Sunday, March 15, 2020
Solving Problems With a Distance-Rate-Time Formula In math, distance, rate, and time are three important concepts you can use to solve many problems if you know the formula. Distance is the length of space traveled by a moving object or the length measured between two points. It is usually denoted by d in math problems. The rate is the speed at which an object or person travels. It is usually denoted byÃ rÃ in equations.Ã Time is the measured or measurable period during which an action, process, or condition exists or continues. In distance, rate, and time problems, time is measured as the fraction in which a particular distance is traveled. Time is usually denoted by t in equations.Ã Solving for Distance, Rate, or Time When you are solving problems for distance, rate, and time, you will find it helpful to use diagrams or charts to organize the information and help you solve the problem. You will also apply the formula that solves distance, rate, and time, which isÃ distance rate x time. It is abbreviated as: d rt There are many examples where you might use this formula in real life. For example, if you know the time and rate a person is traveling on a train, you can quickly calculate how far he traveled. AndÃ if you know the time and distance a passenger traveled on a plane, you could quickly figure the distance she traveled simply by reconfiguring the formula. Distance, Rate, and Time Example Youll usually encounter a distance, rate, and time question as aÃ word problemÃ in mathematics. Once you read the problem, simply plug the numbers into the formula. For example, suppose aÃ train leaves Debs house and travels at 50 mph. Two hours later, another train leaves from Debs house on the track beside or parallel to the first train but it travels at 100 mph. How far away from Debs house will the faster train pass the other train? To solve the problem, remember that d represents the distance in miles from Debs house and tÃ represents the time that the slower train has been traveling. You may wish to draw a diagram to show what is happening. Organize the information you have in a chart format if you havent solved these types of problems before. Remember the formula: distance rate x time When identifying the parts of the word problem, distance is typically given in units of miles, meters, kilometers, or inches. Time is in units of seconds, minutes, hours, or years. Rate is distance per time, so its units could be mph, meters per second, or inches per year. Now you can solve the system of equations: 50t 100(t - 2) (Multiply both values inside the parentheses by 100.)50t 100t - 200200 50t (Divide 200 by 50 to solve for t.)t 4 Substitute t 4 into train No. 1 d 50t 50(4) 200 Now you can write your statement. The faster train will pass the slower train 200 miles from Debs house. Sample Problems Try solving similar problems. Remember to use the formula that supports what youre looking for- distance, rate, or time. d rt (multiply)r d/t (divide)t d/r (divide) Practice Question 1 A train left Chicago and traveled toward Dallas. Five hours later another train left for Dallas traveling at 40 mph with a goal of catching up with the first train bound for Dallas. The second train finally caught up with the first train after traveling for three hours. How fast was the train that left first going? Remember to use a diagram to arrange your information. Then write two equations to solve your problem. Start with the second train, since you know the time and rate it traveled: Second traint x r d3 x 40 120 milesFirst traint x r d8 hours x r 120 milesDivide each side by 8 hours to solve for r.8 hours/8 hours x r 120 miles/8 hoursr 15 mph Practice Question 2 One train left the station and traveled toward its destination at 65 mph. Later, another train left the station traveling in the opposite direction of the first train at 75 mph. After the first train had traveled for 14 hours, it was 1,960 miles apart from the second train. How long did the second train travel? First, consider what you know: First trainr 65 mph, t 14 hours, d 65 x 14 milesSecond trainr 75 mph, t x hours, d 75x miles Then use theÃ d rtÃ formula as follows: d (of train 1) d (of train 2) 1,960 miles75x 910 1,96075x 1,050x 14 hours (the time the second train traveled)
Friday, February 28, 2020
Differences between Leadership and Management and Three Characteristics of Each Concept - Assignment Example The paper tells that three main characteristics that go, to sum up, the position of manager are that they are impersonal, efficient and focus their attention and energy on the short-term results for the organization besides being efficient, orderly and open to taking risks. On the leadership front, the three chief characteristics they possess would be are flexibility, innovation and their objectives and strategies would focus on long-term goals. Though their goals may be the same, the marked difference is that leaders concern themselves with what things mean to people, while managers concern themselves about how to get people to make them perform better to achieve their goals. In the managerial cadre, there are different levels and the skills and responsibilities that go with it. Each level has its own purpose and goals to achieve or satisfy a particular level. However, all managers share common ground on certain things such as understanding their position and what is expected of the m, networking, keeping good interpersonal relationships and managing the time, demands and constraints of the activities going on in their level. Managers do play a very vital and pivotal role in the organization as they are the main link that ropes together the different people and their departments and holds it together as an integral whole. In todayÃ¢â¬â¢s organizations, the post of manager is critical because each level needs skills and capacity to satisfy this position. Some of the different managerial levels include Supervising, Decision making and Planning, Monitoring, Controlling, Coordinating, Consulting, and Administering. Each of these levels comes with a job responsibility and accountability and unless their skills and capabilities are adequate enough for a particular level, it is not possible to make a success of it. ideas for making progress as a whole.
