Lines and Slopes ACT Math Geometry Review and Practice

Lines and Slopes ACT Math Geometry Review and Practice SAT / ACT Prep Online Guides and Tips You’ve dealt with the basics of coordinate geometry and points (and if you haven’t already, you may want to take a minute to refresh yourself) and now it’s time to look at the ins and outs of lines and slopes on the coordinate plane. This will be your complete guide to lines and slopeswhat slopes mean, how to find them, and how to solve the many types of slope and line equation questions you’ll see on the ACT. What are Lines and Slopes? If you’ve gone through the guide on coordinate geometry, then you know that coordinate geometry takes place in the space where the $x$-axis and the $y$-axis meet. Any point on this space is given a coordinate point, written as $(x, y)$, that indicates exactly where the point is along each axis. A line (or line segment) is a marker that is completely straight (meaning it has no curvature). It is made up of a series of points and and connects them together. A slope is how we measure the slant/steepness of a line. A slope is found by finding the change in distance along the y axis over the change in distance along the x axis. You have probably heard how to find a slope by finding the "rise over run." This means exactly the same thingchange in $y$ over change in $x$. $${\change \in y}/{\change \in x}$$ Let's look at an example: Say we are given this graph and asked to find the slope of the line. We must see how both the rise and the run change. To do this, we must first mark points along the line to in order to compare them to one another. We can also make life easier on ourselves by marking and comparing integer coordinates (places where the line hits at a corner of $x$ and $y$ measurements.) Now we have marked our coordinate points. We can see that our line hits at exactly: $(-3, 5)$, $(1, 0)$, and $(5, -5)$. In order to find the slope of the line, we can simply trace our points to one another and count. We've highlighted in red the path from one coordinate point to the next. You can see that the slope falls (has a negative "rise") of 5. This means the rise will be -5. The slope also moves positively (to the right) 4. Thus, the run will be +4. This means our slope is: $-{5/4}$ Properties of Slopes A slope can either be positive or negative. A positive slope rises from left to right. A negative slope falls from left to right. A straight line has a slope of zero. It will be defined by one axis only. $x = 3$ $y = 3$ The steeper the line, the larger the slope. The blue line is steepest, with a slope of $3/2$. The red line is shallower, with a slope of $2/5$ Now that we've gone through our definitions, let us take a look at our slope formulas. Line and Slope Formulas Finding the Slope $${y_2 - y_1}/{x_2 - x_1}$$ In order to find the slope of a line that connects two points, you must find the change in the y-values over the change in the x-values. Note: It does not matter which points you assign as $(x_1, y_1)$ and $(x_2, y_2)$, so long as you keep them consistent. Find the slope of the line with coordinates at (-1, 0) and (1, 3). Now, we already know how to count to find our slope, so let us use our equation this time. ${y_2 - y_1}/{x_2 - x_1}$ Let us assign the coordinate (-1, 0) as $(x_1, y_1)$ and (1, 3) as $(x_2, y_2)$. $(3 - 0)/(1 - -1)$ $3/2$ We have found the slope of the line. Now let's demonstrate why the equation still works had we switched which coordinate points were $(x_1, y_1)$ and which were $(x_2, y_2)$. This time, coordinates (-1, 0) will be our $(x_2, y_2)$ and coordinates (1, 3) will be our $(x_1, y_1)$. ${y_2 - y_1}/{x_2 - x_1}$ $(0 - 3)/(-1 - 1)$ ${-3}/{-2}$ $3/2$ As you can see, we get the answer $3/2$ as the slope of our line either way. The Equation of a Line $$y = mx + b$$ This is called the â€Å"equation of a line,† also known as an line written in "slope-intercept form." It tells us exactly how a line is positioned along the x and y axis as well as how steep it is. This is the most important formula you’ll need when it comes to lines and slopes, so let’s break it into its individual parts. $y$ is your $y$-coordinate value for any particular value of $x$. $x$ is your $x$-coordinate value for any particular value of $y$. $m$ is the measure of your slope. $b$ is the $y$-intercept value of your line. This means that it is the value along the $y$-axis that the line hits (remember, a straight line will only hit each axis a maximum of one time). For this line, we can see that the y-intercept is 3. We can also count our slope out or use two sets of coordinate points (for example, $(-3, 1)$ and $(0, 3)$) to find our slope of $2/3$. So when we put that together, we can find the equation of our line at: $y = mx + b$ $y = {2/3}x + 3$ Remember: always re-write any line equations you are given into this form! The test will often try to trip you up by presenting you with a line NOT in proper form and then ask you for the slope or y-intercept. This is to test you on how well you're paying attention and get people who are going too quickly through the test to make a mistake. What is the slope of the line $3x + 12y = 24$? First, let us re-write our problem into proper form: $y = mx + b$ $3x + 12y = 24$ $12y = -3x + 24$ $y = -{3/12}x + 24/12$ $y = -{1/4}x + 2$ The slope of the line is $-{1/4}x$ Now let’s look at a problem that puts both formulas to work. For some real number A, the graph of the line $y=(A+1)x +8$ in the standard $(x,y)$ coordinate plane passes through $(2,6)$. What is the slope of this line? A. -4B. -3C. -1D. 3E. 7 In order to find the slope of a line, we need two sets of coordinates so that we can compare the changes in both $x$ and $y$. We are given one set of coordinates at $(2, 6)$ and we can find the other by using the $y$-intercept. The $b$ in the equation is the y-intercept (in other words, the point at the graph where the line hits the y-axis at $x = 0$). This means that, for the above equation, we also have a set of coordinates at $(0, 8)$. Now, let’s use both sets of coordinates- $(2, 6)$ and $(0, 8)$- to find the slope of the line: ${y_2 - y_1}/{x_2 - x_1}$ $(8 - 6)/(0 - 2)$ $-{2/2}$ $-1$ So the slope of the line is -1. Our final answer is C, -1. (Note: don’t let yourself get tricked into trying to find $A$! It can become instinct when working through a standardized test to try to find the variables, but this question only asked for the slope. Always pay close attention to what is being asked of you.) Perpendicular Lines Two lines that meet at right angles are called â€Å"perpendicular.† Perpendicular lines will always have slopes that are negative reciprocals of one another. This means that you must reverse both the sign of the slope as well as the fraction. For example, if a two lines are perpendicular to one another and one has a slope of 4 (in other words, $4/1$), the other line will have a slope of $-{1/4}$. Parallel Lines Two lines that will never meet (no matter how infinitely long they extend) are said to be parallel. This means that they are continuously equidistant from one another. Parallel lines have the same slope. You can see why this makes sense, since the rise over run will always have to be the same in order to ensure that the lines will never touch. No matter how far they extend, these lines will never intersect. What is the slope of any line parallel to the line $8x+9y=3$ in the standard $(x,y)$ coordinate plane? F. -8G. $-{8/9}$H. $8/3$J. 3K. 8 First, let us re-write our equation into proper slope-intercept equation form. $8x + 9y = 3$ $9y = -8x + 3$ $y = -{8/9} + 1/3$ Now, we can identify our slope as $-{8/9}$. We also know that parallel lines have identical slopes. So all lines parallel to this one will have the slope of $-{8/9}$. Our final answer is G, $-{8/9}$. A...valiant attempt to be parallel. Typical Line and Slope Questions Most line and slope questions on the ACT are quite basic at their core. You’ll generally see two to three questions on slopes per test and almost all of them will simply ask you to find the slope of a line when given coordinate points or intercepts. The test may attempt to complicate the question by using other shapes or figures, but the questions always boil down to these simple concepts. Just remember to re-write any given equations into the proper slope-intercept form and keep in mind your rules for finding slopes (as well as your rules for parallel or perpendicular lines), and you’ll be able to solve these types of problems easily. What is the slope of the line through $(5,-2)$ and $(6,7)$ in the standard $(x,y)$ coordinate plane? F. $9$G. $5$H. $-5$J. $5/11$K. $-{5/11}$ We have two sets of coordinates, which is all we need in order to find the slope of the line which connects them. So let us plug these coordinates into our slope equation: ${y_2 - y_1}/{x_2 - x_1}$ $(7 - 2)/(6 - -5)$ $5/11$ Our final answer is J, $5/11$ Despite the fact that we are now working with figures, the principle behind the problem remains the samewe are given a set of coordinate points and we must find their slope. From C to D, we have coordinates (9, 4) and (12, 1). So let us plug these numbers into our slope formula: ${y_2 - y_1}/{x_2 - x_1}$ $(1 - 4)/(12 - 9)$ $-3/3$ $-1$ Our final answer is B, $-1$. As you can see, there is not a lot of variation in ACT question on slopes. So long as you keep track of the coordinates you’ve assigned as $(x_1, y_1)$ and $(x_2, y_2)$, and you make sure to keep track of your negatives and positives, these questions should be fairly straightforward. How to Solve a Line and Slope Problem As you go through your line and slope problems, keep in mind these tips: #1: Always rearrange your equation into $y = mx + b$ If you are given an equation of a line on the test, it will often be in improper form (for example: $10y + 15x = 20$). If you are going too quickly through the test or if you forget to rearrange the given equation into proper slope-intercept form, you will misidentify the slope and/or the y-intercept of the line. So always remember to rearrange your equation into proper form as your first step. $10y + 15x = 20$ = $y = -{3/2}x + 2$ #2: Remember your $\rise/\run$ Our brains are used to doing things "in order," so it can be easy to make a mistake and try to find the change in $x$ before finding the change in $y$. Keep careful track of your variables in order to reduce careless mistakes like this. Remember the mantra of "rise over run" and this will help you always know to find your change in $y$ (vertical distance) over your change in $x$ (horizontal distance). #3: Make your own graph and/or count to find your slope Because the slope is always "rise over run," you can always find the slope with a graph, whether you are provided with one or if you have to make your own. This will help you better visualize the problem and avoid errors. If you forget your formulas (or simply don't want to use them), simply draw your own graph and count how the line rises (or falls). Next, trace its "run." By doing this, you will always find your slope. Now let's put your newfound knowledge to the test! Test Your Knowledge Now that we’ve walked through the typical slope questions you’ll see on the test (and the few basics you’ll need to solve them, let’s look at a few real ACT math examples: 1. 2. Which of the following is the slope of a line parallel to the line $y={2/3}x-4$ in the standard $(x,y)$ coordinate plane? A. $-4$B. $-{3/2}$C. $2$D. $3/2$E. $2/3$ 3. When graphed in the standard $(x,y)$ coordinate plane, the lines $x=-3$ and $y=x-3$ intersect at what point? A. $(0,0)$B. $(0,-3)$C. $(-3,0)$D. $(-3,-3)$E. $(-3,-6)$ Answers: D, E, E Answer Explanations: 1. You can solve this problem in one of two waysby counting directly on the graph, or by solving for the changes in $x$ and $y$ algebraically. Let’s look at both methods. Method 1- Graph Counting The question was generous in that it provided us with a clearly marked graph. We also know that our slope is $-{2/3}$, which means that we must either move down 2 and over 3 to the right, or up 2 and over 3 to the left to keep our movement across a negative slope line consistent. If you use this criteria to count along the graph, you will find that you hit no marked points by counting up 2 and over 3 to the left, but you will hit D when you go down 2 and over 3 to the right. So our final answer is D. Method 2- Algebra Alternatively, you can always use your slope formula to find the missing coordinate points. If we start with our coordinate points of $(2, 5)$ and our slope of $-{2/3}$, we can find our next two coordinate points by counting finding the changes in our $x$ and $y$. Our first coordinate point of $(2, 5)$ has a $y$ value of 5. We know, based on the slope of the line that the change in $y$ is +/- 2. So our next coordinate point must have a $y$ value of either: $5 + 2 = 7$ Or $5 - 2 = 3$ This means we can eliminate answer choices B and C. Now we can do the same for our x-coordinate value. We begin with $(2, 5)$, so our $x$ value is 2. Because the line has a slope of $-{2/3}$, our x-coordinate change at a rate of +/- 3. This means our next x-coordinate values must be either: $2 + 3 = 5$ Or $2 - 3 = -1$ Now, we must put this information together. Because our slope is negative, it means that whatever change one coordinate undergoes, the other coordinate must undergo the opposite. So if we are adding the change in $y$, we must then subtract our change in $x$ (or vice versa). This means that our coordinate points will either be $(5, 3)$ or $(-1, 7)$. (Why? Because 5 comes from adding our change in $x$ and 3 comes from subtracting our change in $y$, and -1 comes from subtracting our change in $x$ and 7 comes from adding our change in $y$.) The only coordinates that match are at D, $(5, 3)$. Our final answer is D. 2. This question is simple so long as we remember that parallel lines have the same slopes and we know how to identify the slope of an equation of a line. Our line is already written in proper slope-intercept form, so we can simply say that the line $y = {2/3}x - 4$ has a slope of $2/3$, which means that any parallel line will also have a slope of $2/3$. Our final answer is E, $2/3$ 3. This question may seem confusing if you’ve never seen anything like it before. It is however, a combination of a simple replacement in addition to coordinate points. We are given that $x = -3$ and $y = x - 3$, so let us replace our $x$ value in the second equation to find a numerical answer for $y$. $y = x - 3$ $y = -3 - 3$ $y = -6$ Which means that the two lines will intersect at $(-3, -6)$. Our final answer is E, $(-3, -6)$. A good test deserves a good break, don't you think? The Take-Aways Though the ACT may present you with slightly different variations on questions about lines and slopes, these types of questions will always boil down to a few key concepts. Once you've gotten the hang of finding slopes, you'll be able to breeze through these questions in no time. Make sure to keep track of your negatives and positives and remember your formulas, and you’ll be able to take on these kinds of questions with greater ease than ever before. What’s Next? Whew! You may know all you need to for ACT coordinate geometry, but there is so much more to learn! Check out our ACT Math tab to see all our individual guides to ACT math topics, including trigonometry, solid geometry, advanced integers, and more. Think you might need a tutor? Take a look at how to find the right math tutor for your needs and budget. Running out of time on ACT math? Check out how to buy yourself more time on ACT math and complete your section on time. Looking to get a perfect score? Our guide to getting a 36 on ACT math will help you iron out those problem areas and set you on the path to perfection. 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:

