Improving Self Belief And Self Development Essay - 761 Words

Training is generally said to be a tried and tested method of shaping a person’s lack of accomplishment into a purposeful and desired end .According to Megginson (2012),â€Å"The coach encourages people to reach their full potential by encouraging self-belief and self-development. Self-belief gives people the drive to achieve their potential. Self-development gives them the means.†From this definition it can be seen that even though a coach may not have perfect knowledge of the subject in hand, he encourages the coachee to deeper thought and reflection by enabling the skills of the coachee towards appropriate questioning and listening .Training is usually provided by a professional co-worker or a colleague where job related skills, goal setting behavior skills are ascribed to . Lack of training leads to low productivity and demonization in workers. Workers are not able to deal with workplace performances and hence end up as average performers. Hence in order that workers get on hand skills training is a must. Lack of training leads to : a.bad goal setting exercise results: Goal setting is one of the most important aspects of personal development .every employee including the organization needs to know what the ultimate goal of a coaching program should be. The goals setting technique should be realistic in that it should enable all employees from different functional domains to enroll into the coaching program with the aim being skill and career development. TheShow MoreRelatedTowards An Understanding Of Self Esteem And Eating Disorders1404 Words   |  6 PagesTowards an Understanding of Self-Esteem and Eating Disorders By Melissa H. 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Psychological Contracts Free Essays

Introduction Psychological contracts can be defined as the informal and unwritten agreement between organisations and employees (Conway et al, 2005). An improvement in the general level of education and literacy rates has resulted in a shift from informal to formal contracts (Cullinane Dundon, 2006). The term psychological contract can be used to describe a combination of mutual beliefs and informal obligations that exist between an employee and an employer. We will write a custom essay sample on Psychological Contracts or any similar topic only for you Order Now It is quite different to written contracts that are more formal and acceptable in the court of law for the fact that they are printed on paper and can be reviewed by third parties. A growth in the volume of commercial activities made it difficult for early organisations to come up with tailor made contracts for each individual employee (Coyle?Shapiro Shore, 2007). This led to the proliferation of trade unions which sought to protect the interests of employees. Meanwhile the concept of psychological contract owes its origin to the human resource management (HRM) field and it has become an important concept in the practice of human resource management. This is because although employees sign contracts today, both the employer and employees have expectations outside the formal contracts which govern their relationships. For instance, when an employee loses a close one, many employers will make an effort to attend the funeral or even offer a cheque to support the individual to meet the funeral costs especially for deceased immediate family members. This gesture is not included in the formal contracts. Although there has been a major shift from psychological to formal contracts, psychological contracts continue to exist in HRM today. Psychological contracts change over time considering the fact that the needs and expectations of employees and their organisations also change over time (Conway et al, 2005). When an employee starts working after graduating from the university, his or her expectations are different. When the employee has worked for more than two years, their expectations become different and needs change. More elderly employees are concerned about retirement planning after their career. The younger employees who are still single would pay less attention to retirement issues and focus on themselves. Many young married women prefer jobs that will make it possible for them to take care of their kids. This is because they consider their career and family needs before accepting a job offer. In this respect, the psychological contract continues to evolve from one generation of employees to another, as each generation has a different priority (Wellin, 2007). In a like manner, organisational expectations fro m employees differ over time. When an organisation begins, it has different expectations from its employees. For the most part, many young organisations are eager about growth. They expect the employees to put in their very best to ensure that the organisation grows. However, as time goes by, the organisation’s needs begin to change. After having achieved growth, the organisation becomes concerned about consolidating its market position. During these changing times, the organisation’s expectations also evolve. Although psychological contracts are not legally binding, and are not included on paper, they continue to exist today and help to moderate the relationship between employers and employees (Truss et al, 2006). Psychological contracts are deeply rooted in organisational culture and beliefs (Cullinane Dundon, 2006). Once an organisation develops its culture, employees quickly identify the informal expectations of the organisation. On the other hand, employee associ ations such as trade unions and other labour movements also pass on information on employee expectations. Sometimes, this is manifested through strike actions and other activities that allow employers to understand the expectations of