Business law concepts Essay Example | Topics and Well Written Essays - 250 words

Business law concepts - Essay Example An employer has to pay wages even if no work is there for the employee to do. The common principle is that wages has to be paid if an employee is accessible for work. This again depends on whether the terms in the contract are expressed or implied. The case on hand with regard to Lessex Police Constabulary agree with Highspots Nightclub is similar to the case of Scottbridge Ltd v Wright wherein a night-watchman was called for to be on the building between 5 pm and 7 am every night. Other than some minor duties the watch man was mainly required to be in the premises to prevent any intruders. When the night watch-man claimed his wages the employer refused to pay saying that he had no work. The Court of Session preserved the EAT judgment that he has to be paid at least the national minimum wage rate for the hours he was at work. It was in the hands of the employer to render him with work and just because he did not have any work to do will not nullify his right to be paid.

Learning Organization Essay Example for Free

Learning Organization Essay EXECUTIVE SUMMARY are proliferating as corporations seek to better themselves and gain an edge. Unfortunately, however, failed programs far outnumber successes, and improvement rates remain low. Thats because most companies have failed to grasp a basic truth. Before people and companies can improve, they first must learn. And to do this, they need to look beyond rhetoric and high philosophy and focus on the fundamentals. Three critical issues must be addressed before a company can truly become a learning organization, writes Harvard Business School professor David Garvin. First is the question of meaning: a well-grounded, easy-to-apply definition of a learning organization. Second comes management: clearer operational guidelines for practice. Finally, better tools for measurement can assess an organizations rate and level of learning. Using these three Ms as a framework, Garvin defines learning organizations as skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from past experience, learning from the best practices of others, and transferring knowledge quickly and efficiently throughout the organization. And since you cant manage something if you cant measure it, a complete learning audit is a must. That includes measuring cognitive and behavioral changes as well as tangible improvements in results. No learning organization is built overnight. Success comes from carefully cultivated attitudes, commitments, and management processes that accrue slowly and steadily. The first step is to foster an environment conducive to learning. Analog Devices, Chaparral Steel, Xerox, GE, and other companies provide enlightened examples. CONTINUOUS IMPROVEMENT PROGRAMS  CONTINUOUS IMPROVEMENT PROGRAMS are sprouting up all over as organizations strive to better themselves and gain an edge. The topic list is long and varied, and sometimes it seems as though a program a month is needed just to keep up. Unfortunately, failed programs far outnumber successes, and improvement rates remain distressingly low. Why? Because most companies have failed to grasp a basic truth. Continuous improvement requires a commitment to learning. How, after all, can an organization improve without first learning something new? Solving a problem, introducing a product, and reengineering a process all require seeing the world in a new light and acting accordingly. In the absence of learning, companies-and individuals -simply repeat old practices. Change remains cosmetic, and improvements are either fortuitous or short-lived. A few farsighted executives – Ray Stata of Analog Devices, Gordon Forward of Chaparral Steel, Paul Allaire of Xerox-have recognized the link between learning and continuous improvement and have begun to refocus their companies around it. Scholars too have jumped on the bandwagon, beating the drum for learning organizations and knowledge-creating companies. In rapidly changing businesses like semiconductors and consumer electronics, these ideas are fast taking hold. Yet despite the encouraging signs, the topic in large part remains murky, confused, and difficult to penetrate. Meaning, Management, and Measurement Scholars are partly to blame. Their discussions of learning organizations have often been reverential and utopian, filled with near mystical terminology. Paradise, they would have you believe, is just around the corner. Peter Senge, who popularized learning organizations in his book The Fifth Discipline, described them as places where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free, and where people are continually learning how to learn together. To achieve these ends, Senge suggested the use of five component technologies: systems thinking, personal mastery, mental models, shared vision, and team learning. In a similar spirit, Ikujiro Nonaka characterized knowledge-creating companies as places where inventing new knowledge is not a specialized activity it is a way of behaving, indeed, a way of being, in which everyone is a knowledge worker. Nonaka suggested that companies use metaphors and organizational redundancy to focus thinking, encourage dialogue, and make tacit, instinctively understood ideas explicit. Sound idyllic? Absolutely. Desirable? Without question. But does it provide a framework for action? Hardly. The recommendations are far too abstract, and too many questions remain unanswered. How, for example, will managers know when their companies have become learning organizations? What concrete changes in behavior are required? What policies and programs must be in place? How do you get from here to there? Most discussions of learning organizations finesse these issues. Their focus is high philosophy and grand themes, sweeping metaphors rather than the gritty details of practice. Three critical issues are left unresolved; yet each is essential for effective implementation. First is the question of meaning. We need a plausible, well-grounded definition of learning organizations; it must be actionable and easy to apply. Second is the question of management. We need clearer guidelines for practice, filled with operational advice rather than high aspirations. And third is the question of measurement. We need better tools for assessing an organizations rate and level of learning to ensure that gains have in fact been made. Once these three Ms are addressed, managers will have a firmer foundation for launching learning organizations. Without this groundwork, progress is unlikely, and for the simplest of reasons. For learning to become a meaningful corporate goal, it must first be understood. What Is a Learning Organization? Surprisingly, a clear definition of learning has proved to be elusive over the years. Organizational theorists have studied learning for a long time; the accompanying quotations suggest that there is still considerable disagreement (see Definitions of Organizational Learning on page 77). Most scholars view organizational learning as a process that unfolds over time and link it with knowledge acquisition and improved performance. But they differ on other important matters. Some, for example, believe that behavioral change is required. for learning; others insist that new ways of thinking are enough. Some cite information processing as the mechanism through which learning takes place; others propose-shared insights, organizational routines, even memo. And some think that organizational learning is common, while others believe that flawed, self-serving interpretations are the norm. How can we discern among this cacophony of voices yet build on earlier insights? As a first step, consider the following definition: A learning organization is an organization skilled at creating, acquiring and transferring knowledge, and at modifying its behavior to reflect new knowledge and insights. This definition begins with a simple truth: new ideas are essential if learning is to take place. Sometimes they are created de novo, through flashes of insight or creativity; at other times they arrive from outside the organization or are communicated by knowledgeable insiders. Whatever their source, these ideas are the trigger for organizational improvement. But they cannot by themselves create a learning organization. Without accompanying changes in the way that work gets done, only the potential for improvement exists. This is a surprisingly stringent test for it rules out a number of obvious candidates for learning organizations. Many universities fail to qualify, as do many consulting firms. Even General Motors, despite its recent efforts to improve performance, is found wanting. All of these organizations have been effective at creating or acquiring new knowledge but notably less successful in applying that knowledge to their own activities. Total quality management, for example, is now taught at many business schools, yet the number using it to guide their own decision making is very small. Organizational consultants advise clients on social dynamics and small-group behavior but are notorious for their own infighting and factionalism. And GM, with a few exceptions (like Saturn and NUMMI), has had little success in revamping its manufacturing practices, even though its managers are experts on lean manufacturing, JIT production, and the requirements for improved quality of work life. Organizations that do pass the definitional test – Honda, Corning, and General Electric come quickly to mind – have, by contrast, become adept at translating new knowledge into new ways of behaving. These companies actively manage the learning process to ensure that it occurs by design rather than by chance. Distinctive policies and practices are responsible for their success; they form the building blocks of learning organizations. Building Blocks Learning organizations are skilled at five main activities: systematic problem solving, experimentation with new approaches, learning from their own experience and past history, learning from the experiences and best practices of others, and transferring knowledge quickly and efficiently throughout the organization. Each is accompanied by a distinctive mind-set, tool kit, and pattern of behavior. Many companies practice these activities to some degree. But few are consistently successful because they rely largely on happenstance and isolated examples. By creating systems and processes that support these activities and integrate them into the fabric of daily operations, companies can manage their learning more effectively. 1. Systematic problem solving. This first activity rests heavily on the philosophy and methods of the quality movement. Its underlying ideas, now widely accepted, include: †¢ Relying on the scientific method, rather than guesswork, for diagnosing problems (what Deming calls the â€Å"Plan, Do, Check, Act cycle, and others refer to as hypothesis-generating, hypothesistesting techniques). †¢ Insisting on data, rather than assumptions, as background for decision making (what quality practitioners call fact-based management). †¢ Using simple statistical tools (histograms, Pareto charts, correlations, cause-and-effect diagrams) to organize data and draw inferences. Most training programs focus primarily on problem solving techniques, using exercises and practical examples. These tools are relatively straightforward and easily communicated; the necessary mind-set, however, is more difficult to establish. Accuracy and precision are essential for learning. Employees must therefore become more disciplined in their thinking and more attentive to details. They must continually ask, How do we know thats true? , recognizing that close enough is not good enough if real learning is to take place. They must push beyond obvious symptoms to assess underlying causes, often collecting evidence when conventional wisdom says it is unnecessary. Otherwise, the organization will remain a prisoner of gut facts and sloppy reasoning, and learning will be stifled. Xerox has mastered this approach on a companywide scale. In 1983, senior managers launched the companys Leadership Through Quality initiative; since then, all employees have been trained in small-group activities and problem-solving techniques. Today a six-step process is used for virtually all decisions (see Xeroxs Problem-Solving Process). Employees are provided with tools in four areas: generating ideas and collecting information (brainstorming, interviewing, surveying); reaching consensus (list reduction, rating forms, weighted voting); analyzing and displaying data (cause-andeffect diagrams, force-field analysis); and planning actions (flow charts, Gantt charts). They then practice these-tools during training sessions that last several days. Training is presented in family groups, members of the same department or business-unit team, and the tools are applied to real problems facing the group. The result of this process has been a common vocabulary and a consistent, companywide approach to problem solving. Once employees have been trained, they are expected to use the techniques at all meetings, and no topic is off limits. When a high-level group was formed to review Xeroxs organizational structure and suggest alternatives, it employed the very same process and tools. 2. Experimentation. This activity involves the systematic searching for and testing of new knowledge. Using the scientific method is essential, and there are obvious parallels to systematic problem solving. But unlike problem solving, experimentation is usually motivated by opportunity and expanding horizons, not by current difficulties. It takes two main forms: ongoing programs and one-ofa-kind demonstration projects. Ongoing programs normally involve a continuing series of small experiments, designed to produce incremental gains in knowledge. They are the mainstay of most continuous improvement programs and are especially common on the shop floor. Corning, for example, experiments continually with diverse raw materials and new formulations to increase yields and provide better grades of glass. Allegheny Ludlum, a specialty steelmaker, regularly examines new rolling methods and improved technologies to raise productivity and reduce costs. Successful ongoing programs share several characteristics. First, they work hard to ensure a steady flow of new ideas, even if they must be imported from outside the organization. Chaparral Steel sends its first-line supervisors on sabbaticals around the globe, where they visit academic and industry leaders, develop an understanding of new Xerox’s Problem-Solving Process Step Questions to be Answered What do we want to change? Expansion/ Divergence Lots of problems for consideration Contraction/ Convergence One problem statement, one â€Å"desired state† agreed upon What’s Next to Go to the Next Step Identification of the gap â€Å"Desired state† described in observable terms Key causes documented and ranked 1. Identify and select problem 2. Analyse Problem What’s preventing us from reaching the â€Å"desired state†? How could we make the change? What’s the best way to do it? Lots of potential causes identified. Key causes identified and verified 3. Generate potential solutions 4. Select and plan the solution Lots of ideas on how to solve the problem Lots of criteria for evaluating potential solutions. Lots of ideas on how to implement and evaluate the selected solution Potential solutions clarified Criteria to use for evaluating solution agreed upon Implementation and evaluation plans agreed upon Implementation of agreed-on contingency plans (if necessary) Effectiveness of solution agreed upon Continuing problems (if any) identified Solution List. Plan for making and monitoring the change Measurement criteria to evaluate solution effectiveness 5. Implement the solution Are we following the plan? Solution in place 6. Evaluate the solution How well did it work? Verification that the problem is solved, or Agreement to address continuing problems work practices and technologies, then bring what theyve learned back to the company and apply it to daily operations. Inlarge part as a result of these initiatives, Chaparral is one of the five lowest cost steel plants in the world. GEs Impact Program originally sent manufacturing managers to Japan to study factory innovations, such as quality circles and kanban cards, and then apply them in their own organizations; today Europe is the destination, and productivity improvement practices the target. The program is one reason GE has recorded productivity gains averaging nearly 