Coordinate Geometry on ACT Math Strategies and Practice

Coordinate Geometry on ACT Math Strategies and Practice SAT / ACT Prep Online Guides and Tips Coordinate geometry is a big focus on the ACT math section, and you’ll need to know its many facets in order to tackle the variety of coordinate geometry questions you’ll see on the test. Luckily, coordinate geometry is not difficult to visualize or wrap your head around once you know the basics. And we are here to walk you through them. There will usually be three questions on any given ACT that involve points alone, and another two to three questions that will involve lines and slopes and/or rotations, reflections, or translations. These topics are tested by about 10% of your ACT math questions, so it is a good idea to understand the ins and outs of coordinate geometry before you tackle the test. This article will be your complete guide to points and the building blocks for coordinate geometry: I will explain how to find and manipulate points, distances, and midpoints, and give you strategies for solving these types of questions on the ACT. What Is Coordinate Geometry? Geometry always takes place on a plane, which is a flat surface that goes on infinitely in all directions. The coordinate plane refers to a plane that has scales of measurement along the x and y-axes. Coordinate geometry is the geometry that takes place in the coordinate plane. Coordinate Scales The x-axis is the scale that measures horizontal distance along the coordinate plane. The y-axis is the scale that measures vertical distance along the coordinate plane. The intersection of the two planes is called the origin. We can find any point along the infinite span of the plane by using its position along the x and y-axes and its distance from the origin. We mark this location with coordinates, written as (x, y). The x value tells us how far along (and in which direction) our point is along the x-axis. The y value tells us how far along (and in which direction) our point is along the y-axis. For instance, take look at the following graph. This point is 4 units to the right of the origin and 2 units above the origin. This means that our point is located at coordinates (4, 2). Anywhere to the right of the origin will have a positive x value. Anywhere left of the origin will have a negative x value. Anywhere vertically above the origin will have a positive y value. Anywhere vertically below the origin will have a negative y value. So, if we break up the coordinate plane into four quadrants, we can see that any point will have certain properties in terms of its positivity or negativity, depending on where it is located. Distances and Midpoints When given two coordinate points, you can find both the distance between them as well as the midpoint between the two original points. We can find these values by using formulas or by using other geometry techniques. Let’s breakdown the different ways to solve these types of problems. May you always have fast vehicles (or at least sturdy shoes) for all your distance travel. Distance Formula $√{(x_2-x_1)^2+(y_2-y_1)^2}$ There are two options for finding the distance between two points- using the formula, or using the Pythagorean Theorem. Let’s look at both. Solving Method 1: Distance Formula If you prefer to use formulas on as many questions as you are able, then go ahead and memorize the distance formula above. You will not be provided any formulas on the ACT math section, including the distance formula, so, if you choose this route, make sure you can memorize the formula accurately and call upon it as needed. (Remember- a formula you remember incorrectly is worse than not knowing a formula at all.) You will have to memorize each and every ACT math formula you'll need and, for those of you who want to learn as few as possible, the distance formula might be the straw that broke the camel’s back. But for those of you who like formulas and have an easy time memorizing them, adding in the distance formula to your repertoire might not be a problem. So how do we use our formula in action? Let us say we have two points, (-5, 3) and (1, -5), and we must find the distance between the two. If we simply plug our values into our distance formula, we get: $√{(x_2-x_1)^2+(y_2-y_1)^2}$ $√{(1-(-5))^2+(-5-3)^2}$ $√{(6)^2+(-8)^2}$ $√{(36+64)}$ $√100$ 10 The distance between our two points is 10. Solving Method 2: Pythagorean Theorem $a^2+b^2=c^2$ Alternatively, we can always find the distance between two points by using the Pythagorean Theorem. Though, again, you won’t be given any formulas on the ACT math section, you will need to know the Pythagorean Theorem for many different types of questions, and it's a formula you’ve probably had experience using in your math classes in school. This means you will both need to know it for the test anyway, and you probably already do. So why can we use the Pythagorean Theorem to find the distance between points? Because the distance formula is actually derived from the Pythagorean Theorem (and we'll show you how in just a bit). The trade-off is that solving your distance questions this way takes slightly