Lifestyle Comparison, City vs Country free essay sample

Data has been collected from several sources such as multiple real estate agencies, fuel stations, transport agencies, mapping sources, grocery markets as well as different social and recreational organizations and conventions, this information will aid me to form my personal opinion on which is the better option. The criteria on which of the options stands to be ‘better option’, will be on the basis of; which provides the best financial outcome. Notes: * This report is taking the assumption that certain material possessions have already been accounted for, EG: * Car, clothes, furniture etc. The car at our disposal for the calculations of travel expenses will be the Hyundai Santa Fe Part Four, Data Analysis: The salaries of dentists in Australia varies widely, as the lowest reported income per annum is an estimated $50,800 while the highest earning dentists are in much larger figures, with $190,000 as the maximum recorded payment. $50,800 + $190,000 = $240,800 $240,800 ? 2 = $120,400~ the average salary, calculated via the values given above. We will write a custom essay sample on Lifestyle Comparison, City vs Country or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This given pay scale can be divvied into three categories in order to better represent and calculate budgets and relevant taxes. To yield more reliable results, the following tax calculations will be made under the assumption that we are earning an average pay of $120,400 per annum. Tax Calculations| | Weekly| Monthly| Yearly| Gross| (Divide yearly pay by 52)$2315. 38| (Divide yearly pay by 12)$10,033. 33| $120,400| Tax | $624. 90| $2707. 91| $32,495| Super| $208. 38| $903| $10,836| Medicare| $34. 73| $150. 5| $1,806| Net Income| $1447. 1| $6,271. 9| $75,263| Tax: $120,400 $80,000 = $40,400~taxable dollars. $40,400 x $0. 37 = $14,948 $14,948 + $17,547 = $32,495~yearly income tax. $32,495 ? 12 $2707. 91~monthly income tax. $32,495 ? 52 = $624. 90~weekly income tax. Super: $120,400 – 9% = $120,400 x 0. 09 = $10,836~yearly super payment. $10,836 = $10,836 ? 12 = $903~monthly super payment. $10,836 = $10,836 ? 52 = $208. 38~weekly super payment. Medicare: $120,400 – 1. 5% = $120,400 x 0. 015 = $1,806~yearly Medicare levee $1,806 = $1,806 ? 12 = $150. 5~monthly Medicare levee $1,806 = $1,806 ? 52 = $ 34. 73~weekly Medicare levee Net Income: $120,400 – $32,495 – $10,836 $1,806 =$75,263~yearly net income $75,263 = $75,263 ? 12 = $6,271. 9~monthly net income $75,263 $75,263 ? 52 = $1,447. 30~weekly income Expenses: Living The following rental prices are taken from multiple real estate websites, with the cheapest price as the main deciding factor. House Rentals| House #| Brisbane Prices| Address| Charleville Prices| Address| 1| $395| 8/53 Edward Street, Brisbane| $230| 169 Edward St| 2| $390| 21/204 Alice St, Brisbane| $200| 164 Galatea St| 3| $430| 460 Ann St, Brisbane| $165| 1/75 Galatea St| 4| $450| 5/204 Alice St, Brisbane| $165| 1/16 Sturt St| 5| $450| 1904/485 Adelaide St, Brisbane| $160| 7/16 Sturt St| Averages:| $423| $184| Recreational A steady amount of $150 will be deducted weekly from our overall income in order to pay for recreational activities, drinks, dinner, take-away etc. Health Insurance Health insurance is a necessity for anyone trying to save money, as it is a safety net if something is to go wrong, and medical attention is needed. Without this safety net, simple injuries such as broken bones may cost in the thousands of dollars, while serious injuries and surgeries will cost exponential amounts. For the best value and lowest price, as suggested by a comparison on iSelect. com. u, the best plan at our disposal will cost $75. 24 monthly, and cover the essentials. $75. 24~monthly health insurance $75. 24 x 12 = $902. 88~yearly health insurance $75. 24 ? 4 = $18. 81~weekly health insurance Part Five, Data Analysisamp; Comparison: Gas amp; Electricity P. A. As evidence from Switchwise. com. au suggests, an apartment style home in Brisbane with 1 bedroom amp; 1 resident average, will result in a n estimated yearly payment of $1646. This price can be altered however via an Origin energy yearly contract, which will lower this expense to $1554 p. . in a Brisbane residential apartment complex. $1,554 ? 52 = $29. 88~weekly energy/gas expenses $1,554 ? 12 = $129. 5~monthly energy/gas expenses In terms of country living, the annual cost of electricity for a house will cost $1520 at the bare minimum. $1,520 ? 52 = $29. 23~weekly energy/gas expenses $1,520 ? 12 = $126. 66~monthly energy/gas expenses Fuel With the aim of keeping this report simplified, the only fuel being analysed and recorded will be diesel. The price for diesel in Charleville, on the date of 13/5/13, is $1. 43 /L. While according to racq. com. au, the average price for diesel in Brisbane, over the course of April, was $1. 48 /L. This difference, although minimal, scales over time and will cause either substantial savings or losses over the course of say, 10 years working the same job amp; same average fuel usages. Transport To calculate the average transport expenses, the car at our disposal will be a Hyundai Santa Fe. The Santa Fe runs on diesel, and has an overall consumption of 7. 3litres/100km. This data divides into 0. 73litres/10km, and 0. 65/5km, to achieve more manageable sample sizes in order to accurately calculate the average weekly usage in both country amp; city environments. *Note: Multiple instances of the home – work drives are extremely minimal, and will therefore not be considered under fuel consumption, and merely an expense of time. Transport CONT: Diesel Consumption: House #| Kilometres| House 1| 1. 12| House 2| 1. 6| House 3| 0. 06| House 4/5| 0. 32| *miles -gt; ki lometre conversion = y X 1. 6 = z 164 Galatea St -gt; work = 0. 7miles X 1. 6 = 1. 12km 169 Edward St -gt; work = 1. 00miles X 1. = 1. 6km 71 Galatea St -gt; work = 0. 06km 16/9 amp; 16/7 Sturt St -gt; work = 0. 32km *Note: to yield an accurate fuel expense, the average distance of the five houses for both city and country will be used, and then a price for a round trip, over five times a week, plus a 20% fuel allowance for other travelling needs. Country: 1. 12km + 1. 6km = 2. 72km 2. 72 / 2 = 1. 36km 1. 36~travel distance home to work 1. 36 x 2 = 2. 72km 2. 72km x 5 = 13. 6km ~home to work amp; back, five days 13. 6 x 0. 20 = 2. 72km~fuel allowance, for other travelling needs 2. 72 + 13. 6 16. 32km~weekly travel distance 16. 32% of 100km, therefore 16. 32% of ($1. 43 x 7. 3L=$10. 43 (price for 100km worth of fuel)) $10. 43 10. 43 x 0. 1632 = $1. 70~weekly fuel expense House #| Km to work| House 1| 5. 44km| House 2| 5. 12km| House 3| 6. 72km| House 4/5| 7. 04km| City: *miles -gt; kilometre conversion = y X 1. 6 = z 53 Edward St -gt; work = 3. 4miles X 1. 6 = 5. 44km 21/204 amp; 5/204 Alice St -gt; work = 3. 2miles X 1. 6 = 5. 12km 460 Ann St -gt; work = 4. 2miles X 1. 6 = 6. 72km 485 Adelaide St -gt; work = 4. 4miles X 1. 6 = 7. 04km 5. 44 + 5. 12 + 6. 2 + 7. 04 = 24. 32 24. 32 / 4 = 6. 08km~average distance to work 6. 08 x 2 = 12. 16 12. 16 x 5 = 60. 8~home to work distance, five times per week 60. 8 x 0. 2 = 12. 16km~weekly fuel allowance 60. 8 + 12. 16 = 72. 96km~weekly fuel consumption 72. 96km = 72. 96% of 100km 72. 96% of ($1. 43 x 7. 3L=$10. 43 (price for 100km worth of fuel)) $10. 43 10. 43 x 0. 7296 = $7. 60~weekly fuel expense Grocery Essentials *The following are the prices of food essentials at the lowest offered price in their respective stores and locations, without factoring in any limited special offers.

