Discrimination Against Gay Marriage is the Voice of Ignorance

Discrimination Against Gay Marriage is the Voice of Ignorance Marriage is one of the fundamental establishments of the United States. As a young person, one looks forward to many goals in their lifetime: career success, a good life, and very often marriage to the person they love and a family together. This is one of the biggest parts of our American life and culture. Very few heterosexuals would be willing to put their right to marry on a ballot for voter approval, or even in their wildest dreams [nightmares?] have to consider doing that. However, in the past ten years that is a prospect gay men and women are facing all over our United States. Why is American culture so unaccepting of homosexual marriages and what are the†¦show more content†¦A homosexual still gets up in the morning and goes to work or to school. They still have dinner with family or friends, participate in sports and community organizations and events. And yes, they still hold stable relationships, just like a man and women would, they still go through the u ps and downs of a relationship, facing the same joyous moments, and same hard times with an individual they love. The homophobia that has spread through our country like wildfire since the outing of homosexuals became more common and acceptable undermines these common variables between homosexual and heterosexual couples. One of the largest differences for a homosexual is living a life of fear. Along with all of their day to day activities that mirror any heterosexual, they must also deal with the stress of being different and being unacceptable to the society which they are a part of. They must know the places they are welcomed as an outted gay person, and the ones where they must hide their true identities. As well, they are not granted many of the rights a heterosexual takes for granted. They cannot file for taxes along with their partner, cannot receive medical benefits or health insurance under their partners coverage, as most husband and wives do, and most essentially, they cannot create a bond of unity to express their love through a legal marriage (France, 2/2000 p2). Marriage has been a unique part of ourShow MoreRelatedLGBT Subculture Essay examples1428 Words   |  6 Pagesto judge others based on their race or religion, so why do they still discriminate against homosexuals? The homosexual subculture is not accepted by society, looked down upon, and misjudged; however, they are human beings and deserve to be treated equally. Religion is a major aspect on why society believes that homosexuality is wrong and should not be accepted. Individuals who are against the LGBT (Lesbian, Gay, Bisexual, and Transgender) community because of their religion believe that â€Å"homosexualityRead More Homosexuality: Equal Rights For All Essay1919 Words   |  8 Pagesorientation continuum, homosexuality only makes up a minority group of people. However, we are unsure of this because everyone has â€Å"skeletons in their closets† and might face confusion or uncertainties regarding their own sexuality. Homosexuals includes gays (man seeking man), lesbians (woman seeking woman), bisexuals (one who seeks both man and woman) as well as transgender (one who modifies his/her physical appearance to reflect the opposite sex). Transvestites are people who dress according to the oppositeRead MoreThe Controversy Of Homosexuality Sparks Controversy1773 Words   |  8 Pagesas an individual’s choice in a way of life. Historical Perspective: When viewing the United States’ acceptance of homosexuality there have been spikes and plateaus in its progression. Today, a majority of the states in the nation allow same-sex marriage; however, in some of these states, homosexual couples are not able to receive the same Social Security benefits as heterosexual couples (Mushovic, 2011). This clearly demonstrates that although the nation has made great strides in treating homosexualsRead More Massive Anti-Islam Sentiment in the United States Essay3208 Words   |  13 Pagesaround the teachings of the Qu’ran and serving Allah (meaning God in Arabic). However, this Abrahamic religion has been harshly discriminated against in the United States for years. Most prominently throughout the last twelve years, post September 11th, 2001. Unfortunately, issues such as socialization through the media, power distribution, religious ignorance, stereotyping and visible differences have contributed to the ill attitudes towards Mus lims. This paper will examine how Americans have beenRead MoreLgbt19540 Words   |  79 Pagesfor lesbian, gay, bisexual and transgender and along with heterosexual they describe peoples sexual orientation or gender identity. These terms are explained in more detail here. Lesbian A lesbian woman is one who is romantically, sexually and/or emotionally attracted to women. Many lesbians prefer to be called lesbian rather than gay. Gay A gay man is one who is romantically, sexually and/or emotionally attracted to men. The word gay can be used to refer generally to lesbian, gay and bisexualRead MoreEssay on Lesbianism: Femmes and Lipstick Lesbians2414 Words   |  10 Pagesand was coined when people actually believed they could catch the gay (cite). Now it is widely understood that people cannot catch the gay. They realize how offending it is, so the accepted term used is sexual prejudice, which is an attitude about a group of people based on their sex, gender, and/or sexual orientation (cite Racheals class). Accompanying the fall out of the term homophobia, non-heterosexuals prefer to be called gay, lesbian, bisexual, transgender, asexual etc. etc., due to to theRead MoreThe Formation Of Effective Education2181 Words   |  9 PagesUnited States in 1981 along with panic and chaos. The human immunodeficiency virus (HIV) spread rapidly throughout the nation, mainly due to a lack of knowledge on how to contain, prev ent, and avoid the disease. People began to point fingers at the gay community for spreading the