Functions on SAT Math Linear, Quadratic, and Algebraic

Capacities on SAT Math Linear, Quadratic, and Algebraic SAT/ACT Prep Online Guides and Tips SAT capacities have the questionable respect of being perhaps the trickiest subject on the SAT math area. Fortunately, this isn't on the grounds that work issues are innately more hard to take care of than some other math issue, but since most understudies have essentially not managed works as much as they have other SAT math points. This implies the distinction between missing focuses on this apparently precarious subject and acing them is only a question of training and acclimation. What's more, taking into account that work issues by and large appear on normal of three to multiple times for each test, you will have the option to get a few more SAT math focuses once you know the guidelines and operations of capacities. This will be your finished manual for SAT capacities. We'll walk you through precisely what capacities mean, how to utilize, control, and distinguish them, and precisely what sort of capacity issues you'll see on the SAT. What Are Functions and How Do They Work? Capacities are an approach to portray the connection among data sources and yields, regardless of whether in diagram structure or condition structure. It might assist with considering capacities like a mechanical production system or like a formula input eggs, spread, and flour, and the yield is a cake. Regularly you'll see capacities composed as $f(x) =$ a condition, wherein the condition can be as mind boggling as a multivariable articulation or as basic as a whole number. Instances of capacities: $f(x) = 6$ $f(x) = 5x âˆ' 12$ $f(x) = x^2 + 2x âˆ' 4$ Capacities can generally be diagramed and various types of capacities will deliver diverse looking charts. On a standard arrange chart with tomahawks of $x$ and $y$, the contribution of the diagram will be the $x$ esteem and the yield will be the $y$ esteem. Each info ($x$ esteem) can deliver just one yield, however one yield can have various data sources. As such, numerous information sources may create a similar yield. One approach to recollect this is you can have numerous to one (numerous contributions to one yield), however NOT one to many (one contribution to numerous yields). This implies a capacity chart can have conceivably numerous $x$-catches, however only one $y$-capture. (Why? Since when the information is $x=0$, there must be one yield, or $y$ esteem.) A capacity with numerous $x$-captures. You can generally test whether a diagram is a capacity chart utilizing this comprehension of contributions to yields. On the off chance that you utilize the vertical line test, you can see when a diagram is a capacity or not, as a capacity chart won't hit more than one point on any vertical line. Regardless of where we draw a vertical line on our capacity, it will just cross with the chart a limit of one time. The vertical line test applies to each kind of capacity, regardless of what odd looking like. Indeed bizarre looking capacities will consistently breeze through the vertical line assessment. In any case, any chart that bombs the vertical line test (by meeting with the vertical line more than once) is consequently NOT a capacity. This chart isn't a capacity, as it bombs the vertical line test. Such a large number of hindrances in the method of the climb turns out to be too for capacities as it accomplishes for reality (or, in other words: not well by any means). Capacity Terms and Definitions Since we've seen what capacities do, we should discuss the bits of a capacity. Capacities are introduced either by their conditions, their tables, or by their charts (called the diagram of the capacity). We should take a gander at an example work condition and separate it into its segments. A case of a capacity: $f(x) = x^2 + 5$ $f$ is the name of the capacity (Note: we can call our capacity different names than $f$. This capacity is called $f$, yet you may see capacities composed as $h(x)$, $g(x)$, $r(x)$, or whatever else.) $(x)$ is the info (Note: for this situation our info is called $x$, however we can call our information anything. $f(q)$ or $f(strawberries)$ are the two capacities with the contributions of $q$ and strawberries, separately.) $x^2 + 5$ gives us the yield once we plug in the info estimation of $x$. An arranged pair is the coupling of a specific contribution with its yield for some random capacity. So for the model capacity $f(x) = x^2 + 5$, with a contribution of 3, we can have an arranged pair of: $f(x) = x^2 + 5$ $f(3) = 3^2 + 5$ $f(3) = 9+5$ $f(3) = 14$ So our arranged pair is $(3, 14)$. Requested matches likewise go about as directions, so we can utilize them to chart our capacity. Since we comprehend our capacity fixings, how about we perceive how we can assemble them. Various Types of Functions We saw before that capacities can have a wide range of various conditions for their yield. We should take a gander at how these conditions shape their comparing charts. Direct Functions A direct capacity makes a diagram of a straight line. This implies, in the event that you have a variable on the yield side of the capacity, it can't be raised to a force higher than 1. For what reason is this valid? Since $x^2$ can give you a solitary yield for two unique contributions of $x$. Both $âˆ'3^2$ and $3^2$ equivalent 9, which implies the diagram can't be a straight line. Instances of straight capacities: $f(x) = x âˆ' 12$ $f(x) = 4$ $f(x) = 6x + 40$ Quadratic Functions A quadratic capacity makes a chart of a parabola, which implies it is a diagram that bends to open either up or down. It likewise implies that our yield variable will consistently be squared. The explanation our variable must be squared (not cubed, not taken to the intensity of 1, and so on.) is for a similar explanation that a straight capacity can't be squared-on the grounds that two information esteems can be squared to create a similar yield. For instance, recall that $3^2$ and $(âˆ'3)^2$ both equivalent 9. Accordingly we have two information esteems a positive and a negative-that give us a similar yield esteem. This gives us our bend. (Note: a parabola can't open side to side since it would need to cross the $y$-hub more than once. This, as we've just settled, would mean it was anything but a capacity.) This is anything but a quadratic capacity, as it bombs the vertical line test. A quadratic capacity is regularly composed as: $f(x) = ax^2 + bx + c$ The $i a$ esteem reveals to us how the parabola is molded and the heading in which it opens. A positive $i a$ gives us a parabola that opens upwards. A negative $i a$ gives us a parabola that opens downwards. An enormous $i a$ esteem gives us a thin parabola. A little $i a$ esteem gives us a wide parabola. The $i b$ esteem reveals to us where the vertex of the parabola is, left or right of the source. A positive $i b$ puts the vertex of the parabola left of the cause. A negative $i b$ puts the vertex of the parabola right of the cause. The $i c$ esteem gives us the $y$-block of the parabola. This is any place the chart hits the $y$-pivot (and will just ever be one point). (Note: when $b=0$, the $y$-catch will likewise be the area of the vertex of the parabola.) Try not to stress if this appears to be a great deal to remember right now-with work on, understanding capacity issues and their parts will turn out to be natural. Need to get familiar with the SAT however wore out on perusing blog articles? At that point you'll adore our free, SAT prep livestreams. Structured and driven by PrepScholar SAT specialists, these live video occasions are an extraordinary asset for understudies and guardians hoping to study the SAT and SAT prep. Snap on the catch beneath to enroll for one of our livestreams today! Normal Function Problems SAT work issues will consistently test you on whether you appropriately comprehend the connection among information sources and yields. These inquiries will by and large fall into four inquiry types: #1: Functions with given conditions #2: Functions with diagrams #3: Functions with tables #4: Nested capacities There might be some cover between the three classifications, yet these are the principle subjects you'll be tried on with regards to capacities. How about we take a gander at some genuine SAT math instances of each kind. Capacity Equations A capacity condition issue will give you a capacity in condition frame and afterward request that you utilize at least one contributions to discover the yield (or components of the yield). So as to locate a specific yield, we should connect our given contribution for $x$ into our condition (the yield). So on the off chance that we need to discover $f(2)$ for the condition $f(x) = x + 3$, we would connect 2 for $x$. $f(x) = x + 3$ $f(2) = 2 + 3$ $f(2) = 5$ Along these lines, when our info $(x)$ is 2, our yield $(y)$ is 5. Presently we should take a gander at a genuine SAT case of this sort: $g(x)=ax^2+24$ For the capacity $g$ characterized above, $a$ is a consistent and $g(4)=8$. What is the estimation of $g(- 4)$? A) 8 B) 0 C) - 1 D) - 8 We can begin this issue by fathoming for the estimation of $a$. Since $g(4) = 8$, subbing 4 for $x$ and 8 for $g(x)$ gives us $8= a(4)^2 + 24 = 16a + 24$. Fathoming this condition gives us $a=-1$. Next, plug that estimation of $a$ into the capacity condition to get $g(x)=-x^2 +24$ To discover $g(- 4)$, we plug in - 4 for $x$. From this we get $g(- 4)=-(- 4)^2 + 24$ $g(- 4)= - 16 + 24$ $g(- 4)=8$ Our last answer is A, 8. Capacity Graphs A capacity chart question will give you a previously diagramed work and ask you any number of inquiries about it. These inquiries will for the most part pose to you to distinguish explicit components of the diagram or have you discover the condition of the capacity from the chart. Insofar as you comprehend that $x$ is your info and that your condition is your yield, $y$, at that point these sorts of inquiries won't be as precarious as they show up. The base estimation of a capacity relates to the $y$-arrange of the point on the diagram where it's most reduced on the $y$-hub. Taking a gander at the diagram, we can see the capacity's absolute bottom on the $y$-pivot happens at $(- 3,- 2)$. Since we're searching for the estimation of $x$ when the capacity is busy's base, we need the x-organize, which is - 3. So our last answer is B, - 3. Capacity Tables The third way you may see a capacity is in its table. You will b

