Prime Minister Joe Clark Biography

Prime Minister Joe Clark Biography At the age of 39, Joe Clark became the youngest Prime Minister of Canada in 1979. A fiscal conservative, Joe Clark, and his minority government were defeated after just nine months in power on a non-confidence motion on a budget of tax increases and program cuts. After losing the 1980 election, Joe Clark stayed on as Leader of the Opposition. When Brian Mulroney took over as Leader of the Progressive Conservative Party of Canada in 1983 and then Prime Minister in 1984, Joe Clark continued as an effective Minister of External Relations and Minister for Constitutional Affairs. Joe Clark left politics in 1993 to work as an international business consultant, but returned as Leader of the Progressive Conservative Party from 1998 to 2003. Prime Minister of Canada:Â  1979-80Birth:Â  June 5, 1939, in High River, AlbertaEducation:Â  BA - Political Science - University of Alberta, MA - Political Science - University of AlbertaProfessions:Â  Professor and international business consultantPolitical Affiliation:Â  Progressive ConservativeRidings (Electoral Districts):Â  Rocky Mountain 1972-79, Yellowhead 1979-93, Kings-Hants 2000, Calgary Centre 2000-04 Political Career of Joe Clark Joe Clark began his political career as Director of Organization for the Alberta Progressive Conservative Party from 1966 to 1967. He was Special Assistant to a Conservative member of parliament Davie Fulton in 1967. He served as Executive Assistant to a Conservative member of parliament Robert Stanfield from 1967 to 1970. Joe Clark was first elected to the House of Commons in 1972. He was elected as Leader of the Progressive Conservative Party of Canada in 1976 and was Leader of the Opposition until 1979. Joe Clark was sworn in as Prime Minister of Canada after the 1979 general election. The Conservative government was defeated in 1980. Joe Clark was again Leader of the Opposition from 1890 to 1983. Joe Clark called a Progressive Conservative Party leadership convention and lost the party leadership to Brian Mulroney in 1983. In the Mulroney government, Joe Clark served as Minister of External Affairs from 1984 to 1991. He was President of the Privy Council and Minister Responsible for Constitutional Affairs from 1991 to 1993. Joe Clark did not run in the 1993 general election. Joe Clark returned as Leader of the Progressive Conservative Party of Canada in 1998. He was re-elected to the House of Commons in 2000. In 2002, Joe Clark said he had carried the Progressive Conservative Party as far as he could. Joe Clarks resignation as Progressive Conservative Party leader was effective at the leadership convention in May 2003. Unhappy with the subsequent merger of the Progressive Conservative Party and the Alliance Party into the new Conservative Party of Canada, Joe Clark decided not to run in the 2004 general election.