5% over the last four years. Successful ongoing programs also require an incentive system that favors risk taking. Employees must feel that the benefits of experimentation exceed the costs; otherwise, they will not participate. This creates a difficult challenge for managers, who are trapped between two perilous extremes. They must maintain accountability and control over experiments without stifling creativity by unduly penalizing employees for failures. Allegheny Ludlum has perfected this juggling act: it keeps expensive, high-impact experiments off the scorecard used to evaluate managers but requires prior approvals from four senior vice presidents. The result has been=a history of productivity improvements annually avenging 7% to 8%. Finally, ongoing programs need managers and employees who are trained in the skills required to perform and evaluate experiments. These skills are seldom intuitive and must usually be learned. They cover a broad sweep: statistical methods, like design of experiments, that efficiently compare a large number of alternatives; graphical techniques, like process analysis, that are essential for redesigning work flows; and creativity techniques, like storyboarding and role playing, that keep novel ideas flowing. The most effective training programs are tightly focused and feature a small set of techniques tailored to employees needs. Training in design of experiments, for example, is useful for manufacturing engineers, while creativity techniques are well suited to development groups. Demonstration projects are usually larger and more complex than ongoing experiments. They involve holistic, system wide changes, introduced at a single site, and are often undertaken with the goal of developing new organizational capabilities. Because these projects represent a sharp break from the past, they are usually designed from scratch, using a clean slate approach. General Foodss Topeka plant, one of the first high commitment work systems in this country, was a pioneering demonstration project initiated to introduce the idea of self-managing teams and high levels of worker autonomy; a more recent example, designed to rethink small-car development, manufacturing, and sales, is GMs Saturn Division. Demonstration projects share a number of distinctive characteristics: †¢ They are usually the first projects to embody principles and approaches that the organization hopes to adopt later on a larger scale. For this reason, they are more transitional efforts than endpoints and involve considerable learning by doing. Mid-course corrections are common. †¢ They implicitly establish policy guidelines and decision rules for later projects. Managers must therefore be sensitive to the precedents they are setting and must send strong signals if they expect to establish new norms. †¢ They often encounter severe tests of commitment from employees who wish to see whether the rules have, in fact, changed. †¢ They are normally developed by strong multifunctional teams reporting directly to senior management. (For projects targeting employee involvement or quality of work life, teams should be multilevel as well. ) †¢ They tend to have only limited impact on the rest of the organization if they are not accompanied by explicit strategies for transferring learning. All of these characteristics appeared in a demonstration project launched by Copeland Corporation, a highly successful compressor manufacturer, in the mid-1970s. Matt Diggs, then the new CEO, wanted to transform the companys approach to manufacturing. Previously, Copeland had machined and assembled all products in a single facility: Costs were high, and quality was marginal. The problem, Diggs felt, was too much complexity. At the outset, Diggs assigned a small, multifunctional team the task of designing a focused factory dedicated to a narrow, newly developed product line. The team reported directly to Diggs and took three years to complete its work. Initially, the project budget was $10 million to $12 million; that figure was repeatedly revised as the team found, through experience and with Diggss prodding, that it could achieve dramatic improvements. The final investment, a total of $30 million, yielded unanticipated breakthroughs in reliability testing, automatic tool adjustment, and programmable control. All were achieved through learning by doing. The team set additional precedents during the plants start-up and early operations. To dramatize the importance of quality, for example, the quality manager was appointed second-in-command, a significant move upward. The same reporting relationship was used at all subsequent plants. In addition, Diggs urged the plant manager to ramp up slowly to full production and resist all efforts to proliferate products. These instructions were unusual at Copeland, where the marketing department normally ruled. Both directives were quickly tested; management held firm, and the implications were felt throughout the organization. Manufacturings stature improved, and the company as a whole recognized its competitive contribution. One observer commented, Marketing had always run the company, so they couldnt believe it. The change was visible at the highest levels, and it went down hard. Once the first focused factory was running smoothly -it seized 25% of the market in two years and held its edge in reliability for over a decade-Copeland built four more factories in quick succession. Diggs assigned members of the initial project to each factorys design team to ensure that early learnings were not lost; these people later rotated into operating assignments. Today focused factories remain the cornerstone of Copelands manufacturing strategy and a continuing source of its cost and quality advantages. Whether they are demonstration projects like Copelands or ongoing programs like Allegheny Ludlums, all forms of experimentation seek the same end: moving from superficial knowledge to deep understanding. At its simplest, the distinction is between knowing how things are done and knowing why they occur. Knowing how is partial knowledge; it is rooted in norms of behavior, standards of practice, and settings of equipment. Knowing why is more fundamental: it captures underlying causeand-effect relationships and accommodates exceptions, adaptations, and unforeseen events. The ability to control temperatures and pressures to align grains of silicon and form silicon steel is an example of knowing how; understanding the chemical and physical process that produces the alignment is knowing why. Further distinctions are possible, as the insert Stages of Knowledge suggests. Operating knowledge can be arrayed in a hierarchy, moving from limited understanding and the ability to make few distinctions to more complete understanding in which all contingencies are anticipated and controlled. In this context, experimentation and problem solving foster learning by pushing organizations up the hierarchy, from lower to higher stages of knowledge. 3. Learning from past experience. Companies must review their successes and failures, assess them systematically, and record the lessons in a form that employers find open and accessible. One expert has called t9is process the Santayana Review, citing the famous philosopher George Santayana, who coined the phrase Those who cannot remember the past are condemned to repeat it. Unfortunately, too many managers today are indifferent, even hostile, to the past, and by failing to reflect on it, they let valuable knowledge escape. A study of more than 150 new products concluded that the knowledge gained from failures [is] often instrumental in achieving subsequent successes. In the simplest terms, failure is the ultimate teacher. IBMs 360 computer series, for example, one of the most popular and profitable ever built, was based on the technology of the failed Stretch computer that preceded it. In this case, as in many others, learning occurred by chance rather than by careful planning. A few companies, however, have established processes that require their managers to periodically think about the past and learn from their mistakes. Boeing did so immediately after its difficulties with the 737 and 747 plane programs. Both planes were introduced with much fanfare and also with serious problems. To ensure that the problems were not repeated, senior managers commissioned a high-level employee group, called Project Homework, to compare the development processes of the 737 and 747 with those of the 707 and 727, two of the companys most profitable planes. The group was asked to develop a set of lessons learned that could be used on future projects. After working for three years, they produced hundreds of recommendations and an inch-thick booklet. Several members of the team were then transferred to the 757 and 767 start-ups, and guided by experience, they produced the most successful, error-free launches in Boeings history. Other companies have used a similar retrospective approach. Like Boeing, Xerox studied its product development process, examining three troubled products in an effort to understand why the companys new business initiatives failed so often. Arthur D. Little, the consulting company, focused on its past successes. Senior management invited ADL consultants from around the world to a two-day jamboree, featuring booths and presentations documenting a wide range of the companys most successful practices, publications, and techniques. British Petroleum went even further and established the post-project appraisal unit to review major investment projects, write up case studies, and derive lessons for planners that were then incorporated into revisions of the companys planning guidelines. A five-person unit reported to the board of directors and reviewed six projects annually. The bulk of the time was spent in the field interviewing managers. This type of review is now conducted regularly at the project level. At the heart of this approach, one expert has observed, is a mind-set that enables companies to recognize the value of productive failure as contrasted with unproductive success. A productive failure is one that leads to insight, understanding, and thus an addition to the commonly held wisdom of the organization. An unproductive success occurs when something goes well, but nobody knows how or why. IBMs legendary founder, Thomas Watson, Sr. , apparently understood the distinction well. Company lore has it that a young manager; after losing $10 million in a risky venture was called into Watsons office. The young man, thoroughly intimidated, began by saying, I guess you want my resignation. Watson replied, You cant be serious. We just spent $10 million educating you. Fortunately, the learning process need not be so expensive. Case studies and post-project reviews like those of Xerox and British Petroleum can be performed with little cost other than managers time. Companies can also enlist the help of faculty and students at local colleges or universities; they bring fresh perspectives and view internships and case studies as opportunities to gain experience and increase their own learning. A few companies have established computerized data banks to speed up the learning process. At Paul Revere Life Insurance, management requires all problem-solving teams to complete short registration forms describing their proposed projects if they hope to qualify for the companys award program. The company then enters the forms into its computer system and can immediately retrieve a listing of other groups of people who have worked or are working on the topic, along with a contact person. Relevant experience is then just a telephone call away. 4. Learning from others. Of course, not all learning comes from reflection and self-analysis. Sometimes the most powerful insights come from looking outside ones immediate environment to gain a new perspective. Enlightened managers know that even companies in completely different businesses can be fertile sources of ideas and catalysts for creative thinking. At these organizations, enthusiastic borrowing is replacing the not invented here syndrome. Milliken calls the process SIS, for Steal Ideas Shamelessly; the broader term for it is benchmarking. According to one expert, benchmarking is an ongoing investigation and learning experience that ensures that best industry practices are uncovered, analyzed, adopted, and implemented. The greatest benefits come from studying practices, the way that work gets done, rather than results, and from involving line managers in the process. Almost anything can be benchmarked. Xerox, the concepts creator, has applied it to billing, warehousing, and automated manufacturing. Milliken has been even more creative: in an inspired moment, it benchmarked Xeroxs approach to benchmarking. Unfortunately, there is still considerable confusion about the requirements for successful benchmarking. Benchmarking is not industrial tourism, a series of ad hoc visits to companies that have received favorable publicity or won quality awards. Rather, it is a disciplined process that begins with a thorough search to identify best-practice organizations, continues with careful study of ones own practices and performance, progresses through systematic site visits and interview and concludes with an analysis of results, development of recommendations, and implementation. While timeconsuming, the process need not be terribly expensive ATTs Benchmarking Group estimates that a moderate-sized project takes four to six months and incurs out-of-pocket costs of $20,000 (when personnel costs ax included, the figure is three to four times higher). Bench marking is one way of gaining an outside perspective; another, equally fertile source of ideas is customers. Conversations with customers invariably stimulate learning; they are, after all, experts in what they do. Customers can provide up-to-date product information, competitive comparisons, insights into changing preferences, and immediate feedback about service and patt ern of use. And companies need these insights at all levels, from the executive suite to the shop floor. At Motorola, members of the Operating and Policy Committee, including the CEO, meet personally and on a regular basis with customers. At Worthington Steel, all machine operators make periodic, unescorted trips to customers factories to discuss their needs. Sometimes customers cant articulate their needs or remember even the most recent problems they have had with a product or service. If thats the case, managers must observe them in action. Xerox employs a number of anthropologists at its Palo Alto Research Center to observe users of new document products in their offices. Digital Equipment has developed an interactive process called contextual inquiry that is used by software engineers to observe users of new technologies as they go about their work. Milliken has created first-delivery teams that accompany the first shipment of all products; team members follow the product through the customers production process to see how it is used and then develop ideas for further improvement. Whatever the source of outside ideas, learning will only occur in a receptive environment. Managers cant be defensive and must be open to criticism or bad news. This is a difficult challenge, but it is essential for success. Companies that approach customers assuming that we must be right, they have to be wrong or visit other organizations certain that they cant  teach us anything seldom learn very much. Learning organizations, by contrast, cultivate the art of open, attentive listening. 5. Transferring knowledge. For learning to be more than a local affair, knowledge must spread quickly and efficiently throughout the organization. Ideas carry maximum impact when they are shared broadly rather than held in a few hands. A variety of mechanisms spur this process, including written, oral, and visual reports, site visits and tours, personnel rotation programs, education and training programs, and standardization programs. Each has distinctive strengths and weaknesses. Reports and tours are by far the most popular mediums. Reports serve many purposes: they summarize findings, provide checklists of dos and donts, and describe important processes and events. They cover a multitude of topics, from benchmarking studies to accounting conventions to newly discovered marketing techniques. Today written reports are often supplemented by videotapes, which offer greater immediacy and fidelity. Tours are an equally popular means of transferring knowledge, especially for large, multidivisional organizations with multiple sites.

