Southernization Essay

Southernization Essay
Southernization Essay
The idea of Southernization came from the observation that "Southern" values and beliefs were
becoming more important to the success of the government, reaching a climax in the 1990s, with a
Democratic president and vice–president from the South, and Congressional leaders in both parties
originating in the South. Some would agree that Southern values started to become more and more
important in national elections through the early 21st century. American journalists started to use the
term "Southernization" in the late 2000s to describe the political and cultural effects. Credit is given
to the American South for different values and beliefs, including religious fundamentalism, and
patriotism or nationalism. Other ... Show more content on Helpwriting.net ...
The search for gold that was conducted by the Indians may also have led them to the shores of
Africa. Although its interpretation is contentious, some archaeological evidence commends the
evidence of Indian guidance on parts of East Africa as early as 300 C.E. There is also one report that
gold was being hunted by Ethiopian merchants in East Africa, who were part of India's most
important trading partners.
Indian voyages on the Indian Ocean were part of a more general development, bordering on current
with the Mauryan Empire, in which sailors of assorted origins began to piece together the shores of
the "Southern Ocean", a Chinese term referring to all the waters from the South China Sea to the
eastern coast of Africa. During that time period, the most bodacious sailors were most certainly the
Malays; peoples came from what is now Malaysia, Indonesia, the southeastern coast of Vietnam,
and the Philippines.
Sometime before 300 B.C.E., Malay sailors began to use the monsoons, which are the seasonal
winds that blow off the continent of Asia in the colder months and onto its shores in the warmer
months, to their advantage. The records of China show that by the 3rd century B.C.E., Malay
seamen were sailing north to the southern coasts of China. They may also have been sailing east to
India, through the straits that are now called Malacca and Sunda. If so, they may have been the first
to institute acquaintance between India and Southeast Asia.
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Roman Numerals
Roman numerals originated in ancient Rome. It lasted from 8th century BC to 2nd century AD.
When the Romans became industrious in trade and commerce, they soon realized that they needed a
method of counting, assuming all they had at that time were fingers to count on. So they developed a
system based on their hands.
An "I", based on one finger, was used to represent the number one, "II", two fingers, for the number
two, and "III", three fingers, for the number three. The numeral for the number five, "V", came from
the v that your hand makes between the thumb and fore finger. "IV" was used for the number four
by subtracting the first letter, "I" from "V". The numeral "X", or ten, came from using two hands.
The numbers were made by joining

Katherine Beattie 's Weekend, By Ann Beattie
Exceptional artists often create in a way that allows for infinite interpretations of their work.
However, it is the author's job to immerse their readers into the storyline as they grasp an
understanding of the overall mood and feeling of the story. Some may argue that patterns within a
work may be merely coincidental, but in Ann Beattie's "Weekend," the repeated mentioning of
weather patterns and the fireplace are used in order to portray a certain mood throughout the story.
These patterns allow the reader to deeply connect with the character's emotions and understand the
ambiance without the narrator directly stating how the character is feeling. In "Weekend," Ann
Beattie's intentional use of outside forces such as the rain, the temperature, and the presence of fire
allows the reader to develop a deeper understanding concerning the ongoing tensions and emotions
in the atmosphere throughout the entire story. For the duration of the story, the rain is mentioned
constantly as the mood shifts according to its presence or absence. Whenever it rains, Lenore seems
to gain clarity regarding her toxic relationship with her husband; whereas in the absence of rain,
everyone shifts into a state of oblivion as they pretend these immoral incidents between George and
his lover, Sarah, are not occurring. As George and Sarah leave for their outdoor escapade, Julie, who
is George's other guest, and Lenore hear the rain commence. The beginning of the rain prompts
lucidity for Lenore

Why George Orwell Chose to Shoot the Elephant
Why did he shoot the elephant?
There are many different reasons as to why George Orwell chose to shoot the Elephant in the short
story, "Shooting an Elephant". In the following essay, there will be a wide and deep response of why
George Orwell chose to shoot the elephant in the end.
The first and primary reason for George Orwell shooting the elephant is simply Orwell being afraid.
He was originally not intending to shoot the elephant; he merely brought the rifle for his own
protection. "I had no intention of shooting the elephant – I had merely sent for the rifle to defend
myself if necessary – and it is always unnerving to have a crowd following you. I marched down the
hill, looking and feeling a fool, with the rifle over my shoulder ... Show more content on
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Orwell claims that a white man must not be frightened in front of "natives", so he wasn't, but who
knows, he might have been just as afraid for his own life as the natives.
To sum up the reasoning behind George Orwell shooting the elephant, one must conclude, that there
had been put great pressure on his shoulders. He had two ways to go, both with major problems.
Some might say he chose the right thing, while others will be opposed, but one thing is right. He did
it for the better of

The Effect of Schema on Memory
The Effect of a Schema on Memory
Psychology MSc, University of Hertfordshire
Abstract
Schema Theory is a principle in which cognitive processes are influenced by social and cultural
factors. According to schema theory the knowledge we have stored in our memory is reorganised
into a set of schemas which is based upon our general knowledge and our previous experience.
Experiments have proved that despite seeing and interacting with an object almost every day, our
ability to remember said object is greatly influenced by the schemas we already have. This
experiment will be conducted in an almost identical way to that of French and Richards and look at
the effect of schemas on memory. It was predicted that participants use their previous ... Show more
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This experiment will be conducted in an almost identical way to French and Richards experiment
and look to determine the effect of schemas on memory. It was predicted that like French and
Richards experiment the participants use their previous knowledge of Roman numerals to
mistakenly draw the clock.
Method
Participants
The participants in this experiment were recruited through opportunistic sampling, the class
members of a Psychology Masters Course in Hertfordshire University. The class was made up of
both male and female students of a variety of ages.
Design
This experiment used between–participants, experimental design as all the participants were in three
separate conditions which were then compared. The Independent Variable in this experiment was the
different condition, whether they were in the surprise memory condition, the forewarned memory
condition or the copy condition. The Dependent Variable is the extent to which they could correctly
recall/copy the clock.
Apparatus
This experiment used an instruction sheet which indicated the relevant instructions for each
condition. (This is included in Appendix 1). The experiment also used an identical clock for all the

conditions with roman numerals depicting the numbers, where four was shown as IIII. (This is
included in Appendix 2). The rest of the apparatus included paper, pens and a stop watch.
Procedure
In this experiment the participants were split up into three conditions. The