Tuesday, February 11, 2020
ASU - Essay Example I have always been lazy about attending these kinds of event but it turned out to be good for me. I always thought that it was boring and useless, but, indeed it was fun for me. Back home we do not have these sorts of events where all the students in a school go somewhere or do something together. Well, at ASU everything is different and new to me so I liked the experience, but one of my friends did not like it at all. By the end of the event while we were going back down he got a headache, and I blamed myself as being responsible for this, because I had brought him alongside me. At the beginning he didnÃ¢â¬â¢t want to come but I spent a few minutes convincing him until he agreed to come with me and my other friend. Well, that was a great day for me, I liked it, and I hope to do it once more. It was the first time for me to attend a football match because we do not have that back home. I was very nervous on seeing the large number of fans who had turned up for the football match. It was just my friend and I that had attended the game and it was very crowded, so there was a lot of noise coming from all over the stadium. I liked what was going on at first but then it kind of irritated me, so I was planning to leave the match, just 15 minutes after it had begun. This was my very first experience in a stadium that big and what really a football matched looked like in reality. The experience was very different from what I had seen before on TV. While I was watching the match, I became bored since I do not know the rules of the game or how the game was supposed to be played, so I did not find it that interesting to me. I have always wanted to attend a football match, though I did attend, I am afraid that could be the first and last time for me to attend such a match again. This is for the sole reason that I am not the kind of a person who likes big crowds of people in addition to too much noise
Friday, January 31, 2020
Product Life Cycle Essay Ã¢â¬Å"Products, like humans, no matter how successful, are mortalsÃ¢â¬ (adopted from Batory, 2008). This interesting quote shows the fact that a product does have a lifespan in the marketplace. ThatÃ¢â¬â¢s why managers and marketers should understand the life cycle concept in order to effectively manage their products in each different stage. This essay aims at giving an idea about the Product Life Cycle (PLC) concept. It begins with defining the concept. Then, it gives an idea about the four different stages of the product life cycle (introduction- growth- maturity- decline) with example product in each stage. First of all, to understand the concept of Ã¢â¬ËProduct Life CycleÃ¢â¬â¢ (PLC), it is better to start by defining the concept. According to Merriam Webster (2008), a product Ã¢â¬Ëlife cycleÃ¢â¬â¢ term is defined as Ã¢â¬Å"a series of stages through which a product passes during its lifetimeÃ¢â¬ . These four stages Ã¢â¬Å"begin with the introduction of the product to the market and end with the decline of this product or even the withdrawal of this product from the marketÃ¢â¬ (Thompson, 2001). The life cycle of a product Ã¢â¬âgenerally- is divided into four main stages, (1) introduction, (2) growth, (3) maturity, and (4) decline. Obviously, the logic or analysis in this life cycle is based on the change or performance of sales, revenues or profitability of this product in the market. The Ã¢â¬Å"duration of products or brands could be few months or even centuries, such as gasoline powered automobileÃ¢â¬ (NetMBA, 2007). Now, to realize the importance of this concept, it is important to know what this concept exactly means for business managers or marketers. According to Kotler and Keller (2006), this life cycle shows that Ã¢â¬Å"products have main things in common, (1) a limited lifespan; (2) changes in sales/revenues/profits depending on each stage with different characteristics, challenges, and opportunities; and (3) the need to use different strategies (financial, human resources, manufacturing, marketing, and purchasing) in each stageÃ¢â¬ . (Cited in Papares4You, 2007) As a result, these different stages of the product life cycle could be used to effectively manage the product by using the appropriate strategies or even making any required changes in the marketing mix. The first stage is the introduction stage which begins after the product development, when the product is introduced to the market. The most important thing is to create Ã¢â¬ËdemandÃ¢â¬â¢ for this new product by creating Ã¢â¬Ëcustomer awarenessÃ¢â¬â¢ of it. It