French Impersonal Expressions

French Impersonal Expressions Impersonal expressions are those which do not have a specific subject. In grammatical terms, impersonal does not mean cold, but rather invariable by grammatical person. There are a few things you need to know about French impersonal expressions: The French impersonal subject is either il or ce, whereas the English impersonal subject is it.All of the French impersonal expressions can begin with il est or cest with no difference in meaning; however, cest is less formal than il est. Therefore, cest is more common in spoken French, while il est is more common in written French. (Note: this applies to il  est and cest only in impersonal expressions; in other constructions, there is a difference: cest vs il est) There are essentially two different types of constructions with impersonal expressions - either they are followed by que and a subordinate clause, or they are followed by a preposition and infinitive. With Que When using il est or cest adjective followed by que, the verb in the subordinate clause may need to be in the indicative or subjunctive, depending on the meaning of the impersonal expression:Il est probable que David le fait / Cest probable que David le fait.Its probable that David is doing it.Il est possible que David le fasse / Cest possible que David le fasse.Its possible that David is doing it. Without Que In expressions with il est or cest adjective followed by a preposition and infinitive, the choice of preposition depends on the type of subject:a) When the impersonal subject is a dummy subject, you need the preposition de, and there are two possible constructions:impersonal expression de intransitive infinitiveIl est difficile de parler / Cest difficile de parler.Its hard to speak. (Speaking is hard)orimpersonal expression de transitive infinitive direct objectIl est important de dire la và ©rità © / Cest important de dire la và ©rità ©.Its important to tell the truth.b) When the impersonal subject is a real subject and the infinitive is used intransitively as a passive infinitive, you must use the preposition :Il est bon savoir / Cest bon savoir.Thats good to know.Il est difficile faire / Cest difficile faire.Thats hard to do. Learn the Most Common French Impersonal Expressions Many impersonal expressions require the subjunctive. To find out which ones, check  The Subjunctivator!Il est bizarre / Cest bizarreIts oddIl est  bon  / Cest  bonIts goodIl est certain / Cest certainIts certainIl est clair / Cest clairIts clear/obviousIl est convenable / Cest convenableIts proper/fittingIl est difficile / Cest difficileIts difficultIl est  dommage  / Cest  dommageIts too badIl est douteux / Cest douteuxIts doubtfulIl est essentiel / Cest essentielIts essentialIl est à ©tonnant / Cest à ©tonnantIts amazingIl est à ©trange / Cest à ©trangeIts strangeIl est à ©vident  / Cest à ©videntIts obviousIl est facile / Cest facileIts easyIl est faux / Cest fauxIts falseIl est heureux / Cest heureuxIts fortunateIl est honteux / Cest honteuxIts shamefulIl est important / Cest importantIts importantIl est impossible / Cest impossibleIts impossibleIl est improbable / Cest improbableIts improbableIl est indispensable  / Cest indispensableIts essentialIl est i njuste / Cest injusteIts unfairIl est inutile / Cest inutileIts uselessIl est  juste  / Cest  justeIts right/fairIl est naturel / Cest naturelIts naturalIl est nà ©cessaire / Cest nà ©cessaireIts necessaryIl est normal / Cest normalIts normalIl est obligatoire / Cest obligatoireIts necessaryIl est  peu  probable / Cest  peu  probableIts not likelyIl est possible / Cest possibleIts possibleIl est probable / Cest probableIts probableIl est rare / Cest rareIts rareIl est regrettable / Cest regrettableIts regrettableIl est sà »r / Cest sà »rIts sure/certainIl est surprenant / Cest surprenantIts surprisingIl est temps / Cest tempsIts timeIl est triste / Cest tristeIts sadIl est urgent / Cest urgentIts urgentIl est utile / Cest utileIts usefulIl est  vrai  / Cest  vraiIts true

Does music work on the mind or the body Essay Example | Topics and Well Written Essays - 2500 words

Does music work on the mind or the body - Essay Example The most obvious property of music is its sound and this, in turn, is caused by actual occurrences in the physical world. Rodeway sums it up neatly when he writes: â€Å"The auditory sense is primarily physical rather than chemical. The sound is concerned with motion or activity, that is with vibration and resonance of substances (air, water, solids). (Rodoway: 1994, p. 90) The human ear is the main receiver of sound and is able to detect the movement of air and distinguish variations in the sounds that are produced. There are, however, other parts of the body that are involved in listening to music, because the ear is part of a perceptual system, involving the whole human organism and elements of the environment which the listener and the music share. Anyone who has attended a rock concert is very aware of the physical sensation of vibration which occurs when base sounds are emitted from huge speakers with great intensity: the whole upper body feels the vibrations. Some high pitche d sounds are painful, causing the eyes to tighten up and the body to cringe. Observation of humans and animals as they react to music and other sounds reveals that movement of the head and shoulders towards the source of a sound often occurs so that both ears can be used to help locate the distance and direction accurately. Some animals like foxes and dogs have ears that face forward and can be swiveled left and right to focus more closely. The physical properties of the space in which music occurs are also important in determining how sound is received.