longer, but it also doesn’t require you to expend energy memorizing any more formulas than you absolutely need to and carries less risk of remembering the distance formula wrong. To use the Pythagorean Theorem to find a distance, simply turn the coordinate points and the distance between them into a right triangle, with the distance acting as a hypotenuse. From the coordinates, we can find the lengths of the legs of the triangle and use the Pythagorean Theorem to find our distance. For example, let us use the same coordinates from earlier to find the distance between them using this method instead. Find the distance between the points $(−5,3)$ and $(1,−5)$. First, start by mapping out your coordinates. Next, make the legs of your right triangles. If we count the points along our plane, we can see that we have leg lengths of 6 and 8. Now we can plug these numbers in and use the Pythagorean Theorem to find the final piece of our triangle, the distance between our two points. $a^2+b^2=c^2$ $6^2+8^2=c^2$ $36+64=c^2$ $100=c^2$ $c=10$ The distance between our two points is, once again, 10. [Special Note: If you are familiar with your triangle shortcuts, you may have noticed that this triangle was what we call a 3-4-5 triangle multiplied by 2. Because it is one of the regular right triangles, you technically don’t even need the Pythagorean Theorem to know that the hypotenuse will be 10 if the two legs are 6 and 8. This is a shortcut that can be useful to know, but is not necessary to know, as you can see.] Midpoint Formula $({{x_1+x_2}/2}$ , ${{y_1+y_2}/2})$ In addition to finding the distance between two points, we can also find the midpoint between two coordinate points. Because this will be another point on the plane, it will have its own set of coordinates. If you look at the formula, you can see that the midpoint is the average of each of the values of a particular axis. So the midpoint will always be the average of the x values and the average of the y values, written as a coordinate point. For example, let us take the same points we used for our distance formula, (-5, 3) and (1, -5). If we take the average of our x values, we get: ${-5+1}/2$ $-4/2$ 2 And if we take the average of our y values, we get: ${3+(-5)}/2$ $-2/2$ −1 The midpoint of the line will be at coordinates (−2,−1). If we look at our picture from earlier, we can see that this calculation makes sense. It is difficult to find the midpoint of a line without use of the formula, but thinking of it as finding the average of each axis value, rather than thinking of it as a formal formula, may make it easier to visualize and remember. So what kinds of point and distance questions are on your horizon? Let's take a look. Typical Point Questions Point questions on the ACT will generally fall into one of two categories: questions about how the coordinate plane works and midpoint or distance questions. Let’s look at each type. Coordinate Plane Questions Questions about the coordinate plane test how well you understand exactly how the coordinate plane works, as well as how to manipulate points and lines within it. This can take the form of testing whether or not you understand that the coordinate plane spans infinitely, or how well you understand how negative and positive x and y coordinate values will be, or how well you can visualize points and how they move within the coordinate plane. Let's take a look at an example: We know from our earlier chart that if x is positive and y is negative, then we will be in quadrant IV, and if x is negative and y is positive, we will be in quadrant II. Quadrant I will always have both positive x values and positive y values, and quadrant III will always have both negative x values and negative y values. These do not fit our criteria, so we can eliminate them. This means that our final answer is E, II or IV only. Midpoint and Distance Questions Midpoint and distance questions will be fairly straightforward and ask you for exactly that- the distance or the midpoint between two points. You may have to find distances or midpoints from a scenario question (a hypothetical situation or a story) or simply from a straightforward math question (e.g., â€Å"What is the distance from points (3, -5) and (4, 4)?†). Let’s look at an example of a scenario question, Becky, Lia, and Marian are friends who all live in the same neighborhood. Becky lives 5 miles north of Lia, and Marian lives 12 miles east of Lia. How many miles away do Becky and Marian live from each other? miles 12 miles 13 miles 14 miles 15 miles First, let's make a quick sketch of our scenario. Now, because this is a distance question, we have the option of using either our distance formula or using the Pythagorean Theorem. Since we have already begun by drawing out our diagram, let's continue on this path and simply use the Pythagorean theorem. Now, we can see that we have made a right triangle from the legs of distance we have already. Becky lives 5 miles north and Marian lives 12 miles east, which means that the legs of our triangle will be 5 and 12. Now we can find the hypotenuse by using the Pythagorean theorem. $5^2+12^2=c^2$ $25+144=c^2$ $169=c^2$ $c=√169$ $c=13$ [Note: if you remember your shortcuts for right triangles, you could have saved yourself some time and simply known that our distance/hypotenuse was 13. Why? Because a right triangle with legs of 5 and 12 means we have a 5-12-13 triangle, which means that the hypotenuse will always be 13.] The distance between Becky’s house and Marian’s house is 13 miles. Our final answer is C, 13 miles. On very rare occasions, you may also be asked for something slightly more peculiar on a midpoint or distance formula, such as the product or the sum of the coordinates. This just requires that you take an extra step once you’ve found your new coordinate points, so don’t get thrown by this scenario. We know that our midpoints are the averages of our individual coordinates. This means we can work backwards from our one pair of given coordinates and from our midpoint coordinates to find our second pair of original coordinates. Our first set of original coordinates is at (1,−5), so these will act as our $x_1$ and our $y_1$. And we are told that our midpoint is at (4,−3), so let us set up the problem. First, let us find the value of our $x_2$ (the x-coordinate of point B). ${x_1+x_2}/2=4$ ${1+x_2}/2=4$ $1+x_2=8$ $x_2=7$ Second, let us find the value of our $y_2$ (the y-coordinate of point B). ${y_1+y_2}/2=−3$ ${-5-y_2}/2=-3$ $−5+y_2=−6$ $y_2=−1$ Now we just need to add our two coordinates. $7+(−1)$ 6 Our final answer is C, 6. Now let's talk strategy, strategy, strategy. (Pretty sure saying things three times makes 'em lucky. Or just conjures Beetlejuice. Either way.) ACT Math Strategies for Solving Point Questions Though point questions can come in a variety of forms, there are a few strategies you can follow to help master them. #1: Always Write Down Your Given Information Though it may be tempting to work through questions in your head, it is easy to make mistakes with your point questions if you do not write down your given information. This is especially the case when working with negatives or with absolute values. In addition, most of the time when you are given a diagram with marked points on the coordinate plane, you will not be given coordinates. This is because the test makers feel it would be too simple a problem to solve had you been given coordinates. So take a moment to write down your coordinates and any other given information in order to keep it straight in your head. #2: Draw It Out In addition to writing down your given information, draw pictures of your scenarios. Make your own pictures if you are given none, draw on top of them if you are given diagrams. Never underestimate the value of marking information on a sketch- even a rough approximation can help you keep track of more information than you can (or should try to) in your head. Time and energy are two precious resources at your disposal when taking the ACT and it takes little of each to make a rough sketch, but can cost you a lot more of both to keep all your information in your head. #3: Decide Now Which Formulas You Want to Use If you feel more comfortable using a variety of formulas for a variety of scenarios, then go ahead and memorize the distance formula in addition to all your other need-to-know formulas. But just remember that memorizing a formula wrong is worse than not remembering it at all, so make sure that you memorize and practice all your formula knowledge between now and test day so you can lock it in your head. If, however, you are someone who prefers to dedicate your study efforts elsewhere (or you simply feel that you won’t remember more than a handful of formulas correctly on the day of the test), then go ahead and forget all your â€Å"optional† formulas. Take the time to memorize and use the Pythagorean theorem instead (since you’ll need to know it for a multitude of other types of problems anyway) and wash your hands of the rest of them. You’ll have to know at least a few formulas to do well on the ACT, but you can absolutely get by with only needing a handful, rather than needing to know them all. Test (about to be) in progress. Test Your Knowledge Now, let’s test your point knowledge on a few more real ACT math questions. 1. In the standard $(x,y)$ coordinate plane, a line segment has its endpoints at $(3,6)$ and $(9,4)$. What are the coordinates of the midpoint of the line segment? A. $(3,-1)$B. $(3,1)$C. $(6,2)$D. $(6,5)$E. $(12,10)$ 2. 3. 4. What is the distance between coordinates $(4, -2)$ and $(-4, -6)$? A. $4√5$B. $5√3$C. 8D. $9√3$E. 14 Answers: D, G, F, A Answer Explanations: 1. Here, we have a simple midpoint question, so we just need to find the averages of our coordinates. We are given $(3,6)$ and $(9,4)$, so let us first find the midpoint $x$-coordinate. $${3+9}/2=12/2=6$$ We know our answer must be C or D, since those are the only options that gives us our midpoint $x$-coordinate at 6. Now let us find our $y$-coordinate. $${6+4}/2=10/2=5$$ Our midpoint coordinates will be at (6,5). Our final answer is D, (6,5) 2. If we make a right triangle between the points we are given, we can see that it will have leg lengths of 8 and 8. Because the distance will be in proportion to the legs and the distance between E and D is $1/4$ the distance between E and F, we can take $1/4$ of the distance of each leg. So if we count 2 up from the $x$-coordinate and 2 up from the $y$-coordinate, we get a new coordinate point at (8,6). Our final answer is G, (8,6). 