doing this, the citizen should be prepared to face the repercussions of breaking that particular law. According to Thoreau, the citizen is supposed to do so without any acts of violence. Since the person disobeying this law is ready for any punitive measures, it makes this act of civil disobedience a workable one. This is much easier and workable than a situation where people are called upon to overthrow a government. (Thoreau) Thoreau put this concept into practice when he refused to obey a law, which legalized slavery. An other law that he refused to obey was the one that legalized the Mexican War that lasted from 1846-1848. Because of his actions, he was forced to spend one night in a prison cell. Thoreau’s concept of civil disobedience was also proved workable by great figures like Mahatma Gandhi and Martin Luther King, Jr. In the famous Letter from Birmingham Jail, King encouraged black Americans clergy to rise and deal with the segregation laws but do so in a nonviolent manner. This encouragement from King led to the changing of many laws that were viewed as unjust toward the African Americans. This also led to the acceptance of civil disobedience among political circles. This just shows that the concept of using civil disobedience to fight unjust laws as outlined by Henry Thoreau is capable of producing results. This is unlike the Greeks formula of civil disobedience that allows people to overthrow a government that they feel is not providing for their rights. (Pine)Advertising We wi ll write a custom research paper sample on Concept of Civil Disobedience specifically for you for only $16.05 $11/page Learn More Conclusion The concept of civil disobedience is an olden policy that calls for the use of nonviolence by citizens to make their demands to be heard by the government. Depending on how it is applied, the concept can give results or fail to be effective. The situation where people are called to overthrow a government that fails to protect its rights might degenerate into violence and therefore fail the concept of civil violence. However, the concept outlined by Thoreau that calls people to disobey laws that they feel are unjust has been found to bring about positive results. Works Cited Civil Disobedience. Civil Disobedience Movement, 2010. Web. Faucher, H. What is the Meaning of Civil Disobedience? 2010. Web. Pine, C. Does Thoreau’s Civil Disobedience Have Any Lessons to Teach us in Today’s World? 2010. Web. Thoreau, H. Civil Disobedience. On the Duty of Civil Disobedience, 2002. Web. This research paper on Concept of Civil Disobedience was written and submitted by user Hudson C. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Complete Guide to Integers on ACT Math (Advanced)

Complete Guide to Integers on ACT Math (Advanced) SAT / ACT Prep Online Guides and Tips Integers, integers, integers (oh, my)! You've already read up on your basic ACT integers and now you're hankering to tackle the heavy hitters of the integer world. Want to know how to (quickly) find a list of prime numbers? Want to know how to manipulate and solve exponent problems? Root problems? Well look no further! This will be your complete guide to advanced ACT integers, including prime numbers, exponents, absolute values, consecutive numbers, and roots- what they mean, as well as how to solve the more difficult integer questions that may show up on the ACT. Typical Integer Questions on the ACT First thing's first- there is, unfortunately, no â€Å"typical† integer question on the ACT. Integers cover such a wide variety of topics that the questions will be numerous and varied. And as such, there can be no clear template for a standard integer question. However, this guide will walk you through several real ACT math examples on each integer topic in order to show you some of the many different kinds of integer questions the ACT may throw at you. As a rule of thumb, you can tell when an ACT question requires you to use your integer techniques and skills when: #1: The question specifically mentions integers (or consecutive integers) It could be a word problem or even a geometry problem, but you will know that your answer must be in whole numbers (integers) when the question asks for one or more integers. (We will go through the process of solving this question later in the guide) #2: The question involves prime numbers A prime number is a specific kind of integer, which we will discuss later in the guide. For now, know that any mention of prime numbers means it is