Manganese Facts - Periodic Table of the Elements

Manganese Facts - Periodic Table of the Elements Manganese  Basic Facts Atomic Number: 25 Symbol: Mn Atomic Weight: 54.93805 Discovery: Johann Gahn, Scheele, Bergman 1774 (Sweden) Electron Configuration: [Ar]4s2 3d5 Word Origin: Latin magnes: magnet, referring to the magnetic properties of pyrolusite; Italian manganese: corrupt form of magnesia Properties: Manganese has a melting point of 1244/-3 °C, boiling point of 1962 °C, specific gravity of 7.21 to 7.44 (depending on allotropic form), and valence of 1, 2, 3, 4, 6, or 7. Ordinary manganese is a hard and brittle gray-white metal. It is chemically reactive and slowly decomposes in cold water. Manganese metal is ferromagnetic (only) after special treatment. There are four allotropic forms of manganese. The alpha form is stable at normal temperatures. The gamma form changes to the alpha form at ordinary temperature. In contrast to the alpha form, the gamma form is soft, flexible, and easily cut. Uses: Manganese is an important alloying agent. It is added to improve the strength, toughness, stiffness, hardness, wear resistance, and hardenability of steels. Together with aluminum and antimony, especially in the presence of copper, it forms highly ferromagnetic alloys. Manganese dioxide is used as a depolarizer in dry cells and as a decolorizing agent for glass that has been colored green due to iron impurities. The dioxide is also used in drying black paints and in the preparation of oxygen and chlorine. Manganese colors glass an amethyst color and is the coloring agent in natural amethyst. The permanganate is used as an oxidizing agent and is useful for qualitative analysis and in medicine. Manganese is an important trace element in nutrition, although exposure to the element is toxic in higher quantities. Sources: In 1774, Gahn isolated manganese by reducing its dioxide with carbon. The metal may also be obtained by electrolysis or by reducing the oxide with sodium, magnesium, or aluminum. Manganese-containing minerals are widely distributed. Pyrolusite (MnO2) and rhodochrosite (MnCO3) are among the most common of these minerals. Element Classification: Transition Metal Isotopes: There are known 25 isotopes of manganese ranging from Mn-44 to Mn-67 and Mn-69. The only stable isotope is Mn-55. The next most stable isotope is Mn-53 with a half-life of 3.74 x 106 years. Density (g/cc): 7.21 Manganese Physical Data Melting Point (K): 1517 Boiling Point (K): 2235 Appearance: Hard, brittle, grayish-white metal Atomic Radius (pm): 135 Atomic Volume (cc/mol): 7.39 Covalent Radius (pm): 117 Ionic Radius: 46 (7e) 80 (2e) Specific Heat (20 °C J/g mol): 0.477 Fusion Heat (kJ/mol): (13.4) Evaporation Heat (kJ/mol): 221 Debye Temperature (K): 400.00 Pauling Negativity Number: 1.55 First Ionizing Energy (kJ/mol): 716.8 Oxidation States: 7, 6, 4, 3, 2, 0, -1 The most common oxidation states are 0, 2, 6 and 7 Lattice Structure: Cubic Lattice Constant (Ã…): 8.890 CAS registry number: 7439-96-5 Manganese Trivia: Manganese dioxide is used to make clear glass. Normal silica glass is tinted green and the manganese oxides add a purple tint to the glass that cancels out the green. Because of this property, glassmakers called it glassmakers soap.Manganese is found in the enzymes necessary to metabolize fats and carbohydrates.Manganese is found in the bones, liver, kidneys, and pancreas.Manganese is important in the processes that form bones, clots blood, and regulates blood sugar.As important as manganese is to our health, the body does not store manganese.Manganese is the 12th most abundant element in the Earths crust.Manganese has an abundance of 2 x 10-4 mg/L in sea water (parts per million).The permanganate ion (MnO4-) contains the 7 oxidation state of manganese.Manganese was found in a black mineral called magnes from the ancient Greek kingdom of Magnesia. Magnes was actually two different minerals, magnetite and pyrolusite. The pyrolusite mineral (manganese dioxide) was called magnesia. Manganese is used in steel production to fix the sulfur found in iron ores. It also strengthens steel and prevents oxidation. References: Los Alamos National Laboratory (2001), Crescent Chemical Company (2001), Langes Handbook of Chemistry (1952), CRC Handbook of Chemistry Physics (18th Ed.) International Atomic Energy Agency ENSDF database (Oct 2010)