deadly disease, not realizing that this disease effects people of all sexual representation. It wasn’t until the government took the initiative through the use of education, was there a decline in the spreading epidemic.Read MoreAmerica Is Built On Diversity2267 Words   |  10 Pagesnegative aspects regarding diversity are generally based on religion, politics, ignorance, jingoism and tribalism. Even considering American exceptionalism, we are human. We tend to segregate ourselves with people of the same financial bracket, belief systems, heritage, and education and are biased even while claiming tolerance of others not like us. This directly relates to cultural bias of established Americans against immigrants. Meet the Ortiz family: A case of child abuse and/or family reunificationRead MoreIs Feminism Still Alive Today?3203 Words   |  13 Pagesencouraged to follow in their f ootsteps. In public schools today, abstinence only programs come in and teach young women that if they have sex before marriage they will â€Å"lose a part of themselves†. These programs bring in props and scary pictures as scare tactics and to shame young people for having sex. While everyone in class is told to wait until marriage, the target audience is teenage girls. Condoms and birth control are only mentioned when the instructors are talking about how ineffective theyRead MoreCalculus Oaper13589 Words   |  55 Pagesor less natural phenomenon, as mere sexual preference, or as the mirror image of either heterosexual or male homosexual relations is profoundly weakened thereby, whatever its other contributions. Feminist theory can no longer afford merely to voice a toleration of lesbianism as an alternative life-style, or make token allusion to lesbians. A feminist critique of compulsory heterosexual orientation for women is long overdue. In this exploratory paper, I shall try to show why. I will begin

The Rights Opportunity Commission ( Eeoc ) - 1519 Words

Throughout History, the idea of equal opportunities and rights had and still is a major issue amongst the people of the nation. Equal opportunities is defined as the treatment of others equally without the discrimination of their sex, race or age. Actions have been made to help prevent this from ever happening. In 1964, Congress passed Public Law 88-352 (78 Stat. 241). This civil rights act â€Å"forbade discrimination based on sex and race in hiring, promoting, and firing. ... Title VII of the act created the Equal Employment Opportunity Commission (EEOC) to implement the law.† Morris Dees acted upon this and as a lawyer for civil rights he helped prove that due to physical and social differences, you still have an opportunity to prove and have a say in the world. The want of equal opportunities by morris dees and the people, helped trigger the creation of the SPLC. The SPLC and the ideas that Morris Dees conveyed to the people created an opportunity of equality. Background on Law’s before Morris Dees Actions: In the 1960s, Americans who knew the equal protection of the laws expected the Congress, and the courts to achieve the promise of the 14th Amendment. The amendment states the rights and equal protection of the laws created. â€Å"All three branches of the government and the public debated a constitutional question: Does the Constitution s restriction of denying equal protection always ban the use of racial, ethnic, or gender criteria in an attempt to bring socialShow MoreRelatedThe Rights Opportunity Commission ( Eeoc )792 Words   |  4 Pagesfloor or at the employer’s offices, but the fact that the Equal Employment Opportunity Commission (EEOC) receives around 80,000 discriminatory filings annually, with 99,922 in 2010, there is little wonder the amount of attention to discrimination is warranted (Walsh, 2013). According to the EEOC’s website, the discrimination claims were more than the annual averages, but less than 99,000 in 2010, at 88,788 in 2014 (â€Å"EEOC R eleases Fiscal†, 2015). These figures reiterate the importance and diligenceRead MoreOverview of Equal Employment Opportunity Commission1006 Words   |  4 Pagesthe Equal Employment Opportunity Commission (EEOC) process. Discussion It is important to note from the onset that the U.S. Equal Employment Opportunity Commission enforces Federal laws prohibiting employment discrimination (EEOC, 2012). Thus employees who are convinced that their employment rights have in one way or the other been violated are free to initiate an investigation into the same by filing a complaint with the commission. However, according to the commission, the laws it enforcesRead MoreEeoc Presentation788 Words   |  4 Pages EEOC Presentation October 30, 2012 SOC 315 Chantell Citizen Ronald Smith EEOC Presentation The Equal Employment Opportunity Commission (EEOC) was established shortly after the passage of the Civil Rights Acts of 1964 by the US federal agency empowered by Congress. The EEOC is to enforce the laws prohibiting discrimination in the workplace. The EEOC was giving the right to oversee the practices of private and government employers to combat discrimination (What Is The Equal Employment OpportunityRead MoreLegal Process Paper1233 Words   |  5 Pagesthe process is to go online or visit the nearest EEOC office. There they have an assessment system consisting of two parts. To determine if the EEOC is the appropriate agency to give John help, Part one asks general questions about the complaint. John will be asked if he wants to complete Part two after he answers the Part one questions which will ask more specific questions about his situation and will allow him to submit this information to the EEOC for follow-up. Completing this two part assessmentRead MoreLegal Process Paper 1254 Words   |  6 Pagesthe process is to go online or visit the nearest EEOC office. There they have an assessment system consisting of two parts. To determine if the EEOC is the appropriate agency to give John help, Part one asks general questions about the complaint. John will be asked if he wants to