Dunkin Donuts in England Research Paper Example | Topics and Well Written Essays - 1000 words

Dunkin Donuts in England - Research Paper Example Finally, this proposal includes a thoroughly researched site selection process and final implementation strategy. The hallmark of Dunkin’s business model is customer loyalty. John Costello, Dunkin’ Donuts’ Chief Global Marketing and Innovation Officer, identified the opportunities for our team; guests of Dunkin Donuts have developed a connection with the brand that is truly unique. (Restaurant Magazine, 2012) The customer relationships we foster help sustain our profitability and success within the domestic and international markets. An increase in customer loyalty of only 5% can lift lifetime profits per customer by as much as 95%. For the sixth year in a row, Dunkin’ Donuts has been ranked #1 for coffee brand loyalty by Key Brands Consulting, (Brand Keys, 2012). This recognition is a testament to the quality of the products and services offered in each establishment across the nation. While Dunkin’ enjoys domestic brand loyalty from Americanâ€⠄¢s within the U.S., the competition is gaining strong competitive advantage in England. For example, Starbucks has opened over 700 stores in the U.K., (Barnett, 2011) which has allowed them to capture brand recognition and customer loyalty in this seemingly untapped market. Dunkin’ Donuts understands how to build, execute, and maintain a better and stronger customer loyalty from offering superior products and value. For this reason, the strategic team believes that expanding Dunkin’ Donuts to the U.K. will prove to be a tremendous success. England is ready to â€Å"Run on Dunkin’.† Strategic Analysis / Operational Plan Before considering global expansion, several factors should be considered including any currency and economic concerns, the current political environment, cultural complexities and potential trade barriers. The strategic analysis will review each of these with respect to expansion into England. The included SWOT analysis (appendix A) will summarize the issues and highlight Dunkin’ Donut’s strengths and weaknesses with respect to the global situation in England. Currency Concerns The United Kingdom is unlikely to give up monetary policy independence and adopt the Euro (Anonymous, 2012). While this decision has not influenced the high level of foreign investment continued in the U.K., it may be a factor when looking at interest rate risk. However, for the type of direct store structure Dunkin’ Donuts maintains, it should not be considered a barrier to global expansion. Inflation continues to be a concern as it has exceeded the 2% target throughout the past three years. Current inflation is reflective of the increases in commodity prices, higher import prices caused by the depreciation of the sterling, and the increase in the standard rate of Value Added Tax (VAT) (Monetary Policy Roundtable, 2011). The valuation of the sterling also influences England’s trade by lowering the price of exports relative to the price of imports. This results in a decline of real purchasing power, which could influence whether residents would have discretionary funds available to support new Dunkin’ Donut’s locations. However, the increase in available jobs that the new locations would bring should have positive

Consumer Research and Promotional Message Essay Example for Free

Consumer Research and Promotional Message Essay This paper will focus on the research and promotional message of teenaged consumers in today’s social market. The current generation of teenagers is referred to as Generation Y or Millennial and is a large portion of the consumer market that attracts companies in gaining large profits. In 2001, according to the National Consumers League (2013), teenagers purchased approximately $172 billion dollars. This generation is described as having the following attitudes and beliefs, they are â€Å"tech-savvy: prefers media based communication, family centric: prioritize family over work, achievement oriented: confident and ambitious, team oriented: loyal, committed, involved, inclusive, and attention craving: seeks feedback, guidance, and mentoring (Kane, n. d. ). The manner in which Generation Y views their world has a significant impact on the psychology behind their purchasing decisions. In being able to define the wants and needs of this generation, marketers will enhance their profit. Generation Y teenagers form a significant consumer group more than ever in today’s society. This teen group has become one of the fastest growing markets and they are greatly influenced by their social setting and environment. This generation was born into the cutting and competition edge of technology. Therefore, technological innovations systems keep Generation Y immersed in an insatiable state of want and need for social interaction and communication, information, and stimulus. In today’s economy, â€Å"these teenagers are an easily identifiable market, they are eager to buy, able to spend, are easily reached† (Schiffman, Kanuk Wisenblit, 2010). From the teenager’s perspective cost is a non-issue given that their parents purchase the items they need, there is no discretionary on purchasing as do their parents. Research and marketing teams identify that teenagers more often than not, spend money more on want than what they need. Another factor is that this is the â€Å"no child left behind† generation which strengthens the need for popularity, inclusion, and acceptance; these are defining elements to identifying their consumer needs. Teenagers are impressionable and are subject to positive and negative peer pressure. The need to fit in and be accepted as part of the group reveals how their purchases define these desires. An example of this would be Nike clothing and footwear. â€Å"Nike† is the winged Greek goddess of victory. The Nike Company is widely associated with athletic achievement and promotes challenging slogans on their apparel such as, â€Å"Just Do It†. Further, Nike reports from their own research that they catch the consumer’s attention through product quality, color and design and connect with potential consumer through aggressive media messaging and positive public relations imaging and professional sport sponsorship. These combining factors create an ideal product for Generation Y teenagers because Nike appeals to all aspects of their needs and wants. Another example of specific and successful marketing for this age group is through technological devices, such as with Apple. According to Buzz Marketings Tina Wells told Forbes, Teens are telling us Apple is done. Apple has done a great job of embracing Gen X and older but I dont think they are connecting with millennial kids. (Matyszczyk , 2013). Further, Well’s states that â€Å"everything moves in cycles and you can’t rest on your past glory. You’ve got to evolve to maintain relevance. Apple needs to focus on innovation and teens will come back† (2013). Another interesting twist on this is that teen’s may now view Apple products as having become â€Å"too popular† and have therefore suffered the disapproval of this same teenaged group of consumers. This is a great example of how rapidly the attitudes and beliefs of this population can change and require a sense of balance in their marketing. From these examples, it seems that Apple, Inc. will be forced to redesign their marketing strategies to successfully compete with Samsung and Android. Conclusion Marketers will have to anticipate the ever changing and rapid trends of the Generation Y pathway. Given that this generation of teenagers is so innovatively advanced, they will continue to spend a vast amount of their time and effort involved with modern technology and devices whether to receive information, communicate to peers, to shop online for products, or to download their favorite music. It will remain of utmost importance for marketers to understanding the underlying influences which impact teenagers and as well as their behavioral processes within the social context of their culture, their peer groups, and their lifestyles choices. Knowing this will enhance a marketer’s process and will enable the proper promotional messages that will provide their business with a potentially lucrative lifetime of profit returns.

Managing Change In Operations Essay -- essays research papers

Behavior Traits of Successful Businesses Business Innovation Opportunities Businesses are resource limited and must determine where and in what way to allocate resources to achieve business mission objectives. This translates to why it is so important for business to be creative and actively plan for innovation correctly. Innovation is a change of direction and it alters investment policy so it is essential from the onset for the business planner to be clear about the current state of product â€Å"portfolio†. The planner must recognize how to balance the current products against possible policies for future development and their likely implications in terms of cash flow, market share, return on capital employed and other key components of company objectives. A successful behavior trait taking hold for successful companies is to develop business models to assess a strategy. These models provide change models expanding on issues such as â€Å"what†, that provide a picture of the company now of analysis; and â€Å"which†, that suggest alternative action paths for the company to take. Both of these models provide information to build a more complete picture of events within the business and options for future development. Managers should make use of these models and many don’t. Those that do are more likely to be successful and have the ability to minimize risk of failure. Business managers who do are far more likely to survive. For planners and non-planners there is not a single universal technique that can be applied in all situations. Use of strategic planning models can be a very important behavior trait for successful companies. Companies that do not use strategic planning models usually don’t because the model does not offer what the customer wants. It may be inadequate because of its analysis of the relationship between company resources and markets. These result in advice about overall investment decisions rather than about the specifics of how to manage the alternatives in the market/business relationship can be shortsighted, since there are always alternatives in order to gain the maximum competitive advantage. Since change is so an important aspect of business continuity, many models don’t necessarily provide assiduous suggestions for what type of change should be considered. An example of modeling one such model in use by Boston Consulting Gr... ...he market required by other types of innovation. Therefore, three broad types of organizational patterns can be described as appropriate for components of the innovation matrix and it can be described as follows: 1. Common room – appropriate for the development of sector creating innovations 2. Rugby scrum – approaches are best for the management of performance extension, technological reorganization and process innovations and those innovations that require a close and continuing contact with the marketplace for effective control 3. Coffee shop – reformation, service, branding, design and packaging are most suited in this sector Once a company has formulated an innovation policy it must evaluate whether to acquire the expertise from outside the organization (acquisition), to borrow it (licensing), to develop it with a partner with some specific expertise in this area (joint venture), or to concentrate on developing the knowledge internally. By studying how knowledge has been acquired and the problems associated with each route, it is then possible to come to some general conclusions about the best overall method for developing competitive advantage in the 1990’s and beyond.