Ways to Improve Reading-Comprehension Skills

Ways to Improve Reading-Comprehension Skills Any person with top-notch reading-comprehension skills has done quite a bit of reading in their lifetime, which means that  they were not simply born an expert reader; instead they were taught at an early age – or learned somewhere along the line – the power of stories, the richness of their own language, and how both add meaning, joy, and purpose to their lives. Developing, then possessing, this very important skill helps the student excel in school, regardless of their level or grade. (Having superb or even average reading-comprehension skills also benefits the working adult in many ways – from understanding contracts they’re signing, prescriptions of medicines they may be taking, etc.) Various Strategies to Develop One’s Reading-Comprehension Skills Comprehension Monitoring. This technique involves pre-reading, then reading, followed by the post-reading of a text. Though it seems a bit of work, this method is quite effective. Students can first skim a text looking for and then defining keywords that may otherwise interrupt the flow of reading. After they read a text, it may help the student to write observations or orally summarize what they have just read. Diagramming. It may benefit a student to create an outline of the story, passage, chapter or section they have just read when it is the most fresh in their minds. This will help them concentrate on certain transitions, points, arguments and so on that comprises a story or passage of a text; this is also very beneficial to the student because this exercise allows the information to be stored in their long-term memory – instead of directing their focus on another task after the reading of something, allowing the information to be lost in their short-term memory (and possibly lost forever), because it was not immediately recalled. You may like these articles: How to Improve Ones Study Skills What is Proofreading? A Literary Technique That Works Wonders Harper Lee and Her Second Novel Yasar Kemal Is a Master of Word Question or prompt answering. Immediately after reading a text, a student can ask themselves questions or touch on certain points to a sort of exercise their reading-comprehension skills. Some could be: Explain briefly what was read. Why was it important to read? What are its implications? What was the meaning or purpose of reading the passage, section, chapter that was assigned? Read aloud. Some students, those who learn best as auditory learners, may learn and remember best when they hear something read out loud. Even if it themselves reading it aloud. Discussing the content. Some students who are oral learners may be fully engaged when they can discuss a subject openly with another person after reading something. They may need to verbally process information in order to store it for long-term use. Think thematically about the text. Too often a student, at any level, may read a text without picking up on key themes that are incorporated into it. They may look or focus on the wrong aspect of the text; in these cases, the student may want to conduct research, (perhaps by reading a simpler text, one that is broader in nature) to learn more about a subject that maybe a more advanced textbook may be overlooking or generalizing. Read, read, read. The more a student reads, the better they will improve their reading-comprehension skills. It’s very simple. It is a skill they will have to use all throughout their lives, so it’s best to accept this fact of life as early as possible. Reading every day stimulates one’s mental capacity for taking in and making sense of information, as well storing it for comprehension.

How a second grade Special Ed inclusion class will benefit the Trotter Research Proposal

How a second grade Special Ed inclusion class will benefit the Trotter School in Dorchester, Ma - Research Proposal Example The integration of the varied categories within the school setting varies some choosing partial inclusion while others are pursuing full inclusion practice. Either of the inclusion subsystems, it is notable the entire essence and role of inclusion in facilitating equal education opportunities for the people of the nation. The concept of inclusion remains a somewhat vague as many do not understand what inclusion means and entails. The subject of mainstreaming also arises as the public strives to understand the issues with the current education and the need for the changes to incorporate inclusion. The historical development of the subject began with â€Å"progressive inclusion† to define the process of the evolution of services for the disabled people. Initially, as the United States emerged as a national, the educational services did not factor the people with disabilities. In the early 800s, the residential institutions and asylums began to facilitate and accommodate those with hearing, mental, emotional or visual impairments (Smith 32). The options facilitated for the primary source of education for the disabled until the 900s when the unit for special day schools for the disabled came into fashion. The 950s and 1960s marked the organized movement from the parents of children with disabiliti es in pressuring the courts and legislature for changes in the education services for their children (Smith 38). Following the act describing education for all handicapped children, the disabled children had the basis to mandate them to access appropriate education in the least restrictive environment possible. This least restrictive environment is what inclusion seeks to establish for the children with disabilities as they pursue their life endeavors. It is difficult to establish the status of educational placement for the students with disabilities. However, according

Sleep health Research Paper Example | Topics and Well Written Essays - 1500 words

Sleep health - Research Paper Example planned sleep is associated with various health deficiencies, which include loss of memory, distorted learning abilities and mood problems (Bonnet, 2011). Additionally, without enough sleep, it is naturally difficult for an individual to concentrate or focus. According to a research published in the Southern Medical Journal, sleep deprivation is one of the causes of the cardiovascular diseases, because sleep is essential for giving the heart and the vascular system the much needed rest (Brannon, Feist, & Updegraff, 2013). Sufficient sleep is especially important for adults, considering that they form the bulk of the productive workforce, thus requires being healthy and free of such sleep disorders that may hamper their productivity and effective duty performance. Therefore, increasing the percentage of adults who are able to get sufficient sleep on a daily basis is an important aspect of improving the general health and welfare of the society. Thus, the objective of this discussion is to seek ‘increasing the proportion of adults who get sufficient sleep’. The discussion will focus on female college students as the target community population. The proposed health promotion and disease prevention program is the combination of a wellness support program with prophylactic naps. According to the data from the National Institute of Health (NHI) that has been published in the Journal of Sleep medicine, 29% of the adult American population sleeps for less than 7 hours in a day (Schoenberg& Adams, 2009). Additionally, a study by the institute of medicine has indicated that between 50 and 70 million adults within the USA are suffering from diverse sleep and wakefulness disorders (Institute of medicine, 2006). Another data from the Center for Disease Control (CDC) has indicated that 10.1% of the whole adult population in the USA has reported having insufficient sleep annually (CDC, 2008). The study by the CDC indicated that among the 403,981 respondents that were