an integer question. A prime number a is squared and then added to a different prime number, b. Which of the following could be the final result? An even number An odd number A positive number I only II only III only I and III only I, II, and III (We'll go through the process of solving this question later in the guide) #3: The question involves multiplying or dividing bases and exponents Exponents will always be a number that is positioned higher than the main (base) number: $4^3$, $(y^5)^2$ You may be asked to find the values of exponents or find the new expression once you have multiplied or divided terms with exponents. (We will go through the process of solving this question later in the guide) #4: The question uses perfect squares or asks you to reduce a root value A root question will always involve the root sign: √ $√36$, $^3√8$ The ACT may ask you to reduce a root, or to find the square root of a perfect square (a number that is equal to an integer squared). You may also need to multiply two or more roots together. We will go through these definitions as well as how all of these processes are done in the section on roots. (We will go through the process of solving this question later in the guide) (Note: A root question with perfect squares may involve fractions. For more information on this concept, look to our guide on fractions and ratios.) #5: The question involves an absolute value equation (with integers) Anything that is an absolute value will be bracketed with absolute value signs which look like this: | | For example: $|-43|$ or $|z + 4|$ (We will go through how to solve this problem later in the guide) Note: there are generally two different kinds of absolute value problems on the ACT- equations and inequalities. About a quarter of the absolute value questions you come across will involve the use of inequalities (represented by or ). If you are unfamiliar with inequalities, check out our guide to ACT inequalities (coming soon!). The majority of absolute value questions on the ACT will involve a written equation, either using integers or variables. These should be fairly straightforward to solve once you learn the ins and outs of absolute values (and keep track of your negative signs!), all of which we will cover below. We will, however, only be covering written absolute value equations in this guide. Absolute value questions with inequalities are covered in our guide to ACT inequalities. We will go through all of these questions and topics throughout this guide in the order of greatest prevalence on the ACT. We promise that your path to advanced integers will not take you a decade or more to get through (looking at you, Odysseus). Exponents Exponent questions will appear on every single ACT, and you'll likely see an exponent question at least twice per test. Whether you're being asked to multiply exponents, divide them, or take one exponent to another, you'll need to know your exponent rules and definitions. An exponent indicates how many times a number (called a â€Å"base†) must be multiplied by itself. So $3^2$ is the same thing as saying 3*3. And $3^4$ is the same thing as saying 3*3*3*3. Here, 3 is the base and 2 and 4 are the exponents. You may also have a base to a negative exponent. This is the same thing as saying: 1 divided by the base to the positive exponent. For example, 4-3 becomes $1/{4^3}$ = $1/64$ But how do you multiply or divide bases and exponents? Never fear! Below are the main exponent rules that will be helpful for you to know for the ACT. Exponent Formulas: Multiplying Numbers with Exponents: $x^a * x^b = x^[a + b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $3^2 * 3^4$, you have: (3*3)*(3*3*3*3) If you count them, this give you 3 multiplied by itself 6 times, or $3^6$. So $3^2 * 3^4$ = $3^[2 + 4]$ = $3^6$. $x^a*y^a=(xy)^a$ (Note: the exponents must be the same for this rule to apply) Why is this true? Think about it using real numbers. If you have $3^5*2^5$, you have: (3*3*3*3*3)*(2*2*2*2*2) = (3*2)*(3*2)*(3*2)*(3*2)*(3*2) So you have $(3*2)^5$, or $6^5$ If $3^x*4^y=12^x$, what is y in terms of x? ${1/2}x$ x 2x x+2 4x We can see here that the base of the final answer is 12 and $3 *4= 12$. We can also see that the final result, $12^x$, is taken to one of the original exponent values in the equation (x). This means that the exponents must be equal, as only then can you multiply the bases and keep the exponent intact. So our final answer is B, $y = x$ If you were uncertain about your answer, then