Writing Is Hard :: Writing an Essay

For me, composing is disappointing. Ordinarily I experience difficulty expounding on anything. The primary motivation behind why I experience so much difficulty when composing, is on the grounds that I don't think on my work enough. In any event, when I attempt my hardest to focus, my psyche appears to wonder around to an alternate course towards another idea. From that point forward, I overlook all about my work and simply consider different things, for example, individuals, places, and extraordinary times I've had previously. For instance, even while I'm composing this little section, my mind continues slipping into different contemplations. I dont know whether this happens to heaps of individuals, yet, this is one issue that I experience difficulty the most in. Possibly this is the reason I'm a moderate essayist and don't care to compose. At the point when I compose, I'm typically in my home sitting right where my PC is. One thing about me is that I loathe composing anything with a pen and a paper. More often than not when composing an exposition, report, or whatever else, I type it on my PC. I can most likely type multiple times quicker than composing by hand. I get it's simply something that I'm better at. I can type around 80-85 words for every moment. On the off chance that that isn't quick, at that point I dont comprehend what is. When composing, I can compose when it's tranquil, boisterous, during the day, during the night, and during whatever environment I'm in. Regardless of whether the entire house hushes up, I generally tune in to music while composing an exposition. Be that as it may, the best time and the best air for me to compose anything would be during late around evening time when everything appears to be really calm around me. Another significant thing to me when composing, is that I can not have any interruptions close me or around me. Indeed, even the web on my PC must be debilitated or, more than likely I would be enticed to ride on the web. †¢ Composing resembles communicating my emotions onto paper. I can compose melodies, sonnets, cites, stories, letters, and just nearly anything that you could consider. You can get familiar with a extraordinary arrangement about an individual by the manner in which they compose or just by the manner in which they express certain words on paper. Composing can likewise be a piece of your life.

Announcing New Bloggers for 2010!

Announcing New Bloggers for 2010! Last week, the blogging committee comprised, as always, of the communications team here at the admissions office, plus graduating senior bloggers, in this case Chris Su met to choose new bloggers who will be joining the team for the coming year. It was an incredibly tough job to do. With an acceptance rate of just under 9.7%, its actually more difficult to land a job as a blogger than it is to get into MIT in the first place! However, as with our undergraduate applications, the cruel difficulty of the decisions is no excuse for not making them. Decide we must, and decide we did. So, without further ado, let me introduce to you our new bloggers! Class of 2014 Anna Ho was born in Singapore but has lived in London for the past eight years. Though currently on crutches after a brv ºtal Ultimate Frisbee injury a dangerous sport indeed she will be living up high in French House come fall. Anna, who performed her valedictory speech with her friend and salutatorian Sameer in a Kanye West style duet, isnt yet sure about what shed like to study, but with interests ranging from FIRST Robotics to MedLinks, shes sure to find something here at MIT. Kate Rudolph hails from the Chicago suburbs and is a world-class mathlete. She attended the IMO Training Camp and her research at last summers RSI was voted one of the top-five papers out of the program. In her long experience writing for a few different blogs Kate excels at sharing how math enters her life in new and interesting ways. As someone who personally never even completed calculus long story I loved how much I loved reading Kates blogs, whether about math or otherwise. Kate will be living in East Campus, although she is envious of how the Simmons elevators play random musical tunes when certain chords of buttons are pressed. Natanya Kerper comes to us from the San Diego suburbs. Born in Super Tuesday in an election year, Natanyas been an activist and debater all of her life (JSA Best Speaker 09) and will be a double major in Political Science and Biology here at MIT. Natanya, who plays girls lax and powderpuff football, is tough as nails as a junior, she broke her wrist playing football, which didnt keep her from acing the APs the following weekend. She toured Harvard, but a toilet there ate her phone, so shell be coming to MIT and blogging for us instead! last but not least of the freshman bloggers, we have Emad Taliep. Emad was born in South Africa but emigrated at an early age to the greater Boston area. Hell be studying Brain and Cognitive Science here at MIT, and writes blog entries with titles like Eggs and Curry: The Cross-Cultural Culinary Story. When he gets to campus, Emad hopes to join Live Music Connection; Ill post his answer to the zombie apocalypse question to illustrate why: The smell of decomposing flesh abounded. The nation was cast in eternal darkness, allowing the dead to rise. The shrewd cretins had shut down roadways and laid waste to supermarkets. The end seemed nigh. And the gigantic flamethrower I ordered was stuck in Beijing. Ive gotta beat them somehow, I said, in an impromptu dramatic monologue. Waitbeat! Thats it! I called my friend David a man so metal, he frequently drew suspicion from airport security and told him to bring his guitar. My plan? To defeat the zombies with a logic bomb. Wed play death metal loud enough to wake the dead, yet heavy enough to cripple the living. I took a gamble by thinking death metal could be so intense, it could actually be lethal. But, in paranormal situations, risk-taking is essential. David plugged in his axe, amp, and mic, cranking up every dial. I put on my headphones, ready to unleash percussive chaos. As the zombies approached, David and I chugged out a window-shattering riff of sonorous death with a pounding rhythm. Our righteous metal threw the zombies into existential limbo, with the conflicting commands to die and reawaken putting their lives in flux. Finish them! I screamed. David growled into the microphone, rending the skies with his resonant voice. The Gods of Metal replied by raining down utter carnage. Lightning bolts fiercely incinerated the undead oppressors, leaving naught but scorch marks where they once stood. Thatll show my mom not to call my drumming a nuisance Upperclassmen We also are hiring two upperclassmen this year to join our blogging team! Elizabeth Choe, 13, is a Course 20 major from Missouri who lives in Simmons. She plays cell in MITSO, wants to be a comedian, rejected our Team Jacob vs Team Edward challenge to write about Team Leibniz vs Team Newton, and draws things during class: Becca Heywood, 12, is a Course 1 major from Colorado who lives offcampus in an independent living group. Shes traveled the world while at MIT, with a MISTI internship in Mexico, an exchange trip to the Czech Republic, an an Engineers-Without-Borders trip to Uganda, blogging throughout them all. Shes on the varsity crew team and is terrified of zombies, so maybe shell make friends with Emad and his Drums of Doom. These six special folks wont start blogging right away, as we have to wrangle them here to campus, get em trained, and set up into the system in early September. When that time comes, theyll be able to tell you more about their own personal stories, which I assure you are more interesting, compelling, and better written than anything I provided here. Once again, thanks to all those who applied, and everyone say hi to the new crew!

The Philippine News Media Essay - 939 Words

The Philippine news media today is at a state where they seem to be more and more fearless on their commentary and more vigilant in their society. Significant events, like the infamous Maguindanao massacre, where 57 people, including 34 journalists have been slain, and the recently concluded 2010 Philippine elections, where our nation opened another chapter as we inaugurated our 15th President in Benigno Simeon C. Aquino III, the Filipino people has grown immense awareness in the status of our country. They have also developed a new and cunning sense of nationalism as we all look to what the new administration has in store for us. Broadcast media has also empowered the people to share news and their own views on what is happening in the†¦show more content†¦What I am against in the Philippine news media today is the way it commercializes the news. Notable networks do have some kind of biases based on the company they work on for. For an instance, ABS-CBN 2 is owned by the Lo pez family, making them bias to how they deliver news in relation to their sister companies Meralco and Bayan Telecommunications; and also, TV5 is somehow bias to the companies owned and chaired by its owner Manuel V. Pangilinan, namely the Philippine Long Distance Telephone Company and Smart Communications. The existence of sister companies affect the body of the news the network delivers in a way that it does not necessarily show the nuisance given to the public by the company, like increases in fee of electricity and cellular charges, thus protecting the credibility of their businesses. Moreover, these corporations fight for television ratings to get the lion’s share and even the big fishes in the advertising industry to financially help their company to gain more popularity and to lure more manufacturers to advertise in their network. 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The Salem Witch Trials Essay - 1835 Words

