Whats Tested on the SAT Math Section Topics and Practice

What's Tested on the SAT Math Section Topics and Practice SAT / ACT Prep Online Guides and Tips Your first step in preparing for the math section of the SAT should be familiarizing yourself with exactly what’s on it. Whatever math class you’re taking in school, you should be able to conquer the SAT math topics with the right approach to test prep. Let’s start this guide by reviewing the overall format of the math section of the SAT. SAT Math Format Math will be your third and fourth sections on the SAT, right after Reading and Writing Language. You’ll first get a 25-minute section, during which you can’t use a calculator. After a short break, you’ll move onto the 55-minute section. During this longer section, you’re allowed to use your calculator. Both sections will begin with multiple-choice questions, each of which will feature four answer choices. Then you’ll be asked for some student-produced responses, more commonly known as "grid-ins." On the calculator section, some of these grid-ins will relate to one another as part of an Extended Thinking question. // Here’s the breakdown of time, number of questions, and question types on the two SAT math sections. Section Number of Questions Time No calculator 15 multiple choice, 5 grid-ins 25 minutes Calculator 30 multiple choice, 8 grid-ins (including one Extended Thinking question) 55 minutes Total 58 questions 80 minutes While you can only use a calculator on the longer Math section, you’ll have access to the following reference information for geometry in both sections: Of course, you’d be better off having this information memorized than wasting time flipping back in your test booklet to these formulas. This material isn’t actually all that important on the math section, as geometry problems make up less than 10% of the questions. That being said, what skills and concepts are most prevalent in the math section? Content is king! Or, at least, it's very important to master before you take the SAT. SAT Math Topics // While the math section doesn’t place a large emphasis on geometry problems, it does focus on algebra, solving equations, and data interpretation from tables and graphs. College Board sorts the question types into three main categories: Heart of Algebra, Passport to Advanced Math, and Problem Solving and Data Analysis (they apparently gave up on the creative naming once they reached the third category). These three realms describe about 90% of the SAT math questions. The remaining 10% are simply called Additional Topics, and they mainly include geometry, basic trigonometry, and complex numbers. Let’s take a closer look at each of these categories by going over the SAT math topics and skills they test. After a description of each one, you’ll see three official sample practice questions from College Board. Heart of Algebra SAT math questions in the Heart of Algebra category have to do with linear equations, inequalities, functions, and graphs. Below are the official topics as defined by College Board, followed by a summary of tasks you’ll need to be prepared for to tackle these questions and some example problems. // Official Topics Solving linear equations and linear inequalities (in these expressions, x is a constant or the product of a constant) Interpreting linear functions Linear inequality and equation word problems Graphing linear equations Linear function word problems Systems of linear inequalities word problems Solving systems of linear equations Summary of Tasks // Use multiple steps to simplify an expression or equation or solve for a variable. Solve for a variable within functions or systems of inequalities with two variables (usually x and y). Determine whether a given point is in a solution set or what value would make an expression have no solution. Select a graph that shows an algebraic equation, or, on the flip side, choose the equation that describes a graph. Indicate how a graph would be affected by a given change in its equation. Sample Questions Solving systems of linear equations: Solving systems of linear inequalities: Graphing a linear equation: Grab your passport- we're crossing the border into the land of advanced math. // Passport to Advanced Math While Heart of Algebra questions are focused on linear equations, Passport to Advanced Math questions have to do with nonlinear expressions, or expressions in which a variable is raised to an exponent that’s not zero or one. These questions will ask you to work with quadratic equations, exponential expressions, and word problems. Read on for the full list of topics that fall under Passport to Advanced Math, followed by a summary of tasks and three sample SAT questions. Official Topics Solving quadratic equations Interpreting nonlinear expressions Quadratic and exponential word problems Radicals and rational exponents Operations with rational expressions and polynomials Polynomial factors and graphs