What A Good American Should Be Like Essay Example for Free

What A Good American Should Be Like Essay To many, America is already a much developed country. Yet a lot of Americans themselves find it difficult to accept that their country is already at its peak success. Why? This is primarily because of the unequal views of both races and people’s economic status. These two are only a few of the many reasons why Americans refuse to say that they have already attained the American Dream. In this paper, two views of two different writers shall be examined. Namely, Leon E. Wynter who wrote the essay â€Å"Transracial America Sells†, and Langston Hughes who wrote the poem â€Å"Let America Be America Again† Before the writings are to be observed and examined, it’s very important that we gain knowledge about who the writers really are so as to be able to understand why they have views such as what they wrote. Leon E. Wynter has been writing for the Wall Street Journal for about 10 years now and has also been a regular contributor to the National Public Radio. His essays and articles which are published in the Wall Street Journal, Washington Post, New York Times and New York Newsday are usually a series of discussions on how the elimination of racial discrimination, specifically that of the black-Americans and the white-Americans, in the marketplace could contribute to the attainment of the American dream of equality. On the other hand, Langston Hughes is known for his poetry and compositions on how the old America used to dream of a free America in the future. He’s also known for contributing so much to the Harlem Renaissance through his written works. His writings show of his opinion on how laboring the people could help eliminate the inequality in the American society. As we go through these paper, several questions are to be considered to clearly understand what these two writers really suggest for the fulfillment of the American dream. Here are some of the questions we must consider: Which vision of the American dream is more compelling? Will the American dream be fulfilled by the marketplace or by labor? Which writer has a deeper understanding and what are the problems with the views of the less convincing writer?

Colonial Discourse in Jane Eyre :: Essays Papers

Colonial Discourse in Jane Eyre The plot of Jane Eyre is well known and it is not my intention to outline it here. Instead I want to draw attention to a number of key points which relate to the theme of colonies and colonialism. The figure of the first Mrs Rochester, the insane and promiscuous Creole who stands in the way of Rochester's marriage to the modest Jane is the most obvious example of Bronte's use of the colonies to provide the material for her work, but there are other moments of interaction throughout the novel. As a child, Jane is fond of likening her position to that of a slave, but Bronte distances her character from the slavetrade in the West Indies by placing the model for Jane's slavery in the Far East, where England has no hand in the business. The slave metaphor is repeated throughout the novel to describe the position of women in British society, but it is always distanced. When Jane eventually comes into her inheritance from her uncle, the source of her wealth is Madeira, another slave society. Jane acts in an honourable fashion by dividing her wealth with her cousins who saved her, but the means of her independance is undeniably due to the colonies. The treatment of India is important in this context. St. John Rivers wants Jane to join him as his wife on a missionary expedition to India, but Jane sees the discipline and severity of his character as too stifling for her to thrive in. The implication is that she would revert to her former slave position under his influence. But Jane recognises that although his discipline is too much for her, he will do extremely well in India, perhaps indicating that the Indians are in need of such a severe influence to keep them under control. Colonial Discourse in Jane Eyre :: Essays Papers Colonial Discourse in Jane Eyre The plot of Jane Eyre is well known and it is not my intention to outline it here. Instead I want to draw attention to a number of key points which relate to the theme of colonies and colonialism. The figure of the first Mrs Rochester, the insane and promiscuous Creole who stands in the way of Rochester's marriage to the modest Jane is the most obvious example of Bronte's use of the colonies to provide the material for her work, but there are other moments of interaction throughout the novel. As a child, Jane is fond of likening her position to that of a slave, but Bronte distances her character from the slavetrade in the West Indies by placing the model for Jane's slavery in the Far East, where England has no hand in the business. The slave metaphor is repeated throughout the novel to describe the position of women in British society, but it is always distanced. When Jane eventually comes into her inheritance from her uncle, the source of her wealth is Madeira, another slave society. Jane acts in an honourable fashion by dividing her wealth with her cousins who saved her, but the means of her independance is undeniably due to the colonies. The treatment of India is important in this context. St. John Rivers wants Jane to join him as his wife on a missionary expedition to India, but Jane sees the discipline and severity of his character as too stifling for her to thrive in. The implication is that she would revert to her former slave position under his influence. But Jane recognises that although his discipline is too much for her, he will do extremely well in India, perhaps indicating that the Indians are in need of such a severe influence to keep them under control.