3. This is a question that may appear at first to be a beast to solve, but the principle behind it is not as complex as it looks. Once we've parsed the text, we can see that we are essentially just being asked to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). The easiest way for us to do this is to plug in our own estimated values for our $z$ points. Because we are not given exact coordinate points, we know we will be able to solve the problem without exact coordinates, which means that a rough estimate will do just fine. So let's give each coordinate point a rough value and say that they are: $z_1=(−5,6$) $z_2=(−3,1)$ $z_3=(−3,−3)$ $z_4=(3,−2)$ $z_5=(5,2)$ Now we need to find the square root of the sum of the squares of our coordinate values ($√{x^2+y^2}$). This means that the squares will cancel out any negative coordinate values (because a negative times a negative is a positive). So we are just looking for whichever $z$ coordinate has the largest absolute value of its coordinates, and these would be $z_5$ and $z_1$. It looks as though $z_1$ will have the largest modulus value, but let's test them both just to be sure. $z_5$ $√{x^2+y^2}$ $√{5^2+2^2}$ $√{25+4}$ $√{29}$ 5.4 And $z_1$: $√{x^2+y^2}$ $√{(−5)^2+6^2}$ $√{25+36}$ $√{61}$ 7.8 The point with the greatest modulus value is $z_1$. Our final answer is F, $z_1$ 4. This is a typical distance question and we can, as always, either use the Pythagorean Theorem or the distance formula. In this case, let's just use the distance formula. $√{(x_2−x_1)^2+(y_2−y_1)^2}$ Our coordinates are: (4,−2) and (−4,−6), so let's plug that into our formula. $√{((−4)−4)^2+((−6)−(−2))^2}$ $√{(−8)^2+(−4)^2}$ $√{64+16}$ $√{80}$ $√16*√5$ $4√5$ (To understand how to reduce roots like this, check out our guide to advanced integers.) Our final answer is A, $4√5$ Oh yeah! You've earned some lasers! The Take-Aways The basic building blocks for coordinate geometry are understanding how the coordinate plane works and how points fit in and can be manipulated in it. Once you've grasped these fundamental concepts, you'll be able to perform more complex coordinate geometry tasks, such as finding slopes and rotating shapes. Coordinate geometry is not an insignificant ACT math topic, but luckily success is mostly a matter of organization and diligence. Be careful to keep track of your negatives and all your moving pieces and you’ll be able to dominate those point questions and all the coordinate geometry the ACT can throw at you. What’s Next? Want to brush up on any of your other math topics? Check out our individual math guides to get the walk-through on each and every topic on the ACT math test. Been procrastinating on your ACT studying? Learn how to overcome your desire to procrastinate and make a well-balanced study plan. Running out of time on the ACT math section? Our guide will help you how to beat the clock and maximize your ACT math score. Trying to get a perfect score? Check out our guide to getting a perfect 36 on ACT math, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program. Along with more detailed lessons, you'll get thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial: {{cta('999536b9-3e8d-43b1-bb4b-469b84affecc')}}

Definition and Examples of Dissoi Logoi in Rhetoric

Definition and Examples of Dissoi Logoi in Rhetoric In classical rhetoric, dissoi logoi is the concept of opposing arguments, a cornerstone of Sophistic ideology and method. Also known as  antilogike. In ancient Greece, the dissoi logoi were rhetorical exercises intended for imitation by students. In our own time, we see dissoi logoi at work in the courtroom, where litigation is not about truth but rather the preponderance of evidence (James Dale Williams, An Introduction to Classical Rhetoric, 2009). The words dissoi logoi are from the Greek for double arguments.  Dissoi Logoi  is the title of an anonymous  sophistic  treatise thats generally thought to have been written about 400 BC. See Examples and Observations below. Also see: ArgumentationDebateDialecticElenchusMemoryPreparing an Argument: Explore Both Sides of an IssueSocratic DialogueSophism and SophistryStasis Examples and Observations The essential feature [of dissoi logoi], [G.B.] Kerferd writes, was not simply the occurrence of opposing arguments but the fact that both opposing arguments could be expressed by a single speaker, as it were within a single complex argument (The Sophistic Movement [1981], p. 84). Such an argumentative procedure could force any question into an Aporia by pointing out that each side was true within the terms that it had chosen to develop the argument. Both sides depended, ultimately, on language and its imperfect correspondence to the outside world, whatever one might think that world to be. A form of this analytical technique has recently been revived under the name of Deconstruction. Or, the parties could agree to accept one position as superior, even though it manifestly depended on human argument and not Divine Truth. It is from this accommodation to antithetical structure that Anglo-Saxon jurisprudence descends: we arrange social issues into diametrically opposed questions, arran ge a dramatic display of their conflict, and (since the law cannot afford aporia as a conclusion to social disputes) accept the jury-audiences verdict as a defining truth, a precedent for future disputation.