Audio Linguaal in Study English

I. INTRODUCTION English is the most common foreign language that has been studied for all of student in our country. English has been learned since in elementary school until stand in University to get degree. In University, English become the common communication through the students. English uses in international communication, not only in oral form but also in written form. It has been known that student in school often get hard to understand English, they just know a little bit simple vocabulary and they are very lazy to practice it.Sometimes they do those things because they don’t have interest in studying English; they just study English in their school with old method and make them bored. Actually, they want to practice English but they not have capability on it, they just learn it but don’t understand, and do not know how to use it. Even in their school they have to be mastered the 4 skills in English; they just have capability in reading with their bad pronunci ations. Teacher must know exactly the condition of their student, and after that they have to do something to solve that problem.In this era, learning program not able to give satisfactory result. It is seen when the process of learning happen, the atmosphere seemed like the boring class. Teachers are busy to deliver the material without care to their students, are they understand the lesson or not. Most of teachers, always monotone and lack of variations they almost stuttering technology, are not able to use media in learning process. Teachers, consciously plan a systematic teaching activity by use all of things that can increase interest in study.Teacher must have creative idea to make their student better in English; on the contrary, they teach their student but their student never understand what they are studied. So they must find other way to teach their student and make them interested in study English. Actually, to know about student interest it is very easy, we must know wh at kind of method that can make them interested in the lesson. Sometimes they can ask the teacher to provide the new method in teaching and their teachers have to open their mind also aware what the students need in their learning process.Improved learning quality is one of the fundamental improvement in educations a whole, improve the quality of education be an integral part to improve the quality of people. Both aspects of ability, personality and responsibility as a human in the earth. Quality of education depends on the quality of the teachers and learning process. As a result, increasing quality in learning process is a fundamental issue for the improvement of the quality of education in a rational way. Sometimes, to make interesting lesson we can use media and teachers must know how to operate it. People in general are influenced by what is seen, in its feel and hear.In other words, it is not possible when there is a help in the learning process. The above statement can be sup ported by Munadi (2008), in his book that many states that helps the human senses in the acquisition of knowledge and experience is the sense of hearing and the sense of sight. Based in the explanation above, teachers must realize their position in learning process because they have big deal in the goal of learning. Author knows that in the process of learning student always take low participation and to make it high teacher must teach them in various way and make invention in teaching.If the student has interest in, there is a thirst for knowledge, learning becomes a pleasure, a pursuit, and a kind of enjoyment; if students lose interest in learning, then learning becomes the bitterest errand under the sun naturally positive achievement will not be desirable. When they are study, students can also learn about audio-visual aids and they are perfectly know how to use it. So when they are study or have their own presentation they can imitate their teacher and can make their own way to study. II. AUDIO-VISUAL A. AudioThe word â€Å"audio† is very familiar in our ear, because everyone knows that audio is a sound. We also know that Audio equipment is used for recording and reproducing sound. In daily life people always use audio to communicate or may other function from it. According to Rouse (2005), audio is sound within the acoustic range available to humans. Badan standar pendidikan nasional conclude that sound or audio is Sound is a wave of energy (vibration) that propagate through elastic media arrive at the ears and vibrate the eardrum, causing hearing process (2006).Audio media according to Sadiman (2005: 9) is a medium to convey the messages that have to be delivered in a symbol additive for, either verbal (spoken language) and non-verbal. The dictionary defines â€Å"audio† as â€Å"audible sound reproduced mechanically†. In Oxford Learners Pocket Dictionary (2008) the definition of audio is â€Å"hearing or sound†. We always he ar the word â€Å"audio† in our daily life. Sound from humans month (such as at time chatting, singing, laughing, and crying) (artikata. com, 2011). We also found the meaning of audio in pengertianmultimedia. nfo Voice or Sound is: a)Physical phenomena produced by the vibration of the object b)Vibration of an object in the form of analog signals with amplitudes that vary continuously with time From the explanation above, we can conclude that audio or sound is something that heard by humans and produced a vibration from the object, and causing hearing process in human body. Sometimes audio use to record and reproducing sound, when the sound produced it make a vibration in the air and directly through human’s ear. A. Visual Based on yourdictionary. om â€Å"Visual describes something that is seen† adjective (2012) and A visual is a film clip or image used to illustrate a story or a message noun (2012). According to the freedictionary. com visual is a picture, char t, or other presentation that appeals to the sense of sight, used in promotion or for illustration or narration. Often used in the plural:  an ad campaign with striking visuals; trying to capture a poem in a cinematic visual noun (2012) and as an adjective visual is something that Seen or able to be seen by the eye (2012). AudioEnglish. et stated that visual is â€Å"relating to or using sight and able is also one part of the learning activity. Where the activity of learning itself consists of: somatic (learning by moving and doing), auditory (learning by taking and listening), intellectual (leaning by problem solving and reflection), and visual (learn by seeing, observing and describing). Earns the fourth activity must be controlled so that learning can take place optimally. Based on Wikipedia (2012), â€Å"The visual system is the part of the central nervous system to be seen† (2012).Visual closely related to eye or vision. Which enables organisms to process visual detai l, as well as enabling several non-image forming photo response functions. It interprets information from visible light to build a representation of the surrounding world†. In Kamus Besar Bahasa Indonesia, â€Å"visual is visible to the sense of sight†. Hakim stated that, â€Å"Visual is a necessary condition for introducing a brand to the costumer†. But Olivia stated that â€Å"visual is one way of organizing thoughts and thinking skills and improve communication†.The definitions of visual have been found from many researcher and they elaborate that into several points: a)Visual is an important part in cultural dialog process ( Sachari ) b)Visual is the act of seeing ( Herwono ) c) Visual is a person who prefers to use vision in receiving information (Royan) d)Visual is to learn by observing and describing (Meier) Visual Media (Daryanto, 1993: 27), meaning that all props used in the process of learning that can be enjoyed through the eyes of the five sens es.Additional information from internet stated that â€Å"visual media is a tool or means communication that can be seen of sight (eyes)†. Visual combine art, typography, drawing, graphic design, illustration, and color in delivery process because visual contain of many important aspect. In conclusion, visual is all of things that can be seen by people and contain of many aspect like picture, videos, graphic and many else. Visual can be understood by message, because when people see something in their eyes, they can catch some new idea from the things that they look.Like a painting, someone can see what the meaning of the painting and can understand it by themself. From something visual people can learn about many things because they try to observing and describing the things that they saw (Meier). B. Audio-Visual In English dictionary for learners Collins (2003),† Audio-visual equipment and materials involve both recorded sound and pictures†. The same idea stated in Yourdictionary. com (2012), â€Å"an audiovisual is something that has components that appeal to both sight and hearing†.Also in Merriam-Webster Dictionary inform that â€Å"Audiovisual relating to, or involving both hearing and sight† (2012). â€Å"Audiovisual use both audible and visible†, The Free Oline dictionary by Farlex (2009). Based on Wordink. com, â€Å"audiovisual is relating to materials, such as films and tape recordings, that present information in audible and pictorial form:  a corporation's audio-visual department†. People use some equipment for audio visual, â€Å"Audio visual equipment can be any equipment that is used to engage the senses of sight and sound.Audio equipment may be used separately from visual equipment, but often they are used together† (ehow. com). Almost same information stated in Wikipedia (2012), â€Å"The term Audio-Visual (AV, or A/V) may refer to works with a sound and a visual component, the producti on or use of such works, or the equipment used to create and present such works†. Additionally, in AudioEnglish. com inform that â€Å"Involving both hearing and seeing (usually relating to teaching aids)† (2012). There are many experts that have idea about audio visual, such as: a. The combination of computer and video (Rosch,1996) . The combination of three element : sound, images, and text (McComick,1996) c. Combination at least two media input or output. Can be either audio ( voice and music), animations, video, text, graphics and images (Turban et al, 2002) d. Tool that can create dynamic and interactive presentations that combine text, graphics, animation, audio and video ( Robin;Linda, 2001) According to (Hermawan, 2007), â€Å"audio visual media is a modern instructional media that accordance with the time (the development of science and technology), included the media that can be seen and heard†.Almost same information, â€Å"audio visual is a modern in structional media in accordance with the times (the development of science and technology), that can be seen and heard† (Rohani, 1997: 97-98). From all of the explanation we can conclude that, audio visual is the using both of sight and sound. In audio visual have a media to support it, the equipment can be used in one time or separately. Many scientists also stated about audio visual, most of them have the same opinion about it. They think that audio visual is combination 2 media or 2 things that used to make an input or output, such as: video, animation, images or many else. III.LANGUAGE LEARNING A. Language Language  may refer either to the specifically  human  capacity for acquiring and using complex systems of  communication , or to a specific instance of such a system of complex communication (Wikipedia: 2012). In American Heritage Dictionary (2012) the definition of language is communication of thoughts and feelings through a system of arbitrary signals, such as voice sounds, gestures, or written symbols. Based on Dictionary. com â€Å"Language is a body of word and the systems for their use common to a people who are of the same community or nation, the same geographical area, or the same culture tradition† (2010).Besides that, another expert (Albert Einstein) stated that Most of the fundamental ideas of science are essentially simple, and may, as a rule, be expressed in a language comprehensible to everyone. According to Ensiklopedia of Britania (2012) Language is a system of conventional spoken or written symbols by means of which  human beings, as members of a  social group  and participants in its  culture, express themselves. The functions of language include  communication, the expression of identity, play, imaginative expression, and emotional  release. Additionally, there are many expert stated about language.Such as: a) Bill Adams Language is a system of individual psychological development in a context of inte r-subjective b) Wittgenstein Language is a form of thinking that can be understood in touch with reality, and has the logical form and subject c) Ferdinand de Saussure Language is the most differences between people because with language people can differentiate their self to others. d) Plato Language is the essentially a statement of one’s mind trough the medium of oomata (names of something) and rhemata (speech) which is a mirror of their idea e) Bloch ; TragerLanguage is a system of symbols that are arbitrary and the system is social group working together Language used in humans life, they used it for communication. Language can be known by rule or systems. As Owen  in Stiawan  (2006:1) stated language can be defined as socially shared combinations of those symbols and rule governed combinations of those symbols. Same with information before, Mackey (1986:12) said language may be form and not matter. Thus, language is something that people use to communicate with othe rs. Sometimes known by a rule or system and also thinking of people in daily ife. Language can be spoken or written and there are many others type of language. It also known by the most fundamental ideas in science. B. Learning Based on Wikipedia (2012) Learning is acquiring new, or modifying existing, knowledge, behaviors, skills, values, or preferences and may involve synthesizing different types of information. In learning process we heard about new information and we reinterpretation it in our life, like Ramsden (1992: 26) said that Learning involves comprehending the world by reinterpreting knowledge.According to Winkel, Learning is all mental or psychic activity that takes place in an active interaction in the environment, which produces changes in the management of the understanding. Another opinion comes from Ernest R. Hilgard in (Sumardi Suryabrata, 1984:252) learning is a process that was done intentionally, which then caused the change, which was different from the change s brought about by others. Same information comes from Gayne, in his book (The Conditions of Learning, 1977) a similar study demonstrated changes in behavior change and support by idea from Moh.Surya (1981:32), the definition of learning