their employees. Changes in psychological contracts have continued to take place over the years. According to Rousseau (1995) three distinct eras can be identified in the evolution of psychological contracts. These three stages include the emerging phase, bureaucratic phase and the adhocracy phase (Rousseau, 1995). The emerging phase took place in the 18th Century in the beginning of the industrial revolution. It was characterised by a centralised workplace with powerful managers who exercised high levels of control over employees. Royal Doulton and Twinnings are two UK organisations that have survived the era till this present day. The bureaucratic phase began in the 1930s in top companies such as Ford. During this period, companies took care of loyal servants and were returned with lifetime employment (Rousseau, 1995). The psychological contract included loyalty and life time employment. The adhocracy phase, which emerged in the 1990s was led by successful IT businesses such as Apple and the other famous dotcom ventures. The era witnessed the proliferation of global organisations that emphasised the importance of the use of knowledge. These companies operate many different psychological contracts for various groups of employees. Comparison of Classic Modern Psychological Contracts Classic Psychological ContractModern Psychological Contract The organisation was perceived as ‘father’ to employee that was perceived as ‘child’Organisation and employees are both considered as ‘adults’ The organisation was the one that defined employees worth and valueEmployees have the capacity to define both their worth and their value The employers retained loyal workers whom it considered as goodNew employees flow in and out of the organisation with new innovative ideas Employees who obeyed all instructions were hired for lifeIt is unlikely for the Y generation to work for one organisation for life Employees grew mainly through promotion and upon recommendation from managersEmployees can grow through personal development Source: Niehoff, 2011 Considering the fact that the nature of psychological contracts is constantly changing, it is important for both employees and organisation to look for new ways of meeting the expectations of each other (Bunderson, 2000). The Y generation has its own set of expectations when it comes to psychological contracts. The new generation is more educated and spend much time online. For this reason, organisation must also take into account their needs and expectations in order to meet up with the psychological contract. One of the best ways through which companies can do this is by creating an online presence and promoting online interactions to promote the sharing of experiences amongst employees (Conway Briner, 2005). Younger employees prefer to read information online rather than read books that can take much of their time. As such, organisations need to take into account the needs of their employees irrespective of their generation so as to ensure that both sides fulfil their side of the psychological contract (Feldheim, 1999). Cisco’s new report dubbed Connected World Technology Report has demonstrated that the younger generation (18-29 age bracket) are more attached to their technology than previously thought (Niehoff, 2011). Many employers are sceptical about recruiting the younger generation because they are more attached to technology than every other thing (Niehoff, 2011). The study confirmed the often vague and baseless claims that associated the Y generation to mobile and cyber technology obsession. According to the study, one in three university students surveyed said Facebook and other technology they invested in were just as valuable as air, water and shelter. Over 26% of respondents said being able to work remotely from home should be a right, and not privilege. Up to 74% of the university students surveyed said they should be able to access their corporate network in the future from their home computers in the future (Niehoff, 2011). This demonstrates the level of attachment the younger generation places on technology and the virtual world. That notwithstanding, organisations should give the younger generation the opportunity to participate in building their businesses. The fact that they are young and energetic means that they have much to contribute to the growth of these organisations. Besides, online presence is necessary for promoting and marketing businesses these days. It is therefore left to employers to know when and how to hire young people in order to benefit from their capacity to contribute to their growth. In the 2010 survey, three out of five employees believed that the office was not necessary since employees can connect virtually and get work done from home (Niehoff, 2011). In conclusion, psychological contracts have been around for more than a number of centuries. And they are not expected to stop any time soon because organisations and employees will continue to develop non-verbal expectations from each other. Irrespective of the generation of employees that work in a company, management must continue to cater for the expectations of all its employees. This can take any form, such as promoting personal development of employees who have offered their services to the organisation over the years. When organisations hire employees, they outline the tasks which they expect these employees to perform. That notwithstanding, they expect the employees to do much more than what is written on paper. For instance, Apple does not expect its employees to go online and make comments that market Samsung smart phones. This is because they are competitors. Apple expects its employees to promote its services even in their social gatherings and amongst family members. Ho wever, this is not included in the