Hrafnkel Trial Paper

Hrafnkel, in the eponymous Hrafnkel’s Saga, by modern standards would certainly be considered a ruthless murderer. However, it is necessary to take into consideration the time period and culture of this historic Scandinavian saga. The entirety of the Icelandic population was illiterate and as such the justice system established in 10th century Iceland was based mostly on a system of honor and violence. The laws of Iceland were not actually written down, but rather kept alive verbally. An oral oath was considered to be a legally binding contract.This system was a weak attempt at avoiding bloody feuds and altercations among the common people, amidst a governing system of honor and trust. Hrafnkel, the protagonist of Hrafnkel’s Saga, demonstrated this skewed justice system by asserting himself as a Chieftain and bringing wrath upon his enemies or anybody who crossed his word. Thus, when Einar broke his oral agreement with Hrafnkel, Einar essentially broke a legally binding contract and was consequently subject to the full penalty of their agreement.Therefore, Hrafnkel, who agreed to kill anybody who rode his beloved horse, Freyfaxi, was then not guilty in committing murder as he was not breaking any Icelandic laws and was simply committing to his contract with Einar. Hrafnkel’s murder of Einar was justified in a myriad of ways. Upon hiring Einar to be his sheepherder, Hrafnkel explicitly told him that he could ride any horse he pleased, but Freyfaxi: â€Å"But I must warn you against one thing: I want you never to ride this horse, however urgent the need may seem to you, for I’ve sworn an oath to kill anyone who rides him.† (40)In the era to which Hrafnkel lived, there were no such things as laws, government, policemen, or jails. People’s word was the law and when a verbal contract was broken, it was like breaking the law in a modern sense. Einar, clearly acknowledging this agreement, swore to abide by this and said he â⠂¬Å"would never be so wicked as to ride the one horse which was forbidden to him. † At this time in Icelandic culture, one who kept his word was held in high regard. Once again, Hrafnkel, reiterated the importance of an oral agreement and stated that â€Å"warning wards off blame.†Since Einar did indeed ride Freyfaxi, he was inevitably responsible for his own death. Even more so, Einar decided to ride Freyfaxi despite having several other horses to choose from; even though the other horses ran away he did not put any effort into mounting onto another horse. Einar’s murder was simply the ultimate punishment for his wrongdoing and breaking the law between Hrafnkel and him. One may begin to wonder why Hrafnkel had even subject Einar to such a preposterous and bizarre agreement. However, this agreement was not made in vain.Hrafnkel, had sworn an oath to dedicate half of Freyfaxi to the diety, Freyr, whom he loves above all others. Fundamentally, this meant only Freyr and Hrafnkel himself, were allowed to ride Freyfaxi. At the very start of the saga, Hrafnkel’s love for the god, Freyr was shown: â€Å"When Harnkel had settled at Adalbol, he had a large temple built and held great sacrifices to the gods. He loves Frey above all the other gods and gave him a half-share in all his best treasures. † (36) In fact, it is because of his intense affection for this god that Hrafnkell gained the title Freysgodi.As exemplified earlier, Freyr, played an extremely important part in the chieftain’s religion. Thus, Einar’s choosing to ride Freyfaxi was near sacrilegious in Hrafnkel’s eyes. Upon seeing a dirty and sweaty Freyfaxi, Hrafnkel considered the horse ill and abused, and promised to â€Å"avenge† his friend. Ultimately, even though Einar seemed like good hard-working man and Hrafnkel’s actions were harsh, Hrafnkel broke no laws while Einar broke the oral agreement, a legally binding contract, and harmed Freyfaxi.Primarily, just the breach of contract with Einar was enough justification to kill Einar, but even more so the culture of Iceland survived on a certain type of trust and honour system. It was this code of trust that gave Hrafnkel the authority and proper justification to kill Einar. If Einar was to be untrusted, this was the only way to ensure peace and order in the community. Furthermore, Hrafnkel even fulfilled the Icelandic duty to offer some kind of compensation for the grieving family. Hrafnkel’s compensation offer for food and items to Einar’s father, Thorbjorn, was extremely generous.In this respect, Hrafnkel was once again following the laws and traditions of Icelandic society. On another note, Hrafnkel was consindered to be the â€Å"hero† of Hrafnkel’s Saga. A saga according to multiple sources from the Internet is â€Å"a long story of achievement† and tells the â€Å"tales of worthy men. † In this sense, Hrafnkel can not be deemed guilty by his Icelandic people or readers. After close examination of the text of Hrankel’s Saga it is very clear that Hrafnkel was completely innocent in the killing of Einar. Based on 10th century Icelandic ideals on justice, Hrafnkel was able to punish Einar for breaking their oral agreement.In effect, by breaking this agreement, Einar was also breaking Hrafnkel’s sworn oath with the deity, Freyr, whom he shared Freyfaxi with. As cruel and insane Hrafnkel’s violence may seem under today’s standards, it was all justified under the Icelandic system of law. It is important to understand the civilization that had once existed rather than to judge the tale as a story of murder and dictatorship. In the proper light, Hrafnkel was a hero who upheld Icelandic tradition, law, and honor who in the process grew into a more understanding, respectable, and wealthier Chieftain.