Battle of Magdhaba in World War I

Battle of Magdhaba in World War I Conflict The Battle of Magdhaba was part of the Sinai-Palestine Campaign of World War I (1914-1918). Date British troops were victorious at Magdhaba on December 23, 1916. Armies Commanders British Commonwealth General Sir Henry Chauvel3 mounted brigades, 1 camel brigade Ottomans Khadir Bey1,400 men Background Following the victory at the Battle of Romani, British Commonwealth forces, led by General Sir Archibald Murray and his subordinate, Lt. General Sir Charles Dobell, began pushing across the Sinai Peninsula towards Palestine. To support operations in the Sinai, Dobell ordered the construction of a military railway and water pipeline across the peninsulas desert. Leading the British advance was the Desert Column commanded by General Sir Philip Chetwode. Consisting of all of Dobells mounted troops, Chetwodes force pressed east and captured the coastal town of El Arish on December 21. Entering El Arish, the Desert Column found the town empty as Turkish forces had retreated east along the coast to Rafa and south long the Wadi El Arish to Magdhaba. Relieved the next day by the 52nd Division, Chetwode ordered General Henry Chauvel to take the ANZAC Mounted Division and the Camel Corps south to clear out Magdhaba. Moving south, the attack required a quick victory as Chauvels men would be operating over 23 miles from the closest source of water. On the 22nd, as Chauvel was receiving his orders, the commander of the Turkish Desert Force, General Freiherr Kress von Kressenstein visited Magdhaba. Ottoman Preparations Though Magdhaba was now in advance of the main Turkish lines, Kressenstein felt required to defend it as the garrison, the 2nd and 3rd battalions of the 80th Regiment, consisted of locally recruited Arabs. Numbering over 1,400 men and commanded by Khadir Bey, the garrison was supported by four old mountain guns and a small camel squadron. Assessing the situation, Kressenstein departed that evening satisfied with the towns defenses. Marching overnight, Chauvels column reached the outskirts of Magdhaba near dawn on December 23rd. Chauvels Plan Scouting around Magdhaba, Chauvel found that the defenders had constructed five redoubts to protect the town. Deploying his troops, Chauvel planned to attack from the north and east with the 3rd Australian Light Horse Brigade, the New Zealand Mounted Rifles Brigade, and the Imperial Camel Corps. To prevent the Turks from escaping, the 10th Regiment of the 3rd Light Horse was sent southeast of the town. The 1st Australian Light Horse was placed in reserve along the Wadi El Arish. Around 6:30 AM, the town was attacked by 11 Australian aircraft. Chauvel Strikes Though ineffective, the aerial attack served to draw Turkish fire, alerting the attackers to the location of trenches and strong points. Having received reports that the garrison was retreating, Chauvel ordered the 1st Light Horse to make a mounted advance towards the town. As they approached, they came under artillery and machine gun fire from Redoubt No. 2. Breaking into a gallop, the 1st Light Horse turned and sought refuge in the wadi. Seeing that the town was still being defended, Chauvel ordered the full attack forward. This soon stalled with his men pinned down on all fronts by heavy enemy fire. Lacking heavy artillery support to break the deadlock and concerned about his water supply, Chauvel contemplated breaking off the attack and went so far as to request permission from Chetwode. This was granted and at 2:50 PM, he issued orders for the retreat to begin at 3:00 PM. Receiving this order, Brigadier General Charles Cox, commander of the 1st Light Horse, decided to ignore it as an attack against Redoubt No. 2 was developing on his front. Able to approach through the wadi to within 100 yards of the redoubt, elements of his 3rd Regiment and the Camel Corps were able to mount a successful bayonet attack. Having gained a footing in the Turkish defenses, Coxs men swung around and captured Redoubt No. 1 and Khadir Beys headquarters. With the tide turned, Chauvels retreat orders were cancelled and the full attack resumed, with Redoubt No. 5 falling to a mounted charge and Redoubt No. 3 surrendering to the New Zealanders of the 3rd Light Horse. To the southeast, elements of the 3rd Light Horse captured 300 Turks as they attempted to flee the town. By 4:30 PM, the town was secured and the majority of the garrison taken prisoner. Aftermath The Battle of Magdhaba resulted in 97 killed and 300 wounded for the Turks as well as 1,282 captured. For Chauvels ANZACs and the Camel Corps casualties were only 22 killed and 121 wounded. With the capture of Magdhaba, British Commonwealth forces were able to continue their push across the Sinai towards Palestine. With the completion of the railway and pipeline, Murray and Dobell were able to commence operations against the Turkish lines around Gaza. Repulsed on two occasions, they were eventually replaced by General Sir Edmund Allenby in 1917.

The Space Shuttle Challenger disaster Assignment - 1

The Space Shuttle Challenger disaster - Assignment Example In this paper, the author describes and comments on the various aspects of the accident. First, the author describes the events leading to the explosion. Next is a discussion of the main causes of the accident. Next, the author describes the steps that could have been taken to avert the accident. After that, a description of the prevailing culture within NASA is provided, accompanied with a discussion of how that culture might have impacted the decisions of NASA engineers and staff. The author then comments on the management of NASA and how the institution implements its systems and procedures. Finally, the author sums up the main points of the paper. Initially, Challenger had been scheduled to launch from the Kennedy Space Centre (KSC) in Florida on January 22 at 14:42 Eastern Standard Time (EST). However, the launch did not happen as had been planned due to delays in the preceding mission, STS-61-C(McConnel, 1986). Consequently, Challenger launched was pushed forward to January 23 then January 24. The launch was once more moved to January 25 owing to unfavourable weather conditions at the Transoceanic Abort Landing (TAL) centre in Dakar, Senegal. NASA decide to use Casablanca as an alternative TAL, but because it lacked facilities for night landings, the launch was once more rescheduled for the morning of January 26, Florida time. Then, it was predicted that the weather at KSC would be unfavourable, so the lift-off was moved to January 27 at 9:37 EST. Again, the launch failed to take off due to problems registered in the exterior access hatch. By the time engineers solved the problems, the wind speed had increases substantially such that a launch was impossible. It was under these circumstances that the launch eventually happened on January 28, even though weather forecasts had predicted an unusually cold morning with temperatures close to -10C, the lowest possible temperature at which a launch may happen.