plug in your own numbers for the variables. Let's say that $x = 2$ $32 * 4y = 122$ $9 * 4y = 144$ $4y = 16$ $y = 2$ Since we said that $x = 2$ and we discovered that $y = 2$, then $x = y$. So again, our answer is B, y = x Dividing Exponents: ${x^a}/{x^b} = x^[a - b]$ (Note: the bases must be the same for this rule to apply) Why is this true? Think about it using real numbers. ${3^6}/{3^4}$ can also be written as: ${(3 * 3 * 3 * 3 * 3 * 3)}/{(3 * 3 * 3 * 3)}$ If you cancel out your bottom 3s, you’re left with (3 * 3), or $3^2$ So ${3^6}/{3^4}$ = $3^[6 - 4]$ = $3^2$ The above $(x * 10^y)$ is called "scientific notation" and is a method of writing either very large numbers or very small ones. You don't need to understand how it works in order to solve this problem, however. Just think of these as any other bases with exponents. We have a certain number of hydrogen molecules and the dimensions of a box. We are looking for the number of molecules per one cubic centimeter, which means we must divide our hydrogen molecules by our volume. So: $${8*10^12}/{4*10^4}$$ Take each component separately. $8/4=2$, so we know our answer is either G or H. Now to complete it, we would say: $10^12/10^4=10^[12−4]=10^8$ Now put the pieces together: $2x10^8$ So our full and final answer is H, there are $2x10^8$ hydrogen molecules per cubic centimeter in the box. Taking Exponents to Exponents: $(x^a)^b=x^[a*b]$ Why is this true? Think about it using real numbers. $(3^2)^4$ can also be written as: (3*3)*(3*3)*(3*3)*(3*3) If you count them, 3 is being multiplied by itself 8 times. So $(3^2)^4$=$3^[2*4]$=$3^8$ $(x^y)3=x^9$, what is the value of y? 2 3 6 10 12 Because exponents taken to exponents are multiplied together, our problem would look like: $y*3=9$ $y=3$ So our final answer is B, 3. Distributing Exponents: $(x/y)^a = x^a/y^a$ Why is this true? Think about it using real numbers. $(3/4)^3$ can be written as $(3/4)(3/4)(3/4)=9/64$ You could also say $3^3/4^3= 9/64$ $(xy)^z=x^z*y^z$ If you are taking a modified base to the power of an exponent, you must distribute that exponent across both the modifier and the base. $(2x)^3$=$2^3*x^3$ In this case, we are distributing our outer exponent across both pieces of the inner term. So: $3^3=27$ And we can see that this is an exponent taken to an exponent problem, so we must multiply our exponents together. $x^[3*3]=x^9$ This means our final answer is E, $27x^9$ And if you're uncertain whether you have found the right answer, you can always test it out using real numbers. Instead of using a variable, x, let us replace it with 2. $(3x^3)^3$ $(3*2^3)^3$ $(3*8)^3$ $24^3$ 13,824 Now test which answer matches 13,824. We'll save ourselves some time by testing E first. $27x^9$ $27*2^9$ $27*512$ 13,824 We have found the same answer, so we know for certain that E must be correct. (Note: when distributing exponents, you may do so with multiplication or division- exponents do not distribute over addition or subtraction. $(x+y)^a$ is not $x^a+y^a$, for example) Special Exponents: It is common for the ACT to ask you what happens when you have an exponent of 0: $x^0=1$ where x is any number except 0 (Why any number but 0? Well 0 to any power other than 0 equals 0, because $0^x=0$. And any other number to the power of 0 = 1. This makes $0^0$ undefined, as it could be both 0 and 1 according to these guidelines.) Solving an Exponent Question: Always remember that you can test out exponent rules with real numbers in the same way that we did in our examples above. If you are presented with $(x^3)^2$ and don’t know whether you are supposed to add or multiply your exponents, replace your x with a real number! $(2^3)^2=(8)^2=64$ Now check if you are supposed to add or multiply your exponents. $2^[2+3]=2^5=32$ $2^[3*2]=2^6=64$ So you know you’re supposed to multiply when exponents are taken to another exponent. This also works if you are given something enormous, like $(x^19)^3$. You don’t have to test it out with $2^19$! Just use smaller numbers like we did above to figure out the rules of exponents. Then, apply your newfound knowledge to the larger problem. And exponents are down for the count. Instant KO! Roots Root questions are fairly common on the ACT, and they go hand-in-hand with exponents. Why are roots related to exponents? Well, technically, roots are fractional exponents. You are likely most familiar with square roots, however, so you may have never heard a root expressed in terms of exponents before. A square root asks the question: "What number needs to be multiplied by itself one time in order to equal the number under the root sign?" So $√81=9$ because 9 must be multiplied by itself one time to equal 81. In other words, $9^2=81$ Another way to write $√{81}$ is to say $^2√{81}$. The 2 at the top of the root sign indicates how many numbers (two numbers, both the same) are being multiplied together to become 81. (Special note: you do not need the 2 on the root sign to indicate that the root is a square root. But you DO need the indicator for anything that is NOT a square root, like cube roots, etc.) This means that $^3√27=3$ because three numbers, all of which are the same (3*3*3), are multiplied together to equal 27. Or $3^3=27$. Fractional Exponents If you have a number to a fractional exponent, it is just another way of asking you for a root. So $4^{1/2}= √4$ To turn a fractional exponent into a root, the denominator becomes the value to which you take the root. But what if you have a number other than 1 in the numerator? $4^{2/3}$=$^3√{4^2}$ The denominator becomes the value to which you take the root, and the numerator becomes the exponent to which you take the number under the root sign. Distributing Roots $√xy=√x*√y$ Just like with exponents, roots can be separated out. So $√30$ = $√2*√15$, $√3*√10$, or $√5*√6$ $√x*2√13=2√39$. What is the value of x? 1 3 9 13 26 We know that we must multiply the numbers under the root signs when root expressions are multiplied together. So: $x*13=39$ $x=3$ This means that our final answer is B, $x=3$ to get our final expression $2√39$ $√x*√y=√xy$ Because they can be separated, roots can also come together. So $√5*√6$ = $√30$ Reducing Roots It is common to encounter a problem with a mixed root, where you have an integer multiplied by a root (for example, $4√3$). Here, $4√3$ is reduced to its simplest form because the number under the root sign, 3, is prime (and therefore has no perfect squares). But let's say you had something like $3√18$ instead. Now, $3√18$ is NOT as reduced as it can be. In order to reduce it, we must find out if there are any perfect squares that factor into 18. If there are, then we can take them out from under the root sign. (Note: if there is more than one perfect square that can factor into your number under the root sign, use the largest one.) 18 has several factor pairs. These are: $1*18$ $2*9$ $3*6$ Well, 9 is a perfect square because $3*3=9$. That means that $√9=3$. This means that we can take 9 out from under the root sign. Why? Because we know that $√{xy}=√x*√y$. So $√{18}=√2*√9$. And $√9=3$. So 9 can come out from under the root sign and be replaced by 3 instead. $√2$ is as reduced as we can make it, since it is a prime number. We are left with $3√2$ as the most reduced form of $√18$ (Note: you can test to see if this is true on most calculators. $√18=4.2426$ and $3*√2=3*1.4142=4.2426$. The two expressions are identical.) We are still not done, however. We wanted to originally change $3√18$ to its most reduced form. So far we have found the most reduced expression of $√18$, so now we must multiply them together. $3√18=3*3√2$ $9√2$ So our final answer is $9√2$, this is the most reduced form of $3√{18}$. You've rooted out your answers, you've gotten to the root of the problem, you've touched up those roots.... Absolute Values Absolute values are quite common on the ACT. You should expect to see at least one question on absolute values per test. An absolute value is a representation of distance along a number line, forward or backwards. This means that an absolute value equation will always have two solutions. It also means that whatever is in the absolute value sign will be positive, as it represents distance along a number line and there is no such thing as a negative distance. An equation $|x+4|=12$, has two solutions: $x=8$ $x=−16$ Why -16? Well $−16+4=−12$ and, because it is an absolute value (and therefore a distance), the final answer becomes positive. So $|−12|=12$ When you are presented with an absolute value, instead of doing the math in your head to find the negative and positive solution, you can instead rewrite the equation into two different equations. When presented with the above equation $|x+4|=12$, take away the absolute value sign and transform it into two equations- one with a positive solution and one with a negative solution. So $|x+4|=12$ becomes: $x+4=12$ AND $x+4=−12$ Solve for x $x=8$ and $x=−16$ Now let's look at our absolute value problem from earlier: As you can see, this