What is post-colonialism, and , with a focus on reflexivity, what is Essay

What is post-colonialism, and , with a focus on reflexivity, what is its significance for understanding international relations - Essay Example post-colonial period can be defined as the period where formerly colonised countries came to discover their national identities and this was done in such a manner that there was an emphasis on the freedoms and greatness of local peoples and cultures over those of the colonisers. Therefore, post-colonialism follows an epistemological approach that attempts to address the politics of knowledge in such a manner that ensures a study of the decolonised people and its impact on their identity in the contemporary world. Post-colonialism is essential for the understanding of international relations because it not only compares relations between states before, during, and after colonialism, but it also provides an understanding have come to handle their colonial legacy in the context of interactions with other states. Reflexivity is normally considered to be a constant assessment of knowledge and how it is related to the ways of doing knowledge (Bryant, 2002; Flanagan, 1981). In this context, an individual attempts to assess post-colonialism from a personalised point of view so that he or she comes up with ideas that suggest how the period of post-colonialism has come to affect the relationships of states at an international level. A close study of literature concerning post-colonialism will be analysed and the information gathered applied to how it has come to affect international relations in the modern age. Post-colonialist writers such as Frantz Fanon state that colonialism was essentially destructive to the people who were colonised and this was mainly because of their being dehumanised by their colonisers (Fanon 1963, p.205). Fanon notes that colonialism worked towards the debasement of the human characteristics of the colonised, and this was done in such a manner that it was almost impossible for them to retain their self-esteem under the new circumstances in which they found themselves. The use of both physical and mental violence brought about a situation where

Described by Dickens Essay Example for Free

Described by Dickens Essay The extended metaphor at the end of the first chapter depicts the children as vessels or jars, to be filled to the top with facts until they are full. The metaphor portrays the children as inanimate objects, which shows the reader the arrogance of Gradgrind:  Vessels then and there arranged in order ready to have imperial gallons of facts poured into them until they were full to the brim.  Dickens describes them as if they are empty and know nothing. Therefore they have to learn facts whether they like it or not. The short sentences and repetition in the sentences of the opening of the second chapter aids the description of Gradgrind as it shows the reader there is no manipulating this man and what you see is what you get. He will never change his mind.  The extended metaphor, a kind of cannonaway shows the reader Gradgrinds idea of how children should be properly educated. He believes that imaginations are to be stormed away and children should mature through facts. He is described like a cannon loaded to the muzzle with facts this shows the harshness of his character and the machine-like qualities he holds. Sissy Jupe is described by Dickens as dark-eyed and dark-haired her skin is tanned as Sissy has grown up with the circus she has an interesting background and a creative imagination; she is not just filled with facts. The colour of her eyes and hair reflects her traveller background. Whereas, Bitzer is described by Dickens as light-eyed and light-haired. His skin seems to be white, in contrast to Sissys tanned complexion. This description shows the harshness of the Victorian education system, on his appearance. The audience has no sympathy for the coldness of his character even though he is seen as a model pupil from a model school by Gradgrind, who has forced out any imagination Bitzer had and filled him with facts. His description of a horse compared to Sissys attempt shows the reader the machine-like almost robotic manner in which he is able to reel off facts: Quadruped. Graminivorous.  His character is the opposite of Sissy. Gradgrind refers to her as a number, yet to Bitzer by name, as Sissy has only been at the school for a short time, but is referred to as Girl number twenty as she is new to the school her education is not as Gradgrind would like it to be, this in turn alienates her.  During the fifth chapter, we meet the characters Sissy and Bitzer again as their chase come to a halt when they bump into Gradgrind. After explaining why she was running, Gradgrind comments, as he cannot understand why Sissy should be run after: Run after? repeated Mr Gradgrind. Who would run after you?'  Gradgrind does not know Sissy, and sees her as an outcast. He does not see why she should be run after, and cannot understand why someone would want her. His question is answered when Bitzer enters in the next paragraph. He is described as the colourless boy. This creates lack of empathy in the reader towards Bitzer and how he has been manipulated by Gradgrind and the school. As Bitzer is running after Sissy, although described as without fancy (colourless), he still is a child as he was pulling faces to scare Sissy. Once escorted by Sissy to her home, we see Sissys fears of Gradgrind through the way she talks to him. She also seems embarrassed by the state of her home:  This is it, sir, and if you wouldnt mind, sir this is the house.  Sissys politeness to Gradgrind, as well as showing a well-mannered child also show how nervous she is around him, and the fear she has of him. Sissy is frightened of Gradgrind as she sees that as she is from a poor lifestyle, because of the shabbiness of her home, she will not be allowed to continue her studies, as those with a proper education will do better in the future. The audience empathises with Sissy because of this. In conclusion, Gradgrind has a stern manner and is very controlling of his pupils and his children because he is a very hard character he is a man of realities. Bitzer is a machine-like character; his white face reflects the coldness of his life with only facts in it. This contrasts to Sissys character, which is imaginative, because she lacks the proper formal education Bitzer has received. Hard Times is based on, and shows, Dickenss view of rejection, to the callous determination of Victorian greed. The audience empathises with Sissy the most as her character seems to be lost and the most fragile. The audience do not empathise with Gradgrind because of his stern and cold nature, which, as Bitzer becomes a model student, causes the audience to empathise with neither of the two characters.