Power Conflict slp Assignment Example | Topics and Well Written Essays - 750 words

Power Conflict slp - Assignment Example ; awareness of the issues affecting both parties, overall improvement of employee morale, improvement of working conditions and finally increased productivity and innovation in the organisation. On the contrary, dysfunctional conflicts lead to a win lose situation for the parties. The negative results for such conflicts include usage of threats that end up destroying the relationship between parties, both parties end up losing and finally increase in chances of retaliation. The organisation that was involved in real estate development was in functional conflict with the local community. It was mainly due to the development of town homes on a particular parcel of land within the town. The top management had sited that the land’s location was ideal for the construction of town homes, but the general community was against it. Some of the issues raised by the community were that its construction would lead to a strain in the available resources such as schools, as the number of children would increase. It resulted in demonstrations by the community concerning the particular land. The organisation was well known for corporate social responsibility within the community, but the resistance to the project by the community was unimaginable. The top management had the option of bribing the local administration, but this would be detrimental to the organisations had earned corporate image. One of the key principles of the organisation was transparency, fairness for all and accountability. The top management was not ready to forego these principles for its benefits. Based on the conflicts, the board of governors had to convene a meeting to address the issues that would result to a win-win situation for both parties. The top management felt that was a functional conflict as the disagreement would yield a positive result for the conflicting parties. A meeting was organised between the top management and local community representatives. Conflicting issues were addressed and

Climate change Essay Example for Free

Climate change Essay The topic of the dissertation is very clear and well-defined. The problems that have been set forth by the researcher have also been posed with great clarity. To wit, the dissertation aims to ascertaon how green travel blogs perceive the problem of climate change and the manner by which it is affected by the tourism industry; how tourists, in their green travel blogs, choose to go â€Å"green,† looking into their knowledge of the negative effects of tourism on climate change; and how green travel blogs contribute in making tourists aware of the relationship between tourism and climate change. All these have been answered through an analysis of the discourse found in these blogs. The researcher acknowledges the strong relationship that exists between climate change and tourism, and thus analyzing the content of travel blogs will give clear indications about how tourism may further be enhanced through the perceptions of climate change derived from this medium. Simply put, this paper has given valuable input that shall help tourism flourish. Literature Review The literature review is clearly yielded from the most recent sources on the topic. It directly discusses the importance of the subject by beginning with the relationship of climate change and tourism, as indicated by the World Tourism Organization in 2003. It also did mention the requisites that are asked from the tourism industry to help mitigate the problems on environment and climate change, setting a strong rationale for undertaking the study. Empirical studies that further point out the relationship between these two variables were presented such as those of Becken and Hay (2007), Boniface and Cooper (2005), Hall and Higham (2005), Lockwood and Medlik (2002), Jones and Munday (2007), and Belle and Bramwell (2005), among others. From this backdrop, the review of related literature zooms in on the role of travel blogs as a medium for promotion, product distribution, communication, management, and research has been clearly suggested from various empirical studies. These have successfully gained popularity in order to ensure that they communicate initiatives in the fight against climate change and/or global warming. Major books and journal articles have been gathered and synthesized in a coherent manner to allow for an effective springboard for the research. Moreover, relevant transition from each portion of the literature to the next may be observed. There is synthesis and a demonstration of the interrelationships of concepts, making the review cohesive and critical.

Economic-consumer Self vs Moral-political Self Essay -- Economics Econ

I think Sagoff is right in his perception and feeling of a distinct departure between one's economic-consumer self and one's moral-political self. As his examples show (p.501), and I think we can all relate to at least some of them as much as we may not want to, not all preferences are actually expressed through the market (I know I am always sure to go to the gas station with the lowest gas prices and my college-student wallet is happy when prices are low, but I am much happier when they're higher because then the resource is being more appropriately priced). Given a conventional view of economists, one could imagine an economist stating that the most important/serious moral choices are those which one expresses monetarily (through consumer choice), even if they are inconvenient or personally non-/less- beneficial. The saying "put your money where your mouth is" comes to mind, as using one's money in our society is the ultimate proof of one's seriousness and commitment to a topic or issue. However, that viewpoint only strengthens Sagoff's interpretation of modern versus ancient society. He states that the liberties focused on in the modern ago are those surrounding privacy and property, whereas formerly, foci were on community and participation (p. 508). When accepting only individual spending and consumption as the true measure of one's preferences, it is only possible to evaluate decisions on an individual (privacy and property) level. I think that Krisitin Shrader Frechette's analysis of risk-cost-benefit-analysis (RCBA) demonstrates t his explicitly (though this is obviously NOT her intention). As she attempts to show, through her essay, that environmental issues and values can be incorporated into traditional cost-be... ...ype of discussion that Sagoff and Goodland/Ledec can have about the shortfalls in traditional economic evaluations because without it, nothing within the framework of RCBA will change. Shrader-Frechette states in defense of RCBA, that "one could always assign the value of negative infinity to consequences alleged to be the result of an action that violated some deontological principle"(p.511). However, I think that if RCBA in its current form is going to prove useful in the long-term, options like this need to be employed, not just talked about as a potential when trying to defend a questionable theory. I do not know the answer to today's million-dollar question about what alternatives should be employed, but I do know that settling for something that is very sub-optimal is ridiculous when what is required is less defense and more brainstorming and active debate.

