Simple Crier (to Shout) Verb Conjugations in French

Simple Crier (to Shout) Verb Conjugations in French To shout or to scream in French uses the verb  crier. Its an easy one to remember if you remember that you cry out when you scream. Transforming it into the past, present, or future tense requires a verb conjugation and a quick lesson will show you how its done. Conjugating the French Verb  Crier The conjugations of French verbs  are a little complicated. You must, of course, change the ending to match the tense, but theres also a new ending used for each subject pronoun. That means you have more words to commit to memory. The good news is that  crier  is a  regular -ER verb  and it follows a very common verb conjugation pattern. The infinitive endings you see here are the same youll find in conjugations of  crà ©er  (to create),  fà ¢cher  (to make angry), and countless other verbs. To study these conjugations, pair the subject pronoun with the proper tense. For instance, I shout is je crie and we will scream is nous crierons Practicing these in various contexts will help with your memorization. Subject Present Future Imperfect je crie crierai criais tu cries crieras criais il crie criera criait nous crions crierons criions vous criez crierez criiez ils crient crieront criaient The Present Participle of Crier Adding -ant  to the verb stem  cri-  creates the  present participle  criant. This is a verb, of course, though you may also use it as an adjective, gerund, or noun in some circumstances. The Past Participle and Passà © Composà © The  passà © composà ©Ã‚  is another form of the past tense. It requires the  past participle  crià ©, which is attached to the subject pronoun and a conjugation of  avoir  (an  auxiliary, or helping, verb). Putting the passà © composà © together is rather simple: I screamed becomes jai crià © and we shouted is nous avons crià ©. More Simple Crier  Conjugations The subjunctive verb form is used when the action of shouting is questionable, subjective, or uncertain. Similarly, the conditional verb form implies that the action may not happen unless something else happens. Primarily found in literature, you may not use the passà © simple nor the imperfect subjunctive yourself. However, you should be able to recognize them as a form of  crier. Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je crie crierais criai criasse tu cries crierais crias criasses il crie crierait cria crit nous criions crierions crimes criassions vous criiez crieriez crites criassiez ils crient crieraient crirent criassent A very useful form of  crier  is the imperative verb form. This is used for exclamations and when using it, you can skip the subject pronoun: use crie rather than tu crie. Imperative (tu) crie (nous) crions (vous) criez

Why Do NaNoWriMo

Why Do NaNoWriMo For half a million writers worldwide the month of November is NaNoWriMo (National Novel Writing Month). As a  NaNoWriMo  mentor and writer its the highlight of my writing year. Have you considered it? The NaNoWriMo challenge to write 50,000 words in 30 days began in 1999. Its a non-profit effort run mostly for Elephants">Water for Elephants. The regions are supported Is there a prize? No. NaNoWrio isnt a writing competition, its a creative challenge. Its benefits include discounts on writing tools, bragging rights, improved writing resume, increased creativity, finding a local writing community, and most importantly, a first draft of your book. Does it have to be in November? November doesnt suit everybody. You could try  Camp NaNo. It runs in April and July and is a smaller event with more flexible targets. I used it to start a short fiction collection. Others complete a novel, edit a book, or write a script – your choice. Is there a cost? No, it runs on writer donations. Is it possible? Yes, but must commit to it. Statistically 17 percent  of writers finish NaNoWriMo but weve pushed that to 40 percent in my region thanks to advance preparation. Telling your friends and family gives you cheerleaders. Planning your plot and  characters and doing some research helps you face the blank page. Scheduling two hours for writing daily will keep you on track. Freezing dinners and turning off the TV will create writing time. When struggling to meet my word count I hand the WiFi router to my husband. Will it get me published? No, but its a start. My small region now has several published writers who still participate in NaNo annually. One poet self-published her collection and runs the poetry performances in the regional arts festival. A romance novelist has her first childrens book out. A zombie-thriller writer is a national novel contest finalist. What you do with your book after NaNoWriMo is up to you, but meeting other writers is inspirational. Why bother? I get asked this often and I have many answers. Writing a book in November gives me work to edit and submit for the rest of the year. Writing daily (as Hope recommends) gives  me a more professional approach to my work. NaNoWriMo encourages  me to try new genres and restored the fun in my writing. I meet other writers and built a year-round network. NaNoWriMo provides plenty of support apart from your local mentor. Theres a blog and published authors interact and inspire via  #NaNoCoach. The discounts on writing tools are hand,  and I enjoy my winners certificates and web-badges. Exclusive pep talks from bestsellers like  Neil Gaiman,  Diana Gabaldon, and  John Green  are fantastic. First-timers worry about the deadline but shouldnt. Even if you dont reach 50,000 words you will definitely write more than normally that you would otherwise in November. If you prefer to write plays, poetry or short fiction, join us anyhow. You get a cool title – NaNoRebel. If you write, youre welcome. This November consider becoming participant 500,001. NaNoWriMo Resources  ·      Ã‚  Ã‚  nanowrimo.org  ·         http://ywp.nanowrimo.org  Ã‚   Young Writers Programme (age 17 and under)  ·         http://campnanowrimo.org/about   Camp NaNo  ·         http://nanowrimo.org/pep-talks   Exclusive Pep Talks archive  ·         http://blog.nanowrimo.org/ Blog free cover contest  ·         http://nanowrimo.org/sponsor-offers   Offers for winners and participants

Regulatory Theory Essay Example | Topics and Well Written Essays - 1750 words

Regulatory Theory - Essay Example Due to convergence of the information and communication technologies into a common delivery model, states were forced to undertake a review of existing legislations and create a new set of guide lines not only to attract private investments but also to meet techno sociological needs of the nation. The first waves of reforms were introduced in 1990s until then telecommunications services were provided by the government under monopoly regime. Private players were allowed to enter the sector when they brought with them the mobile telephony, VoIP, broadband internet and many other value added services. This necessitated the new regulatory frame work to allow the smooth working of these operators in the marketplace. ICT technology is evolving rapidly and the world has become a global village where voice communication and transfer of data takes place at a wink of eye. Analog technologies have got replaced with more efficient digital signals and data storage. ICT networks are now currently relying more on packet switching instead of analog based circuit switching. The shift in technologies has certain implications for regulators and network operators. It will be appropriate to identify how operators are affected with these technological changes. 1. Owing to change in technologies, Network operators have to overhaul existing setup and install new equipments. This necessitates a significant capital outlay for new infrastructure. 2. Development of the Internet and digitalization of the technology has given users a greater flexibility and control over networks to use the services they require; however, operators have less control over how consumers interact with networks and utilize the services in voice and data segments. 3. The governments of the countries allocate spectrum, and often specify how the portion of the spectrum is to be used. Operators are regulated in designing their tariffs, uses and services to their customers. These decisions affect the flexibility of s pectrum in providing ICT services. The historical allocations of spectrum limit the scope for service providers to offer new innovative wireless services. Mobile internet access requires more spectrum than previously made available to the operators. Competitive market is said to be efficient and self corrective when numerous player vie for a given cake. The advantage is that competition helps achieve optimum use of resources and indulges in self correcting as per the demand of the market. Rationale for an Effective Regulator Even in a Competitive Market An effective regulatory body is required to regulate the market players which checks unfair market practices, protects consumer interest and ensures optimum use of resources in national interests. This is in the same fashion as The Bank of England regulates some of the important monetary functions such as money supply, interest rate, repo and reverse repo rate, and private banks are free to formulate their own strategies and compete within the given guidelines as per the regulatory framework enacted by the central bank. Owing to the nature of ICT technology and a host of evolving new technologies, it becomes necessary to ensure fair allocation and the optimum use of spectrum in the larger interest of nation. This also requires having a regulatory body in place to chalk out various policies, procedures, and rules which creates a healthy and competitive environment ensuring the following: 1. Allocation and management of scarce resources in the national interest. 2. Oversees the smooth expansion of ICT networks and services. 3. Creates an

Dunkleosteus Essay Example | Topics and Well Written Essays - 500 words

Dunkleosteus - Essay Example The living organisms in this classification include sharks, rays, chimearas, ray-finned fishes, and land vertebrates. The clade of Placodermi is now in extinction because of the incapacity of the organisms to survive. The Placoderm are characterized by the presence of dermal armor comprising of a head armor and thoracic armor. Their thoracic armor is distinct because the foremost dental plates forms a ring around the body and include one median dorsal plate (Janvier 3). The order Anthrodita is comprised of organisms in Placodermi which have movable joints between the armor surrounding the head and the body. The organisms belonging to this class is also distinct for their two sets of upper tooth plates, gnathal plates which are tuberculated, and large endocrinal postorbital process (Janvier 4). These structures allow the lower jaw to move down while the head shield also budge for a large opening. Together with their extinctions of these prehistoric armored fish, their primary characteristics of having armors which covers their entire head and some of their body.