The 21 Hardest ACT Math Questions Ever

The 21 Hardest ACT Math Questions Ever SAT / ACT Prep Online Guides and Tips You’ve studied and now you’re geared up for the ACT math section (whoo!). But are you ready to take on the most challenging math questions the ACT has to offer? Do you want to know exactly why these questions are so hard and how best to go about solving them? If you’ve got your heart set on that perfect score (or you’re just really curious to see what the most difficult questions will be), then this is the guide for you. We’ve put together what we believe to be the most 21 most difficult questions the ACT has given to students in the past 10 years, with strategies and answer explanations for each. These are all real ACT math questions, so understanding and studying them is one of the best ways to improve your current ACT score and knock it out of the park on test day. Brief Overview of the ACT Math Section Like all topic sections on the ACT, the ACT math section is one complete section that you will take all at once. It will always be the second section on the test and you will have 60 minutes to completed 60 questions. The ACT arranges its questions in order of ascending difficulty.As a general rule of thumb, questions 1-20 will be considered â€Å"easy,† questions 21-40 will be considered â€Å"medium-difficulty,† and questions 41-60 will be considered â€Å"difficult.† The way the ACT classifies â€Å"easy† and â€Å"difficult† is by how long it takes the average student to solve a problem as well as the percentage of students who answer the question correctly. The faster and more accurately the average student solves a problem, the â€Å"easier† it is. The longer it takes to solve a problem and the fewer people who answer it correctly, the more â€Å"difficult† the problem. (Note: we put the words â€Å"easy† and â€Å"difficult† in quotes for a reason- everyone has different areas of math strength and weakness, so not everyone will consider an â€Å"easy† question easy or a â€Å"difficult† question difficult. These categories are averaged across many students for a reason and not every student will fit into this exact mold.) All that being said, with very few exceptions, the most difficult ACT math problems will be clustered in the far end of the test. Besides just their placement on the test, these questions share a few other commonalities. We'll take a look at example questions and how to solve them and at what these types of questions have in common, in just a moment. But First: Should YouBe Focusing on the Hardest Math Questions Right Now? If you’re just getting started in your study prep, definitely stop and make some time to take a full practice test to gauge your current score level and percentile. The absolute best way to assess your current level is to simply take the ACT as if it were real, keeping strict timing and working straight through (we know- not the most thrilling way to spend four hours, but it will help tremendously in the long run). So print off one of the free ACT practice tests available online and then sit down to take it all at once. Once you’ve got a good idea of your current level and percentile ranking, you can set milestones and goals for your ultimate ACT score. If you’re currently scoring in the 0-16 or 17-24 range, your best best is to first check out our guides on using the key math strategies of plugging in numbers and plugging in answers to help get your score up to where you want it to. Only once you've practiced and successfully improved your scores on questions 1-40 should you start in trying to tackle the most difficult math problems on the test. If, however, you are already scoring a 25 or above and want to test your mettle for the real ACT, then definitely proceed to the rest of this guide. If you’re aiming for perfect (or close to), then you’ll need to know what the most difficult ACT math questions look like and how to solve them. And luckily, that’s exactly what we’re here for. Ready, set... 21 Hardest ACT Math Questions Now that you're positive that you should be trying out these difficult math questions, let’s get right to it! The answers to these questions are in a separate section below, so you can go through them all at once without getting spoiled. #1: #2: #3: #4: #5: #6: #7: #8: #9: #10: #11: #12: #13: #14: #15: #16: #17: #18: #19: #20: #21: Disappointed with your ACT scores? Want to improve your ACT score by 4+ points? Download our free guide to the top 5 strategies you need in your prep to improve your ACT score dramatically. Answers: 1. K, 2. E, 3. J, 4. K, 5. B, 6. H, 7. A, 8. J, 9. F, 10. E, 11. D, 12. F, 13. D, 14. F, 15. C, 16. C, 17. D, 18. G, 19. H, 20. A, 21. K Answer Explanations #1: The equation we are given ($−at^2+bt+c$) is a parabola and we are told to describe what happens when we change c (the y-intercept). From what we know about functions and function translations, we know that changing the value of c will shift the entire parabola upwards or downwards, which will change not only the y-intercept (in this case called the "h intercept"), but also the maximum height of the parabola as well as its x-intercept (in this case called the t intercept). You can see this in action when we raise the value of the y-intercept of our parabola. Options I, II, and III are all correct. Our final answer is K, I, II, and III #2: First let us set up the equation we are told- that the product of $c$ and $3$ is $b$. $3c=b$ Now we must isolate c so that we can add its value to 3. $3c=b$ $c=b/3$ Finally, let us add this value to 3. $c+3={b/3}+3$ Our final answer is E, $b/3+3$ [Note: Because this problem uses variables in both the problem and in the answer choices- a key feature of a PIN question- you can always use the strategy of plugging in numbers to solve the question.] #3: Because this question uses variables in both the problem and in the answer choices, you can always use PIN to solve it. Simply assign a value for x and then find the corresponding answer in the answer choices. For this explanation, however, we’ll be using algebra. First, distribute out one of your x’s in the denominator. ${x+1}/{(x)(x^2−1)}$ Now we can see that the $(x^2−1)$ can be further factored. ${x+1}/{(x)(x−1)(x+1)}$ We now have two expressions of $(x+1)$, one on the numerator and one on the denominator, which means we can cancel them out and simply put 1 in the numerator. $1/{x(x−1)}$ And once we distribute the x back in the denominator, we will have: $1/{x^2−x}$ Our final answer is J, $1/{x^2−x}$. #4: Before doing anything else, make sure you convert all your measurements into the same scale. Because we are working mainly with inches, convert the table with a 3 foot diameter into a table with a $(3)(12)=(36)$ inch diameter. Now, we know that the tablecloth must hang an additional $5+1$ inches on every side, so our full length of the tablecloth, in any straight line, will be: $1+5+36+5+1=48$ inches. Our final answer is K, 48. #5: The position of the a values (in front of the sine and cosine) means that they determine the amplitude (height) of the graphs. The larger the a value, the taller the amplitude. Since each graph has a height larger than 0, we can eliminate answer choices C, D, and E. Because $y_1$ is taller than $y_2$, it means that $y_1$ will have the larger amplitude. The $y_1$ graph has an amplitude of $a_1$ and the $y_2$ graph has an amplitude