Case Study Essay Example | Topics and Well Written Essays - 500 words - 4

Case Study - Essay Example Thorough assessment shall be made on the suicidal behavior of the child paying attention particularly on the following major areas: (1) risk for death and repetition, (2) underlying diagnoses – if had already been identified as existing, and (3) the promoting factors. The sources of information can be derived through conducting interviews and observations to the child and her immediate family. Teachers and classmates are good sources of information too knowing that the child mentioned as being teased in class. The necessary information that should be gathered to ascertain the probable risk factors that triggered the child’s suicidal behavior as listed in psychiatric-disorders.com website are the following: (1) a family history of suicide or mental health problems, (2) if the child have runaway from home, (3) physical, emotional, or sexual abuse experienced by the child at home, (4) a recognized psychiatric such as depression, (5) a relationship breakdown, (6) family disturbance such as divorce, (7) bullying in school, (8) poor exam results, and (9) being diagnosed to have a chronic illness. Also, immediate signs and symptoms of suicidal tendencies (e.g. reckless behavior, threats to harm self, becoming distant from friends and family, signs of anxiety and depression, use of alcohol or drugs, giving away possessions) shall be gathered. Information about the child’s background can also be derived from interviewing the child’s boyfriend, close friends, peers, and the family’s healthcare provider/consultant. Books, journals and other types of publications related to adolescent suicide can be a good source of information that will aid in further understanding and management of this case. In managing adolescent suicide, the child, being the major source of information, shall be assessed through therapeutic communication and proper observation. Direct questions of

