Plot, Theme and Tone in Shooting an Elephant by George Orwell Free Essay Example, 1250 words

The theme of this essay can be defined as an attempt to offend imperialism and its evils by relating the narrator s state of being a member of the British Indian Imperial Police in Burma. By including the right details for plot and the behaviour of the public with him, the author has precisely expressed the misfortune of a man living life on land where the local people do not acknowledge him and his duty due to their negative feelings for imperialism. The theme also comprises of the narrator s understanding that he has lost his freedom of judgment and choice in the process of getting acknowledgment and respect from the natives of Burma. The main purpose of Orwell s describing the shooting of an element is to describe the effort he made, to inspire the local people and drag their attention to the fact he is willing to do any task according to their demand, without caring if he has been left with an unsatisfied conscience. The author narrates that he felt himself so bound to accept th e demand, for shooting the elephant, made by the crowd of native following him, and he did so even at the cost of his own reluctance. The author has used his expertise in narrating atmosphere, events, and tone in a very promising approach. We will write a custom essay sample on Plot, Theme and Tone in Shooting an Elephant by George Orwell or any topic specifically for you Only $17.96 $11.86/pageorder now He has greatly satisfied the reader that whatever he did, even though he himself considers guilty for it, was not his fault, but of the established impacts of imperialism. There are many parts in the essay where the author has utilized the ironic style to cover up his situation. The author has also incorporated the conflict of argues to justify a situation where a reader can demand the narrator to fulfill his duty honestly and not to pursue the feeling of making natives happy. As the narrator indicates that deep inside, against the demand of crowd, he himself was not comfortable with the idea of shooting the elephant, but he did it. The author has very efficiently saved himself from the charge of being the culprit by putting all blame to the negative consequences of imperialism in his text.

Essay about Jay Gatsby´s American Dream in The Great Gatsby

The ideal American Dream can be portrayed in many different ways, though generally based upon the idea of opportunity for upward mobility within society. While people move to the top of society, they accumulate the perceived good things in life: the perfect partner, high social status and respect in the workplace to go along with the unlimited wealth and power. This idea is dated all the way back to the beginning of American literature. In the past, Americans started with the basic needs and only the things they needed to get by in life. Now families are transforming into a life view filled with the perfect life, nice car, large house, and the ideal family. In The Great Gatsby the main character Jay Gatsby was born into a family with no†¦show more content†¦This lovely rich girl is known Daisy Buchanan, a women married to Tom Buchanan and also the love of Jay Gatsby’s life. The two met five years prior to her marriage, but were separated when Jay was forced to go off to war. The root of his desire for wealth occurs back to when Daisy’s parents did not approve of Gatsby for their daughter due to the fact that he came from a poor family. Jay is once again blinded, this time by the beauty and grace of Daisy and fails to see that Daisy is not who she appears to once be. He craves her for the realization of his golden family in his perfect dream, but really Daisy is far from that. Throughout the novel Fitzgerald shows that Daisy is self-centered and careless at heart; she is a dreamer who fails to face reality. Continuing an affair with Gatsby with no real intentions of leaving her husband eventually leads to the death of Gatsby. In return she shows little to no concerns over the death of her â€Å"love† Gatsby and returns into the arms of her corrupt husband. Tom, who is also unfaithful in their relationship has a mistress of his own who is killed in a car accident while Daisy was driving. Tom as well shows no remorse in her death and moves on like nothing ever happened. Daisy and Tom are the prime example of corruption in both material success and with what wealth can bring; â€Å"They instinctively seek out each other because each recognizes the other’s strength in the corruptShow MoreRelatedAspirations And Greatness : F. Scott Fitzgerald s The Great Gatsby 1436 Words   |  6 Pagesand Greatness; The Case of Jay Gatsby Dedication and tenacity are examples of attributes that allow one to accomplish a societal label for effort shown towards attaining goals and dreams. Through his work The Great Gatsby, F.Scott Fitzgerald used the protagonist, Jay Gatsby, to demonstrate the American Dream and greatness. Gatsby was a mysterious character, commonly mistaken as a mere criminal; but actually, he was a victim of his perseverance and the American Dream. Despite his criminal activitiesRead MoreGatsby American Dream Essay1363 Words   |  6 Pages The American Dream The great Gatsby is a classic novel in which money is centered around everything. All Jay Gatsby wants to do is live the American dream. Some say Gatsby did live the American dream. Though Gatsby made lots of money and threw tons of parties their was one thing he was missing. The thing Gatsby was missing was a peaceful state of mind and a lover. In this book written by Scott Fitzgerald called The Great Gatsby Jay Gatsby finds out the American Dream isn t attainableRead More Gatsbys Dream and Daisys Conflicts in The Great Gatsby by F. Scott Fitzgerald1163 Words   |  5 PagesGatsbys Dream and Daisys Conflicts in The Great Gatsby by F. Scott Fitzgerald Jay Gatsby, the central character of F. Scott Fitzgerald?s The Great Gatsby symbolizes the American dream. The American dream offers faith in the possibility of a better life. Its attendant illusion is the belief that material wealth alone can bring that dream to fruition. Through Gatsby, Fitzgerald brings together both these ideas. Jay Gatsby thinks money is the answer to anything he encounters. He has theRead MoreThe Great Gatsby Essay864 Words   |  4 PagesThe Great Gatsby and Today s Society In American society, the way people act is quite an interesting, yet confusing subject to look at. If you were to look closely at the behavior and the thinking of the average American man in the modern day, you would see that he is not too different from a man that lived one hundred years ago in America. Obviously many things have changed in society that make a man different nowadays compared to one hundred years ago, but the point is that, in general,Read MoreThe Great Gatsby By F. Scott Fitzgerald1599 Words   |  7 PagesFrancis Scott Fitzgerald was an author who wrote several books based around his time of life. Fitzgerald lived during the Roaring 20’s and recorded many important events and themes that occurred around him. One of Fitzgerald’s most popular novels is named The Great Gatsby. The Great Gatsby is written to reproduce the environment that Fitzgerald was living in. This semiautobiographical work uses fictitious characters to portray how people aroun d Fitzgerald acted and what the overall theme ofRead MoreF. Scott Fitzgerald s The Great Gatsby1720 Words   |  7 PagesThe American Dream is defined as the idea that all citizens of the United States of America are able to have an equal chance to gain success, and to prosper through hard work and determination. The American Dream is the driving force of evolution in humanity. It allows the aspiration of being able to do astonishing things, and proffers them