of $a_2$, which means that $a_1$ will be larger than $a_2$. Our final answer is B, $0 a_2 a_1$. #6: If you remember your trigonometry shortcuts, you know that $1−{cos^2}x+{cos^2}x=1$. This means, then, that ${sin^2}x=1−{cos^2}x$ (and that ${cos^2}x=1−{sin^2}x$). So we can replace our $1−{cos^2}x$ in our first numerator with ${sin^2}x$. We can also replace our $1−{sin^2}x$ in our second numerator with ${cos^2}x$. Now our expression will look like this: ${√{sin^2}x}/{sinx}+{√{cos^2}x}/{cosx}$ We also know that the square root of a value squared will cancel out to be the original value alone (for example,$√{2^2}=2$), so our expression will end up as: $={sinx}/{sinx}+{cosx}/{cosx}$ Or, in other words: $=1+1$ $=2$ Our final answer is H, 2. #7: We know from working with nested functions that we must work inside out. So we must use the equation for the function g(x) as our input value for function $f(x)$. $f(g(x))=7x+b$ Now we know that this function passes through coordinates (4, 6), so let us replace our x and y values for these givens. (Remember: the name of the function- in this case $f(g(x))$- acts as our y value). $6=7(4)+b$ $36=7(4)+b$ $36=28+b$ $8=b$ Our final answer is A, b=8. #8: If you’ve brushed up on your log basics, you know that $log_b(m/n)=log_b(m)−log_b(n)$. This means that we can work this backwards and convert our first expression into: $log_2(24)-log_2(3)=log_2(24/3)$ $=log_2(8)$ We also know that a log is essentially asking: "To what power does the base need to raised in order to achieve this certain value?" In this particular case, we are asking: "To which power must 2 be raised to equal 8?" To which the answer is 3. $(2^3=8)$, so $log_2(8)=3$ Now this expression is equal to $log_5(x)$, which means that we must also raise our 5 to the power of 3 in order to achieve x. So: $3=log_5(x)$ $5^3=x$ $125=x$ Our final answer is J, 125. #9: Once we’ve slogged through the text of this question, we can see that we are essentially being asked to find the largest value of the square root of the sum of the squares of our coordinate points $√(x^2+y^2)$. So let us estimate what the coordinate points are of our $z$s. Because we are working with squares, negatives are not a factor- we are looking for whichever point has the largest combination of coordinate point, since a negative square will be a positive. At a glance, the two points with the largest coordinates are $z_1$ and $z_5$. Let us estimate and say that $z_1$ looks to be close to coordinates $(-4, 5)$, which would give us a modulus value of: $√{−4^2+5^2}$ $√{16+25}$ 6.4 Point $z_5$ looks to be a similar distance along the x-axis in the opposite direction, but is considerably lower than point $z_1$. This would probably put it around $(4, 2)$, which would give us a modulus value of: $√{4^2+2^2}$ $√{16+4}$ 4.5 The larger (and indeed largest) modulus value is at point $z_1$ Our final answer is F, $z_1$. #10: For a problem like this, you may not know what a rational number is, but you may still be able to solve it just by looking at whatever answer seems to fit with the others the least. Answer choices A, B, C, and D all produce non-integer values when we take their square root, but answer choice E is the exception. $√{64/49}$ Becomes: $√{64}/√{49}$ $8/7$ A rational number is any number that can be expressed as the fraction of two integers, and this is the only option that fits the definition. Or, if you don’t know what a rational number is, you can simply see that this is the only answer that produces integer values once we have taken the root, which makes it stand out from the crowd. Our final answer is E, $√{64/49}$ #11: Because we are working with numbers in the triple digits, our numbers with at least one 0 will have that 0 in either the units digit or the tens digit (or both, though they will only be counted once). We know that our numbers are inclusive, so our first number will be 100, and will include every number from 100 though 109. That gives us 10 numbers so far. From here, we can see that the first 10 numbers of 200, 300, 400, 500, 600, 700, 800, and 900 will be included as well, giving us a total of: $10*9$ 90 so far. Now we also must include every number that ends in 0. For the first 100 (not including 100, which we have already counted!), we would have: 110, 120, 130, 140, 150, 160, 170, 180, 190 This gives us 9 more numbers, which we can also expand to include 9 more in the 200’s, 300’s, 400’s, 500’s, 600’s, 700’s, 800’s, and 900’s. This gives us a total of: $9*9$ 81 Now, let us add our totals (all the numbers with a units digit of 0 and all the numbers with a tens digit of 0) together: $90+81$ 171 There are a total of 900 numbers between 100 and 999, inclusive, so our final probability will be: $171/900$ Our final answer is D, $171/900$ #12: First, turn our given equation for line q into proper slope-intercept form. $−2x+y=1$ $y=2x+1$ Now, we are told that the angles the lines form are congruent. This means that the slopes of the lines will be opposites of one another [Note: perpendicular lines have opposite reciprocal slopes, so do NOT get these concepts confused!]. Since we have already established that the slope of line $q$ is 2, line $r$ must have a slope of -2. Our final answer is F, -2 #13: If you remember your trigonometry rules, you know that $tan^{−1}(a/b)$ is the same as saying $tanÃŽËœ=a/b$. Knowing our mnemonic device SOH, CAH, TOA, we know that $tan ÃŽËœ = \opposite/\adjacent$. If $a$ is our opposite and $b$ is our adjacent, this means that $ÃŽËœ$ will be our right-most angle. Knowing that, we can find the $cos$ of $ÃŽËœ$ as well. The cosine will be the adjacent over the hypotenuse, the adjacent still being $b$ and the hypotenuse being $√{a^2+b^2}$. So $cos[tan{−1}(a/b)] $will be: $b/{√{a^2+b^2}}$ Our final answer is D, $b/{√{a^2+b^2}}$ #14: By far the easiest way to solve this question is to use PIN and simply pick a number for our $x$ and find its corresponding $y$ value. After which, we can test out our answer choices to find the right one. So if we said $x$ was 24, (Why 24? Why not!), then our $t$ value would be 2, our $u$ value would be 4, and our y value would be $42$. And $x−y$ would be $24−42=−18$ Now let us test out our answer choices. At a glance, we can see that answer choices H and J would be positive and answer choice K is 0. We can therefore eliminate them all. We can also see that $(t−u)$ would be negative, but $(u−t)$ would not be, so it is likely that F is our answer. Let us test it fully to be sure. $9(t−u)$ $9(2−4)$ $9(−2)$ $−18$ Success! Our final answer is F, $9(t−u)$ #15: In a question like this, the only way to answer it is to go through our answer choices one by one. Answer choice A would never be true, since $y−1$. Since $x$ is positive, the fraction would always be $\positive/\negative$, which would give us a negative value. Answer choice B is not always correct, since we might have a small $x$ value (e.g., $x=3$) and a very large negative value for $y$ (e.g., $y=−100$). In this case, ${|x|}/2$ would be less than $|y|$. Answer choice C is indeed always true, since ${\a \positive \number}/3−5$ may or may not be a positive number, but it will still always be larger than ${\a \negative \number}/3−5$, which will only get more and more negative. For example, if $x=3$ and $y=−3$, we will have: $3/3−5=−4$ and $−3/3−5=−6$ $−4−6$ We have found our answer and can stop here. Our