complete Part two after he answers the Part one questions which will ask more specific questions about his situation and will allow him to submit this information to the EEOC for follow-up. Completing this two part assessmentRead MoreEeoc - Equal Employment Opportunity Commission937 Words   |  4 PagesEEOC Presentation Resource: the Equal Employment Opportunity Commission (EEOC) website Explore the EEOC website (http://www.eeoc.gov) to learn more about the organization. Click the About the EEOC link and select Newsroom. Select a press release about an employee lawsuit published within the last 6 months. Search the Internet to find at least one news item about this lawsuit, preferably from a news source in the state in which the incident occurred. Federal Jury Awards Exel EmployeeRead MoreThe Equal Employment Opportunity Commission1454 Words   |  6 Pageswebsite of choice which will be critically analyzed is the The Equal Employment Opportunity Commission (EEOC) website. Some of the areas of interest in this report are the specific commercial, trade, legislative, regulatory or statistical information in the Equal Employment Opportunity Commission website, which are useful in business planning, strategy and legal compliance. Purpose and Function of EEOC There are several forms of discrimination, which include but not limited to discriminationRead MoreDisability Discrimination : Disabled People With Disabilities1686 Words   |  7 Pages in 2017, that number has increased. The first act that protected the civil rights of people with disabilities was not passed until 1973 (â€Å"What U.S. federal legislation protects the rights of students with disabilities?†). In 2015, there were 26,968 disability cases received by the EEOC (â€Å"EEOC Releases Fiscal Year 2015 Enforcement and Litigation Data†). Although there are many acts and laws in place protecting the rights of disabled people, there needs to be harsher punishments and violation finesRead MoreCase Analysis: Role of the EEOC1774 Words   |  7 Pagesthe Equal Employment Opportunity Commission (EEOC). One presumes that the EEOC investigated and substantiated the charges, and then unsuccessfully attempted to settle the charges with the employer, though those facts a re not detailed in the press release or the news article. The EEOC ended up bringing suit against the restaurant. At a jury trial, the jury returned a $51,700 verdict in favor of the family, which included back pay, compensatory, and punitive damages (EEOC, EEOC wins jury, 2012). Read MoreEssay on employment laws compliance plan819 Words   |  4 Pagesemployment laws listed include the following: Immigration and Nationality Act (INA) The Americans with Disabilities Act of 1990 (ADA) The Immigration Reform and Control Act of 1986 (IRCA) Texas Payday Law Austin’s Human Rights Commission. Equal Employment Opportunity Commission The Immigration and Nationality Act (INA) The Immigration and Nationality Act (INA) addresses stipulations for employment verification and eligibility, nondiscrimination, and applies to all employers (Employment Law Guide

Leadership Insights about Leadership

Question: Examine yourself as a leader. Share some insights about leadership that you have identified about yourself. Answer: Leadership This paper examines and reflects my insights on leadership. The reflection is based on the way I view myself as a leader. Over the last few weeks I put emphasis on several aspects such as purpose of leadership and traits possessed by a successful leader. The data collected from peer interactions and secondary sources over time provided insights about my leadership. When I see someone as a leader, I wish to be like him or her. Through my experience, leadership is a continuous process for me. The leaders face different situations in life and their act accordingly. The leaders possess several character traits that are essential for effective management. I have developed traits such as creating vision, problem solving skills, interactive skills, conflict management, and many more (Kouzes Posner, 2013). However, I need to improve my team building skills by assigning appropriate work to the members. I have learned many things about leadership in my lectures and personal experience. I have developed propensity to take control of situations. I prefer to take an organized approach to solve problems. I prefer to interact with others and collaborate using different perspectives (Johansen, 2012). I possess assertiveness that allows me to be positive and direct with the individuals. Every organization needs to be interconnected so that they can anticipate problems, frame plans and execute them as and when required. My peers told me that I am very comfortable to talk with and they can discuss their problems with me. I am keen to solve issues after critically analysing the situation (Yukl, 2013). I consider multiple perspectives before arriving at a decision. Additionally, I am detail oriented and can be critical of others work. I have set high standards for myself as well as team members. I prefer working beyond my comfort zone. I take criticism constructively although I need to put efforts to make rectifications based on others judgments (Kouzes Posner, 2013). I aspire to strive, continually improve and never quit. The fundamentals as a leader are in place. My focus shall be on tuning and enhancing my leadership skills. I shall develop my critically analysing skills. I welcome feedback and learning experiences from everyone. I have a desire to maintain equilibrium and consistency as a leader (Kouzes Posner, 2013). Going through the leadership theories and models, I aspire to become a transformative leader. I intend to increase self-awareness and attempt to shape them. I shall empower others by encouragement, cultivating vision and providing right tools. My willingness to adapt, grow and improve shall help me in leading others (Giuliani Kurson, 2012). Conclusively, leadership strengths and weaknesses are evident after conducting self-evaluation. The reflection in the above paper shall help me in growing personally as well as professionally. As a leader, I am constantly growing as the one I envision in the future. I shall develop realistic and measurable action plan for accomplishing my future leadership goals. References Giuliani, R. Kurson, K. (2012).Leadership. New York: Hyperion. Johansen, R. (2012).Leaders make the future. San Francisco, Calif.: Berrett-Koehler Publishers. Kouzes, J. Posner, B. (2013).The leadership challenge. San Francisco: Jossey-Bass. Yukl, G. (2013).Leadership in organizations(8th ed.). Englewood Cliffs, N.J.: Prentice-Hall.