Essay --

Introduction In past history crime already existed. Many factors led to crime like school riots, and police corruption. Focusing on the 1980s drug crimes was a big deal as Cuban immigrant migrated to Unites States, specifically Miami, Florida. The people started making by starting an operation on trading and selling drugs and cocaine illegally from Cuba to Florida. A movie that perfectly fit into this category of crime during this time is, â€Å"Scarface†. The main plot of the movie is a Cuban immigrant took over a drug cartel business while giving into greed. This paper will use criminological theories to explain crime in the movie, â€Å"Scarface†. The following will reveal how classical theory, different association theory and institutional anomie theory are applied to the movie. Summary of "Scarface" It start with a Cuban immigrant named Tony Montana, when he got to Florida he was questioned by police authority as a result Tony was put in a camp with other Cubans as the authority was suspicious of him when he told them he has nobody that his family dead and he just wanted to experience the American Dream. Both Tony and his best friend Manny was offered to be release from the camp and given green card by Frank Lopez if they kill a former aide to Fidel Castro, Emilio Rebenga during a riot. After Tony and Manny got there green card they found a job as dishwasher in a fast food shop. Weeks later Frank's people came to Tony and Manny offering them another job to do for money. They accept the offer to trade in with Hector for drugs after consulting about how much they will get paid. As Tony and Manny go to their first drug dealing job it cause them a friend life and killing Hector. Frank immediately hired Tony and Manny seeing they got ... ...corruption. Another policy that might fix drug problems is law enforcement should be more focus on stopping or confiscating drugs from entering United States. We could have more checkpoints to stop drug from going through to America. A good policy should be teenagers are requiring participating in a program where we give them more knowledge of drug so we give them something to think about their future if they want to be success or ruin them with drugs. Conclusion Today all drugs are still part of the problem in committing crimes. Society and the police should really think about more effective policies or plans to stop this before it get worse. Of course there are more factors why criminal are criminal today but these three theories stood out in the movie â€Å"Scarface†, how it’s about the learning, the benefits, and monetary which motivated people to become criminal.