Importance of Manners in Pride and Prejudice Essay -- Pride Prejudice

Importance of Manners in Pride and Prejudice Manners have survived throughout the many passing years of history and culture to influence the ways human beings interact even today in the way we relate to one another: what is acceptable and unacceptable social behavior. Proper manners in everything from conversation to eating have long been distinguishing mark of social status. Even now they are often important in business and social situations. But in the eighteenth century, manners were paramount. Jane Austen's Pride and Prejudice, set at the end of the eighteenth century, explores the many humorous eccentricities in a world of etiquette and proper conduct. When love, pride, clumsiness and transparency are all run through the gauntlet of delicate manners, a whimsical sort of satire is achieved. The context of propriety creates the cunning irony that brings this book to life. A perfect example of the irony in Pride and Prejudice is seen in the relationship of Mr. and Mrs. Bennet. While Mrs. Bennet is constantly theatrical and melodramatic, Mr. Bennet is very quiet and reserved. Mr. Bennet is always toying with his wife's tendencies to exaggeration. When Elizabeth Bennet refuses to marry the dim-witted and unattractive Mr. Collins, her mother is inconsolable. She bursts into a fit and tells Elizabeth that if she doesn't marry Mr. Collins, then she will disown her as a daughter. Mr. Bennet at this point steps in and provides the ironical relief: "An unhappy alternative is before you, Elizabeth. From this day you must be a stranger to one of your parents. --Your mother will never see you again if you do not marry Mr. Collins, and I will never see you again if you do." (p... ...he irony. From the bumbling Mr. Collins, who means less than he says, to the ironical parries of Ms. Elizabeth Bennet, Pride and Prejudice is certainly a comedy of manners. Each character, in their own way is either outside the traditional bounds of propriety, or bound within them so clumsily that even sincerity often comes across as humorous. In each situation shown, the characters began in a context of manners that set stage for the illuminating irony each character in some way sets forth. As shown through the situations and characters in the novel, Pride and Prejudice is a book brought to life by the context of propriety. Within this context are created the many ironical contradictions and pretenses exposed by its various colorful characters. Work Cited: Austen, Jane. Pride and Prejudice. New York: Airmont Books, 1992.