Oil and gas of kazakhstan

Oil and gas of kazakhstan The size of oil and gas reserves of the Republic of Kazakhstan alone make national oil company of the country called KazMunaiGaz (KMG), an outstanding addition to any study of national oil companies. The countrys proven oil reserves are estimated between 9 billion and 17.6 billion barrels, including both land and offshore fields, as a potential producer of considerable influence. (â€Å"An Energy Overview of the Republic of Kazakhstan,† US Department of Energy, available from: http://www.fe.doe.gov/international/Russia_and_Central_Asia/kazkover.html#Oil ). When major new projects in Kazakhstan reached full production (probably by 2015), is expected to produce at least 3 million barrels of oil per day, which would make the country larger producer of oil compare to Norway, and it would be just behind Mexico and Iran. Even today Kazakhstan is in the list of one of the leading countries by producing 1.29 million barrels per day (Energy Information Administration. â€Å"Kazakhstan .† Country Analysis Briefs, 2006. Available online at http://www.eia.doe.gov/emeu/cabs/Kazakhstan/Oil.html. ). And almost anyone interested in investing in Kazakhstan is forced to work, in one form or another, with National Oil Company KazMunaiGaz (NC KMG). NC KMG is also worthy of attention of those interested in the changing structure of the international petroleum industry. The company is largely a work in progress, one of the worlds youngest national oil companies, which could become a kind of model for other leading and evolving national oil and the gas companies, especially those of the former U.S.S.R., where is an important part of the worlds untapped oil and gas reserves are discovered. KMG has some common similarity with other National Oil Companies (NOC) created in post-Soviet states such as Russia, Azerbaijan and Turkmenistan. However, the government of Kazakhstan has defined a much more aggressive development mission for NC KMG than Azerbaijans Government of SOCAR has for it. Unlike Russia, where there are two NOCs Rosneft and Gazprom, with competing interests, Kazakhstan has chosen to strengthen its holdings into one company. Yet, NC KMG has similarity with both Gazprom and Rosneft. The degree of vertical integration of Kazakhs KMG is similar to that of Gazprom. Rosneft for the time being lacking the same transportation and refining capacity of KMG or Gazprom, the actions of another equally important similarity with the Kazakh business: both are trying to introduce western management styles in order to create internationally investing confidence. Unlike Rosneft, whose main asset of oil producing is Yuganskneftegaz, which was bought at auction after the seizure of Yukos, ( Peter Fin, â€Å"Russian Oil Firm Buys Mysterious Bid Winner,† Washington Post, December, 23 2004, A01) practically all of NC KMG assets were obtained in a fairly straight forward way. They were either acquired through purchase or by the transfer of a state held license to the company. NC KMG is more likely to become a copy for other post-Soviet NOC than any another company, largely because of its development strategy is both more straight forward looking and better formulated than their counterparts. The declared intention of both Government of Kazakhstan and of KMG is that the company would become a large part of the public Corporation held, with the government ensuring the protection of its interests through the voting of its shares by a larger holding company as a Samruk which means â€Å" Golden Phoenix† if translates from Kazakh to English, which created in 2006. At the moment the relationship between KMG and the government of the Republic is getting quite close, which particularly mean the relationship between the family of President of Kazakhstan , Nursultan Nazarbayev, and the countrys oil industry. Those in key positions throughout the oil industry and government, including the different ministries and executive level positions directly associated with the oil industry, understand the challenge that the reform of the the industry presents. They realize that KMG should be transformed into an independent and transparent company in the remaining years of President Nazarbayev ‘s mandate, which ends in 2013-a company that no longer serves as an indirect instrument foreign policy or as a source of internal corruption. This report will explain that what is KMGs planning strategy, business plans and etc and how they are going to respond to the challenges which occurs in the company. Kazakhstan still confronts the task of creating constant investor confidence. The governments treatment of the international oil companies (IOCs) will partly put pressure to this confidence level. Success will also depend on the evolution of the NC KMG itself, thats mean the company should introduce a total transparency in all its upstream and downstream partner activities and whether it helps foster an atmosphere of competition in the service sectors that are associated with their main operations. The company will have to decide whether to remain a production company, or simply be a stakeholder in every major countrys mining projects, and the main transit partner and a key player in the downstream market of Kazakhstan. Whatever decision the company makes, it is may still have to reduce at least some of its assets, and try to be more focused on the acquisition of assets. Without this it would be difficult to maximize the value of the assets for NC KMG. They should turn the company to be more reliable partner for investors within the country. This requires the realization the process of political reform in Kazakhstan to provide a better expression of rights of investors and better legal protection to respond to situations in which investors believe their rights have been violated. Achieving these objectives will strengthen NC KMGs position in the international oil industry and will help to set competitive advantage over other similar oil companies. ( Available at Baker institute: http://www.bakerinstitute.org/search?SearchableText=noc_kaz_Olcott.pdf ) The Importance Of Planning And Its Process. When planning is done well, it creates a solid platform for the management of other functions which is the organizing the allocating and organizing of resources to perform the tasks; leading-guiding the efforts of human resources to ensure a high level of performance tasks; and control surveillance on the achievements and taking necessary corrective action. The centrality of management planning is important to understand. In todays demanding organization and persuading career environment is essential to stay one step ahead of the competition. This means always striving to be better at what you are doing and be action oriented. The planning Process. In the planning process, objectives identify the specific results or desired outcomes that one intends to achieve. The plan is a statement of action steps to be taken in order to accomplish the objectives. Five steps in the planning process are: 1. Define your objectives: Identify desired outcomes or results in very specific ways. Know where you want to go; be specific enough that you will know you have arrived when you get there, or know how far off the mark you are at various points along the way. 2. Determine where you stand vis-a-vis objectives: Evaluate current accomplishments relative to the desired results. Know where you stand in reaching objectives; know what strengths work in your favour and what weaknesses may hold you back. 3. Develop premises regarding future conditions: Anticipate future events; Generates alternative â€Å"scenarios† for what may happen; identify for each scenario things that may help or hinder progress toward your objectives. 4. Analyze and choose among action alternatives: List and carefully evaluate possible actions. Choose the alternative(s) most likely to accomplish your objectives; describe step-by-step what must be done to follow the chosen course of action. 5. Implement the plan and evaluate results: Take action and carefully measure your progress towards objectives. Do what the plan requires, evaluate results, take corrective action, and revise plans as needed. KazMunaiGazs Origins, Assets And Reserves One thing is certain, the active use of fossil fuels in the country is key to any development strategy. President of the country has taken two use of oil and gas to boost the economy development in two ways, both through the development of a National Fund, which is investing states revenues from oil and gas and other key resources, into a fund that is loosely modeled on national oil fund in Norway. This fund, established in 2001, is currently estimated at 14.1 billion U.S. dollars, and designed to provide long term support for the budget of the Republic of Kazakhstan and compensate irregular income caused by fluctuations in the world oil and gas market The other half of the equation is the conception of a strong national oil and gas company. It is to have a dominant position in the hydrocarbon sector in the country. Because of this, finally , the Joint-Stock Company KazMunaiGaz National Company was founded under Decree of the President of the Republic of Kazakhstan No. 811 from February 20, 2002. The opening of the industry of Kazakhstan after independence in 1991 brought many foreign investors who helped buy the industry. These investors signed Production Service Associations (PSA) with NC KMGs predecessor Kazakhoil, but the companies which produces things EMG (EmbaMunaigaz) and UMG (UzenMunaigaz), the main assets of KazMunaiGaz Exploration and Production (KMG E and P), weret transferred to Kazakhoil until 1997. On 16th March, 2004 the company was renamed Joint Stock Company KazMunai Gaz National Company. The company was founded with the goal of comprehensive development oil industry of the Republic to ensure a rational and efficient operation hydrocarbons, which in turn would contribute to social and economic development of Kazakhstan and its successful integration into the world of economy and oil industry. (KazMunaigaz (KMG), â€Å"Company History and Mission,† KazMunaiGaz website, http://www.kmg.kz/main.php?page=inc/postedmid=4showm=3type=men. ) One of the main plans of Government of creation of NC KMG was that creation would help to achieve a variety of strategic objectives including improved financial and economic aspects of the company, moreover , additional to its hydrocarbon reserves and increasing production. The intention was to do so through reducing of costs and increasing cash flow, by increasing the efficiency of capital investment, to increase reserves through the exploration of new blocks for exploration and expansion of existing ones, the maximize their shares in existing companies. They were also to enhance the economic revenues to the Country through large oil and gas projects in which they had a partners, and also through the development of transportation opportunities available to Kazakhstan, and by helping the development of petrochemical companies in Kazakhstan. They were also charged with increasing the number the proportion of domestically produced goods, works and services which is supporting the count rys largest oil and gas projects. Additionally to this they assisted to increase the number of Kazakhstani officials directly involved in these projects. JSC NC KazMunaiGaz is among three largest oil producers in Kazakhstan and has a minority in almost all major projects of oil and gas in the country which controls involvement in most projects initiated since 2000. The company employsover thirty-four thousand employees and reported revenue of $ 4.8 billion dollars in 2005 from its business activities. KMG has got control over twenty-five companies. ( KazMunaiGaz, â€Å"Structure of Assets,† KazMunaiGaz Website, http://www.kmg.kz/index.cfm?tid=22 ) Conclusion The future shape of KMG is obviously unclear, not only for oil analysts industry, but for those working in KMG and the government of Kazakhstan as well. The company still should decide whether to remain a holding company, and even if they do still want to keep the role of operating ones in some projects . They will still have to decide how quickly and how completely sell its stakes in Kazakhstans various oil and gas projects. For the foreseeable future I think it will be difficult to compete with potential foreign investors, because of companys poor technological base and luck of abilities in financial competitiveness of their operations. According to the financial liquidity of the company, there probably will be an argument about reducing their holdings in certain projects. This will provide funds for foreign investments and and downstream, which could provide KMG with long term access to energy assets for the time when domestic production in Kazakhstan begins to decline. The Kazakhstani people seem to believe that moving away from production and draft management will slow capacity building among the Kazakh population and slow the development of auxiliary industries related to fossil fuel development. But the creation National Fund of Kazakhstan is intended in part to support the development of sectors of the economy which is not depend on resource extraction.