Nonlinear equation graphs Linear and quadratic systems Structure in expressions Isolating quantities Functions // Summary of Tasks Solve equations by factoring or using other methods to rewrite them in another form. Add, subtract, multiply, or divide two rational expressions or divide two polynomial expressions and simplify your results. Select a graph that matches a nonlinear equation or an equation that corresponds to a graph. Determine the equation of a curve from a description of a graph. Figure out how a graph would change if its equation changed. Sample Questions Functions: Nonlinear expressions: // Nonlinear equation graphs: Problem Solving and Data Analysis This third and final major category includes questions that ask you to work with rates, ratios, percentages, and data from graphs and tables. Read on for the official topics, a summary of tasks, and three sample questions. Official Topics Ratios, rates, and proportions Percents Units Table data Scatterplots Key features of graphs Linear and exponential growth Data inferences Center, spread, and shape of distributions Data collection and conclusions // Summary of Tasks Solve multi-step problems to calculate ratio, rate, percentage, unit rate, or density. Use a given ratio, rate, percentage, unit rate, or density to solve a multistep problem. Select an equation that best fits a scatterplot. Use tables to summarize data, such as probabilities. Estimate populations based on sample data. Use statistics to determine mean, median, mode, range, and/or standard deviation. Evaluate tables, graphs, or text summaries. Determine the accuracy of a data collection method. // Sample Questions Calculating data based on rate: Scatterplot and calculating rate: Calculating percentage based on table data: These next few categories don't quite fit anywhere else. Additional Topics in Math While 90% of your questions will fall into the Heart of Algebra, Passport to Advanced Math, or Problem Solving and Data Analysis categories, the remaining 10% will simply be classified as Additional Topics. These topics include geometry, trigonometry, and problems with complex numbers. Official Topics // Volume word problems Right triangle word problems Congruence and similarity Right triangle geometry Angles, arc lengths, and trig functions Circle theorems Circle equations Complex numbers Summary of Tasks // Determine volume of a shape. Apply properties of triangles to determine side length or angle measure. Apply properties of circles to measure arc length and area. Solve problems with sine, cosine, and tangent. Sample Questions Right triangle problem with trigonometric functions: Congruence and similarity: Angles and parallel lines: To truly prepare for the math section of the SAT, you should make sure to review all of the above mentioned topics. Some problems, furthermore, will integrate topics and require you to apply multiple skills and concepts as you work toward a solution. Multi-step problems are prevalent throughout the math section. Let’s take a closer look at multi-step problems, along with the other main features you need to be aware of as you prep for SAT Math. // Grab your snacks and turn off your cell phone- it's time for the main feature(s)! What Are the Key Features of SAT Math? In addition to understanding content and format of the SAT Math section, there are some key features you should know about. As you study, keep an eye out for these features. By familiarizing yourself with them, you may even be able to use practice materials for the old SAT effectively to prepare for the current SAT. Multi-Step Problems You may notice that several of the above problem types state that they require multiple steps to solve. While wording of math questions should be straightforward, the thinking and calculations required will be relatively involved. To prepare, you'll especially want to focus on time management and working quickly and efficiently. // To solve a word problem, you may have to combine skills from one more than one content area or use several steps to get to your answer. Word problems may present a long scenario, and you’ll need to figure out what data to use and what concepts to apply to get to your answer. Speaking of word problems... Emphasis on â€Å"Real World† Applications According to College Board, much of its purpose behind redesigning the SAT was to make the test more closely aligned with classroom learning and real world skills. As a result, the math section won’t feature too many abstract reasoning questions. Instead, the word problems will be grounded in realistic situations. Some may ask you to calculate gas left in a car’s gas tank or the conversion of money from one country’s currency to another. Most word problems will present scenarios that you might encounter in your life. // There will be a few questions that test your understanding of sines. Also, cosines and tangents. A Few Geometry and Trigonometry Questions About 10% of the