Rhetorical Analysis Thoreau
Questions on Rhetoric and Style:
1. Describe the tone Thoreau establishes in paragraph 2. How does it contribute to the rhetorical
effect of the paragraph? In paragraph two, Thoreau uses a depressing, problematic and facetious
tone to get his message across. Thoreau explains how he is strongly against the United States
government, and also points out problems of the government. Thoreau uses depressing diction when
describing the problems of the government in order to make people feel hatred toward the
government and realize how problematic it actually is. Thoreau uses Power of Three to exemplify
the problems of the government, and further connects with the audience on an emotional level by
pointing out how the citizens help lead to the countries' problematic state. Thoreau's use of
inappropriate humor when he explains trade makes the United States government seem trivial and
almost as a lost cause due to the problems caused by the leaders. His relation of such a serious topic
to a comical reference makes it an easier to understand situation. The use of this specific tone
creates a more impactful rhetorical effect that is relayed in the paragraph.
3. Thoreau develops many analogies to support his arguments (e.g., in paras. 8 and 9). Select three,
and explain whether you find them convincing. How effectively does each one support the claim
Thoreau is using it to support? Thoreau's use of analogies to support his arguments are very
beneficial in getting his point

Comparison Between Roman And Modern Era
From calculating digital computations to setting the foundation of modern applications, the number
system is more relevant in life and culture than most people realize. For example, people use the
number system to organize sections and chapters from literature, keep financial affairs orderly and
neatly, and compute numerous types of everyday costs. Also, it dictates how modern applications
function and how programming languages work seamlessly. Despite these incredible
accomplishments, the world would lack all knowledge of it were it not for ancient number systems.
These systems include three of the most famous ones in the world: Roman numerals, Mayan
numerals, and Egyptian numerals. Through innovation, technology, and ingenuity, ancient ... Show
more content on Helpwriting.net ...
For example: IV = 4, IX = 9, XXXIV = 34, CIX = 109, CD = 400, and MCMIV = 1904. The key to
handling this exception is to subtract the digit ahead of the power from the numeral itself [4].
Now that the basic numbers and rules have been covered, the arithmetic for addition, subtraction,
multiplication, and division can be understood. To calculate addition, one must first rewrite the
numbers to arrange them in descending order after putting them together. Next, one must learn to
ignore the subtractive system and write out individual numbers when appropriate. For example: 4 =
IIII, 9 = VIIII, 34 = XXXIIII; but 3 still equals III, 6 still equals VI, and 37 still equals XXXVII.
Third, evaluating in ascending order, one must rewrite trailing "I" digits into a simplified version.
Finally, any further required simplification is performed. To demonstrate this, consider two numbers
in addition, 13 + 66. The numbers are written side–by–side (XIII + LXVI), then put together in
descending order (LXXVIIII). The four trailing "I" digits are rewritten as IV, and this number is
rewritten as LXXVIV. The last three digits, the "VIV," is equivalent to "IX (9)," so the number is
rewritten one final time as LXXIX (79).
For subtraction, one must borrow numbers by marking out common symbols in the second number.
For example, LXVIII – XII (68–12) =

Essay On Bridging Sequence
Bridging Sequence Title: Oh the things we can graph! Grade level: Third Grade Objective: student
will be able to solve problems by collecting, organizing, displaying, and interpreting data.
Prerequisite knowledge/skills: Students will know how to collect data using tally marks and what a
tally mark is. Students will know basic addition and subtraction. TEKS: list and state 3.8.(A)
summarize a data set with multiple categories using a frequency table, dot plot, pictograph, or bar
graph with scaled intervals; and 3.8.(B) solve one– and two–step problems using categorical data
represented with a frequency table, dot plot, pictograph, or bar graph with scaled intervals.
Vocabulary: Tally Marks: a quick way of keeping track of data by ... Show more content on
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a. For the frequency table: students will use their previous knowledge of tally marks and build on
that by taking it one step further and making a frequency table using pretzel sticks. They are going
to use their desk to create a frequency table using their dry erase markers and pretzel sticks. Walk
them through how to draw it using the illustration below for clarity. They will need to fill in the
types of pies before being given the data; you can use the types of pies that are listed in the book on
page 12, or you can have the class fill it in with 4 different types of pies. After they have drawn their
table, they will need to fill it in. Give them the following data: First row (whatever type of pie you
decided) 8, second row 4, third row 11, fourth row 5. As you give them each number, they need to
fill in the tally section with that number of pretzel sticks; the fifth pretzel stick should sit diagonally
across the other pretzel sticks just like regular tally marks. Once they have all their tally marks, have
them write the numerical total for each row in the last column. b. For Dot Plot (found on page 13):
The students are going to use their desk again to create a dot plot using play dough. Have the
students create the base for their dot plot using their dry erase markers on their desk top. Use the
illustration below for clarity. Once they have created their dot plot, they are going

Observation Is The Major Role Of The Teacher
Observation: Observation is the major role of the teacher. The teacher observes for routines and
procedure to be observed. The teacher observes for ground rule in the classroom and in individual
materials. The ground rules are opportunity for the child to develop his/her will. The teacher
observes for pattern of order in the behavior of the child. The teacher observes for respect child to
child, child to material, child to adult interaction.
Control of Error: is the built in aspect of the material also sometime found as coding on the back of
the material.
For Example, in spindle box the extra or not enough spindle left is control of error. The material like
matching numeral to number rods, teacher is the control of error. Prepare of the environment: A
prepared environment is an important role of Montessori classroom .the goal of prepared
environment is to make children safe and comfortable. A calm and orderly space enables the
children to work on various activities of their choice at a pace they are comfortable with. They also
experience a mix of freedom and self–discipline in space that is designed to meet their development
needs.
A teacher observes the child working with the materials and make changes to the environment. In
mathematic materials, extensions and additional problems are introduced to deepen child's
understanding of materials. For example, variations introduced when child is ready with basic
concepts of a particular material to support child needs.
Relation

The Numbers And Counting System In Ancient Egypt
Numbers and counting systems are used daily by everyone. Numerous civilizations throughout
history like Egypt, Babylonian, Maya and Africa developed a unique number system. They were
commonly used to communicate numbers in an everyday life. Since then counting has changed. A
few of the earlier systems had principles that survived and helped in some way, shape or form to
create our current Hindu Arabic numbering system. It has become widespread. Back in 3000 B.C,
ancient Egypt was using the number system to calculate areas of land, distribute money, and much
more. The Egyptian counting system consisted of hieroglyphs and pictorial signs. The graphic
numbers can be of a person, animal, or plant. The hieroglyphic numbers were a written form of the
number system. It used a decimal base approach. For all the powers of ten, there was a unique
symbol. For example, the number ten was represented as a upside down "U", for the number a
hundred thousand it was tadpole, for a million it was represented by a man kneeling with his arms
raised. When reading or writing the number, it is written from right to left. It was written on temples,
vases, and stone monuments. The Egyptians used hieroglyphic numbers to advance in architectural
achievements. Math was used to make historical creations like tombs and pyramids. Greenwald and
Thomley agree that "the ancient Egyptians were also aware of fractions, which were primarily
written as unit fractions of the form 1⁄n, such as 1⁄2or 1⁄4..."