Airframe By Michael Crichton :: essays research papers

Airframe   Ã‚  Ã‚  Ã‚  Ã‚  56 passengers are injured. Three are dead. People are shocked, terrified, confused. What happened on TPA flight 545? Why did it happen? Could it have been prevented? A very popular late night news show has the power to totally destroy an innocent airplane manufacturer. A race between a high executive working for Norton, and a news reporter from Newsline to outwit one another has begun.   Ã‚  Ã‚  Ã‚  Ã‚   [this is where you would insert your own review here if needed. mine was on if this book should be made into a move or not.] This could be a great book for a movie. It has good characters, a dramatic plot, and it is fast paced. However, good books are often known to be awful movies. But I think that if it was done right it would be good. It has a dramatic, gripping scene at the beginning of the book that â€Å"hooks† you. It is when the aircraft starts diving and climbing at incredibly steep angles. People and luggage are flying everywhere for quite a long period of time. The movie would have a great opening that would get the audience â€Å"hooked† and concerned about what caused the fatal oscillations.   Ã‚  Ã‚  Ã‚  Ã‚  And about a third of the way through the book, before you are done worrying about what went wrong with the flight, the main character Casey Singleton has her life threatened. At this point you know this character well, and you like who they are. You begin to worry about the character and read to see what happens to her. There are also a few good chase scenes that keep you reading, and I think would work well if this book was made into a movie. One is in the airplane hangar. She climbs up some scaffolding and comes to a dead end so she plays Tarzan and swings down on a power cable. There is another good part that still stands out in my mind. It was when she was in the airplane, in total darkness, and she is being followed. The unknown stalker pushes her out of the airplane, only for her to land in the safety netting. I think this scene would also work out well if acted out in a movie.   Ã‚  Ã‚  Ã‚  Ã‚  Not only could a movie be made easily from this book just because of its fast moving plot, action sequences, and concern for the characters, it is a very informational piece of literature.

Apollo 13 Essay

For those not old enough to have lived through it, a story of shooting for a landing on the moon, suffering an explosion on the spacecraft on the way to the moon, not landing on the moon, and then narrowly making it home to Earth is the story of Apollo 13. When facing issues, conflicts, and the attainment of goals, having the resources of a fully functional manager and team are irreplaceable. A manager that has clear goals and strategies in place is more likely to succeed even when faced with the greatest types of adversity. Every employee of NASA should know about the tragic event of Apollo 13. The background of the team began with the completion between the U. S. and Russia and their space exploration programs. What started out as a routine trip to the moon and back soon became one of the biggest crises NASA had ever experienced. From understanding the plight of the spacecraft, to knowing what needed to be done, to creating a CO2 converter out of materials only available on the spacecraft, the flight is a clear lesson on how to manage a team in a crisis. In many projects, it always comes back to a stressful situation, where quick decisions must be made which have a major impact on the achievement of the task at hand. Many managers often ask for advice on how to handle such situations in order to be a good leader and achieve maximum results. In order to be an effective manager and to be able to influence other and exercise high degrees of control, some rules should be followed. I will give a few examples of how Gene Kranz managed to promote teamwork and to achieve the best possible solutions despite unprecedented problems, lack or resources and time pressure. One must remain optimistic and believe in themselves and the team to achieve a set goal. Without personal convictions managers will not be able to motivate the team to developed new solutions, continue to working and foster collaboration. Gene demonstrated principled management and a leadership in demanding the best from his team while respecting their efforts no matter the outcome. One great thing about Gene’s management was that is set a standard of excellence. With statements like â€Å"I don’t care about what anything was meant to do, I care about what it can do. This set in motion self-management by various supporting teams. This shows us important lessons that we can apply to other environments. Make sure to clearly identify roles and responsibilities of each and every team member. Communication is also a key in managing a team effectively. In the movie one of the team members unplugs his TV and takes his phone off the hook which cost everyone value time and inpu t in solving this crisis. Managers should make sure they can get in touch with employees. Create a policy if you must. An over authoritarian style of management with a top down principal is sometimes inappropriate. Managers often give instructions, tasks and fiat without asking the employee for their opinion. In contrast managers with a cooperative democratic style of management involve employees in decision making. Decisions are taken after detailed discussion in working groups. Information should be forwarded to a great extent through all communication channels. Gene Kranz was drawing at the board and listened to his team and their suggestions. And they all discussed the suggestions together. Without this democratic management style of Gene Kranz, the team would not have been as successful. Another issue is to work the problem correctly. Defining the problem is the hardest part of problem solving. As a manager it is important to define and communicate the problems which must be solved. Otherwise, no team will be able to find suitable solutions. Gene Kranz identified all the problems and formed special teams to address them. He made it clear to the teams which objects could be used. Only the objects that were available to the astronauts could be used. He wasted no time in complaining about what objects were not available or missing to solve the problem. He was action oriented and emphasized problem solving. It is also important to be a visible manager or leader. A good manager shoulders responsibility and conveys to all team members that they will work through the problem. Another trait of an effective manager is respect for others. Too often in today’s corporate environment, we don’t respect the judgment of those actually doing the work. Moreover, a crisis is not a time for accusations. The primary objective should be to handle the situation together and make the best of it. Gene Kranz did not ask at any time after the explosion, how such an explosion could have happened. Neither the astronauts nor Mission Control would have benefitted from the discussion of guilt, creative problem solving was much more important. In spite of all the negative talk, Gene told them failure was not an option, and they did not fail. Building trust must be combined with effective communication. Its benefit was evident in the film through the obstacles the team overcame. As a team grows together through strong management, their level of trust to achieve a collective goal, individuality becomes less important and the team’s objective is placed in the forefront. Action orientation becomes second nature, and feedback is open and honest. Combined, these improve the overall success and functionality of the manager, employee relationship. Finally, nobody wants to experience crisis such as the one in Apollo 13, however there will always be unpredictable problems and managers will have to challenge the situations. An effective manager should place themselves in Gene Kranz’s place for internalizing his way of leading a team. In addition, difficult situations that happen in the past should be analyzed for developing suggestions for managers to learn how to act in prospective situations. Every crisis is unique and demands an individual solution but for learning how to find the best solution, act right as a manager and motivate your team. Being successful and solving problems in a creative way is just but one aspect of being an effective manager and leader for your team.