Gun Control Essay

America is the most well armed nation in the world, with American citizens owning about 270 million of the world’s 875 million firearms (MacInnis). Indeed, this is more than a quarter of the world’s registered firearms. The reason why Americans own so many guns is because of the Second Amendment, which states, â€Å"A well regulated Militia, being necessary to the security of a free State, the right of the people to keep and bear Arms, shall not be infringed. † (Rauch) This amendment guarantees U. S. citizens the right to have firearms. Since this amendment is relatively vague, it is up for nterpretation, and is often used by gun advocates to argue for lenient gun laws. Hence, gun control is a frequently discussed controversial topic in American politics. â€Å"A well-regulated militia, being necessary to the security of a free state, the right of the people to keep and bear arms, shall not be infringed. † The right for of all Americans to bear arms is a r ight even the Founding Fathers held to equal importance as the Constitution itself. Whether or not gun control laws work, the fact of the matter is that these kind of laws directly violate this right and therefore should not even be under consideration. Even if that issue is overlooked, gun control advocates state that in order to reduce firearm related violence, gun control laws must be implemented to remove the violence caused by firearms. the US have used firearms to protect the nation, protect their families, to hunt for food and to engage in sporting activities – – – – – – – – – – – – – – – – – – – – – – If I were to write a paper on gun control I would have to say that finding the information on the topic was very readily available. The Internet is A fairly reliable means of obtaining important and accurate information. There were also numerous books dedicated to the Issue of Gun Control. I could write a number of papers with the information I collected. Such as Different form of gun control, why gun control works, and Why should we Fight Gun Control. I could easily write a paper in support of Gun control but on the same note I could write a paper against gun control. I would start any of the papers with statistics that I collected. The information they provide paints a pretty good picture of the Basis for the need Of Gun Control. The same statistic can work against Gun control. Depending on the way that the information is analyzed the sword could swing both ways. Many of the statistics showed a decrease in gun crimes after Guns were let loose among Common Citizen; yet, at the same time more guns get stolen and then used in violent crimes. So the common Idea is that the more guns the more gun crimes. Not always, In places Like Amsterdam, were Gun Control is at its strongest, gun crimes are still the most common. More guns can mean more crime. It depends greatly on the location of the weapons. The Next step would be to show the benefits of gun control, and the declines of gun control. The natural benefits of gun control are very obvious and very unpredictable. The reasons why they are unpredictable is because in some cases less guns mean less crime, but sometimes the more guns the less crimes. But the Obvious benefit is that it keeps gun away from people that wouldn’t have any way to buy the gun. If you can’t buy a gun then you don’t need a gun. But I can also say that Heavy Gun Control is a constitional treat to Americans. In Most incedents were the Government kills people the people have been under heavy gun control. A big point with many people is â€Å"if they outlaw guns the only ones with guns would be the outlaws. The Government knows that they can not stop people from having guns, but they try to slow it down. After all this I would have to move to my theory about a solution. Gun Control is important, but it isn’t necessary to stop people from owning gun. People have the right to own guns and should have the right to own a side arm. Guns are great tools when used by some one that know, and respects the power possessed by that gun. If we took less time from stopping people from owning a weapon, and spent more time educating people about guns then they might respect them. Guns don’t Kill people, people kill people with guns, that’s how it works. No body has to die. No minors or the mentally ill should not handle firearms except under very careful supervision. People who have been convicted of violent crimes should not purchase or carry a firearm. Unfortunately, criminals do not need to purchase their firearms in gun stores nor do they tend to feel the need to register them. We just need to screen people and try and take guns off the street.

