9.7: Key Terms Defined
Absolute Advantage – In economic terms, a country that is blessed with abundant natural resources or geographic advantages that are rare or in short supply and in high demand elsewhere.
Adult Literacy Rate – The proportion of the adult population aged 15 years and over that is literate. This indicator provides a measure of the stock of literate persons within the adult population who are capable of using written words in daily life and to continue to learn.
Asian Dragons (Asian Tigers) – The high-growth economies of Hong Kong, Singapore, South Korea and Taiwan: all of which focus on exports, an educated populace and high savings rates as pathways to development.
BRICS Countries – The countries of Brazil, Russia, India, China, and South Africa – countries that collectively account for 40% of the world’s population and 25% of the world’s land. From 1990-2014 these countries share of the global economy rose from 11% to almost 30%. In recent years, economic growth in the BRICS has been slowed by corruption, crisis, and dropping commodity prices.
Capitalism – The historically contingent economic system of trade in which parties are categorized into laborers and capitalists, both of whom seek to maximize their profit/wages. Within capitalism prices, production, and wages are determined by market conditions including, but not limited to supply and demand. Contemporary capitalism is intimately tied to the industrial revolution and ensuing societal transformations in England that diffused across Europe initially and then to many other parts of the world. Capitalism assumes that rational consumers seek to maximize their own utility.
Collectivism (Collective Societies) – A socio-political-economic system that prioritizes the well-being of the group over the individual. Collectivist modes of development, for example tend to include progressive tax regimes, affordable access to healthcare and higher education for all, and protections for marginalized groups. In LDC’s this may also include communal ownership of land or other assets.
Comparative Advantage – The principle whereby individuals (or territories) produce those goods or services for which they have the greatest cost or efficiency advantage over others and the lowest opportunity cost . The outcome tends to be specialization across places.
Dependency Theory – A theory of development positing that the global economic system disadvantages certain regions and countries. It is argued that prior colonial relationships created systems of trade that benefitted the colonizer much more than the colonized. Countries that were made producers of pineapple, sugar, rubber, and other products during colonial times continue to be dependent upon the production of very low-profit items, limiting opportunities to produce other more valuable products and services long after independence, because the trade systems remains the same.
Developing Country – A term that includes all countries, other than those in the wealthiest category, that continue to improve their levels of development in the late 20 th and early 21 st centuries. The label has come to replace the less preferred term, LDC, to account for the fact that LDC is a static identifies while ‘Developing’ is a dynamic one.
Development – Processes related to improving people’s lives through improved access to resources, technology, education, wealth, opportunity, and choice. Governments, individuals, non-profit organizations, and inter-government agencies all work towards similar goals with a variety of different approaches.
Domestic subsidy – A government-sponsored financial incentive that provides a production advantage to a company or entity. This may take a variety of forms. Examples include no-interest loans or cash payouts to farmers that meet certain criteria. Such programs are designed to lower risks and increase productivity of particular industries, services, or products and to protect them from competition that comes from outside of that country.
Fair Trade – One of a variety of different global trading systems that seek to guarantee fair (higher) payment for producers; often with other social and environmental considerations.
Free Trade – A system of trade that removes (or attempts to remove) all ‘artificial’ barriers that otherwise limit exports and exports between countries. A major component of free trade is the elimination of tariffs, duties, domestic subsidies, or laws that favor one country or company over another.
Gig Economy – A labor market characterized by the prevalence of short-term contracts or freelance work as opposed to permanent jobs.
Gross Domestic Product (GDP) – All of the goods and services produced within a country within a given year. The formula for GDP is Consumption + Investment + Government Spending + Net Exports. Global GDP was approximately $76 trillion in 2016.
Gross National Happiness – a holistic and sustainable approach to development, which balances material and non-material values with the conviction that humans want to search for happiness. The objective of GNH is to achieve a balanced development in all the facets of life that are essential for collective and individual happiness. The 4 pillars of happiness are: 1) sustainable & equitable socio-economic development; 2) environmental conservation; 3) preservation & promotion of culture; 4) good governance.
Gross National Income – All of the goods and services produced within a country in addition to all of the net income its companies and citizens receives from overseas.
GDP per capita – GDP divided by total population.
Global North – Those countries generally considered to be ‘more developed’, which also fall primarily north of the Brandt line as drawn in 1980. See Figure 9.1.