Crime as a Socially Construct Altering out Understandings on the Caus

Question: Discuss about the Crime as a Socially Constructfor Altering out Understandings on the Causes. Answer: The Discovery of the Victim and a Shift in Focus from the Offender to the Offence: Altering our understandings of What Causes Crime Introduction Various ideological schools of thought and various societies define crime differently; these definitions are influenced by various factors such as law, moral precepts, social perceptions, political influence among others. There are various ways of analysing and interpreting crime, criminology is only one of them(Carrabine, et al., 2014). The purpose of this essay is to analyse the developments in the definition of crime and victimisations, guided by criminological ideologies. It will look into the classical and positivist schools of thought on the concept of crime and the definition of a criminal. Additionally, it will consider the emergence of the victim and how victimisation has developed in criminology. Furthermore, the essay will outline the strengths and weaknesses of the official and unofficial sources used to measure crime and victimisation; it is also important to consider the developments in the definitions of crime. This analysis will serve to conclude that crime is an ever -changing social construct. Changes to Our understandings of What Causes Crime Criminological Schools of Thought The theoretical foundation of criminology is built on two criminological ideologies; the classical school of thought arising in the eighteenth century and the positivist school of thought which emerged in the nineteenth century(Carrabine, et al., 2014). The classical ideology drew its principles from enlightenment thinking and posits that human beings possess free will and as such crime results from this choice. Ideally, punishment, imprisonment or surveillance and other preventative measures can be applied to deter the criminal from engaging in crime. Beccaria, in his attempt to humanise punishment, stated that the severity of punishment should coincide with the crime done and also guided by law. Essentially, crime was a choice which could be deterred by punishment; what constituted a crime and the subsequent punishment was determined by law(Beccaria, 1995). The positivist school of thought is usually associated with scholars like Lombroso and Ferri who approached criminology scientifically rather than on the basis of social ideologies. Lombroso, after conducting studies on various convicted criminals, identified a correlation between physical attributes and the tendency to commit a crime. As such, according to him, certain features; low foreheads, protruding ears, long arms, could be used as identifies for potential criminals. However, the challenge lies in the fact that these attributes can be found in non-criminals as well. Ferri expanded this philosophy by highlighting three components used to identify the causes of crime; anthropological, telluric and social(Mclaughlin, et al., 2003). The positivist school of thought has developed from these theories among others to present a more scientific approach to the causes of crime. Emergence of the Victim Traditionally, a victim was defined as an offer for sacrifice; the animal or person presented as a life sacrifice to appease a supernatural being(Karmen, 2015). However, this definition has since evolved to encompass those who suffer harm, injury or loss either from accidents, natural tragedies, illnesses or the illegal acts of others. Victimisation, the relationship that leads to one being a victim, is a growing concept; raping and theft causes victimisation, overcharging customers is also a form of victimisation, however, unlike the former, the latter is not an illegal act. Over time, the comprehension of the concept of victimisation and who is a victim has evolved as scholars move from subjectivity to a more objective approach. Traditionally, victimisation was analysed from a subjective viewpoint; influenced by morality, ethics, emotions, personal views and ideologies. As such, the victim in this approach is always the party who suffers the injury in question. This socially constructed ideology perceives a victim as one who is likely weaker than their attacker, virtuous and possibly a stranger to the oppressor who is stronger and driven by ill motive(Dignan, 2005). The challenge with this theory arises with the complexities brought about by real-life scenarios, for example where a targeted victim of a crime overpowers and possibly kills their attacker. Originally victims were presented as the good guys, however research shows that even criminals can fall victim, and are more likely to be victims, than innocent people. For example, prostitutes are likely victims of assault and battery, exploitation(Brents Hausbeck, 2005) and even murder by serial killers. Additionally, the perpetrators of a crime in police investigations may be acting in self-defence. As such, with the adoption of an objective approach, the understanding of victimisation has evolved and will continue to evolve. Measuring Crime and Victimisation Information on crime and victimisation can be derived from various official and unofficial sources; these include the media through, uniform statistics and reports, criminological research among others(Walklate, 2017). According to Soothill et al.