prosperity in life. The Great Gatsby by F. Scott Fitzgerald delves into the American Dream and it’s demise. Fitzgerald focuses on the character of Jay Gatsby toRead MoreF. Scott Fitzgerald s The Great Gatsby Essay1490 Words   |  6 Pages‘The Great Gatsby’ seems to suggest that Gatsby s rags-to-riches success story makes him an embodiment of the American Dream. However, upon deeper of his character has yielded that there are aspects of Jay Gatsby that call into question his so called success. As a result, I have concluded that F.Scott Fitzgerald’s novel, although still displays the overarching theme that is the American Dream it, in fact, portrays ‘The disintegration of the American dream’ through the character that is Jay GatsbyRead MoreComparison of the American Dream in The Great Gatsby and â€Å"Winter Dreams†953 Words   |  4 Pagesof â€Å"Winter Dreams† was written around the same time that Fitzgerald was developing ideas for a story to turn into a novel. While The Great Gatsby wasn’t published until 1925, â€Å"Winter Dreams† dà ©buted in 1922 and the similarities between the novel and short story were done on purpose. â€Å"Winter Dreams† became a short draft which Fitzgerald paralleled The Great Gatsby after, but also differentiated the two in specific ways (â€Å"Winter Dreams† 217). The main characters are both men, Jay Gatsby and DexterRead MoreGatsby American Dream Essay1698 Words   |  7 PagesThe Amer ican dream is defined as â€Å"an equal opportunity to achieve success and prosperity through hard work, determination, and initiative† (Google). There were many conflicts that interfered with trying to reach each individual s dream. Each character had their own meaning of their dream, Jay Gatsby especially. He had a big impact in his life, Daisy, which led to failure in his own American dream. In The Great Gatsby by F. Scott Fitzgerald, Jay Gatsby almost lived out his American dream, by findingRead MoreF. Scott Fitzgerald s The Great Gatsby1289 Words   |  6 Pagesof the American Dream, they may think of glam and fame and a beach house on the coast. The American Dream is more or less a fantasy in which the dreamer achieves fortune and riches with their work (or lack thereof). People want to get rich quick, and they want to have everything they have ever wanted handed to them on a silver platter. The twenties in America, commonly known as the â€Å"Roaring Twenties,† were a prosperous time, and many people realized their own version of the American Dream during

Society Does Emphasis on Phsycal Appearance Free Essays

Beauty and Vibrancy It is important to take care of yourself and try to look your best. Letting your looks go or becoming unhealthy and sloppy is unappealing and disrespectful to yourself and those you love. On the other hand, when people focus exclusively on how they look in a vain effort to seek validation, they lose a certain vibrancy that comes from depth and self-confidence. We will write a custom essay sample on Society Does Emphasis on Phsycal Appearance or any similar topic only for you Order Now In today’s society of never-ending nips and tucks, we forget that the essence of beauty stems from a person’s inner vitality and depth. Vitality often results from leading a multi-dimensional life that involves pursuing one’s passions, being creative, having purpose, and carrying on meaningful relationships. Demeanor True beauty is reflected more by demeanor than by a person’s perfect features. In his autobiography, Alan Alda describes being backstage watching an actress play the part of a hideous woman. Alda thought the actress was perfect for the part—she was ugly, had thick fingers, no neck, and a pudgy nose. He was shocked when in the last act, she transformed into a beautiful woman without any change in makeup. Her fingers and neck actually became slender and long, and her face suddenly looked regal. He realized that the most dramatic transformation comes from the way people hold themselves. Self-Assurance Attractiveness is also a reflection of how we view ourselves. I have a cousin who has a long scar down one side of his face from an accident. When he was a teenager, his father told him that he looked disfigured and pressured him to get plastic surgery. Embarrassed by his scar, he decided to get the surgery. A few days beforehand, his sister in law—a British catwalk model whom he adored—caught sight of him looking in the mirror while covering the â€Å"damaged† side of his face with shaving cream to see how it would look if it were gone. When he told her about the impending surgery, she leaned toward him and whispered emphatically, â€Å"Don’t do it. It’s dreadfully sexy. † Her comment transformed the way he viewed his physical appearance, and needless to say, he kept the scar as an asset. Why People Seek Beauty Being admired for being attractive feels good. When something feels good, it’s easy to want more of it, whether it’s beauty, wealth, popularity, fame, food, or wine. A dentist once told me â€Å"You can never be too beautiful or too rich. † Yet, there is a point where too much focus on beauty (or anything else) tragically takes away from other important facets of your life. Desperate efforts to look young or sexy sends the message that you have nothing to offer but your youth and beauty. A person with perfect features and flawless skin who feels insecure and resentful cannot, and does not, radiate beauty, only anxiety. When people start â€Å"running for their lives†Ã¢â‚¬â€i. . , running to plastic surgeons biannually, the message they send is one of fear and insecurity. There will always be younger and more beautiful people, so why not appreciate and cultivate greater depth and breadth within ourselves? How others view you does not lead to fulfillment. Too much emphasis on our looks steals from us th e enjoyment of many other pursuits—intellectual, athletic, and spiritual, for example. How we look has little to do with the fulfillment that comes from meaningful relationships, humor, and creativity, as well as from work, wisdom, solitude, and philanthropy. Skin-deep beauty, particularly if manufactured, will only attract others who are not interested in much else. Lacking depth and substance, even the most gorgeous woman or handsome man will receive only superficial and short-term interest from others, usually from people looking for a hot evening, a trophy wife, or a cabana boy. Self-Presentation Imagine being extremely beautiful or handsome, and receiving endless adulation. Although the attention may feel good, it can also create increased dependency on other people’s opinion of how you appear. This dependency develops into a tendency toward self-presentation, that is, presenting only the parts of yourself that will get a desired reaction. You become afraid of developing wrinkles—even smile wrinkles–or showing up without makeup. Your fear of losing admiration has the paradoxical impact of increasing fear of rejection about aspects of yourself that remain undisclosed—other interests and ideas. The interesting thing about beauty is that there isn’t one measure for it, even in one short lifetime. Styles of clothes change, as do the concepts of beauty. The emaciated look may be in now, but not historically so. In â€Å"Fiddler on the Roof,† one of the lines is â€Å"If I were a rich man, my wife would have a double chin. † Historical excesses in forced or artificial beauty point to the transitory nature of our own current preferences: African or South American wooden plugs in ear lobes to stretch out the lobes; the old Chinese custom of binding little girls’ feet to keep them small; the Poof, made popular by Marie Antoinette, whose hairdresser piled pads and pomades to raise the hair three feet high—all come and gone. Beauty care customs that are often viewed as â€Å"must-have† in their time can seem