Phones a Blessing or a Curse Essay Example for Free

Phones a Blessing or a Curse Essay Technology plays a significant role in our daily lives; technology has without a doubt, made our lives very easy for us. Technology, along with its unlimited advantages also has a lot of disadvantages. Technology is a gift to ourselves so that we can live our lives more comfortably but many people tend to abuse this gift for their own pleasure or personal gain. Cell Phone is one such device that has made our life so easy that we cannot even think of a world without it. This electronic device has multiple uses and functions. It has become an important part and parcel of our life. Without cell phones we usually feel incomplete. Trendy and stylish cell phones have become a part of fashion now days. It has now become a multi-utility device, and not just remain a communication device. see more:essay on mobile phone advantages and disadvantages wikipedia Uses of cell phones: †¢ Mobile phones are the most convenient and fastest means of communication. You can call anyone from anywhere and anytime. †¢ It is a great source of entertainment also. We can play games, listen to music, talk to your friends, send messages, and so on when we get bored. †¢ It can be used for capturing and storing important information. †¢ It can function as a radio. We can listen to music while driving and traveling. †¢ Mobiles can replace watches to check the time and alarm clocks that wakes us up. †¢ Our voice can also be recorded in our mobiles. †¢ It can be used as a torch when the light goes. †¢ Mobiles with cameras are used to take photos and making videos. We can also freeze our memorable moments. †¢ Mobiles also have calendars to check days and dates. †¢ We can download our favorite songs, wallpapers, ring tones, and movies in our mobile. †¢ If we lost the way, we can use our mobile and call for help. †¢ Use mobile phones in place of paper and pen. This saves paper, which in turn saves trees. †¢ Mobile phones having the facility of calculator help to do mental calculations.

Voyage and Psychological Development in Homers Odyssey Essay example -

The Voyage and Psychological Development in Homer's Odyssey      Ã‚  Ã‚   Homer's Odyssey arguably stands out head and shoulders above any other piece of epic literature produced by Western civilization for nearly three millennia. Most remarkable is the extent to which the Western hero archetype is to this day still a result of the molding that occurred upon the character of Odysseus so long ago. In imagining a police lineup of the most profoundly influencing protagonists of Western epic poetry, surely Odysseus would impress in stature and roguish airs far beyond the others for is not the gray-eyed Athena, daughter of rain-bringing Zeus himself, bound in devotion to this mortal hero? It is she who repeatedly enhances Odysseus' appearance so as to impress upon others his god-like qualities: And Athene, she who was born from Zeus, made him Bigger to look at and stouter, and on his head Made his hair flow in curls, like the hyacinth flower . . . So she poured grace upon his head and shoulders. (6.229-35) In anointing Odysseus in similar fashion throughout the tale of his arduous journey homeward, the ancient as well as modern reader cannot help but look to Odysseus as a role model. Implicit in this behavioral model is one of Homer's many subtexts, namely that having one or more of the gods on one's side is not enough to guarantee even a partial success in one's endeavors. The god Poseidon stands in direct opposition to Odysseus' goal of reaching Ithaca, yet his attacks upon the hero always fall just short of actually killing him. Instead, with each calamity that befalls Odysseus at Poseidon's hand, the hero is faced with a parallel inward struggle. Surviving the physical realm at first seems to be the test when actually it ... ...side of the woman (the animus) and the passive, feminine side of the man (the anima). Although the two figures are always tempting the ego to identify itself with them, a real understanding even on the personal level is possible only if the identification is refused. (Jung 16: 469) Perhaps The Odyssey, when seen from the perspective of Jungian and post-Jungian psychology, offers the reader a rich model for their own psychological development and an opportunity to re-examine the hero archetype in Western civilization. Works Cited Cirlot, J.E., A Dictionary of Symbols. New York: Barnes & Noble, 1971. Hillman, James. Anima: An Anatomy of a Personified Notion. Dallas: Spring Publications, 1985. Homer. The Odyssey. Trans., Ed. Albert Cook. New York: W.W. Norton, 1993. Jung, C.G. Collected Works. 20 vols. Trans. R.F.C. Hull. Princeton: Princeton U P, 1954.    Voyage and Psychological Development in Homer's Odyssey Essay example - The Voyage and Psychological Development in Homer's Odyssey      Ã‚  Ã‚   Homer's Odyssey arguably stands out head and shoulders above any other piece of epic literature produced by Western civilization for nearly three millennia. Most remarkable is the extent to which the Western hero archetype is to this day still a result of the molding that occurred upon the character of Odysseus so long ago. In imagining a police lineup of the most profoundly influencing protagonists of Western epic poetry, surely Odysseus would impress in stature and roguish airs far beyond the others for is not the gray-eyed Athena, daughter of rain-bringing Zeus himself, bound in devotion to this mortal hero? It is she who repeatedly enhances Odysseus' appearance so as to impress upon others his god-like qualities: And Athene, she who was born from Zeus, made him Bigger to look at and stouter, and on his head Made his hair flow in curls, like the hyacinth flower . . . So she poured grace upon his head and shoulders. (6.229-35) In anointing Odysseus in similar fashion throughout the tale of his arduous journey homeward, the ancient as well as modern reader cannot help but look to Odysseus as a role model. Implicit in this behavioral model is one of Homer's many subtexts, namely that having one or more of the gods on one's side is not enough to guarantee even a partial success in one's endeavors. The god Poseidon stands in direct opposition to Odysseus' goal of reaching Ithaca, yet his attacks upon the hero always fall just short of actually killing him. Instead, with each calamity that befalls Odysseus at Poseidon's hand, the hero is faced with a parallel inward struggle. Surviving the physical realm at first seems to be the test when actually it ... ...side of the woman (the animus) and the passive, feminine side of the man (the anima). Although the two figures are always tempting the ego to identify itself with them, a real understanding even on the personal level is possible only if the identification is refused. (Jung 16: 469) Perhaps The Odyssey, when seen from the perspective of Jungian and post-Jungian psychology, offers the reader a rich model for their own psychological development and an opportunity to re-examine the hero archetype in Western civilization. Works Cited Cirlot, J.E., A Dictionary of Symbols. New York: Barnes & Noble, 1971. Hillman, James. Anima: An Anatomy of a Personified Notion. Dallas: Spring Publications, 1985. Homer. The Odyssey. Trans., Ed. Albert Cook. New York: W.W. Norton, 1993. Jung, C.G. Collected Works. 20 vols. Trans. R.F.C. Hull. Princeton: Princeton U P, 1954.   