Mathematics and Theology Blossoming Together
Mathematics and theology have blossomed together throughout history with many great
mathematicians also being great theologians. However, in the modern scientific era, mathematics
has become by and large secularized in mainstream academia. Although the secularization of
mathematics seems to ignore mathematics' metaphysical value, in truth, this secularization allows
for mathematics to act as a universal tool and allows the individual to attach his or her own personal
truths without marginalizing the beliefs of others, especially in education. In addition, attaching
one's personal beliefs to systems of math and logic may lead to contradicting interpretations of the
material when taken into the larger context of society, such as with the concept of infinity, the
meaning of truth and proof, or even the source of mathematics itself. In essence, the secularization
of mathematics is a necessity in our modern dynamic world and in order for mathematics to
maintain its effectiveness as a universal tool our personal beliefs must not be attached to
mathematics as a whole.
To begin with, a proper definition of secularization is necessary in order to establish the correct
connotation for the term. As denoted by the world renowned scholar in the study of the sociology of
religion, Jose Casanova, secularization is spoken of in three senses:
a.) Secularization as the decline of religious beliefs and practices in modern societies, often
postulated as a universal, human, developmental

Disadvantages Of Multiplication In Mathematics
Based on the Council of Teacher of Mathematics,(1993) "Multiplication involves the counting of
units of a size other than one." The repeated addition definition while is a useful link between
multiplication and addition is limiting if it is students' only concept of multiplication.
The meaning of the multiplication sign, "×", depends on the language of the speaker. In Japanese it
always means "multiplied by." "3 × 4" and "3 times 4" mean, "Three multiplied by four," or four
groups of three items. In English, however, the sign means either "times" or "multiplied by,"
where"3 times 4," denotes three groups of four items, and "three multiplied by four" means four
groups of three items. Therefore, in English the sign "×" has two interpretations ... Show more
Basic knowledge on numbers and Mathematical skills.
4. Pedagogical readiness is the "Students" understanding of the materials they use as they learn
Mathematics.
5. Maturation readiness is the "Students" level of mental maturity (each person passes through four
stages of mental maturity).
The use of games and concrete materials can aid in pupils' recognition of the importance of
Mathematics and its many different real applications.
Educators views on the use of concrete materials and Manipulatives in the classroom
Manipulative materials are objects that pupils can feel, touch, handle and move. The National
Council of Teacher of Mathematics( 1993), proposes that pupils and teachers often view the use of
manipulatives"as play time", but stress that using manipulatives is any excellent way to help
learners make faster connection between mathematical ideas. It is also established that learning is
enhanced when pupils are exposed to concepts in varying manipulative context. Learners who are at
the concrete level deal with manipulative materials as they discover solution to problems. Many if
not all games, involve object manipulation at some

History Of Roman Number Symbols
The history of Roman Number Symbol are represented by letters. The Roman numerbs are
represented by seven different letters are I, V, X, L, and D. Therefore, these roman letters represent
1, 5, 10, 100, and 500. Ancient Roman use these seven letters to make a lot of different numbers and
to be written of the Roman alphabet. In the Etruscans was an ancient civilization of Italy developed
their own numeral system with different symbols. A common theory of the origin Roman numeral
system was represented by hand signal. For example, the Roman numeral system by hand signal
was used like one, two, three and four signaled by the equivalent amount of fingers that were used.
Then, "The number five is represented by the thumb and fingers separated, making a 'V' shape and
The number ten is represented by either crossing the thumbs or hands, signaling an 'X' shape"
(Pollard). Therefore, the numbers; six, seven, eight and nine are represented by one hand signaling a
five and the other representing the number 1 through to 4. The hand signal was used for counting by
either crossing the thumbs, fingers separated, and signaled, which helped to hand ... Show more
The tally sticks had been used for thousands of years and continued to be used until the 19th
century. For instance, the tally sticks was used to either additive nor subtractive, whereas the
numbers one, two, three and four were represented by the equivalent amount of vertical lines. If
these numbers described in the article would be written in tally sticks a Roman numerals. For
instance, "Four could be written as either IIII or IV" (Reddy). Another example, seven on a tally
stick would look like, IIIIVII, when shortened it would look like VII. These Roman numbers are the
same like the Roman number symbol. Another reason, larger numbers in tally sticks like 500 and
1000 would be a 'D' and 'M' in a circle

Common Sense Abbreviations
The common sense approach to abbreviations should apply to PSI reports as well. Of course one can
abbreviate suffixes (Dr. Mr., etc.), words like rd. (road) st. (street) and ave. (avenue). Agency names
could be spelled out completely and followed in parenthesis, i.e. State Bureau of Investigation
(SBI). Beyond these, I see no reason to include abbreviations to the point that they are even a topic
of discussion. Probation officers are not really relaying a personal opinion in the PSI. They present
documented and measurable progress of the individual under supervision. The officer might have
assigned a rating for the offender based on their behavior during an interview, such as level of
remorse on a Likert scale. The recommendations

Explain What Is Meant By The Term Conditionally Executed
Short Answer 1. Explain what is meant by the term "conditionally executed". Conditionally
executed is called a single alternative decision structure because it provides only one alternative path
of execution. The action is conditionally executed because it is performed only when a certain
condition is true. 2. You need to test a condition and then execute one set of statements if the
condition is true. If the condition is false, you need to execute a different set of statements. What
structure will you use? I will use the "If" statement because it is a dual alternative decision structure.
3. If you need to a test the value of a variable and use that value to determine which statement or set
of statements to execute, which ... Show more content on Helpwriting.net ...
If x > 100 y = 20 z = 40 End If 2. Design an If–Then statement (or a flowchart with a single
alternative decision structure) that assigns 0 to the variable b and assigns 1 to the variable c if the
variable is a less than 10. If a < 10 Then b = 0 c = 1 End If 3. Design an If–Then–Else statement
(or a flowchart with a dual alternative decision structure) that assigns 0 to the variable b if the
variable a is less than 10. Otherwise, it should assign 99 to the variable b. If a < 10 b = 0 Else If b
= 99 End If 4. The following pseudo code contains several nested If–Then–Else statements.
Unfortunately, it was written without proper alignment and indentation. Rewrite the code and use
the proper conventions of alignment and indentation. If score < 60 Then Display "Your grade is
F." Else If score < 70 Then Display "Your grade is D." Else If score < 80 Then Display "Your
grade is C." Else If score < 90 Then Display "Your grade is B." Else Display 'Your grade is A."
End If End If End If End If 5. Design nested decision structures that perform the following: If