4 Special Techniques of Technical Writing Essay

The four special techniques are DEFINITION, DESCRIPTION OF MECHANISM, DESCRIPTION OF A PROCESS, and CLASSIFICATION. These techniques are not types of reports and it is important to remember that these techniques usually appear in a single report. It would be exceptional to find an entire report, even a short one, only one of these techniques. For example, two containing or more techniques might be closely interwoven as a writer described the design, construction, and operation of a mechanism. The intermingling of these techniques, however, does not alter the basic principles of their use. These techniques can be studied most effectively by taking one technique at a time. 1. Definition In technology, words have precise, specific meanings; therefore there is a need for defining a technical term clearly. The extent to which a term should be defined or the length of a definition depends on the writer’s purpose and the knowledge level of the reader. Before going to the problem of â€Å"how to define†, it is better to â€Å"think about what should be defined first.† It is not possible of course, to set up an absolute list of terms and ideas that would require definition, not even for a specific body of readers, but it is possible and desirable to clarify the point of view from which the problem of definition should be attacked. 2. Description of a Mechanism A mechanism is generally defined as any object or system that has a working part or parts. Most often the term suggests tools, instruments, and machines. But other examples of mechanisms could be the human body and systems like the universe or a city, which is composed of parts that work together like parts of a machine. A technical man constantly works with mechanisms and always needs to understand them; what they do, what they look like, what parts they have, and how these parts work together. There are three fundamental divisions of the description and these are the  introduction, the part-by-part description, and the conclusion. 3. Description of a Process A process is a series of actions, and fundamentally the description of a process is the description of action. The action may be either one of two types. One type is that in which attention is focused on the performance of a human being, or possibly a group of human beings. A simple example is filing a work piece by hand; in a description of this process, emphasis would fall naturally upon the human skills required. The other type involves action in which a human operator either is not directly concerned at all, or inconspicuous. An instance is the functioning of a contactor. 4. Classification Classification is the orderly, systematic arrangement of related things in accordance with a governing principle or basis. The classifier notes the structural and functional relationships among things that constitute a class. In recording this relationships, the classifier employs certain conventional terms. Acquaintance with these convenient terms will make the rest easy to follow. Differentiate Mechanism is generally defined as any object or system that has a working part or parts while the Process is a series of actions and fundamentally is the description of action. Mechanism also has three fundamental divisions of description namely the introduction, the part-by-part description, and the conclusion. Process in the other hand has two types of action. The first type is focused on the performance of the human being or possibly a group of human beings. The second type involves action in which a human operator either is not directly concerned at all, or inconspicuous. Example of Each Technique: Definition -An Electrician is a Technician -A technique is a systematic procedure used to accomplish a complex or scientific task. Description of Mechanism -The pendulum of the clock swings to the left. The pallet moves in the opposite direction to the right. The right leg of the pallet engage a tooth of the escape wheel. Description of a Process -A dropped of blood traced through the entire body takes the following course: the blood with oxygen from the lungs goes through the pulmonary veins to the left auricle, to the left ventricle, and then to the aorta or great artery. This artery and its branches carry the blood to all parts of the body. Classifications -According to fuel consumption, cars can be categorized into two types, hybrid cars and regular cars.

Chicken Basketball and Jamal Essay

Chicken Basketball and Jamal Essay Chicken: Basketball and Jamal Essay Born to Run Jamal King was born to run. All he ever did was run track. When he didn't a have track meet he would go to his favorite place to run, Jamal's favorite place was a 300 yd field and run five laps around the whole thing. One morning Jamal woke up and went to the field and there was a fence around the whole thing and the fence said NO TRESPASSING. Jamal went home balling out tears. Jamal found his first dog Sparky and would sometimes go there and run and play with his dog Sparky. That's also where Jamal first heard about track. So Jamal quit track and said "I should play a different sport." Jamal tried soccer and said no I can't play this. Then he went to football tryouts at his Middle school and didn't make the team. So he went to Basketball tryouts and made 6 out of 8 three pointers and he said I can still run. Jamal made the cut and he was so happy that he could run again. Jamal started out at Point Guard and was already a star. He led his District in assists, points, rebo unds, and steals. He led his team to a undefeated season going 10-0. But in the first game of the playoffs he struggled but he still had 6 assists and 21 points. In the second game the game before the championship, Jamal made a huge comeback down by 13 points then his teammates got 4 points and then Jamal got 2 three pointers to tie the game. It was 65-65 then the opponents got a three pointer which made the game 68-65. Jamal ran as hard as he could down the court he shot a three pointer and he missed but he got fouled. Jamal went up to the line, he shot his first shot and made it. He shot his second shot and made it. He shot his third shot and missed, but he got the rebound and threw the ball up and the ball went in. The crowd went wild Jamal was going to the Championship, which was played in Miami at the Heat stadium. In the Championship Jamal had 33 points, 10 assists, 4 steals, 6 rebounds and was still losing 67-56. But Jamal didn't give up he stole the ball ran down the court and dunked the ball nobody could do that in his league but he had the hops to get up there he really wanted to win the game. So the score is now 67-59.The opponents name was the Hokies and Jamal's team was the Cyclones. The Hokies shot a 3 pointer and missed Jamal got the rebound and passed it to his teammate and his teammate scored a 3 pointer then the score was then 67-62.Jamal's teamate got fouled and shot his free-throw

William the Conqueror essays

William the Conqueror essays William the conqueror was an extraordinary man. He reigned over England from 1066-1087.During this time he achieved many great things. Winning the battle of Hastings, the Domesday book and so on. People described him as a fine soldier a great administrator and NOT a cruel man by the standard of his age. Read on and discover how he seized complete control of England! William the conqueror had spent months preparing all his armour, weapons, boats and training his army. He was going to invade England and kill the new King on the throne, Harold Godwinson, who had taken an oath to give William the throne, but had gone back on his word. As soon as William reached English shores, he began burning everything in sight, so that Harold would race down from wherever he was to try and stop William, but in the process leave half his army behind. On October the 14th the famous battle of Hastings took place. Harolds army were worn out for they had just fought a battle in the North. They were on top of a hill, and had an advantage, because they were keeping a tight shield wall, when all of a sudden they made a fatal mistake! Saxons broke away from the shield wall, and Williams army massacred Harold and his army, showing no mercy. William then seized control of the throne and became King of England, as all Saxon leaders were dead there was no one to stop him. Now, with William on the throne, he had to work fast before the Saxons rebelled. There were 10,000 Normans and a 1,000,000 Saxons. William had to get complete control, and fast. He started by building instant castles all over the country. These were called Motte and Baileys. They consisted of a mound of earth which was the Motte, and on top of this some Normans ( Williams army) lived in a Keep, a wooden kind of castle. The Bailey was flat ground, a kind of village, where Saxons lived. William did this so he could show Saxons who was boss! Stone castles were built late ...