Glasgow 5th March

This is a critical essay for Glasgow, 5th March, 1971†², by Edwin Morgan, which is a modern instimatic poem about a shocking crime committed upon a ‘young man and his girl' by ‘two youths' and witnessed by two annonymous expressionless drivers who pass by without even aknowledging the crime. Morgan manages to make us feel as if we are watching this incident happen and effectively conveys the incident in the form it takes, unemotional, detached and ‘formal'. This feeling is fistly shown in the title, which is simply a place and date, the title implies it isn't a poem but some kind of record or headline.In this critical essay I am going to show how the poet Edwin Morgan uses violent and anonymous themes to create a lasting impression with the help of techniques like setting, imagery and word choice. In the first stanza Morgan makes excellent use of imagery and word choice, catching our attention with the words ‘With a ragged diamond, of shattered plate glas s’ This phrase immediately makes the reader think of something sharp, sparkling and dangerously beautiful. When the words diamond and shop window are put together like this we imagine them as small sparkling diamonds.This impression is carried on later in the poem when the writer describes the setting as ‘a sharp clear night' Even though the writer has said nothing of what sort of shop it is we subconsciously imagine a jeweller's shop. This is technique effectively puts the reader at the scene of the crime. In the second verse the poet uses another technique, a metaphor that emphasises the brutality of the attack â€Å"bristling with fragments of glass† This metaphor the could be comparing bristles of hair to the bristles of glass lying on the mans face. It is an effective comparison because it helps the reader imagine all the tiny particles of glass.It shows that poet wants us to recreate the incident as we read, with as much detail as possible. Edwin Morgan als o uses clinical language to describe the injurys to the couple. A key example of that is the phrase, ‘spurts arterial blood' His word choice makes the the scene more violent but also continues to detach the reader from the young victims This successfully describes the scene without showing any emotion from the writer or the victims while still going along with the violent theme. Edwin Morgan uses onomatopoeia when he says the phrases ‘shattered plate glass', ‘bristling with fragments of glass' ‘spurts'.The continuation of the ‘sh' and ‘s' sounds throughout the poem help paint a clearer picture of the crime in the readers head. This technique is successfull as phrases add sound effects to the silent image in the readers head. The writer does not add any emotions, but he does add facial expressions of the characters. About the young man and his girl he says that, â€Å"Their faces show surprise, shock, And the beginnings of pain† This quote i s effectivly emphasises the speed of events this is evident from the writer describing the how the characters are only just beginning to feel the pain when we are reading the third stanza.The couple are also kept anonymous creating one of the main themes of the poem. This use of word choice again doesn't show any emotion while still successfuly describing to the reader what is happening to the victims. Morgan also tells us about the two youths faces with the phrase ‘Their faces show no expression. ‘ This is the main quote that tells us that the two youths have no remorse for what they have done it also leaves the two youths anonymous like the young couple they have just pushed This helps to carry on the anonymous theme through the poem.

Checkpoint the Information Systems Department Essay

The Information Systems Department’s goal is to manage a company’s information through safe, secure and resourceful methods that can be accessed easily from anywhere inside the company. The Information Systems Department manages a wide variety of company information; everything from software, computers, storage, e-commerce, online websites, system integration, company networks, IT help, networking, consultation, billing, telecommunications, partnerships, implementation and training. The greatest resource provided by the Information Systems Department is transparency through technology; helping employees use accessible resources to seed the evolution of new technology and future innovation. Two important departments that utilize Information Systems in a major way would be the Human Resources Department and Supply Management. The information systems department works with HR to develop strategies that help them become more efficient at tracking important employee information. Such as Payroll processes, distribution of funding, scheduling, pay, employee info, company ethics, salary information and skill inventories are all tracked through this system. The ISD department develops software and assists with the technical side of this process; helping the Human resources department develops efficient employee management strategies. On the supply management side of things the ISD departments main job is to control inventory and the supply management of the distribution side of the company. The ISD department would assist with such things as supply chain networks, production management, delivery management and quality control tracking. The department would implement strategies aimed towards tracking all of these resources and implementing effective changes to the system that may strategically enhance business production. Privacy and security of customer information would also be stored within databases managed by the ISD through the secure network established for this process. The ISD would also be responsible for transportation operations, scheduling, purchasing and all information management related to supply. The information systems department really deals with nearly all aspects of a company anymore. The processes used and developed through the ISD help a company become more effective by collecting, creating and distributing data through intelligent software. The resources managed differ from department to department, but all use the same core fundamentals. The goal is to deal with challenges in a cost effective manor; which ultimately helps drive the production of a company.