is a process of individual efforts to acquire a new behavior change overall, as a result of the individual's own experience in interacting with the environment. Thursan Hakim (2005:1), learning is a process of human personality changes, and the changes of revealed in the form of increased quality and quantity of behavior such as increased skills, knowledge, attitudes, habits, understanding, skills, intellect, and so other capabilities.Slameto (2003:13) believes that, learning is a process of one's efforts to acquire a new behavior changes as a whole, as a result of his own experience in interaction with their environment. While other expert Skinner in Dimyati and Mudjiono (1999:9), learning is the relationship between stimulus and responses are crea ted through a process of behavior. Many experts found the definition by themselves by done he research, and here are their opinions: a.Learning may be defined as the process by which behavior originates or is altered through training or experience. † (Whittaker, 1970:15). b. †Learning is shown by change in behavior as a result of experience. † (Cronbach, 1954:47) c. Learning is the process by which behavior (in the broader sense) is originated or changed through practice or training. † (Kingsley, 1957:12) d. Witherington (1952): â€Å"learning is a change in personality that is manifested as patterns of response that a new form of skills, attitudes, habits, knowledge and skills†. e.Hilgard (1962): â€Å"learning is the process by which an emerging behavior or behavior change due to appear in response to something the situation† From all the explanation, can be concluded that all mental or psychic activity that done by people can cause changes of behavior before and after learning. So learning process make many changes in personal life, not only behavior, manner, knowledge, but also all of things that connect with humans every individual. C. Language Learning Based on sil. org (2012) a language learning method is an overall plan for learning a second language, based on the theoretical  approach  selected.It involves the design of a syllabus for the course, which in turn consists of learning objectives and  techniques  for achieving those objectives. But another opinion comes from eu. wiley. com state that (2012) Language learning  is a scientific journal dedicated to the understanding of language learning broadly defined. It publishes research articles that systematically apply methods of inquiry from disciplines including psychology, linguistics, cognitive science, educational inquiry, neuroscience, ethnography, sociolinguistics, sociology, and anthropology.Language learning based on cognitivealtas. org (2012) la nguage learning is the process by which humans acquire the capacity to perceive, produce and use words to understand and communicate, this capacity involves the picking up of diverse capacities including syntax, phonetics, and an extensive vocabulary, the language might be vocal as with speech or manual as in sign. But according to Scribd. com (2012) language learning is an obligation for all those who want to â€Å"conquer† the world. Language today becomes a culture that should be preserved existence.By learning a language means also learned to cultivate them, develop them, make them change into a great people. Actually, people studied about foreign language and they study it in school and other place. There are some opinion about foreign language learning based on expert, those are: 1. Thomson (1993) â€Å"The process of learning a foreign language is extremely difficult, but at the same time, surprisingly easy. When I think about the difficulties of it, I am amazed that someone can actually do it at all. Fortunately, all the difficulties of this process are in your sub-conscience and you don't even know about them.The objective then becomes to steer the sub-conscience in the right direction. Then and only then does learning to speak a foreign language become simple! † 2. Robert W. Blair (Creator of the Power-Glide Method) â€Å"With few exceptions, language-learning methods have not changed much in the past 50 years. What you typically find today is the old ‘listen-and-repeat' methods done with new technology: tapes, CDs, computers, etc. , packaged and worded to make them seem new. But they usually aren't new at all. They are the same old ‘uglies' of language learning repackaged to look new.The essence hasn't changed. † 3. Ivan R. Dihoff (Professor of Language and Linguistics) â€Å"In short I am very impressed by the thoughtful and insightful work that Dr. Zilberman has placed in these important language teaching material s. He and I have discussed at length how his materials would function in self-instruction as different from the classroom. My conclusion is that they are perfect for self-instruction, and would work extremely well in the classroom once the instructor is trained and learns to use them as adjunct to classroom conversations in the language. In conclusion, language learning is the process of producing and receiving information about language, included word, linguistic, and syntax. From language learning people can communicate with other people and study how to write or speak correctly. In language learning, use a syllabus of course that consists of learning objectives and  techniques  of receiving information process. IV. DISCUSSION Audio-visual is fundamental things in our life, with audio visual we can communicate with other people and also make something interesting that can be seen and learned by other people.Without audio-visual, learning process can be monotone and not interes ting enough for student. When they are study with old style, they cannot catch the lesson directly and easily, sometimes they must study it by themself in their own house. The using of audio-visual in learning need some media to support it, almost all of the media are the electronic tools and need new technology to make it more interesting and more update. New technologies provide the means to help reshape both the content and processes of language education.As seen from the above three case studies, appropriate use of new technologies allows for a more thorough integration of language, content, and culture than ever before and provides students with unprecedented opportunities for autonomous learning. Computer technologies not only help teachers and students to transcend linguistic, geographical, and time barriers but also to build bridges between bilingual, ESL, and foreign language programs. The use of new technologies allows students to engage in the types of online communicatio n and research which will be paramount for success in their academic and professional pursuits.Nowadays, students very like to playing games, watching movie or many else. They like that because all of that have interesting part in their packaging, like film and game it give us interesting site with the visualization and the sound or audio. Picture can make them have their own imagination and sometimes we can add funny pictures and can make them focus on the lesson. Audio and visual make they left brain work and increase their study attention, left brain studying is more effective because they can remember the lesson in a long time.Visual also give student some adrenaline to analyze what they are seen the visual media that given by their teacher. In this case, teacher in the modern era, have to know how to use audio-visual aids to support their lesson. Sometimes teacher just know about Microsoft word, all of us know that this kind of software just used to make a text and from some re search that students rarely like to read the text because they just feel sleepy and do not want to recall back to their old lesson.Teacher is the people that have the biggest influence to their students, because children get more lessons from them than their home. The key to successful use of technology in language teaching is our human capacity as teachers to plan, design, and implement effective educational activity. Language learning is an act of creativity, imagination, exploration, expression, construction, and profound social and cultural collaboration. If teacher use computers to fully humanize and enhance this act, rather than to try to automate it, they can help bring out the best that human and machines have to offer.Studied by using audio visual have a lot of benefits, because the use of audio visual can gain more experience, impressive, more clear and concrete. Besides audio-visual media have the potential subject according idger dale as follows (Ali Pandie: 1984): a. Pr ovide concrete foundations for thinking a. Make lessons more interesting b. Allow a longer lasting learning outcomes c. Provide real experiences d. Develop the regularity and continuity of thought e. Can provide experiences that are not acquired any other way to make learning more efficient and diverse depth. . Audio visual media can be repeated Some studies have shown that learning is absorbed through the medium of vision (visual media), as well as the auditory (audio media), can accelerate the absorption of learners in understanding the lessons presented. One of the advantages of learning the use of audio visual media is looks can be made as attractive as possible, so that children are interested to learn. For example, the animation – animated cartoon about a living creature in the forest that can be directly liked by students or children.Audio-visual aids in the classroom can enhance teaching methods and improve student comprehension. Today's technology offers many choices to the informed educator who wishes to capitalize on a new generation's appetite for multimedia presentations. Lesson plans that incorporate the use of audio-visual aids should be consistent with curriculum objectives and not segued improperly. Audio-visual in language learning also have the disadvantages, those are: 1. Forced stressed the importance of the material rather than the process of development and still looked upon as an audio-visual aids in teaching teachers. 2.Too much emphasis on the mastery of the material of the development process and still looked upon as audio visual aids teachers in the learning process. Have orientation in the real media. 3. Audio-visual media tend to use one-way communication model. 4. Audio-visual media cannot be used anywhere and anytime, because audio-visual media tend to remain in place Thus, audio visual system in language learning especially English is really needed because trough audio visual student can learn something by themselves eas ily. This kind of method can make student pay more attention to the lesson and they can analyze all of things in their lesson.There are so many advantages in audio visual learning that can help student and teacher in the learning process. On the contrary, there are a few of disadvantages of audio visual learning, most of them just have technique program, such as cost, tools, and also the maintain of the tools. This method also has a problem in the way of learning but it just a piece of cake to repair it. The significant problem of audio visual learning is not serious enough; it can solve and covered by all of the benefits of the method. V. CONCLUSION A. ConclusionLearning English in school is quite hard because student cannot pay attention to the lesson, they thinks that the lesson is seems boring and make them cannot catch the idea of what the teacher explain before. With this condition, teacher as a people who have more influenced to the student need to know the media that can imp rove their student interested in study. They can use audio visual media as a teaching media, because with audio visual their student can be more attractive and interested with the lesson. Student very crazy about movie, game or other media lately, and this entire media connected to their audio and visual.If the teachers use this media, student can catch the material easily with their own understanding. They are very imaginative, so when the teacher teach them with what they are like and understand about, they can memorized it every time. Audio visual media help student in learning process because this media have a sound, color, picture or many else that can balanced their brain. Picture and many interesting things that student like is connect to the left brain studying, because when student study with left brain style their lesson can be memorable.Language learning is an act of creativity, imagination, exploration, expression, construction, and profound social and cultural collabora tion. If the tecaher use audio-visual to fully humanize and enhance this act, rather than to try to automate it, they can help bring out the best that human and machines have to offer. C. Suggestion Learning process is quite difficult for students, teacher must be respected to their student and give the interesting lesson. so that, they can accept the lesson directly. Teachers have to up to date about technology, because technology very useful in language learning.Many technologies can be operated by teacher easily if they understand how to use it. Teacher have to change their teaching style become more interesting to increase their student interest to the lesson, teachers can follow the computer course or other creativity course to find the way to make the lesson memorable. The teacher must to do the best for the student because succeed of student is come from the teacher. BIBLIOGRAPHY Atoel, Roby. Media Audio Visual. Blogger, 10 May. 2011. Web. 4 May. 2012 Audio Visual Definition. Wordink. com. 2011. Web. 4 May. 2012 Definisi suara. Artikata. com. 2012. Web. 3 May. 2012 Digital Audio. Blazeaudio. com. 2011. Web. 3 May. 2012 Echy. Media-Audio. Blogger, June. 2009. Web. 3 May. 2012 Encyclopedia, Britania. Definitions of language. Britanica. com. Web. 5 May. 2012 Indah. Pengertian dan definisi visual. Carapedia. com. 2012. Web. 3 May. 2012 Introduction to Audio. Mediacollege. com. Web. 17 Apr. 2012 Irwan,Asep.Definisi suara secara umum. Blogger,19march. 2011. Web. 3 May. 2012 Juliantar, Ketut. Media Pembelajaran: Arti, Posisi, Fungsi, Klasifikasi, dan Karakteristiknya Kompasiana. com. 18Dec. 2009. 3 May. 2012 Kelebihan Media Pendidikan Audio-Visual. Shivoong. com. 6 Feb. 2011. Web. 3 May. 2012 Komunikasi visual. Wikipedia. com. 25 May. 2011. Web. 1 May. 2012 Language. Wikipedia. Web. 7 May. 2012 Media Auido Visual. Sarjanaku. com. 2009. Web. 3 May. 2012 Pengertian Bahasa | Definisi Bahasa Menurut Para Ahli. Blogiztic. net. 12 May. 2011. Web. May. 20 12 Rukiyah, Hadi. Media Audio Visual. Blogger, 19 Jul. 2009. Web. 28 Apr. 2012 Suardika. Penerapan Media Audio Visual Untuk Meningkatkan Pemahaman Dan Daya Tangkap Siswa Dalam Menyimak Materi Pelajaran Khususnya Pada Mataa pelajaran Sains. WordPress. com, 20 Jun. 2011. 3 May. 2012 Tutorial. Pengertiansuara. Pengertianmultimedia. info. Web. 2May. 2012.