almost ludicrous by other cultures in a later era. But at the time, beauty products are endowed with the promise of helping us conform with current trends. Attitude In reality, true beauty is without artifice. Your character eventually shines through any amount of make up or plastic surgery. The way you treat others is remembered always, no matter how flawless your complexion. I’m all for continuing to do things that will preserve or enhance what nature has given us—that may include having work done for some. But the key lies in choosing a positive attitude about life rather than allowing desperation to take over. Knowing and accepting our aging process liberates us to pursue our life through our own lens, not someone else’s. Acceptance and confidence in yourself can sustain passion in a relationship better than liposuction and restilin. With each year, the inner self expresses itself more strongly in each line and wrinkle. It becomes impossible to hide your true self. Each person has his or her own individual passions and life experiences that are often best reflected in those very wrinkles we abhor. If we choose to have the expression of our life erased, what does that say about ourselves? Modified or not, the face becomes the true mirror of the soul. We tend to replicate objects we consider beautiful because it can make us feel better about ourselves. Surrounding ourselves with beauty and/or making ourselves look beautiful can help one boost up there self esteem and confidence. By replicating beauty it shows that one is not strong enough to show public who he/she really is. Replicating beauty is a shield to hide ones real self and personality, and modeling themselves to fit within the standards placed on them by society. Certain things such as makeup and accessories usually used by women, to replicate beauty are usually used to hide ones inner self. These items are to hide ones true beauty and to show a beauty that is more popular or fashionable to fit in with society. Society may have their own view of beauty, for example nice facial complexion, a certain body size and a certain way to act. See beauty can be judged on many bases but reality has made man perceive it as only physical. Society has gone so far in replicating objects we consider beautiful that they have gone to all extremes. Items such as a nice expensive car or a huge house are used for one to feel that they are surrounded by beauty. These items are usually used as a footstone to make someone feel better about them and also expect a certain reward or treatment from others because of the items of huge financial status. People want society to judge them on the objects they have as if these objects provide them with the beauty they have worked so hard to replicate. They are often scared that people may not like them for who they really are and instead hide behind these items. How to cite Society Does Emphasis on Phsycal Appearance, Papers

Based Learning Promotes Critical Thinking in Engineering Students

Question: What is the Based Learning Promotes in Engineering Students? Answer: Introduction: As stated by Masek and Yamin, (2011), problem based learning is a challenging yet motivating learning approach that helps to create better understanding of the situation and help to resolve problems. In case of engineering, Management based learning can be regarded as the best possible way of designing the curriculum. Keeping the benefits of the problem based learning, many universities have been found to come up with the approach of teaching the students on problem based learning. Yadav et al., (2011) stated that complex cognitive skills can be taught to students and their thinking can be shaped accordingly in order to develop a critical cognitive behavior. The aim of this essay is to evaluate the importance of problem based learning among the engineering students that would eventually help them to make critical approach towards any decision. In fact, that makes them a better choice for the employers at the time of hiring. An analysis of the major reason behind it shall be carried o ut in this essay. Discussion: Reading Jamaludin et al., (2012) it has been found that problem based learning was introduced long ago in 1965 in the McMaster University in Canada. This was the beginning of the problem based learning approach undertaken by any University. Soon the problem based learning was started in other Universities as well. Problem based learning enhances the critical thinking ability for an individual because in such cases, the students are taught using various concepts, principles and procedure that would help them to come out with the best possible outcome. In addition to this, as pointed out by Savery, (2015), critical thinking helps in transfer of knowledge and when the problem solving skills are incorporated in the learning process, students are found to gain better ability to deal with any situation. The problem based learning eventually follows a number of steps. It has been found that major Universities often take the forum of group discussion and involve the students in it. The teachers and professors always stay there to influence and guide the students in the right way. This way the Students gain the ability to understand others perspectives as well and reach out a better critical approach towards the situation. This way the students can share their mutual ideas and information and at the same time the professor could direct them in the right direction. This way, the students are automatically made ready to face the corporate challenges and thus, these students are expected to act better than the others. In the view point of Masek and Yamin, (2011), that every individual have the basic critical thinking ability but the same needs to be nurtured throughout the life. Problem based learning is the best approach towards such situation and would help to improve the cognitive abil ity of the individual. The problem based learning process actually gives the opportunity for discussion, debate, sharing and most importantly teaching other. Through the process of interaction and reflection and gaining feedback would eventually result in the outcome of the best solution for the problem. The goal of the problem based learning is to foster active learning among the students and create intrinsic learning and motivation among the student that they would not face any kind of trouble when they have to work in their professional fields. Management based learning actually open up the scope to deal with real life problems and design or create a fluency that allows the application of the knowledge in varied situations. In fact it has also been reported that students who have problem solving learning skills receive overall satisfaction in their life in terms of job activities rather than those who depends on lecture and theory based education. In the view point of Savery, (2015), problem based learning is a natural fit for the engineering students that actually help them to acquire their skills effectively. There are more positive outcomes of problem based learning than mere classroom based traditional learning. As argued by Yadav et al., (2011), engineers need to tackle various uncertainty and complex problems in their professional life. This is the reason that they need to function effectively in terms of both communication and problem solving skills. In addition to this, it has also been found that there has been a considerable growth rate in the number of engineers passed out from the Universities. Yadav et al., (2011) pointed out that the pass-out engineering students are often found to complain about their pedagogy. They complain that the teaching method still remained traditional but the working technique has considerable changed a lot. The major gap that the