questions will feature geometry and/or trigonometry. Since not everyone has studied trigonometry in school by the time they take the SAT, these questions may call for separate, SAT-specific preparation. You should acquaint yourself with the relevant concepts and formulas, but focus most of your energies on preparing for algebra, functions, inequalities, graphs, and word problems. A No-Calculator Section and a Calculator Section For 25 minutes, you won’t be able to bring out your calculator to answer any of the math questions. There’s no need to worry! The problems in the 25-minute section won’t require a calculator; in fact, using one on those problems would probably just slow you down. // Calculator fluency, or knowing how and when to use your calculator effectively, is an important skill on the SAT math. The College Board says, â€Å"Calculators are important tools, and...you’ll need to know how - and when - to use them...The calculator is, like any tool, only as smart as the person using it. The Math Test includes some questions where it’s better not to use a calculator, even though you’re allowed to.† So you definitely won’t need one on the shorter â€Å"no calculator† section, and you may not even need one on many of the problems in the longer â€Å"calculator† section. Answering lots of practice questions can help you get better at deciding when a calculator would be helpful and when it would just slow you down. An Extended Thinking Problem A few of your questions will be part of an Extended Thinking problem. Typically, this Extended Thinking problem will be part of the grid-in questions near the end of your 55-minute section. // Basically, you’ll get a graph, table, or word problem scenario and then have to answer multiple questions about it. The following is one example of a word problem-based Extended Thinking question. Notice the bent toward â€Å"real world† application! Grid-in Math Questions Speaking of grid-ins, you'll have thirteen of these student-produced responses that you'll answer in a special part of the bubble sheet at the bottom. While you can write your answer in the spaces provided, you'll have to fill in the corresponding bubbles for credit. There are bubbles for digits between 0 and 9, as well as for decimal point (a period) and fraction line (a slash). To practice gridding in your responses, you can practice on College Board's SAT practice test answer sheet. As long as you're familiar with the key features and directions of SAT Math, you can hit the ground running and not waste time figuring out logistics. So whether you're prepping with PrepScholar, online practice questions, official College Board tests, or a combination of all of these, how should you approach prepping for SAT Math? // Unleash the power of prep. How You Should Study SAT Math Many of the concepts on SAT Math you'll learn in your math classes in school. This doesn't mean that classwork will prepare you enough to perform well on the SAT, though. SAT Math questions test the above concepts in a unique, SAT-specific way. In order to prepare and learn to be speedy in your time management, you'll want to practice and get familiar with the wording with high-quality practice questions. Official practice tests will also help you uncover and diagnose your strengths and weaknesses. If you find yourself consistently stumped by function questions, for example, you'll know to focus your energy and studying there. Even if you haven't taken an advanced algebra or trigonometry class yet in school, you can still prep for these questions by studying SAT concepts and questions. If you're strong in math and looking to achieve a top score, you want to approach the math section in a strategic way. This perfect scorer shares the techniques he used and how they can help you score at or near 800 on your SAT math. What's Next? // Are you scoring on the low side on math and hoping to break 600? Here are the steps you need to take to score a 600 or more on the SAT math. Looking for book recommendations specific to the math section? Here are our suggestions for the best prep books for SAT Math, along with a few pointers on how to use them most effectively. Want to make sure you're solid on math basics before diving into SAT Math? Check out our refresher articles on solving inequalities, adding and subtracting fractions, multiplication, perfect squares, and the distributive property. Want to improve your SAT score by 160 points? Check out our best-in-class online SAT prep classes. We guarantee your money back if you don't improve your SAT score by 160 points or more. Our classes are entirely online, and they're taught by SAT experts. If you liked this article, you'll love our classes. Along with expert-led classes, you'll get personalized homework with thousands of practice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step, custom program to follow so you'll never be confused about what to study next. Try it risk-free today:

Role as a Mentor Essay Example | Topics and Well Written Essays - 1000 words

Role as a Mentor - Essay Example Mentoring is a concept and practice that is associated with providing professional learning in health care. This practice has changed since 1970 significantly and was officially implemented in nursing in 1980. There are different tittles that are used in connection with the role of mentoring. Role of Mentors Mentoring activities are aimed at providing safe and effective skills for students in health care practice. It helps professionals provide informed guidance to students while they are in a practical situation (Martin and Mackinnon, 2007, 41). Mentors should have the knowledge and skills to hold up learners and offer secure surroundings for learning. There are roles within mentorship that overlap, even though there are distinctions between these roles. When these roles change, a clear distinction between mentoring and coaching is established. The term ‘mentor’ has changed to signify a person who guides individuals during their developmental years to progress and achieve their identity (Martin and Mackinnon, 2007, 41). The term is implemented in nursing education for students to achieve safe and effective clinical skills during their practice. The role of a mentor is to support learning in the practice situation. There are overlapping roles of a mentor; thus, he is expected to show certain characteristics during a practical situation. There are different roles of a mentor and a lecturer in that a mentor focuses on individual students in practice while a lecturer focuses on learning environment. In nursing practice, the word ‘mentor’ is defined as a midwifery or health visitor who supervises students in clinic situations. Mentors also help in facilitating learning in clinical settings. Mentors have different roles that include nurturing, role modeling, functioning, and sustaining a caring relations hip over time. Mentors should have good communication skills for them to understand the principles of adult education. The role of mentors is widely utilized, and it may appear as an obvious aspect offered to learners. Students need mentors to ensure they have safe practices. Mentors also ensure that students acquire competence in their fields of learning. In nursing and health profession mentors guide, support and act as role models to their students. It is the responsibility of a mentor to structure a working environment for learning, hence facilitating constructive and honest feedback. A mentor ought to be friendly and encourage the students while they are in a learning situation. Students who have been on placement can take advantage of mentoring by applying for that post after qualification. Mentorship enables students to attain competent practice as long as it is established on a supportive basis. It is suggested that people might benefit from having a mentor in their lives. B oth parties select this role, and the mentor can be a parent, friend, or a senior peer. Students select mentors for guidance and counseling. However, mentors identify different reasons for mentoring roles. Research has identified different roles for mentors such as guidance and counseling. Aspects for Change The mentoring process combines various factors that are effective and essential for learning. Mentors need to create an environment for learning and display leadership skills for students to emulate. The mentoring process should emphasize assessment and accountability. Establishing an effective learning environment is significant because it contributes to sufficient clinical experience. This relationship assists the mentor and students in

First nations approach to natural resource management Assignment

First nations approach to natural resource management - Assignment Example A recognition and reconciliation act was the proposed outcome of these negotiations but later on such legislation was dismissed as dead by the First Nations summit in August 2009. (All Chiefs Assembly 2009) Though the act in its proposed form was not acceptable to the majority of indigenous people, all these new debates have an importance of their own as stepping stones towards evolving consensus. The whole thing failed only because of the ambivalent acts of the Province as on one side the authorities said they were implementing the New Relationship while on the other, the court cases against the indigenous communities and conflicts lingered as usual. (All Chiefs Assembly 2009). But this debate provided a platform for the aboriginals to demand that â€Å"enforcement of (the) indigenous titles and rights as called for by the United Nations’ Declaration on the rights of indigenous people† is the only viable solution. Christian paper, 2009, para.3). Thus a tilt in public discourse is evident which in turn will put weight on the arguments of the First Nations people. So the negotiations have to continue and any new legislation must be based on deep consultation. Question 2-The authors of the Christian paper see their titles and rights as â€Å"inherited from (their) ancestral origins as indigenous people (Christian paper, 2009, para 4). This includes sovereign rights to the land they have inhabited in British Columbia for centuries. This also includes rights on the natural resources of that land. The Christian paper also declares without doubt that the Province had no jurisdiction over the indigenous titles and rights of the aborigines (Christian paper, 2009, para 2). The paper clearly states that the indigenous people would accept nothing less than an endorsement of the United Nations’ Declaration on the rights of Indigenous people (Christian paper, 2009, para 3).