Global South – Those countries generally considered to be ‘less developed’, which also fall primarily south of the Brandt line as drawn in 1980. See Figure 9.1.
Human Agency – The concept that human beings take an active role in their own situation to invoke change. The concept is of critical importance in understanding how and why models and theories of development are so complex.
Human Development Index (HDI) – A measure developed by the United Nations in 1990 to consider and compare levels of development by all countries of the world using life expectancy, literacy, school enrollment, and income as the indicators. This provides a more meaningful way to compare countries than looking only at income/GDP. Those with the highest HDI tend to be in Australia and Northern Europe. Those with the lowest tend to be in Sub-Saharan Africa.
Human Development Report – An annual comprehensive analysis, assessment, and ranking of every country in the world based upon the Human Development Index. The report has been compiled and released every year since 1990.
Infant Mortality Rate – A measure of how many children die in any given year compared to 1,000 live births. Countries with low levels of development tend to have high infant mortality.
Informal Economy – Those activities within any economic system that are unregulated, untaxed, and/or unquantified. Includes, but not limited to: selling anything illegally, unreported paid work, consuming unlicensed/artificial products (movies, music, watches, etc.). Women, children, and the poor are those most likely engaged in the informal economy, but globalization and technology also plays an important in driving new forms of informalization. This sector of the economy is also related to the rise of the gig economy , in which workers increasingly are contractors rather than employees – an important distinction.
International Trade Model of Development – A strategy of development in which a country embraces free trade and elects seek specialization of certain products and services that are valuable as exports in the global marketplace. Following such a strategy necessitates the embrace of increasing imports and removing barriers to trade.
International Monetary Fund (IMF) – An intergovernmental organization that provides short-term loans to governments that are in economic crisis.
Least Developed Countries (LDC’s) – Defined by the United Nations, those countries with the lowest levels of combined income, human assets, and economic vulnerability. In 2015, LDC criteria was given to 48 countries, where 950 million resided and more than half earned less than $1.25/day.
Life Expectancy – The average predicted number of years of life for any given person beginning at birth. In 2015, global life expectancy was about 72 years.
Macroeconomic Theory – The branch of economics concerned with large-scale or general economic factors, such as interest rates and national productivity.
Market liberalization – A process of removing barriers to foreign companies from operating and competing with domestic ones
Modernization theory –Belief that, with the proper intervention each country will pass through a similar pathway of development
Micro-finance – Financial and banking services designed for those who otherwise would be excluded due to their socioeconomic situation.
Micro-loans – Very small loans designed for those who otherwise would be excluded due to their socioeconomic situation.
More Developed Country (MDC’s) – A category for those countries that have the highest levels of development as measured by income, education, and industrialization. MDC’s tend to derive most of their GDP from services rather than from agriculture or manufacturing in the 21 st century. The term MDC is used less commonly than the term ‘Developed Country’ but serves as a convenient way to refer to the wealthiest countries collectively.
Newly Industrialized Country (NIC) – Newly industrialized country. Examples include (but not limited to): India, China, Singapore, Taiwan, Turkey, Brazil, Mexico, South Africa and Thailand
Nontariff barrier to trade – Any impediment to trade placed by governments, including regulations based upon environmental, cultural, or political concerns. Examples include political trade embargoes or the prohibition of trade in eagle feathers, ‘blood’ diamonds, and human organs.
Opportunity Cost – The activity that has to be given up (forgone) in order to conduct the current activity. A country, for example, may choose to specialize in the production of coffee or cocoa. If it chooses coffee, then the opportunity cost is represented by the cocoa production that it could have, but did not produce. In classical economic terms, the opportunity cost is the difference between the two outcomes.
Purchase Power Parity (PPP) – A formula that accounts for cost of living variability from one place to another. PPP adjusted income allows for a meaningful comparison between two places with different cost structures.
Quota – A control on trade that limits amounts of particular items that may be imported or exported from/to a particular country.
Remittance – Money sent to the country of origin by overseas workers. This has become a significant driver of development in many countries in recent years.
Resource Curse/Dutch Disease – The idea that those places blessed with valuable natural resources often are negatively affected by the activities associated with cultivation, mining, and/or extracting those resources.