Free Essays on Nature Of International Law

INTERNATIONAL LAW QUESTION: Is international law â€Å"law†? Definition of Law Law is defined differently by different schools of thoughts. Some attribute more importance to one element of law than the other elements. For example positivists define law as a command of state that is backed by the state's enforcement power. They are in the opinion that without the power of enforcement, no system of rules can be regarded as a system of law. Although different definitions law exist, it in general terms, can be described as the body of rules, whether proceeding from formal enactment or from custom, which a particular state or community recognizes as binding on its members or subjects. Internatioanal law is defined as a set of rules and principles created between states ans instutional subjects of internatioanal law such as the UN, either for their own purposes or as a means of facilitating the functions of organisations of which they are memberes. There are clear differences between international and national law. National law has a supreme authority, and based on principles of command, obedience and enforcement. There are law making, law determining and law enforcement agencies. However, International law lacks a supreme authority. States are legally equals. It is based on consent and reciprocity. There is not any enforcement institution. The nature of international law The creation of public international law relies on negotiation and ratification of formal treaties and conventions, and on the formation of custom. Customary international law arises through the â€Å"general practice† of states’ legally relevant actions resulting in stable expectations, and ultimately in rules widely believed by states to be legal requirements. This is to be contrasted with international law arising from treaties or other formal legal arrangements, which are negotiated by states, and must be signed and ratified in order to be ... Free Essays on Nature Of International Law Free Essays on Nature Of International Law INTERNATIONAL LAW QUESTION: Is international law â€Å"law†? Definition of Law Law is defined differently by different schools of thoughts. Some attribute more importance to one element of law than the other elements. For example positivists define law as a command of state that is backed by the state's enforcement power. They are in the opinion that without the power of enforcement, no system of rules can be regarded as a system of law. Although different definitions law exist, it in general terms, can be described as the body of rules, whether proceeding from formal enactment or from custom, which a particular state or community recognizes as binding on its members or subjects. Internatioanal law is defined as a set of rules and principles created between states ans instutional subjects of internatioanal law such as the UN, either for their own purposes or as a means of facilitating the functions of organisations of which they are memberes. There are clear differences between international and national law. National law has a supreme authority, and based on principles of command, obedience and enforcement. There are law making, law determining and law enforcement agencies. However, International law lacks a supreme authority. States are legally equals. It is based on consent and reciprocity. There is not any enforcement institution. The nature of international law The creation of public international law relies on negotiation and ratification of formal treaties and conventions, and on the formation of custom. Customary international law arises through the â€Å"general practice† of states’ legally relevant actions resulting in stable expectations, and ultimately in rules widely believed by states to be legal requirements. This is to be contrasted with international law arising from treaties or other formal legal arrangements, which are negotiated by states, and must be signed and ratified in order to be ...