Essay On The Babylonians
The Babylonian civilization existed from around 3000 BC until 539 BC. The civilization has its
roots to Mesopotamia, a plain between the Tigris River and the Euphrates River, which is now in
modern day Iraq. The Babylonians are notoriously famous in their discoveries and inventions, most
of which we still use today. The civilization–developed ideas such as astronomy, in which they
created the Saros Cycle, a cycle used to predict solar and lunar eclipses. The Babylonians were also
masters in architecture, constructing buildings like the Hanging Gardens using innovative
techniques including glass–covered bricks and adornments of gold and bronze. However, despite
many of these discoveries being forgotten or lost, their advancements in mathematics have been kept
for centuries, and have brought modern ideas of angles, quadratic equations and even knowledge
about the Pythagoras theorem, before Pythagoras himself existed.
One modern–day use of mathematics and quadratic equations, created by Babylonians, was the
collection of taxes. Mesopotamia was a very fertile land; therefore there were a high number of
farmers in the Babylonian Empire. Because of the high number of farmers, tax collectors and
mathematicians had to develop a new and more efficient way of calculating the ... Show more
Despite the fact that many of their discoveries have been lost through time, it can be concluded that
the Babylonian Empire was very advanced for its time and despite ending with a societal collapse, it
is still possible to find everyday things without knowing they possess century–old roots connecting
to the ancient Babylonian civilization. This truly shows, the large influence the Babylonian
civilization has on our modern day society and our understanding of the

The Impact Of Arabic Numerals In Medieval Europe
The Impact of Arabic Numerals on Medieval Europe The Islamic Golden Age introduced lots of
innovative thought into the world, and eventually those ideas made their way into Europe, one of
which was the Arabic numerals. Medieval European society was changed by the introduction of the
Arabic numerals into their society because these numbers revolutionized the way that daily tasks,
like merchant bookkeeping, and academia were approached. Medieval European understanding of
mathematics, physical sciences, and accounting was transformed by the translation of texts into
Latin, allowing Arabic numerals to become the primary numeric system and therefore easing the
burdens of daily life in academia and bookkeeping. Arabic numerals arose from the transferring of
ideas from Hindu scholarship into Islamic caliphates of the Golden Age, and from there, into
European culture. One thing from Indian culture that transcended into Islamic culture was the
concept of zero. This was something that was not considered in earlier mathematic studies. It reads
in "Math Roots: Zero: A Special Case," "the Arabs recognized the value of the Hindu system,
adapted the numerals and computation, and spread the ideas in their travels." The Arabic people saw
the power in this numbering system because there was a placeholder number. This concept was
accepted into Islamic thought; however, it was not received well in Europe. For the greater part of
the European society, it was a strange system, in comparison to

12 Angry Men Essay
Karina Verano Pd. 2B
12 Angry Men
1. Which characters base their decisions on prejudice?
Juror number 4 based his decision based on the fact that the boy on trial grew up in the slum. Juror
number 4 said, "He was born in a slum. The slum is a breeding ground for criminals. I know it and
so do you. It's no secret that children from slum backgrounds are menaces to society." While Juror
number ten just doesn't like the boy bases on his race. Throughout the entire movie, he referred to
the boy as them.
2. Does Juror #8, or any other character, exercise "reverse discrimination?
Juror number eight did not exercise reverse discrimination. But juror number 9 did. He favored the
old man and made all the other jurors believe that he was ... Show more content on Helpwriting.net
...
Juror number two was timid when it came to speaking his mind. At the beginning, he agreed with
everyone else and voted guilty. But after a while, he was able to speak against the others and
changed his vote to not guilty. Juror number three is rude, stubborn, loud, straightforward, and
unmannered. He was extremely hard headed when it came to this case and he made himself strongly
believe that the boy was guilty until the very end. Juror number four was extremely logical when it
came to this case. Every time he spoke, he would base things on the facts rather than the 'what ifs'.
Both jurors numbers five and six were more like observers and kept an open mind to things. But
juror number six had respect for his elders because when juror number 3 interrupted juror number 9,
he stood up for him and asked for him to continue speaking. They talked only when they thought
necessary or when spoken to. Juror number seven
6. How would you have voted if you were on the jury?
If I we on the jury, I would have voted guilty at first. But as time went on, and the events happened
as they did, I would have changed my vote sometime after seeing that it would have taken the old
man a total of 41 seconds to get to the door.
7. How does the twelve angry men demonstrate the weaknesses of the jury system?
It demonstrates that most people put their personal feelings when it comes to trials like these. Even
though there are people that will say that they are not racist or

Social Criticism Of The White Tiger
This paper focuses on the 'subaltern' community in the post colonial society. Adiga's The White
Tiger throws a ray in the downtrodden and oppressed in the modern world. Adiga being the mouth
piece of the deprived, lonely and alienated section of the society through his character Balram. He
represents Balram as the white tiger which is the rare kind of animal who has the matchless
intellectuality being born in the dark side of India. For Adiga Darkness refers to the oppressed
community which is the majority in india and light as the so called well to do in the society. The aim
of the paper is to bring into focus the major section of people in India who are the have–nots. Adiga
is an Indian – Australian writer who won the Booker prize in 2008 ... Show more content on
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I wonder what's the point of living. I really wonder...'
The point of living? My heart pounded The point of your living is that if you die, who's going to pay
me three and a half thousand rupees a month?" After being corrupted Balram tries to cheat his
master Mr. Ashok and he finds that he can make more money when not being faithful. He becomes
the spendthrift. "It's amazing. The moment you show cash, everyone knows your language."
According to Balram Money is the key to all doors. He believed in this philosophy "Let animals live
like animals; let humans live like humans. That's my whole philosophy in a sentence." But his
philosophy of life cannot happen in the India of Light.
"In the old days there were one thousand castes and destinies in India. These days, there are just two
castes: Men with Big Bellies, and Men with Small Bellies. And only two destinies: eat–or get eaten
up."
To conclude the paper Adiga talks about the haves are the bright side of the India and the have–nots
are the dark side of the India. The haves are longing for the life of the have–nots and vice

Examples Of Lexical Cohesion
This paper tackles how cohesion can be effective to make the text more united. Both cohesive
devices; lexical and grammatical, have a powerful role in giving the text texture. Lexical devices are
repetition, antonyms, synonyms, and general words. On the other hand, grammatical devices are
reference, conjunction, and ellipsis. Both of them provide the text harmony and meaning.
Lexical Cohesion Lexical cohesion occurs when two words are semantically related to each other
such as, repetition, synonyms, antonyms, general words, and superordinate. Firstly, repetition occurs
when one word is mentioned more than one time throughout the text. To illustrate, the word "and" is
repeated about 22 times in the text , the word "her" is repeated around 15 times in paragraphs
number 1, 2, 8, 9, 10, 11, and 13, the morpheme "mother" is repeated 5 times in paragraphs number
1, 8, and 14, the pronoun " I" ... Show more content on Helpwriting.net ...
Secondly, conjunctions link between clauses and sentences. They signal the way the writer wants the
reader to relate the sentence to what have been said or what is going to be said throughout the text.
Conjunctions have many types such as, additive, causal, adversative, and temporal. Additive
conjunctions, "also" in paragraph number 6, "or" in paragraph number 3, "and" in paragraphs
number 4, 7, 10, 11, 12, 13, and 14, are used when the writer wants to add more information to his
idea. Causal conjunctions like, "in order to" in paragraph number 7, "so" in paragraph number 8, 9,
and 14, and "because" in paragraph number 14, are used to tell a reason or a result. Adversative
conjunctions like, "but" in paragraph 8, and "although" in paragraph number 11, are used to confirm
opposite ideas.
Temporal conjunction like, "since" in paragraph number 9, is used to confirm