(Richard Lanham, A Handlist of Rhetorical Terms, 2nd ed. University of California Press, 1991) In essence, dissoi logoi posits that one side (logos) of an argument defines the existence of the other, creating a rhetorical situation in which at least two logoi struggle for dominance. In contrast, Western cultures implicit assumption that argument is about truth or falsity urges one to assume that one side of the argument is true or more accurate and that other accounts are false or less accurate. Quite differently, Sophists acknowledge that one side of the argument might in a particular context represent the stronger logos and others the weaker, but this does not preclude a weaker logos from becoming the stronger in a different or future context. Sophism assumes that the stronger logos, no matter how strong, will never completely overcome competing logoi and earn the title of absolute truth. Ratherand this is the heart of dissoi logoiat least one other perspective is always available to serve as an other to the stronger argument.(Richard D. Johnson-Sheehan, Sophistic Rhetoric. Theorizing Composition: A Critical Sourcebook of Theory And Scholarship in Contemporary Composition Studies, ed. by Mary Lynch Kennedy. Greenwood, 1998) Dissoi LogoiThe Original Treatise Dissoi Logoi (twofold arguments) is the name, taken from its first two words, that has been given to a tract which is attached to the end of the manuscript of Sextus Empiricus. . . . It contains arguments which are capable of bearing opposed meanings, and it has sections dealing with Good and Bad, Decent and Disgraceful, Just and Unjust, True and False, together with a number of untitled sections. It has the look of a students lecture notes, but this appearance may be deceptive. The contents are what we might expect in Protagoras Antilogiai, but it is safer simply to designate them as sophistic.For example, to prove that Decent and Disgraceful are really the same, the following double argument is brought forward: for women to wash themselves in the home is decent, but women washing in the palaestra would be disgraceful [it would be all right for men]. Therefore, the same thing is both disgraceful and decent.(H. D. Rankin, Sophists, Socratics and Cynics. Barnes Noble Books, 1983) Dissoi Logoi  on Memory The greatest and fairest discovery has been found to be memory; it is useful for everything, for wisdom as well as for the conduct of life. This is the first step: if you focus your attention, your mind, making progress by this means, will perceive more. The second step is to practice whatever you hear. If you hear the same things many times and repeat them, what you have learned presents itself to your memory as a connected whole. The third step is: whenever you hear something, connect it with what you know already. For instance, suppose you need to remember the name Chrysippos, you must connect it with chrusos (gold) and hippos (horse).(Dissoi Logoi, trans. by Rosamund Kent Sprague. Mind, April 1968)

World Religions Report Research Paper Example | Topics and Well Written Essays - 2000 words

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Immigration Essay Example | Topics and Well Written Essays - 1500 words

Immigration - Essay Example Nevertheless, the political and social significance of immigration goes clear of numbers as immigration engrosses populace, and not just the factors of production but also the dreams, hopes, frustrations, human interests and plans. As such, immigrants are n active force that drives the novel international realities both in their host countries and their native countries. In actual fact, immigration has turned out to be a key force that shapes global reality. Immigration is a dominant force with regard to both cultural and social interaction and change in the host nations. It offers the immigrants considerable opportunities to enable them to progress. Immigration is also an issue that has significantly dissimilar developmental impacts on both the native and host nations. The worldwide population has, therefore, recognized the aforementioned facts in their considerations on immigration and as a consequence has acknowledged the requirement to set up a more rational political rejoinder t o the trend. This paper is, therefore, written with the objective of bringing out the differences in immigration patterns between the United States of America and other countries across the globe. In doing so, the paper will look at aspects such as the difference in immigration policies between the USA and other countries and also the differences in opportunities offered to