Ethical Theories and Criminology

Ethical Theories and Criminology Four Ethical Theories and How They Relate to Criminology This paper will cover four ethical theories and how they relate or dont relate to the field of criminology today. The four theories deal with ethically making the right decisions and what influences the actions. Every action has a reaction and the reaction is the consequences of every action. The outcome of the consequences can dictate whether or not a theory can be justified as moral or immoral. The four theories are Utilitarianism, Virtue ethics, Divine command theory, and Hedonism. These fore are very important in the world we live in each in its own decision making process, but the main question that this paper will answer is does these theories have a strong impact in the field of criminology. The first theory is Utilitarianism. The way Utilitarianism is measured is solely by how useful or helpful an action is. How does an action contribute to all peoples pleasure or happiness determines the moral worth of the action. The problem with Utilitarianism is when a person does not do what is right even if doing so causes pain or does not make the recipient feel better or does not bring the recipient pleasure at the end of the action. The principle of Utilitarianism demands to approve or disapprove every action, according to the affects of the action if it appears to improve or reduce the happiness of the person or persons that are at interest. According to Mill (1861) he believes that acts should be classified as morally right or morally wrong only if the consequences are of such significance that a person would wish to see the acting person required, not merely influenced when acting in the preferred manner. What this means is that every act should be measured by its consequences and the recipient of the action would wish or want the acting person to make the same choice without being influenced by outside sources. In the notion of consequences the Utilitarianism includes all of the good and bad produced by the act, whether the consequences occur after or durin g the action is being performed. Summary In the field of criminology Utilitarianism occurs on both sides of the law-enforcement. If I was to look from the side of law-enforcement there are many situations were Utilitarianism is affective. First, the main role of law is to serve the community and provide help and safety to the public. When something goes wrong and the outcomes of the actions from the law are not pleasing to the public then that action is not considered to be moral. On the other hand if a person is killed in order to save others by the justification of the law, this makes the outcome pleasing to the majority and so the action could be seen as morally correct. Secondly, I will look at how helpful the public is to the success of the law. This could be seen as a form of Utilitarianism or not, depending on the situation. For example a crime happens and members of the community are called as witness, this would be looked at as a moral action. There is another side to this, the person who committed the crime is not getting any pleasure or happiness from the witness and so on the criminal side this action is not Utilitarianism. The second theory is Virtue ethics. Virtue ethics focuses or highlights moral character of a person depending on a persons job or requirements. In some ways Virtue ethics has a close relationship with Utilitarianism, because Virtue ethics also emphasizes on the consequences of actions. The differences is that Virtue ethics is not measured depending on the consequences, but Virtue ethics says that all acts are either good or evil, regardless of the consequences that follow. The main focus of Virtue ethics is helping people develop good character traits, such as kindness and generosity and less on what rules should we follow. By developing these traits it will allow people to make the correct decisions without having to be in a role or job. Virtue theorists work with people to help them break bad character vices such as anger or selfishness which stand in the way of becom ing a good overall person. With every theory there are problems that arise and with Virtue Ethics the problem is that developing character traits is not as simple as it may seem. Although the common moral decisions may come easily to people as to doing what is right, but there are many moral dilemmas that require a person to take careful reasoning and thinking before committing to a decision. According to Cline (2009) having the right character traits is just not enough for a person to make the right decisions, there are just no guarantees. There is nothing that shows that a person with good character is more likely to make the right decisions. In the field of criminology Virtue ethics has a major role, because every decision made within the law is viewed on the action itself regardless of the consequences. If the action was within the law and of good judgment then regardless of the consequences of that action it can still fit within the ramifications of being Virtue ethics, because the act is viewed as moral. Whenever you work in any field of criminal justice I believe that you have to develop good characteristics, because you deal with peoples lives. And as Cline said it takes more than good character to make the right decisions it take good morals. The third theory is called the Divine command theory. Just by the name it lets me better understand how decisions are measured as wrong or right. When I hear divine I think of higher power or God is in control of the situation. According to Austin Divine command theory includes the claim that morality is ultimately based on the commands or character of God, and that the morally right action is the one that God commands or requires (Austin, 2006, pg 1). What this means is that mankind is in some ways dependent on God and our moral responsibility consists in obedience to Gods commands. Also, Austin believes that within the divine command theory of ethics that an act cannot be said to be either moral or immoral, bec ause God either commands us or prohibits us from doing it. So the only way to classify an act as being morally wrong is by committing an act that God prohibits us from doing. Conclusion According to Augustine, (2008) the form of Divine command theory can be characterized by pointing out two major features. First, it is an analysis of only one set of moral concepts to be specific; it is an analysis of right, wrong, ought, and the other concepts that figure in the branch of normative ethics known as the theory of moral obligation. Second, not all uses of the terms right, wrong, etc., are linked to divine command; and, of those that are, not all are linked to the same set of commands (Augustine, 2008 pg 1). In the field of criminology Divine command theory really does not apply to the law, because it is more of a persons personal religious beliefs. When I think of criminology, I dont think that every decision being made is viewed as being based on Gods commands and being obedient to what God permits or prohibits. The fourth and final theory that this paper will cover will be Hedonism. There are two types of hedonism that I will talk about in order to give an overall ex planation of what hedonism means. Nature has placed mankind under the governance of two sovereign masters, pain and pleasure. It is for them alone to point out what we ought to do, as well as to determine what we shall do (Bentham 1789). Hedonism is a philosophy that says that pleasure has an ultimate importance in humanity. The first from of hedonism is motivational hedonism. Motivational hedonism claims that only pleasure or pain is what motivates a person. Bentham (1789) believes that if pain and pleasure determines what a person will do that makes them a hedonist when it comes to the determination of their actions. The second type of hedonism is normative hedonism. Normative hedonism says that only pleasure has value and only pain has disvalue, but anything that might cause or prevent the pleasure or pain is independent of normative hedonism. In the field of criminology Hedonism I believe does play a small part, more on a personal effect. I think that we act out of what feels go od to ourselves and to make others feel good, while moving away from pain or what does not feel good. In law when decisions are made they are made based on previous pain or unpleasantness that had been inflicted on other. And to stop the pain of innocent people members of the law make decisions based on what will eliminate pain and cause happiness