formal employment contract. Reference Bunderson, S. (2000) â€Å"How work ideologies shape the psychological contracts of professional employees: doctors’ responses to perceived breach†, Journal of Organisational behaviour, Volume: 22, Page: 714-741 Conway, N. and Briner, R. (2005) Understanding psychological contracts at work: a critical evaluation of theory and research. Oxford: Oxford University Press. Conway, Neil Briner, Rob B. (2005) Understanding Psychological Contracts at Work: A Critical Evaluation of Theory and Research. Oxford, UK: Oxford University Press, (2005) Coyle?Shapiro, J. and Shore, L.M. (2007) The employee?organization relationship: where do we go from hereHuman Resource Management Review. Vol 17, No 2, June. pp166?179. Cullinane, N. and Dundon, T. (2006) The psychological contract: a critical review. International Journal of Management Reviews. Vol 8, No 2,pp113?129. Feldheim, M. (1999) Downsizing. Paper presented at the Southeastern Conference of Public Administration, St. Petersburg, FL, October 6–9 Lester, Scott W., Kickul, Jill (2001), â€Å"Psychological contracts in the 21st century: What employees value most and how well organizations are responding to these expectations†, HR. Human Resource Planning, Volume: 24, Issue: 1, Page: 10-21 Lester, Scott W., Turnley, William H., Bloodgood, James M., Bolino, Mark C. (2002), â€Å"Not seeing eye to eye: differences in supervisor and subordinate perceptions of and attributions for psychological contract breach†, Journal of Organizational Behaviour, Volume: 23, Page: 39-56 Niehoff, Brian P., Paul, Robert J. (2011), â€Å"The just workplace: Developing and maintaining effective psychological contracts†, Review of Business, Volume: 22, Issue: 1/2, Page: 5-8 Rousseau, D. M. (1995) Psychological Contracts in Organizations: Understanding Written and Unwritten Agreements. Thousand Oaks, CA: Sage Truss, C., Soane, E. and Edwards, C. (2006) Working life: employee attitudes and engagement 2006. Research report. London: Chartered Institute of Personnel and Development. Wellin, M. (2007) Managing the psychological contract: using the personal deal to increase business performance. Aldershot: Gower. How to cite Psychological Contracts, Essay examples

Tagged A Short Film Essay Example For Students

Tagged A Short Film Essay Tagged is a short film about a group of three friends, Kate, Em and Raz. The leader of the group is Kate and she starts a rumour about her ex, Jack, and his new girlfriend, Chloe. They post a picture on a social media site of Chloe with her arm around another boy because Kate wants to get revenge for Chloe stealing her boyfriend. At school a few days later, everyone knows about the new scandal of Chloe supposedly cheating on Jack. Jack attacks the boy in the photo and the other boy knocks him to the ground. One thing leads to another and eventually the rumour spirals out of control. We will write a custom essay on Tagged A Short Film specifically for you for only $16.38 $13.9/page Order now Rumours that start out as revenge or a bit of fun quickly spread on social media. This film made me think about how rumours evolve as they jump from person to person. For example, the situation starts with an arm over a shoulder of two friends. When the photo is posted on the internet it soon becomes a sneaky relationship ?. Kate feeds the fire by adding this text along with the photo: Guess who? These star crossed lovers must keep their passion secret. But who knows what will happen after the bell rings? ? During the school day the rumour escalates. Girls in the bathroom gossip by saying, Chloes shagging Ben, ? and I heard he had his hand up her skirt. ? Rumours are often used to create fantasies or to involve oneself in something that has nothing to do with you. This can be seen throughout the film, as everyone wants to be part of this hot gossip. ? Rumours can be fun and exciting, but when peoples feelings get hurt and their reputation is ruined, that is when you know that it has gone too far. My experience of rumours is minimal as I go to a school where people are friendly, accepting and respectful of others. At my school, there is no tolerance for any form of bullying. The teachers and even the students stamp out any rumours or bad behaviour quickly. Another idea this film made me think about is what it takes for a person to stand up against bullying and rumours. Raz stands up against Kate and her lying because she does not want Jack to be hurt anymore, or get himself in to trouble again. Raz informs Jack it was Kate who posted the image on the blog and Jack in return sends around revealing photos of Kate as payback. When Kate confronts Raz, Raz says, You should have told Jack yourself, it wasnt fair. This is brave of Raz as Kate is her best friend and she does not want to lose her, but to protect others she has to be selfless and risk losing her friend. Em wants to take a stand but does not want to be the next target of Kate and goes with the flow to fit in. Although she agrees with Raz about taking the photos down, she backs off and does nothing. Standing up against bullying can be so hard, especially if your friend has more power than you do. People like Kate have the ability to quickly turn rumours around on others. Rumours can burst peoples confidence, ruin their day or their future. Some people think it is just a laugh. However, to those affected by the rumour, it is much more. Being a teenager at high school, I know very well how people like to start rumours. School can be boring at times, so rumours are often created to stir things up and make life more interesting. There are better ways to have fun than spreading rumours via the internet, with the intention of hurting others. Posted rumours are open for everyone to see and can haunt you for a long time after school.