Template for Purpose Statement

University of Phoenix Material Problem and Purpose Statement Templates Templates for Purpose Statements Below are the criteria from the checklist that show the parts required in the problem statement. Samples of a qualitative, quantitative, and mixed study problem statement are provided as examples. |Problem Statement | |1.General problem identifying need for study: The problem is ______ | |2. Specific problem proposed for research: 3 out of 5 chief executive officers are overweight and at risk for heart attack | |3. Introductory words describing methodological approach given and appropriate to the specific problem; â€Å"This qualitative or quantitative case | |study will explore or examine†¦Ã¢â‚¬  | |4.General population group identified: Chief executive officers from Fortune 500 organizations will be surveyed to determine †¦.. | Qualitative Problem Statement African American females remain drastically underrepresented in community college president positions (problem), despite the increase of African American community college presidents over the last ten years (Phelps & Taber, 1997). Only 5% of 1,220 community colleges (specific problem: encourage numbers, as that helps illustrate specific problem) have African American presidents (Phelps & Taber, 1997).African American women occupy a small percentage of Phelps’ figure of 5%. This qualitative case study (study type) will describe personal and professional perceptions experienced by 20 African American women who have achieved the role as a United States community college president. (population) The data will provide leaders information related to leadership development, mentoring, and accession strategies for  African American females interested in  community college presidential roles. Quantitative Problem StatementDepartment of the Army civilian managers and supervisors, who hold leadership positions, are perceived as not having the same leadership training and competencies as their military counterparts (problem) (Viall, 2003). A study conducted by the Army Chief of Staff reported, â€Å"There is no well developed and executed, integrated, systemic approach for civilian leader development for the Army† (Viall, 2003). The Department of the Army, however, does have equal and required civilian and officer institutional leadership training, education, and development policies in place (specific problem) (Army, 1999, para. -6-3). These policies are outlined and explained in United States Army Training and Doctrine Command Regulation 351-10, and implemented for use by civilians through the Army Civilian Training, Education and Development System. The system was implemented to provide a sequential, progressive leadership development plan that provides civilians with a career leadership-learning path equal to leadership training provided in the Officer Education System (Army, 1999, p. 22).This quantitative study (methodological approach) will utilize quantifiab le and qualifiable research methods to compare the leadership training, education, and development regulations and programs of United States Army officers to that of civilians in a large federal laboratory located in the southeastern United States, (population being studied) to determine why civilians are perceived as not having the same leadership competencies as military counterparts. Mixed Methods Problem Statement Virtual employees are becoming more prevalent in business environments.There are approximately 24 million virtual workers in the U. S. , representing 18% of the total workforce (The Dieringer Research Group, 2004), up from 19 million in 1999 (Pratt, 1999). By 2010, there may be over 40 million virtual workers in the U. S. (Jala International, Inc. , 2004). In 2001, 51% of North American companies had virtual employee programs (Wiesenfeld, 2001). In some areas, the use of virtual employees and teams â€Å"has outpaced our understanding of the dynamics and unique charac teristics† (Pauleen & Young, 2002, p. 205). general problem) Whereas virtual environments require the same basic management and leadership responsibilities, they may encumber managers when conducting individual performance feedback and employee developmental activities (Bell & Kozlowski, 2002). (specific problem) This mixed method study (type of study) will use a modification of Morrill’s (1997) Likert-type instrument with several open-ended questions to explore the patterns of perceived feedback effectiveness and best practices for communicating feedback to virtual employees.The study will electronically survey all employees in _____ division, who have been in their position for at least one year and are located throughout the continental U. S. (geographic location) to describe the degree of correlation between the virtualness of the employee and the perceived level of performance feedback, developmental feedback, trust, and leaders member exchange. The survey will col lect data to identify best practices for communicating performance and developmental feedback to virtual employees. Templates for Purpose Statements.