Self Sufficiency Model of Development – A centralized strategy of development for a country that seeks to develop all sectors of an economy within one’s own borders and reduce dependency on outside entities. Such an approach requires tight controls on imports and exports as well as considerable protections on domestic producers against outside competitors.
Specialization – A focus upon skills, experience, and resources that improve capacity to produce one or more types of goods or services that are in high demand in the global economy. Specialization is directly related to the international trade model of development.
Stages of Growth – A concept that aims to categorize any national economy according to its stage. Stages are deterministic. The 5 stages are: traditional, transitional, take- off, drive to maturity, and high mass consumption.
Structural Adjustment Program – A series of requirements (adjustments) placed upon any country that accepts a loan from the IMF.
Sustainable development – A mode of development theory and strategy that considers and accounts for the impacts of economic growth upon society, culture, and environment.
Tariff – A tax placed upon imports.
Universalism – idea that phenomena, conceptual definitions or moral, aesthetic or epistemological truths hold for all times and places, transcending their immediate local circumstances. Its significance for development lies in the belief that human development is not for the few, not even for the most, but for everyone.
World Bank – a financial institution established near the end of WWII with the purpose of providing capital in the form of loans to developing countries and to those in need of reconstruction at the end of the war. The bank offers loans to countries for large-scale projects.
World Systems Theory – an approach to world history and social change that suggests there is a world economic system in which some countries benefit while others are exploited
WTO – World Trade Organization. An intergovernmental organization created in 1994 that promotes international trade between countries. It seeks to reduce trade restrictions, enforce existing agreements, and protect intellectual property.


1: Early Middle Eastern and Northeast African Civilizations
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- 1.2: Introduction - Defining Civilization
- The term civilization often elicits mostly idealized images of ancient empires, monumental architecture, and the luxurious lives of ruling classes. Civilization, however, is a tricky term. Recent scholars have recognized that at least seven independent civilizations emerged in different regions from 3500 to 1000 BCE. Most civilizations share common characteristics included food surpluses, higher population densities, social stratification, systems of taxation, labor specialization, regular trade
-
- 1.3: Ancient Mesopotamia
- Mesopotamia is located in an area known as the Fertile Crescent. Archeologists have found some of the earliest known sites of agricultural production in the Fertile Crescent. Although much of this region received little or irregular rainfall, the Tigris and Euphrates Rivers provided large amounts of freshwater, facilitating agricultural production and the development of early civilizations. The Greeks referred to the region as “the Land between the Rivers” or Mesopotamia.
-
- 1.4: Sumerian City-States
- Lower Mesopotamia drew settlers, who moved to take advantage of rich soils and the availability of water in the area commonly known as Sumer. The people who lived in Sumer are generally referred to as Sumerians. Prior to 3,000 BCE, Sumerians, whose origins remain a subject of debate, founded a number of independent cities in Lower Mesopotamia. In these cities, Sumerians had organized religions, centralized governments, social hierarchies, and access to trade networks.
-
- 1.5: Mesopotamian Empires
- In the second half of the third millennium BCE, Sumerian city-states fought each other, and dynasties rose and fell. Kings consolidated power over multiple city-states in the region. Then, King Sargon of Akkad enlarged the scale by conquering the Sumerian city-states and parts of Syria, Anatolia, and Elam. In doing so, he created one of the world’s first empires in approximately 2334 BCE. For generations, Mesopotamian literature celebrated the Akkadian Empire (c. 2334 – 2100 BCE) that King Sargo
-
- 1.6: Ancient Egypt
- In our study of World History, ancient Egypt serves as an excellent example of a complex society with cross-cultural connections, adaption to and control over changing environments, and sophisticated political and religious developments. All of these themes are evident in an examination of the origins of Egypt. Egyptian leaders unified Upper and Lower Egypt around 3100 BCE, creating a powerful ancient state.
-
- 1.7: Dynastic Egypt
- Scholars break the 1500 years following unification, a time known as dynastic Egypt, into three main periods: the Old Kingdom (c. 2660–2160 BCE), the Middle Kingdom (c. 2040 – 1640 BCE), and the New Kingdom (c. 1530–1070 BCE). There is some disagreement about the exact dates of the periods, but, in general, these spans denote more centralized control over a unified Egypt. During dynastic Egypt, pharaohs ruled a united Upper and Lower Egypt.