Roman Numerals and Process
Chapter 09a Process Capability and Statistical Process Control Review and Discussion Questions 1.
The capability index allows for some drifting of the process mean. Discuss what this means in terms
of product quality output. When Cpk is larger then 1.33 or 1.5, this means that the mean of the
process can drift (up to a limit) while still producing within specifications. This is what is implied by
the phrase "a capable process." 2. Discuss the purposes and differences between the P–charts and X–
bar and R charts. P–charts are used to monitor the process for attribute data. These are typically
binomial "go, no–go" data. An example of a P–chart is percent of pieces nonconforming. X–bar
charts are used for charting population values ... Show more content on Helpwriting.net ...
Defective average = .04, inspection rate = 50 per hour, cost of inspector = $9 per hour, and repair
cost is $10 each. a. | Calculation | Cost per hour | No inspection | .04 * (50) * $10 | $20 | Inspection |
| 9 | Therefore, it is cheaper to inspect in this case. b. Cost per unit for inspection = $9/50 = $.18 c.
Benefit form the current inspection process is Hourly: cost of no inspection – cost of inspection ($20
– $9 = $11) Per unit: average cost of quality – cost of inspection ((.04)$10 – $.18 = $.22) 2. a. = .889
b. The process is capable of producing the desired quality, but at present it is not capable due to the
process center. The process center should be adjusted. 3. a. Ten defectives were found in 10 samples
of size 15. = .067 = .0645 UCL = + 1.96 = .067 + 1.96(.0645) = .194 LCL = – 1.96 = .067 –
1.96(.0645) = –.060 zero b. Stop the process and look for the special cause, it is out of statistical
control. 4. Defective average = .02, inspection rate = 20 per hour, cost of inspector = $8 per hour,
and replacement cost is $25 each. a. | Calculation | Cost per hour | No inspection | .02(20)$25 | $10 |
Inspection | | 8 | Therefore, it is cheaper to inspect in this case. b. Cost per unit for inspection =
$8/20 =

Math Sl Fish Production
FISH PRODUCTION – MODELING The aim of this investigation is to consider commercial
fishing in a particular country in two different environments, that is from the sea and a fish farm
(aquaculture). The following data provided below was taken form the UN Statistics Division
Common Database. The tables gives the total mass of fish caught in the sea, in thousands of tones (1
tone = 1000 kilograms). Year | 1980 | 1981 | 1982 | 1983 | 1984 | 1985 | 1986 | 1987 | 1988 | Total
Mass | 426.8 | 470.2 | 503.4 | 557.3 | 564.7 | 575.4 | 579.8 | 624.7 | 669.9 | Year | 1989 | 1990 | 1991 |
1992 | 1993 | 1994 | 1995 | 1996 | 1997 | Total Mass | 450.5 | 379.0 | 356.9 | 447.5 | 548.8 | 589.8 |
634.0 | 527.8 | 459.1 | Year | ... Show more content on Helpwriting.net ...
The principle axis is midway between the maximum and minimum, so d≈634.0+356.92≈495.45. So,
the model is M≈138.75sin2π9x–c+495.45 for some constant c. We can notice that the point A on the
original graph, graph1, lies on the principles axis and so it is a point at which we are starting a new
period. Since A is at (1989,450.5), c = 1989. The model is therefore M≈138.75sin2π9x–
1989+495.45 and we can superimpose it on the original data as follows. Graph5. Sin model The
graph shows what happens when we fit the original graph , Graph4. with its model graph. The
slopes of the two graphs are presented to be nearly equal at certain points. The model presents
decreasing and increasing values. Points shown from year 1989 – 1991, 1995 – 1997, 1999 – 2000,
2002 – 2003, 2004 –2005 are decreasing, as for the rest of the years are increasing. The following
table below presents the total mass of fish that were raised form the fish farm, in thousands of tones.
Year | 1980 | 1981 | 1982 | 1983 | 1984 | 1985 | 1986 | 1987 | 1988 | Total Mass | 1.4 | 1.5 | 1.7 | 2.0 |
2.2 | 2.7 | 3.1 | 3.3 | 4.1 | Year | 1989 | 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | Total
Mass | 4.4 | 5.8 | 7.8 | 9.1 | 12.4 | 16.0 | 21.6 | 33.2 | 45.5 | Year | 1998 | 1999 | 2000 | 2001

HOW CHILDREN UTILIZE THEIR MATHEMATICAL MIND AS
PART OF...
"Dr Maria Montessori took this idea that the human has a mathematical mind from a French
philosopher Pascal and developed a revolutionary math learning material for children as young as 3
years old. Her mathematical materials allow the children to begin their mathematical journey from a
concrete concept to abstract idea". With reference to the above statement please discuss how these
children utilize their mathematical mind as part of their natural progression, to reason, to calculate
and estimate with these Montessori mathematical materials in conjunction with their aims and
presentations? What is a mathematical mind? The Mathematical Mind' refers to the unique
tendencies of the human mind. The French philosopher Blaise Pascal said ... Show more content on
Helpwriting.net ...
A significant discovery that Dr. Montessori made was the importance of offering indirect
preparation for the math materials while children were in the sensitive periods for movement and the
refinement of the senses. It is through children's work with the Exercises of Practical Life and
Sensorial materials that they first encounter and experience the concepts of measurement, sequence,
exactness, and calculation Sensorial education is the basis of mathematics. Dr. Montessori said that
children are sensorial learners. They learn and experience the world through their five senses. So
sensorial education helps the child to create a mental order of the concepts he grasps using his five
senses. "The skill of man's hand is bound up with the development of his mind, and in the light of
history we see it connected with the development of civilization." – Maria Montessori, THE
ABSORBENT MIND, Chap 14. pg. 138 Montessori firmly believed that the 'hands' are the mother
of skills. By providing Montessori sensorial materials to the child she was convinced that correct
manipulation with quality and quantity would certainly create a lasting impression in the child's
mind with the understanding of mathematics. We place materials quite intentionally on trays, we
color code activities, materials are displayed