Crash Character Analysis Essay

Officer Tommy Hansen, a Los Angeles police officer who, after observing his partner Officer John Ryan pull over Cameron Thayer and Christine Thayer and sexually molests Christine, requests a change of partner. He ultimately reveals his own insecurities with other races through his treatment of Peter Waters. We later see Tommy walking away from his burning car wearing a pair of latex gloves, thus concealing his involvement in the shooting. Officer John Ryan, a prejudiced white police officer who molests Cameron’s wife, Christine, under the pretense of searching for a weapon. Ryan is trying to get help for his father, who has been misdiagnosed with a bladder infection. His anger manifests in prejudice, which stems from the destructive impact that local affirmative action policies had on his father’s business. He later saves Christine from a burning car when he had the perfect opportunity to ensure that he left the burning car alive, which leaves Christine stunned. Cameron Thayer, a black television director. He witnesses Officer Ryan molesting his wife and later realizes that the producers of his television show propagate racist stereotypes about black people. At the scene of Hansen’s burning car (to eliminate evidence of a murder), he is able to find contentment and reconnects with his wife. Christine Thayer, Cameron’s wife. She is molested by Ryan and becomes furious with her husband because he didn’t defend her. The two insult each other over their upbringings–as both Cameron and Christine have grown up in more privileged environments than many other African Americans. The next day she is trapped in an overturned car due to a car accident and, by a twist of fate, Officer Ryan is the man who willingly endangers himself to save her life.

Amnesty for Illegal Immigrants

Amnesty for Illegal Immigrants Background In 1986, US lawmakers passed the Immigration Reform and Control Act (IRCA), this move gave official pardon to all illegal immigrants who had successfully eluded justice for many years or were illegally working in the nation.Advertising We will write a custom research paper sample on Amnesty for Illegal Immigrants specifically for you for only $16.05 $11/page Learn More Consequently, 2.83 million illegal immigrants were accorded amnesty and made US citizens. Records show that the pardoned persons have produced at least 142,000 dependents to date. Besides, other legislation such as the NACARA, the Haitian Act, and INA (Section 249) has additionally pardoned more than 500,000 illegal immigrants over the years. Amnesty continues to add millions of individuals into the mainstream population, indeed, a research conducted by the Immigration and Naturalization Service made astounding findings: the average person that is offered amnesty had only reached se venth grade and had an annual salary of less than $9,000. When a person is pardoned, he becomes the burden of the state and public finances are used to upkeep such individuals. Amnesty to illegal immigrants has a direct and negative impact on the economy, a study by the Center for Immigration Studies showed that the IRCA pardon costs the economy more than $7.8 billion annually. Amnesty to illegal immigrants strains the economy, the education system, social amenities and rewards those who break the law (Simcox, para. 3). Therefore, this practice must be stopped by current and future governments if any positive gains are to be made on the economy. Amnesty to Illegal Immigrants rewards those who Break the Law Granting amnesty to illegal immigrants rewards illegal conduct to those who crossed borders without the necessary papers or those who have expired visa. It sends the message that one can break the law now, and receive forgiveness later, from the government. In addition, it makes f un of the official immigration system, in which persons who obey the law wait for years to be given official immigration papers. This amnesty encourages more persons to partake in illegal activity with the hope that they too will receive pardon and become citizens. Therefore, in principle, amnesty to illegal immigrants increases the number of persons living in the country illegally (Ivereigh, para. 3). Amnesty does not Reduce Illegal Immigration A close look at immigration figures in Europe over the last three decades shows that granting amnesty to illegal immigrants does not reduce illegal immigration. The tables below show illegal immigration numbers in Italy and Spain the last three decades:Advertising Looking for research paper on government? Let's see if we can help you! Get your first paper with 15% OFF Learn More Italy YEAR 1987/88 1990 1996 1998 2002 NUMBER OF IMMIGRANTS 119,000 235,000 259,000 308,000 700,000 Spain YEAR 1985 /86 1991 1996 2000 2001 2005 NUMBER OF IMMIGRANTS 44,000 135,000 21,000 127,000 314,000 700,000 Source: Migration Watch UK Italy and Spain have granted amnesty to illegal immigrants six times over the last 20 years, despite these efforts, the tables show that immigration numbers have increased by large margins. In fact, such amnesty programs have encouraged further illegal immigration (Migration Watch UK, para. 4). Today, there are between 8.7 and 11 million illegal immigrants in the US, proponents of amnesty to illegal immigrants asset that this is the same number as was ten years ago, and conclude that illegal immigration is not a big public problem as posited by critics. However, they forget that without the amnesty, there would be nearly 13 million illegal immigrants living in the nation. Burden to the Economy A person who is granted official pardon is, by the same gesture, accorded full access to state resources. These consist of education, health, shelter, and welfare mat ters. Once the amnesty is granted, the individual can bring forth offspring, who are partly covered by the pardon. The costs of access to public resources and welfare benefits are funded by taxpayers, a cost that can be very significant. Amnesty threatens national security When a person applies to become a citizen of our country, the consular officials screen such a person to ensure that he does not a background or history that could be a threat to national and homeland security. Millions of illegal persons have escaped this screening, and an amnesty program makes them legal citizens without the guarantee that they are not a risk to the national security. Conclusion Amnesty to illegal immigrants has far-ranging effects on the economy of our country. Besides depending on public funds for their upkeep, illegal immigrants can be a source of insecurity in our country. Since most illegal immigrants have basic or elementary education, they do not contribute much to the economy immediately after acquiring legal status, hence they drain the nation’s resources. The 1986 IRCA amnesty led to an atmosphere in which our country has had to submit to other nation’s demands, for example, Mexico’s president pushed the government to declare the status of close to five million illegal immigrants as legal residents. Other individuals have joined the queue and the political pressure to repeat the 1986 IRCA amnesty has heightened on the government.Advertising We will write a custom research paper sample on Amnesty for Illegal Immigrants specifically for you for only $16.05 $11/page Learn More Individuals who want to be citizens of our country must follow the legal procedures, and those who jump the procedures must be dealt with according to the legal provisions. Ivereigh, Austen. Amnesty for illegal immigrants. The Guardian, May 2009. Web. https://www.theguardian.com/commentisfree/libertycentral/2009/may/03/amnesty-illegal-immigrants Migration Watch UK. An amnesty for illegal immigrants? 2009. Web. Simcox, David. Measuring the Fallout: The Cost of the IRCA Amnesty after 10 Years. 1997. Web. https://cis.org/Report/Cost-IRCA-Amnesty-After-10-Years