Influence of Shyness on Personal Development and Happiness Essay

â€Å"I have severe difficulty socializing to others†; â€Å"They think I’m unfriendly but in reality, I do want to connect to them but I don’t really know how†; â€Å"My anxiety always gets in the way, that’s why I’m painfully conscious around people†. These are some of the thoughts shared by people who are shy or those who feel uncomfortable when attention is on them because they are afraid of falling short of the standard of the superficial authority or of their perfectionist expectations on how things are supposed to be. Shyness, regarded as a personal attribute for a person, is also considered to be a psychiatric disease (Lane, 2008). This condition may vary in different degrees to what extent a person would display its symptoms, such as uneasiness and avoiding the things he fears to deal with. It could also be experienced inwardly without showing its complications to others but the one who suffers, when hiding his difficulties, could probably add worries and problems to his psychological self. Unusual situations are the common circumstances that trigger shyness. Also, the person’s environment may contribute to his shyness. If he is psychologically maltreated, there is a high risk that degree of shyness and avoidance to others would increase. But, the deeper root of shyness can be explained by genetics. There has been progress in determining suspected genes involved in personality but only a little development in confirming relationships between these. A gene-linked polymorphic region (5-HTTLPR) is examined and identified to be related with shyness (Ebstein et al. , 2003). According to WHO, embarrassment, excessive shyness, timidity, self consciousness and, social-phobia and lack of self-confidence are also symptoms of a disease called erethism. Erethism is a clinical condition in which appears in cases of mercury poisoning. Moreover, shyness is sometimes inappropriately interchanged with introversion, high sensitivity, social phobia and social anxiety disorder but is much related to the said terms in certain cases. According to Whitten (2001), introversion is not similar to shyness because introverts prefer being alone and are energized with that but they are not anxious in social situations. Unlike with them, the shy, because they fear social encounters, thinks that he has no choice but to avoid socializing which sometimes is not really where his heart at. But, there can be cases that a person would be an introvert and shy at the same time, it is when they are very sensitive to the social environment but it doesn’t matter because they get their energy within their selves not on others. Another term, in which shyness is related, is the social anxiety disorder. Its difference with shyness is, its scope is wider and it includes panic attacks. In relation to shyness, it also brings fear, apprehension or worrying about being evaluated by others in social situations that causes depression to the sufferer. Varying degrees of shyness and as to how the shy handles his trait contributes a lot on what can be the impact of shyness on the person. It is considered harmful when it has been controlling people’s lives because it brings incessant negative evaluation of the self, excessive self-consciousness and negative self-preoccupation that inhibit social confidence. In cases like that, the shyness is needed to be cured or if not, lessened because it hinders the disposition in life of some individuals. Shy people may tend to be unfriendly because they believe they lack social skills and may resort to withdrawal from people. But essentially, they desperately wanted to connect to others and wished to have as many friends as those people who are not shy have. The problem is they appear to be antisocial at times which they do not intend to be. Their socializing attitude might be the root of this one. Carducci (2000) observed that they expect others to get in touch with them and drag them out of isolation. But their efforts are also needed for starting and maintaining relationship to others. Also, being fear of negative judgement and rejection, people who are shy are likely to be afraid of socializing. From this arrangement, it could only lead to individual’s avoidance which causes isolation. Aside from emotional pain brought about by separation from others, this situation may hinder personal development which can be benefited through relation from other people. In social situations, people who are shy are driven to be self-conscious and inhibited in their actions. Perfectionist standards on social performances were set and followed by these people. For example, they tend to feel responsible of the awkwardness sometimes experienced which is not their fault at all. These worries leave room for low self-esteem and shape a negative view of the self. According to Howard (1958), self-esteem contributes a lot to a person’s ability in handling difficult situations because it helps in dealing with problems. It also gives confidence to a person which he will need in achieving his goals. But for shy people who has a high tendency of having insecurity, instead of focusing on their strengths, their weaknesses are given more attention. Acceptance of imperfections is very hard for them, not realizing that all people have vulnerability on their own such as failures, weaknesses and anxieties. Their true capabilities were just left confined and full potentials were not maximized because they were already intimidated by anticipation of failure. Moreover, shy people blame themselves for having no sense of self-efficacy due to low self-esteem. Howard (1958) defined self-efficacy as the belief in self that they can achieve their desired goals. Shy people tend to criticize and evaluate themselves inferior to others. Self-doubts are then established which promotes poor decision-making, weak judgement of things that severely affects one’s life and his disposition. Zimbardo and Radl (1982) described shy people as those who tend to behave in an inhibited manner, such as speaking less of the usual, in the presence of others. They usually hold back their feelings and opinions on certain things preventing them to express themselves. Because of nothingness to say, the shy would then tolerate silence. McMahon and McMahon (1986) told that, â€Å"†¦silence may be perceived as an indicator you do not approve of what’s going on or that you would rather be someplace else†¦Ã¢â‚¬  (p. 225) As a result, many people do no not understand them well and may cost them to miss out of opportunities for social relations. Shy people struggle and find it hard to initiate and maintain conversations. Starting a chat with somebody is usually feared and avoided by a shy person because it is either he is anxious that he has nothing to say or the topic that he will put up would disinterest the other person and that the other would badly evaluate him personally. There is a tendency for the shy to choose topic of conversations that would impress the other. And in the process of overthinking only about the topic, he would forget to be attentive to the actual thing discussed by the two of them because his mind was already drifted away. Also, a shy person is scared to have conversations that suddenly drop like a dead balloon. When this would happen, he would resort to leaving the person he talks to, because he has nothing to say, thus, leaving a bad impression to the other. Shyness can be a serious threat to communication because it brings about distractibility and may interfere thinking processing which were caused by irrelevant thinking reactions which arise from being conscious from social evaluation. Merill (1965) stated that frustration can arise in cases where there is a failure in comprehending someone’s temporary disinterest due to certain circumstances. Also, this can hinder development of essential relationship to others. Self- doubts will be triggered because of depressing situations like this. As a result, a person may tend to avoid this sort of encounter that will only lead to further alienation and despair. Sociability is a human affiliative need that is needed to be nourished. Socializing includes people skills which needs understanding the self and controlling our responses, communicating effectively and empathizing accurately, and most importantly, it provides respect, trust to relationships (Rifkin, 2009). The different benefits of social relations contribute to a healthy well-being of a person. Heider (1958, quoted in Weiss) notes that there are six basic â€Å"provisions of social relations† –the things that are given when in a relationship (p. 232). First is the attachment, the sense of being secured and comfortable which we experience through our closest relationships. Shy people do not have an issue with this one because they reveal their true self in front of people they know and know them very well such as family. Another is social integration which is the sense of having shared interests and attitudes and offers companionship and sense of belongingness to society. For this, shy people find it hard or it takes time to fit into the society due to draw backs. Next is the guidance that we grasp from friends or authorities which we lean on at times when we need an advice that most of shy people are deficient to because they lack certain relations such as relation to some authorities. Sense of reliable alliance, knowing that there are people who will offer their help when emergency arises, and opportunity for nurturance, when our sense of importance and needed is shown while taking care of others, are nurtured through closest relationships. Last is reassurance of worth, it is when others let us feel being valued and looked up to as a competent person which shyness hinders a lot. Concern for others and love we feel from them are the necessities for a person to grow and to have worthy and productive life. Without these, a person may suffer emotional depression. (Corey, 1986) Most of shy people were likely to suffer social inhibition. One reason could be the lack of social skills at the beginning of interaction: According to Merill (1965), lonely people who would like to make new friends fail because they do the wrong things during the initial and critical moments. They avoid the other’s person gaze, they do not smile and they seem tense or preoccupied with other things. All of these discourage any comment from the other person, who does not realize that this apparent unfriendliness is due to a considerable discomfort and an inability to cope with it. (p. 104) People respond negatively to others who have undesirable anxieties and depressing behaviors which turn people away. As a result, social support needed by people with negative attitudes is inadequately given. (Plotnik, 1996) Anxiety is clearly seen on the outside. The shy, having his face registered blankly or anxious, or avoiding eye contact to others, can be interpreted by others as a sign of being aloof so the shy appears to be unapproachable. Plotnik (1996) says that high self-esteem, confidence and self-worth are the benefits of social support. These things promote our physical and psychological well-being. So if social support is lacked, it results to poor mental, physical and emotional health and the shy people have a disadvantage to this. Popenoe (1977) claims that the self-identity provided by social interaction helps people learn new roles in life. It also enhances our self-image which prevents loss of self-identity that may cause emotional stress. When people discover their new roles, they tend to develop their selves and aim for the best changes to make in oneself. But, due to shyness, social interaction experienced by some is very limited that the benefits like the desired change reduced also. Shy people do not want to stay disturbed by problems related to shyness forever. That is why they discover or think of ways resolving the problems that are crippling them. The usual effect of the harmful shyness is mental distress in form of loneliness. According to Heider (1958), loneliness is a personal anxiety which is a result of certain lack in either social integration or attachment in relationship. In order to free themselves from these bothersome issues, certain strategies were reinforced by shy people. Unfortunately, for some, they employ ineffective and irresponsible strategies to overcome shyness. Examples of these are alcoholism and drug addiction. Reason of this undertaking is that they feel energized because they thought that it would be better to detach themselves from their true selves and be more outgoing which they thought most people prefer. According to James, lack of support from social connections and poor stress management contribute a lot to psychosocial deficit (2009). Disadvantages and problems associated from shyness are disturbing and bothersome. Shyness should not greatly affect one’s life and disposition in a negative way. These should have been prevented only if shyness will be cured or if not, learn its ways and have the control of it, not the other way around. However, this is a self-inflicted issue which is just within the self. Treatment for this is easy only if handled accordingly and the shy individual is properly counselled and guided by an expert.

Internet Essay

Internet has become one of the basic needs for mostly peoples; we can’t expect our daily life without internet. If we observe, we can easily check out the fact that how internet has dominated in our lives and we are very much dependent on internet. Earlier internet wan the source to collect information only but as time and technology changing day by day, lots of new trends is coming and our daily life has shifted on Internet. If we want to explore any new palace, we use internet, if we want to go for shopping, we use internet and this is not the end point of our list. We use internet to solve our mostly daily uses queries. Internet has become very useful in the field of education. As internet contributing great help in education, here we are discussing how internet contributing for education. With the help of internet, we can easily contact with any one. Internet has diminished the differences and every resource is very near and close to the needy one. Earlier School and College projects were too tough to complete but with the help of internet, information and data is available 24? and every needy student can complete their projects with the help of a small research. In other words, now needy one can achieve the goal, excuses don’t exist now. The biggest source for information that is encyclopedia is available online and any one can use it to get desired information. Now there is no chance to get the incomplete information, Encyclopedia contains the most effective information’s and it is available online. Every news in online available, whatever happens is available suddenly sp there is no scope to look back or wait for some thing. You have internet and you can update yourself any time according to your own needs and time table. What ever is happening is visible. There are lots of Online Learning Programs are available for those who are unable to attend the classes or have any other problems. Even online collages and institute are also available to serve online education.