The Shrouded Woman by Maria Luisa Bombal

 «Bombal – with her bold disregard for simple realism in favor of a heightened reality in which the external world reflects the internal truth of the characters' feeling, and with her deliberate mingling of fantasy, memory and event – is the precursor of the magical realism that is the flower of South American writing today. . . .Her novels awake a feeling of genuine discovery, of minds and hearts not borrowed from European literature but indigenous to a New World of thought and feeling » – Chicago Tribune.Marà ­a Luisa Bombal (Vià ±a del Mar, 6 July 1910 – 6 May 1980) was a Chilean authoress.   Her work now comes into a notice by themes of eroticism, surrealism and proto-feminism, and she towers over a small number of Latin American female authors whose works became famous. Bombal was one of the first Spanish American novelists to break away from the realist tradition in fiction and to write in a highly individual and personal style, stressing irr ational and subconscious themes (Delbanco 26). «The Shrouded Woman », as well as other works is full of drama. In this work an authoress spares attention to such themes, as feminism and the life after death. A short story is filled with senses and experiencing. She incorporated the secret inner world of her women protagonists into the mainstream of her novel. She added so much additional explanatory material to this novel. According to Women Writers of Spanish America: «One of the most outstand representatives of the avant-garde in Latin America. Her themes of erotic frustration, social marginality, and cosmic transcendence must be  considered as a profound expression of women's predicament presented through a feminine perspective »In her novel the reader sees almost everything through the eyes or sensations of the protagonist, who feels things deeply. The story line is relegated to a lesser role. Poetry seems to flow from this crystalline prose, and Bombal uses repeated s ymbolic images (such as mist, rain, and wind) with good effect and in an elegant simple style. A reader always knows what the author wants to say.In respect of this title: the shrouded woman, a corpse which is looking on her life as she regards the people at her coffin.A dead woman estimates the visitors who come to view her body. There is a number of intense. It is highly original short story. Bombal's novels were published in English in 1947 and 1948 but were altered significantly by the author to make them more commercially acceptable here (Delbanco 37). «The Shrouded Woman » examines female experience with stories of women who escape lonely, boring, and unfulfilled existences through fantasy and invented situations.In her novel Marà ­a Luisa Bombal masterly compares the unknown and supernatural kingdom of Death with concrete reality and real outward things. At the beginning of the novel, Ana Marà ­a lies dead and is surrounded by those who once had a relationship with her. Although she is dead, Ana Marà ­a can still hear and see those who are mourning her. At the same time, while she lies in her coffin, the protagonist is led into the past as she recalls events significant to her life, and she enters the supernatural space of Death inhabited by mystic voices and uncanny landscapes. She relives her love affairs and family relationships with a final clarity and futile wisdom.In this evocative novel, a blend of mystical elements, new style of righting, and social criticism opens eyes on the fully artificially useless lives of upper-class women of the earlier twentieth century.A passionate woman and mother of three children, Ana Maria finds that in death her perceptions are amplified; her emotions are fully realized. Her early beauty returns, and she see herself as pale, slender, and corrugated by time. In life she was imaginative, sensitive, intense, and facetious. She travels through the past and experiences her adolescent love for Ricardo (Delbanco 2 6).Ana Maria is in oblivion between life and death, and although she is dead to our world, she it possesses qualities of living man still. She lies on her deathbed and she remembers the whole life. She recalls each of the people who come close to her. Her unhappy life doesn’t allow her to die and rest peacefully. She must to release her anger and sadness in this world. She may die in peace and rest in the eternity only through her memories and seeing people at her deathbed.This novel shows all her suffering. The narrator is Ana Maria herself, but in some parts of the novel the narration is from another person. So we have no main teller. It suggests us an idea that position of Ana Maria is halved. From one side, her body, even dead, is present in the world of living. From another side, her soul in mystical way appears in the world of imprints of her own emotions. She feels such emotions as love and fear   (Delbanco 26).This work has been seen by some commentators as a rather early example of Latin American feminist writing, pointing to the concerns of various contemporary women authors. And undeniably there is a social dimension to fiction of, Marà ­a Luisa Bombal dealing as it sooften does with family relationships and with women existing in a society dominated by the worst type of macho males – boorish, insensitive, indifferent or simply cruel. But read solely on a social level, her work seems somewhat simplistic and repetitious. One misses the elements that make her fiction distinctive – the terse yet poetical prose, the dreamlike quality of the worlds she creates, the frequent use of natural elements to evoke interior moods. It is certainly these features of her work, rather than its feminist thrust that have attracted Jorge Luis Borges, who contributes to this volume perhaps one of the shortest prefaces on record.  Ã‚ «As night was beginning to fall, slowly her eyes opened. Oh, a little, just a little, it was as if, hidden behind her long lashes, she was trying to see. And in the glow of the tall candles, those who were keeping watch leaned forward to observe the clarity and transparency in that narrow fringe of pupil death had failed to slim. With wonder and reverence, they leaned forward, tin- aware that she could see them, for she was seeing, she was feeling . . .  » (Bombal, 1948).Marà ­a Luisa Bombal writes the monologue of the shrouded corpse of a woman who looks back on her restricted life in La amortajada. An excerpt: â€Å"Why does the nature of woman have to be such that she always has a man as the pivot of her life?† (Delbanco 40).Perhaps, the point is that her life does rise, all too short-lively and lamely, above the germinal; that the narrator is interrelating above all by her sister-in-law Regina, for whom she â€Å"feels envious of her suffering, her tragic love affair, envying even the possibility of her death†. By choosing to envy a melodramatic narrative of bourgeois adult ery, rather than dwelling in her elemental pool, the narrator never achieves the true oblivion of Bombal's â€Å"shrouded woman,† never accedes to the immanence that Deleuze describes as a moment that is only of a life playing with death. There are many accidents of internal and external life inour way to death. It is very important to give way to an impersonal of our emotions during the whole life. Every event in our life is subjective or objective (Delbanco 30).The â€Å"Shrouded woman† is placed better than the narrator of â€Å"The Final Mist.† She at least has children, and servants and retainers; she also has a personal history, youthful excesses to recall and relate; and she finds a strange power as she lies in her coffin, her dead form the object of attention, remorse, and regret, while she awaits â€Å"the death of the dead† that follows â€Å"the death of the living†. «The Shrouded Woman » is a story of frustrated desire, of languor a nd ennui, of a life that is no more than germinal, that never rises above the habitual except in the narrator's brief fantasy, cruelly dashed by the reality principle (Delbanco 30). «The Shrouded Woman » is the emergence of feminism in Latin American literature. With the keen interest in the feminist movement in later years, her works were read and commented on more widely. In  «The Shrouded Woman » Bombal's social position is luminal at best. She is in limbo.Some parts of the novel don’t bring an inspiration, but some of them are excellent. It enforces you to brood on over what happens after death. The novella,  «The Shrouded Woman » is an extraordinary work. It consists of small chapters. It is the story of a woman who finds herself newly dead. We can hear this story from the point of view of the main hero herself. All the members of her life bring their particle of ability to die. Her family brought some love and the sense of fault. Friends brought to her a par ticle of friendship. Her lovers brought to her happy and sadness. All of them stand by her deathbed and bring their pieces of her life with them.Works cited:1. Bombal, Maria-Luisa. The Shrouded Woman. New York: Farrar, Straus and Company, 19482. Delbanco, Steven. Bombal: Her Life and Work. New York: Knopf, 2005