Film Noir and Billy Wilder’s Sunset Boulevard Essay -- Film, Movies, d

Film Noir, a term coined by the French to describe a style of film characterized by dark themes, storylines, and visuals, has been influencing cinematic industries since the 1940’s. With roots in German expressionistic films and Italian postwar documentaries, film noir has made its way into American film as well, particularly identified in mob and crime pictures. However, such settings are not exclusive to American film noir. One noteworthy example is Billy Wilder’s film Sunset Boulevard, which follows the foreboding tale of Joe Gillis, the desperate-for-success protagonist, who finds himself in the fatal grips of the disillusioned femme fatale Norma Desmond. Not only does the storyline’s heavy subject matter and typical character structure suggest the film noir style, but also Wilder’s techniques of photography and empty, worn-down settings make for a perfect backdrop for this dark approach at filmmaking. Often, films made in the style of film noir present audiences with a rugged, cynical, and disillusioned protagonist. While Joe Gillis of Sunset Boulevard does not necessarily match up to this persona at the beginning of the film, the arc of his character eventually molds him into such traits through his hopeless situation and building encounter with Norma. At the start of his story, Joe is depicted by a desperation intense enough that he is willing to give up his own dignity and respect by first lying to bill collectors and fleeing them in his unpaid car, then proceeding to beg for a Hollywood producer to buy his trite stories, and upon the failure of that attempt, stoops so low as to ask this same producer for money. It is this series of actions which eventually lead Joe up to the doorstep of this film’s femme fatale—a frequ... ... undoubtedly makes for a more somber tone to any scene. It is undeniable that from the first scene in which the audience is presented with Joe Gillis’s corpse to the last, where Norma walks boldly into the midst of newscasters, lost in her deranged world of eternal stardom, Sunset Boulevard was filmed with the technique of film noir. Overall, it is conclusive that Wilder’s picture Sunset Boulevard can accurately be recognized as a piece done in film noir style. With the customary cynical and brute protagonist that is discovered in the character of Joe Gillis, and the infamous presence of an unsuspecting femme fatale in the character of Norma Jean, it is evident that such archetypes belong in that style of film. Furthermore, the storyline which is fraught with dismal themes and gloomy, sinister visual effects make for the ideal film noir-styled motion picture.