Polygons on ACT Math Geometry Formulas and Strategies

Polygons on ACT Math Geometry Formulas and Strategies SAT / ACT Prep Online Guides and Tips Questions about both circles and various types of polygons are some of the most prevalent types of geometry questions on the ACT. Polygons come in many shapes and sizes and you will have to know them inside and out in order to take on the many different types of polygon questions the ACT has to offer. The good news is that, despite their variety, polygons are often less complex than they look; a few simple rules and strategies are all that you need when it comes to solving an ACT polygon question. This will be your complete guide to ACT polygons- the rules and formulas for various polygons, the kinds of questions you’ll be asked about them, and the best approach for solving these types of questions. What is a Polygon? Before we go to polygon formulas, let’s look at what exactly a polygon is. A polygon is any flat, enclosed shape that is made up of straight lines. To be â€Å"enclosed† means that the lines must all connect, and no side of the polygon can be curved. Polygons NOT Polygons Polygons come in two broad categories- regular and irregular. A regular polygon has all equal sides and all equal angles, while irregular polygons do not. Regular Polygons Irregular Polygons A polygon will always have the same number of sides as it has angles. So a polygon with nine sides will have nine angles. The different types of polygons are named after their number of sides and angles. A triangle is made of three sides and three angles (â€Å"tri† meaning three), a quadrilateral is made of four sides (â€Å"quad† meaning four), a pentagon is made of five sides (â€Å"penta† meaning five), etc. Many of the polygons you’ll see on the ACT (though not all) will either be triangles or some sort of quadrilateral. Triangles in all their forms are covered in our complete guide to ACT triangles, so let’s move on to look at the various types of quadrilaterals you’ll see on the test. Barber shop quartets, quadrilaterals- clearly the secret to success is in fours. Quadrilaterals There are many different types of quadrilaterals, most of which are subcategories of one another. Parallelogram A parallelogram is a quadrilateral in which each set of opposite sides is both parallel and congruent (equal) with one another. The length may be different than the width, but both widths will be equal and both lengths will be equal. Parallelograms are peculiar in that their opposite angles will be equal and their adjacent angles will be supplementary (meaning any two adjacent angles will add up to 180 degrees). Most questions that require you to know this information are quite straightforward. For example: If we draw this parallelogram, we can see that the two angles in question are supplementary. This means that the two angles will add up to 180 degrees. Our final answer is F, add up to 180 degrees. Rhombus A rhombus is a type of parallelogram in which all four sides are equal and the angles can be any measure (so long as their adjacents add up to 180 degrees and their opposite angles are equal). Rectangle A rectangle is a special kind of parallelogram in which each angle is 90 degrees. The rectangle’s length and width can either be equal or different from one another. Square If a rectangle has an equal length and width, it is called a square. This means that a square is a type of rectangle (which in turn is a type of parallelogram), but NOT all rectangles are squares. Trapezoid A trapezoid is a quadrilateral that has only one set of parallel sides. The other two sides are non-parallel. Kite A kite is a quadrilateral that has two pairs of equal sides that meet one another. You'll notice that a lot of polygon definitions will fit inside other definitions, but a little organization (and dedication) will help keep them straight in your head. Polygon Formulas Though there are many different types of polygons, their rules and formulas build off of a few basic ideas. Let’s go through the list. Area Formulas Most polygon questions on the ACT will ask you to find the area or the perimeter of a figure. These will be the most important area formulas for you to remember on the test. Area of a Triangle $$a = {1/2}bh$$ The area of a triangle will always be half the amount of the base times the height. In a right triangle, the height will be equal to one of the legs. In any other type of triangle, you must drop down your own height, perpendicular from the vertex of the triangle to the base. Area of a Square $$l^2$$ Or $$lw$$ Because each side of a square is equal, you can find the area by either multiplying the length times the width or simply by squaring one of the sides. Area of a Rectangle $$lw$$ For any rectangle that is not a square, you must always multiply the base times the height to find the area. Area of a Parallelogram $$bh$$ Finding the area of a parallelogram is exactly the same as finding the area of a rectangle. Because a parallelogram may slant to the side, we say we must use its base and its height (instead of its length and width), but the principle is the same. You can see why the two actions are equal if you were to transform your parallelogram into a rectangle by dropping down straight heights and shifting the base. Area of a Trapezoid $$[(l_1 + l_2)/2]h$$ In order to find the area of a trapezoid, you must find the average of the two parallel bases and multiply this by the height of the trapezoid. Let's take a look at this formula in action, The trapezoid is divided into a rectangle and two triangles. Lengths are given in inches. What is the combined area of the two shaded triangles? A. 4 B. 6 C. 9 D. 12 E. 18 If you remember your formula for trapezoids, then we can find the area of our triangles by finding the area of the trapezoid as a whole and then subtracting out the area of the rectangle inside it. First, we should find the area of the trapezoid. $[(l_1 + l_2)/2]h$ $[(6 + 12)/2]3$ $(18/2)3$ $(9)3$ $27$ Now, we can find the area of the rectangle. $6 * 3$ 18 And finally, we can subtract out the area of the rectangle from the trapezoid. $27 - 18$ 9 The combined area of the triangles is 9. Our final answer is C, 9. In general, the best way to find the area of different kinds of polygons is to transform the polygon into smaller and more manageable shapes. This will also help you if you forget your formulas come test day. For example, if you forget the formula for the area of a trapezoid, turn your trapezoid into a rectangle and two triangles and find the area for each. Luckily for us, this has already been done in this problem. We know that we can find the area of a triangle by ${1/2}bh$ and we already have a height of 3. We also know that the combined bases for the triangles will be: $12 - 6$ 6 So let us say that one triangle has a base of 4 and the other has a base of 2. (Why those numbers? Any numbers for the triangle bases will work so long as they add up to 6.) Now, let us find the area for each triangle. or the first triangle, we have: ${1/2}(4)(3)$ $(2)(3)$ $6$ And for the second triangle, we have: ${1/2}(2)(3)$ $(1)(3)$ 3 Now, let us add them together. $6 + 3$ 9 Again, the area of our triangles together is 9. Our final answer is C, 9. Always remember that there are many different ways to find what you need, so don’t be afraid to use your shortcuts! Side and Angle Formulas Whether your polygon is regular or irregular, the sum of its interior degrees will always follow the rules of that particular polygon. Every polygon has a different degree sum, but this sum will be consistent, no matter how irregular the polygon. For example, the interior angles of a triangle will always equal 180 degrees, whether the triangle is equilateral (a regular polygon), isosceles, acute, or obtuse. So by that same notion, the interior angles of a quadrilateral- whether kite, square, trapezoid, or other- will always add up to be 360 degrees. Interior Angle Sum You will always be able to find the sum of a polygon’s interior angles in one of two ways- by memorizing the interior angle formula, or by dividing your polygon into a series of triangles. Method 1: Interior Angle Formula $$(n−2)180$$ If you have an n number of sides in your polygon, you can always find the interior degree sum by the formula $(n - 2)$ times 180 degrees. Method 2: Dividing Your Polygon Into Triangles The reason the above formula works is because you are essentially dividing your polygon into a series of triangles. Because a triangle is always 180 degrees, you can multiply the number of triangles by 180 to find the interior degree sum of your polygon, whether your polygon is regular or irregular. As we saw, we have two options to find our interior angle sum. Let us try each method. Solving Method 1: formulas $(n - 2)180$ There are 5 sides, so if we plug that into our formula for $n$, we get: $(5 - 2)180$ $3(180)$ 540 Now we can find the sum of the rest of the angle measurements by subtracting our known degree measure, 50, from our total interior degrees of 540. $540 - 50$ 490 Our final answer is K, 490. Solving Method 2: diving polygon into triangles We can also always divide our polygon into a series of triangles to find the total interior degree measure. We can see that our polygon makes three triangles and we know that a triangle is always 180 degrees. This means that the polygon will have a interior degree sum of: $3 * 180$ 540 degrees. And finally, let us subtract the known angle from the total in order to find the sum of the remaining degrees. $540 - 50$ 490 Again, our final answer is K, 490. Individual Interior Angles If your polygon is regular, you will also be able to find the individual degree measure of each interior angle by dividing the degree sum by the number of angles. (Note: n can be used for both the number of sides and the number of angles because the number of sides and angles in a polygon will always be equal.) ${(n - 2)180}/n$ Again, you can choose to either use the formula or the triangle dividing method by dividing your interior sum by the number of angles. Number of Sides As we saw earlier, a regular polygon will have all equal side lengths. And if your polygon is regular, you can find the number of sides by using the reverse of the formula for finding angle measures. A regular polygon with n sides has equal angles of 140 degrees. How many sides does the figure have? 6 7 8 9 10 For this question, it will be quickest for us to use our answers and work backwards in order to find the number of sides in our polygon. (For more on how to use the plugging in answers technique, check out our guide to plugging in answers). Let us start at the middle with answer choice C. We know from our angle formula (or by making triangles out of our polygons) that an eight sided figure will have: $(n - 2)180$ $(8 - 2)180$ $(6)180$ 1080 degrees. Or again, you can always find your degree sum by making triangles out of your polygon. This way you will still end up with (6)180=1080 degrees. Now, let us find the individual degree measures by dividing that sum by the number of angles. $1080/8$ $135$ Answer choice C was too small. And we also know that the more sides a figure has, the larger each individual angle will be, so we can cross off answer choices A and B, as those answers would be even smaller. (How do we know this? A regular triangle will have three 60 degree angles, a square will have four 90 degree angles, etc.) Now let us try answer choice D. $(n - 2)180$ $(9 - 2)180$ $(7)180$ 1260 Or you could find your internal degree sum by once again making triangles from your polygons. Which would again give you $(7)180 = 1260$ degrees. Now let’s divide the degree sum by the number of sides. $1260/9$ $140$ We have found our answer. The figure has 9 sides. Our final answer is D, 9. Number of Diagonals $${n(n - 3)}/2$$ It is common for the ACT to ask you about the number of distinct diagonals in a polygon. Again, you can find this information using the formula or by drawing it out (or a combination of the two). This is basically the same as dividing your polygon into triangles, but they will be overlapping and you are counting the number of lines drawn instead of the number of triangles. Method 1: formula In order to find the number of distinct diagonals in a polygon, you can simply use the formula ${n(n - 3)}/2$, wherein $n$ is the number of sides of the polygon. Method 2: drawing it out The reason the above formula works is a matter of logic. Let’s look at an octagon, for example. You can see that an octagon has eight angles (because it has eight sides). If you were to draw all the diagonals possible from one particular angle, you could draw five lines. You will always be able to draw n−3 lines because one of the angles is being used to form all the diagonals and the lines to the two adjacent angles make up part of the perimeter of the polygon and are therefore NOT diagonals. So you can only draw diagonals to n−3 corners. Now, let’s mark another angle’s series of diagonals. You can see that none of these diagonals overlap, BUT if we were to draw the diagonals from an opposite corner, we would have multiple overlapping diagonals. The adjacent angles will not overlap, but the opposite ones will. This means that there will only be half as many diagonals as the total number of angles multiplied by their possible diagonals (in other words half of n(n−3). This is why our final formula is: ${n(n - 3)}/2$ This is all the angles multiplied by their total number of diagonals, all divided by half so that we do not get overlapping diagonal lines. (Note: of course an alternative to using any form of the formula is to simply draw out your diagonals, making sure to be very very careful to not create any overlapping diagonal lines.) Just make sure you don't dizzy yourself keeping track of all your angles and diagonals. Typical Polygon Questions Now that we’ve been through all of our polygon rules and formulas, let’s look at a few different types of polygon questions you’ll see on the ACT. About half of ACT polygon questions you’ll see will involve diagrams and about half will be word problems. Most all of the word problems will involve quadrilaterals in some form or another. Typically, you will be asked to find one of three things in a polygon question: The measure of an angle (or the sum of two or more angles) The perimeter of a figure The area of a figure Let’s look at a few real ACT math examples of these different types of questions. 