Relationship Between the Criminal Justice System and Mental Illness

With nearly 300,000 mentally ill individuals housed within local, state, and federal prison systems, issues of mental health care within the criminal justice system are at the forefront of debate. While steps such as increasing medications and providing at least marginal support for the mentally ill within state institutions are improving the situation, recidivism rates, homelessness, and violence against ill prison inmates is still a major problem in today's society. The product of deinstitutionalization, this problem of warehousing the ill within the criminal justice system must be attended to in order to create an atmosphere of care for the mentally ill. By altering legislation against involuntary assistance, increasing knowledge and awareness through the criminal justice system, and an increase in community care following release, the criminal justice system can create a cost effective solution to the problem of untreated mental illness within the system. The Relationship between the Criminal Justice System The relationship between mental illness and the criminal justice system has been one of intense scrutiny over the past several decades. Issues such as treatment options within state and federal prison systems, behavioral consequences of mental illness, and length of stay issues have all been deliberated intently by the psychiatric and legal community. These studies have indicated that severe problems exist within the system in terms of the care mentally ill individuals receive while incarcerated. This paper will focus on the issues of the mentally ill prison inmate, and will review current literature which suggests that although steps are being taken to solve some of these issues, more work must be undertaken to solve the problem of mental illness within the criminal justice system. In the correctional system today, there are nearly 300,000 mentally ill individuals, as compared to only 60,000 currently residing in state psychiatric hospitals (Faust, 2003). While only five percent of the population within the United States suffers from some form of mental illness, sixteen percent of individuals within the U.S. prison system suffer mental illness, clearly showing an over representation of these individuals within the system (Ditton, 1999). Some studies even suggest that the rate of incarceration of the mentally ill is four times that of the general population for males, and nearly six times that of the general population for females (Cox, 2001). The question, then, may be asked if the criminal justice system is ignoring the issues of mental illness, but studies suggest this is not the case. In the Los Angeles county jail system alone, over $10 million a year is spent on psychiatric medications for inmates (Faust, 2003). Another study showed that nearly half of all U.S. states have, in the last four years, established commissions or task forces specifically designed to look into the connection between the mental health system and the criminal system. Further legislation has been introduced in five states calling for such commissions (Souweine, 2004). In some states, such as Ohio, serious efforts have been put into place to assist the mentally ill. Ohio state prisons have quintupled the number of mental health professionals on staff, developed better mental health screening, provided more beds for the criminally insane, improved guard training, and improved funding for inmate mental health care (Kaufman, 1999). With all of these efforts in place, it is difficult to see why the problem of untreated mental illness exists. In order to understand the problem, it is essential to first understand the origins of the situation. In the mid-1950's through the 1970's, attempts were in force to dismantle the warehouses of the mentally ill through a process known as â€Å"deinstitutionalization†. At the time, mental institutions were simply holding areas for the insane, with sparse living conditions, harsh â€Å"treatment† procedures including electroshock therapy in unsafe conditions, and brutalization of patients (Treatment Advocacy Center, 1999). Following concerns about civil rights issues, cost issues, and a desire to move to a more â€Å"outpatient† approach, numerous legislations were enacted to â€Å"deinstitutionalize† the population of mental health hospitals. First in 1965, the federal government passed legislation that specifically excluded Medicaid payments for inmates housed in state psychiatric hospitals. As a result, the states were now required to provide care, and, looking to lower costs, many discharged hundreds or thousands of patients into society (Treatment Advocacy Center, 1999). In addition, legal reforms in the 1970's were passed that required an individual to be a danger to himself or to others in order for him or her to be treated involuntarily for their illness (Faust, 2003). The result was another mass release of patients into society. The results of deinstitutionalization are clear. Since 1960, nearly 90 percent of psychiatric beds in state hospitals have been removed. In 1955, nearly 600,000 individuals resided in state psychiatric hospitals; the number today is less than 70,000 individuals (Treatment Advocacy Center, 1999). Unfortunately, however, these numbers are misleading, in that they suggest a reduction in the number of mentally ill individuals, which is not the case. For many deinstitutionalized patients, the end result was simply a transinstitutionalization, or change of residence. While the Medicaid funds had been withdrawn for state psychiatric hospitals, those funds were still available for individuals with mental illness residing in nursing homes and general hospitals. As a result, many patients were simply transferred to these types of settings, where treatment options and care for the mentally insane were not nearly as advanced. By the mid 1980's, nearly 23 percent of nursing home residents had some form of mental illness (Treatment Advocacy Center, 1999). For other deinstitutionalized patients, the results were far more disastrous. According to recent studies, nearly 200,000 individuals with schizophrenia or manic-depression are homeless (Treatment Advocacy Center, 1999). Another 200,000 of the homeless population suffer from other forms of mental illness. As homeless individuals, many of these patients are unable to maintain any form of treatment or medications, and thus are unable to receive the care they desperately need in order to function in society (Faust, 2003). Unfortunately, for many of these individuals, criminal incarceration in the final result. In some cases, family members who are unable to force their relatives into treatment facilities due to the involuntary treatment laws have no choice but to wait until the illness causes harmful behaviors. At that junction, the police are contacted, and the individual is removed to a correctional facility (Faust, 2003). Since it is now common practice to give priority to mentally ill individuals awaiting court proceedings, many family members find this method the only option for obtaining assistance (Treatment Advocacy Center, 2000). The result, according to a 1992 study, is that over 29 percent of jails in the U.S. criminal justice system report holding mentally ill individuals with no charges against them. Certain states, such as Montana, Wyoming, and New Mexico, allow such situations if the individual is being held awaiting psychiatric evaluation, a psychiatric bed in a state hospital, or transportation to that hospital (Treatment Advocacy Center, 2000). Many of these individuals are held after arrest for misdemeanors, such as trespassing, disorderly conduct, or vagrancy (Treatment Advocacy Center, 2000). In fact, nearly half of the mentally ill inmates housed within the criminal justice system at any given time have been arrested for a non-violent crime (Ditton, 1999). Additionally, studies have shown that substance abuse is often involved with many mentally ill individuals (Teplin and Abram, 2000). As a result, these individuals are often arrested for alcohol and drug related offenses (Treatment Advocacy Center, 2000). In many of these arrests, police are attempting to protect these individuals from harm, such as robbery, beatings, and rape, and therefore perform â€Å"mercy bookings† or unnecessary arrests in order to house the mentally ill (Treatment Advocacy Center, 2000). While these methods certainly provide some form of housing for the mentally ill, the consequences of that housing are astronomical. First, the costs of mentally ill housing within the criminal justice system are staggering. According to the Department of Justice in 2000, American taxpayers pay $15 billion annually for individuals incarcerated in jails and prisons with mental illnesses (Bureau of Justice Statistics, 2001). Additionally, while these inmates do receive some form of psychiatric care, the costs of such care are much higher than that of community care centers, while the outcomes of such treatment is often much lower. According to the Department of Justice in 2000, one in every eight state prisoners were receiving some form of mental health therapy, and of the 1,558 state correctional facilities in the nation, 1,394 provided some form of mental health care. Nearly 70 percent screen inmates at admission for mental health issues, 65 percent conduct regular psychological assessment, half provide 24-hour psychological services, nearly 75 percent distribute psychotropic medications, and 66 percent assist released individuals with obtaining community mental health services (Bureau of Justice Statistics, 2001). However, even with the steps in place, the programs tend to not be as intensive nor as successful as those in a more clinical or community setting. Drug therapy, used in nearly 60 percent of the mentally ill housed within the correctional system, has been shown to be less effective than drug therapy combined with other forms of therapy (Bureau of Justice Statistics, 2001). Since nearly two-thirds of the mentally ill inmates are housed within units not specializing in mental health services, many are not receiving forms of treatment shown to be effective (Treatment Advocacy Center, 1999). In addition to the problems with mental health care in state institutions, local institutions fare even worse. A 1992 study of American jails functioning outside of the state or federal level showed that one in five systems had no access to mental health services whatsoever. Furthermore, 84 percent of these systems reported their staff to have received either no training or less than three hours of training in dealing with mentally ill inmates (Treatment Advocacy Center, 2000). Clearly, simply housing the mentally ill within the state and local criminal justice system institutions is not cost effective, nor effective in terms of treatment given. However, there are even more drastic consequences of using the criminal justice system as a holding area for the mentally ill. First and foremost, mentally ill patients have special needs outside of simple medicinal requirements. Patterns of illogical thinking, delusions, hallucinations, severe mood swings, and other symptoms of mental illness tend to occur even in medicated mentally ill individuals. In the prison system, these symptoms which lead to bizarre and unpredictable behavior are often misunderstood by personnel that have not been trained in these types of illnesses. As a result, non-ill inmates and the personnel themselves may react with violence and punishment that is detrimental to the already fragile mental health of the individual (Treatment Advocacy Center, 2000). Still further, rape, a commonly known occurrence in prison systems, is more likely to occur in individuals who are unable to defend themselves due to confusion and disorientation as a result of their mental illness (Hiday, et al, 1998). These patterns of behaviors also lead to longer prison sentences for mentally ill inmates. In one study, done in Riker's Island Prison, the average length of stay for an inmate was 42 days. In comparison, the average rate for a mentally ill inmate was 215 days, a length five times that of a non-ill inmate. In a similar study in Pennsylvania, only 16 percent of released prisoners had served their complete sentence. Of those, the mentally ill were three times as likely to serve their complete sentence as those who were not ill (Ditton, 1999). Perhaps one of the largest problems facing the mentally ill who are incarcerated is finding community resources for equal or greater care following their release. A study completed it 1992 showed that nearly 30 percent of mentally ill inmates released commit another act within four months of release (Treatment Advocacy Center, 1999). For many, this recidivism rate is due to a lack of medications necessary to maintain a stable mental health condition. In addition, many of these individuals find themselves homeless following release, which further limits their ability to receive further treatment (Ditton, 1999). It is clear that, although the current criminal justice system certainly attempts to care for the mentally ill, more needs to be done to ensure these individuals are continuously cared for. One such step, supported by the National Sheriff's Association, is to consider new laws altering the requirements for mental ill treatment. The NSA suggests laws which would allow treatment based on a â€Å"need for treatment†, rather than simply a show of â€Å"dangerousness†. The NSA also supports measures to allow a court order to assist in outpatient treatment of individuals in the community who need such treatment, but refuse it (Faust, 2003). Many studies have shown that mentally ill individuals often are not aware of their illness and thus, refuse treatment despite their clear need for such measures (Teplin and Abram, 2000). According to a long term study supported by the NSA, long term treatment combined with routine outpatient services reduced rearrest by nearly 74 percent ( Faust, 2003). Further, increasing the availability of community services following release has shown to be an effective measure in controlling the issue of mentally ill inmates upon their release. In Cook County, Illinois, case management for released inmates is provided by the Thresholds Jail Program. The individuals of Thresholds provide 7 day a week case management for as long as the member needs assistance, and even searches the streets for those individuals who are homeless at the time of release. This commitment has resulted in an 80 percent reduction in the need for hospitalization or incarceration of released inmates. Funded through the Illinois Office of Mental Health, the program costs $25 a day, in comparison to $70 a day for incarceration, or $500 a day for hospitalization (Thresholds, 2006). Additionally, ensuring mental health screening measures, improving personnel training, and providing qualified mental health staff in all criminal justice systems, including local jails, would also help to decrease the issues related to the mentally ill within the system. In Ohio, where such measures have been implemented, there has been a dramatic increase in the care of the mentally ill. Reports show less mentally ill prisoner abuse, smaller punishments for rule infractions, and an overall increase in inmate mental health. Even further, recidivism rates of the mentally ill in Ohio have fallen nearly 80 percent (Kaufman, 1999). Deinstitutionalization had drastic effects on the future of the mentally ill in America. Unfortunately, the criminal justice system has become a replacement warehouse for the mentally ill, providing basic housing and medication for these individuals only for the duration of confinement. Once released, and even in some smaller prison systems, the inmate is left without adequate mental health treatment or medication, resulting in an endless spiral of illness and incarceration that is costing billions of dollars a year, and the lives of many mentally ill individuals. By creating new laws which allow treatment based on need, utilizing existing community resources on release, and increasing the knowledge and awareness of such issues within the personnel of the criminal justice system, these individuals can become productive members of society at a far lower cost, creating a better situation for all involved.