The 31 Critical ACT Math Formulas You MUST Know

The 31 Critical ACT Math Formulas You MUST Know SAT / ACT Prep Online Guides and Tips The two biggest challenges of ACT Math are the time crunch- the math test has 60 questions in 60 minutes!- and the fact that the test doesn’t provide you with any formulas. All the formulas and math knowledge for the ACT comes from what you’ve learned and memorized. In this complete list of critical formulas you'll need on the ACT, I'll lay out every formula you must have memorized before test day, as well as explanations for how to use them and what they mean. I'll also show you which formulas you should prioritize memorizing (the ones that are needed for multiple questions) and which ones you should memorize only when you've got everything else nailed down tight. Already Feeling Overwhelmed? Does the prospect of memorizing a bunch of formulas make you want to run for the hills? We've all been there, but don't throw in the towel just yet! The good news about the ACT is that it is designed to give all test-takers a chance to succeed. Many of you will already be familiar with most of these formulas from your math classes. The formulas that show up on the test the most will also be most familiar to you. Formulas that are only needed for one or two questions on the test will be least familiar to you. For example, the equation of a circle and logarithm formulas only ever show up as one question on most ACT math tests. If you’re going for every point, go ahead and memorize them. But if you feel overwhelmed with formula lists, don’t worry about it- it’s only one question. So let’s look at all the formulas you absolutely must know before test day (as well as one or two that you can figure out yourself instead of memorizing yet another formula). Algebra Linear Equations Functions There will be at least five to six questions on linear equations and functions on every ACT test, so this is a very important section to know. Slope Slope is the measure of how a line changes. It’s expressed as: the change along the y-axis/the change along the x-axis, or $\rise/\run$. Given two points, $A(x_1,y_1)$, $B(x_2,y_2)$, find the slope of the line that connects them: $$(y_2 - y_1)/(x_2 - x_1)$$ Slope-Intercept Form A linear equation is written as $y=mx+b$ m is the slope and b is the y-intercept (the point of the line that crosses the y-axis) A line that passes through the origin (y-axis at 0), is written as $y=mx$ If you get an equation that is NOT written this way (i.e. $mx−y=b$), re-write it into $y=mx+b$ Midpoint Formula Given two points, $A(x_1,y_1)$, $B(x_2,y_2)$, find the midpoint of the line that connects them: $$((x_1 + x_2)/2, (y_1 + y_2)/2)$$ Good to Know Distance Formula Find the distance between the two points $$√{(x_2 - x_1)^2 + (y_2 - y_1)^2}$$ You don’t actually need this formula, as you can simply graph your points and then create a right triangle from them. The distance will be the hypotenuse, which you can find via the pythagorean theorem Logarithms There will usually only be one question on the test involving logarithms. If you’re worried about having to memorize too many formulas, don’t worry about logs unless you’re trying for a perfect score. $log_bx$ asks â€Å"to what power does b have to be raised to result in x?† Most of the time on the ACT, you’ll just need to know how to re-write logs $$log_bx=y = b^y=x$$ $$log_bxy=log_bx+log_by$$ $$log_b{x/y} = log_bx - log_by$$ Statistics and Probability Averages The average is the same thing as the mean Find the average/mean of a set of terms (numbers) $$\Mean = {\sum\of\the\terms}/{\the\number(\amount)\of\different\terms}$$ Find the average speed $$\Speed = {\total\distance}/{\total\time}$$ May the odds be ever in your favor. Probabilities Probability is a representation of the odds of something happening. A probability of 1 is guaranteed to happen. A probability of 0 will never happen. $${\Probabilityâ€Å'\ofâ€Å'\anâ€Å'\outcomeâ€Å'\happening}={\numberâ€Å'\ofâ€Å'\desiredâ€Å'\outcomes}/{\total\number\of\possible\outcomes}$$ Probability of two independent outcomes both happening is $$\Probabilityâ€Å'\ofâ€Å'\eventâ€Å'\A*\probabilityâ€Å'\ofâ€Å'\event\B$$ e.g., Event A has a probability of $1/4$ and event B has a probability of $1/8$. The probability of both events happening is: $1/4 * 1/8 = 1/32$. There is a 1 in 32 chance of both events A and event B happening. Combinations The possible amount of different combinations of a number of different elements A â€Å"combination† means the order of the elements doesn’t matter (i.e. a fish entree and a diet soda is the same thing as a diet soda and a fish entree) Possible combinations = number