Graceland Essays

Graceland Essays Graceland Essay Graceland Essay Greenland, tells a coming of age story about a young boy named Elvis Eke, who has big dreams to make something of himself in America, the land of the free. Through out this novel, major cultural and life changes come about. Generational differences from the elders to the youngest living generation are unmistakably present through out the whole story, especially after Elviss mother dies and him and his father move to Lagos. The corruption aspect of the governments in Africa changes as the story progresses as well. The occupations that Elvis has throughout the years of his story also change drastically after he takes the bold move to come to America. Elviss story shows us how African culture changes throughout the period of time in which this book was written to present day. There are many cultural aspects of the African culture that still remain strong and permanent but all societies make adjustments as the years go on merely because things change and if adjustments are not made then the people of the society may not be satisfied. After Elviss mother dies from breast cancer, Sunday (Elviss father) moves them into Lagos. In Lagos they lived in the slums. The slums were dangerous and not stable places to find work, food, or a sense of safeness. Everyday was a struggle for Elvis because his father had resorted to drinking away all his problems. Elvis had to leave his other family members including; his grandmother, Aunt Felicia and Beef. His cousin, behind when his father and him made the move to Lagos. : The original plan was to find better Job prospects in Lagos, but unfortunately Elvis became the provider for the family his father then acquired in Lagos. The woman his father soon started seeing after moving to Lagos had three children of her own. Without a formal education fro a school Elvis works on the beach singing and dancing as an Elvis Presley impersonator. After moving from his family In the village, Elvis develops a tendency to not respect his elders as much as he used to. Because of the particular situation Elvis as put into this was bound to happen. As his father proceeded to drink he slowly lost some respect for the adults In the society merely for the fact that Elvis may have considered himself to be more mature than them at some points in his life. In the beginning of the book, there is a scene depicted in which his Grandmother asks him for his help sweeping the yard after he blurted out a comment about the dance lessons he wanted to take. He respectfully refrains from the question he had asked his grandmother after she, slightly rudely says, Are you blind? You Canaan see this broom? Or are you Just going tea watch me sweep with my old bones? (P 38) Today some of the younger generation would help the elder out, others would ask for payment, and some may not even do it at all. There is a major difference in how elders are treated now then they were twenty plus years ago. There Is a sort of entitlement aspect that elders or older people In general expect from the younger communal TTY. In Greenland we see as Levels starts getting Into more Illegal aspect TTS AT working he starts loosing respect for elders.

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice

Reflections, Rotations, and Translations ACT Geometry Strategies and Practice SAT / ACT Prep Online Guides and Tips Reflections, rotations, translations, oh my! Whether you’re dealing with points or complete shapes on the coordinate plane, you can spin 'em, flip 'em, or move 'em around to your heart’s content. And, often enough, you’ll be asked to do so on the ACT. This will be your complete guide to rotations, reflections, and translations of points, shapes, and graphs on the ACT- what these terms mean, the types of questions you’ll see on the test, and the tips and formulas you’ll need to solve these questions in no time. Before You Continue Reflection, rotation, and translation problems are fairly rare on the ACT, only appearing once per test, if at all. If you’re shooting for a perfect or nearly perfect score and want to make sure you have all your bases covered, then this is the guide for you. But if you still need to brush up on your fundamentals, then your focus will be better spent on studying the more common types of math problems you’ll see on the test. Remember, each question is worth the same amount of points, so it is better that you can answer three or four questions on integers, triangles, or slopes than to answer one question on rotations. So if you’ve got a solid grasp of all your foundational math topics (or you just really, really like coordinate geometry), then lets talk reflections, rotations, and translations! What is a Reflection? A reflection in the coordinate plane is just like a reflection in a mirror. Any point or shape can be reflected across the x-axis, the y-axis, or any other line, invisible or visible. This line, about which the object is reflected, is called the "line of symmetry." Let's look at a typical ACT line of symmetry problem. To find our lines of symmetry, we must divide our figure into symmetrical halves. This means that each side must be a reflection of the other, about a line. If we connect opposite angles in our figure, we will have several lines of symmetry. Let us do so. Now, from here, we can see that there are also lines of symmetry between our interior angles, like