(2002), these data sources can be categorised as direct experience of crime, mediated experience, official information and research knowledge(2002, p. 24). Statistics produced by prisons, governments or the police among other relevant authorities would serve as official data sources and are recognised as such the world over. Although these sources provide an official and reliable report, they are usually incomplete. This is because not all offences might be recognised as crimes in certain countries, additionally not all crimes are reported and finally not all reported crimes are recorded(Walklate, 2017). This inconsistency is referred as the dark figure of crime and as such, the interpretation of these data sources should be carried out with these shortcomings in mind. Criminal victimisation surveys and criminological research are another source of official data that attempt to bridge the gaps created by official statistics and reports. Self-report studies and other records, such as those compiled by businesses or newspapers; provide unofficial data on crime and victimisation. A self-report study entails engaging some members of the public in reporting whether or not they have committed crimes or have been victims of crimes. This method can be used, for example, to identify the percentage of youth engaged in criminal activity and the type of crimes they are likely to commit(Walklate, 2017). The weakness with these modes of data collection are that one cannot entirely qualify what would constitute a crime; circumstances might change had the issue been reported to the police. They, however, provide a good background to begin research into crime and victimisation statistics. Definitions of Crime According to Michael and Adler(1933), crime is simply any act prohibited by criminal statutes; this is the most commonly referred to definition of crime(Muncie, 2001). Sutherland and Cressey expanded this definition to illustrate what would be referred to as criminal law, whom it applies to and who enforces it(Sutherland Cressey, 1924/1970). This definition has been adopted by jurists and social scientists alike and from it, various criteria have been outlined in order to determine a crime; prohibition by law, criminal intent, voluntary act and a legally prescribed punishment. Over the years, crime has been defined in an array of concepts; as an infraction of moral rules, a social invention, a censure of ideals, a historical construct and as a social harm. As an infraction of moral principles and codes of conduct, what is considered as criminal today was at some point in time morally acceptable in society; there is no strict standard on crime(Wilkins, 1964). With this in mind, an act is not criminal by its own right, criminality is determined by what society at the time believes is wrong(Muncie, 2001). As such, it is not what is done but rather how society feels about it that determines what is a crime. Additionally, the definition of a crime can also be determined by political influence or power; those with the power to influence laws determine what will be considered as criminal in the society(Chambliss, 1975). As mentioned, the concept of crime has evolved with time; influenced by the perceptions of society and the ideologies of those with political influence and power. Historically, most of the behaviours termed as crimes today were simply undesirable acts governed by civil law and religion; crime is, therefore, an invention of his torical social perceptions. It is evident that crime, therefore, cannot be conclusively defined. This is because the definition is influenced by various factors which in themselves are subject to continuous change. Conclusion As illustrated in the discourse above, the concept of crime and victimisation has evolved greatly over the years. The classical school of thought attempted to define crime and the concept of the criminal based on free will; a criminal could choose whether to commit a crime or not. This school of thought was however overtaken by the positivist ideology that certain external and physical factors could contribute to crime. Additionally, the understanding of the victim has also changed over the years as scholars and investigators alike adopt a more objective approach to victimology. This analysis relies on official and unofficial sources of data; however, caution should be observed in the reliance of these sources as they are subject to various weaknesses. The concept of crime has evolved and will continue to evolve as it is a socially constructed phenomenon influenced by various factors such as social perceptions, laws and the political influences. Reference List Beccaria, C., 1995. Beccaria: On crimes and punishment and other writings. In: R. Bellamy, ed. A short selection of Beccaria's original writings. s.l.:Cambridge University Press. Brents, B. G. Hausbeck, K., 2005. Violence and legalised brothel prostitution in Nevada. Journal of Interpersonal Violence, Issue March, pp. 270-295. Carrabine, E. et al., 2014. Criminology: A sociological introduction. 3rd ed. Oxon: Routledge. Chambliss, W. J., 1975. Toward a political economy of crime. Theory and Society, Volume 2, pp. 149-170. Dignan, J., 2005. Understanding victims and restorative justice. 1st ed. Berkshire: Open University Press. Karmen, A., 2015. Crime victims: An introduction to victimology. 9th ed. New York: Cengage Learning. Mclaughlin, E., Muncie, J. Hughes, G., 2003. Criminological perspectives: Essential readings. 2nd ed. London: SAGE Publications. Michael, J. Adler, M., 1933. Crime, Law and Social Science. New York: Harcourt. Muncie, J., 2001. The construction and deconstruction of crime. In: J. Muncie E. McLaughlin, eds. The problem of crime. London: Sage, pp. 9-23. Soothill, K., Peelo, M. Taylor, C., 2002. Making sense of criminology. Oxford: Polity. Sutherland, E. Cressey, D., 1924/1970. Criminology. 8th ed. Philadelphia: Lippincott. Walklate, S., 2017. Criminology: the basics. 3rd ed. London: Routledge. Wilkins, L., 1964. Social Deviance. London: Tavistock.