final answer is C, $x/3−5y/3−5$ #16: We are told that there is only one possible value for $x$ in our quadratic equation $x^2+mx+n=0$, which means that, when we factor our equation, we must produce a square. We also know that our values for $x$ will always be the opposite of the values inside the factor. (For example, if our factoring gave us $(x+2)(x−5)$, our values for $x$ would be $-2$ and $+5$). So, given that our only possible value for $x$ is $-3$, our factoring must look like this: $(x+3)(x+3)$ Which, once we FOIL it out, will give us: $x^2+3x+3x+9$ $x^2+6x+9$ The $m$ in our equation stands in place of the 6, which means that $m=6$. Our final answer is C, 6. #17: The simplest way to solve this problem (and the key way to avoid making mistakes with the algebra) is to simply plug in your own numbers for $a$, $r$ and $y$. If we keep it simple, let us say that the loan amount $a$ is 100 dollars, the interest rate $r$ is 0.1, and the length of the loan $y$ is 2 years. Now we can find our initial $p$. $p={0.5ary+a}/12y$ $p={0.5(100)(0.1)(2)+100}/{12(2)}$ $p=110/24$ $p=4.58$ Now if we leave everything else intact, but double our loan amount ($a$ value), we get: $p={0.5ary+a}/12y$ $p={0.5(200)(0.1)(2)+200}/{12(2)}$ $p=220/24$ $p=9.16$ When we doubled our $a$ value, our $p$ value also doubled. Our final answer is D, $p$ is multiplied by 2. #18: If we were to make a right triangle out of our diagram, we can see that we would have a triangle with leg lengths of 8 and 8, making this an isosceles right triangle. This means that the full length of $\ov {EF}$ (the hypotenuse of our right triangle) would be $8√2$. Now $\ov {ED}$ is $1/4$ the length of $\ov {EF}$, which means that $\ov {ED}$ is: ${8√2}/4$ And the legs of the smaller right triangle will also be $1/4$ the size of the legs of the larger triangle. So our smaller triangle will have leg lengths of $8/4=2$ If we add 2 to both our x-coordinate and our y-coordinate from point E, we will get: $(6+2,4+2)$ $(8,6)$ Our final answer is G, $(8,6)$ #19: First, to solve the inequality, we must approach it like a single variable equation and subtract the 1 from both sides of the expression $−51−3x10$ $−6−3x9$ Now, we must divide each side by $-3$. Remember, though, whenever we multiply or divide an inequality by a negative, the inequality signs REVERSE. So we will now get: $2x−3$ And if we put it in proper order, we will have: $−3x2$ Our final answer is H, $−3x2$ #20: The only difference between our function graphs is a horizontal shift, which means that our b value (which would determine the vertical shift of a sine graph) must be 0. Just by using this information, we can eliminate every answer choice but A, as that is the only answer with $b=0$. For expediency's sake, we can stop here. Our final answer is A, $a0$ and $b=0$ Advanced ACT Math note: An important word in ACT Math questions is "must", as in "]something] must be true." If a question doesn't have this word, then the answer only has to be true for a particular instance (that is, itcould be true.) In this case, the majority of the time, for a graph to shift horizontally to the left requires $a0$. However, because $sin(x)$ is a periodic graph, $sin(x+a)$would shift horizontally to the left if $a=-Ï€/2$, which means that for at least one value of the constant $a$ where $a0$, answer A is true. In contrast, there are no circumstances under which the graphs could have the same maximum value (as stated in the question text) but have the constant $b≠ 0$. As we state above, though, on the real ACT, once you reach the conclusion that $b=0$ and note that only one answer choice has that as part of it, you should stop there. Don't get distracted into wasting more time on this question by the bait of $a0$! #21: You may be tempted to solve this absolute value inequality question as normal, by making two calculations and then solving as a single variable equation. (For more information on this, check out our guide covering absolute value equations). In this case, however, pay attention to the fact that our absolute value must supposedly be less than a negative number. An absolute value will always be positive (as it is a measure of distance and there is no such thing as a negative distance). This means it would be literally impossible to have an absolute value equation be less than -1. Our final answer is K, the empty set, as no number fulfills this equation. Whoo! You made it to the finish line- go you! What Do the Hardest ACT Math Questions Have in Common? Now, lastly, before we get to the questions themselves, it is important to understand what makes these hard questions â€Å"hard.† By doing so, you will be able to both understand and solve similar questions when you see them on test day, as well as have a better strategy for identifying and correcting your previous ACT math errors. In this section, we will look at what these questions have in common and give examples for each type. In the next section, we will give you all 21 of the most difficult questions as well as answer explanations for each question, including the ones we use as examples here. Some of the reasons why the hardest math questions are the hardest math questions are because the questions do the following: #1: Test Several Mathematical Concepts at Once As you can see, this question deals with a combination of functions and coordinate geometry points. #2: Require Multiple Steps Many of the most difficult ACT Math questions primarily test just one basic mathematical concept. What makes them difficult is that you have to work through multiple steps in order to solve the problem. (Remember: the more steps you need to take, the easier it is to mess up somewhere along the line!) Though it may sound like a simple probability question, you must run through a long list of numbers with 0 as a digit. This leaves room for calculation errors along the way. #3: Use Concepts You're Less Familiar With Another reason the questions we picked are so difficult for many students is that they focus on subjects you likely have limited familiarity with. For example, many students are less familiar with algebraic and/or trigonometric functions than they are with fractions and percentages, so most function questions are considered â€Å"high difficulty† problems. Many students get intimidated with function problems because they lack familiarity with these types of questions. #4: Give You Convoluted or Wordy Scenarios to Work Through Some of the most difficult ACT questions are not so much mathematically difficult as they are simply tough to decode. Especially as you near the end of the math section, it can be easy to get tired and misread or misunderstand exactly what the question is even asking you to find. This question presents students with a completely foreign mathematical concept and can eat up the limited available time. #5: Appear Deceptively Easy Remember- if a question is located at the very end of the math section, it means that a lot of students will likely make mistakes on it. Look out for these questions, which may give a false appearance of being easy in order to lure you into falling for bait answers. Be careful! This question may seem easy, but, because of how it is presented, many students will fall for one of the bait answers. #6: Involve Multiple Variables or Hypotheticals The more difficult ACT Math questions tend to use many different