1. Finding the measure of an angle We know that we can find the degree measure of a regular polygon by finding their total number of degrees and dividing that by the number of sides/angles. So let us find the sum of the interior degrees of our pentagon. A pentagon can be divided into three triangles, so we know that it has a total of: 3(180) 540 degrees. If we divide this number by the number of sides/angles in a pentagon, we can see that each angle measure is: $540/5$ 108 Now, we also know that every straight line is 180 degrees. This means that we can find the exterior angles of the pentagon by subtracting the interior angles from 180. $180 - 108$ 72 We also know that a triangle's interior degrees always add up to 180, so we can find our final angle by subtracting our two known angles from 180. $180 - 72 - 72$ 36 Our final answer is C, 36. 2: Finding the perimeter of a figure We know that a square has, by definition, all equal sides. Because DC is 6, that means that ED, EB, and BC are all equal to 6 as well. We also know that an equilateral triangle has all equal sides. Because EB equals 6 and is part of the equilateral triangle, EB, AE, and AB are all equal to 6 as well. And, finally, the perimeter of the figure is made up of lines DE, EA, AB, BC, and CD. This means that our perimeter is: 6 + 6 + 6 + 6 + 6 30 Our final answer is C, 30. 3: Using or finding the area of the figure We know that the area of a rectangle is found by multiplying the length times the width, and we also know that a rectangle has two paris of equal sides. So we need to find measurements for the sides that, in pairs, add up to 24 and, when multiplied, will make a prouct of 32. One way we can do this is to use the strategy of plugging in answers. Let us, as usual when using this strategy, start with answer choice C. So, if we have a short side length of 3, we need to double it to find how much the short sides contribute to the total perimeter. $3 * 2$ 6 If we subtract this from our total perimeter, we find that the sum of our longer sides are: $24 - 6$ 18 Which means that each of the longer sides is: $18/2$ 9 Now, if one side length is 3 and the other is 9, then the area of the rectangle will be: $3 * 9$ 27 This is too small to be our area. We need the shorter side lengths to be longer than 3 so that the product of the length and the width will be larger. Let us try option J instead. If we have two side lengths that each measure 4, they will add a total of: $4 * 2$ 8 Now let us subtract this from the total perimeter. $24 - 8$ 16 This is the sum of the longer side lengths, which means we must divide this number in half to find the individual measures. $16/2$ 8 And finally, let us multiply the length times the width to find the area of the rectangle. $8 * 4$ 32 These measurements fit our requirements, which means that the shorter sides must each measure 4. Our final answer is J, 4. Now let's look at the strategies for success for your polygon questions (as well as what to avoid doing). How to Solve a Polygon Question Now that we’ve seen the typical kinds of questions you’ll be asked on the ACT and gone through the process of finding our answers, we can see that each solving method has a few techniques in common. In order to solve your polygon problems most accurately and efficiently, take note of these strategies: #1: Break up figures into smaller shapes Don’t be afraid to write all over your diagrams. Polygons are complicated figures, so always break them into small pieces when you can. Break them apart into triangles, squares, or rectangles and you’ll be able to solve questions that would be impossible to figure out otherwise. Alternatively, you may need to expand your figures by providing extra lines and creating new shapes in which to break your figure. Just always remember to disregard these false lines when you’re finished with the problem. If we create and expand new lines in our figure, we can make our lengths and sides a little more clear. We can also see why this works because our red lines are essentially extensions of the perimeter branching outwards in order to give us a clearer picture. Now, we know that, because the bottom-most horizontal line is equal to 20, the sum of all the other horizontal lines is also equal to 20. We can also see that all the vertical lines will add up to: 12 + 8 + 8 + 12 This means that our total perimeter will be: 20 + 20 + 12 + 12 + 8 + 8 80 Our final answer is B, 80. #2: Use your shortcuts If you don’t feel comfortable memorizing formulas or if you are worried about getting them wrong on test day, don’t worry about it! Just understand your shortcuts (for example, remember that all polygons can be broken into triangles) and you’ll do just fine. #3: When possible, use PIA or PIN Because polygons involve a lot of data, it can be very easy to confuse your numbers or lose track of the path you need to go down to solve the problem. For this reason, it can often help you to use either the plugging in answer strategy (PIA) or the plugging in numbers strategy (PIN), even though it can sometimes take longer (for more on this, check out our guides to PIA and PIN). #4: Keep your work organized There is a lot of information to keep track of when working with polygons (especially once you break the figure into smaller shapes). It can be all too easy to lose your place or to mix-up your numbers, so be extra vigilant about your organization and don’t let yourself lose a well-earned point due to careless error. Before you go ahead and put your polygon knowledge to the test, take a moment to bask in some much-needed Cuteness. Test Your Knowledge Now, let's test your knowledge on polygons with some real SAT math examples. 1. 2. 3. 4. Answers: D, C, G, G Answer Explanations: 1. In order to find the number of distinct diagonals, we can, as always, either use our diagonal formula or be very (very) careful to draw our own. Let us try both methods. Method 1: formula ${n(n - 3)}/2$ We have a hexagon, so there are 6 sides. We can therefore plug 6 in for n. ${6(6 - 3)}/2$ $6(3)/2$ $18/2$ $9$ There will be 9 distinct diagonals. Our final answer is D, 9. Method 2: drawing it out If we draw our own diagonals, we can see that there are still 9 diagonals total. We can color-code these lines here, but you will not have that option on the test, so make sure you are both able to draw out all your diagonals and not count repeat lines. When done correctly, we will have 9 distinct diagonals in our hexagon. Our final answer is D, 9. 2. We know that, by definition, a parallelogram has two pairs of equal sides. So if one side measures 12, then at least one of the other three sides must also measure 12. So let us first subtract our pair of 12-length sides from our total perimeter of 72. $72 - 12 -12$ 48 The remaining pair of sides will have a sum of 48. We also know that the remaining pair of sides must be equal to one another, so let us divide this sum in half in order to find their individual measures. $48/2$ 24 This means that our parallelogram will have side measures of: 12, 12, 24, 24 Our final answer is C. 3. We are told that each of these rectangles is a square, which means that the side lengths for each square will be equal. We also know that, in order to find the area of a square, we can simply square (multiply a number by itself) one of the sides. So, if the larger square has an area of 50 square centimeters, that means that one of the side lengths squared must be equal to 50. In other words: $s^2 = 50$ $s =√50$ $s =√25 *√2$ $s = 5√2$ (For more info on how to manipulate roots and squares like this, check out our guide to ACT advanced integers.) So now we know that the length of each of the sides of the larger square is $5√2$. We also know that the area of the smaller square is 18 and that the length of one of the sides of the shorter square is the length of the side of the larger square, minus x. img src="http://cdn2.hubspot.net/hubfs/360031/body_square_example.png" alt="body_square_example" style="display: block; margin-left: auto; margin-right: auto; width: 212px;" width="212" So let us find x by using this information. $(5√2 - x)^2 = 18$ $5√2 - x =√18$ $5√2 - x =√9 *√2$ $5√2 - x = 3√2$ $-x = -2√2$ $x = 2√2$ We have successfully found the length of $x$. Our final answer is G,$2√2$. 4. We have a few different ways to solve this problem, but one of the easiest is to use the strategy of plugging in our own numbers. This will help us to visualize the lengths and areas much more solidly. So let us imagine for a minute that the longest length of our rectangle is 12 and the shorter side is 4. (Why those numbers? Why not! When using PIN, we can choose any numbers we want to, so long as they do not contradict our given information. And these numbers do not, which means we're good to go.) Now, to make life even simpler, let us divide our rectangle in half and just work with one half at a time. Now, because we have divided our rectangle exactly in half (and we know that we did this because we are told that F and E are both midpoints of the longest side of our rectangle), we know that BF must be 6. Now we have four triangles, three of which are shaded. In order to find the ratio of unshaded area to shaded area, let us find the areas of each of our triangles. To find the area of a triangle, we know we need: ${1/2}bh$ If we take the triangle on the left, we already know that our base is 4. We also know that the height must be 3. Why? Because point G is directly in the middle of our rectangle, so the height will be exactly half of the line BF. This means that our left-most triangle will have an area of: ${1/2}bh$ ${1/2}(4)(3)$ $(2)(3)$ $6$ Now, we know that our right-most triangle (the unshaded triangle) will ALSO have an area of 6 because its height and base will be exactly the same as our left triangle. So let us find the areas of our top and bottom triangles. Again, we already have a given value for our base (in this case 6) and the height will be exactly half of the line BA. This means that the area of our top triangle (as well as our bottom triangle) will be: ${1/2}bh$ ${1/2}(6)(2)$ $(3)(2)$ $6$ Both the left and the top-most triangles have an area of 6, which means that ALL the triangles have equal areas. There is 1 unshaded triangle and 3 shaded triangles. This means that the ratio of unshaded to shaded triangles is 1:3. We also know that this will be the same ratio if we were to complete the problem for the other half of the rectangle. Why? We cut the shape exactly in half, so the ratio of all the unshaded triangles to shaded triangles will be: 2:6 Or, again: 1:3 Our final answer is G, 1:3. A little practice, a little flare, and you've got the path down to all your right answers. The Take Aways Once you internalize the few basic rules of polygons, you’ll find that these questions are not generally as difficult as they may appear at first blush. You may come across irregular polygons and ones with many sides, but the basic strategies and formulas will always be the same. Remember your strategies, keep your work well organized, and know your key definitions, and you will be able to take on even the most difficult polygon questions the ACT can throw at you. What’s Next? You've mastered polygons and now you're raring to take on more (we're guessing). Luckily for you, there are so many more math topics to cover! Take a glance through all the math topics that will appear on the ACT to make sure you've got them locked down tight. Then go ahead and check out our ACT math guides to brush up on any topics you might be rusty on. Feeling nervous about circle questions? Roots and exponents? Fractions and ratios? Whatever you need, we have the guide for you. Want to learn some of the most useful math strategies on the test? Check out our guides to plugging in answers and plugging in numbers to help you solve questions that may have had you scrambling before. Want to get a perfect score? Look no further than our guide to getting a perfect 36 on ACT math, written by a perfect-ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