immigrants in USA and other countries. Immigration in the USA and Canada One of the notable differences between the national policies on immigration between Canada and the United States of America is that while Canada has been actively involved in soliciting for immigrants for several years, the United States of America has put up several restrictions aimed at limiting immigration into the country Dalmia. Dalmia further observes that the Canadian public has consistently shown support for immigration as was seen in a poll whose outcome indicated that only a third of Canadians considered immigration as a problem an d not an opportunity. This was far much lower than all the nations that had been surveyed. However, the Canadians showed concern on â€Å"brain wastage† and making sure that alien credential were accurately acknowledged and recompensed in the job markets. In concurrence with the above statement, Dalmia acknowledges that unlike the United States that only elects natives to leadership and political positions, Canada offers immigrants opportunities in both political and leadership positions. For instance, during the 2011 parliamentary elections, approximately 11 percent of all the individuals elected to the Canadian parliament were immigrants. He further maintains that this is not a coincidence as just about 20 percent of Canadians are immigrants. On the other hand, the United States of America limits immigrants from participating in elections and holding political offices. That is, the policies do not allow immigrants to vote or vie political offices such as congress, presidenc y and senate. In observing the difference of opinions on immigrations between Canadians and Americans, Dalmia noted that there are two key reasons as per why Canadians are tolerant to immigration while

Sociology Essay Example | Topics and Well Written Essays - 1250 words - 7

Sociology - Essay Example Different nations of people live in one city, like in New York representing unity in diversity with so many cultures and traditional values. Different languages are spoken. Municipalities also register an inevitable growth and they have to provide transportable roads lighting the roads, similarly and should be committed to provide amenities of international standard to being globalization. The technology is no more permitted, limited to a particular part of the world. It is exchanged in order to serve the public with the latest technology. The globe is no bigger. Globalization and sociology represents a single economy. Single technology, efficiency and quality of the products should be of high standard. Because of globalization and sociology there is conspicuous change with the social life industries. One shall meat and come across different rest of different nationals represent at one place. Different sets of different nationals represent diversified cultures, different languages are spoken at one and the same place, and at one and the same time. They come to know each other from a closer proximity. The intimacies develop; relationships pave way for greater understanding. The social pavilion of life is set to rolling. Broader outlook develop into more knowledgeable and understanding environment. There will be a great impact on the urban sociology patterns of life. The world becomes a small place respectively inevitable economical growth, a pleasant knowledge based environment. The world is no bigger, thoughts of seeing the world; the globe on a huge unknown has become so small so much can be felt immensely. T third world, joyous frivolous, sensible, knowledgeable, cultured by urban socialites will cherish. The development may fold big colonies. A lot of departmental stores will enter into the market to cater to the needs of the conglomeration. The branded cloth stores, all varieties clothes grocers, food

Letter to Colombian Government (Writing to Argue) Assignment

Letter to Colombian Government (Writing to Argue) - Assignment Example The situation is further exacerbated by the displacement of children due to the armed conflict and the forced recruitment of minors by armed groups, such as the FARC (IACH Report). The commission’s conclusion is clearly a clarion call for government action. Unfortunately, the Colombian government’s enactment of the 1989 Minor’s Code facilitates the exploitation of the very children it aims to protect. In Medellin, the Minor’s Code encourages contempt of the law, engenders child assassins, brings children under the control of exploitative bosses, pushes children into guerilla forces, and prevents the reintegration of children into society. The Minor’s Code’s position that those who are under the age of 18 will not go to jail on committing a crime, only gives carte blanche to children to break the law with impunity. While its provisions may superficially claim to protect the child, the ground-reality is markedly different: the Code, designed to protect kids from adult prisons, actually puts them above the law. It effectively absolves children from taking responsibility for their actions. This makes them effective instruments of crime, as they can easily evade the long arm of the law. Just as civilians are used as shields in unfair wars, the Minor’s Code is responsible for children being used as shields for crime on the streets of Medellin. There is widespread contempt of the law and crimes are delegated to children. The Code is as good as a license to kill.   