variables- both in the question and in the answer choices- or present hypotheticals. (Note: The best way to solve these types of questions- questions that use multiple integers in both the problem and in the answer choices- is to use the strategy of plugging in numbers.) Working with hypothetical scenarios and variables is almost always more challenging than working with numbers. Now picture something delicious and sooth your mind as a reward for all that hard work. The Take-Aways Taking the ACT is a long journey; the more you get acclimated to it ahead of time, the better you'll feel on test day. And knowing how to handle the hardest questions the test-makers have ever given will make taking your ACT seem a lot less daunting. If you felt that these questions were easy, make sure not underestimate the effect of adrenaline and fatigue on your ability to solve your math problems. As you study, try to follow the timing guidelines (an average of one minute per ACT math question) and try to take full tests whenever possible. This is the best way to recreate the actual testing environment so that you can prepare for the real deal. If you felt these questions were challenging, be sure to strengthen your math knowledge by checking out our individual math topic guides for the ACT. There, you'll see more detailed explanations of the topics in question as well as more detailed answer breakdowns. What’s Next? Felt that these questions were harder than you were expecting? Take a look at all the topics covered on the ACT math section and then note which sections you had particular difficulty in. Next, take a look at our individual math guides to help you strengthen any of those weak areas. Running out of time on the ACT math section? Our guide to helping you beat the clock will help you finish those math questions on time. Aiming for a perfect score? Check out our guide on how to get a perfect 36 on the ACT math section, written by a perfect-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep classes. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our classes are entirely online, and they're taught by ACT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Geopolitics Midterm Exam Essay Example | Topics and Well Written Essays - 1250 words - 1

Geopolitics Midterm Exam - Essay Example to the challenges set globally, in regard to various areas such as culture, economy and politics, reveals the key characteristics of geopolitics for the 21st century. According to Huntington ‘the extensive conflicts between nations’ (16) is expected to be a common phenomenon in the near future. Moreover, according to the above researcher, these conflicts would be related mostly to culture and not so much to economic or political interests (Huntington 16). The same trend had also appeared in the long past; then, cultural conflicts were also related to social/ economic differences (Huntington 16). The above view could be verified if checking the behavior of minorities globally: minorities tend to be involved in conflicts mostly for securing their traditions/ ethics (Mikesell and Alexander 585). Often, these groups have not the power to support their rights, due to their limited size, in terms of population; the case of ‘German speakers in Belgium’ (Mikesell and Alexander 585) is an example. In the future, there is no guarantee that even these groups will be involved in conflicts for promoting their rights. From a different point of view, modern state is characterized by limited emphasis on identity. This trend is made clear in the case of European Union. In EU the need for integration is highly valued leading to the limitation of the value of national identity in regard to member states (Cram 11). On the other hand, due to the expansion of energy paths, the borders of certain regions have become quite valuable for ensuring security and economic development. For example, in the case of EU emphasis is given to the Eastern areas as a natural border with Middle East/ Asia (Murphy 588). In other words, modern geopolitics need to take into consideration ‘peripheries’ (Murphy 588) as being able to play a critical role both in terms of security and of economic growth. Based on the issues discussed above it could be noted that modern state reveals the issues

Health Care Delivery System Essay Example | Topics and Well Written Essays - 1500 words

Health Care Delivery System - Essay Example As governor, she brought down the percentage of uninsured by 25 percent in just two years by expanding Medicaid benefits to the near poor. She knows full well that previous national efforts to reduce the number of uninsured have failed. Just last year Congress failed to reach agreement in establishing legislation that would have increased the number of people who would qualify for Medicaid. The governor supports a move toward a single payer system in the health care industry as a vehicle to help pay for people to have access to health care insurance, but does not understand all of its components. You are the governor’s best friend and happen to  be enrolled in the bachelor’s degree program in health management  at a University. She asks you to inform her of your thoughts of implementing a national single payer system. Include in your discussion the likely effect this type of system would have on the administrative costs, delivery of services, and payment for service s rendered. Don’t forget to tell her about the possibility of pent-up demand and what may happen to availability of and access to services. Will her plan to use administrative savings cover the 16 percent of Americans who are uninsured? Why or why not? Experiences in Canada and UK have proven the effectiveness of the single payer health system, as both countries have covered large percentage of their population and have a lower cost of health care per capita than US. Implementing this same system in the US would cover most of the uninsured Americans and would provide better availability and access to services to the entire population, as the 25 % of health expenditures spent on administration would be allocated toward better health services, however, one most meanest the financial problems that arise from merging the various insurance factors as Medicare and Medicaid, as they would in united into a single health care system,

Accessibility of Centres to the Road Networks: Lagos Island