By the end of the 17th century, one of the most devastating proceedings in American History took place. The Salem witch trials was one of the most catastrophic events worldwide in which people were accused, hanged, or sent to jail. During this time there was also a lot of chaos going on in Salem when some girls started accusing innocent people of being witches and being responsible for all the trouble that was going on the town. Even though not all those individuals were sentenced to death, there were still three causes or theories of why the Salem witch trials might have occurred and caused all this mess. Some of those reasons included that the girls could have been ergot poison, that they were bored because of the type of lifestyle that they had to live in, and because there was a sort of rivalry (jealousy) of land. After escaping from England because of religious persecution and settling in the United States (Salem, Massachusetts), the worst part was about to begin. When the puritans were settled in the new world, the theory that there could be witches was spread throughout the town. The most accused were the women because supposedly they were more vulnerable than men. For instance, the author declares, â€Å"Ministers preached repeatedly about the inferiority of women, using the biblical tale of Adam and Eve as evidence. Women according to the sermons, had inherited Eve’s original sin- she was tempted to eat the forbidden fruit of knowledge- and could not beShow MoreRelated salem witch trial Essay1180 Words   |  5 Pagessalem witch trial This is about witchcraft and is started like this: In the winter of 1691-92, several people in Salem Village, most of them young women, but eventually including a few men and boys, began behaving in a strange unusual manner†, with an affect which was interpreted as illness. 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Comparison Of Good Clinical Practices Health And Social Care Essay Free Essays