What is Rolling Admission When Do You Apply

What is Rolling Admission When Do You Apply SAT / ACT Prep Online Guides and Tips Who needs deadlines? Colleges with rolling admissions invite you to submit your application within a general time frame, usually ranging from the fall to the spring. While these schools don't have a set deadline, your timeline for applying still matters. This guide will explore the rolling admission policy and how it affects your college planning. First, what is this application option all about? What Is Rolling Admissions? Colleges with rolling admission review applications as they arrive on a rolling basis. Instead of collecting everyone's applications, reviewing them all, and sending out notifications en masse, admissions officers at rolling admission schools consider applications as they arrive. Does this sound advantageous to you? It is! It means that the sooner you apply, the sooner you'll hear back. Many schools let you know whether or not you got in just four to eight weeks after you apply. A few let you know only two weeks after. Schools with rolling admissions typically open up the submission period in the fall, often on September 1. This period continues through the spring, or sometimes later if spots are still available. If, worst case scenario, you miss deadlines or don't get accepted anywhere you want to go, you may still be able to apply to a school with rolling admissions in the spring of senior year. However, just because schools with rolling admissions don't have a set deadline doesn't mean you should put off your application. You should still apply as early as you would to meet an early or regular decision deadline. Some colleges with rolling admission also set a "priority deadline," stating that students who apply by that date will have better chances of getting in. For the more competitive colleges, like Rutgers, this priority deadline should essentially be considered as a fixed deadline. I'll go more into detail about what your timeline should look like to apply under rolling admissions below, but first- what are some popular colleges with this application policy? Popular Colleges with Rolling Admissions Some well known schools with rolling admissions are Indiana University Loyola Marymount Michigan State Pace University Penn State Quinnipiac Roger Williams Rutgers University of Alabama University of Maine University of Minnesota University of New Haven University of Pittsburgh University of Tulsa Some of these schools have priority deadlines. The Penn State deadline, for instance, is November 30. While it will still accept applications after this date, you should put in every effort to submit by then if you're serious about getting accepted. The more selective or competitive the school, the earlier you should strive to submit your application. Applying under rolling admission doesn't restrict you from applying anywhere else. Regardless of when you get your admissions decision, you still have until the national response date of May 1 to decide where to enroll. This means you can wait for all your notifications, as well as compare financial aid offers, before committing to a college. While rolling admissions can take some of the pressure off you and give you more flexibility in terms of when you apply, how does it benefit colleges? Why do some colleges opt for rolling admission over a regular decision deadline? Why Do Colleges Offer Rolling Admission? Just as rolling admission can take the pressure off of you as an applicant, it also eases the burden on admissions officers. Rather than reviewing thousands of applications at once, they can space out the process and evaluate candidates as they arrive. This policy can be especially helpful for schools with a smaller staff of admissions officers to read applications. According to Robin Mamlet and Christine VanDeVelde, authors of College Admission: From Application to Acceptance, Step by Step, some schools with rolling admissions use less of a holistic process when considering candidates. Rather than trying to assess the entire candidate as a student and person, some of these colleges may rely more on objective criteria, like grades and test scores. While other selective schools may be comparing applicants to one another, rolling admission schools aren't necessarily doing that. They may accept one candidate months before others have even applied. This is not to say that there aren't competitive rolling admission schools. As mentioned above, most of these especially selective colleges set a priority deadline or invite students to apply as early in the fall as possible. Given this preference for early applications, when should you apply to your rolling admissions schools? And how can you plan out your application? When Should You Apply to a Rolling Admission School? Since applications are reviewed as they roll in, you should get your application in early. If your school has a priority deadline, then you definitely want to meet that. If not, it's a good idea to set a deadline for yourself in the fall or winter. You could apply in November, December, or, at the latest, January. Not only may applying earlier give you a competitive edge, but it also helps you keep track of your application requirements. Many pieces of your application take months, if not years, to prepare. By setting a deadline for yourself, you can plan out when to take the SAT or ACT, when to ask for recommendation letters, and when to start writing your college essay. Read on for some guidelines to follow when putting together your college application. Plan Your SAT or ACT Give yourself at least two opportunities to take the SAT or ACT, if possible. Many students take the tests three or more times to achieve their target scores. Not only does the experience of taking the test help you know what to expect for next time, but you can prep effectively in between administrations by understanding your mistakes. If your school has a November priority deadline, then you'd only have one senior year test date, in September or October. Ideally, you'd have all your testing done by the end of junior year. You could take it for the first time in the spring of 10th grade, twice in junior year, and leave the senior year date as a back up just in case you need to test again. If you're applying a month or two later, like in January, then you might be able to fit in another testing date senior year in November or December. With this timeline, you could take the SAT or ACT in the fall of 11th grade and again in the spring. Achieving your target SAT or ACT scores is a process that can takes months of planning and studying, Make sure to plan ahead, even if you're applying to a college with no set deadline. Similarly, setting a deadline for yourself will help you collect letters of recommendation. Ask for Recommendation Letters Early Just as students are busy applying in the first half of senior year, teachers and counselors are busy writing hundreds or thousands of recommendation letters. You should speak to your counselor about your plans and request letters from teachers at least a month before your deadlines. Many students also ask junior year teachers at the end of 11th grade. Besides giving your teachers time to craft a thoughtful letter, asking early ensures that they're more likely to say yes. Many teachers set a cap on how many rec letter requests they'll accept, so you could be out of luck if you wait too long. Meeting with your teachers, sharing your thoughts and goals, and making your recommendation requests are more reasons to set a specific application deadline for yourself. Finally, you should be working on your personal essay, and any other supplemental essays, a few months before you apply. Work On Your Personal Essay Months in Advance While your teachers and counselor spend time on their recommendation letters, you'll also need to spend time brainstorming, drafting, and revising your personal essay. It's a good idea to start working on it over the summer before senior year. You can read the essay prompts at the beginning of the summer and let ideas swirl in your head for a few weeks. The essay requires you to share a profound, meaningful experience that communicates something important about your identity. You're not going to think of the perfect topic right away, nor will you be able to scribble it off in a day. Part of your process should be mulling over ideas and allowing your creativity to percolate while you narrow down your thoughts. Some students even change their topics after writing one or more drafts. As anyone who's stared down a blank page knows, writing takes time, patience, and a lot of editing before you come around to exactly what you want to say. Give yourself a few months to think about and write your essay. Read samples of personal essays to learn what admissions officers look for. Ask for feedback from trusted peers and teachers, and take the time to edit your essay into its best form. Your SAT or ACT, recommendation letters, and personal essay are three aspects of your application that require special planning. You should also give yourself at least a month or two to fill out your application, request your transcript, and fulfill any other application requirements. If you start checking these requirements off your list early, then you'll be prepared to submit a strong application in the beginning of the rolling admissions time frame. To Sum Up... Don't be fooled by a lack of deadline with rolling admission schools. They may still have a priority deadline, and you should set one for yourself either way. That way you can stay on track gathering all your application materials. Remember, the sooner you apply to a school with rolling admissions, the sooner you'll hear back about whether or not you got accepted! What's Next? Now that you know all about rolling admissions, what about early admissions? Learn about schools with early action and their deadlines here.This guide goes over early decision, a binding application option, plus the full list of early decision deadlines here. Feeling confused about all the different options- regular decision, early admissions, and rolling admissions? This article goes in depth about the various ways to apply to college and how to keep track of all your deadlines. Want to improve your SAT score by 160 points or your ACT score by 4 points? We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. 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Polynomials on ACT Math Complete Guide and Practice