engineering students face is the active working field but the passive classroom experience. The students ultimately have to suffer in their own way. Thus, they also expect that there should be a change in the way of teaching. It has to be understood that the engineers have to work for practical work rather than other means of act ivities (Savery, 2015). Thus, it is important for the students to develop that understanding that would ultimately help them in their professional field. As evident, the learning pattern of the engineering students is mainly deductive. They have to learn the theories of engineering and have to apply the same in their future professions. The professors or the instructors as well do not present proper information on the application of the mathematical model or showed practical skills towards achieving goals in life (Hung, 2013). Thus, there remains a clear need for the changes in the education system to remove the monotonous means of study and create an interesting and upstanding learning activity and experience that would link the learning with the real life activities. It is when the entire learning and teaching experience is matched with the actual professional experience there remain the chance that the engineers would do better in their career (Savery, 2015). Therefore, the need for the application of problem based learning increases. The employers also look for the similar approach because it is when the employees have good knowle dge and understanding about the particular subject, they would be able to act better than others. It has to be understood that the activities in which learning and cognition are deployed with the real life, those kinds of learning are sure to bring better results in the professional front. Conclusion: With the overall analysis on the impact of problem based learning, it can be said that it is important to transfer knowledge and application of problem solving skills to the novel situation and that would eventually increase the critical thinking ability of the individual. Problem based learning has become very popular in the major institutes or learning and the researchers and educators are considering this self directed learning skill as the most innovative and effective means of learning that could be easily adapted by major educational institutes in the recent time. It is when the students are grouped into three to five they are given the opportunity of self directing and guiding that integrate their learning experience. This way they shall be ready to face the industrial and corporate challenges that they have to face in their professional career. Thus, the employers would be beneficial in the same way. References: Hung, W. (2013). Problem?based learning: A learning environment for enhancing learning transfer.New directions for adult and continuing education,2013(137), 27-38. Jamaludin, M. Z., Yusof, K. M., Harun, N. F., Hassan, S. A. H. S. (2012). Crafting Engineering Problems for Problem-Based Learning Curriculum.Procedia-Social and Behavioral Sciences,56, 377-387. Masek, A., Yamin, S. (2011). The effect of Management based learning on critical thinking ability: a theoretical and empirical review.International Review of Social Sciences and Humanities,2(1), 215-221. Savery, J. R. (2015). Overview of problem-based learning: Definitions and distinctions.Essential readings in problem-based learning: Exploring and extending the legacy of Howard S. Barrows, 5-15. Yadav, A., Subedi, D., Lundeberg, M. A., Bunting, C. F. (2011). Problem?based Learning: Influence on Students' Learning in an Electrical Engineering Course.Journal of Engineering Education,100(2), 253-280.

KES The Play Essay Example

KES The Play Essay The play Kes portrays the life of a fifteen years old, Billy Casper, who lives with is mother, Mrs. Casper, and his step-brother Jud. The play occurs during and after Billys last days at school. It shows the way Billy was feeling toward his hawk, and the way he was affected by it. The play takes different stages to build up the plot, Billy notices the hawk in the farms near by his house, getting impressed by the way it lives, catches its food, feeds its youngs. Billy starts to have thoughts about having a hawk as a pet or as an animal that he would care after, and keep for himself. The story takes place in the surroundings of Billys life: his house; newsagent, as he works there for Mr. Porter; Macs house, as the play provides the sense that he is the only friend he has, apart from the argument and fights they have had in the school; the public library as Billy has nicked a book about falconry that had helped him to deal with his hawk and provided him the knowledge he needed to take good care of his hawk; the school that Billy attends, as the play takes some parts in the school and as he faces some trouble there; and some local shops that he passes by. We will write a custom essay sample on KES The Play specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on KES The Play specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on KES The Play specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Billy is not welcomed by the people he lives with as it shows in his behavior with them, his attitude towards them, and their behavior and the way they treat him. His mother at the beginning of the play accused him of having fags, even thought she sounded like not being sure, and then she asked him for several things to get her before going to his school. I think due to her accusing him of having fags he refused to get her the cigarettes and other things she asked for, giving an excuse that he will be late for school. Some days later Billy goes to Macs house, as he needed someone to go with to the birds nest, watching them fly, land, feed and look after there kids. Macs mother mistreated him by telling him bugger off you little sod, as a reward of throwing a hand full of dirt at the window after she refused to wake up Mac giving reasons that its still early for him to hang out. Billy and his brother Jud dont live a good relationship, it goes on at the beginning of the play, as Jud refuses to set the alarm for Billy, he drains the milk pot so he wont leave any for Billy, being pessimistic with Billy Jud tries to convince him that he will only find work down the pit after he finishes school, for that Billy eats Juds snap that Jud has prepared for work. But Billy tries not to think about working there as it shows from the way he was talking to the teacher when he was offering a job down the pit, but Jud keep on telling him that he cant work down the pit either because he cant read and write or either because he is not tough enough to work there as he calls him a weedy little bugger. As things were go on good with his work boss Mr. Porter in his newsagent shop until Billy shakes the ladder that Mr.Porter was standing on, on purpose that made Mr. Porter calls him You clumsy young bugger. Mr. Porter was quite worried that Billy might not be able to deliver all his papers at time, as his brother Jud have taken his bike, and that might cause him some loss in his shops profit if Billy delivers the papers later than he is supposed. I learn that these people treat him generally in the same way, but with a difference from one to the other. I think Billy likes to have conversations with people even though he dont know them, as when he was delivering his papers in the early morning, after leaving Mr. Porters newsagent, and saw the milkman who started an conversation with Billy about having something to deliver his papers with even if its a Third class riding which is better than first class walking, as the milkman thinks, but according to Billy that is no good as he says that it do no more than five miles per hour, and that he can do faster on a kids scooter.