string(192) " inadvertent hurt being participated in test, quality confidence, guaranting the readying of appropriate blessing of concluding clinical survey study for regulative governments sing the test\." Good Clinical Practices are some of the guidelines to be purely followed while carry oning clinical tests on human topics. There are different GCPs which are fundamentally similar guaranting the well being of topics, and besides good and ethical behavior of clinical surveies of new drugs every bit good as approved drugs. Assorted calamities such as sulfanilamide calamity, Nazi homo trails, thalidomide calamity, and pox survey at Tuskegee lead to the creative activity of different regulations for conductivity of clinical tests and besides good clinical patterns. We will write a custom essay sample on Comparison Of Good Clinical Practices Health And Social Care Essay or any similar topic only for you Order Now GCP is an international scientific for proper design, ethical behavior, and coverage of clinical tests affecting human topics. Basically it is a set for regulations that protect the human topics from any injury due to take parting in the survey and to mistakes and errors to maximum and minimum agony for the topics. FDA ( Food and Drug Administration ) expanded and included GMP in 1963, IRBs in 1973 and GCP in 1977. Duties: WHO GCP guidelines are divided into different chapters which describe duties of different personalities concerned with the behavior of clinical tests. The IRB/IEC is responsible for the safety, good being and safeguarding the rights of human topics. IRB is responsible for reexamining the proposal, test site, capable enlisting A ; informed consent signature, amendments, research worker ‘s booklet, research worker ‘s CV etc. The research worker should be a qualified individual, exhaustively familiar with the investigational merchandise by the patron, audit and inspect the merchandise and conformity with GCP. Investigator has the duty of making indispensable paperss for two old ages after blessing of drug, documenting fiscal understandings with patron and research worker, happening of Serious Adverse Events, expiration of trails prematurely. MEDICAL CARE FOR SUBJECTS: A qualified medical practician should take test related medical determinations. If necessary the household physician of the topic should be informed about the topic ‘s engagement in test. INFORMED CONSENT OF SUBJECTS: The topics should be informed about the process both orally and visually and must acquire a signed informed consent signifier and this should be approved by IRB/IEC. An impartial informant is required in instance the topic could non compose and read. RESPONSIBILITIES OF SPONSOR: Quality confidence and quality control with SOPs, choice of research workers, delegating a proctor, information sing IP merchandise and its use, indemnifying topics, besides assists in the readying of presentment to reexamine board and to investigator. WHO GCP GUIDELINES It is a set of guidelines globally applicable for the behavior of biomedical research of pharmaceutical merchandises on human topics. Biding these guidelines will assist in the common exchange of clinical research informations between interested states. States which do non hold their ain guidelines can follow WHO guidelines as a portion or whole, as a footing on which clinical tests will be conducted. PROVISIONS AND PREREQUISITES FOR A CLINICAL TRIAL: The clinical test should be ethically justified. It should be on the footing of ethical rules laid by the Declaration Of Helsinki, and the three chief rules of justness, beneficence and regard. There should be proper and echt Preclinical day of the month should to formalize the test. The research worker should be qualified and adept to take up clinical research. The test should run into all the regulative demands. Protocol: The test should be held harmonizing to the written protocol signed by patron and research worker. The protocol appendices should be monitored and approved by the moralss commission. PROTECTION OF THE TRIAL SUBJECT The personal unity and public assistance of the test topics as defined in the Declaration of Helsinki should be the chief concern of clinical test. Any alterations from DOH should be documented and reported. The moralss commission has been set up for the protection of human topics in test. The research worker and the patron must confer with and subject the proposed protocol. Apart from the blessing the moralss commission will make an on-going monitoring of the clinical test procedure. For the intent of guaranting safety of the test subjects a procedure called Informed Consent procedure is done and this IC papers should be submitted to the EC prior to the beginning of test. Informed consent should be given both orally and written and besides should acquire it signed. Any information that becomes available during the test which may be of relevancy to the test topic must be made known to the research worker. Apart from the test topic, legal defender and the household physician should be informed about the engagement of the topic in the clinical test. The research worker must keep confidentiality of the information sing the topics. RESPONSIBILITIES OF THE INVESTIGATOR: Adequate medical attention for the topics is the duty of the research worker. He must be a qualified and experienced in the medical specialty or dental medicine harmonizing to the protocol and should hold a thorough cognition about the procedure of clinical test. The research worker is responsible for the choice of the test topics. Other duties of the research worker includes rigorous attachment to the accepted protocol, giving equal information sing the test to the topic, giving information about the merchandise to the staff, subjecting inside informations sing the test to the regulative authorization, guaranting the protocol has been reviewed and approved by the moralss commission, describing any serious inauspicious reactions to the patron and regulative authorization, accepting scrutinizing or review by regulative commissions and proctor, subjecting concluding study based on the test which is documented and signed by the research worker. The research worker must inform regulative authorization, patron and whomever applicable in instance of premature expiration of survey. RESPONSIBILITIES OF SPONSOR: The patron is responsible for the choice of research workers, conformity of the process with GCP, supplying investigational merchandise, supplying research workers with research worker ‘s booklet, supply of investigational merchandise, naming commission or members to oversee the test, supplying compensation to test topics in instance of inadvertent hurt being participated in test, quality confidence, guaranting the readying of appropriate blessing of concluding clinical survey study for regulative governments sing the test. You read "Comparison Of Good Clinical Practices Health And Social Care Essay" in category "Essay examples" Amendments to the protocol which may impact the safety of the topic should be informed to the EC straight by the patron or through the research worker. If the patron wishes to end the survey the same must be informed to investigator and the authorization. The patron is responsible for the quality confidence of the trail guaranting that all the patterns are recorded and reported harmonizing to GCP and the protocol. RESPONSIBILITIES OF MONITOR: The proctor is a individual appointed by the patron and acts as a communicating between the patron and the research worker. He is responsible for supervising the advancement of the test, commanding the attachment to the protocol, guaranting the informations are right reported and recorded, corroborating the inform consent from the topics, appraisal of test site, educating the staff, assists the research worker in describing the information to the patron, information direction, guaranting right filling of CRFs, assists the research worker in advising the drug regulative of the clinical test and subjecting any necessary certification, record the inside informations of each visit to the test site and the phone calls made. Monitoring OF SAFETY: The patron should supply particular signifiers to describe inauspicious effects. The national ordinances require patron and/ research worker to describe the inauspicious events to regulative authorization. The research worker has to describe any inauspicious events to patronize, regulative authorization every bit good as EC. During the test the patron is responsible for describing test related AE. Record KEEPING AND HANDLING OF DATA: The overall duty of truth and completeness of the study is on research worker. The record should be signed by patron, research worker every bit good as statistician. The research worker should keep a confidential record of unambiguous codifications to place the topics. Monitor should take steps to avoid losing of informations. The patron must be able to place the informations entered for each topic utilizing the codification ; besides he must do a list of individuals who are authorized to do corrections to the information. The patron has to retain all the paperss, protocols, certifications, review studies etc. Statisticss AND CALCULATIONS It should be done by a biostatistical expert. The certain codification used for blinding and randomisation should be with both patron and research worker. Handling OF PHARMACEUTICAL PRODUTS The patron is responsible for the safety of the merchandise to be tested on human topics and should be of sanctioned quality. Everything sing the storage and despatch of the merchandise must be recorded and the research worker should non provide the investigational merchandise to anyone who is non supposed to have it. The patron is responsible for the proper packaging and labeling of the IP. The research worker has to utilize the merchandise harmonizing to the protocol and has to return the fresh merchandise. It is the duty of the proctor to look into the termination of the IP and should guarantee that it has non exceeded the day of the month of termination. ROLE OF DRUG REGULATORY AUTHORITY They should guarantee that the proposed protocols are submitted in progress and are approved harmonizing to the national ordinances. They should measure the adequateness of oversing the test harmonizing to the studies of the proctor to the patron. They may transport out on site supervising. MULTICENTRIC TRIALS They require particular administrative system which depends on the terminal point and the cognition of the IP involved. A coordinative commission could be set up with the duty of commanding the public presentation and advancement of test and keeping contacts with the drug regulative authorization. ICH GCP GUIDELINES Principles Clinical tests should be conducted in conformity with the ethical rules harmonizing to Declaration of Helsinki, GCP and the applicable regulative demands. Foreseeable hazards and incommodiousnesss should be weighed against the awaited benefits. The rights, safety, and wellbeing of the test topics are the most of import considerations Nonclinical and clinical information on an investigational merchandise should be equal for the test. Should be scientifically sound, and described in a clear, elaborate protocol. A test should be conducted in conformity with the protocol that has reviewed by IRB/IEC The medical attention should be given by a qualified doctor or a tooth doctor. Each person involved in carry oning a test should be qualified by instruction, preparation and experience. Freely given informed consent should be obtained from every topic prior to clinical test engagement. All clinical test information should be recorded and reported. The confidentiality of records that could place topics should be protected. Investigational merchandises should be manufactured, handled, and stored in conformity with GMP and used in conformity with the approved protocol. Quality confidence of systems and processs. IRB/IEC The IRB should dwell of at least five members from assorted Fieldss of life and qualified 1s. Its duties include: To see the makings of the research worker, Continuing reappraisal of each on-going test at intervals, Protection of the rights, safety and/or wellbeing of the topics, Consent of the topic ‘s lawfully acceptable representative, in instance of non curative tests, Reviewing both the sum and method of payment to topics to guarantee their safety and rights. Merely those IRB/IEC members who are independent of the research worker and the patron of the test have the right to vote or supply sentiment on a trial-related affair. It should work harmonizing to the written SOPs and should follow with GCP. IRB/IEC should do its determinations at proclaimed meetings at which at least a quorum, as stipulated in its written operating processs, is present. IRB/IEC should advise the patron in composing sing its test related sentiments, determinations etc. it should retain all the paperss. Research worker The research worker should be qualified by instruction and preparation, and should be exhaustively familiar with IP. The research worker could implement alterations in protocol without anterior consent from IRB/IEC if it is believed to do inauspicious reactions and subsequently on informations has to be submitted with justification to IRB/IEC for reappraisal and blessing, to the patron and regulative governments. Research worker is responsible for obtaining IC. Non curative tests should be conducted with the consent of topic ‘s lawfully acceptable representative. When in exigency that could n’t take consent of the topic, consent from LAR is necessary. Essential paperss should be retained for a lower limit of two old ages after the blessing or even longer period if insisted by the regulative demands. Patron The patron is responsible for procuring understanding from all parties involved to hold a direct entree to all test related sites, paperss and repots for review by domestic and foreign regulative governments. Sponsor may reassign one or all of his test related responsibilities to CRO. He should denominate qualified medical forces. Sponsor may set up an independent information monitoring commission ( IDMC ) to measure the advancement of a clinical test. Any transportation of the ownership of the paperss should be decently documented and the patron should retain all patron specific paperss. The patron is responsible for supplying compensation to the topics, IP, IRB blessing. He appoints proctor, who monitors processs and studies. INVESTIGATOR ‘S BROCHURE Investigator ‘s booklet is a digest of all clinical and non clinical informations on the IP provide by patron relevant to the survey merchandise on human topic. It should be simple, concise, nonsubjective and non promotional that enables the clinician or possible research worker to understand it and do his /her ain indifferent hazard benefit assessment rightness of the test. An extended IB is non required if the merchandise ‘s pharmacological medicine is widely understood by the medical practicians. It should be renewed yearly and reviewed harmonizing to the patron ‘s written processs. Sponsor should do certain that an up to day of the month IB is made available to the research worker. IB should incorporate a rubric page and a confidentiality statement. It contains table of contents, debut, belongingss of preparation, consequence on worlds, and counsel for the research worker. Essential DOCUMENTS Essential paperss are those which permit the rating of the behavior of the trail and the quality of the informations produced. They demonstrate the conformity of the research worker, patron and proctor with the criterions of GCP and other regulative demands. Essential paperss are inspected by regulative governments and audited by patron ‘s independent audit map. They are grouped into three subdivisions harmonizing to the phase of trail where in it is generated. One before the beginning of clinical test, the 2nd one during the behavior of the test and 3rd one after the expiration of test. Trial maestro files should be established at the beginning of the test, both at the research worker ‘s and patron ‘s office. A concluding stopping point out of the file can be done merely when both the research worker and patron files are reviewed by the proctor and confirmed that all necessary paperss are in appropriate files. INDIAN GCP The clinical test should be supported by pre clinical informations on the IP back uping the proposed protocol. The protocol should incorporate an appropriate survey design, inclusion exclusion exclusion standards, quality control and quality confidence, ethical and safety considerations which includes the rule of essentialness, rule of voluntariness, IC and community understanding, rules of non development, rules of privateness and confidentiality, rules of safeguard and hazard minimisation, rules of professional competency, rules of answerability and transparence, rules of maximization of the public involvement and distributive justness, rules of institutional agreements, rules of public sphere, rules of entirety of duty, rules of conformity. ETHICS COMMITTIEE: They review and O.K. protocol. Harmonizing to Indian GCP the commission should consists of lower limit of 5 members and a upper limit of 12 to 15. There should be equal representation of age, gender, community etc. the ethical reappraisal should be done through formal meetings and consensus. The research worker should subject an application in the prescribed format along with the protocol at least 3 hebdomads in progress. The IEC should be able to supply complete reappraisal of the proposals and should inform their base by composing to the patron. INFORMED CONSENT AND SPECIAL GROUPS: In instance of non-therapeutic surveies the consent should be given by the topic. Pregnant or nursing adult females should non be a capable unless the research carries no more than minimum hazard. Research related to expiration of gestation could be conducted in adult females who wish to make MTP. Pregnant adult females can besides be included if he study is sing techniques to observe foetal abnormalcies. Children should non be included in research that could be carried out every bit good with grownups. IC should be obtained from parents every bit good from the kid and the kid should be made cognizant about the test procedure and his/ her refusal to take part in the clinical test is considered. Adequate justification is required while enrolling vulnerable topics. Duty The patron is responsible for research worker choice. The patron should come in into a legal and formal contract with institute/ research worker, sing conformity with GCP, entering and coverage, scrutinizing review and monitoring. Sponsor has to corroborate the reappraisal by moralss commission, supply information on IP, providing IP, ongoing safety rating of the merchandise, safeguarding survey topics, turn outing ADR/ AE describing signifiers to the research worker, guaranting appropriate readying of survey studies, naming proctors to supervise the survey, executing audit as portion of QA system, particular agreements in instance of multicentric tests, make agreements to ease communicating between research workers of different test centres. If the patron is a foreign company or individual, it shall name a local representative or CRO to carry through the duties by national ordinances. The guideline mandates that the patron and the research worker should subscribe a transcript of the Standard Operating Procedures ( SOPs ) . Besides, the research worker and his staff have to be cognizant and comply with SOPs. Indian GCP demands that the research worker should subscribe and send on the informations like Case Report Forms ( CRF ) , consequences and readings, analyses and studies of the survey from his/her Centre to the patron and the moralss commission. Monitor should be to the full cognizant of the IP. He oversees the advancement of the survey, observe and describe the capable enlisting rate to the patron, aids investigator in describing he data to patronize, guarantee all CRFs are filled right, subjecting written study to patronize after sing each site, The research worker should hold makings prescribed by MCI. He is responsible for all survey related medical determinations, guaranting the blessing of protocol by moralss commission, indifferent choice of survey topics, answerability of IP at survey site, subjecting written drumhead of the survey study to patronize. RANDOMISATION AND BLINDING Done to avoid prejudice and there are certain codification to place the topics which are unbroken secret during the survey and broken merely harmonizing to the protocol. The types of statistical analyses used must be clearly identified and should organize the footing of the survey. Particular Concerns: Clinical tests for vaccinums Sponsor and research worker should be cognizant of the procedure for carry oning clinical tests affecting vaccinums. They should be familiar with the guidelines provided by DCGI, DBT and GEAC. Subjects should be informed if they are injected with unrecorded or attenuated micro-organisms. There should be equal research lab installations and besides installations for the laboratory rating of seroconversion. Blessing from IEC should be ensured by the patron. Post selling surveies are required following seroconversion surveies. Relevant information sing the quality control is compulsory. Clinical tests for preventives: Subjects should be informed about the options. Children borne due to failure of preventives should be medically followed. Proper followup for the remotion of implant is necessary if implant is used as a preventive for test. Clinical tests with surgical procedures/medical devices: Animal safety informations is required. Phase 1 tests are non required as tests with medical devices can non be done on healthy voluntaries. Safety processs should be followed for the debut of medical devices. Informed consent should be followed as in with drug tests. Diagnostic agents- radioactive stuffs and ten beams: Informed consent should be obtained and the topics should non be exposed to radiation more than that of normal. Research should be done on patients undergoing processs for diagnostic or curative intents. Safety steps should be taken to protect them. Pregnancies should non be included to avoid hazards to embryo. Non radioactive diagnostic agents are considered as drugs and are to follow the same guidelines of drugs. Herbal redresss and medical workss Phase 1 surveies are non necessary and the plat and herbal redresss are presently in usage or mentioned in literature of traditional medical specialties and are prepared harmonizing to GMP. Toxicity surveies are non required for stage 2 tests if it is non found toxic when used for more than 3 months. Clinical tests with herbal merchandises should be carried out merely after standardisation and development of marker. Trails have to acquire blessing from regulative governments. Tests should be held in the presence of competent ayurvedic, siddha, unani doctor as co-investigator on in such a test. How to cite Comparison Of Good Clinical Practices Health And Social Care Essay, Essay examples