so: If we put them together, we get this. But wait! We can count our total number of lines (diameters, since they're spanning the entire length of the circle), but we CANNOT count each individual point that connects to the circumference of the circle as a line of symmetry. The number of actual lines of symmetry will be half the number of connecting points, because we need to only count each line one time. Because this is a busy figure, let us look at it a little more simplistically. Here, we have gotten rid of the other half of each line of symmetry and transformed them into all the radii of the circle. Now we can count the lines of symmetry without fear that we are double-counting one line. If we count them as they are, we can see that there are eight lines of symmetry total. Our final answer is H, 8. Nature's take on lines of symmetry in action. What is a Rotation? Objects in the coordinate plane can also be rotated (turned) clockwise or counterclockwise. Imagine that we can adjust the object with our hands- it will spin, while still lying flat, like a piece of paper on a tabletop. We must always select a point to act as the center point for our rotation. This center point of our rotation can be anywhere on the coordinate plane or on the shape in question (notice that it does NOT have to be the center of the shape). Let us look at a visual demonstration of this. We can have an object that rotates about its own center. A trapezoid is rotating about its center. Or the same shape can also be rotated about a different point. Here, the trapezoid is rotating about a point on the base of the trapezoid. But on the ACT, you'll almost always be asked to rotate an object "about the origin." This means that the origin (coordinates $(0,0)$) acts as your center of rotation. The angle about which the object moves is called the angle of rotation. As we rotate an object, the angle of rotation will be: Positive when we move the object counterclockwise Negative when the object is rotating clockwise. A positive angle of rotation. A negative angle of rotation. You can see that our shape ended up in the same place, but it got there by being rotated either $+180Â °$ or $-180Â °$. On the other hand, sometimes the ACT will have you rotate objects in a way that runs counter to these standard rules. Always follow the given instructions, even if they seem to contradict mathematical laws. For instance, (We will walk through this question later in the guide) We will walk through how to solve this question later in the guide, but for now notice that the question asks you to rotate the circle 90 degrees clockwise. Really, the degree measure would be $-90$ degrees, even though it is technically correct to say that you’re moving $+90$ degrees in a certain direction. Because this can be confusing and seemingly contradicts the rules of rotation degrees (though technically does not), just follow the information you are given in the question, rather than trying to overcomplicate the problem. As you might also guess from the above question, if you are asked to rotate an object on the ACT, it will be at an angle of 90 degrees or 180 degrees (or, more rarely, 270 degrees). These are nice numbers that evenly divide the coordinate plane into four parts, and each of these degree measures has a standard rule of rotation, when rotating a point about the origin. Let us look at these rotation rules. Some rules are more helpful than others. Rotation rules and formulas happen to be quite useful. Rotation Rules/Formulas Whether you are asked to rotate a single point or a full object, it is easiest to rotate the point/shape by focusing on each individual point in question. You can determine the new coordinates of each point by learning your rules of rotation for certain angle measures. Each of the three degree measures- 90, 180, or 270- will shift the coordinates of your original point to a different, calculable, position on the graph. If rotating counterclockwise (a positive angle of rotation), you can use these rules to find your new coordinate points. If you're a little rusty on which quadrants of the $xy$-coordinate plane have positive and negative $x$- and $y$-coordinates, you should take a quick detour to our article on graph quadrants before moving on. [Note: these formulas only apply when rotating an object about the origin. If you are asked to rotate objects about another center of rotation (as with the circle question above), these rules will NOT apply.] Let us say we begin with a point at coordinates $(8, 3)$. For 90 degree rotations: $(a, b)$ = $(-b, a)$ A 90Â ° rotation bring our original coordinates of $(8, 3)$ to $(-3, 8)$. For 180 degree rotations: $(a, b)$ = $(-a, -b)$ A $180Â °$ rotation brings our original coordinates of $(8, 3)$ to $(-8, -3)$. For 270 degree rotations: $(a, b)$ = $(b, -a)$ A $270Â °$ rotation brings our original coordinates of $(8, 3)$ to $(3, -8)$. (And, of course, a 360 degree rotation will bring you right back to the beginning at $(a, b)$ again!) A $360Â °$ rotation bring our original coordinates of $(8, 3)$ back to $(8, 3)$ once again. Keep your head on you- those rotations can be a doozy! What is a Translation? In addition to reflecting or rotating an object, we can also translate the object to another place on the coordinate plane. Translation is the act of "sliding" our point or shape along the coordinate plane in a particular direction. The shape