What Is the Distributive Property

What Is the Distributive Property SAT / ACT Prep Online Guides and Tips What is the distributive property? Did you go over the distributive property definition in school but still aren’t sure what it is or why it’s important? The distributive property is a key mathematical property you’ll need to know to solve many algebra problems. In this guide, we explain exactly what the distributive property is, why it’s important, when you should use it, what other math rules you need to know for it, and we also work through several examples so you can see the distributive property in action. What Is the Distributive Property? The distributive property, sometimes known as the distributive property of multiplication, tells us how to solve certain algebraic expressions that include both multiplication and addition. The literal definition of the distributive property is that multiplying a number by a sum is the same as doing each multiplication separately. In equation form, the distributive property looks like this: $a(b+c) = ab + ac$ (Remember, in math, when two numbers/factors are right next to each other, that means to multiply them.) Like many math definitions, the distributive property is easier to understand when you look at a few examples. Here’s a simple one: $$5 (2 +7)$$ Normally, if you had a problem like this, you’d add 2 and 7 together to get 9, then you’d multiply 5times 9 to get 45. This is the simplest way to solve the equation, and it also follows the order of operations, which tells you to simplify whatever is in the parentheses first before moving onto other operations like multiplication. Solving that equation using the distributive property would look like this: $$5 (2+7)$$ The distributive property means doing multiplication before the addition within the parentheses, so we’d distribute the 5 to both values within the parentheses: $$5(2) + 5(7)$$ Work out the multiplication: $$10 + 35$$ Then add the two numbers together: $$10+35=45$$ We get the same answer as we did solving the problem with the first method, which shows that the distributive property works. Now, why would you want to use the distributive property when it took longer than the first method? The distributive property comes in handy when you have terms within the parentheses that can’t be added together, such as this equation: ${3/4}(a + 2b)$. Because there are variables involved, there’s no easy way to simplify $a + 2b$. In these more complicated equations, the distributive property can help us get the equation into a form that makes it easier to simplify or solve. We’ll see examples of how to do this later on in this guide. 3 Key Rules Related to the Distributive Property When you’re using the distributive property, you’ll often have to use or be aware of other mathematical rules and properties in order to solve or simplify the equations. Here are three of the most important ones to know. Commutative Laws The commutative laws state that you can swap numbers when adding or multiplying and still get the same answer. So $x + y = y + x$ and $x(y) = y(x)$ These are likely intuitive for you by now, but they’re an important part of the distributive property, which wouldn’t work without them. You can use them when you need help simplifying certain equations in order to get them into a more workable form. Order of Operations When you have a complicated equation that looks like it can be simplified in multiple ways, the order of operations gives you the correct way to work through those operations. The acronym PEMDAS makes it easy to remember which operations to work on first. From first to last, here’s the order you should work out operations: Parentheses Exponents Multiplication and Division (do these at the same time, working left to right) Addition and Subtraction (do these at the same time, working left to right) The order of operations is important to know because you’ll often have to remember it when simplifying equations that include a lot of different operations. It can also help you determine whether to use the distributive property or not. Order of operations states the first step you should take when simplifying an equation is to work out whatever is in a parentheses set, but if what’s in the parentheses can’t be simplified, that’s a sign to use the distributive property. Quadratic Formula The quadratic formula states that, for $ax^2+ bx + c = 0$, the values of $x$ which are the solutions to the equation are given by: $$x={-b ±Ã¢Ë†Å¡{b^2-4ac}}/{2a}$$ When using the distributive property, you may be able to simplify some equations into the $ax^2 + bx + c = 0$ form so that you can use the quadratic equation to solve for $\bi x$. Distributive Property of Multiplication Example Problems In this section we go over three examples of simplifying problems using the distributive property. You’ll notice each of them contain variables in the parentheses, which is a key sign that the distributive property is needed. Example 1 $$\bo4\bi x(\bo5\bi x + \bo6) = -\bo7$$ First, we’re going to distribute $4x$ to both $5x$ and 6. $$4x(5x) + 4x(6) = -7$$ Now, multiply those out: $$20x^2+ 24x = 7$$ Add 7 to both sides: $$20x^2+ 24x +7 = 0$$ This equation is now in the proper formula to solve for $x$ using the quadratic formula (x would equal $-0.7$ and $-0.5$), or you might be able to keep the equation in that form if you were just being asked to simplify it. Example 2 $$\bo3\bi x(\bi x-\bo4) + \bo5(\bo4\bi x + \bo6)$$ For this equation, there are two sets of parentheses, so we need to use the distributive property twice. Distribute the 3x to its set of parentheses and the 5x to its set of parentheses: $$3x(x) + 3x(-4) + 5(4x) + 5(6)$$ Multiply it out: $$3x^2- 12x + 20x^2+ 30$$ Add the two $x^2$ terms together to simplify $$23x^2- 12x + 30$$ Example 3 $$-\bo7(\bi x + \bo4) + \bo8(\bo2 - \bo4\bi x)$$ This example is a bit trickier because the 7 has a negative sign in front of it. When the value just outside the parentheses is negative, the negative sign must be distributed to each term within the parentheses. Distribute the -7 to its set of parentheses and the 8 to its set of parentheses: $$(-7)(x) + (-7)(4) + (8)(2) + (8)(-4x)$$ Multiply those out: $$-7x -28 + 16 - 32x$$ Now simplify: $$-39x - 12$$ Summary: What Is the Distributive Property Definition? What is distributive property? The distributive property of multiplication states that $a(b+c) = ab + ac$. It’s often used for equations when the terms within the parentheses can’t be simplified because they contain one or more variables.Using the distributive property, you can simplify or solve equations that would otherwise be difficult to work with. When using the distributive property, remember to distribute negative signs if they’re in front of the parentheses, and keep in mind other important math rules, such as the quadratic formula, order of operations, and commutative properties. What's Next? Are you learning about logarithms and natural logs in math class? We have a guide on all the natural log rules you need to know. What is dynamic equilibrium and what does it have to do with rusty cars? Find out by reading ourcomplete guide to dynamic equilibrium. Rational numbers are another important math concept you should understand.Read our guide on rational numbers for everything you need to know about them!