Complete Guide to Fractions and Ratios in ACT Math

Complete Guide to Fractions and Ratios in ACT Math SAT / ACT Prep Online Guides and Tips Fractions and ratios (and by extension rational numbers) are all around us and, knowingly or not, we use them every day. If you wanted to brag over the fact that you ate half a pizza by yourself (and why not?) or you needed to know how many parts water to rice you need when making rice on the stove (two parts water to one part rice), then you need to communicate this using fractions and ratios. In essence, fractions and ratios represent pieces of a whole by comparing those pieces either to each other or to the whole itself. Don’t worry if that sentence makes no sense right now. We’ll break down all the rules and workings of these concepts throughout this guideboth how these mathematical concepts work in general and how they will be presented to you on the ACT. Whether you are an old hat at dealing with fractions, ratios, and rationals, or a novice, this guide is for you. This guide will break down what these terms mean, how to manipulate these kinds of problems, and how to answer the most difficult fraction, ratio, and rational number questions on the ACT. What are Fractions? $${\a\piece}/{\the\whole}$$ Fractions are pieces of a whole. They are expressed as the amount you have (the numerator) over the whole (the denominator). Amy’s cat gave birth to 8 kittens. 5 of the kittens had stripes and 3 had spots. What fraction of the litter had stripes? $5/8$ of the litter had stripes. 5 is the numerator (top number) because that was the amount of striped kittens, and 8 is the denominator (bottom number) because there are 8 kittens total in the litter (the whole). Kitten math is the best kind of math. Special Fractions There are several different kinds of "special fractions" that you must know in order to solve the more complex fraction problems. Let us go through each of these: A number over itself equals 1 $6/6 = 1$ $47/47 = 1$ ${xy}/{xy} = 1$ A whole number can be expressed as itself over 1 $17 = 17/1$ $108 = 108/1$ $xy = {xy}/1$ 0 divided by any number is 0 $0/0 = 0$ $0/5 = 0$ $0/{xy} = 0$ Any number divided by 0 is undefined Zero cannot act as a denominator. For more information on this check out our guide to advanced integers. But, for now, all that matters is that you know that 0 cannot act as a denominator. Now let's find out how to manipulate fractions until we unlock the answers we want. Reducing Fractions If you have a fraction in which both the numerator and the denominator can be divided by the same number (called a â€Å"common factor†), then the fraction can be reduced. Most of the time, your final answer will be presented in its most reduced form. In order to reduce a fraction, you must find the common factor between each piece of the fraction and divide both the numerator and the denominator by that same amount. By dividing both the numerator and the denominator by the same number, you are able to maintain the proper relationship between each piece of your fraction. So if your fraction is $5/25$, then it can be written as $1/5$. Why? Because both 5 and 25 are divisible by 5. $5/5 = 1$ And $25/5 = 5$. So your final fraction is $1/5$. Adding or Subtracting Fractions You can add or subtract fractions as long as their denominators are the same. To do so, you keep the denominator consistent and simply add the numerators. $2/ + 6/ = 8/$ But you CANNOT add or subtract fractions if your denominators are unequal. $2/ + 4/5 = ?$ So what can you do when your denominators are unequal? You must make them equal by finding a common multiple (number they can both multiply evenly into) of their denominators. $2/ + 4/5$ Here, a common multiple (a number they can both be multiplied evenly into) of the two denominators 5 is 55. To convert the fraction, you must multiply both the numerator and the denominator by the amount the denominator took to achieve the new denominator (the common multiple). Why multiply both? Just like when we reduced fractions and had to divide the numerator and denominator by the same amount, now we must multiply the numerator and denominator by the same amount. This process keeps the fraction (the relationship between numerator and denominator) consistent. To get to the common denominator of 55, $2/$ must be multiplied by $5/5$. Why? Because $ * 5 = 55$. $(2/)(5/5) = 10/55$. To get to the common denominator of 55, $4/5$ must be multiplied by $/$. Why? Because $5 * = 55$. $(4/5)(/) = 44/55$. Now we can add them, as they have the same denominator. $10/55 + 44/55 = 54/55$ We cannot reduce $54/55$ any further as the two numbers do not share a common factor. So our final answer is $54/55$. Here, we are not being asked to actually add the fractions, just to find the least common denominator so that we could add the fractions. Because we are being asked to find the least amount of something, we should start at the smallest number and work our way down (for more on using answer choices to help solve your problem in the quickest and easiest way, check out our article on plugging in answers). Answer choice A is eliminated, as 40 is not evenly divisible by 12. 120 is evenly divisible by 8, 12, and 15, so it is our least common denominator. So our final answer is B, 120. Multiplying Fractions Luckily it is much simpler to multiply fractions than it is to add or divide them. There is no need to find a common denominator when multiplyingyou can just multiply the fractions straight across. To multiply a fraction, first multiply the numerators. This product becomes your new numerator. Next, multiply your two denominators. This product becomes your new denominator. $2/3 * 3/4 = (2 * 3)/(3 * 4) = 6/12$ And again, we reduce our fraction. Both the numerator and the denominator are divisible by 6, so our final answer becomes: $1/2$ Special note: you can speed up the multiplication and reduction process by finding a common factor of your cross multiples before you multiply. $2/3 * 3/4$ = $1/1 * 1/2$ = $1/2$. Both 3’s are multiples of 3, so we can replace them with 1 ($3/3 = 1$). Our other cross multiples are 2 and 4, which are both multiples of 2, so we were able to replace them with 1 and 2, respectively ($2/2 = 1$ and $4/2 = 2$). Because our cross multiples had factors in common, we were able to reduce the cross multiples before we even began. This saved us time in reducing the final fraction at the end. Take note that we can only reduce cross multiples when multiplying fractions, never while adding or subtracting them! It is also a completely optional step, so do not feel obligated to reduce your cross multiplesyou can always simply reduce your fraction at the end. Dividing Fractions In order to divide fractions, we must first take the reciprocal (the reversal) of one of the fractions. Afterwards, we simply multiply the two fractions together as normal. Why do we do this? Because division is the opposite of multiplication, so we must reverse one of the fractions to turn it back into a multiplication question. ${1/3} à · {3/8} = {1/3} * {8/3}$ (we took the reciprocal of $3/8$, which means we flipped the fraction upside down to become $8/3$) ${1/3} * {8/3} = 8/9$ Now that we've seen how to solve a fraction problem the long way, let's talk short cuts. Decimal Points Because fractions are pieces of a whole, you can also express fractions as either a decimal point or a percentage. To convert a fraction into a decimal, simply divide the numerator by the denominator. (The $/$ symbol also acts as a division sign) $3/10 = 3 + 10 = 0.3$ Sometimes it is easier to convert a fraction to a decimal in order to work through a problem. This can save you time and effort trying to figure out how to divide or multiply fractions. This is a perfect example of a time when it might be easier to work with decimals than with fractions. We’ll go through this problem both ways. Fastest waywith decimals: Simply find the decimal form for each fraction and then compare their sizes. To find the decimals, divide the numerator by the denominator. $5/3 = 1.667$ $7/4 = 1.75$ $6/5 = 1.2$ $9/8 = 1.125$ We can clearly see which fractions are smaller and larger now that they are in decimal form. In ascending order, they would be: $1.125, 1.2, 1.667, 1.75$ Which, when converted back to their fraction form, is: $9/8, 6/5, 5/3, 7/4$ So our final answer is A. Slower waywith fractions: Alternatively, we could compare the fractions by finding a common denominator of each fraction and then comparing the sizes of their numerators. Our denominators are: 3, 4, 5, 8. We know that there are no multiples of 4 or 8 that end in an odd number (because an even number * an even number = an even number), so a common denominator for all must end in 0. (Why? Because all multiples of 5 end in 0 or 5.) Multiples of 8 that end in 0 are also multiples of 40 (because $8 * 5 = 40$). 40 is not divisible by 3 and neither is 80, but 120 is. 120 is divisible by all four digits, so it is a common denominator. Now we must find out how many times each denominator must be multiplied to equal 120. That number will then be the amount to which we multiply the numerator in order to keep the fraction consistent. $120/3 = 40$ $5/3$ = ${5(40)}/{3(40)}$ = $200/120$ $120/4 = 30$ $7/4$ = ${7(30)}/{4(30)}$= $210/120$ $120/5 = 24$ $6/5$ = ${6(24)}/{5(24)}$= $144/120$ $120/8 = 15$ $9/8$ = ${9(15)}/{8(15)}$= $135/120$ Now that they all share a common denominator, we can simply look to the size of their numerators and compare the smallest and the largest. So the order of the fractions from least to greatest would be: $135/120, 144/120, 200/120, 210/120$ Which, when converted back into their original fractions, is: $9/8, 6/5, 5/3, 7/4$ So once again, our final answer is A. As you can see, we were able to solve the problem using either fractions or decimals. How you chose to approach these types of problems is completely up to you and depends on how you work best, as well as your time management strategies. Percentages After you convert your fraction to a decimal, you can also turn it into a percentage (if the need arises). To get a percentage, multiply your decimal point by 100. So 0.3 can also be written as 30%, because $0.3 * 100 = 30$. 0.01 can be written as 1% because $0.01 * 100 = 1$, etc. Be mindful of your decimals and percentages and don't mix them up! 0.1 is NOTthe same thing as 0.1%. Mixed Fractions Sometimes you may be given a mixed fraction on the ACT. A mixed fraction is a combination of a whole number and a fraction. For example, $5{1/3}$ is a mixed fraction. We have a whole number, 5, and a fraction, $1/3$. You can turn a mixed fraction into an ordinary fraction by multiplying the whole number by the denominator and then adding that product to the numerator. The final answer will be ${\the \new \numerator}/{\the \original \denominator}$. $5{1/3}$ $(5)(3) = 15$ $15 + 1 = 16$ So your final answer = $16/3$ You must convert mixed fractions into non-mixed fractions in order to multiply, divide, add, or subtract them with other fractions. A cobbler charges a flat fee of 45 dollars plus 75 dollars per hour to make a pair of shoes. How many hours of labor was spent making the shoes if the total bill was $320? $3{2/15}$ $3{2/3}$ $4$ $4{4/15}$ $4{1/3}$ If the total bill was 320 dollars and the flat fee was 45 dollars, we must subtract the flat fee from the total bill in order to find the number of hours the cobbler worked. $320 - 45 = 275$ So the cobbler worked 275 dollars’ worth of hours. In order to find out how many hours that is, we must divide the earnings by the hourly fee. $275/75 = 3{50/75}$ 75 was able to go evenly into 225, leaving 50 out of 75 left over. Because 50 and 75 share a common denominator of 25, we can reduce $3{50/75}$ to: $3{2/3}$ So our final answer is B, $3{2/3}$ Now that we've broken down all there is to knowabout ACT fractions, let's take a look attheir close cousinthe ratio. What are Ratios? Ratios are used as a way to compare one thing to another (or multiple things to one another). If Piotr has exactly 2 grey scarves and 7 red scarves in a drawer, the ratio of grey scarves to red scarves is 2 to 7. Expressing Ratios Ratios can be written in three different ways: $A \to B$ $A:B$ $A/B$ No matter which way you write them, these are all ratios comparing A to B. Most all chemical molecules are namedfor their ratios. Here, one of our products iscarbon dioxide (one part carbon, two parts oxygen). Different Types of Ratios Just as a fraction represents a part of something out of a whole (written as: ${\a \part}/{\the \whole}$), a ratio can be expressed as either: ${\a \part}:{\a \different \part}$ OR $\a \part:\the \whole$ Ratios compare values, so they can either compare individual pieces to one another or an individual piece to the whole. If Piotr has exactly 2 grey scarves and 7 red scarves in a drawer, the ratio of grey scarves to all the scarves in the drawer is 2 to 9. (Why 9? Because there are 2 grey and 7 red scarves, so together they make $2 + 7 = 9$ scarves total.) Reducing Ratios Just as fractions can be reduced, so too can ratios. Danielle collects toy racecars. 