As the Minor's Code allows kids under 18 to kill without being held responsible, the streets of Medellin teem with child assassins. Contract killings, which are common here, are largely executed by minors. The client contacts a boss, identifies the victim and pays the contract price. The boss then executes the contract using child assassins. Capt. Luis Francisco Marino Florez, a homicide detective in Medellin, perceives child assassins to be more dangerous t han adult ones. He says, â€Å"They're less predictable, and they know they can't be touched.† Minors literally thumb their noses at him. â€Å"In the cases of 12- and 13-year-olds, we have kids who we know have murdered 10 to 15 people, but nothing happens to them† (Griswold, New York Times). Secure behind the walls of the Minor’s Code, Medellin’s adolescent sicarios, or assassins, are the gang bosses’ preferred instruments of execution. The Minor’s Code puts children under the exploitative control of gang bosses, who keep their young charges on a tight leash. The gang leaders of Medellin are often affiliated with the paramilitary forces from whom they receive cash and weapons. The immunity conferred on children by the Minor’s Code makes them ideal as the bosses’ underlings. The bosses hire child assassins and equip them with weapons. The children are provided with drugs, as another way in which the bosses can retain control o ver them. They depend on the gang bosses for drugs, approval and money. In the frequent absence of fathers, these children even see the bosses as their role models. They get paid at the bosses’ whim. Once they are caught in this vicious circle, children cannot break out. They have to continue killing, or be killed. As the minor reaches the age of eighteen, which places him outside the protective umbrella of the Minor’

Mental Health Nurses are the Best People to Aid Recovery of Depressed Assignment

Mental Health Nurses are the Best People to Aid Recovery of Depressed and Cardiac Patients - Assignment Example Over the recent decade, several studies have linked anxiety and depression with cardiovascular problems, as well as fatal heart attacks (Bogner, Ford & Gallo 2006). A wide-ranging analysis of empirical studies about cardiac patients’ psychosocial medications indicates that a vast sum of resources have been employed in this attempt (Pignay-Demaria, Lesperance, Demaria, Frassure-Smith & Perrault 2003). Hence, it is vital for mental health nurses to be knowledgeable of the important developments that have taken place. A vast number of studies and reviews over the recent decade have analysed the impacts of depression on cardiovascular problem. They propose a relationship between cardiovascular problems and depression, but not a decisive causality trend (Ai et al. 2010). The findings can be classified into three groups (Ai et al. 2010). Primarily, depression portends the start of and weak diagnosis for cardiovascular illness (p. 27). Second, the connection between heart disease and depression is due partly to the connection between cardiac patterns and risk factors and depression like refusal to take medication, poor compliance to minor precautionary treatment, social exclusion, and withdrawal from rehabilitation courses (Ai et al. 2010). Third, some studies indicate that coronary heart disease may reinforce depressive symptoms, particularly among women. Certainly, a significant number of Myocardial Infarction (MI) survivors are experiencing depression (p. 27). Duits and colleagues (1997), in an analysis of 17 potential investigations of psychosocial results after cardiac surgery, discovered that preoperative depression and anxiety portended postoperative mental instability.... The explanations why depression is usually insufficiently addressed and treated in cardiac patients have yet to be completely explained. Depression normally is expressed by grief but can be determined without this particular aspect. Since elders with persistent clinical illnesses such as heart diseases may not show grief or sorrow and because other indications like weakness or weariness are pervasive to cardiovascular problems and depression, overlap in symptoms may reinforce the failure to recognise depression by physicians. On the other hand, patients and physicians might think that depression is a natural response to heart problems. Previous researchers of depression in the perspective of clinical comorbidity evaluated the presence of depression to be a mental outcome of experiencing a disease. Furthermore, a number of physicians may be hesitant to interview their patients regarding their symptoms of depression and patients may be unwilling to reveal these specific symptoms. Moreover, successful treatment of comorbid cardiovascular disease and depression necessitates knowledge of the interaction between these health disorders.