Essay on A Good Man is Hard to Find Essay Example For Students

Essay on A Good Man is Hard to Find Essay Virtue and the grandmother If you were to ask someone what their definition of a happy life would be, they would probably give you an answer like, having fun. This is completely untrue in Aristotles terms. According to Aristotle, for a man to lead a happy life he must learn each of the intellectual virtues, and practice each of the moral virtues throughout his life. These moral virtues are justice, courage, temperance, magnificence, magnanimity, liberality, gentleness, prudence, and wisdom. With so many virtues to constantly abide by, a man cannot know if he has led a happy life until his life is nearly finished. In the story A Good Man is Hard to Find, by Flannery O Connor, the question is raised whether the grandmother has achieved a state of happiness according to Aristotles terms at the time of her death. The answer is no, because she is a person who is dishonest, cowardly, and unwise. Of all the virtues, honesty is practiced the least by the grandmother. Honesty is defined as The capacity or condition of being honest; integrity; trustworthiness (Honesty). There are several examples of the grandmothers dishonest and untrustworthy actions. In the beginning of the story, The grandmother didnt want to go to Florida (O Connor 1106), so she made up false excuses to try to persuade her family to take her to Tennessee. This fellow that calls himself The Misfit is aloose from the Federal Pen and headed toward Florida . I wouldnt take my children in any direction with a criminal like that aloose in it (O Connor 1106). On the way to Florida, the grandmother notices an old house she visited as a child. When she wants to stop and re-visit the house, the grandmother tells the children, There was a secret panel in this house not telling the truth but wishing that she were (O Connor 1110), lying again so she could have her way. The grandmother also secretly brought the family cat, She had her big black valise and underneath it she was hiding a basket with Pitty Sing, the cat, in it (O Connor 1106), even though Her son, Bailey, didnt like to arrive at a motel with a cat (O Connor 1107). When The Misfit arrives, The grandmother had the peculiar feeling that the bespectacled man was someone she knew (O Connor 1112), but when she later realizes who the man is, she claims, I recognized you at once! (O Conn or 1113). She tells The Misfit, we turned over twice! (O Connor 1112), even though they both knew that it was only once. Lastly, the grandmother lies again to herself and to The Misfit when she says, you shouldnt call yourself The Misfit because I know youre a good man at heart (O Connor 1113). The only reason she says this is in an attempt to save her life. Another virtue the grandmother lacks is courage. Courage is The state or quality of mind or spirit that enables one to face danger with self-possession, confidence and resolution (Courage). When The Misfit arrives, the grandmother is nothing but a coward. She exhibits no self-possession, Alone with The Misfit, the grandmother found that she had lost her voice (O Connor 1116), displayed here when she cant even speak. She also has no resolution to the situation but to give The Misfit her money, Ill give you all the money Ive got! (O Connor 1116), or to lie to The Misfit and tell him hes a good man. Of course none of this would have come about if it werent for the grandmothers lack of wisdom. Wisdom is common sense; sagacity; good judgment (Wisdom). The grandmother does not use good judgment when she decides to bring the cat along, and the cat ends up causing their accident. The instant the valise moved, the newspaper top she had over the basket under it rose with a snarl and Pitty Sing, the cat, sprang onto Baileys shoulder (O Connor 1111). .u542e1feb493de9b77637b5061f378fa9 , .u542e1feb493de9b77637b5061f378fa9 .postImageUrl , .u542e1feb493de9b77637b5061f378fa9 .centered-text-area { min-height: 80px; position: relative; } .u542e1feb493de9b77637b5061f378fa9 , .u542e1feb493de9b77637b5061f378fa9:hover , .u542e1feb493de9b77637b5061f378fa9:visited , .u542e1feb493de9b77637b5061f378fa9:active { border:0!important; } .u542e1feb493de9b77637b5061f378fa9 .clearfix:after { content: ""; display: table; clear: both; } .u542e1feb493de9b77637b5061f378fa9 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u542e1feb493de9b77637b5061f378fa9:active , .u542e1feb493de9b77637b5061f378fa9:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u542e1feb493de9b77637b5061f378fa9 .centered-text-area { width: 100%; position: relative ; } .u542e1feb493de9b77637b5061f378fa9 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u542e1feb493de9b77637b5061f378fa9 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u542e1feb493de9b77637b5061f378fa9 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u542e1feb493de9b77637b5061f378fa9:hover .ctaButton { background-color: #34495E!important; } .u542e1feb493de9b77637b5061f378fa9 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u542e1feb493de9b77637b5061f378fa9 .u542e1feb493de9b77637b5061f378fa9-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u542e1feb493de9b77637b5061f378fa9:after { content: ""; display: block; clear: both; } READ: Bchs football Essay But the most unwise of decisions the grandmother makes is when she recognizes The Misfit and decides to call him out on it. The grandmother .

Glutten Free, Sugar Free, Low Carb Cake Balls free essay sample

So have you ever been to a party where there were cake balls and they were so good that you couldn’t stop eating them? Well I have and I know that I don’t like how I feel after I eat all of them. After going to a couple of different parties where these addicting treats were present I decided that I needed to find a way to make them better for you while still maintaining there amazing great taste. So I did some research with my kid sister and we found the perfect recipe. This amazing recipe is gluten free, sugar free, and it is also low carb. Today I’m going to inform you on how to make this fabulous batch of cake balls, which is set to make fifty. a. First I will tell you the differences in a batch of cake balls from a box cake and the healthy cake balls I’m going to give you. We will write a custom essay sample on Glutten Free, Sugar Free, Low Carb Cake Balls or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page i. First a box of cake mix is already mixed and ready to go not much of a hassle to make, but the healthy cake balls require you to mix a bunch of different ingredients together. While it is time consuming if your making them with a friend or with your family members then it would be a great way to bond and talk. Second the texture of the healthy cake balls is sort of rough because there is applesauce in it and a regular cake mix is going to be smooth and â€Å"normal†. b. The second thing that I’m going to inform you on is how to make the cake balls. i. First you need to make sure you have all your ingredients 1. Ingredients such as almond flour, unsweetened coco powder, sea salt, baking powder, applesauce, eggs, vanilla extract, raspberry fruit spread (no sugar added) ii. Next you have to pre-heat the oven to 350 °. You also need to have a 139-baking pan to put the cake mix to place in the oven. You then have to combine all your dry ingredients together in a large mixing bowl, and in a medium bowl mix together all your wet ingredients. iv. After you have mixed the dry and wet ingredients separately slowly mix them together into the large mixing bowl until thoroughly combined. Then pour into the baking pan. v. Once the cake has baked for roughly thirty-five minutes (or until toothpick comes out clean) let the cake cool off completely before you crumble the cake into a large bowl and mash the raspberry spread. Now that you know how to make the mix for cake balls you just have to form them and add a candy coating. i. Once the mixture is completely mixed take it and start making one-inch balls then put a lolli stick in it. ii. The candy coating is just an unsweetened 100% Cacao chocolate baking bar melted with vanilla extract. All you have to do is simply dip the stick into the melted chocolate (or your choice of flavor) III. Conclusion: Now that you know how to make healthy gluten and sugar free, low carb cake balls, you can be the one to bring them to parties and share the recipe.

Make Your Own Magic Rocks in a Chemical Garden

Make Your Own Magic Rocks in a Chemical Garden Magic Rocks, sometimes called Chemical Garden or Crystal Garden, are a product that includes a small packet of multicolored rocks and some magic solution. You scatter the rocks at the bottom of a glass container, add the magic solution, and the rocks grow into magical-looking chemical towers within a day. Its crystal-growing at its finest for people who prefer not to wait days/weeks for results. After the chemical garden has grown, the magic solution is (carefully) poured off and replaced with water. At this point, the garden can be maintained as a decoration almost indefinitely. Magic rocks tend to be recommended for ages 10 because the rocks and solution are not edible! However, younger children will also enjoy growing magic rocks, providing they have close adult supervision. How Magic Rocks Work The Magic Rocks are chunks of metal salts that have been stabilized by being dispersed in aluminum hydroxide or alum. The magic solution is a solution of sodium silicate (Na2SiO3) in water. The metal salts react with the sodium silicate to form the characteristic colored precipitant (chemical towers about 4 high). Grow Your Own Chemical Garden Magic rocks are available on the Internet and are quite inexpensive, but you can make them yourself. These are the salts used to make magic rocks. Some of the colorants are readily available; most require access to a general chemistry lab. White: calcium chloride (found on the laundry aisle of some stores)White: lead (II) nitratePurple: manganese (II) chlorideBlue: copper (II) sulfate (common chemistry lab chemical, also used for aquaria and as an algicide for pools)Red: cobalt (II) chloridePink: manganese (II) chlorideOrange: iron (III) chlorideYellow: iron (III) chlorideGreen: nickel (II) nitrate Make the garden by placing a thin layer of sand on the bottom of a 600-ml beaker (or equivalent glass container). Add a mixture consisting of 100-ml sodium silicate solution with 400 ml distilled water. Add crystals or chunks of the metal salts. If you add too many rocks the solution will turn cloudy and immediate precipitation will occur. A slower precipitation rate will give you a nice chemical garden. Once the garden has grown, you can replace the sodium silicate solution with pure water.