of element A * number of element B * number of element C†¦. e.g. In a cafeteria, there are 3 different dessert options, 2 different entree options, and 4 drink options. How many different lunch combinations are possible, using one drink, one, dessert, and one entree? The total combinations possible = 3 * 2 * 4 = 24 Percentages Find x percent of a given number n $$n(x/100)$$ Find out what percent a number n is of another number m $$(100n)/m$$ Find out what number n is x percent of $$(100n)/x$$ The ACT is a marathon. Remember to take a break sometimes and enjoy the good things in life. Puppies make everything better. Geometry Rectangles Area $$\Area=lw$$ l is the length of the rectangle w is the width of the rectangle Perimeter $$\Perimeter=2l+2w$$ Rectangular Solid Volume $$\Volume = lwh$$ h is the height of the figure Parallelogram An easy way to get the area of a parallelogram is to drop down two right angles for heights and transform it into a rectangle. Then solve for h using the pythagorean theorem Area $$\Area=lh$$ (This is the same as a rectangle’s lw. In this case the height is the equivalent of the width) Triangles Area $$\Area = {1/2}bh$$ b is the length of the base of triangle (the edge of one side) h is the height of the triangle The height is the same as a side of the 90 degree angle in a right triangle. For non-right triangles, the height will drop down through the interior of the triangle, as shown in the diagram. Pythagorean Theorem $$a^2 + b^2 = c^2$$ In a right triangle, the two smaller sides (a and b) are each squared. Their sum is the equal to the square of the hypotenuse (c, longest side of the triangle) Properties of Special Right Triangle: Isosceles Triangle An isosceles triangle has two sides that are equal in length and two equal angles opposite those sides. An isosceles right triangle always has a 90 degree angle and two 45 degree angles. The side lengths are determined by the formula: x, x, x√2, with the hypotenuse (side opposite 90 degrees) having a length of one of the smaller sides * √2. E.g., An isosceles right triangle may have side lengths of 12, 12, and 12√2. Properties of Special Right Triangle: 30, 60, 90 Degree Triangle A 30, 60, 90 triangle describes the degree measures of its three angles. The side lengths are determined by the formula: x, x√3, and 2x. The side opposite 30 degrees is the smallest, with a measurement of x. The side opposite 60 degrees is the middle length, with a measurement of x√3. The side opposite 90 degree is the hypotenuse, with a length of 2x. For example, a 30-60-90 triangle may have side lengths of 5, 5√3, and 10. Trapezoids Area Take the average of the length of the parallel sides and multiply that by the height. $$\Area = [(\parallel\side\a + \parallel\side\b)/2]h$$ Often, you are given enough information to drop down two 90 angles to make a rectangle and two right triangles. You’ll need this for the height anyway, so you can simply find the areas of each triangle and add it to the area of the rectangle, if you would rather not memorize the trapezoid formula. Trapezoids and the need for a trapezoid formula will be at most one question on the test. Keep this as a minimum priority if you're feeling overwhelmed. Circles Area $$\Area=Ï€r^2$$ Ï€ is a constant that can, for the purposes of the ACT, be written as 3.14 (or 3.14159) Especially useful to know if you don’t have a calculator that has a $Ï€$ feature or if you're not using a calculator on the test. r is the radius of the circle (any line drawn from the center point straight to the edge of the circle). Area of a Sector Given a radius and a degree measure of an arc from the center, find the area of that sector of the circle. Use the formula for the area multiplied by the angle of the arc divided by the total angle measure of the circle. $$Area\of\an\arc = (Ï€r^2)(\degree\measure\of\center\of\arc/360)$$ Circumference $$\Circumference=2Ï€r$$ or $$\Circumference=Ï€d$$ d is the diameter of the circle. It is a line that bisects the circle through the midpoint and touches two ends of the circle on opposite sides. It is twice the radius. Length of an Arc Given a radius and a degree measure of an arc from the center, find the length of the arc. Use the formula for the circumference multiplied by the angle of the arc divided by the total angle measure of the circle (360). $$\Circumference\of\an\arc = (2Ï€r)(\degree\measure\center\of\arc/360)$$ Example: A 60 degree arc has $1/6$ of the total circle's circumference because $60/360 = 1/6$ An alternative to memorizing the â€Å"formulas† for arcs is to just stop and think about arc circumferences and arc areas logically. If you know the formulas