absolute value problem is fairly straightforward. Its only potential pitfalls are its parentheses and negatives, so we need to be sure to be careful with them. Solve the problem inside the absolute value sign first and then use the absolute value signs to make our final answer positive. (By process of elimination, we can already get rid of answer choices A and B, as we know that an absolute value cannot be negative.) $|7(−3)+2(4)|$ $|−21+8|$ $|−13|$ We have solved our problem. But we know that −13 is inside an absolute value sign, which means it must be positive. So our final answer is C, 13. Absolutely fabulous absolute values are absolutely solvable. I promise this absolutely. Consecutive Numbers Questions about consecutive numbers may or may not show up on your ACT. If they appear, it will be for a maximum of one question. Regardless, they are still an important concept for you to understand. Consecutive numbers are numbers that go continuously along the number line with a set distance between each number. So an example of positive, consecutive numbers would be: 5, 6, 7, 8, 9 An example of negative, consecutive numbers would be: -9, -8, -7, -6, -5 (Notice how the negative integers go from greatest to least- if you remember the basic guide to ACT integers, this is because of how they lie on the number line in relation to 0) You can write unknown consecutive numbers out algebraically by assigning the first in the series a variable, x, and then continuing the sequence of adding 1 to each additional number. The sum of five positive, consecutive integers is 5. What is the first of these integers? 21 22 23 24 25 If x is our first, unknown, integer in the sequence, so you can write all four numbers as: $x+(x+1)+(x+2)+(x+3)+(x+4)=5$ $5x+10=5$ $5x=105$ $x=21$ So x is our first number in the sequence and $x=21$: This means our final answer is A, the first number in our sequence is 21. (Note: always pay attention to what number they want you to find! If they had asked for the median number in the sequence, you would have had to continue the problem with $x=21$, $x+2=$median, $23=$median.) You may also be asked to find consecutive even or consecutive odd integers. This is the same as consecutive integers, only they are going up every other number instead of every number. This means there is a difference of two units between each number in the sequence instead of 1. An example of positive, consecutive even integers: 10, 12, 14, 16, 18 An example of positive, consecutive odd integers: 17, 19, 21, 23, 25 Both consecutive even or consecutive odd integers can be written out in sequence as: $x,x+2,x+4,x+6$, etc. No matter if the beginning number is even or odd, the numbers in the sequence will always be two units apart. What is the largest number in the sequence of four positive, consecutive odd integers whose sum is 160? 37 39 41 43 45 $x+(x+2)+(x+4)+(x+6)=160$ $4x+12=160$ $4x=148$ $x=37$ So the first number in the sequence is 37. This means the full sequence is: 37, 39, 41, 43 Our final answer is D, the largest number in the sequence is 43 (x+6). When consecutive numbers make all the difference. Remainders Questions involving remainders are rare on the ACT, but they still show up often enough that you should be aware of them. A remainder is the amount left over when two numbers do not divide evenly. If you divide 18 by 6, you will not have any remainder (your remainder will be zero). But if you divide 19 by 6, you will have a remainder of 1, because there is 1 left over. You can think of the division as $19/6 = 3{1/6}$. That extra 1 is left over. Most of you probably haven’t worked with integer remainders since elementary school, as most higher level math classes and questions use decimals to express the remaining amount after a division (for the above example, $19/6 = 3$ remainder 1 or 3.167). But you may still come across the occasional remainder question on the ACT. How many integers between 10 and 40, inclusive, can be divided by 3 with a remainder of zero? 9 10 12 15 18 Now, we know that when a division problem results in a remainder of zero, that means the numbers divide evenly. $9/3 =3$ remainder 0, for example. So we are looking for all the numbers between 10 and 40 that are evenly divisible by 3. There are two ways we can do this- by listing the numbers out by hand or by taking the difference of 40 and 10 and dividing that difference by 3. That quotient (answer to a division problem) rounded to the nearest integer will be the number of integers divisible by 3. Let's try the first technique first and list out all the numbers divisible by 3 between 10 and 40, inclusive. The first integer after 10 to be evenly divisible by 3 is 12. After that, we can just add 3 to every number until we either hit 40 or go beyond 40. 