The state of the economy in a business sector

Guide to ACT Calculators Expert Tips

Guide to ACT Calculators Expert Tips SAT / ACT Prep Online Guides and Tips Knowing when where and how to best use a calculator on the ACT can be tricky. You are allowed to bring a calculator on test day (none will be provided for you), and it can mean the difference of several points on the ACT to have a calculator versus having none. But what kind of calculator should you bring and how should you make best use of it during the test? In this guide, we’ll cover everything you need to know about calculators on the ACT, from when you're allowed to use them, to what kinds are allowed, to how to avoid the most common ACT calculator mistakes. What Section Can I Use a Calculator On? You may only use a calculator for the ACT math section. Despite the fact that some ACT Science questions require basic calculations like addition or division, a calculator is strictly forbidden on every section except for ACT Math. Do I Need a Calculator? Technically, you do not need a calculator for the ACT. This is because the ACT is a standardized test and it would be unfair of the makers of the test to discriminate against anyone who could not afford to buy a calculator. That said, you should definitely bring a calculator! Though you'll only ever need to perform basic calculations for the test, it's much less time consuming (and often far more accurate!) to plug $64*3.14159$ (or $π$) into your calculator than it is to solve it long-hand. If you’re doing every ACT math question by hand, you will most likely NOT complete the full section within the allotted time. So do bring your calculator (as well as an alternate calculator and/or extra batteries). Always keep this information in mind as you go through the test: a calculator isn't technically needed for the test. Think about how that applies to how you approach each question. If you think you're being asked to find the perimeter of a cube with side lengths of $√15$ and none of the answers are in root form (i.e., $4√15$), chances are you misread or misunderstood the question. Are they actually asking you for the cube's area? Or did you calculate the sides of the cube inaccurately? If you find that there is no way to find an answer to a problem without a calculator (basically, if you need to do something more than basic calculations, which we will discuss later in this guide), you are on the wrong track! Take a step back and reevaluate what you're being asked. One of these paths takes you much farther away than you wanted to be. What Calculators Are Allowed on the ACT? The ACT is a little more strict than the SAT is when it comes to the calculators you're allowed to bring. For example, the SAT allows the TI-89 (a popular calculator), while the ACT forbids it. For the ACT, you can bring any calculator that does NOT have computer algebra system (CAS) functionality. A CAS calculator can solve problems algebraically, which would defeat the purpose of many of the ACT questions. If your calculator is not on the restricted list, it's allowed. According to official ACT guidelines, you must clear all documents on your calculator (so that you cannot bring notes), all programs with CAS capability, and all apps with CAS capability. They specifically mention that it is not enough to disable these programs- they must be fully removed. That said, most proctors aren't as strict as the ACT guidelines are. If you have a restricted calculator or functions, it won't hurt you to try to bring it to the testing center. But do bring a back-up calculator that you're used to using in case your proctor won't let you use your first-choice calculator. Types of Calculators NOT Allowed on the ACT This is the forbidden valley list of calculators and devices. Anything NOT on this list is considered an ACT-approved calculator by default: You are NOT allowed to bring any kind of laptop, phone, tablet, or PDA to use as a calculator. You CANNOT have anything with a paper tape readout. Exception: If you can remove the paper tape for the test, you can use it. You CANNOT have anything that plugs in. Exception: If you can remove all power/electrical cords for the test, you can use it. You CANNOT have anything that makes noise or can communicate with another device. Exception: If you can turn off the sound for the test, you can use it. You CANNOT have anything that has a QWERTY keyboard on it. You CANNOT use anything with an infared data port Exception: Cover the infared data port with heavy opaque material like duct tape or electrician's tape. You'll need to do this for calculators like the HP 38G series, HP 39G series, and HP 48G. Texas Instruments You CANNOT have any model that begins with TI-89 You CANNOT have any model that begins with TI-92 You CANNOT have the TI-Nspire CAS (The TI-Nspire non-CAS is allowed) Hewlett-Packard You CANNOT have the HP Prime You CANNOT have the HP 48GII You CANNOT have any model that begins with HP 40G You CANNOT have any model that begins with HP 49G You CANNOT have any model that begins with HP 50G Casio You CANNOT have the fx-CP400 (ClassPad 400) You CANNOT have the ClassPad 300 You CANNOT have the ClassPad 330 You