can be translated up or down (or both!) any amount of distance along the plane. It maintains its shape and bearing, but is simply located elsewhere in the plane. The way to notate that a translation is to occur is to say: $T_{a,b}(x,y)$ This means that your final coordinates for this point will be: $(x+a,y+b)$ For example, What is the new point for $T_{5,−2}(−3,6)$? A. $(3, 3)$B. $(2, 4)$C. $(-3, 6)$D. $(11, -5)$E. $(-1, -2)$ We know that we must add together our translated points to the corresponding $x$ and $y$ values of our original coordinates. So: $T_{5,−2}(−3,6)$ $(−3+5,6+−2)$ $(2,4)$ Our new coordinates for this point are at $(2, 4)$ You can see why this is true if we look at it on a graph. Here, we have our starting point of $(-3, 6)$. Now, we are moving positively (to the right) 5 spaces and negatively (downwards) 3 spaces. If we started at $(-3, 6)$, this wll put our new point at $(2, 4)$. Our final answer is B, $(2, 4)$. Typical Reflection, Rotation, and Translation Problems Again, these types of questions are fairly rare on the ACT, and you will only ever see one question on reflections, rotations, or translations, if indeed you see any at all. That said, there are four different types of reflection/rotation/translation problems that will show up, when they appear. These questions will be either a reflection, rotation, or translation questions about: #1: Points #2: Shapes in the coordinate plane #3: Function graphs #4: Shapes and their lines of symmetry Let’s look at all three. Points Because a point is individual, points are the simplest objects to be rotated, reflected, or translated. Each point will always be made up of an $x$ and $y$ coordinate- written $(x,y)$- but you only have to keep track of the solitary point and how it should shift and move, rather than having to keep track of it in relation to other points (as you will have to when working with shapes). Shapes Shapes are slightly more complicated to reflect or rotate than points are, due to the fact that all the points on a shape (and the lines connecting those points) will have a relationship with one another that must be maintained or altered in a controlled manner. This means that any shape rotation/reflection/translation will require more consideration and care, in order to make sure all your pieces are properly aligned. It is often much easier, when working with modified shapes, to map out the positions of the points alone. Don’t worry about the lines- mark the proper position of the new coordinates for the points and the lines will fall into place. Let's look at an example. The red line makes up one side of the trapezoid above. If this line has a slope of $3/2$, what is the slope of the line when the trapezoid is reflected across the $x$-axis? A. $−2/3$B. $−3/2$C. $2/3$D. $3/2$E. $4/3$ Instead of focusing on the slopes themselves, let us map out the new trapezoid by its points and only then connect the lines. Now, if we connect the lines to actually make the trapezoid... We can find the new slope of the line by counting the rise of over the run. The rise is $-3$ and the run is $+2$. The new slope of the equivalent line in our trapezoid will be $−3/2$. Our final answer is B, $−3/2$ Function Graphs Function graphs can be reflected or translated just like shapes and points, though they CANNOT be rotated. (Why can functions not be rotated? If a function were rotated, it would fail the vertical line test (more on this is covered in our guide to ACT functions) and no longer be a function.) A reflected function. A translated function. A function CANNOT be rotated. A graph with more than one $y$ value (output) for the same $x$ value (input) is NOT a function. Function Translations We can translate our function up or down by adding or subtraction from our output. Adding to output translates the graph up. If this is the original placement of our graph, $f(x)$.... We can translate it up by adding to the output, aka $f(x)+5$. Subtracting from the output, on the other hand, moves the graph down. Again, if this is the original placement of our graph, $f(x)$.... We can translate it down by subtracting from the output, aka $f(x)−5$. This kind of translation will work on any function graph. We can also translate a function side to side (horizontally) by adding or subtracting from the input. Adding to the input will shift the graph left. If this is the placement of our original graph, $f(x)$... We can translate it left by adding to the input, aka $f(x+5)$ Subtracting from the input will shift the graph to the right. Again, if this is our original graph, $f(x)$... We can translate it right by subtracting from our input, aka $f(x−5)$ This kind of translation will work on any function graph as well. Function Reflections We can also reflect our function about a line of symmetry along the $x$ or $y$-axis. Making the output negative makes the function reflect across the $x$-axis (inverts it about the $x$-axis). $f(x)$ becomes $−f(x)$. Making input negative makes the function reflect across the $y$-axis. $f(x)$ becomes $f(−x)$ Lines of Symmetry As we saw with our earlier line of symmetry problem, the ACT will sometimes present you with a picture and ask you to identify the lines of symmetry. If you understand how a line of symmetry works (that everything on each half of the line must be symmetrical, i.e. a reflection), and you make sure to count each line only once, then you should be able to