12, 15, 18, 21, 24, 27, 30, 33, 36, 39 If we count all the numbers more than 10 and less than 40 in our list, we wind up with 10 integers that can be divided by 3 with a remainder of zero. This means our final answer is B, 10. Alternatively, we could use our second technique. $40−10=30$ $30/3$ $=10$ Again, our answer is B, 10. (Note: if the difference of the two numbers had NOT be divisible by 3, we would have taken the nearest rounded integer. For example, if we had been asked to find all the numbers between 10 and 50 that were evenly divisible by 3, we would have said: $50−10=40$ $40/3$ =13.333 $13.333$, rounded = 13 So our final answer would have been 13. And you can always test this by hand if you do not feel confident with your answer.) Prime Numbers Prime numbers are relatively rare on the ACT, but that is not to say that they never show up at all. So be sure to understand what they are and how to find them. A prime number is a number that is only divisible by two numbers- itself and 1. For example, 13 is a prime number because $1*13$ is its only factor. (13 is not evenly divisible by 2, 3, 4, 5, 6, 7, 8, 9, 10, , or 12). 12 is NOT a prime number, because its factors are 1, 2, 3, 4, 6, and 12. It has more factors than just itself and 1. 1 is NOT a prime number, because its only factor is 1. The only even prime number is 2. Standardized tests love to include the fact that 2 is a prime number as a way to subtly trick students who go too quickly through the test. If you assume that all prime numbers must be odd, then you may get a question on primes wrong. A prime number x is squared and then added to a different prime number, y. Which of the following could be the final result? An even number An odd number A positive number I only II only III only I and III only I, II, and III Now, this question relies on your knowledge of both number relationships and primes. You know that any number squared (the number times itself) will be an even number if the original number was even, and an odd number if the original number was odd. Why? Because an even * an even = an even, and an odd * an odd = an odd ($2*2=4$ $3*3=9$). Next, we are adding that square to another prime number. You’ll also remember that an even number + an odd number is odd, an odd number + an odd number is even, and an even number + an even number is even. Knowing that 2 is a prime number, let’s replace x with 2. $2^2=4$. Now if y is a different prime number (as stipulated in the question), it must be odd, because the only even prime number is 2. So let’s say $y=5$. $4+5=$. So the end result is odd. This means II is correct. But what if both x and y were odd prime numbers? So let’s say that $x=3$ and $y=5$. So $3^2=9$ and 9+5=14$. So the end result is even. This means I is correct. Now, for option number III, our results show that it is possible to get a positive number result, since both our results were positive. This means the final answer is E, I, II, and III If you forgot that 2 was a prime number, you would have picked D, I and III only, because there would have been no possible way to get an odd number. Remembering that 2 is a prime number is the key to solving this question. Another prime number question you may see on the ACT will ask you to identify how many prime numbers fall in a certain range of numbers. How many prime numbers are between 20 and 40, inclusive? Three Four Five Six Seven This might seem intimidating or time-consuming, but I promise you do NOT need to memorize a list of prime numbers. First, eliminate all even numbers from the list, as you know the only even prime number is 2. Next, eliminate all numbers that end in 5. Any number that ends is 5 or 0 is divisible by 5. Now your list looks like this: 21, 23, 27, 29, 31, 33, 37, 39 This is much easier to work with, but we need to narrow it down further. (You could start using your calculator here, or you can do this by hand.) A way to see if a number is divisible by 3 is to add the digits together. If that number is 3 or divisible by 3, then the final result is divisible by 3. For example, the number 23 is NOT divisible by 3 because $2+3=5$, which is not divisible by 3. However 21 is divisible by 3 because $2+1=3$, which is divisible by 3. So we can now eliminate 21 $(2+1=3)$, 27 $(2+7=9)$, 33 $(3+3=6)$, and 39 $(3+9=12)$ from the list. We are left with 23, 29, 31, 37. Now, to make sure you try every necessary potential factor, take the square root of the number you are trying to determine is prime. Any integer equal to or less than a number's square root could be a potential factor, but you do not have to try any numbers higher. Why? Well let’s take 36 as an example. Its factors are: 1, 2, 3, 4, 6, 9, 12, 18, and 36. But now look at the factor pairings. 