National Woman Suffrage Association - NWSA

National Woman Suffrage Association - NWSA Founded: May 15, 1869, in New York City Preceded by: American Equal Rights Association (split between American Woman Suffrage Association and National Woman Suffrage Association) Succeeded by: National American Woman Suffrage Association (merger) Key figures: Elizabeth Cady Stanton, Susan B. Anthony. Founders also included Lucretia Mott, Martha Coffin Wright, Ernestine Rose, Pauline Wright Davis, Olympia Brown, Matilda Joslyn Gage, Anna E. Dickinson, Elizabeth Smith Miller. Other members included Josephine Griffing, Isabella Beecher Hooker, Florence Kelley, Virginia Minor, Mary Eliza Wright Sewall, and Victoria Woodhull. Key characteristics (especially in contrast to the American Woman Suffrage Association): condemned passage of the 14th and 15th Amendments, unless they were changed to include womensupported a federal Constitutional Amendment for womens suffragebecame involved in other womens rights issues beyond suffrage, including the rights of working women (discrimination and pay), reform of marriage and divorce laws.had a top-down organizational structuremen could not be full members although they could be affiliated Publication: The Revolution. The motto on the masthead of The Revolution was Men, their rights and nothing more; women, their rights and nothing less! The paper was largely financed by George Francis Train, a womans suffrage advocate also noted for opposing suffrage for African Americans in the campaign in Kansas for womens suffrage (see American Equal Rights Association). Founded in 1869, before the split with the AERA, the paper was short-lived and died in May 1870. The rival newspaper, The Womans Journal, founded January 8, 1870, was much more popular. Headquartered in: New York City Also known as: NWSA, the National About the National Woman Suffrage Association In 1869, a meeting of the American Equal Rights Association showed that its membership had become polarized on the issue of support for ratification of the 14th Amendment. Ratified the previous year, without including women, some of the womens rights activists felt betrayed and left to form their own organization, two days later. Elizabeth Cady Stanton was the first president of the NWSA. All members of the new organization, the National Woman Suffrage Association (NWSA), were women, and only women could hold office. Men could be affiliated, but could not be full members. In September of 1869, the other faction which supported the 14th Amendment despite it, not including women, formed its own organization, the American Woman Suffrage Association (AWSA). George Train supplied significant funding for the NWSA, usually called the National. Before the split, Frederick Douglass (who joined the AWSA, also called the American) had denounced the use of funds from Train for womens suffrage purposes, as Train opposed black suffrage. A newspaper headed by Stanton and Anthony, The Revolution, was the organ for the organization, but it folded very quickly, with the AWSA paper, The Womans Journal, much more popular. The New Departure Before the split, those who formed the NWSA had been behind a strategy originally proposed by Virginia Minor and her husband. This strategy, which the NWSA adopted after the split, relied on using the equal protection language of the 14th Amendment to assert that women as citizens already had the right to vote. They used language similar to the natural rights language used before the American Revolution, about taxation without representation and governed without consent. This strategy came to be called the New Departure. In many locations in 1871 and 1872, women attempted to vote in violation of state laws. A few were arrested, including famously Susan B. Anthony in Rochester, New York. In the case of United States v. Susan B. Anthony, a court upheld Anthonys guilty verdict for committing the crime of attempting to vote. In Missouri, Virginia Minor had been among those who attempted to register to vote in 1872. She was turned down, and sued in state court, and then appealed all the way to the United States Supreme Court. In 1874, a unanimous verdict by the court declared in Minor v. Happersett that while women were citizens, suffrage was not a necessary privilege and immunity to which all citizens were entitled. In 1873, Anthony summarized this argument with her landmark address, Is It a Crime for a U.S. Citizen to Vote? Many of the NWSA speakers who lectured in various states took up similar arguments. Because the NWSA was focusing on the federal level to support womens suffrage, they held their conventions in Washington, D.C., even though headquartered in New York City. Victoria Woodhull and the NWSA In 1871, the NWSA heard an address at its gathering from Victoria Woodhull, who testified the previous day before the U.S. Congress supporting woman suffrage. The speech was based on the same New Departure arguments that Anthony and Minor acted upon in their attempts to register and vote. In 1872, a splinter group from the NWSA nominated Woodhull to run for president as a candidate of the Equal Rights Party. Elizabeth Cady Stanton and Isabella Beecher Hooker supported her run and Susan B. Anthony opposed it. Just before the election, Woodhull released some salacious allegations about Isabella Beecher Hookers brother, Henry Ward Beecher, and for the next few years, that scandal continued with many in the public associating Woodhull with the NWSA. New Directions Matilda Joslyn Gage became president of the National in 1875 through 1876. (She was Vice President or head of the Executive Committee for 20 years.) In 1876, the NWSA, continuing its more confrontational approach and federal focus, organized a protest at the national exhibition celebrating the centennial anniversary of the nations founding. After the Declaration of Independence was read at the opening of that exposition, the women interrupted and Susan B. Anthony made a speech on womens rights. The protestors then presented a Womens Declaration of Rights and some Articles of Impeachment, arguing that women were being wronged by the absence of political and civil rights. Later that year, after months of gathering signatures, Susan B. Anthony and a group of women presented to the United States Senate petitions signed by more than 10,000 advocating womens suffrage. In 1877, the NWSA initiated a federal Constitutional Amendment, written mostly by Elizabeth Cady Stanton, which was introduced into the Congress every year until it passed in 1919. Merger Strategies of the NWSA and AWSA began to converge after 1872. In 1883, the NWSA adopted a new constitution allowing other woman suffrage societies including those working at the state level to become auxiliaries. In October of 1887, Lucy Stone, one of the founders of the AWSA, proposed at that organizations convention that merger talks with the NWSA be initiated. Lucy Stone, Alice Stone Blackwell, Susan B. Anthony and Rachel Foster met in December and agreed in principle to proceed. The NWSA and AWSA each formed a committee to negotiate the merger, which culminated in the 1890 beginning of the National American Woman Suffrage Association. To give gravitas to the new organization, three of the best-known leaders were elected to the three top leadership positions, although each was aged and somewhat ailing or otherwise absent: Elizabeth Cady Stanton (who was in Europe for two years) as president, Susan B. Anthony as vice president and acting president in Stantons absence, and Lucy Stone as head of the Executive Committee.