Polynomials on ACT Math Complete Guide and Practice SAT / ACT Prep Online Guides and Tips Polynomial problems will show up in some way, shape, or form on the ACT two or three times per test. And since polynomials are so deeply connected to other ACT math topics, like operations and functions, it's even more important to take the time to understand them before test day. Luckily, you probably know a lot more about polynomials than you think, and if you're currently rusty on the subject, just a little review will have you knocking out your polynomial questions left and right. This will be your complete guide to polynomials on the ACT- what they are, how you'll see them on the test, and the best way to solve your polynomial problems before time is up. Feature image credit: Linas/Wikimedia What Are Polynomials? A polynomial is any mathematical expression that contains variables, constants, coefficients, and/or non-negative integer exponents. This means that polynomials cover a wide variety of mathematical expressions, so let's break this down. Variable: A variable is any symbol that acts as a placeholder for an unknown value. Some of the most common variables on the ACT are $x$ and $y$. Constant: A constant is any number that exists as a fixed value. For instance, both 7 and -3.278 are constants. Coefficient: A coefficient is any value that is multiplied by a variable. In the term $5x$, 5 acts as a coefficient because it indicates that the variable $x$ is being multiplied five times. Non-negative integer exponent: If we break this term down, a non-negative integer exponent is exactly how it sounds; it is any positive exponent that is also an integer. For instance, $x^3$ fits the definition, but $x^{-2}$ or $x^{1/2}$ does NOT. A polynomial can consist of a single term or multiple terms in a relationship with one another. The values in a polynomial can be added, subtracted, multiplied, or divided together so long as no part of the polynomial value is divided by a variable. For instance, a term of the polynomial could be $4/15$ or $x/4$, but NOT $4/x$. Polynomials can have no variable (e.g. 4), one variable (e.g. $2x^2 - 6x + x$), or multiple variables (e.g. $y(2xy - 8x + 5z) - q^3$). Examples of Polynomials 6 $12x$ $14 + 2x$ $3y^2 - 4x + 2$ $(75k * 23x^12) + 8$ ${3z - 59 + 6x^7}/5$ NOT Polynomials $2x^{-4}$ (Why not? A polynomial cannot have a negative exponent.) $xy^{2/3}$ (Why not? A polynomial cannot have a fractional exponent.) $6/{2 - x}$ (Why not? A polynomial cannot have any term that is divided by a variable.) Degree of Polynomial Polynomials have degrees and you can tell the degree measure of the polynomial by looking at its exponents. The degree of the polynomial is the value of the largest exponent. For instance, the polynomial $x^2 - 6x + x^3$ has a degree of 3, since the largest exponent value is 3. If the polynomial has no variable (e.g., if the polynomial is simply "9"), the degree measure is 0. And if there is no exponent (e.g., $4x + 2$), then the degree measure is 1. [Note: this only applies is the polynomial has a single variable or no variable. You cannot do this for the polynomial $x^3 - 6y^2 + y^5$, for instance, because it has two variables, $x$ and $y$.] Why is it good to know the degree of a polynomial? The degree measure of a polynomial tells us what the graph of a polynomial looks like. Degree Measure Graph Type 0 Constant 1 Linear 2 Quadratic [Note: though there are more polynomial degree measures and types of polynomial graphs, these are the only ones you will see on the ACT.] Once graphed, these polynomials will look like this: Constant Graph Linear Graph Quadratic Graph Now that we've looked at our pieces, let's see how they fit together. How to Solve Polynomial Questions To solve many constant and linear polynomial problems, you will need to have a basic understanding of operations problems and integers. You will also need to know your way around lines and slopes in the coordinate plane. In this guide, however, we will be primarily focused on quadratics. For quadratic polynomials, you will have to understand how to use two mathematical techniques- factoring and FOIL-ing- to solve for your final solution. This concept is closely related to algebraic functions, so it's a good idea to tackle these topics simultaneously. So let's look at factoring and FOIL-ing. Factoring and FOIL-ing Polynomials Factoring and FOIL-ing are ways of manipulating mathematical expressions and polynomials to expand or reduce the expressions and find the information you need. Again, on the ACT, you will be using both techniques together to find the solution(s) to 2nd degree polynomials (quadratics). FOIL-ing You will use this technique whenever you need to multiply two polynomials together. When you're given a series of parenthetical expressions and must multiply them, you must do so by FOIL-ing them out. "FOIL" stands for "first, outside, inside, last" and this mnemonic refers to the order in which you must multiply together the numbers in the parentheses before you add the results together. To clarify this process, let's look at an example. Say we needed to multiply these expressions: $(2x - 3)(x + 5)$ According to FOIL, we must start by multiplying the "first" numbers of each expression. This will give us the F in our FOIL. In this case, that will be $2x$ and $x$. $2x * x$ $2x^2$ Next, we must multiply the "outside" numbers in each expression. In this case, the outside numbers are $2x$ and $+5$ $2x * 5$ $10x$ Next up, we need to multiply our "inside" numbers, which will give us our I in our FOIL. In this case, our inside numbers will be $-3$ and $x$. $-3 * x$ $-3x$ Finally, we must multiply our "last" numbers, which will give us the L in our FOIL. In this case, our last numbers will be $-3$ and $+5$. $-3 * 5$ $-15$ Now, the final step is to add all of our components together. $2x^2 + 10x - 3x - 15$ $2x^2 + 7x - 15$ This will be our final polynomial expression. Factoring Factoring goes hand in hand with FOIL-ing and acts basically as its reverse. In order to convert a longer polynomial (most often a quadratic equation) into smaller parenthetical expressions, we must factor the equation. This will eventually give us the two solutions to our quadratic function. If you remember your functions, then you'll remember that a quadratic equation ($y = ax^2 + bx + c$) will have two solutions. These solutions are the two values of $x$ when $y$ (the $y$-intercept) equals zero. For example, in the graph below: The solutions are at $x = 2$ and $x = 8$ because this is where the parabola crosses the $y$-intercept and so are the values of $x$ when $y = 0$. Now, if we are instead given a parabola as a polynomial instead of as a graph, we can still find the solutions to the expression by factoring. For instance, let us say that this is our quadratic equation: $x^2 + x - 12$ We know we can factor this equation and we do so by setting up a potential FOIL that will lead us to the final result of this equation. So our parentheticals will look like this: $(x +/-$ __$)(x +/-$ __$)$ We're not yet sure whether we will be adding or subtracting our integers in each equation and we don't yet know what the integers will be, but we do know that we will need a single $x$ value in each to give us our F of $x^2$ when we FOIL them out. Now, we know that the L, last, numbers in the parenthesis will make the final integer value in our quadratic equation. This means that we know that the last two numbers in each of the parenthetical expressions must multiply together to equal -12. Since we also know that the only way to multiply two numbers and get a negative, one number must be negative and one must be positive. This must mean that one of the parenthetical expressions will have a minus sign and the other must have a plus sign. To equal -12, our potential integer value pairs could therefore be: $-1, 12$ $-2, 6$ $-3, 4$ $-4, 3$ $-6, 2$ $-12, 1$ Now only one of these pairs of numbers will work