1 36 2 18 3 12 4 9 6 6 (9 4) (12 3) (18 2) (36 1) After you get past 6, the numbers repeat. If you test out 4, you will know that 9 goes evenly into your larger number- no need to actually test 9 just to get 4 again! So all numbers less than or equal to a potential prime’s square root are the only potential factors you need to test. And, since we are dealing with potential primes, we only need to test odd integers equal to or less than the square root. Why? Because all multiples of even numbers will be even, and 2 is the only even prime number. Going back to our list, we have 23, 29, 31, 37. Well the closest square root to 23 and 29 is 5. We already know that neither 2 nor 3 nor 5 factor evenly into 23 or 29. You’re done. Both 23 and 29 must be prime. (Why didn't we test 4? Because all multiples of 4 are even, as an even * an even = an even.) As for 31 and 37, the closest square root of these is 6. But because 6 is even, we don't need to test it. So we need only to test odd numbers less than six. And we already know that neither 2 nor 3 nor 5 factor evenly into 31 or 37. So we are done. We have found all of our prime numbers. So your final answer is B, there are four prime numbers (23, 29, 31, 37) between 20 and 40. A different kind of Prime. Steps to Solving an ACT Integer Question Because ACT integer questions are so numerous and varied, there is no set way to approach them that is entirely separate from approaching other kinds of ACT math questions. But there are a few techniques that will help you approach your ACT integer questions (and by extension, most questions on ACT math). #1. Make sure the question requires an integer. If the question does NOT specify that you are looking for an integer, then any number- including decimals and fractions- are fair game. Always read the question carefully to make sure you are on the right track. #2. Use real numbers if you forget your integer rules. Forget whether positive, even consecutive integers should be written as x+(x+1) or x+(x+2)? Test it out with real numbers! 6, 8, 10 are consecutive even integers. If x=6, 8=x+2, and 10=x+4. This works for most all of your integer rules. Forget your exponent rules? Plug in real numbers! Forget whether an even * an even makes an even or an odd? Plug in real numbers! #3. Keep your work organized. Like with most ACT math questions, integer questions can seem more complex than they are, or will be presented to you in strange ways. Keep your work well organized and keep track of your values to make sure your answer is exactly what the question is asking for. Got your list in order? Than let's get cracking! Test Your Knowledge 1. 2. 3. 4. 5. Answers: C, D, B, F, H Answer Explanations: 1. We are tasked here with finding the smallest integer greater than $√58$. There are two ways to approach this- using a calculator or using our knowledge of perfect squares. Each will take about the same amount of time, so it's a matter of preference (and calculator ability). If you plug $√58$ into your calculator, you'll wind up with 7.615. This means that 8 is the smallest integer greater than this (because 7.616 is not an integer). Thus your final answer is C, 8. Alternatively, you could use your knowledge of perfect squares. $7^2=49$ and $8^2=64$ $√58$ is between these and larger than $√49$, so your closest integer larger than $√58$ would be 8. Again, our answer is C, 8. 