12 of them are blue and 4 of them are yellow. What is the ratio of of blue cars to yellow cars in her collection? Right now, the ratio is $12:4$. But they have a common denominator of 4, so this ratio can be reduced. $12/4 = 3$ $4/4 = 1$ So the carshave a ratio of $3:2$ Increasing Ratios Because you can reduce ratios, you can also do the opposite and increase them. In order to do so, you must multiply each piece of the ratio by the same amount (just as you had to divide by the same amount on each side to reduce the ratio). So the ratio of $3:2$ can also be $3(2):2(2) = 6:4$ $3(3):2(3) = 9:6$ $3(4):2(4) = 12:8$ And so on. Though this presents itself as a geometry problem, we don’t need to know any geometry in order to solve itwe only need to know about ratios. We have two triangles in a ratio of 2:5 and the smaller triangle has a hypotenuse of 5 inches. This means that we need to increase each side of the ratio by the amount it takes 2 to go into 5. $5/2 = 2.5$ So we must increase each side of the ratio by a matter of 2.5 $2(2.5):5(2.5)$ $5:12.5$ Our new, increased ratio is 5:12.5, which means that the larger hypotenuse is 12.5. Our final answer is K. Expand ratios, reduce themgo wild! Finding the Whole If you are given a ratio comparing two parts ($\piece:\another \piece$), and you are told to find the whole amount, simply add all the pieces together. It may help you to think of this like an algebra problem wherein each side of the ratio is a certain multiple of x. Because each side of the ratio must always be divided or multiplied by the same amount to keep the ratio consistent, we can think of each side as having the same variable attached to it. For example, a ratio of $6:7$ can be: $6(1):7(1) = 6:7$ $6(2):7(2) = 12:14$ And so on, just as we did above. But this means we could also represent $6:7$ as: $6x:7x$ Why? Because each side must change at the same rate. And in this case, our rate is $x$. So if you were asked to find the total amount, you would add the pieces together. $6x + 7x = 13x$. The total amount is $13x$. In this case, we don’t have any more information, but we know that the total MUST beeither 13 or any number divisible by 13. So let’s take a look at another problem. Clarissa has a jewelry box with necklaces and bracelets. The necklaces and bracelets are in a ratio of 4:3. What is NOT a possible number of total pieces of jewelry Clarissa can have in the box? 12 28 84 2 140 In order to find out how many pieces of jewelry she may have total, we must add the two pieces of our ratio together. So $4x + 3x = 7x$ This means that the total number of jewelry items in the box has to either be 7 or any multiple of 7. Why? Because $4:3$ is the most reduced form of the ratio of jewelry items in the box. This means she could have: $4(1):3(1) = 7$ jewels in the box (7 jewelry pieces total) $4(2):3(2) = 8:6$ jewels in the box (14 jewelry pieces total) $4(3):3(3) = 12:9$ jewels in the box (21 jewelry pieces total) And so forth. We don’t know exactly how many jewelry items she has, but we know that it must be a multiple of 7. This means our answer is A, 12. There is no possible way that she can have 12 jewels in the box, because 12 is not a multiple of 7 and one cannot have half a bracelet (unless something has gone terribly wrong). You may also be asked to find the number of individual pieces in your ratio after you are given the whole. This is exactly the opposite of what we did above. The is the exact same process as finding the whole, but in reverse. We know we must add the pieces of our ratio to find our multiple of 30. And we also know our ratio is $2:3$. So let us add these together. $2x + 3x = 5x$ Together, our ratio components add up to $5x$. And there are 30 feet total. So: $30/5 = 6$ $x = 6$ This means that we must multiply each side of our ratio by 6 in order to get the exact amount of wood used. This means that each piece is: $2(6):3(6)$ $12:18$ Which means our shorter piece is 12 feet long. Our final answer is H, 12. And now we come to rational and irrational numbers. Rational and Irrational Numbers A rational number is any number that can be written as a fraction of two integers (where the denominator does NOT equal to 0). All other numbers are considered irrational. Rational Numbers: $7/2, 5, 1/212, 0.66666667$ Why is 5 a rational number? Because it can be expressed as the fraction $5/1$. Why is 0.6666667 a rational number? Because it can be expressed as the fraction $2/3$ Irrational Numbers: $Ï€, √2, √3$ Why is $Ï€$ irrational? Because there is no fraction of two integers that can properly express it (through 22/7 comes awfully close). (Hint: if the decimals continue on forever without repeating, the number is irrational) Here, we are being asked to find the single rational number. Even if you didn’t know what a rational number meant, you might be able to figure this problem out just by finding the answer choice that stands out the most. But since you DO know what rational and irrational numbers are, it makes the problem even easier. Many square roots are irrational (unless they are roots of perfect squares like $√16 = 4$). We can immediately eliminate answer choices A, B, and C, as they are not perfect squares and so are irrational. We can also eliminate answer choice D. When we reduce the fraction, we get $√{1/5}$, and this would also get us an irrational number. This leaves us with answer choice E. We can see that both the numerator and the denominator of the fraction $64/49$ inside the square root sign are perfect squares. Since the fraction is under the root sign, let us take the square root of each of these. So our final fraction would look like: $√{64/49}$ = $8/7$ Because our final fraction is represented as a fraction with two integers, this is a rational number. So our final answer is E. So let's break down how to solve these kinds of questions when they show up on the test. How to Solve Fraction, Ratio, and Rational Number Questions When you are presented with a fraction or ratio problem, take note of these steps to find your solution: 1) Identify whether the problem involves fractions or ratios A fraction will involve the comparison of a $\piece/\whole$. A ratio will almost always involve the comparison of a $\piece:\piece$ (or, very rarely, a $\piece:\whole$). You can tell when the problem is ratio specific as the question text will do one of three things: Use the : symbol, Use the phrase â€Å"___ to ___† Explicitly use the word â€Å"ratio† in the text. If the questions wants you to give an answer as a ratio comparing two pieces, make sure you don’t confuse it with a fraction comparing a piece to the whole! 2) If a ratio question asks you to change or identify values, first find the sum of your pieces In order to determine your total amount (or the non-reduced amount of your individual pieces), you must add all the parts of your ratio together. This sum will either be your complete whole or will be a factor of your whole, if your ratio has been reduced. 3) When in doubt try to use decimals Decimals can make it much easier to work out problems rather than using fractions. So do not be afraid to convert your fractions into decimals to get through a problem more quickly and easily. 4) Remember your special fractions Always remember that a number over 1 is the same thing as the original number, and that when you have a number over itself, it equals 1. Get ready, get set...GO! Test Your Knowledge 1) 2) 3) 4) How many irrational numbers are there between 1 and 8? Fewer than 3 3 6 7 More than 7 Answers: B, J, D, E Answer Explanations: 1) For this problem, we must combine our like terms in order to eventually isolate $k$ (for more on this, check out our guide to ACT single variable equations). We know that, when adding fractions, we must give them the same denominator, so we can manipulateour fractions to have matching denominators and solvefrom there. Alternatively, we could again use decimal points instead of fractions. We will go through both ways here. Method 1Fractions We have ${1/3}k$ and ${1/4}k$ that we must add. They share a common multiple of 12, so let us convert them to fractions out of 12. $1/3$ = ${1(4)}/{3(4)}$ = $4/12$ $1/4$ = ${1(3)}/{4(3)}$ = $3/12$ Now that they have the same numerator, we can combine them to be: $4/12 + 3/12 = 7/12$ So our equation is: ${7/12}k = 1$ Now we must divide both sides by $7/12$, which means that we must inverse and multiply. $k = 1(12/7)$ $k = 12/7$ So our final answer is B. Method 2Decimals Instead of using and converting fractions, we also could have used decimals instead. $1/3$ = $0.333$ $1/4$ = $0.25$ Because they are decimals, we can simply add them together to be: $0.333k + 0.25k = 0.583k$ $0.58k = 1$ $k = 1/0.583$ $k = 1.715$ Now, simply convert the answer choices to decimals tofind one that matches. In this case answer choice A would be far too small, and answers D and E are whole numbers, so they can all be eliminated. Answer choice C would be $7/2 = 3.5$. This leaves us with answer choice B: $12/7 = 1.714$ So our final answer is, again, B. 2) This question specifically asks for a rational number answer, but it is a bit deceptive, as a quick glance shows us that all the answer choices are rational numbers. This means you can ignore this stipulation for the time being. Again, we can solve this problem in one of two waysvia fractions or via decimals. We will go through both methods. Method 1Fractions We are trying to find a rational fraction halfway between $1/5$ and $1/3$, so let us convert them into fractions with the same denominator. A common multiple of 3 and 5 is 15, so let us make that their new denominator. $1/5$ = ${1(3)}/{5(3)}$ = $3/15$ $1/3$ =${1(5)}/{3(5)}$ = $5/15$ Well the rational number exactly halfway between $3/15$ and $5/15$ is $4/15$. So our answer is J, $4/15$. Method 2Decimals Again, if fractions aren't your favorite, you can always feel free to use decimals. First, convert $1/5$ and $1/3$ into decimals. $1/5 = 0.2$ $1/3 = 0.333$ Now, find the decimal halfway between them: ${0.2 + 0.333}/2 = 0.2665$ (For more on this process, check out our guide to ACT mean, median, and mode) Now, let us find the answer choice that, when converted into a decimal, matches our answer. If you know your decimals, then you know that $1/2 = 0.5$ and $1/4 = 0.25$, so these can be eliminated. We are now left with $2/15$, $4/15$, and $8/15$. The smart thing to do here is to pick the middle value and then go up or down if the mid value is too small or too large. So if we test $4/15$, we get: $4/15 = 0.2666$ Success! We nailed it at the mid value, no need to try the others. Our final answer is, again, J. 3) Even though this problem may, at first glance, look like a fraction problem, it is a ratio problem. We can tell because the question specifically asks for the ratios of the boys' sandwich consumption. If you're not paying attention, you can easily make a mistake and treat the questionas a fraction problem when ratios are written using the "/" symbol. So we have Jerome, who eats half the sandwich and Kevin, who eats one third, and Seth, who eats the rest. Now we can do this problem several ways, but let us pick two of the most straightforwardratio and fraction manipulation or plugging in your own numbers (for more on this strategy, check out guide to plugging in numbers). Method 1Ratio and Fraction Manipulation Because we are not told the portion of the sandwichthat Seth ate, we must find it. Fractions represent pieces of the whole and the whole is 1 (because anything over itself = 1). So let us add our two fractions and subtract that sum from 1 to find Seth's share of the sandwich. $1/2 + 1/3$. First, we must convert these fractions to ones with a shared denominator. Both 2 and 3 are multiples of 6, so we will use 6 as our new denominator. $1/2$ = ${1(3)}/{2(3)}$ = $3/6$ $1/3$ =${1(2)}/{3(2)}$ = $2/6$ Now, let us add them together and subtract their sum from 1. $3/6 + 2/6 = 5/6$ $1 - 5/6 = 1/6$ So Seth ate $1/6$ of the sandwich. And because these fractions now all share a common denominator, we can simply compare their numerators to find their ratio of sandwich shares (remember, ratios compare parts to other parts). So the sandwich eating fractions are: $3/6, 2/6,$ and $1/6$ When we just look at the numerators,the ratio is: $3:2:1$ Our final answer is D, $3:2:1$. Method 2Plugging in Numbers Instead of working exclusively with fractions and ratios, let's try the problem again using wholenumbers. We know that Jerome ate $1/2$ and sandwich and Kevin ate $1/3$, so let's give the sandwich an actual length value that is a shared multiple of those two numbers (note: our sandwich length does not have to be a multiple of 2 and 3it can be anything we want. It simply makes our lives easier to use a common multiple, as that way we can work with integers.) So let us say that the sandwich is 12 feet long. If Jerome ate half of it, then he ate: $12/2 = 6$ feet of sandwich. If Kevin ate one third of it, then he ate: $12/3 = 4$ feet of sandwich. If we add them together, they ate: $6 + 4 = 10$ feet of sandwich. Which means that Seth ate: $12 - 10 = 2$ feet of sandwich. Now let us compare their shares of 6, 4, and 2. $6:4:2$ We know that ratios can be reduced if each of the values shares a common factor. In this case, they can all be divided by 2, so let us reduce the ratio. $6:4:2$ = $3:2:1$ Again, our final answer is D, $3:2:1$ 4) This question asks you to find the amount of irrational numbers between two realnumbers, and the simple answer is that there are infinitely many. (Note: there isalso an infinite amount of rational numbers between any two realnumbers as well!). Why is this true? Think of it this way: The square root of 1 is rational, because it equals 1, which can be written as $1/1$. But the square root of 1.01 is irrational. And so is the square root of 1.02, and the square root of 1.03....None of these numbers can be written as ${\an \integer}/{\an \integer}$ (which you can tell because their decimals continue without repeating), and yet they all sitbetween 1 and 8 on a number line. So our final answer is E, more than 7 (and,in fact, infinite). Hurray and huzzah, you did it! The Take-Aways Don’t let fractions, ratios, and/or rational numbers intimidate you. Once you’ve mastered the basics behind how they behave, you’ll be able to work your way through many of the toughest fraction and ratio problems the ACT can put in your way The biggest point to look out for, when dealing with fractions and ratios, is not to mix them up! Always pay strict attention to times when you are comparing pieces to pieces or pieces to the whole. Though it can be easy to make a mistake during the test, don’t let yourself lose a point due to careless error. What’s Next? For you, fractions are a breeze, ratios were a snap, and rationals?Forget about it! Luckily for you, there is plenty more to tackle before test day.We have guides aplenty for the many math topics covered on the ACT, including trigonometry, integers, andsolid geometry. Running out of time duringACT Math practice? Check out our article on how to finish your math section before it's pencil's down. Don't know what score to aim for? Make sure you have a good grasp of whatkind of score would best suit your goals and current skill level, and how to improve it from there. Trying to push your score to the top? Look to our guide on how to get a perfect score, written by a 36 ACT-scorer. Want to improve your ACT score by 4 points? Check out our best-in-class online ACT prep program. We guarantee your money back if you don't improve your ACT score by 4 points or more. Our program is entirely online, and it customizes what you study to your strengths and weaknesses. If you liked this Math lesson, you'll love our program.Along with more detailed lessons, you'll get thousands ofpractice problems organized by individual skills so you learn most effectively. We'll also give you a step-by-step program to follow so you'll never be confused about what to study next. Check out our 5-day free trial:

Legalization of Marijuana1 essays

Legalization of Marijuana1 essays When Olympic officials decided to give snowboarder Ross Rebagliati his gold medal back, the cheers drowned out the boos. It was a minor scandal involving a minor sport, but it spoke volumes about the world's shifting relationship with its favorite illicit drug. Marijuana. A decade ago, Rebagliati would have been ostracized regardless of whether cannabis was on the list of his sport's banned substances. What's changed today is that our attitudes towards illegal drugs are becoming more sophisticated and discriminating. After thirty years of research into the harmful effects of cannabis, there can be no hidden dangers left to discover. We know that it is plain nonsense to regard cannabis as a performance-enhancing drug, just as it is a myth to think the substance rots the brain or leads inexorably to harder substances. The issue of cannabis legalization has been debated ever since the substance was made illegal on April 14, 1937. Reformers still press legislation today to make the psychoactive plant available to medical patients as well as the general adult population. One of the more prominent groups that lobbies for the legalization of marijuana is NORML (National Organization for the Reform of Marijuana Laws). NORML has been a voice for nearly thirty years for Americans that oppose marijuana prohibition. Essentially, it is a non-profit interest lobby that represents the interests of millions of otherwise law-abiding citizens who smoke marijuana responsibly. Ever since that fateful day in 1937 there has also been millions of Americans that supported the governments choice to criminalize this plant. One major contributor to the spread of anti-legalization information is the Drug Enforcement Agency. The DEA is unequivocally opposed to the legalization of illicit drugs. The DEA and other agencies seeking to promote the status quo claim the legalization argument is a cyclical trend that resurfaces, heats up and then di...