Midsouth Chamber of Commerce Essay

Midsouth Chamber of Commerce (A) Wednesday August 24, 2010 Brian Putallaz Midsouth Chamber of Commerce, a nonprofit, member driven, business advocacy group is in the processes of upgrading their current information system. Midsouth has decided they need to upgrade their information system to a more currently system, in order to increase revenue producing opportunities. Their original IS system was built by an outside consultant (who is no longer in business) on a departmental need base, rather than a company wide need. The original system was put into place in 1987, with modifications done in 1993, and 1995. During this time all IS decision were made by outside consultants, since there were no in house IT personnel. During the spring of 1996 the decision was made to hire Simon Kovecki as a systems analysis. Simon came to MSCC straight out of college and without every working with a membership organization or working with accounting software. He was placed in a difficult position since the company which originally built the system, was out of usiness so he had no ‘road map† on how the software was built. In 1998 there was reorganization and all computer system was put under Jeff Hedges domain. This again placed Simon in difficult position because Mr. Hedges was as Vice President of Public Finance. Mr. Hedges lacked a technology background and often found himself wrapped up in other projects and too busy to attend to the technology side of his duties. The reorganization would have been a perfect opportunity to add a IS manager to the ranks of upper management, but MSCC declined to do so. Later in 1998 a decision was made to move to a complete new system, an AS 400 system called UNITRAK. This particular company was chosen by Leon Lassiter and was poorly vetted. The software was in its infancy, they had only sold 1 copy, and changes were still being made to the software. During the selection process the MSCC IS analysis Mr. Kovecki, was largely ignored, as well as end users of the system. In early 1999 the decision was made by the board to move forward with purchasing and implementing the UNITRAK system. Thing did not go well, Kovecki lacked project anagement skills and proper guidance from above. Due to the lack of an IS manager in the ranks of upper management there was no one to keep the project on track. This resulted in a poor migration that was months to late, data was corrupted and os an the new system NITRAK was inoperable. Jack Wallingford: President of Midsouth Chamber of Commerce Ed Wilson: Vice President Public Affairs Did not seem to be interested in IS side of organization. Later was key in pulling away the lone IS employee during a key time of the implementation. Leon Lassiter: Vice President of Marketing/ Membership Wore many hats for the organization. While he seemed to have a vision as to what he wanted in an IS system, he was unclear on how to go there. He made decision to go with UNITRAK and made some key mistakes during his decision making process. Ted Vassici: Initial information systems person for MSCC, as an outside consultant He built and made all IS recommendation for MSCC until 1996. His company later went out of business and he was not available for questions on his custom developed oftware. Simon Kovecki: Information Systems Analysis Kovecki was the lone IS employee, though his concerns with UNITRAK were largely ignored, he was tasked with the migration to the new system. Jeff Hedges: Vice President of Public Finance Though he lacked a technology background, during the reorganization in 1998 was placed in control for all computer systems within the organization. He had a very lackluster interested in the new UNITRAK system. Greg Grinder: President UNITRAK Perhaps his software was to new and not quite ready to be used. Out of all of these roles I believe the biggest mistake the company made was placing computers systems under Jeff Hedges. He lacked the background for it and did not have the proper vision for it. Although he was in charge of information systems, he was not involved in choosing a new system, and seemed mostly concerned with keeping their old accounting system intact. Even went as far as calling the system â€Å"Lassiter’s system†, although he was in charge of IS. Hedges did not buy into the UNITRAK system and he was not a champion of it. However he is tasked to implemented for the organization. UNITRAK was a software company in their infancy and had only sold and implemented their software once prior to MSCC. Although they were new, they seemed excited at the chance to work with organization such as MSCC and seemed very willing to adjust their software fit the end user. A big win for them, a chance to see and learn how their software would work in the field. One issue was Lassiter acting as the primary contact for UNITRAK, although the employees in charge of the

Leading The Fight Against Aids Epidemic Global...

Leading the Fight Against the AIDS Epidemic: Global Achievements of Dr. Helene Gayle Rebecca A. Abbott Northern Arizona University Abstract This paper examines the international health threat posed by AIDS and HIV. Utilized were resources accessed online (Internet) as well as printed publications. Research focused on the efforts made by international humanitarian, Dr. Helene Gayle, to make a difference in a lot of people’s lives. Realizing the need for action, this physician and epidemiologist had a vision of eradicating those threats and saving lives. She spent years researching accompanying components of this disease while working within various low-income communities of foreign countries. Her efforts provided services with information of how AIDS is contracted and spread as well as education in prevention and treatment. Combining her medical expertise with her wide range of leadership skills, she made a profound and distinct difference in the lives of millions. This paper examines and outlines some of the political hurdles she encountered, two political force fields she faced, explanations of individual power bases, and how she overcame obstacles of the â€Å"coordination crisis.† Keywords: AIDS, political hurdles, force fields, individual powers, coordination crisis Overview AIDS is a disease that no one wanted to talk about years ago. It was not a popular topic to discuss in public, and it carried the social stigma of shame and embarrassment. As the AIDS