is natural in this stage to have low growth in the sales (or profitability) of this product. ThatÃ¢â¬â¢s why promotion in the introduction stage should be intensive to create Ã¢â¬Ëcustomer awarenessÃ¢â¬â¢. Companies should have a long-term marketing strategy for the product in this stage. For example, it is not important during this stage to have high revenues or profits; the company could adjust the pricing policy based on this long-term strategy and introduce the product at a low price to attract customers and make it easy for them take the purchasing decision. There are many examples for products in this stage such as iphones, virtual reality, digital cameras, mini computers, DVD, video phones. Some of these examples will remain in this stage longer than the others due to high prices such as video phones, and others wonÃ¢â¬â¢t remain for too long Ã¢â¬âmay be 5 or 10 years- such as digital cameras, mini computers, DVD, iphones due to the increasing awareness of the product along with the increasing demand from consumers. The second stage is the growth stage; when the product becomes available and sales begin to rapidly increase till the market approaches saturation. Competitors start to enter the market in this stage. Companies could succeed in this stage by Ã¢â¬âfor example- Ã¢â¬Å"adding new product features or improve its quality and managing customer relationshipÃ¢â¬ . (Papares4You, 2007) There are many examples for products in this stage such as CD player, personal or home computing, the internet and mobile or cellular phones. The sales of these products are growing faster and faster. However, a product such as CD player may be replaced by other products. But, the internet and personal computing are about to enter the maturity stage may be five or ten years. The third stage is the maturity stage; and this is when the market is saturated with this product. However, it is not necessary that the product reaches this stage. Sales in this stage continue to grow till their peaks but with a low growth rate. There are Ã¢â¬Å"some product categories which remain in this stage for decades or centuries such as automobiles, cigarettes, and refrigerators; sales for these categories may remain at their peak for decadesÃ¢â¬ (Thompson, 2001). There are many examples for products in this stage such as automobiles, toothpaste (such as Crest and Colgate), Coca-Cola and Pepsi, batteries (such as Duracell). BatteriesÃ¢â¬â¢ technologies are changing thatÃ¢â¬â¢s why a product like traditional batteries will stay Ã¢â¬â may be for 20 years for maximum- until new batteries enters the market. There are some strategies such as intelligent branding, entering new markets, and adding significant changes to the product could make the product stay longer in this stage. The fourth stage is the decline stage; when the product withdraws from the market due to deterioration in sales and profits. The decline in sales could be due to Ã¢â¬Å"(1) technological developments, (2) changes in consumer behaviour, or (3) significant increases in competitionÃ¢â¬ (Kotler and Armstrong, 2004 cited in Papares4You, 2007) There are many examples for products in this stage such as vinyl records, black and white T. V. , the yo-yo, the hula-hoop, the pet rock Now, after having an idea about the four stages of product life cycle, it is important to realize that the product could repeat this cycle over as the case in fashion for example. And the duration of the product in each stage isnÃ¢â¬â¢t fixed because there are products that stays for too long in the introduction stage (such as video phones- microwave ovens- automatic dishwashers) or in the maturity stage (such as refrigerator- T. V. Coca-Cola). Also, the product needs different strategies in each stage. For example, to use intensive promotionÃ¢â¬â¢ in the Ã¢â¬Ëintroduction stageÃ¢â¬â¢ to create Ã¢â¬Ëcustomer awarenessÃ¢â¬â¢ or to introduce products with low prices to increase customers; and to add more features to the product or decrease prices in the Ã¢â¬Ëgrowth stageÃ¢â¬â¢ to enter new markets and to still competitive. Finally, any product could be affected by many factors Ã¢â¬âmentioned previously- in its life cycle such as Ã¢â¬Å"(1) technological developments, (2) changes in consumer behavior, or (3) significant increases in competitionÃ¢â¬ (Kotler and Armstrong, 2004 cited in Papares4You, 2007). ThatÃ¢â¬â¢s why business managers and marketers should continuously study the external environment along with the product life cycle to be able to effectively manage their products and in the marketplace.