Algebra Functions on ACT Math Lesson and Practice Questions

Algebra Functions on ACT Math Lesson and Practice Questions SAT / ACT Prep Online Guides and Tips Functions. Just hearing the word is enough to send some students running for the hills. But never fear! Though function problems are considered some of the more challenging questions on the ACT, this is only due to the fact that most of you will be far more used to dealing with other math topics (like fractions, exponents, or circles) than you are functions. On the ACT, question difficulty is categorized by how familiar you are likely to be with any given question, and the only way to combat this challenge is to practice and get used to dealing with questions that are a little less familiar to you. You will generally see 3-4 function questions on any given ACT, so for those of you who are not yet comfortable with functions (or just want a tune up), this guide is for you. This will be your complete guide to ACT functions. We'll walk you through exactly what functions mean, how to use, manipulate, and identify them, and exactly what kind of function problems you'll see on the ACT. What Are Functions and How Do They Work? Functions act as a way to describe the relationship between inputs and outputs. They can be in the form of equations, graphs, or tables, but they will always describe this input-output relationship. It may help to think of functions like an assembly line or like a recipe- input eggs, veggies, and cheese, and the output is an omelette. Most often you'll see functions written as $f(x) = \an \equation$. The equation of the function can be as complex as a multivariable expression or as simple as an integer. Examples of functions: $f(x) = 14$ $f(x) = 2x + 10$ $f(x) = x^2 - 6x + 9$ Functions can always be graphed and different kinds of functions will produce different kinds of graphs. On a standard coordinate graph with axes of $x$ and $y$, the input of the graph will be the $x$ value and the output will be the $y$ value. Each input ($\bi x$ value) can produce only one output, but one output can have multiple inputs. In other words, multiple inputs may produce the same output. One way to remember this is that you can have "many to one" (many inputs to one output), but NOT "one to many" (one input to many outputs). This means that a function graph can have potentially many $\bi x$-intercepts, but only one $\bi y$-intercept. (Why? Because when the input is $x = 0$, there can only be one output, or $y$ value.) A function with multiple $x$-intercepts You can always test whether a graph is a function graph using this understanding of inputs to outputs by using the "vertical line test." A function will never hit more than one point on any vertical line. The vertical line test applies to every type of function, no matter how "strange" looking. Even "strange-looking" functions will adhere to the vertical line test. But any graph that fails the vertical line test (by intersecting with the vertical line more than once) is automatically NOT a function. This graph fails the vertical line test, which means it is NOT a function. If necessary, you can always spot a genuine function from a non-function by using the vertical line test. Function Terms and Definitions Now that we've seen what functions do, let's talk about the pieces of a function. Functions will be presented to you either by their equations, their tables, or by their graph (called the "graph of the function"). Let's look at a sample function equation and break it down into its components. An example of a function: $f(x) = x^2 + 12$ $f$ is the name of the function (Note: we can call our function other names than $f$. This particular function is called $f$, but you may see functions written as $h(x)$, $g(x)$, $r(x)$, or anything else.) $(x)$ is the input (Note: in this case our input is called $x$, but, just like with the name of our function, we can call our input anything. $f(q)$ or $f(\bananas)$ are both functions with the inputs of $q$ and $\bananas$, respectively.) $x^2 + 5$ is the equation that gives us the output once we plug in the input value of $x$ An ordered pair is the coupling of a particular input with its output for any given function. So for the function $f(x) = x - 6$, with an input of 2, we can have an ordered pair of: $f(x) = x - 6$ $f(2) = 2 - 6$ $f(2) = -4$ So our ordered pair is $(2, -4)$. (Again, our input value will represent our $x$ value and the result of the equation once that input value has been processed will be our $y$ value.) Ordered pairs also act as coordinates, so we can use them to graph our function graph. Now that we have all of our function pieces and definitions, let's look at how they work together. Different Types of Functions We saw before that functions can have all sorts of different equations for their output, which will change the shape of their corresponding graphs. Let's look at each type of equation and its graph. Linear Functions A linear function makes a graph of a straight line. The equation of a linear function can either be a simple number (e.g. ,$f(x) = 4$) or will have a variable that is NOT raised to a power higher than 1 (e.g., $f(x) = 3x + 3$). Why can the variable NOT be raised to a power higher than 1? Because $x^2$ can give you a single output ($y$-value) for two different inputs of $x$. For example, $-4^2$ and $4^2$ both equal 16, which means the graph cannot be a straight line. (We will look into this further in the next section on quadratic functions.) The standard equation of a line is: $y = mx + b$ $\bi m$ is the slope of the line. $\bi b$ is the $\bi y$-intercept. (For more on lines and slopes, check out our guide to ACT lines and slopes!) Examples of linear functions: $f(x) = x - 24$ $f(x) = 4$ $f(x) = 2x + 35$ Quadratic Functions A quadratic function makes a graph of a parabola, which is a "horseshoe" type graph that curves to open either up or down. It also means that our output variable will always be squared. The reason our variable must be squared (not cubed, not taken to the power of 1, etc.) is for the same reason that a linear function cannot be squared- because two input values can be squared to produce the same output (e.g. $5^2$ and $-5^2$ both equal 25). This gives us our curve. (Note: a parabola cannot open side to side because it would have to cross the $y$-axis more than once. This, we've already established, would mean it would fail the vertical line test and therefore NOT be a function.) This is NOT a quadratic equation, as it fails the vertical line test. A quadratic function is often written as: $f(x) = a^2 + bx + c$ The $\bi a$ value tells us how the parabola is shaped and the direction in which it opens. A positive $\bi a$ gives us a parabola that opens upwards. A negative $\bi a$ gives us a parabola that opens downwards. A large $\bi a$ value gives us a skinny parabola. A small $\bi a$ value gives us a wide parabola. The $\bi b$ value tells us where the vertex of the parabola is, left or right of the origin. A positive $\bi b$ puts the vertex of the parabola left of the origin. A negative $\bi b$ puts the vertex of the parabola right of the origin. The $\bi c$ value gives us the $y$-intercept of the parabola. (Note: when $b = 0$, the y-intercept will also be the location of the vertex of the parabola.) Don't stress if this feels like a lot of information for the moment- a little practice and organization will soon have you solving your function questions, no problem. Typical Function Problems ACT function problems will always test you on whether you properly understand the relationship between inputs and outputs. These questions will generally fall into four question types: #1: Functions with given equations #2: Nested functions #3: Functions with graphs #4: Functions with tables There may be some overlap between the three categories, but these are the main themes you'll be tested on when it comes to functions. Let's look at some real ACT math examples of each type. Function Equations A function equation problem will give you a function in equation form and then ask you to use one or more inputs to find the output (or elements of the output). In order to find a particular output, we must plug in our given input for $x$ into our equation. This will give us our final output, once we then solve the equation. So if we want to find $f(5)$ for the equation $f(x) = x + 7$, we would plug in 5 for $x$. $f(x) = x + 7$ $f(5) = 5 + 7$ $f(5) = 12$ So, when our input ($x$) is 5, our output ($y$) is 12. Now let's look at a real ACT example of this type: For the function $h(x)=4x^2-5x$, what is the value of $h(-3)$? A. -93B. -9C. 21D. 51E. 159 Though this function is named $h$ (instead of the usual $f$), the principles are exactly the same- we must plug in our input value of -3 in order to find our output. So let us plug in -3 for our $x$. $h(x) = 4x^2 - 5x$ $h(-3) = 4(-3)^2 - 5(-3)$ $h(-3) = 4(9) + 15$ $h(-3) = 36 + 15$ $h(-3) = 51$ Our final answer is D, 51. Nested Functions The second type of function problem you might encounter on the ACT is called a "nested" function. Basically, this is an equation within an equation. In order to solve these types of questions, think of them in terms of your order of operations. You must always work from the inside out, so first find the output for your innermost function. Once you've found the output of your innermost function, you can use that result as the input of the outer function. Let's look at this in action to make more sense of this process. Given $f(x)=4x+1$ and $g(x)=x^2-2$, which of the following is an expression for $f(g(x))$? F. $-x^2+4x+1$G. $x^2+4x-1$H. $4x^2-7$J. $4x^2-1$K. $16x^2+8x-1$ Because $g(x)$ is nested the deepest, we must use its output as the value of our input for $f(g(x))$. Essentially, instead of a number for $x$ in $f(x)$, we are given another equation, $g(x)$. And yet, the principle behind solving the function is exactly the same as we did above in our function equations section- replace whatever input we have with the variable in the output equation. So, to start with, we have two function equations. $g(x) = x^2 - 2$ $f(x) = 4x + 1$ Now let us replace $x$ in our $f(x)$ equation with the full equation of $g(x)$. $f(x) = 4x + 1$ $f(g(x)) = 4(x^2 - 2) + 1$ $f(g(x)) = 4x^2 - 8 + 1$ $f(g(x)) = 4x^2 - 7$ Our final answer is H, $f(g(x)) = 4x^2 - 7$ Function Graphs A function graph question will provide you with an already graphed function and ask you any number of questions about it. These questions will generally ask you to identify specific elements of the graph or have you find the equation of the function from the graph. So long as you understand that $x$ is your input and your equation is your output $y$, then these types of questions will not be as tricky as they appear. This question relies on us knowing how the formula for a quadratic equation works. If you remember from earlier, a quadratic equation requires a square power and will form a parabola. We are told that the $x$-coordinate value will be squared, so we know for a fact that this graph will indeed form a parabola and be a quadratic equation. This means we can eliminate answer choices F and G, as they are straight lines, not parabolas. Now, we are told that the $y$-coordinate value is 1 less than the $x$-coordinate square. We know that our standard quadratic formula equation is: $a^2 + bx + c$ $c$ gives us our $y$-intercept and, in this equation, we are told that it will be -1. This means we can eliminate answer choice H, as the $y$-intercept is not at -1. Finally, we are told that the points on our graph are the ONLY place where the $y$-coordinate is less than the $x$-coordinate. This means that our graph must open upwards, which means we can eliminate answer choice K. Our final answer is, therefore, J. Function Tables The last way you may see a function is in its table. Here, you will be given a table of values both for the input and the output and then asked to either find the equation of the function or the graph of the function. (Note: instead of using $x$ as our input, this problem has us use $t$. If you become very used to using $f(x)$, this may seem disorienting, so you can always rewrite the problem using $x$ in place of $t$. In this case, we will continue to use $t$, just so that we can keep the problem organized on the page.) First, let us find the $y$-intercept. The $y$-intercept is the point at which $x = 0$, so we can see that we are already given this with the first set of numbers in the table. When $t = 0$, $d$ (otherwise thought of as $f(t)$) equals 14.) Our $y$-intercept is therefore 14, which means that the equation of our line will look like: $y = mx + 14$ We can automatically eliminate answer choices B, D, and E, since their $y$-intercepts are not at 14. Now, let us use the strategy of plugging in answers to make our lives simpler. This way, we don't have to actually find the equation on our own- we can simply test which answer choices match the inputs and outputs we are given in our table. Our answer choices are between A and C, so let us first test A with the second ordered pair. Our potential equation is: $d = t +14$ (or, in other words: $f(t) = t + 14$) And our ordered pair is: $(1, 20)$ So let us put them together. $f(t) = t + 14$ $f(1) = 1 + 14$ $f(1) = 15$ This is incorrect, as it would mean that our output is 15 when our input is 1, and yet the ordered pair says that our output will be 20 when our input is 1. Answer choice A is incorrect. By process of elimination, let us try answer choice C. Our potential equation is: $d = 6t + 14$ (or, in other words: $f(t) = 6t + 14$) And our ordered pair is again: $(1, 20)$ So let us put them together. $f(t) = 6t + 14$ $f(1) = 6(1) + 14$ $f(1) = 6 + 14$ $f(1) = 20$ This matches the input and output we are given in our ordered pair. Answer choice C is correct. (Note: it is generally a good idea to test more than one ordered pair, as two equations may occasionally get the same ordered pair. In this case, we stopped here as there were no other answer choices that could possibly match). Our final answer is C, $d = 6t + 14$. Now that we've seen our definitions, let's talk function strategy. How to Solve a Function Problem Now that you've seen all the different kinds of function problems in action, let's look at some tips and strategies for solving function problems. For clarity, we've split these strategies into multiple sections- tips for all function