2123 Base 3
Adding numbers in base 3 is quite simple. First of all you identify the problem, for this occasion the
problem used will be 2123 +1223 knowing that we will be adding in base three means we are
restricted to only using the numbers 0,1,2. Now we are going to start by adding 2 and 2 together
which makes four, but you can't write down four so we must now subtract 3 so that it can give us a
number to work with, and we are also subtracting 3 because it's the base we are working with. Then,
you must carry the 1 and write down a 1 down at the bottom too. Secondly, we are going to now add
the middle column, which is 1 and 2 also don't forget to add the 1 that we carried earlier.Four would
be the answer but we can't write down 4 so as previously done before we have to subtract 3 and
carry a 1 and also write down 1 at the bottom of the problem because that is the answer. Finally we
move to the last column which is 2 plus 1 and the other 1 we previously carried. The answer to this
is four again so you just repeat the step we took earlier. Since we carried the one from the left over
four we must now bring it down to our answer. At the end you should've ended up with the number
1,111 if ... Show more content on Helpwriting.net ...
First of all we have to find out what number stands for which letter in the alphabet. For this example
we are going to be using A=01 and B=001 so for example C would have to equal 0001 and D would
be 00001 and so on. Since we now have our rules for what numbers mean which letters we can
move on to writing secret messages. With our given code we can now decipher any code, so then
what would 0010100001 mean? It is easier to break down the code first. since all of our numbers
end in 1 we can start there and example of this would be the following: 001,01,00001. Now that we
have our code separated the final step is to look for what the numbers stand for in this case 01=A,
001=B and 00001=D so this must mean that BAD is our secret

Persuasive Essay On Women Pay
If,for the same work,women make only 77 cents for every dollar a man makes, why don't business
hire only women? Wages are the biggest expense for most. So, hiring only women would reduce
costs by nearly a quarter and that would go right to the bottom line. Don't business want to be
profitable. Or, are they just really bad at math? Well,actually,it's the feminists,celebrities and
politicians spreading this wage gap myth who have the math problem. Here's why. The 77–cents–
on–the–dollar statistic is calculated by dividing the median earnings of all women working full–time
by the median earnings of all men working full–time. In other words, if the average income of all
men is, say, 40,000 dollars a year, and the average of women is say 30,800 dollars, that would mean
that women earn 77 cents for every dollar a man earns . These calculations do not reveal a gender
wage injustice because it doesn't take it into account occupation,position, education or hours worked
per week. Even a study by the American Association of University Women, a feminist organization,
shows that the actual wage gap shrinks to only 6.6 cents when you factor in differents choices men
and women take. And the key word here is "choice". The small wage gap that does exist has nothing
to do with paying women less, let alone with sexism ; it has to do with differences in career choices
that men and women make. In 2009, the US Department of Labor released a paper that examined
more than 50 percent reviewed

The Maya: What Was Their Greatest Achievement?
Throughout time, there are many instances of early civilizations accomplishing breathtaking feats
that we find awe worthy even today. These cultures helped shape humanity as a whole, and paved
the way for people everywhere. Of these early cultures, one of the most remarkable was
undoubtedly the Mayans. The Mayans lived in Mesoamerica, around Southern Mexico, Guatemala,
Honduras and Belize. They were an isolated group of people that thrived on farming and raised
crops such as Maize, Beans, and Chili Peppers. They also Fished often and hunted Deer and other
woodland creatures. The culture of the Mayans gradually uplifted, and the peak of their civilization
appeared during the Classic Age of 250 to 900 CE. During this time, The Mayans created an
abundance of art and amazing architecture that still inspire the architects of today. This civilization
was on the road to greatness, but this greatness came to an end quickly. The Mayan city–states were
in a constant feud and violence was constantly raging. Because of this, The Maya never became a
single government unlike other major societies. Despite this, The Mayans achieved many
remarkable accomplishments such as their calendar, architecture, marvelous trade system, and
genius numerals that continue to be a template for the people of today. The Mayans most remarkable
feats was the creation of their Calendar. The Mayan calendar was considered to be one of the most
accurate records of time created by an early civilization. This

Why Is A Manipulative?
A manipulative is often used in many ways to teach mathematics such as basic addition, fractions,
decimals, order of operations. To name a few manipulatives; blocks, cards, number tiles, counting
tubes, etc...A manipulative can be taught either concrete (hands–on) or virtual. Hands–on
manipulative models are physical objects such as base–ten blocks, deck of cards, Dice games, and
Algebra tiles. A virtual manipulative is a technology that models the existing manipulatives such as
base ten blocks, rulers, fractions bars and algebra tiles to name a few. These manipulatives are in the
form of Java or Flash applets, a web base technology. Normal playing cards have so many uses in
teaching mathematical lessons. When teaching your students how to add, subtract, sort, compute or
compare numbers, using a deck of cards gets the students working with numbers while playing a
game. There are two advantages of using a deck of cards as a hands–on manipulative: First
advantage; cards are inexpensive, can be easily put away. Second advantage; the cards can be used
as independent practice or cooperative learning. During cooperative learning the students become
involved & they are able to practice the edification adeptness such as multiplication games,
fractions, percentages and decimals. There are two disadvantages of using a deck of cards as a
hands–on manipulative; often students end up dropping things on the floor which becomes a
disadvantage because you spend time making sure

What Is The Roman Numerals Of Rome
ROMAN NUMERALS The Romans developed a system to keep track of their trade and commerce.
They developed characters to indicate amounts. The system they created has withstood the span of
time. The Roman empire may have fallen but their numerals are still with us today. Just check the
Super bowl statistics for a real life view of how we keep them in our Americanized society. Roman
numerals appear to have started out as notches on tally sticks. These continued to be used by some
Italian shepherds into the 19th century. I is a notch on the stick to represent one of something, II is
two, III is three and early IIII was 4. Λ or V represented a hand, and five because of the fingers; X
represents two hands, one inverted, and 10 for 10 fingers. So the

Earliest Civilization is the Region of Mesopotamia Because...
A civilization is recognized as such by its form of written language. For this reason, the earliest
civilization is recognized in the region of Mesopotamia with their language of Cuneiform. This
ancient form of written language was inscribed on clay tablets that still remain in tact and are being
salvaged hundreds of thousands of years later. Even more impressive than just writing the language,
however, is the ancient Babylonians' early mathematical discoveries. These were also recorded with
cuneiform and recorded on clay tablets, and like the language, served as an early interpretation of
mathematical principles that influence arithmetic all over the world today. Dating back to the second
and third milennia BC, Babylonians were so ... Show more content on Helpwriting.net ...
The Babylonians used pre–calculated tables to assist with arithmetic. Perhaps the most amazing
aspect of the Babylonian's calculating skills was their construction of tables to aid calculation. Two
tablets found at Senkerah on the Euphrates in 1854 date from 2000 BC. They give squares of the
numbers up to 59 and cubes of the numbers up to 32. Most frequently Babylonians utilized tables of
squares and cubes to simplify multiplication. The concept of reciprocals was also first introduced by
the Babylonians. Because they did not have a method for long division, they were able to recognize
that using their sexiagesimal system of numbers, numbers with two, three, and five, had finite
factors of which tables have been found. For numbers not containing one of the finite factors, the
Babylonians used approximation reciprocals. The pre–calculated tables method is also how the
Babylonians incorporated algebra in their number system. They were the first people to use the
quadratic equation, though not in its exact form. They used the form x2+bx=c which, when solved,
can be interpreted as x=–b/2–√(b/2)+c which more closely resembles the modern quadratic
equation. Using their arithmetic tables of squares, the Babylonians were able to interpret them in
reverse to find square roots. Because everything was a real problem, they always used the positive
root when solving. Most commonly squares were used for finding