Analysis Of The Relationship Between Religion Essay

Analysis Of The Relationship Between Religion - Essay Example The consideration of the idea of God inevitably leads to consideration of another, contrary idea, namely the evil. Indeed, if there is light, there must be darkness or at least shadow as well. So, the Christian doctrine is likely to make some provisions about the nature of evil. According to the scholars, there are two forms of evil: moral and natural. The former is something that is caused by people. This form involves the concept of morality and, therefore, can occur only within the environment of the people. So, murder or incest is something that is seen as moral evil by the people. There is a different form of evil, the natural one. It occurs in the environment and people are victims of it, not the creators. For example, earthquakes are put into a natural evil category. Keeping in mind the above-mentioned idea, â€Å"the fact of evil becomes an objection to rational belief in God, at least believe in a perfectly good, all-powerful deity†. However, the Christians were able to come up with various justifications, theodicies. For example, according to one of them, evil is necessary since it makes people morally mature; in other words, the ability to distinguish between good and evil is something that should be seen as a characteristic of a fully developed human and something which Adam and Eve were deprived at first. Therefore, evil exists not because God cannot destroy it (He is omnipotent), not because He does not know about it (He is omniscient) or not because He is not good (He is omnibenevolent).

ETHICAL DILEMMA IN THE CLINICAL RESEARCH Essay Example | Topics and Well Written Essays - 500 words

ETHICAL DILEMMA IN THE CLINICAL RESEARCH - Essay Example The first is on the issue of disclosing all the information to the participants including all the risks of the trial or to just disclose the most important of the information and let the rest of the information be disclosed after the trial as a debrief. The dilemma comes in where the full disclosure of all the information to the participants may lead to some of them not giving informed consent and opting out in which case it will take longer to find others without any guarantee that they will also stay throughout the whole exercise. The lack of disclosure will lead to signing the consent and the trial continuing as scheduled (Gad, 2009). The other ethical dilemma comes in in the issue of publication of the findings of the clinical trial. The clinical trial may be marked with several problems which may render the drug unfriendly to most people. If this information is released to the public through the findings, the drug may either be banned from manufacture and production or harm many people. On the other hand, the lack of issuing of publication will mean that no one will know of the drug and hence the whole process of research and trial will have just been a waste of time and money and hence a loss which many pharmaceutical companies cannot handle (Verdu-Pacual and Ponce, 2001). They therefore have to make the hard choice of risking the lives of people and a future lawsuit by publishing or cutting their losses and going back to the drawing board. Lastly is the issue of patent rights versus the rights of patients. A patent lasts for 4 years at which point it is given to another company or group. Every company wants to maximize these 4 years in order to have covered the expenses of production and made enough profit to sustain them (Lo, 2012). The dilemma comes in where in order to be able to do this within this short time, they have to overcharge the consumers for the drugs which is considered totally unethical and even inhumane and especially if the