for the area/circumference of a circle and you know how many degrees are in a circle, put the two together. If the arc spans 90 degrees of the circle, it must be $1/4$th the total area/circumference of the circle, because $360/90 = 4$. If the arc is at a 45 degree angle, then it is $1/8$th the circle, because $360/45 = 8$. The concept is exactly the same as the formula, but it may help you to think of it this way instead of as a â€Å"formula† to memorize. Equation of a Circle Useful to get a quick point on the ACT, but don’t worry about memorizing it if you feel overwhelmed; it will only ever be worth one point. Given a radius and a center point of a circle $(h, k)$ $$(x - h)^2 + (y - k)^2 = r^2$$ Cylinder $$\Volume=Ï€r^2h$$ Trigonometry Almost all the trigonometry on the ACT can be boiled down to a few basic concepts SOH, CAH, TOA Sine, cosine, and tangent are graph functions The sine, cosine, or tangent of an angle (theta, written as ÃŽËœ) is found using the sides of a triangle according to the mnemonic device SOH, CAH, TOA. Sine - SOH $$\Sineâ€Å' ÃŽËœ = \opposite/\hypotenuse$$ Opposite = the side of the triangle directly opposite the angle ÃŽËœ Hypotenuse = the longest side of the triangle Sometimes the ACT will make you manipulate this equation by giving you the sine and the hypotenuse, but not the measure of the opposite side. Manipulate it as you would any algebraic equation: $Sine ÃŽËœ = \opposite/\hypotenuse$ = $\hypotenuse * \sine ÃŽËœ = \opposite$ Cosine - CAH $$\Cosine ÃŽËœ = \adjacent/\hypotenuse$$ Adjacent = the side of the triangle nearest the angle ÃŽËœ (that creates the angle) that is not the hypotenuse Hypotenuse = the longest side of the triangle Tangent - TOA $$\Tangentâ€Å' ÃŽËœ = \opposite/\adjacent$$ Opposite = the side of the triangle directly opposite the angle ÃŽËœ Adjacent = the side of the triangle nearest the angle ÃŽËœ (that creates the angle) that is not the hypotenuse Cosecant, Secant, Cotangent Cosecant is the reciprocal of sine $\Cosecantâ€Å' ÃŽËœ = \hypotenuse/\opposite$ Secant is the reciprocal of cosine $\Secantâ€Å' ÃŽËœ = \hypotenuse/\adjacent$ Cotangent is the reciprocal of tangent $\Cotangentâ€Å' ÃŽËœ = \adjacent/\opposite$ Useful Formulas to Know$$\Sin^2ÃŽËœ + \Cos^2ÃŽËœ = 1$$ $${\Sin ÃŽËœ}/{\Cos ÃŽËœ} = \Tan ÃŽËœ$$ Hurray! You've memorized your formulas. Now treat yo' self. But Keep in Mind Though these are all the formulas you should memorize to do well on the ACT math section, this list by no means covers all aspects of the mathematical knowledge you’ll need on the exam. For example, you’ll also need to know your exponent rules, how to FOIL, and how to solve for absolute values. To learn more about the general mathematical topics covered by the test, see our article on what's actually tested on the ACT math section. What's Next? Now that you know the critical formulas for the ACT, it might be time to check out our article on How to an Perfect Score on the ACT Math by a 36 ACT-Scorer. Don't know where to start?Look no further than our article onwhat is considered a good, bad, or excellent ACT score. Want to improve your score by 4+ points? Our completely online and customized prep program adapts to your strengths, weaknesses, and needs. And we guarantee your money back if you don't improve your score by 4points or more. Sign up for your free trial today. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Summary 1 Essay Example | Topics and Well Written Essays - 250 words - 2

Summary 1 - Essay Example In the US, different laws deal with hazardous waste handling by organizations, fines and taxes on environmental interference, business regulation as well as municipal laws and common law. Types of common law include laws regarding nuisance, trespass, strict liability as well as dangerous s substances among others, they are all meant for human safety and in order to understand them one needs to have knowledge on how they were created. Federal environmental laws regulate all local as well as state environmental laws. Judicial precedent on air and water pollution exists. At some places, laws are created for specific criteria such environmental law enforcement; specific permits use, and crime concerning regulation of the environment. Creation of laws is the senate work while regulation is done by agencies like Environmental protection agency. For better understanding of environmental needs, states as well as municipal governments create more environmental laws. Judicial precedents also change the law of environment. The court also interprets environmental law. Historical cases are a source of understanding the need for changes as well additions on laws regarding the