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? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Final question Assignment Example | Topics and Well Written Essays - 750 words

Final question - Assignment Example This has led to a situation where no one is taking care of the workers because of poor labor standards. In addition, the environment is least cared for. These can be corrected by forming powerful unions that advocate for the rights of workers. In addition, international laws on issues such as environment need to be adopted by all countries to avoid further environmental degradation. Thirdly, globalization has led to the increase in arms trade thereby increasing conflicts. To avoid this, governments need to check their military budgets and allocate more resources to other key sectors of the economy. In addition, enforcing international rules on arms trade can help prevent the excessive movement of arms. Finally, economic globalization gives rise to complex trade rules that limit trade between countries. Such complexities can be avoided if countries formulate rules that enhance equity and fairness. Although globalization promises benefits to all countries, economic inequality is however causing the opposite. Countries that are economically sound continue to exploit the poor countries, thereby creating unbalanced development. Globalization has worsened the issue of inequality in the sense that powerful countries have formulated laws that limit the ability of other countries to predicate in global economic activities. For instance, it has been argued by Jennifer Olmsted (2007) that countries such as Iraq and Palestine have been denied the right to take part in the globalization economy due to sanctions and international policies. Powerful countries continue to exploit poor nations, thereby making the rift bigger. Due to inequality, people from poor nations are engaging less in productive activities; suffer high mortality rates and the rates of illiteracy increase. This in turn shapes globalization by limiting the ability of these people to engage in globalization activities. The solution to this is

Engineerin level 2 diploma Essay Example | Topics and Well Written Essays - 1000 words

Engineerin level 2 diploma - Essay Example Nylon has great strength yet very light weight. Being elastic, it can regain its original shape when stretched. Resistance to wear and tear gives it a long life. It is usually dyed and used in ropes, certain fabrics etc. Piezoelectric materials exhibit a creep effect, the piezoelectric effect is direction dependant and can withstand very high stresses however, show a hysteresis effect during the loading and unloading of strain. It is deemed imperative by the company’s management to ensure the quality of the products being used in the organization. The word quality, when used, defines a minimum set of standards the products procured by the vendor should meet before being incorporated into the â€Å"white goods† manufactured by the company. These vendor acquired products must comply with the requirements set for the white product. It should be up to the mark with all the required features (geometry, surface finish etc) required for the purpose it is going to be used for. Moreover, it must completely comply with the national and international standards for health and safety for the workplace, workers, users and the wider environment. The customer satisfaction is the corner stone for success in the much competitive market and therefore, the parts must comply with all aspects of customer satisfaction. A survey may be conducted to this effect before implementing the standards. The quality of the parts will be ensured by setting up a separate quality management department in the organization headed by the quality assurance manager. He will further have a dedicated team working under him making surprise, periodic checks on the parts provided by the vendor. Those that are sub standard will be returned to the vendor and appropriate action taken including but not limited to fine to contract annulment in extreme case scenario. The quality assurance department will be

Sex Education in Schools Essay Example | Topics and Well Written Essays - 1250 words

Sex Education in Schools - Essay Example There are some critics who argue that sex education in schools does not achieve the intended purposes. It is however important to realize the importance of offering sex education in schools which is where the young people spend most of their time, and the many benefits that sex education has. This means that policies should be put in place to ensure that sex education is part of the curriculum in the different schools. The role of parents and caregivers should however not be ignored when it comes to giving sex education to the youth. It is important to have the realization that there are many benefits to having sex education as part of the school curriculum. This is because while most young people assume that they have the required knowledge when it comes to sex matters, most of them are very misinformed. This is because they get their information from unreliable sources such as friends who may also lack the proper information. This makes it necessary for teachers to provide the corr ect information to avoid negative consequences. Sex education therefore is the process of ensuring that the relevant and correct information and attitudes about sexuality and sexual identity, intimacy and relationships, sex, and sexually transmitted infections is passed on to the relevant parties. When the information is obtained from the teacher in a regulated setting such as the classroom, the youth will gain a better understanding and therefore avoid the negative consequences of engaging in risky sexual behavior. There are many aspects of sex education, and the content is diverse. The content in sex education includes teaching the students about their sexuality and what makes them male or female and how to deal with developments in their sexuality. In most cases, it is accepted that the goal of sex education should be to ensure that the young people are informed on their sexual health, and when they have received the necessary information, then they will be able to enjoy satisfyi ng relationships while avoiding the risks of reckless sexual behavior which includes diseases and teenage pregnancies. There are two main types of sex education. One type is the abstinence only type of sex education. This is the type of sex education that teaches the youth to avoid engaging themselves in sexual intercourse until such a time that they are married (Denyse and Coles 1). The other type of sex education is referred to as abstinence-plus sex education or the comprehensive sex education. This type of sex education urges the youth to postpone their first sexual encounter and also gives them information on condom use, birth control, teen pregnancy and sexually transmitted infections.

How interest rates affect peoples purchasing decisions Assignment

How interest rates affect peoples purchasing decisions - Assignment Example The paper explores four types of writing at our most recent workshop. They are summary, analysis, synthesis, and evaluation. Some of the key differences between them were highlighted. An analysis provides a detailed examination of an article in order to make inferences while an evaluation is an informed judgment arising from an assessment or appraisal of a situation. A summary provides a brief but concise version of an article while a synthesis involves combining separate elements into a coherent and connected whole in order to make a new point. The level of interest rate determines whether people save or consume. At higher levels of interest, some persons save more and consume less. According to Pashigian, a higher interest rate makes current consumption relatively more expensive compared with future consumption. This is a result of the substitution effect that induces the consumer to reduce current consumption and save more. A rise in the interest rate also leads to an increase in wealth for savers as it increases the returns to savings. However, when the interest rate falls there is less or no incentive to save and so people prefer to spend their income on consumer items such as cars, clothing, jewelry, and appliances. Some of these consumer items are financed through borrowing. This confirms the fact that people tend to spend more on consumer items when interest rates are low.