2. Here, we must find possible values for a and b such that $|a+b|=|a−b|$. It'll be fastest for us to look to the answers in order to test which ones are true. (For more information on how to plug in answers, check out our article on plugging in answers) Answer choice A says this equation is "always" true, but we can see this is incorrect by plugging in some values for a and b. If $a=2$ and $b=4$, then $|a+b|=6$ and $|a−b|=|−2|=2$ 6≠ 2, so answer choice A is wrong. We can also see that answer choice B is wrong. Why? Because when a and b are equal, $|a−b|$ will equal 0, but $|a+b|$ will not. If $a=2$ and $b=2$ then $|a+b|=4$ and $|a−b|=0$ $4≠ 0$ Now let's look at answer choice C. It's true that when $a=0$ and $b=0$ that $|a+b|=|a−b|$ because $0=0$. But is this the only time that the equation works? We're not sure yet, so let's not eliminate this answer for now. So now let's try D. If $a=0$, but b=any other integer, does the equation work? Let's say that $b=2$, so $|a+b|=|0+2|=2$ and $|a−b|=|0−2|=|−2|=2$ $2=2$ We can also see that the same would work when $b=0$ $a=2$ and $b=0$, so $|a+b|=|2+0|=2$ and $|a−b|=|2−0|=2$ $2=2$ So our final answer is D, the equation is true when either $a=0$, $b=0$, or both a and b equal 0. 3. We are told that we have two, unknown, consecutive integers. And the smaller integer plus triple the larger integer equals 79. So let's find our two integers by writing the proper equation. If we call our smaller integer x, then our larger integer will be $x+1$. So: $x+3(x+1)=79$ $x+3x+3=79$ $4x=76$ $x=19$ Because we isolated the x, and the x stood in place of our smaller integer, this means our smaller integer is 19. Our larger integer must therefore be 20. (We can even test this by plugging these answers back into the original problem: $19+3(20)=19+60=79$) This means our final answer is B, 19 and 20. 4. We are being asked to find the smallest value of a number from several options. All of these options rely on our knowledge of roots, so let's examine them. Option F is $√x$. This will be the square root of x (in other words, a number*itself=x.) Option G says $√2x$. Well this will always be more than $√x$. Why? Because, the greater the number under the root sign, the greater the square root. Think of it in terms of real numbers. $√9=3$ and $√16=4$. The larger the number under the root sign, the larger the square root. This means that G will be larger than F, so we can cross G off the list. Similarly, we can cross off H. Why? Because $√x*x$ will be even bigger than $2x$ and will thus have a larger number under the root sign and a larger square root than $√x$. Option J will also be larger than option F because $√x$ will always be less than $√x$*another number larger than 1 (and the question specifically said that x1.) Remember it using real numbers. $√16$ (answer=4) will be less than $16√16$ (answer=64). And finally, K will be more than $√x$ as well. Why? Because K is the square of x (in other words, $x*x=x^2$) and the square of a number will always be larger than that number's square root. This means that our final answer is F, $√x$ is the least of all these terms. 5. Here, we are multiplying bases and exponents. We have ($2x^4y$) and we want to multiply it by ($3x^5y^8$). So let's multiply them piece by piece. First, multiply your integers. $2*3=6$ Next, multiply your x bases and their exponents. We know that we must add the exponents when multiplying two of the same base together. $x^4*x^5=x^[4+5]=x^9$ Next, multiply your y bases and their exponents. $y*y^8=y^[1+8]=y^9$ (Why is this $y^9$? Because y without an exponent is the same thing as saying $y^1$, so we needed to add that single exponent to the 8 from $y^8$.) Put the pieces together and you have: $6x^9y^9$ So our final answer is H, 6x9y9 Now celebrate because you rocked those integers! The Take-Aways Integers and integer questions can be tricky for some students, as they often involve concepts not tested in high school level math classes (have you had reason to use remainders much outside of elementary school?). But most integer questions are much simpler than they appear. If you know your way around exponents and you remember your definitions- integers, consecutive integers, absolute values, etc.- you’ll be able to solve most any ACT integer question that comes your way. What’s Next? You've taken on integers, both basic and advanced, and emerged victorious. Now that you’ve mastered these foundational topics of the ACT math, make sure you’ve got a solid grasp of all the math topics covered by the ACT math section, so that you can take on the ACT with confidence. Find yourself running out of time on ACT math? Check out our article on how to keep from running out of time on the ACT math section before it's pencil's down. Feeling overwhelmed? Start by figuring out your ideal score and work to improve little by little from there. Already have pretty good scores and looking to get a perfect 36? Check out our article on how to get a perfect ACT math score written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? 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