problems and tips for function problems by type. So let's look at each strategy. For All Function Problems #1: Keep careful track of all your pieces and write everything down Though it may seem obvious, in the heat of the moment it can be far too easy to confuse your negatives and positives or misplace which piece of your function (or graph or table) is your input and which is your output. Parenthesis are crucial. The creators of the ACT know how easy it is to get pieces of your function equations confused and mixed around (especially when your input is also an equation), so keep a sharp eye on all your moving pieces and don't try to do function problems in your head. #2: Use PIA and PIN as necessary As we saw in our function table problem above, it can save a good deal of effort and energy to use the strategy of plugging in answers. You can also use the technique of plugging in your own numbers to test out points on function graphs, work with any variable function equation, or work with nested functions with variables. For instance, let's look at our earlier nested function problem using PIN. (Remember- most any time a problem involves variables, you can use PIN). Given $f(x)=4x+1$ and $g(x)=x^2$, which of the following for $f(g(x))$? F. $-x^2 +4x+1$G. $x^2+4x-1$H. $4x^2-7$J. $4x^2-1$K. $16x^2+8x-1$ If we remember how nested functions work (that we always work inside out), then we can plug in our own number for $x$ in the function $g(x)$. That way, we won't have to work with variables and can use real numbers instead. So let us say that the $x$ is the $g(x)$ function is 3. (Why 3? Why not!) $g(x) = x^2 - 2$ $g(3) = (3)^2 - 2$ $g(3) = 9 - 2$ $g(3) = 7$ Now, let us plug this number as the value for our $g(x)$ function into our nested function $f(g(x))$. $f(x) = 4x + 1$ $f(g(3)) = 4(7) + 1$ $f(g(3)) = 28 + 1$ $f(g(3)) = 29$ Finally, let us test our answer choices to see which one matches our found answer of 29. Let us, as usual, start in the middle with answer choice H. $4x^2 - 7$ Now, we replace our $x$ value with the $x$ value we chose originally- 3. $4(x)^2 - 7$ $4(3)^2 - 7$ $4(9) - 7$ $36 - 7$ $29$ Success! We have found the answer choice that matches our found answer of 29. (Note: if you use this method on the test, make sure to test out your other answer choices to make sure you do not have any duplicate correct answers. We can skim over our answer options and see that none of them equal 29 after we replace our $x$ with 3.) Our final answer is H, $4x^2 - 7$ #3: Practice, practice, practice Finally, the only way to get truly comfortable with any math topic is to practice as many different kinds of questions on that topic as you can. If functions are a weak area for you, then be sure to seek out more practice questions. For Function Graphs and Tables #1: Start by finding the $\bi y$-intercept Generally, the easiest place to begin when working with functions is by finding the $y$-intercept. From there, you can often eliminate several different answer choices that do not match our graph or our equation (as we did in some of the examples above). The $y$-intercept is almost always the easiest piece to find, so it's always a good place to begin. #2: Test your equation against multiple ordered pairs It is always a good idea to find two or more points (ordered pairs) of your functions and test them against a potential function equation. Sometimes one ordered pair works for your graph and a second does not. You must match the equation to the graph (or the equation to the table) that works for every coordinate point/ordered pair, not just one or two. For Function Equations and Nested Equations #1: Always work inside out Nested functions can look beastly and difficult, but take them piece by piece. Work out the equation in the center and then build outwards slowly, so as not to get any of your variables or equations mixed up. #2: Remember to FOIL It is quite common for ACT to make you square an equation. This is because many students get these types of questions wrong and distribute their exponents instead of squaring the entire expression. If you don't properly FOIL, then you will get these questions wrong. Whenever possible, try not to let yourself lose points due to these kinds of careless errors. Ready to test your function knowledge? Test Your Knowledge Now let's put our function knowledge to the test, using real ACT math problems. 1. A function $f(x)$ is defined as $f(x)=-8x^2$. What is $f(-3)$? F. -72G. 72H. 192J. -576K. 576 2. 3. Consider the functions $f(x)=√x$ and $g(x)=7x+b$. In the standard $(x,y)$ coordinate plane, $y=f(g(x))$ passes through $(4,6)$. What is the value of $b$? A. $8$B. $-8$C. $-25$D. $-26$E. $4-7√6$ 4. 5. A function P is defined as follows: for $x0$, $(P(x)=x^5+x^4-36x-36$for $x0$, $P(x)=-x^5+x^4+36x-36$ What is the value of $P(-1)$? A. -70B. -36C. 0D. 36E. 70 Answers: F, C, A, F, A Answer Explanations: 1. Here, we have a simple function equation. So let us replace our given input (-3) for our $x$ value in order to find our output. Note that the reason this problem is tricky is due to the many negative signs and the placement of the square. But so long as we are careful and make sure to keep track of all our pieces, we can solve the problem just fine (without falling for bait answers!). $f(x) = -8x^2$ $f(-3) = -8(-3)^2$ $f(-3) = -8(9)$ $f(-3) = -72$ Our final answer is F, -72. 2. This question is a function table, so let us remember our function table tips and tricks. Before we begin, this problem may get slightly confusing, as the labels in the chart are different from that which we normally use. To visualize our data, we are given $x$ as a certain distance that the cart is at any given second, $t$. This means that our input is $t$ (seconds) and our output is $x$ (distance). Now that we can see this, let us work through the problem. First, let us find the $y$-intercept. Luckily for us, we are given a coordinate pair with $t = 0$, $x = 10$. Because $t$ is serving as our input value (our $x$-coordinate) and $x$ is serving as our output (our y-coordinate), we can see that our $y$-intercept is the point at which $t = 0$. This means that our $y$-intercept is 10. Knowing that this is a linear function and the graph of a line is $y = mx + b$, we can eliminate answer choices B, D, and E. None of those give the y-intercept as 10, so none of them can be the correct answer. Now let us use our PIA strategy to find the equation of the line using our existing coordinate points. So let us test the point $(2, 18)$ and see which of our remaining equations (answer choice A or answer choice C) gives us these coordinates. Let us first test answer choice A. $x = t + 10$ $x = 2 + 10$ $x = 12$ Answer choice A is incorrect. When $t = 2$, $x$ should equal 18. So let us test answer choice C instead to see if it lines up with our input and output of $(2, 18)$. $x = 4t + 10$ $x = 4(2) + 10$ $x = 8 +10$ $x = 18$ Success! We have found our proper equation. Our final answer is C, $x = 4t + 10$ 3. This is a nested function problem that requires us to understand that coordinate points can act as inputs and outputs. So if we solve the nested equation as we normally would (remembering to act inside out), we would see: $g(x) = 7x + b$ $f(x) = √x$ $f(g(x)) = √{7x + b}$ Remembering that $f(x)$ is essentially another way of saying $y$ (in terms of coordinates), we can say: $y = √{7x + b}$ Now, let us get rid of the root by squaring both sides (for more on roots and squares, check out our guide to advanced integers). This gives us: $y^2 = 7x + b$ We know that the function passes through the coordinate point $(4, 6)$, which means we can replace the x and y-values with our $x$ and $y$ in the function equation. So: $y^2 = 7x + b$ $(6)^2 = 7(4) + b$ $36 = 28 + b$ $8 = b$ Our final answer is A, $b = 8$. 