-
- 1.8: Nubia- The Kingdoms of Kerma and Kush
- South of Aswan, at the first cataract of the Nile River, is Nubia, a neighbor who had a long-term, dynamic relationship with ancient Egypt. The kingdoms of Kerma (c. 2400 BCE to 1500 BCE) and Kush (c. 1000 BCE to 300 CE) emerged along the Nile River. These kingdoms prospered especially due to their productive agriculture and the region’s copious natural resources. At certain points, both Kerma and Kush were strong enough to successfully invade Egypt. The Nubians developed their own religious and
-
- 1.9: Summary
- Between about 4000 and 3000 BCE, civilizations emerged in the fertile river valleys of Mesopotamia and Northeast Africa. These civilizations had common elements, including food surpluses, higher population densities, social stratification, systems of taxation, labor specialization, regular trade, and written scripts.
Thumbnail: Golden Mask of Tutankhamun | Because his tomb was found mostly intact in 1922, King Tutankhamen (or King Tut) has become one of our most familiar images from dynastic Egypt. Author: Carsten Frenzl Source: Wikimedia Commons License: CC BY 2.0


8.2: Solve Equations Using the Subtraction and Addition Properties of Equality (Part 2)
Translate an Equation and Solve
In previous chapters, we translated word sentences into equations. The first step is to look for the word (or words) that translate(s) to the equal sign. Table \(\PageIndex{1}\) reminds us of some of the words that translate to the equal sign.
| Equals (=) | ||||||
|---|---|---|---|---|---|---|
| is | is equal to | is the same as | the result is | gives | was | will be |
Let’s review the steps we used to translate a sentence into an equation.
Step 1. Locate the "equals" word(s). Translate to an equal sign.
Step 2. Translate the words to the left of the "equals" word(s) into an algebraic expression.
Step 3. Translate the words to the right of the "equals" word(s) into an algebraic expression.
Now we are ready to try an example.
Translate and solve: five more than x is equal to 26.
Solution
| Translate. | |
| Subtract 5 from both sides. | $$x + 5 \textcolor{red}{-5} = 26 \textcolor{red}{-5}$$ |
| Simplify. | $$x = 21$$ |
| Check: Is 26 five more than 21? | $$\begin{split} 21 + 5 &\stackrel{?}{=} 26 \\ 26 &= 26\; \checkmark \end{split}$$ |
The solution checks.
Translate and solve: Eleven more than x is equal to 41.
- Answer
-
x + 11 = 41; x = 30
Translate and solve: Twelve less than y is equal to 51.
- Answer
-
y - 12 = 51; y = 63
Translate and solve: The difference of 5p and 4p is 23.
Solution
| Translate. | |
| Simplify. | p = 23 |
| Check. | $$\begin{split} 5p - 4p &= 23 \\ 5(23) - 4(23) &\stackrel{?}{=} 23 \\ 115 - 22 &\stackrel{?}{=} 23 \\ 23 &= 23\; \checkmark \end{split}$$ |
The solution checks.
Translate and solve: The difference of 4x and 3x is 14.
- Answer
-
4x - 3x = 14; x = 14
Translate and solve: The difference of 7a and 6a is −8.
- Answer
-
7a - 6a = -8; a = -8
Translate and Solve Applications
In most of the application problems we solved earlier, we were able to find the quantity we were looking for by simplifying an algebraic expression. Now we will be using equations to solve application problems. We’ll start by restating the problem in just one sentence, assign a variable, and then translate the sentence into an equation to solve. When assigning a variable, choose a letter that reminds you of what you are looking for.
The Robles family has two dogs, Buster and Chandler. Together, they weigh 71 pounds. Chandler weighs 28 pounds. How much does Buster weigh?