The Errors Vs Mistakes English Language Essay

The Errors Vs Mistakes English Language Essay According to Brown in order to analyze a learner language, it is important to understand the distinction between errors and mistakes. A mistake refers to a performance error that is either a random guess or a slip, seeing as a failure to use a known system correctly. Mistakes can happen in both native and second language are the result of some sort of temporary breakdown, hesitations, slip of the tongue, random ungrammaticalities, or imperfection in the process of producing speech and can be recognized and corrected by native speakers. However errors are idiosyncrasies in the language of the learner. They are actually deviation from adult grammar of a native speaker. It shows the competence of the learner. Then mistakes are referred to performance errors in which the learner knows the system but fails to use it while errors are the result of ones systematic competence. It means that the learners system is incorrect. According to James cited by Brown (2007) the learner is not able to self correct the errors while mistakes if called, can be corrected by the learner. Then error correction can be used as a means for identification of errors and mistakes. However, Brown noted that making a distinction between errors and mistakes is difficult because if no such error correction occurs, we are not able to distinguish those (2007). Keshavarz (2008, p.49) also noted that there is a distinction between errors and mistakes. Errors are rule governed, systematic in nature, internally principled and free from arbitrariness. They show learners underlying knowledge of the target language that is his transitional competence. In contrast to errors, mistakes are random deviations and unrelated to any system. They are related to performance of the learner and might occur in the speech and writing like slip of the tongue, slip of the ear, slip of the pen, and false start. According to Keshavarz (2008) mistakes are due to non-linguistic factors such as fatigue, strong feeling, memory limitations, and lack of concentration and so on. These kinds of mistakes can be corrected by the learner if brought to his attention. He considered that distinguishing between learners errors and mistakes has always been problematic for teachers and researchers as Corder (1967) and Brown (1987) cited in keshavarz (2008) maintained this problem too. Nevertheless most error analyst use a general criterion for distinguishing between errors and mistakes the frequency of occurrence that is: errors which are low frequent are considered as mistakes or performance errors and those which are high frequent are systematic errors. However this criterion alone is not enough for distinguishing between errors and mistakes because low frequency of certain error may due to the low frequency of grammatical patterns or avoidance strategy that a learner uses. Then error analyst should consider casual factors of learners deviant structures as a means of distinguishing between errors and mistakes. According to Corder (1997) cited in Park (2010) errors refer to learners underlying knowledge of the language and mistakes refer to incorrect forms caused by memory lapses, slips of the tongue and other instances of performance errors. Corder considered that learners can correct their own mistakes but they cannot correct their errors because they do not have enough knowledge to distinguish their own utterance and that of the native speaker. He also pointed out two explanations with regard to learner errors. First, the occurrence of errors is merely a sign of the present inadequacy of the teaching techniques (p. 163). That is, if it were possible for teachers to achieve a perfect teaching method, there would be no occurrence of student errors in the target language. The second explanation is that despite teachers best efforts, the occurrence of errors is inevitable because errors occur for many reasons. The reasons can be: interference from L1, overgeneralization, an incomplete knowle dge of the target language, the complexity of the target language, and fossilization. Therefore, teachers should be more concerned with how to deal with students errors than the simple identification of them. For this study, I will use the terms errors and mistakes interchangeably because sometimes it is difficult to distinguish students errors from mistakes. Identification of Errors: (Categories of Error) Corder (1971) cited by Brown (2007) provided a model for identification of errors. Based on his model any sentences uttered by the learner can be analyzed for idiosyncrasies. According to his model there are two types of error: overt and covert errors. Overtly incorrect utterances are ungrammatical at the sentence level and covertly incorrect utterances are grammatically correct at the sentence level but are not interpretable within the context of communication. Then overt errors are sentence level and covert errors are discourse level errors. Burt (1975) cited in Park (2010) categorized errors as global and local ones. Global errors are errors that hinder communication and affect the overall organization of the sentence such as wrong word order, missing, wrong or misplaced sentence connectors however local errors do not usually hinder communication and affect single elements in a sentence such as error in noun and verb inflections, articles, and auxiliaries. He mentioned that the correction of global error clarifies the intended message more than the correction of several local errors. Moreover he argued that teachers should correct high frequent errors first. From another perspective Chaudron (1977, p.32) cited by Park (2010) classified the range of errors from linguistic (phonological, morphological, syntactic) to subject matter content (factual and conceptual knowledge) and lexical items. Valdman( 1975) cited in (salim shahin) provided the same division as Burt and said that in the case of global error the communicatio n between the student and teacher will be blocked and the student requires correction but in the case of local error, communication between the teacher and the student will not be blocked and it is up to the teacher to require the correction of the error, or let the error passes. Hammerley( 1991) cited in (Salim Shahin, 2003) classified errors into surface and deep. According to him surface errors need minor corrections and explanations while deep errors require explanation of why the error was made and what the correct form is. Hendrickson (1978) cited in (Salim Shahin, 2003) divided errors into three main types. 1) errors that hinders communication; 2) errors that have highly stigmatizing effect on the listener or reader but do not hinder communication; 3) errors that can be described as lapses that students usually have in their utterances. These errors are quite common in the speakers utterances yet they hardly block communication between the speaker and his interlocutor. Mackey et al. (2000) cited by Park (2010) categorized four types of errors in their analysis of L2 interactional data as phonological, morphosyntactic, lexical, and semantic ones.1) Phonological errors were non-target like pronunciation; 2) morphosyntactic errors were omitted plural-s and the preposition in; 3) lexical errors were inappropriate lexical items; 4) semantic errors were incorrect meaning or expression. Prabhu (1987) cited in (Salim shahin, 2003) divides errors on the basis of their treatment rather than their nature. According to his division there are two kinds of error: systematic and incidental errors. Systematic errors are those that deviate from the native speakers form and the teacher uses linguistic explanation, long interruptions, and exemplification to help and correct learners error. But Incidental errors do not require linguistic explanation or exemplification from the teacher, such as when the teacher corrects a pronunciation error or when he raises his eyebrows to draw the students attention to the error. Moreover Lennon (1991) cited by Brown (2007) identified different categories for description of errors: Errors of addition, omission, substitution, ordering Level of errors: phonology or orthography, lexicon, grammar and discourse Global and local errors: an error that hinders communication or prevents hearer or reader from understanding some aspect of a message is global and an error that does not prevent a message from being understood, usually due to a minor violation of one segment of a sentence, allowing a hearer or a reader to make an accurate guess about the intended meaning is a local error. (burtkiparsky, 1972 cited by Brown, 2007) Domain and extent error: domain error is the rank of linguistic unit from phoneme to discourse that must be taken as context in order for the error to become apparent. Extent error is the rank of linguistic unit that would have to be deleted, replaced, supplied, or recorded in order to repair the sentence. Other educators like Allwright (1975) cited in (Salim Shahin, 2003) believed that errors should be treated on the basis of their frequency, rather than on their classification. Then errors of high frequency should be given more attention and emphasis than errors of low frequency. Some Definitions in Error Correction: There are different terms when providing feedback in response to learner error in second language acquisition. These are repair, treatment, feedback, negative evidence and correction. Brown (2007, p.388) defined repair as correction by the learner of an ill-formed utterance, either through self-initiated repair or in response to feedback. Chaudron (1988) cited in Dabaghi (2006) defined treatment as any teacher behavior that follows error and shows the error to the learner. Ellis (1994a) cited by (Dabaghi, 2006) also identified feedback as a general cover term in which listeners provide information on the reception and the comprehension of the messages. Lightbown and Spadal (1999) cited in Dabaghi (2006) defined corrective feedback as an indication to the learners that they use target language incorrectly. According to Ellis (1994a) cited by Dabaghi (2006) correction has a narrower meaning than these terms. It is any attempt to provide negative evidence in the form of feedback that draw learners attention to the errors they have made. As Schachter (1991) cited by Dabaghi (2006) said corrective feedback, negative evidence and negative feedback are terms that are respectively used in the field of language teaching, language acquisition, and cognitive psychology. Most of the researchers use these terms interchangeably. In the present research we use error correction and corrective feedback interchangeably whenever the general sense of feedback provision was involve. Types of spoken error correction: According to Lyster Rantas model (1997) cited by Coskum (2010) the types of spoken error correction are as follows: Explicit correction: clearly indicating that the students utterance was incorrect, the teacher provides the correct form. S: there is a little milk in fridge. T: + in the fridge Recast: the teacher implicitly reformulates the students error, or provides the correction without directly pointing out that the students utterance was incorrect. In other words it is the teachers reformulation of all or part of a students utterance, minus the error. S: he like pop-music. T: yes, he likes pop-music Clarification request: the teacher indicates that the message has not been understood or that the students utterance included some kind of mistake and that a repetition or a reformulation is required by using phrases like Excuse me? S: there arent many /hotÄ ±ls/ in this town. T: again? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ Metalinguistic clues: the teacher poses questions like Do we say it like that? or provides comments or information related to the formation of the students utterance without providing the correct form. Metalinguistic clues contain comments, information or questions related to the well formedness of the students utterance, without explicitly providing the correct form. Metalinguistic comments generally indicate that there is an error somewhere. Metalinguistic information generally provides either some grammatical metalanguage that refers to the nature of the error or a word definition in the case of lexical errors. Metalinguistic questions also point to the nature of the error but attempt to elicit the information from the student. S: there isnt any books. T: + there isnt gà ¶rà ¼nce uncountable, yani sayÄ ±lamayan bir Ã…Å ¸ey kullanmamÄ ±z gerekiyormuÃ…Å ¸. Ds: there isnt any money Elicitation: the teacher directly elicits the correct form from the student by asking questions (e.g. How do I ask somebody to clean the board?), by pausing to allow the student to complete the teachers utterance (e.g. He is a good à ¢Ã¢â€š ¬Ã‚ ¦..) or by asking students to reformulate the utterance (e.g. Can you say that again?). Elicitation questions differ from questions that are defined as metalinguistic clues in that they require more than yes/no response. It refers to at least techniques that teachers use to directly elicit the correct form from the students. First teachers elicit completion of their own utterance by strategically pausing to allow students to fill in the blank as it were. Second, teachers use questions to elicit correct forms. Such questions exclude the use of yes/no questions. The question likes Do we say that in English is metalinguistic feedback, not elicitation. Third teachers occasionally ask students to reformulate their utterance. S: there are a few books in my /lÄ ±brari/ T: in myà ¢Ã¢â€š ¬Ã‚ ¦? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ Repetition: the teacher repeats the students error and changes intonation to draw students attention to it. S: How much money do you have in your /pakÄ ±t/? T: /pakÄ ±t/? à ´Ã¢â€š ¬Ã¢â‚¬Å¡Ã¢â‚¬Ëœ DS: /pokÄ ±t/ T: yes Sources of Error: According to Brown (2007, p.263) there are four sources of error: 1) Interlingual transfer: it is a significant source of error for all learners. It is the effect of one language (usually the first) on another (usually the second). At early stages of learning a second language, the linguistic system of the native language is the only system that a learner is familiar with. Then the native linguistic system can interfere or transfer and cause some errors in second language. 2) Intralingual transfer: Another source of error which goes beyond the interlingual transfer is intralingual transfer. It is the effect of forms of one language (usually the target language) on other forms within the same language. According to Odlin (2003), Jaszczolt (1995) and Taylor (1975) cited by Brown (2007) once learners have begun to learn the system of second language, it is the system of second language that cause error. In fact intralingual transfer that is generalization within the target language occurs. 3) Context of learning: The third source of error is context of learning which is called false concept by Richard (1971) and induced error by Stenson (1979) cited by Brown (2007). It overlaps two types of transfer and refers to classroom, materials and social situation that can lead learners to make faulty hypotheses about the language. 