breeze through these questions without fail. If you feel you are in information overload right now, don't worry! You can always make notes and flashcards to review and memorize later; just understanding how and why rotations and translations work is enough for now. Strategies for Reflection and Translation Problems Though no two reflection/translation/rotation problems are exactly alike, there are a few tips and tricks to follow for any kind you may come across. #1: Draw your own graphs Sometimes you will be given a diagram, or half a diagram, and sometimes you won't. But always, when the test asks you to reflect, rotate, or translate a point or a shape, you must form your own new picture, either on the page or in your head. Because it is entirely too easy to make mistakes when working out math problems in your head alone, it is always a good idea to take a moment to sketch out a graph of the object’s new position in space (if not the old one as well). Seeing a diagram on the page is especially useful if you are asked to find more information, rather than simply identifying a new coordinate point (a feat in and of itself!). For instance, you might be asked to find the slope of a reflected or rotated line (as we saw above), or the product of two translated $x$-coordinates, or anything else the ACT might think of. Without making your own drawings and diagrams, it can be easy to become confused, fall for bait answers, and lose precious points. #2: Drill your rotation formulas When working with translations or reflections, it is simple enough to draw your own picture and line up your corresponding points, but when it comes to rotations, it can be much harder to visualize the movement of the point or the object. Even when you’ve mapped out the original point, rotations are often much trickier than they appear. Unless you have a paper cut-out of your point, shape, or function and want to spend your time spinning your scratch paper around in circles, it’s better to simply memorize your rotation rules for 90, 180, and 270 degrees. #3: Double-check, double-check, (triple-check) Rotations, reflections, and translations may seem simple (and, indeed, the underlying principles are not any more complex than anything else on the ACT), but the difficulty in solving these kinds of problems is in just how easy it is to mis-map a coordinate point or two. It is especially precarious, because the test-makers will throw as many bait answers at you as they possibly can. Nothing is more frustrating than when you know how to solve a problem, but go too quickly or too carelessly through your test and so end up getting the question wrong. Make sure you double-check that you’ve properly shifted your coordinates before you bubble in that final answer. Excited to do some practice questions? Test Your Knowledge Now let's test your knowledge on some real ACT math questions on reflections, translations, and rotations. 1. When $ABCD$ is reflected over the $y$-axis to $A'B'C'D'$, what are the coordinates $D'$? F. $(-12, 1)$G. $(-12,-1)$H. $(12,-1)$J. $(1,12)$K. $(1,-12)$ 2. The graph $y=f(x)$ is shown below. What could be the graph of $y=f(x−4)$? A. B. C. D. E. 3. 4. Answers: F, B, K, C Answer Explanations: 1. Because we need to reflect our trapezoid, let us draw ourselves a picture. Note: be very careful to reflect your shape around the correct axis. The way the diagram is laid out, you may be tempted to reflect your object across the $x$ axis, like so This will give you the wrong answer and lead you to fall into one of the bait answer traps. Because we are told to reflect the trapezoid across the $y$ axis, our graph will instead look like this: You can see, then, that the reflection of point D will be at coordinates $(-12, 1)$ Our final answer is F, $(-12, 1)$ 2. Because we are being asked to find $y=f(x−4)$ from our original $y=f(x)$, we are subtracting from our input value. (For more on function inputs and outputs, check out our guide to ACT functions). If you remember our definitions on how to translate functions from above, you know that subtracting from the input translates our graph to the right and has no affect on the height (meaning, the graph does not move up or down). The only graph example that moves the function to the right and does not move it up or down is answer choice B. Again, here is our original graph. And here is the graph for answer choice B. Our final answer is B. 3. We are supposed to reflect our given triangle, so let us use our most important strategy and draw our picture out, so that we won’t make any mistakes trying to do the problem in our heads. Once we have reflected our triangle about the line of symmetry x, we can see that the perimeter is made of: $y+z+z+y$ $2y+2z$ Or, in other words, $2(y+z)$ Our final answer is K, $2(y+z)$ 4. We are being told to rotate the point $(6, 6)$ on the circle 90 degrees clockwise about the center of rotation $(2, 3)$. Because we are not rotating our point about the origin, our rotation rules unfortunately will not apply to this problem. That means we must find another way to rotate our point 90 degrees clockwise. By far, the simplest way to solve this problem is to divide our circle into four by drawing two diameters perpendicular to one another. (Why divide the circle into four? A circle is 360 degrees, and $360/90=4$ By dividing our circle this way, we can see that a 90 degree rotation would put the point slightly