Island of stone money Essay Example | Topics and Well Written Essays - 500 words - 1

Island of stone money - Essay Example The uniformity of Fei was another element that added to its qualification as money. As a trait in Fei, the stone could not be duplicated and this helped to restrict the use of alternative commodities as currency. Fei was a viable item for money because it was transportable. It had a hole in the center that helped in carrying it around especially when the need to complete a transaction arises (Friedman 1). The suitability of Fei to perform the function of medium of exchange underpinned its qualification as money. Fei allowed the islanders to transact buying and selling goods amongst themselves conveniently. Money helps in storing value and so did Fei. For example, a family in the Islands was renowned for its wealth because of an ancestor who had discovered a Fei that, besides having sunk in the sea, it still gave them a sense of wealth (Friedman 2). Fei was commodity money because its users accepted it as a form of payment even when they did not have a specific need for it. This is the reason why it was not necessary to carry the Fei from the buyer after completing a transaction. The value in use of Fei is one paramount aspect that justifies that it was commodity money. Fei had intrinsic value and besides helping the buyer to get the goods and services they needed, the seller obtained a sense of wealth and he or she enjoyed the prestige ascribed to people in possession of it. It therefore helped fulfil the goal of an economic activity of acquiring the value of commodities and services. Fei is commodity money because using it in transactions resembles barter trade only that it has a single recognizable unit of exchange (Friedman 2). Fei also qualify as commodity money because it has value in exchange. Exchanging Fei for other goods helped buyers indirectly acquire other items. Fei had value in exchange and if its value in use changed, it would have

Foreign Relations Essay Example | Topics and Well Written Essays - 1000 words

Foreign Relations - Essay Example The September 2001 terrorist attack in the United States motivated the formulation of new strategies. Such strategies moved the United States to attack Iraq, drawing support from its European allies. Louise Fawcett and Raymond Hinnebusch are two of the analysts who have sought to define how the Iraq war redefined the global political arena and the positions held by certain states in the global society. Evidently, the war caused a shift in the understanding of foreign relations trends. However, these two analysts express competing perspectives on the shift on the global foreign relations. This paper will address the competing perspectives. Hinnebusch considers the effects of the Iraq war, stating that the smaller states were under a surging threat as a consequence of the war. After the September 2001 attack, the United States heightened its surveillance and vigilance system. Such heightened systems provided a timely expose that Iraq had become a growing hub of nuclear weapons that cha llenged global security. The United States made the move to wage war against Iraq, in a bid to destabilize it, and eliminate the threat it was posing to the global societal welfare. Evidently, political and security trends are some of the critical issues that determine the direction taken by social agendas. As expected, the United States received support from Europe, specifically from closest ally in the region, United Kingdom. According to Hinnebusch, such support served as a restraint for the emergence of some form of constraints to the development of the war in 2003. In his argument, he makes it evident that the United States was a hegemony that made all the critical decisions determining the direction of the war (Hinnebusch 453). After the attack, Bush sets new strategies that would define the war on terror. The evident position of America on a global front compels it to prove highly decisive in sensitive issues such as the emerging terror. America decided that it would engage t he Iraq because of the threat it posed. Hinnebusch argues that all the other states only had to choose their stand depending on their relationship with the United States and the Middle East. The United Kingdom and japan exploited the opportunity to their advantage, a factor that altered the trends taken by foreign relations between these countries and the United States. However, smaller states had limited choice because they faced the greatest threat. The war affected numerous sectors of the global business front that in turn affected societies directly. The United States pursued personal interests, especially those tailored to promote its hegemony in the global economy. According to this critic, some countries defied the opinion expressed by their publics and confirmed their support for the united states because of the perceived benefits (Hinnebusch 457). The author describes how the hegemony stability order defines the strategies used by America to continue prevailing unconditiona lly. He further describes the global empire that America creates, that would serve to disadvantage the third world states because of the pressure it exerts on global economic and political scenarios. On the other hand, Fawcett explores the same issue, shedding new light on the effects of the Iraq war. According to him, may of the objectives of the war as never materialized despite the perception of the United States (Fawcett 328). Acting as a global hegemony, the United States

Island of stone money Essay Example | Topics and Well Written Essays - 500 words - 1

Island of stone money - Essay Example The uniformity of Fei was another element that added to its qualification as money. As a trait in Fei, the stone could not be duplicated and this helped to restrict the use of alternative commodities as currency. Fei was a viable item for money because it was transportable. It had a hole in the center that helped in carrying it around especially when the need to complete a transaction arises (Friedman 1). The suitability of Fei to perform the function of medium of exchange underpinned its qualification as money. Fei allowed the islanders to transact buying and selling goods amongst themselves conveniently. Money helps in storing value and so did Fei. For example, a family in the Islands was renowned for its wealth because of an ancestor who had discovered a Fei that, besides having sunk in the sea, it still gave them a sense of wealth (Friedman 2). Fei was commodity money because its users accepted it as a form of payment even when they did not have a specific need for it. This is the reason why it was not necessary to carry the Fei from the buyer after completing a transaction. The value in use of Fei is one paramount aspect that justifies that it was commodity money. Fei had intrinsic value and besides helping the buyer to get the goods and services they needed, the seller obtained a sense of wealth and he or she enjoyed the prestige ascribed to people in possession of it. It therefore helped fulfil the goal of an economic activity of acquiring the value of commodities and services. Fei is commodity money because using it in transactions resembles barter trade only that it has a single recognizable unit of exchange (Friedman 2). Fei also qualify as commodity money because it has value in exchange. Exchanging Fei for other goods helped buyers indirectly acquire other items. Fei had value in exchange and if its value in use changed, it would have

Business modelling for decision makers Coursework

Business modelling for decision makers - Coursework Example This is dependent on the arrival time of each of the vehicles as well as the wait time that is expected with each one. It was assumed that each of the cars would take an average of 3 minutes in wait time to fill up the tank. The RN1 and RN2 were created with the average time which each vehicle would arrive. Since these were based on the arrival time according to random intervals, this helped to give average times of the main time when each vehicle would arrive. To determine the wait time and the average time at the pump, there was a basis of seeing when the first vehicle would arrive at the pump filling station. It was expected that no other car would be at the filling station at that time. If a car was at the station before the other, then the duration of waiting time was calculated with the outcome being a 3 minute time at the station and the remainder of the time being based on the amount of wait time that each vehicle had to take. This gave an average wait time for each of the ve hicles and provided insight into the vehicles that were seeking fuel at random times. The vehicles which arrived first determined the wait time for the vehicles that arrived later. For instance, if a vehicle arrived 2 minutes after a car before, then it was expected that there would be a wait time before the vehicle would fill up the gas. The advantage of the gas filling station comes with the expectations from the owner, which is that 65% arrive 4-5 minutes after the previous vehicle. This lowers the amount of wait time and allows the vehicle to be free. However, if a vehicle arrives within the 1-3 minute time frame, then there is an expected wait. If this occurs continuously then it is expected that the wait time will increase according to the number of vehicles, time spent at the pump and the wait in which the vehicle had from the previous vehicle that was filling up at the pump. This caused some of the vehicles to wait for up to 9 minutes before having the opportunity to fill up their vehicle. However, this balanced out because of the five minute intervals that were between vehicles which caused some portions of the pump to not service vehicles at a given time. The assumptions made with this particular chart were based on several factors. The first was that it would take an average of 3 minutes for each vehicle to complete what is needed. However, it was also stated that this was the average of all vehicles as stated by the owner. This fluctuation would change the wait time of all vehicles and would alter the results. It was also assumed that the vehicles arrived at the random intervals provided and would have to wait for the previous vehicles to finish filling. However, this would alter according to the speed of the last vehicle and the lining that was taking place with the vehicles. The system used within the gas station would