4) Communication strategies: The forth source of error is communication strategies. They are production strategies that learners use to enhance getting their message across, but these strategies can become a source of error. Moreover Corder (1975) cited by Keshavarz (2008, p101) distinguished three types of sources of errors: Inter lingual errors which are caused by first language interference Intralingual errors that are caused by the learners generalizing and over generalizing particular rules. Errors caused by faulty teaching techniques. Another classification was considered by Dualy and Burt cited by Keshavarz (2008, p. 101) for second language learners error which are called goofs: Interference-like goofs: errors which show native language structure and are not found in first language acquisition data of the target language. L1-developmental goofs: errors that do not reflect native language structure but are found in L1 acquisition data of the target language Ambiguous goofs: those errors that can be as either interference-like goofs or L1 developmental goof. Unique goofs: errors that do not reflect L1 structure and also not found in L1 acquisition data of the target language. Significance of errors: Many scholars in the field of error analysis have stressed the significance of second language learners error. For example Corder (1967) cited by Keshavarz (2008) remarked that errors are significant in three ways: First errors are significant to the teacher in that they help him to understand how much the learner has progressed and what remains for him to learn. Second errors provide evidence for the learner to recognize how language is learnt or acquired and what strategies and procedures are used by the learner to discover the language. Third errors are important to the learner himself in which they are a device the learner uses in order to learn. Moreover Richard (1971) cited by Keshavarz (2008, p.45) noted that errors are significant and of interest to: 1) Linguistics, because according to Chomsky the study of human language is the best way of understanding the human intelligence; 2) Psychologists, because by comparing childrens and adults speech, they can examine the nature of the mental processes that seem to be involved in language; 3) Teachers, because by analyzing learners errors, they would be able to discover their difficulties and devise a method for comparing them. Besides, Jain (1974) cited by Keshavarz (2008) maintained 2 reasons for the significance of error: Understanding the process of second language acquisition Planning courses incorporating the psychology of second language learning. Other researchers like Dulay and Burt (1975) cited by Dabaghi (2006) stressed the significance of error by indicating two major reasons: 1) error provides data from which interferences about the nature of the language learning processes can be made, and 2) it shows to the teachers and curriculum developers in which part of the language, learners have difficulty with and which error types detract most from the learners ability to communicate effectively. Historical perspectives of error correction: Russel (2009) noted that error correction is a controversial issue in the field of second language education (SLE) and second language teacher education (SLTE). How to correct errors depends on the methodological perspectives of teachers. In behaviorist teaching models such as audio lingual method that was popular in 1950s and 1960s, error correction was stressed at all cost. Behaviorists believed that errors were inevitable but they tried to provide the correct form immediately. Brooks (1960, p.56) cited by Russull (2009) considered that like sin, error is to be avoided and its influence overcomesà ¢Ã¢â€š ¬Ã‚ ¦ the best way to overcoming errors is to shorten the time lapse between the incorrect response and a presentation of correct form. However in 1970s the value of grammar instruction and error correction in behaviorist model was questioned. Russull (2009) considered that in 1970s and 1980s some scholars claimed that error correction was not only unnecessary but also harmful to second language acquisition. The most well known model which was against error correction was Stephan Krashens monitor model which has five hypotheses about language learning. Rashtchi keshavarz (2007) noted that the learners affective an d emotional status can act as filters which do not allow easy absorption of input. It means that affective filter will hinder the process of learning (p.76). Moreover they noted that according to natural order hypothesis all linguistic elements and skills are learned in a predictable order and this order is not influenced by the native language of the learners. Russell (2009) mentioned that Terrell created the natural approach which is a method that emphasizes the development of communicative competence. According to his approach affective rather than cognitive factors are primary concern in the language classroom and correction of learners error is negative in terms of motivation, attitude and embarrassment. In this approach teacher never correct the learner oral errors. Then learners themselves should study grammatical structures in order to correct their mistakes. Communicative language teaching approach became popular in 1980s and like natural approach focuses on communicative competence and notional functional concepts over the instruction of grammatical structures. (Richards Rogers (1986) cited by Russell (2009). The objective in CLT is the development of fluency and acceptable language use and since emphasize is on meaning over form, error correction is not of primary importance. However when learners accuracy is assessed, it is always done in context. (Omaggio Hadley, 2001 cited by Russell), and in 1990s some researchers assert that explicit grammar instruction, error correction and focus on form could promote SLA. (Aljaafreh Lantolf, 1994; Doughy Varela, 1993; Ellis, 1993, 1994; Fotos, 1994; Long 1996; Schmidt, 1990, 1993, 1995; Sharwood Smith, 1993). Error correction and second language acquisition: According to Dabaghi (2006, p. 25) there are different views and opinions about language teaching and learning in which the changes in methodologies, materials and attitudes toward second language learning have always been important to language experts. Since error correction cannot be separated from these views and opinions, it must be discussed in terms of its relation to the theories of second language acquisition. In the following sections, we can see a number of second language acquisition theories and models that in some way affect our understanding of error correction. Contrastive analysis model: In the era of contrastive analysis and audiolingualism, there was a negative approach towards errors. According to Stern (1983) cited in Dabaghi (2006, p.25) some of the scholars during 1950s and 1960s had a puritanical perspective about errors committed by second language learners and as Brooks (1960) cited by (Dabaghi, 2006, p.25) said like sin, error is to avoid and its influence overcome but its presence is to be expected. According to Dulay, Burt, and Krashen (1982) cited by Dabaghi (2006), in contrastive analysis, there is a comparison between learners native and target language and these differences cause the majority of an second language learners errors. Based on behaviorist view which was prevalent at that time, learning is a process of habit formation and errors from first language habits interfere with the learners attempt to learn new linguistic behaviors. Then to avoid errors, teachers should prevent and correct errors and shorten the time lapse between the incorrect response and the correct model. But as Dabaghi (2006, p.26) said, paying too much attention to prevention of errors and teaching learners to use language creatively in response to expected and unexpected stimuli in the environment are the drawback of contrastive analysis model and structural approach and caused the very foundation of contrastive analysis as a result of Chomskys transformational generative grammar, which emphasize d the active participation of the learners mind in processing data. In short, according to CA, learning is a process of habit formation and interfering language habits with learners attempts to learn new linguistic behaviors cause errors. Then the audio lingual approaches to teaching aimed to prevent learners from committing errors and believed that errors should be corrected immediately. Inter language model: In inter language era the second language learner was considered to be an autonomous creator of a language system who has a built-in-syllabus (Corder (1981) cited by Dabaghi (2006, p. 26)). It means that a learner is equipped with an internally programmed sequence which is sometimes in accordance with what teacher teaches and sometimes contradictory and learner follows his/her own build in syllabus. According to this view errors are the evidence of the learners present transitional competence and manifest the way the learner processes the input in her linguistic environment. Dabaghi (2006, p.27) mentioned that the inter language view of language acquisition believed on the whole role of language learning to the language learner and weaken the impact of negative evidence in second language development. According to this view, if negative evidence is provided within the syllabus predetermined in the mind of language learners, it can be effective otherwise it causes frustration and confusion for the learner and teachers. This view was strengthened by non-interventionist view taken by Dulay and Burt (1973), Krashen (1983) and Prabhu(1987) cited by Dabaghi (2006) who argued that grammar instruction should be abandoned in order to let the learner acquire the language from untutored language setting. The teacher should only provide the learner with opportunities for natural use of language. To sum up, the inter language model considered second language learners as self governing creator of a language system who follow their own built in learning program which c an sometimes benefit from error correction and sometimes not. Krashens Input Hypotheses: it is commonly known that for the acquisition of a second language, input that is provided either by a teacher or by another learner is essential. Corder (1967) cited by (Faqeih, 2012) distinguished input from intake. According to him, what is available to the learner is called input and what is actually internalized is called intake. According to Faqeih (2012) Krashen proposed the most influential theory of the role of input in second language acquisition in 1980. He noted that for the acquisition of second language, learners must be exposed to comprehensible meaningful input which contains linguistic data that are a little beyond learners knowledge (i+1) where i is the second language learners current linguistic competence and (i+1) is the next level of that competence achieved with comprehensible input ( Krashen, 1985 cited by Faqeih, 2012). He also suggested that production of the target does not directly aid acquisition. Krashen considered that learners can make use of three kin ds of contextual information: extra-linguistic information that is learners knowledge of the world and previously acquired linguistic competence; the input that can be available via interaction; and interaction in which meaning has to be negotiated e.g. when there is a communication problem. Krashen (1985) cited by (Faqeih, 2012) also distinguished learning and acquisition. He considered that acquisition uses unconscious processes and those grammatical rules are not helpful. In other words, second language is acquired more like first language and parents focus on communication and meaning instead of focusing on explicit instruction of the language. He also implied that if input is understood and there is enough of it, the necessary grammar is automatically learnt. He also argued that error correction (= negative evidence) do not improve second language performance. On the other hand learning is the conscious process that involves the memorization of many formal grammatical rules and error correction can have a role in this. According to him learning leads to grammatical and mechanical knowledge of the language, but it does not lead to fluency. Note that although Krashen distinguished between learning and acquisition, but this thesis uses them interchangeably. According to Faqeih (2012) Krashens input hypothesis is supported by some scholar such as Shwartz (1993) and Truscott (1996). They noted that for learners to acquire second language, only positive evidence that is a model from the target language is sufficient and negative feedback such as implicit and explicit feedback to any non target like feature in learners speech does not help learning and that structures learned through error correction cannot become part of internal grammar. They also proposed the negative effects of error correction such as confusing the learners, causing over use of a particular form or interfering with natural language acquisition processes. Others like Lightbown Spada 1993 cited by Faqeih (2012) said that excessive use of error correction lead to lower motivation. According to Krashens affective filter, classroom teachers should not focus intentionally or explicitly on errors of language from during class but should instead provide comprehensible input t o learners. Other scholars such as Mitchell Myles (2004) cited by Faqeih (2012) criticized this hypothesis because of lacking in empirical evidence and untreatable owing to its vagueness. Moreover White (1987) criticized Krashens input hypothesis for not considering the possible benefits of providing rules, said that certain types of errors may need rules instruction. Others like Ellis, Tanaka, Yamazaki (1994) cited by Faqeih 2012 considered that although interaction can solve communication problems through negotiation and increased comprehension, it does not mean that increased comprehension automatically leads to L2 acquisition; that is, learners may not necessarily retain the comprehended target language. Longs Interaction Hypothesis: Based on Krashens input Hypothesis in which input is important for acquisition to take place, Long suggested his own interaction hypothesis (Long, 1996, 2007 cited by Faqeih (2012)). He considered that input is not sufficient on its own for language learning to occur and some type of negative evidence may be beneficial role in acquisition and more attention should be given to the interaction that learners are engaged in. In 1996 he updated his hypothesis and mentioned that some controversial strategies such as repetitions, confirmation checks, comprehension checks, clarification request or recasts can solve communication problems. This kind of interaction involved components like negotiation, recasts, and feedback. According to Long (2007) cited by Faqeih (2012) interactional feedback is very important aspect for language development because it helps learners become aware of their error, and notice the mismatches between their inter language and the target language. It also encourage s learners to hypothesize the correct form and test them and modify their inter language. Long (2007) cited by Faqeih (2012, p.29) claimed that for error correction to be affective, simultaneous focus on form and meaning should be provided in a classroom context and the best strategy for the negotiation for meaning is recast, Because it is implicit and does not interrupt the flow of interaction. Dabaghi ( 2006, p.28) mentioned that according to Long, when there is a conversation between two interlocutors ( native speakers and non native speaker) there are both similarities and differences in the form of grammatical complexity between them. They use some conversational tactics such as clarification request, repetition or comprehension checks. It shows that the non native speaker or less component interlocutor is experiencing comprehension problems and using these tactics is very useful in language learning. In the process of interactional adjustments, both interlocutors make effort to understand each other. It means that they adjust their input to make it more comprehensible that is i+1 in Krashens term. However this hypothesis was criticized by Braidi (1995