Accessibility of Centres to the Road Networks: Lagos Island THE ACCESSIBILITY OF CENTRES TO THE ROAD NETWORKS: THE CASE OF LAGOS ISLAND, NIGERIA Mr. A. O. Atubi Prof. P.C Onokala Abstract Proper co-ordination of transport and public facilities provision is vital to any balanced regional development strategy. The central aim of this study therefore was to study the relationship between access to the transport networks and the provision of central facilities in Lagos Island. The results of the analysis of connectivity indices reveal the development of an increasing complex network, although the road network for 1997 remained the same as that of 1986. Using simple regression analysis, it was found that no strong relationship between road, accessibility and occurrence of facilities could be established. Rather population of centres was found to be more significant factor in the distribution of public facilities. Thus, recommendations capable of enhancing equitable transport development include; constructing new roads that will increase accessibility, save time and reduce cost to other centres and relocating some facilities too. Introduction In an urban area, there is a complex mix of land uses and all the major broad groupings of person movements (i.e.) journey to work, official trips, education trips by school children/students, shopping trips, journey made to get home, an miscellaneous journeys) in urban areas are made between them. Thus, while trip are made for a variety of purposes, they are made to and from various land use Onokala. (1995). Oyelegbin (1996), observed that traffic jams keep Lagos motorist on the roads for hours and that many motorists are blaming frequent traffic Jams of numerous deep pot-holes, blocked drainages and poor road network system. While the number of vehicles were increasing the road network infrastructure are not bet increased proportionately and even the existing ones degenerate in quality at increasing rate. The Lagos Island Local Government Area is the single most important local government in Lagos State due to the fact that most government establishments: private parastatals and public buildings are located here. It is essential to appreciate that the purpose of transport is to provide accessibility, or the ability to make a journey for a specific purpose. Transport is not timed for its own sake, but is merely a means to an end. The construction of transport infrastructure influences transport costs by is of a reduction of distances and/or a higher average speed. This will lead to changes in the choice of transport mode, route choice, time of departure (in the case ingested networks) and the generation or attraction of new movements per zone (Bruinsma, et al 1994). For example, within several European countries both the private sectors, as represented by mobile shops, and the public sector for example mobile library, have for many years provided services on-wheels for rural communities. Existing services could in future he coordinated to ensure that each community in turn became the focus of several of these services, so that the hinterland population need make only one journey into the centre to take advantage range of facilities (Brian and Rodney. 1995). Thus, in the U.S.A. accessibility studies in the late 1970’s and 1980’s centres on access to public facilities especially as observed by Lineberry (1977). Mladcnka 78), Mclafferty and Gosh (1982). In Nigeria several studies on accessibility tend to be related to urban centres or urban based activities. However, Onokerhoraye (1976) and Okafor (1982) sought to identify the major factors that influence distribution of post primary schools in Ilorin and lbadan respectively. They attributed the larger catchment areas to urban schools to travel distance to school and to population of urban centres. [Bardi (1982) also investigated the relationship between growth of road network and accessibility of urban centres in Bendel State, while Abumere (1982) tried to establish the nodal structure of Bendel State towns m the foregoing discussions of past studies in Nigeria we observed that the emphasis tends to be either on urban centres (Onokerhorave. 1976), postal services (Oherein, 1 985), banking (Soyode et al. 1975), bus transport services (Ali, 1997) and access to facilities in relation to road network (Atubi, 1998). There is however a need to take a total vie of transport in terms of the various activities for which the users demand mobility (Jansen, 1978). Methodology This research focused primarily on the study of road transport network system in Lagos Island Local Government Area especially as it relates to accessibility of centres Thus, structural characteristics and accessibility of major centres to the road network was considered at three points in time i.e. (1976, 1986 and 1997 periods). In developing the research design, areas that are accessible to the road network and with population of 1,000 and above at each period were taken as activity centres. Population of 1.000 was chosen as cut-off point to enable a substantial number of centres, especially those at the end of routes to appear as nodes especially as the network grows. The choice of nodes was therefore based on population size. Data Analysis and Discussions of Results In order to classify the major centres, data on six areas of central facility provision were collected namely: Medical, educational, market, postal services, banking and administrative headquarters. Data on these chosen facilities were collected both from published sources and through field survey. A list of registered health facilities in the study area by 1997 compiled by the Lagos State Ministry of Health, Alausa. Ikeja: list of primary schools in Lagos Island Local Government Area from the Lagos Island Local Education District Department, and monthly returns of postal facilities from post and Telecommunications (NIPOST) Marina, Lagos were used as the base data to collect the number of these facilities. More comparative data on the number and location of the services are collected from the General Post Office (G.P.O.) Marina. Lagos. The data on the distribution of banks in Lagos Island Local Government Area were collected from Central Bank of Nigeria, Lagos, while data on the distribution of markets were collected from the Department of marketing Lagos Island Local Government Secretariat. City Hall, Lagos. The accessibility of centres to the road network in Lagos Island Government Area was analyzed using the graph theory approach. It is used to handle properties to transportation networks in order to bring out their characteristics and structures. Other major techniques of analysis used include the homogenization of data etc. By 1976, we had 22 out of the 30 major centres directly connected by all season roads. Each direct connection forms a link. As an illustration by 1976, one could only move from race course to Cable Street (Net) before moving to C.M.S. (Old Marina). In this case we have 2 links along Race Course C.M.S. (Old Marina) road. In sum, 23 links or edges were identified by 1976 which connected 22 nodes. By 1986, the network became more complex as more nodes are connected through different routes. However, the same principles are applied. It has been observed that by 1986 the 30 nodes had become connected by 39 links. That means 7 extra centres had entered into the network systems. These are Leventis. C.M.S. New Marina), Force Road. Awolowo Road, Ilubirin, Ebute-Elefun and Anokantamo. By 1997, the network remained the same as that of 1986 but the major difference was the construction of Third Main Land Bridge that links Lagos inland Local Government Area to Lagos Island Local Government Area. This was that since 1986, no major work has been done on the road network in Lagos and Local Government Area, hence the road network remained the same. Although, the indices of connectivity indicate increasing complexity of network between 1976 and 1997, the indices of nodal accessibility, which explain the accessibility of one node to all others in the network, indicate the changing fortunes some centres. It is interesting to note that in terms of overall road distance, the most accessible centres in 1976 were Tinubu, Martins and Balogun, while the least accessible were Race Course. Epetedo and C.M.S. (Old Marina). By 1986, we observed that Odularni