Marriage and Family Therapy Essay

This paper will also evaluate five major themes relevant to Marriage and Family Therapy which include: ethical dilemmas in marriage and family counseling, premarital counseling qualifications of marriage and family therapists including licensure and certification. The biblical insight related to marriage and family therapy will also be explored as well as my personal reflections about this topic. History and Development of Marriage Counseling Marriage counseling was established in the early 1930’s. Counselors recognized the advantages and effectiveness of treating married couples in joined sessions. This growing appreciation for patterns of relationships in families led to numerous studies on marital conflict and dynamics and the effects on children’s development. In 1932, there were three marital clinics said to open. They worked with individuals and their difficulties adhering to traditional gender role expectations. Developed and founded in the late 1970’s was the Marriage and Family Therapy’s code of ethics which is called The American Association for Marriage and Family Therapy (AAMFT). The organization’s philosophy was that marriage and family therapy were two separate areas, each with their own histories, concepts and differing practices. (AAMFT, 2012) Introduction of Marriage and Family Counseling Counseling is to help persons understand and clarify their views of their life space, and to learn to reach their self-determined goals through meaningful, well-informed choices and through resolution or problems of an emotional or interpersonal nature. (Burks and Steffire, 1979 . Focusing on a broader field in counseling, What is Marriage and Family Counseling? Marriage and family counselors work with couples and families on a wide range of clinical problems including, but not limited to, depression, marital strife, communication, and anxiety and child-parent problems. Marriage and family counseling is not just for unhappy or struggling couples, couple’s therapy can be used proactively to strengthen bonds and to gain a better understanding of one other. In addition, before a marriage begins pre-marital counseling can help couples achieve a deeper understanding of each other and iron out differences before their wedding day. They also help families learn to solve their problems by managing their relationships effectively. Family therapists often work with individuals, the couple and parents and children to get a better perspective of patterns that affect the entire system to develop strategies for modification. (Corey, Corey ;amp; Callanan p. 450 2011). Family Counseling is important to the counseling field this therapy can help people within the family to resolve their disputes and quarrels through effective communication. Proper communication with the help of a therapist or a counselor can help family members discuss their problems and issues with each other. The importance of the family in our development as whole and healthy individuals is recognized as a basic truth by. In most cases, however, a disturbed and distressed client will have some difficult, challenging relationships within his/her family and these will need to be explored and addressed if the client is to discover and create relief and resolution of their problem. Biblical Insights related to Marriage and Family Therapy In the book, Competent Christian Counseling it states that â€Å"To understand the individual, the one must see the individual in the context of his or her system of relationships† This implies that the quality of a individual is much more than one person, the person is a part of a social system that begins with family. (Clinton ;amp; Ohlsclager p. 518 2002). From a biblical aspect Family is described as a social system that progressed by forming a set of rules, roles, power structure. Forms of communication and way to solve problems. There are four key principles that a Christian counselors point out when approaching any family. The first one is â€Å"The family, in is social dimensions, reflects God†. Meaning that The Father, Son and Holy Spirit all have unique distinctiveness however they are â€Å"one† as God; this is compared to the Family. A family can consist of a mother, father and children or a mother and husband. If thought they are their own persons, they are considered â€Å"one†. The second key principle that is describe is â€Å"Family health, individual health, and maturity are inseparably entwined†. This key principle entails that the powers of family identity and socialization is significant for growth and development among each family member, which can ultimately lead to healthy family living. â€Å"The Family is also like the church is that next basic principle, meaning that a family has functions like the church. Finally, the last key principle describes states that â€Å"Trouble is reproduced, but can also be stopped, in families and in generations of families†. This key principle indicates that there is a psychosocial and spiritual relation among family reproduction pertaining to alcoholism and other issues as describes in Competent Christian Counseling as â€Å"generational curses†. Christians believe that these issues within families from generation to generation can be transformed through Christ. A example is that of Abraham found in Genesis 20. Abrahams family was said to show favoritism to certain children, which continued for three generations. When it comes to marriage counseling, Christian counselors believe marriage counseling helps couples to understand God’s pattern for husband-wife relationships, diagnoses unbiblical patterns and their root causes, and prescribes God’s solutions for soul change that leads to relational growth. Biblical marriage counseling should result in enhanced relationship: closeness with Christ, intimacy with your spouse, and a sense of greater peace. Biblical insights involving to family counseling, the focus is solutions, not simply external solutions. Your counselor will help you to understand God’s design for healthy family living, will assist you to assess unhealthy and unbiblical ways of relating as parents and children, and will equip you to reconcile and grow in your family relationships. Counselor Identity, Functions and Ethics of Marriage and Family Counseling The practice of Marriage and Family counseling rest on the foundation of systems theory, which views psychological problems as arising from within the person’s present environment and intergenerational family system. Corey, Corey, Callanan p. 449 2011). The systems theory is very similar to the views on Christian Counselors as stated earlier; â€Å"Trouble is reproduced, but can also be stopped, in families and in generations of families†. Marriage and Family therapists follow a specific code of ethics know as The American Association for Marriage and Family Therapy (AAMFT). Founded in 1942 as the American Association of Marriage Counselors, the A AMFT has been involved with the problems, needs and changing patterns of couples and family relationships. The association focuses on increasing understanding, research and education in the field of marriage and family therapy, and ensuring the quality training of marriage and family therapists. AAMFT members meet standards for education and training and are held to the ethical standards of the profession. (AAMFT, 2011) AAMFT ethics are broken down in eight core areas. The first area is the responsibility to Clients. Marriage and family therapist have a responsibility to the welfare of both the family and individuals in the family. Therapists are to make reasonable efforts to guarantee their services are used properly and accordingly. Confidentiality is the next core area, which applies to all code of ethics pertaining to the counseling field. Confidentially in Marriage and Family is distinctive because the therapist is dealing with a group of people. However, the AAMFT insist on therapists to respect the confidentiality of each individual client. Although, confidentiality is essential, there are some exceptions. Those exceptions include, mandates by the law pertaining to cases of child and elderly abuse, incest, or abuse to persons with disabilities. A therapist has an exemption from confidentially when it is necessary to protect clients from hurting themselves and others (AAMFT, 2011). When working with a family, all family members must agree concerning the release of any information. Some therapists, in fact, arrange for sessions with individual family members to actively encourage the sharing of â€Å"secrets† to better understand what is occurring in the family. The therapist then may work with the individual client in the hope of enabling that person to disclose the same information in the family session. Marriage and family therapists are to maintain high standards if professional competence and integrity. Therapists must remain current on any developments and advances relevant to their field of practice. They can do this by continuing education, training, workshops and interacting with other professionals in the marriage and family therapy field. (Corey, Corey ;amp; Callanan p. 452 2011). Therapists also have a responsibility to students and supervisees. They are not to manipulate the trust and dependency of the students and supervisees in which there are working with. Responsibility to the profession is the next core is in the AAMFT code of ethics. This includes reporting people practicing without a license and contributing to community service for advancement of the society. The next core area is financial arrangements. Marriage and family therapists are not to misuse clients financially for services. Issues and Ethics in the Helping Professions states that clients are to be â€Å"truthful in representing facts to clients and to third parties regarding any services rendered†. The last core area in the ethical standards of Marriage and family therapy is advertising. Therapists are able to truthfully represent their competence, education, training and experience in marriage and family therapy. Nevertheless, they should not advertise themselves as specialists with show evidence and supporting this assertion. The therapist’s primary responsibilities are to protect the rights and to promote the welfare of his or her clients. The dilemma with multiple clients is that in some situations an intervention that serves one person’s best interests may be conflicting to another. Indeed, the very reason that families tend to seek therapy is because they have conflicting goals and interests. The family therapist must insure that improvement in the status of one family member does not Occur at the expense of another family member. Other therapists implement the policy of not keeping secrets from other family members. They clearly discourage the sharing of any information that might lead to a special alliance with one individual and that excludes the remaining uninformed family members. The impact of the therapist’s values, unavoidable in any counseling process, can play