Effect of Schemas on Drawing a Clock Essay
Title An investigation of the effects of schemas on drawing a clock. Introduction A schema
according to Henry Gleitman (2007) is a mental representation that summarises what we know
about a certain event or situation. Schemas reflect the fact that many aspects of our experience are
redundant and schemas seek to provide a summary of this redundancy. When an individual
encounters an event or situation, they seek to understand it by relating it to a schema. Schemas are
useful not only in providing meaning in an experience, but also filling in the gaps resulting from a
failure to notice all the details of an event or situation. However, reliance on schematic knowledge
can lead to memory error, hence causing an individual to remember the ... Show more content on
Helpwriting.net ...
Then they were told "Please draw the watch as accurately as possible from memory. You have six
minutes to do so." They were told after five minutes, they had one minute left. Participants were
then asked to write on the back of their drawing anything they felt was unusual about the watch.
Drawings were then collected by the experimenter. In the second condition which is called
Condition B, participants were told, "I am going to show you a picture of a watch which I want you
to examine visually for one minute. Then I will ask you to draw it from memory. The watch itself
will be removed. You will be allowed six minutes". The picture of the watch was removed after one
minute and participants were issued with pencils, erasers and papers. Then they were told "Please
draw the watch as accurately as possible from memory. You have six minutes to do so." They were
told after five minutes, they had one minute left. Participants were then asked to write on the back of
their drawing anything they felt was unusual about the watch. Drawings were then collected by the
experimenter. In the third condition which is called Condition C, participants were issued with
pencils, paper, and erasers. They were told, "I would like you to draw a picture of this watch. You
have six minutes". The picture of the watch was kept in full view for the six–minute copying period,
and they were told after five minutes, they had one minute left. Participants were then asked to write
on the back of

My Favorite Memories Of My Family
Even though me and my grandpa are over one thousand miles apart, we keep a good relationship.
Every week we call each other and our conversations are just as good as if he were right there. Me
and my grandpa have always been close. My grandpa who I like to call Poppy is one of the best
people I have in my life. Me and him treasure the time we have together. We love to cook and
basically do everything we can together whenever possible. He is in my life just as much as any
other member of my family. Even though I have numerous memories with him, one is very notable.
Some of my favorite memories with him happen over dinner. Dinner is one of the few times were all
together. It's a lot different talking to someone in person than on the phone. Everyone is brought
together by great people and great food. We're at the table hours more than needed talking and
joking. Good food, better people, and and even better time.
Dinner is an all night affair. It all starts when my Poppy, my sisters, and I go into the kitchen and
prep the food. The scent of fresh fruit and vegetables snakes through the house. My grandparent's
cats circle the counter like vultures, trying to get you to give them food. Once the prepping is done,
the real cooking begins. Sugar spice and everything nice is blended together in the perfect
balance.The smell of a hearty homemade meal wafts through the house. As the oven clock begin to
wind down, we set the table. Then the oven goes of, signaling the beginning of

Lesson Reflection Paper
At the beginning of the Kindergarten class the class did their normal routine of calendar time. The
teacher tells them to go to the carpet for calendar time and that gets them on task. They count the
number of days they have been in school out–loud. They also count the days with straws and put
them in a ones, tens, or hundreds pocket. The students also keep record of the number of days they
have been in school with change. They count out change to the number of days they have been in
school. They say how much each coin is worth and who is on it. Lastly, they add a gumball to their
jar of gumballs and say how many they have in total. This is a normal everyday morning routine that
involves math. TMPs 3 and 6 are used for this routine and SMPs 4, 6, and 8 are used during this
time. This activity takes around thirty minutes everyday. I think doing this everyday has really
benefited the students. A student found a dime outside and he brought it to me. He knew it was a
dime, how much it was worth, and even the president that is on the dime SMP 6. I observed a forty–
five minute second grade lesson using the Invagations program. The lesson was called how many
stickers how much money (cents). The lesson began with the students coming to the carpet and
reviewing the value of coins. After that the students were shown stickers in a base ten blocks format.
They were told to come up with an answer of the total number of sticks and write it on their white
boards SMP 7. Then they were

The Impact Of Arabic Numerals In Medieval Europe
Impact of Arabic Numerals on Medieval Europe Medieval European society was changed by the
introduction of the Arabic numerals into their society. The Islamic Golden Age introduced lots of
innovative thought into the world, and eventually those ideas made their way into Europe, one of
which was the Arabic numerals. They revolutionized the way that daily tasks, like merchant
bookkeeping, and academia were approached. Medieval Europe was transformed by the Islamic
Golden Age and that is highlighted through the transformation Arabic numerals had on society.
Preceding the Islamic Golden Age, Indian culture had a revolution of thought which was seen in the
Islamic Empire. One thing from Indian culture that transcended into Islamic culture was the concept
of zero. This was something that was not considered in earlier mathematic studies. It read in "Math
Roots: Zero: A Special Case," "the Arabs recognized the value of the Hindu system, adapted the
numerals and computation, and spread the ideas in their travels." The Arabic people saw the power
in this numbering system because there was a place holder number. This concept was accepted into
Islamic thought; however, it was not received well in Europe. For the greater part of the European
society, it was a strange system, in comparison to the Roman numeral system, and was not widely
accepted. At the beginning of Arabic numeral introduction into European society, scholars and
mathematicians were primarily the only ones who accepted

The History of Zero: Indian and Mayan Cultures
Zero is usually recognized today as being originated in two geographically separated cultures: the
Maya and Indian. If zero was a place–holder symbol, then such a zero was present in the Babylonian
positional number system before the first recorded occurrence of the Indian zero. If zero was
represented by an empty space within a well–defined positional number system, such a zero was
present in Chinese mathematics a few centuries before the beginning of the Common Era. The
absence of a symbol for zero in China did not prevent it from being an efficient computational tool
that could handle solution of higher degree order equations involving fractions.
However, the Indian zero was a symbol, a number, a magnitude, a direction separator and a place–
holder, all in one operating within a fully established positional numeration system. Such a zero
occurred only twice in history – the Indian zero which is now the universal zero and the Mayan zero
which occurred in solitary isolation in Central America at the beginning of the Common Era. To
understand the first appearances of the Indian and Mayan zeroes, it is necessary to examine them
both within the social contexts in which both of these inventions occurred. Because of the popular
difficulties with the zero, there has occurred over time a series of avoidance mechanisms to cope
with the presence of zero. The word zero comes from the Arabic meaning void or empty which
became later the term for zero. The ancient Egyptians never