Solution
| Read the problem carefully. | |
| Identify what you are asked to find, and choose a variable to represent it. | How much does Buster weigh? Let b = Buster's weight. |
| Write a sentence that gives the information to find it. | Buster's weight plus Chandler's weight equals 71 pounds. |
| We will restate the problem, and then include the given information. | Buster's weight plus 28 equals 71. |
| Translate the sentence into an equation, using the variable b. | $$b + 28 = 71$$ |
| Solve the equation using good algebraic techniques. | $$\begin{split} b + 28 - 28 &= 71 - 28 \\ b &= 43 \end{split}$$ |
| Check the answer in the problem and make sure it makes sense. | |
| Is 43 pounds a reasonable weight for a dog? Yes. Does Buster's weight plus Chandler's weight equal 71 pounds? | $$\begin{split} 43 + 28 &\stackrel{?}{=} 71 \\ 71 &= 71\; \checkmark \end{split}$$ |
| Write a complete sentence that answers the question, "How much does Buster weigh?" | Buster weighs 43 pounds |
Translate into an algebraic equation and solve: The Pappas family has two cats, Zeus and Athena. Together, they weigh 13 pounds. Zeus weighs 6 pounds. How much does Athena weigh?
- Answer
-
a + 6 = 13; Athena weighs 7 pounds
Translate into an algebraic equation and solve: Sam and Henry are roommates. Together, they have 68 books. Sam has 26 books. How many books does Henry have?
- Answer
-
26 + h = 68; Henry has 42 books.
Step 1. Read the problem. Make sure you understand all the words and ideas.
Step 2. Identify what you are looking for.
Step 3. Name what you are looking for. Choose a variable to represent that quantity
Step 4. Translate into an equation. It may be helpful to restate the problem in one sentence with all the important information. Then, translate the English sentence into an algebra equation.
Step 5. Solve the equation using good algebra techniques.
Step 6. Check the answer in the problem and make sure it makes sense.
Step 7. Answer the question with a complete sentence.
Shayla paid $24,575 for her new car. This was $875 less than the sticker price. What was the sticker price of the car?
Solution
| What are you asked to find? | "What was the sticker price of the car?" |
| Assign a variable. | Let s = the sticker price of the car. |
| Write a sentence that gives the information to find it. |
$24,575 is $875 less than the sticker price $24,575 is $875 less than s |
| Translate into an equation. | $$24,575 = s - 875$$ |
| Solve. | $$\begin{split} 24,575 + 876 &= s - 875 + 875 \\ 24,575 &= s \end{split}$$ |
| Check: Is $875 less than $25,450 equal to $24,575? | $$\begin{split} 25,450 - 875 &\stackrel{?}{=} 24,575 \\ 24,575 &= 24,575\; \checkmark \end{split}$$ |
| Write a sentence that answers the question. | The sticker price was $25,450. |
Translate into an algebraic equation and solve: Eddie paid $19,875 for his new car. This was $1,025 less than the sticker price. What was the sticker price of the car?
- Answer
-
19,875 = s − 1025; the sticker price is $20,900.
Translate into an algebraic equation and solve: The admission price for the movies during the day is $7.75. This is $3.25 less than the price at night. How much does the movie cost at night?
- Answer
-
7.75 = n − 3.25; the price at night is $11.00.
Solving One Step Equations By Addition and Subtraction
Solve One Step Equations By Add and Subtract Whole Numbers (Variable on Left)
Solve One Step Equations By Add and Subtract Whole Numbers (Variable on Right)
Practice Makes Perfect
Solve Equations Using the Subtraction and Addition Properties of Equality
In the following exercises, determine whether the given value is a solution to the equation.
- Is y = \(\dfrac{1}{3}\) a solution of 4y + 2 = 10y?
- Is x = \(\dfrac{3}{4}\) a solution of 5x + 3 = 9x ?
- Is u = \(− \dfrac{1}{2}\) a solution of 8u − 1 = 6u?
- Is v = \(− \dfrac{1}{3}\) a solution of 9v − 2 = 3v?
In the following exercises, solve each equation.
- x + 7 = 12
- y + 5 = −6
- b + \(\dfrac{1}{4}\) = \(\dfrac{3}{4}\)
- a + \(\dfrac{2}{5}\) = \(\dfrac{4}{5}\)
- p + 2.4 = −9.3
- m + 7.9 = 11.6
- a − 3 = 7
- m − 8 = −20
- x − \(\dfrac{1}{3}\) = 2
- x − \(\dfrac{1}{5}\) = 4
- y − 3.8 = 10
- y − 7.2 = 5
- x − 15 = −42
- z + 5.2 = −8.5
- q + \(\dfrac{3}{4}\) = \(\dfrac{1}{2}\)
- p − \(\dfrac{2}{5}\) = \(\dfrac{2}{3}\)
- y − \(\dfrac{3}{4}\) = \(\dfrac{3}{5}\)
Solve Equations that Need to be Simplified
In the following exercises, solve each equation.