Thursday, January 23, 2020
Damage to the frontal lobe cortex of the brain can cause difficulty in everyday activities. The frontal lobes role in peopleÃ¢â¬â¢s behavior includes executive processes, language, emotional expression and movement. Ryan Godfrey has difficulties in some areas of executive processes due to the damage tumors caused in his brain. Ryan and others with frontal lobe damage can benefit from knowing these deficits by taking steps to reduce their impact. The brain tends to compensate for damaged parts and a faith in God brings power to overcome deficits. Thus, behavioral difficulties for frontal lobe damaged patients are only a guideline not a box, for nothing is impossible for God to accomplish. Ã Ã Ã Ã Ã A 23-year-old man, named Ryan Godfrey was observed in his everyday behaviors to understand how he deals with frontal lobe damage. When he was 7 years, old the doctors discovered a grapefruit size benign meningioma tumor in his brain. After this, he had six more surgeries and his last one left him paralyzed on his left side. This was because most of his tumors were found in the right hemisphere, prefrontal cortex with his last surgery towards the premotor and motor cortex causing his paralysis. Ryan overcame being paralyzed with a desire to play basketball and video games. Today he is running sound for church, working full time and helping with student ministries. People like him can benefit from understanding the brain and its functions. Ã Ã Ã Ã Ã The frontal lobe comprises a third of the brain and it enables us to engage in higher cognitive functions such as planning and problem solving (Jonides & Smith, 1999). The frontal lobe is divided into 3 regions, the motor cortex, premotor cortex, and prefrontal cortex. The motor cortex is located in the precentral gyrus and directs fine motor coordination. The premotor cortex is involved in planning, organizing, and integrating body movements. The prefrontal is involved in executive functions, including short-term memory, working memory, decision making, and prioritizing behaviors (Wilson, 2003). Some of the frontal lobe disorders than can cause brain damage and behavioral changes are HuntingtonÃ¢â¬â¢s disease, infection, stroke, tourettes, dementia, epilepsy, ParkinsonÃ¢â¬â¢s disease, tumors, closed head injury and traumatic brain injury (Chow, 2000). Ã Ã Ã Ã Ã People wi... ... Shimamura, A. (1995). Susceptibility to memory Ã Ã Ã Ã Ã interference effects following frontal lobe damage: findings from tests of paired-Ã Ã Ã Ã Ã associate learning. Journal of Cognitive Neuroscience, 144-152. Humphreys, G. & Kumada, T. (2002). Early selection induced by perceptual load in a Ã Ã Ã Ã Ã patient with frontal lobe damage: external vs. internal modulation of processing Ã Ã Ã Ã Ã control. Cognitive Neuropsychology, 49-65. Jonides, J. & Smith, E. (1999, March 12). Storage and executive processes in the frontal Ã Ã Ã Ã Ã lobes. Ã Ã Ã Ã Ã Science, 1657-1663. Lepage, M. & Richer, F. (2000). Frontal brain lesions affect the use of advance Ã Ã Ã Ã Ã information during response planning. Behavioral Neuroscience, 1034-1040. Levine, B. & Stuss, D. (2002). Adult clinical neuropsychology: lessons from studies of Ã Ã Ã Ã Ã the frontal lobes. Annual Reviews Psychology, 401-433. Wilson, J. (2003). Biological foundations of human behavior. Belmont: Thomason Ã Ã Ã Ã Ã Learning Publishers.
Wednesday, January 15, 2020
For many of the American history, women were not considered equal to men and were denied equality in many areas in life. In the 19th century women had no legal identity, apart from their husband. Married women could not hold property in their own names, make contracts, sit on a jury, write a will, or vote. Nor did women have the same opportunities for education and careers that men had. Yet, many women found ways to show their intelligence, courage, and leadership. In the 20th century, women in most states won the right to vote and increased their education and job opportunities. Since early 19th century women have been underestimated by men. Women were longed considered weaker than men. They were unable to perform work requiring muscular or intellectual development. A lower-class woman job included working for higher class families doing household duties, such as cleaning and cooking. Unable to afford help in the house they were responsible of their household duties. Traditionally, a middle-class girl would tend to learn from her motherÃ¢â¬â¢s examples. Cooking, cleaning, and caring for children was the behavior expected of her when she grew up. A lot was expected from these women, and they were often tired and sick. An upper-class married woman, after having everything as a child, is to be responsible of her own household and slave plantation. Different from the lower-class, the upper-class could afford a slave that was needed to help with house duties. Ã¢â¬Å"Upper-class women responsibilities involved; running a slave plantation, being a nurse to the slaves, making the slaves clothes, overseeing the food preparation, and supervising the work plans. Ã¢â¬ (Women in 19th) Most women were excluded from most jobs. The 20th century produced dramatic changes and opportunities for women. The success of many manufacturing wholesale trade, banking, and services depended on women and grew rapidly. During WWI, many women were government used as a political tool, enfranchising army nurses and female relatives of soldiers serving overseas in order to secure an election victory. Securing a job was only the first step in the right direction for women, soon after they aimed