a particularly role in marriage and family therapies. Issues discussed in family therapy elicit very important personal, familial, and societal values regarding preservation of the family system, extramarital relationships, and sex roles. Dealing with these values is not easy, particularly when the therapist confronts a conflict in values among different family members and is inclined to reinforce the beliefs and attitudes of one family member over another (Hines & Hare p. 65 1978). Premarital Counseling Couples now face more demands and have fewer supports than ever before. The typical complex marriage includes managing two careers while rearing children – really requires that couples have very strong, well-established abilities to communicate, resolve issues, maintain support and set goals. Without this foundation, it’s easy to feel overwhelmed by stress and time pressures . Problems can intrude much more easily than most couples realize. Therefore, premarital counseling is recommended for couples looking to eventually get married. Research shows that premarital counseling reduces the risk of divorce by up to 30% . Premarital counseling is a type of therapy that helps couples prepare for marriage. Premarital counseling can help ensure that you and your partner have a strong, healthy relationship, giving you a better chance for a stable and satisfying marriage. Premarital counseling can also help you identify weaknesses that could become bigger problems during marriage. There are a variety of formats of counseling through local psychology and counseling centers, including individual counseling, small group counseling and interactive seminars where couples participate with a large number of other couples. (Wright p. 65 1992) Characteristics and Qualifications of Marriage and Family Therapists To be qualified as a marriage and family therapist requires not just that you get the right degree, pass the right tests and meet the licensing requirements, but that you possess qualities that prove you to be both sensitive and firm. Corey, Corey and Callanan in Issues and Ethics in the Helping Professions identifies personal characteristics for effective marriage and family therapists as being assertive, confident, accepting, appreciating the influence of diversity to just name a few. Self knowledge is predominantly vital for marriage and family therapists because when working with a family, their reactions and perceptions are influenced by their own regard to family of origin issues. Marriage and Family Therapists must be sensitive to dealing with people’s most personal and graphic secrets, shame, guilt and rage. A Marriage and Family therapist should be embarrassed to hear about these things or make distasteful comments about a chosen lifestyle or action, otherwise she risks shutting out the patient. An effective marriage and family therapists must listen to stories that are painful to hear but should remember that those stories are always more painful for the teller than the listener. An important quality in an marriage and family therapists is recognizing the difference between judging and advising. A good marriage and family therapist will help the patient with insights into sensible decisions that lead to greater personal happiness and responsibility but will not tell the patient what choice to make or ask the patient to adhere to the therapist’s own likes and dislikes. An marriage and family therapist should distinguish between dysfunctional qualities in a patient and those that are simply non-normative. Marriage and family therapists may hear confessions of illegal activity or hear from the victims of crimes, and legal codes dictate what they have to report. A therapist’s job is not just to listen but to encourage the patient to take action in his life to get the patient to see their actions in a clear light and make good decisions in turn. Marriage and family therapist can become eligible for state certification, or licensure, upon completion of their internship. First, candidates must register with the Association of Marital and Therapy Regulatory Boards. The Regulatory board will examine the applicant’s credentials, education and experience to establish competency before the applicant can qualify for testing. State certification costs vary from state to state. Each state has different rules regarding retesting if the candidate does not pass the test on his or her first attempt. Upon completion of the test, scores are validated and mailed to the candidate. A candidate who has passed the state exam is called a Licensed Marriage and Family Therapist and is free to practice in a private or clinical setting. The educational requirements to become a Marriage and Family Therapist are regulated by each state and thus may vary; however, most will require a master’s degree or higher in Marriage and Family Therapy or a related field from an accredited institution. It is essential for students to gain experience in working with a selection of families from different ethnic and socioeconomic backgrounds. A program that offers a all-inclusive course work and clinical supervision provides the ideal learning situation. Corey, Corey & Callanan p. 457 2011) Ethical Dilemmas is Marriage and Family Counseling Couples counselors and family and marriage therapists are likely to encounter many ethical dilemmas throughout their careers. Because of the nature of couple’s therapy, issues pertaining to informed consent, confidentiality, multiple relationships, and value systems can have a damaging effect of the counselor-client relationship if they aren’t handled appropriately and dis cussed by both parties at the beginning of the counseling relationship. Informed consent refers to the process of informing clients about the therapeutic process. Issues such as fees and payment schedules, appointment cancellation policy, theoretical framework that the counselor employs in his practice, approaches and techniques the counselor intends to use with clients and the limits of confidentiality should all be discussed. In addition to discussing verbal consultation, clients also should be given an informed consent package detailing all the information discussed in session. Clients should be asked to sign an informed consent document for both the client and counselor’s records. In couple’s counseling, informed consent prevents misunderstandings, disagreements and hostility between the counselor and the client. (AAMFT, 2011) One of the biggest ethical dilemmas in any kind of counseling is confidentiality. This is particularly complicated when it comes to couples counseling in which couples receive both individual and couple counseling. It is important for the counselor to determine early on in the counseling process whether information disclosed in individual counseling sessions will be kept confidential or if both individuals will sign waivers allowing what’s discussed in private sessions to be brought up in couples counseling. According to the AAMFT Code of Ethics, counselors must discuss the limits of confidentiality with their clients and make sure clients understand these limits. Article 2. of the AAMFT Code of Ethics states that â€Å"marriage and family therapists do not disclose client confidences except by written authorization or waiver, or where mandated or permitted by law. Verbal authorization will not be sufficient except in emergency situations, unless prohibited by law. When providing couple, family or group treatment, the therapist does not disclose information outside the treatment context without a written authorization from each individual competent to execute a waiver. In the context of couple, family or group treatment, the therapist may not reveal any individual’s confidences to others in the client unit without the prior written permission of that individual. † (AAMFT, 2011) In counseling, multiple relationships refer to a situation when the counselor and client are engaged in a sexual or nonsexual relationship outside the counseling relationship. Multiple relationships are often unavoidable, especially in small towns; as a counselor, you may attend the same church as your clients, your children might be on the same soccer team or you may serve on the same board or council. However, multiple relationships should always be avoided when possible. In couples counseling, multiple relationships can further complicate the counseling relationship if the counselor is involved in a multiple relationship with one client but not the other. The client that is not involved in the multiple relationships may feel that the counselor is taking sides or treating her unfairly. (Corey, Corey ;amp; Callanan 2011) At some point in their careers, counselors are likely to encounter couples with a value and belief system that differs significantly from their own. Within the counseling relationship, the counselor has a position of authority; the counselor must not take advantage of this position by trying to impose his values on the client or clients. Counselors must understand that individuals from different backgrounds, cultures, ethnicities and religions than their own may have different value systems. It is not the counselor’s job to change his client’s value system; it is only the counselor’s job to help clients become comfortable with the decisions they make within their personal value systems. Article 1. of the AAMFT Code of ethics states that â€Å"marriage and family counselors respect the rights of clients to make decisions and help them to understand the consequences of these decisions. (AAMFT, 2011). Personal Reflections In today’s world more and more people are experiencing life struggles when it comes to family. These issues can range from problems in a marriage, how to deal with your children issues and understand yourself and how to deal with your family and certain issues. The area of marriage and family counseling/therapy has had an outbreak over the past decade. The counselors are expected to work effectively with families experiencing a variety of issues and problems. In marriage and family therapy/counseling there are so many different types of techniques that are out there but should be used and looked upon not a cure, but a method to help mobilize the family. Choosing this topic wasn’t hard for me because of the love I have my family and evaluating what I believe needs to be repaired and what I believe stands strong for us. I believe in saving marriages and families, I think it is really important. Having strong family and a stable marriage plays such a major part in kids lives today, they need a solid foundation in order to have a healthy life. Watching so many young couples get divorce after less than two years of marriage and seeing how the kids suffer really from the break up of the family. I believe that if younger therapist/counselors were out there and start getting involved in the community, church and conducting seminars relating to marriage and families this could be the beginning of change. This is why I chose this topic to research.