- c + 3 − 10 = 18
- m + 6 − 8 = 15
- 9x + 5 − 8x + 14 = 20
- 6x + 8 − 5x + 16 = 32
- −6x − 11 + 7x − 5 = −16
- −8n − 17 + 9n − 4 = −41
- 3(y − 5) − 2y = −7
- 4(y − 2) − 3y = −6
- 8(u + 1.5) − 7u = 4.9
- 5(w + 2.2) − 4w = 9.3
- −5(y − 2) + 6y = −7 + 4
- −8(x − 1) + 9x = −3 + 9
- 3(5n − 1) − 14n + 9 = 1 − 2
- 2(8m + 3) − 15m − 4 = 3 − 5
- −(j + 2) + 2j − 1 = 5
- −(k + 7) + 2k + 8 = 7
- 6a − 5(a − 2) + 9 = −11
- 8c − 7(c − 3) + 4 = −16
- 8(4x + 5) − 5(6x) − x = 53
- 6(9y − 1) − 10(5y) − 3y = 22
Translate to an Equation and Solve
In the following exercises, translate to an equation and then solve.
- Five more than x is equal to 21.
- The sum of x and −5 is 33.
- Ten less than m is −14.
- Three less than y is −19.
- The sum of y and −3 is 40.
- Eight more than p is equal to 52.
- The difference of 9x and 8x is 17.
- The difference of 5c and 4c is 60.
- The difference of n and \(\dfrac{1}{6}\) is \(\dfrac{1}{2}\).
- The difference of f and \(\dfrac{1}{3}\) is \(\dfrac{1}{12}\).
- The sum of −4n and 5n is −32.
- The sum of −9m and 10m is −25.
Translate and Solve Applications
In the following exercises, translate into an equation and solve.
- Pilar drove from home to school and then to her aunt’s house, a total of 18 miles. The distance from Pilar’s house to school is 7 miles. What is the distance from school to her aunt’s house?
- Jeff read a total of 54 pages in his English and Psychology textbooks. He read 41 pages in his English textbook. How many pages did he read in his Psychology textbook?
- Pablo’s father is 3 years older than his mother.  How old is his father?
- Eva’s daughter is 5 years younger than her son. Eva’s son is 12 years old. How old is her daughter?
- Allie weighs 8 pounds less than her twin sister Lorrie. Allie weighs 124 pounds. How much does Lorrie weigh?
- For a family birthday dinner, Celeste bought a turkey that weighed 5 pounds less than the one she bought for Thanksgiving. The birthday dinner turkey weighed 16 pounds. How much did the Thanksgiving turkey weigh?
- The nurse reported that Tricia’s daughter had gained 4.2 pounds since her last checkup and now weighs 31.6 pounds. How much did Tricia’s daughter weigh at her last checkup?
- Connor’s temperature was 0.7 degrees higher this morning than it had been last night. His temperature this morning was 101.2 degrees. What was his temperature last night?
- Melissa’s math book cost $22.85 less than her art book cost. Her math book cost $93.75. How much did her art book cost?
- Ron’s paycheck this week was $17.43 less than his paycheck last week. His paycheck this week was $103.76. How much was Ron’s paycheck last week?
Everyday Math
- Baking Kelsey needs \(\dfrac{2}{3}\) cup of sugar for the cookie recipe she wants to make. She only has \(\dfrac{1}{4}\) cup of sugar and will borrow the rest from her neighbor. Let s equal the amount of sugar she will borrow. Solve the equation \(\dfrac{1}{4}\) + s = \(\dfrac{2}{3}\) to find the amount of sugar she should ask to borrow.
- Construction Miguel wants to drill a hole for a \(\dfrac{5}{8}\)-inch screw. The screw should be \(\dfrac{1}{12}\) inch larger than the hole. Let d equal the size of the hole he should drill. Solve the equation d + \(\dfrac{1}{12}\) = \(\dfrac{5}{8}\) to see what size the hole should be.
Writing Exercises
- Is −18 a solution to the equation 3x = 16 − 5x ? How do you know?