CANNOT have the Algebra fx 2.0 You CANNOT have any model that begins with CFX-9970G No official word on whether or not you're allowed to bring an abacus, but my advice is to stick with devices that were designed after 1980. What's the Best ACT Calculator? In terms of calculator use for the ACT, familiarity is better than gadgetry. Because you're only going to be asked to perform basic calculations on the ACT math section, you won't need the most high-tech and advanced calculator model in the world. Fancy calculators are more likely to slow you down while you try to figure out their quirks and functions than they are to help you. That said, if you are most familiar with a high-tech (and ACT-approved) calculator, definitely bring it! What's most important is that your calculator is one you know well and are used to using. So pick one calculator and use it for everything. Use this same calculator for your math classes as well as on the ACT, so that you can become familiar with it before test day. If, on the other hand, you have no preference and are looking for advice on a calculator model, I'd personally recommend the TI-30X as the best calculator for ACT Math. The TI-30X great if you’re on a budget (no matter where you shop, you can get it for less than $18) and will do everything you need- parentheses, negatives, exponents, square roots, four basic functions, etc.- without getting into the overly complex functions and capabilities (which you won’t need anyway). But no matter what, make sure you familiarize yourself with your calculator before test day! Do some practice problems with your calculator at home before you take your official test. Don't just reach for the fanciest device you can find- make sure you really know your machine! How to Avoid Common ACT Calculator Mistakes Although you should definitely bring a calculator (again, preferably the calculator you feel most comfortable with), it is far more important to understand the question than it is to immediately reach for a calculator. Many problems are actually much simpler than they appear and can be done in seconds without a calculator. So don’t automatically reach for the calculator before you analyze the problem. With a problem like this, there are several approaches, each taking more or less time than the other. Option 1: Fastest way, no calculator. The question tells you this is an isosceles triangle. If you remember your formula for isosceles triangles, you can immediately say that the hypotenuse is $s√2$ or, in this case, $10√2$. So the answer is E. Option 2: Medium-fast, no calculator. You can quickly see that $10^2+10^2=200$. The hypotenuse, therefore, is: $√200$ or $√100*√2$ This becomes $10√2$. So the answer is E. Option 3: Slowest way, with calculator. If you forget both your isosceles triangle formula and how to reduce square roots, you can still do this problem (though it will take longer). $10^2+x^2=c^2$ You know that this is an isosceles triangle, so each side will be equal: $10^2+10^2=c^2$ $200=c^2$ $c=√200$ If you do not remember how to reduce the square root of 200, find the answer in your calculator (approximately 14.14) and then find the answer that matches. A, B, and C are eliminated, as they are integers. The square root of 20 will be far too small (4.47), since you are trying to find the square root of 200. The square root of 2 is 1.414. $(1.414)(10)=14.14$. So the answer is E, $10√2$ As with the above, some questions can be solved much faster in your head (or on scratch paper) than on a calculator. If the question requires a calculation you cannot do quickly or easily in your head, definitely use your calculator. But make sure to always double check your input line (the part where you type into your calculator) before you calculate the results! Plugging in the wrong values (or forgetting that crucial negative sign or parentheses) can make all the difference between a right and a wrong answer. For example, if you have $x=−5$ and an equation $f(x)=x^2+12$, make sure that you're plugging in your $x$ correctly. There is a huge difference between plugging in $−(5^2)+12$ and $(−5^2)+12$ into your calculator! The first equation is inaccurate and gives you -13. The second equation is correct and gives you 37. Make sure you are calculating for $x$ equals -5 here, not the finding the negative of 5 squared. If you’re making numerous errors in your practice tests, write down the equation by hand first. Even if it’s a problem that looks simple, doing it entirely on a calculator (or in your head) can lead to errors. Write down your steps before you whip out the calculator. When to Use Your Calculator You will never need your calculator to do more than a few basic calculations. You will only ever be asked to: Add Example: $213+456$ Subtract Example: $3500−1200$ Multiply Example: $33*10$ Divide Example: $54/3$ Take a Number to an Exponent And, even so, you'll only need to express a number to an exponent in a way that someone without a calculator could also do. For example, you may need to manipulate $x^23$ or $y^10$, but this is based on your understanding of exponent rules: Based on your knowledge of how exponents work, you know that $x^a*x^b=x^(a+b)$. So