World War I Powers Essays - Military Strategy, Subterranea

World War I Powers Essays - Military Strategy, Subterranea World War I Powers During World War I many different types of weapons were utilized by both the Allied and Central powers. Some were variations on older models of weaponry, and others were totally new inventions created to aid in the wartime effort. Most of the new weapons were used as killing machines in trench warfare, which was practiced during World War I, while others were employed as tools of espionage, scouting land areas, or air and sea warfare. Communication also played a major role in World War I, especially the newly invented short wave radio. My report will discuss several of these new types of weaponry and communication; their uses in the war and their technical make-up. Ground warfare Trenches Trenches were long tunnel-like structures dug on the fronts during a stalemate in the war. They protected the troops inside from deadly artillery and especially machine gun fire. There were usually four sets of trenches dug on each side. An area of ?no-man?s land? separated the two sides. Crossing the ?no-man?s land? meant the risk of instant death by machine gun fire. An attack was usually staged in waves. Line after line of troops attempted to overrun the opposing trenches, only to gain a couple of miles. The firing trench was first, backed by cover trenches, which were a back-up line of defense in case the firing trenches were overrun. Following the cover trench were the support trench and the reserve trench. Off-duty troops lived in man made dugouts in the support trench. Rations, communications, extra troops, and other utilities were stored in the reserve trench. Some trenches also had a fifth trench dug out especially for the communications systems. Tanks Modern tanks are heavily armored track-laying military vehicles which have road speeds up to 60 mph. They weigh in between 14 and 50 metric tons and carry various types of mounted machine guns. Tanks are designed to penetrate or flank enemy lines and strike deep into the rear, capturing or eliminating vital fortifications. Although not as fast as modern tanks, and not as heavily armed, World War I saw the first mass use of tanks in open warfare. The idea of the tank was first designed by Leonardo daVinci in 1482. The French attempted to create the armored vehicles of which daVinci spoke, but it was the British who developed the first track-laying armored vehicles during World War I. On September 16, 1916, forty nine tanks were used at the battle of Somme near Courcelette, France, with negative results. A year later, in November 1917, 400 tanks penetrated the Hindenberg line near Cambrai on the Eastern Front. This attack captured 8000 enemy soldiers and 100 enemy guns. Through this battle, the role of the tank was established in modern warfare. Chemical warfare This particularly horrific method of warfare is based on releasing toxins or incapacitating chemicals into enemy lines in order to cause mass death or at least incapacitate the enemy. During World War I there were several different types of gases used to break the deadlock of trench warfare. Tear gas, a gas causing excessive tearing when it comes into contact with the victim?s eyes. Chlorine gas and phosgene were two of the more common lung irritants used by the armies. Also widely used was mustard gas, which caused whoever it came into contact with to break out in severe burns. Mustard gas was often used in conjunction with the flame-thrower. By the end of World War I, most European powers had integrated gas warfare capabilities into their armies at some levels. Between the two great wars Germany developed various different nerve gases such as sarin, a paralysis inducing gas. Most western countries have taken steps to destroy their arsenals of chemical weapons. Flame-thrower This was a military weapon used to project flames toward the enemy. A flame-thrower consists of a fuel container filled with oil, a cylinder containing a gas propellant under a high pressure, a discharge tube with an adjustable nozzle and an ignition device. During World War I, two styles of flame-throwers were used: A heavy one mounted on a tank and a light, portable, hand carried one. The flame-thrower had great psychological impact during the war because it succeeded in inflicting fear into the enemy. However, as a