A List of 50 Most Popular Expository Essay Writing Topics

A List of 50 Most Popular Expository Essay Writing Topics Look through the list of 50 best expository essay topics to choose one for your expository writing. If you are assigned to write an expository essay youll definitely need to get to know the main expository writing promps. Weve published a series of articles on the theme of expository writing: What Is an Expository Essay? 6 Steps of Expository Essay Writing Expository Essay Sample And below youll find a list of 50 most popular expository topics: Expository Essay Topics: Restaurant McDonalds uses pink slime mixture in Chicken McNuggets product McDonalds washing beef with ammonia solution Subway says Eat Fresh but doesnt slice their meat in-store Olive Garden uses bagged salad mixes and not fresh products for their signature salad Why do pizza chains, like Pizza Hut, use dough that comes in frozen? Taco Bells ground beef is actually only 35% meat Fast food chains charging $0.30 for a slice of tomato on a sandwich Fast food chains overcharging for substitutions such as sauce changes, adding cheese or extra sauces/veggies Expository Essay Topics: Politics Social Security will be obsolete by the time Generation X is old enough to retire Obama Care is still not affordable Government hides full details of the financial status of the country National news networks attack the government for answers with no replies Is the security of the nation really being protected? Is forcing health insurance on citizens actually legal? For those that cannot afford health insurance, is putting them in jail or fining them really the right answer? Why is the US Government unable to allow other countries to fend for themselves? Do the taxes you pay really go toward benefitting the country or just to satisfy the financial hardships of a mismanaged governmental system? Why are those without children forced to pay school taxes in the city they reside in? Why do states force residents to pay taxes in both the city they live in and the city they work in? Why does the Government cover up its mishaps instead of informing the public of the flaws? Tea party demonstrators’ protest only for the media attention The Government is failing by not being financially stable to support those that were injured serving the country Government agencies are protected from the law Expository Essay Topics: Medicine Health Insurance companies cannot deny you but that doesnt mean you can afford coverage How much does it really cost a doctor to spend 10 minutes with a patient for an office visit? Why are Emergency Room visits so expensive even for minor visits where no tests are done? Do you check your hospital bill? Many items are double billed. Does every misdiagnosis deserve a lawsuit? Is Fibromyalgia really a disease? Why are patients without insurance treated differently at hospitals than those with insurance? The hypocritical oath that doctors have to take does not apply to how patients are really treated Herbal supplements are used as pads for companies to profit without FDA studies being conducted Doctors push certain medications to increase profits for certain pharmaceutical companies Expository Essay Topics: Celebrities Paula Deen uses racial slur years ago and gets scrutinized and dropped by sponsors Justin Bieber plays a birthday song in the nude in front of an elderly person Celebrity crimes and why celebrities get lesser penalties Why are celebrities given lesser sentences for repeat crimes? Celebrities are offered options regarding punishments for crime that regular offenders are not Miley Cyrus and her change in personality The Cyrus family is in the middle of major controversy since with the pending divorce The real reason Jason Aldean chose to leave his wife and their previous marital problems What is the real reason that Lady Gaga dresses the way she does? Is it really for the attention? Is being a celebrity really all its cracked up to be? What life is really like with mass media attention Expository Essay Topics: General Issues Police officers do not follow the traffic laws they enforce Court systems in America are not hard on deadbeat mothers Dads seeking custody of children are denied more often than not even when mothers are dangers to their children Social Security is paid to those without real ailments, such as unprovable chronic migraines The elderly are living poorer in this decade than in the last century DUI offenders have rights, and why this is false Why do those that have committed serious or vile crimes serve less time than a violator of probation If you are working on an expository essay and found no topic that matches your needs in our list expository essay topics, we will help you to select the topic you require and work on it. Our support staff will assign you a writer with a suitable background and experience, which will result in a paper that is properly written and formatted.  Place your order  to start working with our essay writing service.

Bullying Research Paper Example | Topics and Well Written Essays - 1250 words - 1

Bullying - Research Paper Example Bullying is the act of intimidating or influencing someone who is weak in terms of strength, status or experience. According to Harris, Ireland and Forsyth, bullying is a way for the powerful to suppress the weaklings or just express their dominance over them (Harris 302, Ireland 80 & Forsyth 225). What leads to this attitude of the bullies’ and their underlying need to be accepted as superior is a different debate altogether. Bullying is considered as an everyday part of the society, but this does not mean that it should be accepted as a norm by the society. The society and the stakeholders need to counter this issue since those who are victims as well as bullies fall in the age bracket of those categorized as children and are considered as the most important section. The research question that this study sorts to address in this research is â€Å"whether childhood bullying impacts the adult life of the bully as well as the victim?† The hypothesis of the present study is that â€Å"bullying negatively impacts the childhood as well as the adult life of a bully as well as victim†. ... Psychological studies suggest that some children resort to bullying to overcome their fear of non-acceptance (Kostelnik 382). Copeland conducted a research to find out the effects of bullying on adult life and for this, they took a sample of 1420 young people and researched them at two age points 6-11 years and 24-26 years (Copeland 423). The group was classified into the bullies and victims and a third group of people that fell into both the categories, changing from the victim to a bully in adolescent, bully victims. After a comprehensive study, it was revealed that the bullies fared fairly well in their adult life as compared to the victims. The victims were researched to be six times more vulnerable to psychiatric disorders and other health problems as compared to people not involved in bullying or being bullied. Social Development of Bully and Victim In childhood, the effects of being bullied at school, neighborhood or elsewhere can be detected very easily. According to Maudlin, the characteristics of victims of bullying may or may not include â€Å"anxious, insecure, cautious, low self-esteem, defenseless, lower number of friends, experiencing social isolation and relatively newer to a particular school† (Maudlin 31). Since a child is too scared generally to discuss such an experience at the fear of being mocked or victimized again, this becomes an innate experience that eats up the child from the inside. He tends to feels oppressed and low most of the time which results in his retreating nature. The bully, however, is bound to have a dominating nature and a rowdy personality. His lack of regard for other’s feelings is a symptom of his bullying. As the child enters adolescent age, with

Sun Exposure Essay Example | Topics and Well Written Essays - 250 words

Sun Exposure - Essay Example The most important information to capture in educating patients about the skin and sun exposure relates to the benefits and damages that the sun causes to the skin. The patients need to understand the extent of sun that is necessary for their skin. This is in the view that vitamin D; a crucial vitamin in the human body can be derived from sun rays (Reichrath, 2008). However, excessive exposure of the skin to the sun is harmful, and can result in skin diseases; among them skin cancer. The patients have to be equipped with vast explanations as to how such scenarios may arise. On the other hand, the damaging aspect of sun exposure to the skin would be crucial to account for, making patients understand the process behind the harmful aspects of sun exposure to the skin. Personally, the underlying risks of sun exposure are well understood. On the simple step towards reducing such risks, covering the skin in extreme sunny days comes in handy. Over and above this, use of certified products that protect the skin from harmful aspects of sun exposure also works. On the same note, having regular checkups by a dermatologist and seeking relevant advice and information towards minimizing sun exposure, or actually alleviating the underlying risks

Evaluating The Research Methods Assignment Example | Topics and Well Written Essays - 500 words

Evaluating The Research Methods - Assignment Example This is whereby data is collected and analyzed so as to come up with a trend or gather information from it. This is in contrast to deductive approach which collects data with an already pre-existing hypothesis and looks to prove or disprove it. His research is also non experimental since he has no controls and his results do not have a specific precision that they must fulfill. This is in contrast to experimental research where the observer has a controllde environment and has a precise expected result. His research is also quantitive in nature since he relies on numerical statistics to come up with results. A good example is the way he also samples several tourist hotels for bed occupancy after taxation and uses this data to come up with generalizations about the whole industry. In one instant where he says they edited a book on Japan day to day life, he was an active observer. This can be deduced from the questions that he sought to answer e.g. why vending machines were so prevalent. From this easy, it is easy to see that a researcher can choose to use a mix of methods to best suit his aims. Mak, J., Moncur, J. E., & Yonamine, D. (1976). Selected summary statistics of U.S. westbound visitors to Hawaii: From the 1974 Hawaii Visitors Bureau visitor opinion survey. Honolulu: University of

Formal report Research Proposal Example | Topics and Well Written Essays - 1250 words

Formal report - Research Proposal Example Furthermore, the platform has made it possible for the company to conduct research at very low costs, understand aspects that cause changes in tastes and preferences of the customers, and make changes when they are needed in order to prevent customers from shifting towards the substitutes in the market. With the increasing levels of globalization resulting from liberalization of markets, efficient flow of information, and integration of economies, the level of competition in the local market has increased tremendously. This results from the entry of multinational companies which have a huge financial base to segment the market, position their products strategically in the market, and attract the loyalty of the customers towards their products and services. However, since the inception of Apple Inc, the company has been recording tremendous growth. Initially, the company was using traditional marketing methods, i.e. use of audio, visual, and print media. Nevertheless, after intense competition from Samsung, Huawei, and Sony, the company shifted to social media marketing. Social media enables the company to reach a global market. Currently, the largest market segment composes of the young generation. This is a segment that has a disposable income which they are willing to use in purchasing high quality products irrespective of their price. Since the entry of the internet in the market, young people have been able to access the social media. This has been facilitated by the lowering of prices of gadgets such as phones, tablets, Ipads, etc. As a result, majority of the young people have turned towards the social media in order to look for their products of choice. This creates a good advertising platform to the company (Hasan 2013). Apple Inc has been able to tap this opportunity through setting up a specific department mandated with advertising its products in the social media. This has played a significant role in increasing