as the solution to our equation, so let us test them out to see which will give us our original polynomial once we FOIL them. $(x - 1)(x + 12)$ If we properly FOIL this expression, we will end up with: $x^2 +12x - x -12$ $x^2 +11x - 12$ This does NOT give us the right equation, so we must try again with another pair of integers. $(x - 2)(x + 6)$ $x^2 + 6x - 2x - 12$ $x^2 + 2x -12$ Again, this is NOT our original equation, so we know that this pair of integers is not correct. We must try again. $(x - 3)(x + 4)$ $x^2 + 4x - 3x - 12$ $x^2 + x -12$ This DOES match our original equation and, since there can be only two solutions to any quadratic equation, we know that all the other pairs of numbers must be incorrect. With this, we have now properly factored our polynomial/quadratic equation, but we still have one more step to go; we must complete the problem by setting each parenthetical expression to zero and solving for the $x$-value. Why? Because, again, the two solutions to any quadratic equation are the two values of $x$ when $y = 0$. Spoiler alert: our parabola will look like this when graphed. So let's take both our parentheticals and set them each to 0. $(x - 3)(x + 4)$ $x - 3 = 0$ $x = 3$ And $x + 4 = 0$ $x = -4$ Once we have successfully factored our equation, we can see that the final solutions to our polynomial graph are: 3 and -4. [Do take note: though it may look like factoring is a long and involved process, requiring tremendous trial and error, it will become much faster and more instinctual the more you practice with it.] Just as there are several different types of floofers dogs, there are several different types of polynomial questions. (Perros/Wikimedia) Typical Polynomial ACT Math Questions You'll see three main types of polynomial problems on the ACT. These are: #1: Factoring and FOIL-ing polynomial problems #2: Graphing polynomial problems #3: Operations (multiplication, division, addition, or subtraction) of polynomials Let's look at each of these types of problems in more detail. Factoring and FOIL-ing Polynomial Problems These are the most common polynomial problems you'll see on the test. Generally, these problems will ask you to find the two solutions to a quadratic polynomial expression. To solve these types of problems, you must follow the same process we walked through in the last section on factoring and FOIL-ing. Alternatively, you can also use the strategy of plugging in answers (PIA) if you prefer not to factor and FOIL. If $2x^2+6x=36$, what are the possible values of $x$? F. -12 and 3G. -6 and 3H. -3 and 6J. -3 and 12K. 12 and 15 Solving Method 1: Factoring To solve this problem, let us first set the equation to zero, so that we can work with the full polynomial expression on one side of the equals sign. $2x^2 + 6x = 36$ $2x^2 + 6x - 36 = 0$ Now let us set up our parentheticals. $(2x +/-$ __$)(x +/-$ __$)$ Just by looking at the polynomial in question, we can make an educated guess as to what integer pair will be used to create -36 as their multiple, out of all the possible number pairings. Most likely, the pairing will be -6 and 6 or 6 and -6 (rather than -1 and 36, -2 and 18, -3 and 12, or -4 and 9) and we can see why if we plug them in. $(2x - 6)(x + 6)$ $2x^2 + 12x - 6x - 36$ $2x^2 + 6x - 36$ This matches our given equation, so we know this must be our proper factored expression. Now we need to finish finding our two solutions by setting each parenthetical to zero. $2x - 6 = 0$ $2x = 6$ $x = 3$ And $x + 6 = 0$ $x = -6$ Our final solutions are 3 and -6. Our final answer is G, -6 and 3. Again, the more often you work with factoring polynomials, the better your instincts will become at finding the right numbers to fill in your FOIL-ing. But don't despair if your instincts haven't gotten there yet or if you would rather solve the question by plugging in answers instead! Let's take a look at how. Solving Method 2: Plugging in Answers If we again take our same polynomial, $2x^2 + 6x = 36$ We could plug in our answer choices in place of $x$ to see which two solutions fulfill the equation. If we start with answer choice F, we would get: $2x^2 + 6x = 36$ $2(-12)^2 + 6(-12) = 36$ $2(144) - 72 = 36$ $216 = 36$ Since this solution is NOT correct, answer choice F cannot be true. Answer choice G gives us: $2x^2 + 6x = 36$ $2(-6)^2 + 6(-6) = 36$ $2(36) - 36 = 36$ $72 - 36 = 36$ $36 = 36$ This is correct, but we must also test the second solution to make sure that answer choice G is the final answer. Both solutions must match in order for the answer choice to be correct. $2(3)^2 + 6(3) = 36$ $2(9) + 18 = 36$ $18 + 18 = 36$ $36 = 36$ Both solutions for $x$ fit our equation. This means that answer choice G (and only answer choice G) is correct. Again, our final answer is G, -6, 3. Graphing Polynomial Problems Sometimes you may be asked to graph polynomials, identify polynomial graphs, or answer questions about given polynomial graphs. To answer these questions, it's a good idea to re-familiarize yourself with the basics of linear graphs and functions, if you haven't already. We know that the solution(s) of a parabola is measured at the intersection of the parabola with the $x$-axis (when $y = 0$). By looking at this graph, we can see that the parabola hits the $x$-axis at two distinct points- one point where the $x$ value would be negative and one point where the $x$ value would be positive. Notice that it doesn't actually matter if we know what the values are, just that one is to the left of the $y$-axis and one is to the right of the $y$-axis. (For more on the coordinate plane and its negatives and positives, check out our guide to ACT points). Our final answer is H, 1 positive real solution and 1 negative real solution. Polynomial Operations The final category of polynomial problems you'll see on the test are operations problems involving polynomials. These will most often be located somewhere in the first fifteen or twenty questions on the test and you'll generally be able to solve them just fine if you are familiar with your algebraic operations. What polynomial must be added to $x^2-2x+6$ so that the sum is $3x^2+7x$? A. $4x^2+5x+6$B. $3x^2+9x+6$C. $3x^2+9x-6$D. $2x^2+9x-6$E. $2x^2-5x+6$ Here, we are adding unknown polynomial $a + b + c$ to our given polynomial $x^2 - 2x + 6$ in order to equal $3x^2 + 7x$. If we know our operations, then we know that like terms can only be combined with like terms. So let us take these polynomials piece by piece. $x^2 + a = 3x^2$ $a = 2x^2$ We know that our first term must be $2x^2$, so we can eliminate answer choices A, B, and C. $-2x + b = 7x$ $b = 9x$ We now know that the second term in our polynomial must be $9x$, which means that we can eliminate answer choice E. Even without finishing the problem, we can confidently select answer choice D as the correct answer. But we can also finish up just to make absolutely sure. $6 + c = 0$ $c = -6$ Once we put our pieces together, we know we must add the polynomial $2x^2 + 9x - 6$ to our given polynomial in order to equal the polynomial that we want. Our final answer is D, $2x^2 + 9x - 6$ Now to slot those last few pieces into place and we're all set to go! Strategies for Solving Polynomial Questions Though you will see a few different types of polynomial problems on the ACT, there are a few strategies you can use to make solving polynomial problems as a whole a little easier. Strategy 1: Remember to Review Your Operations and Functions Guides Operations questions and function questions go hand in hand with polynomial questions, so it's a good idea to keep a close eye on all three math topics and learn how they work together. For instance, it would be difficult to solve your graphing polynomial questions or your operations of polynomials without at least a passing understanding of algebraic operations or functions as a whole. Strategy 2: Write It Out It can become very tempting to work with polynomials completely in your head, especially if you're already