Preservation and Conservation of Books

Preservation and Conservation of Books PPRESERVATION AND CONSERVATION OF BOOKS NON – BOOKS IN ASIATIC SOCIETY LIBRARY, MUMBAI: A STUDY Key Words – Library, preservation, conservation. Introduction:- Preservation and conservation of reading resources is central mission of the libraries. Now a days the wind of computerization and digitization blowing everywhere in the world. The libraries are also not behind to them. New emerging technologies such as computer and digitization are the boon For the preservation and conservation of traditional resources. So, I selected the topic on â€Å"preservation and conservation of books and non-books† in the four libraries which are old and situated in Mumbai reason for M. Phil. Degree (Awarded in 2009). But for writing this research paper I have chosen only â€Å"Asiatic society library, fort, Mumbai. Till today many libraries and reading resources destroyed. There are many reasons behind them. Some natural calamities such as fire, flood, climate etc are the factors causes to destroy the libraries. Some times human made attacks on the libraries, wars and biological factors such as micro organisms, white ants like insects etc. tried to destroy the libraries and causes losses of valuable cultural documents of India till . in ancient India Nalanda, Vallabhi, Odantapuri etc. were the excellent knowledge imparted centers. But, some libraries fired by enemy in the war and destroy all the reading resources. So, preservation and conservation is important to save the libraries. History of Asiatic society library : The Asiatic society forms part of the network of institutions created by the British to generate, systematize and disseminate knowledge of India and the Orient a vast body of information learning and knowledge that came to be known as INDOLOGY. The Asiatic Society of Bombay (in 2002 it renamed itself as the Asiatic society of Mumbai) was established in 26th Nov 1804 by a great Savant, Sir James Mackintosh, the recorder of Bombay, with the Objective of â€Å"promoting useful knowledge, particularly connected with India†. The society originally located in government house in Parel (Now there is Hafkin Institute) . In 1931 it moved into the north wings of the newly constructed Town Hall. At that time expenditure of Town Hall building was Rs. 6,56,669/- . (Gurav, anant,p-19) Scope and limitations of the study Every research has some scope and limitations. Title for M. Phil Thesis is â€Å"Preservation and conservation of books and non-books material in old libraries of Mumbai region : A study†. It means the scope and limitations of my study was only four libraries of Mumbai region (awarded in 2009- YCMOU Nasik.) . name of these libraries are as follows. Asiatic Society library, Town Hall, Mumbai (Established-1804) State Central library, Town Hall, Mumbai (1947) Dadar Sarvajanik Vachanalaya, Dadar (1907) S. V. Phatak Granthasangrahalay, Parle (1925) Out of these four libraries in this research paper I want to focus on Asiatic society Library, Mumbai only. Objective of the study. Keeping of reading resources in good condition is very responsible and difficult task. Every library do something to preserve and conserve their resources. Different methods going to uses by different libraries. So, I have to curiosity to know how these libraries preserves reading materials . accordingly my objectives of the study are as follows. 1) To study the present position of preservation and conservation of the book and non books material. 2) To study the factors which causes decaying of reading resources. 3) To study the preservation and conservation of old and rare books. 4) To study of the preservation and conservation and suggest resolution. Hypothesis : following are the hypothesis of research. The selected library is imparting knowledge continuously for many years Library has manuscripts, rare books which are preserved and conserved in good condition. So many readers, researchers and institutions taking benefits of this library. Library is doing a good job for society and helps to make the nation strong. Research Methods : There are different methods of the research. I have used descriptive and historical research methods for this study. Data collection Methods : Data collection is basic and important activity of every research. For data collection I used 1) Questionnaire, 2) Interview, 3) Observation. Method Need of the Study : Traditionally library collection contain a wide range of organic materials including paper, cloth, animal skins and adhesives. Such organic substances undergo a continual and inevitable natural ageing process. Mumbai is the capital of Maharashtra and economic capital of country. Mumbai is metropolitan city. The atmosphere of Mumbai region is hot and humid. Such atmosphere is favorable to create and grow germs, cockroaches, book worms, white-ants that causes decaying and damaging pages of the books. Now the area where Asiatic society library situated is surrounded by newly built skyscrapers. It is important business area with many banks and offices with hustle and bustle of traffic which creates full of dust particles. Such type of atmosphere is harmful to traditional as well as newly book resources. So, I decided to study the libraries which are situated in metropolitan city like Mumbai. Libraries are worked like genes. Genes transfer the human characters from one generation to next generation. Likewise libraries transfer information or knowledge from one generation to next generation with the help of reading resources like books and non book materials. It’s a need of time to save the reading resources and libraries. Data Analysis : Question no 1, 2 and 3 are related to the general information of the library. The Q. No. 4 asked information about forms and types of reading resources available in the library. Received data are shoe in the following table follows. The table No. 1: Forms and Number of Reading Resources. Bar Chart Shows forms and No. of Available Resources in the Library. The Intention of Question no .6 is to find out total sections of the library and have there a separate section for preservation and conservation. The find out comes as following. Table No.2 : Sections of Library Question No. 7 was asked about readers of the library. In the Asiatic society library every day 25 members visited to the library and 2500 are lifetime members. members of library are students, teachers and some institutions also. Question No. 9 was about the personnel’s of the library. In this library there are following personnel recruited on different posts in the library. Table No. 3 : personnel When observation of above table of personnel found that there are separate skilled and qualified personnel are recruited in preservation, conservation and binding section. Question No. 11 is asked on preservation and conservation policy of the library. For more information I also taken separate interview of preservation, conservation and binding sections personnel. What I got information is very important and very few libraries follow such policy. The received data are as follows. Library has three sections such as preservation, conservation and book binding. Every section has its separate function. Preservation section is established in 1995. Under this section old, rare, damaged books and manuals are converted in to microform and preserved. 5-6 palm leaves are also preserved in microform. Conservation section : tissuing process Conservation section of this library is established in 1991. Under this section the books which are damaged by acidity and tearing the pages of the books, such books they processed with tissuing method and increase the life of the books. In tissuing process there are three steps which are described as follows. Fumigation : this is the 1st step in tissuing process. in fumigation process all the books (which are selected for tissuing) are make insect free / microorganism free by keeping books in fumigation (fumes of insecticides like Thymol) chamber. After fumigation books putout and separated its pages and clean all these pages with soft brush. These cleaned pages forward to ‘Deacidification’ process. Deacidification : this is the 2nd step of tissuing. In this process set of 2-3 fumigated pages ties with wire mesh. This wire mesh with tied pages pours into 10 liter water for half an hour. After then these pages pour into alkaline liquid (Calcium hydroxide) for half an hour. In this process eradicate the complete acidity of the pages. Lastly these acid free pages wash in normal water and dried naturally. These dried pages used for tissuing process. Tissuing : this is the 3rd and last step of tissuing process. Tissuing process is like lamination process. In this process Japanese tissue paper is mostly used. Tissue paper is special and very thin transparent paper. This tissue paper called as â€Å"lanced tissue paper† it is acid free paper. In this process acid free (2nd step) pages put on wax paper and the paste spread over it by the brush. Then take large tissue paper paste both side of the page of book and excess tissue paper cut equal with page size and lastly this tissued pages sent to binding section for binding. In this way personnel of conservation section told that with the help of tissuing process increase the life of books for hundred years. Binding Section: Binding section of this library is oldest section. In this section continuous binding work is going on . they bind of old books, new arrival books, news papers (2) and atlases. Every year Average1800 books bind by this section. This section used self made paste for binding and it is insecticide. It means binding section of this library is also very alert in preservation and conservation of library resources. Question No.16 was asked about enemies of reading resources. Accordingly in this library the readers, mouse, cockroaches, white ants, silverfishes, dust and rain water which comes from window these are the factors which damage or destroy the library resources. They also mention that to protect the books from dust we uses vacuum cleaner. Question No. 19 asked to take the information about preservation and conservation of non books. They replied that we keep maps and atlases in flat position (without folding) in cabinet and sometimes if required bind it. They bind two news papers such as times of india and national herald tributes. For security of microfilm they keep all the microfilm in 3-4 degree centigrade temperature. Question No.21 was asked to about protection of library from fire like calamity. The Asiatic society library has facility of fire extinguisher to control the fire like calamity and they also the facility of fog extinguisher to protect library fog like calamity. Conclusion : Considering the received data, hypothesis and objective of the study the conclusions are as follows. The Asiatic Society library is the old library and provides the best services to its members since 1804. Library has available books and non-books material which keeps in good condition. Found separate Preservation, conservation and binding section of the library and played very vital roles in increasing the life of reading resources. Some rare books , manuscripts and palm leaves are converted in microfilm form and saved. Found Facility of fire extinguisher and fog extinguisher from the security of fire and fog. To protect the reading resources from dust there is a facility of vacuum cleaner. In this way Asiatic society library’s work in field of preservation and conservation is definitely valuable in the field of library and information science. REFERANCES: 1) Chaudhary, S. K. : Library Preservation and conservation, APH pub. Corporation, New Delhi, 2011 2) Anant Gurav : Vishwa Granthalayache, Aarati prakashan, dombivali, 1998. 3) Joshi Laxmanshastri : Marathi Vishwakosh (vol 5 13), Maharashtra Rajya Sahity Sanskrari Mandal, 1977 1987. 4) Annual Report of The Asiatic Society of Mumbai and The Library of the Asiatic Society of Mumbai, 2006-07. Pamphlet of Asiatic society library. 5) Mukharjee, B. B. : Preservations of Library Materials, Archives and documents, the world press pvt. Ltd., Calcutta. 1