Montaigne in his Apology for Raymond Sebond Essay - 1

Montaigne in his Apology for Raymond Sebond - Essay Example He continued to indicate that philosophers were teaching various ludicrous doctrines about the human soul and the gods, which they did not clearly understand. He posited that the philosophers spoke in earnest on such matters, and in the process, they concealed their ignorance so as to accommodate public image. His essay was created with an aim of supporting and defending Christianity. He quoted Plato’s statements on immorality of the soul. In his arguments, Plato stated that, â€Å"I desire to be dissolved†, and Montaigne added, â€Å"and to be with Jesus†. Montaigne sought to indicate how philosophers can be pervasive in their teachings. He demonstrated that some of Plato’s arguments made some of his disciples to desire premature grave, because they hoped to enjoy the things that he had promised them soon enough. He compared the work of ancient philosophers and Christianity with the aim of teaching that human beings cannot attain certainty. In the introduction of skeptic arguments, Montaigne quoted the work of Plato. In the ancient world, the skeptics, just like Plato, aimed at striking a difference between appearance and reality. Additionally, both Plato and skeptics held that through appearance, people could develop opinions, and if they had a chance to encounter reality, the result would be knowledge. Plato and the skeptics had developed assumptions that could be used to differentiate between grasping reality and appearance. A good example that was used by Montaigne was Plato’s depiction character of reality in his idea of beauty. The main difference between Plato and the skeptics was that Plato believed that it was possible to rasp reality via exercise of reason and philosophy; while on the other hand, the skeptics denied the possibility. Concerning the concept of reality and appearance, Montaigne concentrated on implications. He carefully analyzed both sides of the

Peer response Article Example | Topics and Well Written Essays - 250 words - 7

Peer response - Article Example In terms of concerns regarding sampling, the plan to obtain a representative sample through securing a list of students in remedial classes is deemed to be an appropriate mode. Soliciting these students’ approval to participate in the study is another issue that needs a good technique. Your suggestion to send email message to these students is an alternative. However, one suggests that you could directly endorse request letters to these students while in their traditional class settings. Of course, you have to request approval from the instructors, as well as from the academic authorities prior to solicitation of approval for participation. Thus, through a quick survey-questionnaire, these same students could respond immediately in the same traditional classroom setting to collect their responses. I believe this suggestion would also eliminate sampling biases since the survey would be conducted to all students taking remedial classes in their traditional classroom