familiar with polynomials, factoring, and FOIL-ing. But doing this can lead you to make careless errors and select "bait" answer options. The ACT is a fast paced test and the test-makers know that this kind of time pressure can lead students to start working in their heads to speed up the process. To make the test challenging, polynomial questions often use negatives or large numbers, and so it can be all too easy to fall for a bait answer choice if you do all your polynomial math in your head. Just remember to take a breath and write your information down as you work through your problems to avoid careless errors such as these, especially when it comes to your positives and negatives. Strategy 3: Remember to Use PIA When Necessary If you're not that familiar with factoring polynomial quadratic expressions (or it's just been a long time since you've done it in school) and you're struggling to do so quickly and efficiently, it might be a good idea for you to switch techniques and start using the strategy of plugging in answers to find your solutions instead. It may take a little longer to use this technique, but it will always lead you to the correct solution. So if you've come up against factoring and can't quite manage it for any reason, don't panic- you can absolutely still solve the problem just by using PIA. Test Your Knowledge Ready to put your polynomial knowledge to the test? Then let's dive in! 1. Which of the following is a factored form of the expression $5x^2 -13x-6$? A. $(x-3)(5x+2)$B. $(x-2)(5x-3)$C. $(x-2)(5x+3)$D. $(x+2)(5x-3)$E. $(x+3)(5x-2)$ 2. In the equation $x^2+mx+n=0$, $m$ and $n$ are integers. The only possible value for $x$ is -3. What is the value of $m$? A. 3B. -3C. 6D. -6E. 9 3. 4. What values of $x$ are solutions for $x^2+2x=8$? A. -4 and 2B. -2 and 0C. -2 and 4D. 0 and 2E. 6 and 8 Answers: A, C, J, A Answer Explanations: 1. To solve this problem, we can either factor the polynomial ourselves or we can simply test our answer choices and see which is correct. In this case, let us simply test our answer choices using PIA. Answer choice A gives us $(x - 3)(5x + 2)$. Let us FOIL this out. $(x * 5x) + (x * 2) + (-3 * 5x) + (-3 * 2)$ $5x^2 + 2x - 15x - 6$ $5x^2 - 13x - 6$ This is exactly the polynomial we needed to find so luckily for us, we can stop here. We know by the rules of multiple choice that there will only ever be one correct answer, so we know answer choice A will be the one right solution- no need to test any others. Our final answer is A, $(x - 3)(5x + 2)$. 2. If we remember from our earlier lessons, we know that a factored polynomial will typically have two solutions. For example, if our factoring gives us $(x - 3)(x + 4)$, our final two solutions will be $x - 3 = 0$ = $x = 3$ and $x + 4 = 0$ = $x = -4$. This gives us our two solutions of +3 and -4. So what does it mean that a polynomial only has one solution? It would mean that our factored polynomial would have to be a square. That way the two solutions would be the same. For example, if we had $(x + 7)(x + 7)$, our only solution would be $x + 7 = 0$ = -7. So if our polynomial is $x^2 + mx + n = 0$, and our only solution is -3, then we know that our factoring is going to look like: $(x + 3)(x + 3)$ Why? This gives us our final solution of -3, since $x + 3 = 0$ = $x = -3$. Now, to find the value of $m$, we need to FOIL back out our factoring. $(x + 3)(x + 3)$ $(x * x) + (x * 3) + (3 * x) + (3 * 3)$ $x^2 + 3x + 3x + 9$ $x^2 + 6x + 9$ The 6 is now standing in place of our $m$ variable, so our $m = 6$. Our final answer is C, 6. 3. Though you can set up your own quadratic equation to fit the problem, the easiest way to solve this question is to test out point on your graphs and see which one fits the premise. We are told that the y-coordinate value of any point will be the $x$-coordinate squared minus 1, so let's test each graph. Graph H is a constant graph. As we saw from constant graphs earlier and as we can see here, the $y$-coordinate value never changes. This means that the $x$-coordinates will increase or decrease, but the $y$-coordinate for any point will NOT be exactly 1 less than the $x$-coordinate squared. We can eliminate graph H. For the same reason, we can eliminate graph G; the $x$-coordinate value never changes even as the $y$-coordinate value does. This does not fit our criteria. We can also eliminate graph K, as it would be impossible for such a parabola to open downwards. If the $x$-coordinates values were negative, then anything smaller than -1 (say -2) would result in a positive y-coordinate value, according to our rules. For instance, if $x$ were -2, then y would be: $-2^2 - 1 = 3$. So we are left with two graphs- J and H- both which look promising for the moment. Let us test some values for them. In graph J, we can roughly estimate a few points to be $(0, -1)$, $(-1, 0)$ and perhaps roughly $(2, 3)$. If we go off our premise of $y = x^2 - 1$, then all of these points fits our criteria. $0^2 - 1 = -1$ $-1^2 - 1 = 0$ $2^2 - 1 = 3$ It's pretty certain that J is our right answer, but since we were estimating our points, it's a good idea to rule out graph H if we can. We can roughly estimate three of the points on graph H to be: $(0, 1)$, $(2, 2)$ and perhaps $(-2, 5)$. None of these match our criteria. $0^2 - 1 ≠  1$ $2^2 - 1 ≠  2$ $-2^2 - 1 ≠  5$ We have confirmed that graph J is indeed correct. Our final answer is J. 4. Here we have another problem that we can either factor ourselves or use PIA for. This time, let us factor. First, we need to bring everything to one side of the equals sign, so let us subtract both sides by 8. $x^2 + 2x - 8 = 0$ Now, we can factor. We know we need two numbers multiplied together to equal -8, so one of them must be a negative. These numbers must also add together to equal +2, so our likely pairing will be +4 and -2. Let us test it out to be sure. $(x + 4)(x - 2)$ $(x * x) + (x * -2) + (4 * x) + (4 * -2)$ $x^2 - 2x + 4x - 8$ $x^2 + 2x - 8$ Perfect, we've found our factors! Now we just need to set each to zero to find our final solutions. $x + 4 = 0$ $x = -4$ And $x - 2 = 0$ $x = 2$ Our final answer is A, -4 and 2. Whoo, you did it! No need to toot your own horn, we'll do it for you- congrats! The Take-Aways Polynomial questions can sometimes be tricky, but a solid understanding of functions and operations can help you tremendously when it comes to understanding how to visualize and manipulate your polynomial expressions. Just remember to not underestimate the value of keeping track of your positive and negative signs and you'll be knocking out a not-insignificant chunk of your ACT math section in no time. What's Next? Now that you've taken on polynomials (and no doubt rocked them), you might want to take a look at our other ACT math guides for any individual math topic you could need. From ratios to rotations, points to probabilities, we've got your covered. Running into some snags with your FOILing and factoring? You might want to review the distributive property and perfect squares. What does it mean to complete the square and how is that relevant to polynomials and factoring? Learn about completing the square and when you'll need to use it here. Stuck on an ACT math problem? Whether you're stuck on a study guide, a practice test, or you just want to know how to get yourself out of a math bind on test day, don't sweat it. We'll show you how to figure our when you're really stuck and what to do about it. Want to make sure you're really prepared for test day? We've gathered together the best ACT math resources available and compiled them into one ultimate ACT math study guide. No more hunting for tips and resources- they're available at your fingertips in one easy place. 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. 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Depression Amongst Transsexuals Essay Example | Topics and Well Written Essays - 3000 words

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