Molly's Candle Shop has several retail stores in the coastal areas of North and South Carolina. Many
of Molly's customers ask her to ship their purchases. The following chart shows the number of
packages shipped per day for the last 100 days. |
(a) | What is this chart called? | | | | Histogram |
(b) | What is the total number of frequencies? | | | | 90 |
(c) | What is the class interval? | | | | 5 |
(d) | What is the class frequency for the 0 to 5 class? | | | | 5 |
(e) | What is the relative frequency of the 0 up to 5 class? (Round your

The Things They Carried By Tim O ' Brien
Memories and stories swarming the mind and twisted by imagination are the only glimpse of
humanity a man can hold on to while at war. Through stories, men at war can share their thinning
humanity with one another. The deafening silence of war defeats the human spirit and moral
compass, thus it is not only man against man but man against sanity. Tim O 'Brien 's "The Things
They Carried" provides a narrative of soldiers in the Vietnam War holding on to the only parts of
themselves through their imagination. O'Brien employs symbolic tokens, heavy characterization,
and the grueling conflict of man to illustrate how soldiers create metaphorical stories to ease the
burden of war.
Each man carries with him at least one token that represents his internal monologue during war.
Soldiers are called to bear unimaginable burdens, not only physically but also emotionally. O'Brien
notes, "there was at least the single abiding certainty that they would never be at a loss for things to
carry" (1023). The items represented much more than a lucky token as they personify themselves as
a character in a play. Each man's item represents a different tragedy of war. From Dave Jensen 's
toothpaste and assorted hygienic supplies to Ted Lavender's tranquilizers and high quantities of
dope; these items represent each man's ideal paradise. Formed by their imagination, the tokens help
them play in the desolate setting of war. Rat Kiley's paradise is in the form of comic relief in his
many articles of

Why Do Lincoln Use Significant Figures
Any good chemist would understand that when Abraham Lincoln said "four score and seven years
ago" he was actually using significant figures. The Declaration of Independence was signed on July
4th while Lincoln delivered this speech on November 19th. This means that it actually occurred four
score, seven years, four months, and 12 days before. Admittedly that does not roll off the tongue as
smoothly, so it's understandable that Lincoln would only use two significant figures. Significant
figures are the reason that the beginning lines of the Gettysburg address will forever be remembered
by Eighth graders across the country. Without the use of significant figures, numbers in chemistry
wouldn't have any meaning. I could say 2g when I'm really ... Show more content on
Helpwriting.net ...
If you are given a measurement of 4g and a measurement of 4.0001g, you would understand that the
equipment used to measure 4.0001g is much more precise than the equipment used to measure 4g.
Although significant figures tell us about the precision of the measurement, we really cannot attest
to the accuracy of the measurement unless we are sure of the correct answer. The same rule about
the estimated digit is applied when taking measurement. The way to report an analog measurement
is to write down all the digits you are "confident" in and estimate one digit further. For example, if
using a 10ml graduated cylinder with nine markings in between the numbers 1ml and 2ml and the
liquid falls between 1.5ml and 1.6ml, but closer to 1.5ml, the digits you are confident in are 1 and 5.
Therefore you estimate another digit which you think it could be such as 1.53ml. When making a
digital measurement, the rule is to always write down every digit while understanding that the last
digit is an estimation. There are also a few important differences between the course policy and the
textbook. One is that the book states that if you place a $#$#0$#$# to the right of trailing zeroes, it
would make those zeroes significant e.g. 500. has 3 significant figures while 500 has 1. This is not
true and they should be ashamed. Another difference is in the convention of marking significant
figures. In this course, Professor Halpin will underline all significant figures to identify them. It just
makes it easier to get the correct answer while rounding to the correct number of significant figures.
The book does not do

Essay On Ello
Step 14: Draw place–value blocks
Tell students, another way we can solve this is drawing place–value blocks. Tel students a line will
represent a tens rod and a unit cube will be represented by an X. (Draw and label on ELMO for
students to see)
Model how to represent 39 with place–value blocks.
Draw the three long lines on ELMO to represent the three equal rows that Nelly wants to use to
divide her 39 stickers.
Inside each line start to draw one vertical line to represent a tens rod, then draw 3 X's per line to
represent 3 unit cubes.
Each "row" should have one line (tens rod) and 3 X's (three unit cubes).
Ask students how many place–value blocks do we have per row? (13)
"You can draw place–value blocks to help you solve division problems whenever you don't have
place–value blocks to help you solve a problem. ... Show more content on Helpwriting.net ...
Step 16: Write an equation
"Now that we have modeled division with place–value blocks and drawings lets come up with an
equation."
Write on ELMO:
Step 17: Introduce mnemonic: "Does McDonalds Sell Cheeseburgers?"
Explain to students the mnemonic "Does McDonalds Sell Cheese Burgers?" will help them
remember the steps for division
Write down these steps next to the division equation on the ELMO and go over each one with
students o D– Divide (÷) o M– Multiply (x) o S– Subtract (–) o C– Check () o B– Bring down ()
Provide handout to students for them to glue in their math

Description And Description Of A Calculator
<!DOCTYPE html> CALCULATOR body{ margin: 0px; padding:0px; } main section{margin:
20px;} #calc_body, #calc_header{ background–color: #BFBABE;} main section table {padding:
20px; border–radius: 10px; border–spacing:0px; border–collapse:collapse;} table, th, td
{display:inline–block; padding:0;float:left;} #heading{ text–align: center; font–size:23pt; color:
black; font–weight:bold; text–transform: uppercase;} main section table tr td button{ height: 70px;
display:block; width: 90px; font–size: 22pt; border:0; } .longbutton{ height: 70px; width: 180px;
margin: 0; text–transform: uppercase; font–size: 22pt;} main section table tr td button:hover{
background–color: #E990C0; font–weight: bold; } #display {width: 540px; height: 80px;
background–color: #B0EEDB; font–size: 25pt; border:none; outline:none; text–align:right; margin–
bottom:15px;} #expr{ width: 540px; height: 80px; background–color: #B0EEDB; font–size: 13pt;
border:none; outline:none; } #Trig{font–size: 26pt;} .orangebuttons{ background–color:#F99B58; }
.orangebuttons:hover{ background–color:#FBB888;} .operators{ background–color:#7B8EF8;}
.operators:hover{ background–color:#B6C0FA;} #equalsign{ background–color:#343436;
color:white;} #equalsign:hover{ background–color:#959699;} Calculator log2 Rads

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