University of Hartford Admissions and Acceptance Rate

University of Hartford Admissions and Acceptance Rate The University of Hartford is largely accessible, accepting 72  percent of the applicants. Learn more about what it takes to be accepted. Calculate your chances of getting in with this free tool from Cappex. University of Hartford Description Chartered in 1957, the University of Hartford is a private university located in West Hartford, Connecticut. Students come from 48 states and 62 countries. Undergraduates can choose from over 100 programs from the universitys seven colleges. Communication Studies and Medical Radiologic Technology are the most popular. The University of Hartford values personal attention, something they support with a healthy 12 to 1 student / faculty ratio  and an average class size of 22 students. On the athletic front, the Hartford Hawks compete in the NCAA Division I America East Conference. The university fields 9 mens and 9 womens intercollegiate sports. Admissions Data (2016) University of Hartford Acceptance Rate: 72  percentGPA, SAT and ACT Graph for Hartford AdmissionsTest Scores: 25th / 75th PercentileSAT Critical Reading: 460 / 580SAT Math: 460 / 580What these SAT numbers meanCompare SAT scores for Connecticut collegesAmerica East Conference SAT score comparisonACT Composite: 20  / 26Compare ACT scores for Connecticut collegesAmerica East Conference ACT score comparison Enrollment (2016) Total Enrollment: 6,714  (5,150 undergraduates)Gender Breakdown: 49 percent male / 51 percent female88% Full-time Costs (2016 -17) Tuition and Fees: $37,790Books: $972  (why so much?)Room and Board: $11,986Other Expenses: $2,382Total Cost: $53,130 University of Hartford Financial Aid (2015 -16) Percentage of New Students Receiving Aid: 98  percentPercentage of New Students Receiving Types of AidGrants: 98 percentLoans: 75  percentAverage Amount of Aid​Grants: $21,219Loans: $9,960 Academic Programs Most Popular Majors:  Accounting, Business Administration, Communication Studies, Criminal Justice, Early Childhood Education, Finance, General Studies, Graphic Design, Mechanical Engineering, Music, Psychology, Radiologic Technology What major is right for you?  Sign up to take the free My Careers and Majors Quiz at Cappex. Graduation and Retention Rates First Year Student Retention (full-time students): 75 percentTransfer-out Rate: 34 percent4-Year Graduation Rate: 48  percent6-Year Graduation Rate: 60 percent Intercollegiate Athletic Programs Mens Sports:  Baseball, Basketball, Lacrosse, Golf, Track and Field, Cross Country, Tennis, SoccerWomens Sports:  Softball, Volleyball, Tennis, Track and Field, Basketball, Golf, Soccer If You Like the University of Hartford, You May Also Like These Schools: Drexel University: Profile | GPA-SAT-ACT GraphIthaca College: Profile | GPA-SAT-ACT GraphBoston University: Profile | GPA-SAT-ACT GraphTemple University: Profile | GPA-SAT-ACT GraphQuinnipiac University: Profile | GPA-SAT-ACT GraphUniversity of New Haven: Profile | GPA-SAT-ACT GraphNew York University: Profile | GPA-SAT-ACT GraphStony Brook University: Profile | GPA-SAT-ACT GraphBinghamton University: Profile | GPA-SAT-ACT GraphSouthern Connecticut State University: Profile  University of Connecticut: Profile | GPA-SAT-ACT GraphAdelphi University: Profile | GPA-SAT-ACT Graph University of Hartford Mission Statement: mission statement from http://new.hartford.edu/aboutuofh/mission.aspx As a private university with a public purpose, we engage students in acquiring the knowledge, skills, and values necessary to thrive in, and contribute to, a pluralistic, complex world. Data Source: National Center for Educational Statistics

Vietnamese Cultural Health Essay Example | Topics and Well Written Essays - 2000 words

Vietnamese Cultural Health - Essay Example The vast majority of the approximately 700,000 Vietnam-born persons living in the U.S. arrived here as refugees from 1975 to the present. While there are many shared cultural traits among all the Vietnamese-Americans, such as the Vietnamese language and strong emphasis on the extended family. The first group of refugees to come to the U.S. in 1975 was educated and urban professionals (and their families) who were airlifted directly from Saigon. They were closely associated with American interests in Vietnam, so many spoke English and were familiar with American culture. This group has for the most part gone on to resume their professional lives in the United States, including serving as staff members of social service agencies, which assist more recently arrived Vietnamese. In contrast, the second wave of Vietnamese refugees, arriving from the late 1970's through the mid 1980's, included a much higher proportion of merchants, farmers and other rural Vietnamese who escaped Communist Vietnam in small boats. These "boat people" suffered extreme hardship and loss through the refugee process, often remaining in harsh refugee camps for years. Many who came from rural origins or limited educational backgrounds have had a more difficult time adapting to urban U.S. life - while others from rural backgrounds found that intelligence and persistence are stronger than 100 generations of rural deprivation. This photograph is of a woman and children shortly after being picked up in the South China Sea in 1979. Finally, the third wave, continuing to arrive to the present, come to the U.S. under more "orderly" programs, typically on the basis of their statuses as political prisoners in Vietnam, or offspring of Vietnamese women and American fathers ("Amerasians"), two groups who faced serious discrimination in Vietnam. They come with their families, in the case of Amerasians, more often than not the father is unknown or otherwise out of the picture. Because of their experience as refugees, Vietnamese-Americans on the whole are at high risk for many communicable diseases like tuberculosis, hepatitis B and parasitism as they arrive to the U.S. Over time, as many face accessibility barriers to medical care because of such factors as limited English skills, transportation difficulties, and cultural misunderstandings, they are at risk for more chronic problems like hypertension, heart disease, cancer and diabetes. In addition, many Vietnamese refugees also suffer mental health problems like post-traumatic stress disorder (PTSD), a result not only of the horrors they experienced as refugees but also due to the adjustment difficulties in attempting to retain their traditional values in the face of the dominant American culture. Traditional Vietnamese perceptions of health Between 1975 and 1995, thousands of refugees left Vietnam to build their new life in the United States. The Vietnamese, with the Cambodians and Laotians, make up the largest group