for the right to vote. Ã¢â¬Å"Women won the right to vote on August 26, 1920, but this long fight wasnÃ¢â¬â¢t easily achieved. It formally began 72 years earlier at the Seneca Falls Convention, organized by Elizabeth Cady and Lucretia Mott. Ã¢â¬ (Dougas, 1999) During that time the suffrage movements in the United States were large and vigorous. After the Union winning the Civil War, women hoped their hard work would result in suffrage for women as well as for blacks. But the blacks were granted citizenship and suffrage, not to women. The struggle to win the vote was slow and frustrating. Ã¢â¬Å"Wyoming Territory in 1869, Utah Territory in 1870, and the states of Colorado in 1893 and Idaho in 1896 granted women the vote but the Eastern States resisted. (WIC, 1994) Many Organizations were created that develop many meetings to help gain rights for women. The National American Women Suffrage Association (NAWSA) came about after Elizabeth and Lucy Stone uniting their groups. Although they have not accomplished their goal, they continued to fight. Ã¢â¬Å"In 1907 international socialism decided to support womenÃ¢â¬â¢s suffrage. Since bans against female party membership existed within most traditional political parties, Socialists, having to organize women separately from me, manage to create successful oriented movements in some countries. (WomenÃ¢â¬â¢s Suffrage, 1996) Many other conventions and associations were form to help women to gain their rights. As the years advanced, women grew stronger and did not give up. Although they achieved the voting rights, they continued struggling to gain equal participation in political office alongside men. Winning the right to vote inspired the younger generation of women to go to school and gain the knowledge needed for a better life style. Ã¢â¬Å"Test made in the 1860Ã¢â¬â¢s that the scholastic achievement of girls was higher in the early grades than in high school. (WIC, 1994) This was caused by the lack of ambition given to the girls. Teachers and family did not expect the girls to achieve any educational skills. She was to anticipate in marriage and motherhood. Other girls who went to school were lucky, but not only because there was room for them. Generally, schools were open to girls during the summer. Summer was when the boys were working. However, colleges were still full of boys and very little of girls. Due to the Civil War an increase demand for higher education for women was needed. The reason of an eruption in the numbers of women entering higher education was the returning veterans and the later the baby boom. Ã¢â¬Å"During the 1960Ã¢â¬â¢s and 1970Ã¢â¬â¢s, due to social and legislative changes, several intuitions of higher education that had been previously all-male open doors to women. Ã¢â¬ (Harwarth) Numerous institutions and private schools became available to women. Men and women had arguments on the separation of genders but later the school converted to a coeducational public institution. After many disagreements and protests, women can now earn a degree alongside men who can no longer interfere with their education. The 19th and 20th century had different roles for women in the Unites States. In both centuries, women had to work hard to gain equality. Although women accomplished many goals, they still continue to strive for new ambitions, such as jobs. Women had the desire to vote and have equal rights with men, this gave them much respect. They were giving respect by having women institutions and public schools that directed them to join men. There will never be an ending to the equality between women and men. The competition among the two will always be there.
Tuesday, January 7, 2020
In 2012 everyone was convinced that the world was going to come to an end, there is one civilization that we can put the blame on, the Mayans. There were many myths and legends that come from the 3 major civilizations that weÃ¢â¬â¢ve all learned about; Mayans, Incas, and Aztecs. The Mayans, Incas, and Aztecs built great and legendary civilizations in Mexico, Central America, and South America and with understanding these three we get a better understanding of the early life in these places. The first of these three is the Maya civilization. Tracing back to the Mayans we go back approximately 3,000 years ago. They were centered in the lowlands Yucatan Peninsula where they lived in farming villages that is now what we call Guatemala. The Mayans set a high standard for pottery, architecture, mathematics, artwork, hieroglyphics, calendar making, and more... One of the most notable things they achieved were the many Mayan ruins, the Mayans built enormous and elaborate stone temples, stela, and other stone structures within their cities. It was unknown for some time how exactly they managed to quarry and move these large stones due to the fact at the time it was not known what tools they possessed or how they were transported because the Maya did not use the wheel. Many of the large structures in ancient Maya cities in Central America were constructed from limestone blocks. It was important to determine the process by which the Maya built these structures, and the effort put forth, inShow MoreRelatedMayans, Aztecs, And Incas Essay1540 Words Ã |Ã 7 PagesThe Aztecs, Mayans, and Incas were civilizations that settled in Central and South America thousands of years ago. There are vastly similar to each other, but also very different. They each had their own ways of growing their civilizations into what they needed to be successful. 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