below the x-axis at coordinates approximately $(5, -1)$. Our final answer is C, $(5, -1)$ Phew! That wasn't so hard, now was it? The Take Aways Though rare(ish), the occasional rotation, reflection, or translation question can certainly throw you for a loop if you’re unprepared for it. But nothing the ACT can put on the test is unsolvable (and, indeed, the test is designed to give you opportunities to succeed, even as it tests your diligence and eye for detail). Once you’ve got your basic building blocks and formulas down tight, you will be well on your way to mastering all your coordinate geometry questions and earning that perfect score. What’s Next? You’ve tackled reflections, translations, and rotations (go you!), so take a minute to look over all the math topics on the ACT. Making sure you’re prepared for whatever comes your way is most of the battle, so look to our individual ACT math guides- all of which have real practice questions!- to brush up on any weak areas in your mathematical portfolio. Want to master two of the most invaluable math strategies for mastering the ACT? Check out our guides on how to use plugging in numbers and plugging in answers to make sense of some of the trickiest ACT problems out there. Looking to get that perfect score? Look no further than our guide to getting a perfect 36 on the ACT math, written by a perfect 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:

None Assignment Example | Topics and Well Written Essays - 750 words - 2

None - Assignment Example If any of the students is found hurting emotionally for several days because of a failure, a rejection, a bad mood, or any other reason, it means the student has got a psychological wound. And, it needs to be treated with emotional-first-aid techniques. Therefore, the method for emotional first aid is required to improve the teaching practices because it helps to analyze and treat the emotional pain of the students (Lunenburg & Ornstein, 2011). 3. Being an educator it is necessary that before giving emotional first aid to the students the technique should be practices for personal emotional hygiene. In order to improve the personal emotional hygiene, few steps can be taken for the emotional hygiene. These steps include: Attention towards the emotional pain, protection of the self-esteem, control over the negative thoughts, control over emotional bleeding, and knowledge about the impacts of physical wounds. Teaching also gives experience and ideas about the wide range of emotions and emotional pain. Thus, after personal emotional hygiene the steps should be practiced during teaching (Blase & Kirby, 1992). 1. A health-care professional Nadine Burke Harris stated childhood trauma and its impacts on life in long term. Herein, it should be noted that this is an important thing that must be considered by an early childhood educator. The reason is that the incidents that happen with any child in early age leave its footprints on the mind. These impacts are stronger than it could be in any age group. It is the reason due to which it is suggested that the childhood traumas should be handled and taken seriously to avoid the possible attitude problems in children. These childhood traumas impact on the cognitive approach to the children and it changes the behavior of the children. Therefore, the idealistic approach or practice for an early childhood educator is that these children who have been through any

Information Tech. and the Canadian Economy Essay - 1

Information Tech. and the Canadian Economy - Essay Example Analysis shows that there is progress however, without further action there is an alarm. The jobs of the future will be faced with several changes which need to be addressed using technology. There is need for the men and women to be equipped with necessary skills in order to take up these jobs effectively. Low education levels as a setback has to be addressed. In the bid to have the right people for the right jobs, there is the need to ensure men and women have the right skills for the job which will be catalyzed by the fast changing technology. There is the need to shift from the age of certificate qualifications and move up to the levels of degrees and well heights beyond secondary education. Some laws should be put into effect and necessary changes made in the education systems . There is the need to consider all groups in the job market and ensure they are all represented as there has been historical under-representation of some groups for example women, immigrants, the youth and the disabled. This is in line with focusing on future trends in the job market as opposed to just concentrating on the current jobs. In the seventeenth century, there was Mercantilism, which is a system of triangular trade for economic exploitation by the colonizing powers. This is relative to the common day economic globalization. Modern globalization is accompanied by change in the political, economic, social, environmental, cultural, and religious aspects, which in the sense of information technology regard have the capability of virtual connectivity. This will enhance the relaying of information and linking of labor forces. The age limit proposed is to go up from 65 years to 67 years and has necessitated the growth of the people over 60 years to participate. As well, education for immigrants through adopted policies is crucial since it raises the growth of immigrants’