had become the most accessible centre, while Tinubu and Nnamdi Azikiwe had become the second and Third most accessible centres in the network. Again, it was noted that Epetedo (Okepopo Marina), Ebute-Elefun, Anokantamo and ldumagbo remained the least accessible centres. Other new centres connected to the network at this state include C.M.S. Maria road), Force Road, Awolowo Road, Ebute-Eletun, Anokantamo and Idumagho. Their entry into the network has the effect of increasing the accessibility for all the nodes. However, by 1997 it was observed that odulami remained the most accessible centre which corresponds with the nodal accessibility by 1986, while Tinubu and Nnamdi Azikiwe remained the second and third most accessible centres in the network which also corresponds with the nodal accessibility by 1986. Again, it was observed that Eptedo (Okepopo Marina), Ebute_Eleflm, Anokautamo and ldumagbo remain the least accessible centres. Also he Tinubu-Nnam di Azikiwe-Odulami-Bamgbose axis seems to have been enjoying high level of accessibility throughout the period. The more nodes are connected the greater the accessibility value for individual nodes. However, the entire network accessibility expands with increasing number of nodes brought into the network. Another observation is that there are some nodes (Awolowo Road, Ilubirin. Force Road, and C.M.S. (New marina Road) that were not connected in earlier times but they acquired quite high accessibility as soon as they were connected. It is observed further that there are some nodes, which declined in accessibility as more links were added. Thus Tinubu, Odulami. Olowogbowo, Balogun and Broad Street among others, declined in accessibility. The construction of Leventis C.M.S. (New Marina Road) meant that a shorter route to cable street (net) from Force Road than through Tinuhu had been created. Other routes constructed prior to 1997, which reduced the position of Tinuhu, include martins Street-ldumota, C.M.S. (Old marina-Odulami and Okepopo. In this analysis. the researchers used the simple regression. A possible relationship between accessibility and human activities has been suggested by Lachene (1965) and Chapman (1979) among others, while Keeble et al (1982) actually established a relationship between accessibility and economic activities among the countries of the E.E.C. within the country. Atuhi (1998) has in Lagos State suggested some relationship between accessibility and public facility index, while Ali (1997) suggested some relationship between accessibility and bus transport services in Enugu. For public facilities however, whose essential quality of their location is that they be as accessible to their users as possible one should expect to find a strong relationship between the two. Policy Implications The strategy of constructing new links to improve accessibility may involve heavier financial investment. Thus, a proper cost-benefit analysis is needed to determine the desirability of such investment. Still another strategy would he to provide those services which centres lack based on extensive surveys of what are available and what are needed. This centre based approach might prove more useful if the people are guided to choose out of their preference. Conclusion It is pertinent to note that the social benefit of constructing a road that increases accessibility saves time and reduces cost goes beyond the financial evaluation. This is because it touches on human value. References Abumere. SI, (1982) The nodal structure of Bendel State Nigeria Geographical Journal, vol. 25. Pp. 173-I 87. Ali, A.N. (1907) The Accessibility of major centres to the Transport Services in Enugu State, Nigeria. Unpublished M.Sc. Thesis, University of Nigeria. Nsukka. Atubi, A. 0. (1998) The Accessibility of Centres to the Road Network in Lagos Island Local Government Area Lagos State, Nigeria. Unpublished M.Sc. Thesis, University of Nigeria. Nsukka. Bardi, E.C. (1982) Development of road network and Accessibility of Urban centres within bendel State Nigeria 1967-1981: A Graph theory approach, Unpublished B.Sc. original Essay, Department of Geography, University of Nigeria. Nsukka. Brain, T. and Rodney. T. (1995) Rural Transport problems, policies and plans. Transport Systems, Policy and Planning: A Geographical Approach. Longman House, Burnt Mill. Hariow England, Pp. 231-260. Bruinsma. F.R. and Rietveld. P. (1994) Borders as harriers in the European road Network. A case study of the accessibility of Urban agglomerations in Nijkamp P. (Ed) New Borders and Old Barriers in Spatial Development, Pp. 139-52. Aveburv, Aldershot. Chapman. K. (1 979 People, Patien, and process an introduction to human Geography. Edward Arnold. London. Daly, MT. (1975) Measuring accessibility in a rural context. In white, P.R. (ed). Rural Transport Seminar, Transport Studies Group, Polytechnic of Central London, London Hoyle. B.S. and Knowles, R.D. (1992) Rural Areas: The Accessibility problem in modern Transport Geography. Longman House, Burnt in ill, Harlow England, Pp. 125-137. Ingram, D.R. (1971) The concept of accessibility: a Search for operational firm. Regional Studies, Vol. 5, Pp. 101-107 Jansen, H.O. (1978) The interaction between public transportation and other social activities: A System approach Transportation Research, Vol. 12 (2), Pp. 83- 89 Keeble, D. Owen. P.C. and Thomas. C. (1982) Regional Accessibility and Economic potential in the European Community Regional Studies, Vol. 10 (c). Pp. 4 9-432. Lachene. R. (1965) Networks and the locations of economic activities. Regional Science Association papers. Vol. XIV (24), Pp. 183-196. Lineberry, R. (1977) Equality and Urban Policy, Saga. Beverley Hills Mclafferty. S. and Gosh. A. (1982) Issues in measuring differential access to public Services. Urban Studies. Vol. 19, Pp. 383-389 Mitchell, C.C.B. and Town, SW. (1976) Accessibility of various social groups to different activities Transport and Road Research Laboratory, Crowthorness Berkshire. Mladenka, K. (1978) Organization rules, service equality and distributional decision in urban polities Social Science Quarterly, Vol. 89 (1). Pp. 192-201 Morril, B.L (1970) Spatial organization of Society. Duxbury Press, Belmont, California. Oherein, D.N. (1985) Accessibility to public facilities, a case study of postal service units in Owan Local Government Area, (Bendel State): Unpublished B.Sc. Thesis, Department of Geography, University of Nigeria, Nsukka. Okafor, A.N. (1982) Service area of public facility in Ibadan Onokerhoraye, A.G. (1976) A conceptual framework for the location of public facilities in the urban areas of developing countries: The Nigerian Case. Socio-economic Planning Sciences, Vol. 10, Pp. 237-276. Onokala, P.C. (1995) The effect of landuse on road traffic accidents in Benin City, Nigeria. Journal of Transport Studies; Vol. 1, No. Pp. 34-44. Oyelegbin, R. (1996) Jams keep Lagos motorists on the road for hours. The Guardian, February 15, P. 9. Rich, R. (1979) Neglected issues in the study of urban services distribution: A research agenda Urban studies. Vol. 16, Pp. 121-136. Soyade, A. and Oyejide, T.A. (1975) Branch network and economic performance: A case study of Nigeria’s commercial banks. Nigerian Journal of Economic and Social studies, Vol. 17, No. 2, Pp. 119-131.

What is the importance of Moira in the Margaret Atwood’s novel The Handmaid’s Tale ?