Essay --

The International Workers of the World, or the IWW is a leftist federation of unions which made major contributions to the American labor movement in the early twentieth century after its June 1905 founding form the amalgamation of several smaller unions. It has been the subject of historical, inquiries, discussions, and debates; but despite considerable attention, the historical understanding of the unique and radical brand of politics exercised by IWW members, or ‘Wobblies’, remains fluid. Controversies persist from the earliest attempts by scholars to define and understand the IWW agenda and the place it had in the progress of the labor movement. Current historical inquiry fails to examine the early ideological formation of Wobbly thought and how these underpinning influences affected the growth and activities of the union. Modern scholarship relating to the IWW relies overwhelmingly on the aspects of the union as an institution, despite the decentralised nature of th e Wobblies and American labor as a whole, and this stems from the work of earlier historians. While looking more deeply into the aspects of the organisation and what they accomplished, the focus remains upon the institution. The individual members and their sociocultural experiences have been lost and repeatedly overlooked by the emphasis on the structure and effects of the IWW. Scholarship which attempts to analyze and understand the formative days of the IWW and their radical ideology has been largely stymied due to the lack of primary sources available from the Union at its height in the 1917, and before. This dearth of firsthand material was left by the widespread governmental crackdown on ‘subversive’ organisations that came with America's entry into the First... ...hers’ at the beginning of the twentieth century through immigration restrictions the deportation of radicals. Most interestingly, it is argued the government crushed the IWW because of public demand, â€Å"to calm [the public] by fighting crime in whatever form they might imagine it† (192-193.) Similarly, Paul Murphy’s 1979, World War I and the Origin of Civil Liberties in the United States, examined the repression of free speech and assembly during the war as birthing the judicial enforcement of these rights by their decisions. For example the dissenting opinion of Justice Brandeis in Gilbert v Minnesota over the similarly anti world war Non Partisan Leagues actions had become the majority opinion by Gitlow v New York after repeated abuses, particularly aimed at labor and the IWW convinced the Federal Courts that it was their obligation to protect minority groups. (268.)