4. In this type of graph question, we are being asked to identify how the two graphs interact. Even without knowing their equations, we can understand- just through the diagram- a good deal of information about our two functions. In this case, we can see that the two functions intersect at exactly two points. This means that they are equal at exactly two values of $x$. So answer choice F is correct. But before we select answer choice F, let us also take the time to eliminate our other answer options. We know that answer choice G is incorrect, because we have already established that the two graphs intersect at two points and so have two values of $x$ at which they are equal, not 1. Answer choices H and J are both wrong, because there are x-coordinate points at which the graph $f(x)$ is higher (larger) than that of $g(x)$ and $x$-coordinate points where $f(x)$ is smaller. Neither function is larger (or smaller) at all points of $x$ than the other function. And finally, answer choice K is also incorrect, as these are two different functions- quadratic and linear- not inverse functions. An inverse function would produce the same type of graph, just inverted. We know our original answer choice is correct and we have successfully eliminated the others. Our final answer is F. 5. This is a function that has two different equations depending on our input value. So we must first determine which equation we are using in order to find the output to our particular input. We are given that our input ($x$) is -1. We also know that we must use the second function equation for any $x$ that is less than 0. This means we must use the second function equation, $p(x) = -x^5 + x^4 + 36x - 36$ So now we just plug in our input value of -1 (being very careful about all of our negative signs). $p(x) = -x^5 + x^4 + 36x - 36$ $p(-1) = -(-1)^5 + (-1)^4 + 36(-1) - 36$ $p(-1) = -(-1) + (1) - 36 - 36$ $p(-1) = 1 + 1 - 36 - 36$ $p(-1) = 2 - 72$ $p(-1) = -70$ Our final answer is A, -70. Congrats! You've mastered ACT functions! The Take Aways Even though there are many different ways you can be presented with a function problem, the core principles are always the same. No matter the equation or the graph, functions are always looking at inputs and outputs and the relationship between the two. So long as you remember your function definitions (and the corresponding graph shapes) and keep a clear head, and you'll see that functions are not as difficult as they may have once appeared. What's Next? You've taken on (and conquered) one of the most difficult math topics on the ACT (go you!), but there are many more topics to cover. Next, take a gander at all the math topics on the test and then bulk up on any topic with which you feel rusty. Need to brush up how to complete the square? On your rules of roots and exponents? How about your triangle rules and problems? All of our ACT math guides come complete with strategies and practice problems for any topic you need. Feeling overwhelmed? Make sure you take a practice test and then see how your score stacks up so that you can set realistic milestones and goals. Running out of time on the ACT math section? Check out how to best beat the clock and maximize your score. Aiming for a perfect score? Our guide to getting a perfect 36 on the ACT math section (written by a perfect-scorer!) will help get you where you need to be. 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:

Information Managment Assignment Example | Topics and Well Written Essays - 1250 words

Information Managment - Assignment Example In additionally, timeliness of information shows that it must be timely or availed at the correct time for it to be useful. Finally, good data or information must be cost effective and, thus, affordable and also presented in the correct format.3 Sources of Information and Its Analysis Information within an organization is captured from a variety of sources with a view of enabling the management to make effective use of it for strategic planning and decision making. Reports have been presented as one of the most significant sources of information and data for organizations.4 These reports include financial reports, economic statistics, reports on market research, employee appraisal reports and company performance reports. Managers, therefore, capture information and data from these reports for informed decision making. For example, the financial reports of the company can be used to make strategic decisions on improved performance. Additionally, reports on employee appraisal are used by human resource managers to make decisions related to recruitment, promotion, motivation, training, and compensation and employee development. Other sources of information for managerial decision making include letters, memos, approvals, contracts, online sources, advertisers, the media, financial reviews, market trends, meeting agenda and discussions.5 The analysis of information within an organization is aimed at making the decision making process of managers as easy as possible. Statistical data are often analyzed through the use of statistical packages and programs such as Microsoft Excel and financial packages. These data are often presented in graphical and tabular forms so that managers are able to understand the business trends and, as a result, make informed strategic decisions on the business activities of the organization.6 Comparative analysis is the most appropriate method in the analysis of information within an organization. This method enables the management to com pare the performance of the organization with the previous financial periods. Additionally, comparative analysis enables managers to be able to analyze the company in relation to its competitors and market trends.7 This causes managers to reach appropriate strategic decisions which help a company to achieve a competitive advantage within the business environment.8 The Impact of Management Information Systems Management information systems describes computer systems and applications which are designed to present management information to managers in the most effective and efficient manner. Management information systems have caused a positive impact on the decision making process of managers.9 This has been achieved through the efficiency with which managers are able to access information on various functional areas of the organization. Therefore, the management team has been enabled by these systems to understand the needs of each functional area and, thus, make decisions related to the fulfillment of these needs.10 Management information system has promoted collaboration within an or