- Write a word sentence that translates the equation y − 18 = 41 and then make up an application that uses this equation in its solution.
Self Check
(a) After completing the exercises, use this checklist to evaluate your mastery of the objectives of this section.
(b) If most of your checks were:
…confidently. Congratulations! You have achieved the objectives in this section. Reflect on the study skills you used so that you can continue to use them. What did you do to become confident of your ability to do these things? Be specific.
…with some help. This must be addressed quickly because topics you do not master become potholes in your road to success. In math, every topic builds upon previous work. It is important to make sure you have a strong foundation before you move on. Who can you ask for help? Your fellow classmates and instructor are good resources. Is there a place on campus where math tutors are available? Can your study skills be improved?
…no—I don’t get it! This is a warning sign and you must not ignore it. You should get help right away or you will quickly be overwhelmed. See your instructor as soon as you can to discuss your situation. Together you can come up with a plan to get you the help you need.
Contributors and Attributions
-
Lynn Marecek (Santa Ana College) and MaryAnne Anthony-Smith (Formerly of Santa Ana College). This content is licensed under Creative Commons Attribution License v4.0 "Download for free at<EMAIL_ADDRESS>."


2.6: Culture and Mental Illness
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Although this book focuses on normal personality development, one cannot escape the fact that most of the famous personality theorists were clinicians who were trying to understand how their patients/clients had developed psychological disorders. So, our understanding of personality development grew hand-in-hand with our understanding of psychological disorders. The Diagnostic and Statistical Manual of Mental Disorders began addressing the importance of culture in the 4 th edition, and more recently it has taken a dramatic step forward with the publication of the DSM's 5 th edition (American Psychiatric Association, 2000, 2013).
The DSM-V includes a section on Emerging Measures and Models , one chapter of which is called Cultural Formulation . Although the DSM-IV began to present an outline for cultural formulation, the DSM-V includes two valuable sets of questions that have been field-tested to help clinicians assess the cultural identity of a patient/client and how that cultural identity may affect the diagnosis and treatment of any potential psychological disorder. The first set of questions is the basis for the Cultural Formulation Interview, and the second set comprise the Cultural Formulation Interview - Informant Version (which is given to someone who is knowledgeable about the life circumstances and potential clinical problems of the patient/client).
In our increasingly global and multicultural world it is more and more likely that therapists will encounter individuals from different cultural backgrounds than their own. Thus, in order for the therapist to fully understand the individual and the context of their psychological distress, the therapist must be aware of and attentive to possibly significant cultural differences. Failure to do so might result in what Iijima Hall (1997) has described as cultural malpractice !


4.5: Using Tabindex
As you may know, the HTML
tabindex
attribute is a way to order the path the cursor takes as users use the Tab key to navigate through a website or web application. In general, however, you want to avoid using tabindex in this way, particularly when it disrupts the default tab order, which may end up creating confusion when the cursor does not follow an expected path (i.e., left to right, top to bottom). That’s not to say don’t ever use them, but be careful.
With HTML5 and the introduction of WAI-ARIA,
tabindex="0"
is added to make it possible for developers to add keyboard accessibility to an element that would not normally have keyboard functionality. For example, it might be used to make a

focusable. Likewise,
tabindex="-1"
is added to remove keyboard accessibility from an element. The two are likely to be used with scripting to dynamically add and remove keyboard access to elements when focus needs to be strategically placed within a widget or web application. When the
tabindex
attribute is used in this way, it is referred to as a roving
tabindex
.
Try This: Take a look at the tab panels throughout the Showcase site to see how the tabs in the tabpanels toggle between values “-1” and “0” to control which tab has focus, using your browser’s Inspect feature. This demo works better on a wide screen, before responsiveness kicks in. Either reduce the zoom level, or drag your browser window wider until the menu appears at the side, instead of above the content.
You can also use
tabindex="0"
in a static way when context is needed to describe how to use a menu, for instance. A

can be wrapped around the menu, given
tabindex="0"
to make it focusable, so, when a user navigates to the

, it announces instructions for using the keyboard to navigate within the menu. The following example demonstrates using
tabindex
, along with
aria-label
, to provide context information. If you navigate through the Showcase site above with ChromeVox, you’ll notice this strategy with the side menu, announcing how to operate the menu with a keyboard.