we have: $(2)(3)=6$ $x^4*x^5=x^(4+5)=x^9$ $y^1*y^8=y^(1+8)=y^9$ So the final answer is H, $6x^9y^9$ As you can see, this can all be done without a calculator. The ACT will never ask you for the answer to large exponent values, so you'll never need to find the value of $3^23$ or $2^10$, for example. The ACT math example above is typical of an exponent question you'll see on the test. Find the Square Root Square root problems will only be as complicated as making you find the value of perfect squares (e.g. $√81$), or having you reduce square roots (e.g. $√18=3√2$). If you know your basic squares ($2^2=4$, $3^2=9$, etc) and if you know how to reduce a square root, then you won’t need a calculator. Combine Different Kinds of Calculations The hardest part of your calculations will be in keeping them straight and putting them together. Again, you can solve this problem in one of two ways- with or without a calculator. Option 1: Fastest way, no calculator. Think about the percentages in terms of solid units of something. In this case, think of them as marbles. If you have four marbles and increase the amount by 25%, you are adding one marble (25% is equal to $1/4$th). So now you have five marbles. Then, you must take away 20% of those five marbles. Well, 20% is $1/5$th, so you're now back to four marbles. You began with four marbles and you ended with four marbles; you have exactly what you started out with. So the answer is C, 100% Option 2: Slower way, with calculator. You could also solve the problem algebraically. $x+0.25x=1.25x$ $1.25x−(0.2)(1.25x)=1x$ or 100% Either way, you are left with answer C, 100% Bottom line: if you find that you're trying to perform more complicated equations than these basic ones, you're likely going down the wrong path! Put your calculator down and examine what the question is really asking. Don't allow your time and energy to get sucked into doing unneeded calculations. The Take-Aways A calculator can be a great asset on the ACT, but only if you know how to use it properly. Make sure first that you're interpreting each problem correctly and develop the correct approach before you reach for your calculator. It’s far more important that you have a solid understanding of the mathematical concepts you’ll be tested on for the ACT than it is for you to be an expert at manipulating your calculator. Double check that you're using one of the ACT-approved calculators and familiarize yourself with your calculator model before test day. Finally, know that if you’re going down the rabbit hole of functions for each question, there's likely a much easier way to solve the problem. Keep all of these ACT calculator tips in mind, and you'll be good to go on test day! What's Next? Looking to boost your ACT Math score? Make sure you know exactly what's tested on ACT Math. And review your list of ACT Math formulas to make sure you know everything you need to before test day! Looking for an ACT math tutor? Read up on what makes for a good ACT math tutor, or find out more about PrepScholar's ACT tutoring options here. Aiming for a perfect score? Look no further than our article on how to get a 36 on the ACT math, written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Writer's choice Essay Example | Topics and Well Written Essays - 500 words - 38

Writer's choice - Essay Example LVHM also has retail stores all over the world. This international supply chain system is similar to Sushi: The Global Catch (2012), directed by Mark Hall, which Theodore C. Bestor (2000) further describes in â€Å"How Sushi Went Global.† Clearly, the modern-day multinational company no longer relies on local workers and local natural resources to create, deliver, and sell its products, but on an extensive, interconnected worldwide sourcing, production, distribution, and marketing systems. As for labor practices, it cannot be easily verified if the company has fair labor practices, although in France and other developed nations, LVHM is inferred to have fair labor practices. Because LVHM uses traditional methods in making its products as part of its prestige, it has skilled workers who perform several tasks. These workers in these developed nations are considered highly-skilled and well-paid because they are making handmade bags for a luxury firm like LVHM. In addition, I read before that the company only made some changes in its production system in 2005, in alignment with its new kaizen philosophy, which means constant improvement. An example of a change in the production floor is when one person did the gluing and stitching instead of two to three people. The increase in production efficiency from kaizen reduced the workforce demand of the company, which raised concerns about job security for some employees. Those who feel this may think that there is a form of inj ustice because they cannot have the same job security they used to have in the past. I think that these production changes that have labor effects can be connected to the experiences of Malay factory workers in Aihwa Ong’s â€Å"Japanese Factories, Malay Workers: Class and Sexual Metaphors in West Malaysia.† Ong (1990: 400) talks about the â€Å"structure of the industrial system†