Moira is a strong character whose determination and past life experiences influence her actions within the new Gilead regime. Moira is undoubtedly a role model for the handmaids in the novel as she is brave and is motivated by her beliefs from which she developed even before the regime was introduced. Moira is also Offred's friend with whom she can associate comfort and trust. However, her determination for her own survival shows her to be selfish and dangerous. One of the underlying purposes of Moira in the novel is as a link to Offred's past. There are many occasions in the novel when Offred refers to her friendship with Moira before the regime: ‘There was a time we didn't hug after she told me she was gay, but then she said I didn't turn her on' Throughout the novel Moira is displayed as a flamboyant character, here, she willingly jokes about her sexuality in order to comfort Offred. She appears to be a complete contrast to Offred as she is bold and out-going, her language is vulgar and brash. Furthermore, the fact that she is allowed to be gay in society shows how much more freedom there was in a pre-Gilead culture. Moira is a clear role model for the handmaids, especially Offred. She displays exceptional courage and determination throughout her time at the Red Centre: ‘You can't let her go slipping over the edge. That stuff is catching' When Janine shows weakness in the Red Centre, Moira takes it upon herself to help her and make sure the Aunts don't find her like it. The fact she tells Offred how to help Janine shows Moira plans to escape. The escape from the Red Centre for the Handmaid's is a fantasy, and when Moira successfully escapes, she too becomes their fantasy. Offred is particularly impressed by Moira's actions and at one point states ‘ if I were Moira, I'd know how to take it apart' This shows Offred's respect for Moira, and suggests her will to be like her. However, Offred makes no attempt to act like Moira, as her disbelief in herself is too strong. Although Moira is caring and a good friend to Offred, her plans to escape the regime are entirely selfish: ‘I've got to get out of here, I'm going bats. I feel panic' Not only does Moira not consider Offred's panic when she tells her she wants to leave but she also implies her escape will be on her own and for herself. Moira's resistance could be a direct danger to Offred, as she is associated as her friend and could therefore be considered either as a source of information for Moira's whereabouts or as a rebel herself. Although Offred's intentions for Moira to stay may also be selfish, as Moira is her only companion, and brings about an air of protectiveness and hope, because she never shows fear and always seems to believe she will escape. The fact Offred finds Moira in Jezebel's hints she has been unsuccessful, as she has escaped to a place, which goes against herself and her ideals: ‘That shit you're with? I've had him, he's the pits' This quote shows she has slept with men, something she would not have been inclined to do in a pre-Gilead society, this clearly shows Moira is not a free woman. Moira is also wearing something she would not haven chosen freely, her out-fit is intended to make her look sexually attractive to men. This is something that Moira would have campaigned against before the new regime was introduced. The fact that Moira was unsuccessful makes her less of a role model in Offred's mind and her mistake was to be too determined. Moira acted on impulse and needed to seek a more powerful resistance than her. Offred's comfort she takes from Jezebels is maybe that the resistance she has discovered is her escape route. Offred now knows she can be successful without being Moira. So, Moira is a strong-minded politically aware woman. Her beliefs in feminism motivate her to resist the sexist regime she has been forced to comply with. Moira is a constant reminder of past life, as she represents freedom for women in a pre-Gilead and Gilead regime, although the sexism she now fights against is magnified in Gilead. Moira's determination is a contrast to Offred's, and her bravery is something, which all the Handmaids wish they had. Moira's heroine status makes her seem she can help any of them and they perceive her to be successful. However, in reality Moira has become a prostitute in Jezebel's. Moira has become something that symbolises what she has fought against mentally and physically throughout her life. Moira is an example in the novel of failed determination. She shows that Offred's subtle attempts to resist the regime and find others like her are not useless.

The Importance of Setting in a Rose for Emily

Setting often provides more then just a mere backdrop for the action in the story. It is probably the most important part of the putting together a story. In this story the setting is a reflection of the character as much as the town. The physical setting, time setting and cultural settings are all important parts of this short story, Physical setting is to give the readers a sense of what the environment is for the story. The physical setting for A rose for Emily is important because it reflect the life of Emily, the main character. In this story the setting takes place in the southern town of Jefferson. Miss Emily Grierson lived in a house that had a â€Å"big squarish frame that had once been white, decorated with cupolas and spires and scrolled balconies. † A house so beautiful it was meant for some body of high stature. The house was so old that is â€Å"smelled of dust and disuse. † The scenes in this story most take place in the town and in Miss Emily’s house. A great example of a physical setting is when Faulkner describes the town’s men sprinkling lime around her property to get rid of a bad smell. â€Å"As they re crossed the lawn, a window that had been darkness was lighted and Miss Emily sat in it, the light behind her, and her upright torso motionless as that of an idol. † It was almost like you were there with the men feeling the same creepy feeling, when seeing her in the window. Another great physical description of setting is when Faulkner describes Miss Emily’s death. She dies in one of the downstairs rooms, in a heavy walnut bed with a curtain, her grey head propped on a pillow yellow and moldy with age and lack of sunlight. † Faulkner does a great job at leaving us with a powerful image of the physical. Time period is an essential part to any story. It helps the reader to understand the language that is used and the way it was acceptable to live and dress. The time setting for this story takes place in the late 1800’s and the early 1900’s. In an era when black people were slaves and people of high stature were respected by all. The town in this story grows with the time but the main character Miss Emily will not. â€Å"The town had just let in the contracts for paving the side walks. † When the newer generation becomes the back bone and spirit of the town Miss Emily didn’t move ahead with the times. â€Å"When the town got free postal delivery, Miss Emily alone refused to let them fasten the metal numbers above her door and attach a mailbox to them. It was like Miss Emily was stuck in a particular time in the life and wanted to live like that. Culture is also important to the setting in the story being told. Miss Emily was a Grierson. The high and might Grierson’s as they were known in Jefferson. Faulkner talks about how â€Å"Miss Emily had gone to join the representatives of the august names where they lay in a cedar-bemused cemetery among the ranked and anonymous graves of the union and confederate soldiers who fell at the battle of Jefferson. By describing this culture setting Faulkner is setting the tone for what kind of character Emily is, and what kind of family she had. The Grierson’s were a powerful family in Jefferson, royalty if you will, and Emily was the last of this great family. He then goes on to describe how â€Å"Colonel Sartoris invented an involved tale to the effect that Miss Emily’s father had loaned money to the town, which the town, as a matter of business preferred this way of repayment. † Remitting Miss Emily’s taxes was a way of showing respect for her name. Making up this tale was something only a man of his ranking at the time could do and a tale that only a woman would believe. When the town started to smell the bad smell and the men had sprinkled lime on her property to rid the bad smell. The town did not want to call her out on it because as Judge Stevens said â€Å"will you accuse a lady to her face of smelling bad? † The towns’ people all had their suspicions of what the bad smell really was. â€Å"She carried her head high enough- -even when we believed that she was fallen. â€Å"It was as if she demanded more then ever the recognition of her dignity as the last Grierson, as if it had wanted to touch of earthiness to reaffirm her imperviousness. By understanding A Rose for Emily one can see how much of an impact setting can have on the life of a person. The way it can shape one’s thoughts is incredible and sometimes unbearable to believe. Whether the setting is physical, time, or culture it is as you can se e a very important part of any story, and enables the reader to understand the character on a deeper level.