5 Tips on How to Work with an Editor

5 Tips on How to Work with an Editor 5 Tips on How to Work with an Editor 5 Tips on How to Work with an Editor By Mark Nichol You’ve retained an editor’s services and have received the edited version of your manuscript or article, or you are reviewing the work of a staff or freelance editor working for a publication you have submitted your content to. If you haven’t worked with an editor before, you may be disconcerted by the amount of editing that has been done. But whether you’re a novice or a veteran, these guidelines will help you have a productive relationship with the editor. 1. Respect Objectivity An editor experiences your work dispassionately. Whether he or she simply engages with a decent manuscript or exults in the opportunity to help craft a classic, the editor is not emotionally involved. Take advantage of this fortunate fact by carefully considering any changes, comments, or suggestions the editor makes about your work Is a character in a novel too good or too evil, or inconsistent in behavior or inadequately portrayed? Is your how-to book poorly organized or too sparse or too dense? Have you inserted yourself too obtrusively into an essay? An editor will let you know. Trust his or her outside perspective. An editor is the reader’s representative, and as he or she reacts to the content, so, likely, will your intended readership. 2. Cool Off If something an editor does or says puts you off, do not respond immediately. Consider the substance, not the delivery, of the critique, then reply or accept the comment or the change with good grace or reject it with good grace based on its merits. Don’t be defensive. Good editors are generally diplomatic, but few people can avoid saying something the wrong way sometimes. (Editors should follow this advice from their end, too.) 3. Pick Your Battles Editors reorganize syntax and replace words, among other tasks. Sometimes these are optional changes, made because the editor believes that another word or a recast sentence works better and sometimes because the original word is wrong or the original sentence is confusing or ungrammatical. In the former case, feel free to disagree, but understand that an editor may revise dozens or even hundreds of words or sentences, and you’re wise to let most of them pass without comment. That said, if you strongly believe in challenging a change, politely ask the editor about his or her rationale for making it. If the editor informs you that the revision corrects an error, thank him or her perhaps before asking for clarification so that you can avoid repeating such mistakes and move on. If a particular edit is discretionary but strongly advised, use your good judgment about accepting or rejecting it. (But see the next item’s second paragraph, too.) 4. Be Prepared to Rewrite When you work with a developmental editor, he or she will likely recommend that you do a lot of rewriting. (If you thought you had submitted the final draft, you were naive.) You will likely be advised to do significant reorganizing of sections and recasting of sentences. The editor will suggest that you add new content and delete existing material. A copy editor will send you a list of queries, or embed comments in the manuscript, or both. A good copy editor will usually understand what you were trying to say and will improve unclear or verbose content, but occasionally he or she may be unsure of your intent, or may ask you to confirm that the revision better reflects it. You are always welcome to revise a revision, and good editors are happy to know that they prompted you to come up with something better than both the original and their alteration. 5. Accept Fallibility Even the best editors sometimes misunderstand material or make a mistake. If you catch an editor’s error, go ahead and gloat a little, but then politely inform the editor, who should appreciate receiving clarification or learning something new. Forbearance is especially important if the content is especially esoteric or technical. Of course, if errors are numerous or you are otherwise dissatisfied with the editing, or the relationship becomes strained for some reason, try to resolve the difficulty calmly. If your efforts are not productive, check in with a staff editor’s manager and ask for advice or action, or inform the freelance editor that you will pay him or her for the work already done but have decided to retain the services of another editor. Want to improve your English in five minutes a day? Get a subscription and start receiving our writing tips and exercises daily! Keep learning! Browse the Freelance Writing category, check our popular posts, or choose a related post below:Creative Writing 101Driver License vs. Driver’s LicenseEducational vs. Educative

Martin Luther King's speech 'I see the promised land' discuss the Essay

Martin Luther King's speech 'I see the promised land' discuss the impact of rhetoric in political communication - Essay Example The art of rhetoric in communication has been a powerful tool used by people to acquire their goal. History has many famous examples where rhetoric has been used in communication by leaders and activists in the struggle to attain success in a political or social cause. The most famous example is of Martin Luther King whose speeches and writings were rhetorical. He is said to have had excellent powers of oration. Through his powers of verbal, oral and written communication, he was successful in attaining civil rights for his people living in America and who were the citizens of America. Thus, he introduced a society free from color and racial differences where each and every citizen was respected and had equal civil rights. Understanding the Correct Meaning of Rhetoric Rhetoric has many definitions. Along with a positive meaning, the term is sometimes also taken in a negative sense in the current era. Shortly and precisely, it is a â€Å"skill in the effective use of speech.† ( Merriam Webster). In cases where rhetoric is being used to communicate insincerely with the presence of false exaggeration and promises and there is a lot of diplomacy, the negative meaning becomes prevalent which is the â€Å"insincere and grandiloquent mode of language or speech.† (Merriam Webster). Here, the positive and actual meaning of rhetoric is being considered. According to Burton, rhetoric is â€Å"the study of effective speaking and writing, and the art of influencing.† (2011). In his short article, ‘What is rhetoric?’, Burton says that the word has had a variety of meanings. He says that rhetoric focuses on the how of the language, the methods and means of communication rather than the content of what is being communicated. It studies the emotional impact of language and its effectiveness. It breaks communication into content and form. (2011). Relation between Communication Models and Rhetoric McQuail and Windhl (1993) wrote a book titled â₠¬Å"Communication Models for the Study of Mass Communications† in which they gave the main communication ideas or models for the mass communication procedures and vital concepts pertinent throughout graphical and oral concepts and models. Topics that they discuss under the communication models include: 1. Global or International or Cross-border Communications. 2. Procedures of Mass Media and its influence on the Individuals Culture and Society. 3. Premeditated Communication. 4. Audience-Centered Models. 5. New Media and the Information Society. (Holborn Books Review, 2010). Communication models tell us how effective communication should be carried out. Hence, the study of use rhetoric in language can be associated with them. Such models describe how an audience can be effectively conveyed a message so that there can be a social or political (or any other change) through mass correspondence and support. Taking an example of a communication model which is called â€Å"two- way a symmetric model†, this model is also called the persuasion model. In this model, there is two- way communication between the speaker and the public. In this way, the speaker understands the public he is addressing by getting their feedback on issues and then can plan a way to convey his message to receive a positive response keeping in mind what the public wants. (McQuail and Windhl, 1993). Use of behavioral and social sciences helped in the development of this model. Scientific study of human mind and psychology and its application in effective communi

Eastern European democratisation has greatly increased the number of Essay

Eastern European democratisation has greatly increased the number of presidential regimes in Europe. Explain and comment - Essay Example he masses with the environmental factors that have significant impact and which are capable of influencing any future recourse to the formation of a new political equation. Indeed, increasing democratization of Eastern and central European states into presidential regimes is an exemplary example of the dynamics of evolving society and the reorganization of political blueprint that have laid the foundation of democratization. The historical background of the political instability of Balkan region, in the last hundred years, aided and abetted the cause and consequences of the recent wars. Before the World War I, greater part of Balkan region was ruled by large empires. Serbia and Bosnia was under the rule of Ottoman Turks and greater part of Croatia was dominated Austria-Hungary jointly. Serbia became the first Slavic region to revolt against the bad administration and looked at Russia for military support. Though the Turks suppressed the uprising, they realized that further discontent among the Serbs may influence Russia to give support so in 1829, they gave more autonomy to them. The autonomous status provided to Serbia, made it more politically ambitious and it had its eyes on Croatia and Bosnia so that it could gain access to sea route and thereby become economically independent. WWI was all about power and territorial gain and had involved almost all the political powers including Bulgaria, Greece etc. By the end of WWI, ‘Kingdom of Serbs, Croat and Slovenes’ was created which included Slovenia, Croatia, Bosnia and Herzegovina, Montenegro, Serbia, Kosovo, and Macedonia. The Balkan region was greatly influenced by the communist Russians whose economic dependency played vital role in their political alignment. During and after WWII, under the influence of USSR, Balkan region consolidated into strong communist states to counter the Allied forces led by America, Britain and France. The disintegration of USSR and emergence of Boris Yeltsin as the popular leader

Discuss the evidence that Phospholipase C zeta (PLC) is the primary Essay

Discuss the evidence that Phospholipase C zeta (PLC) is the primary candidate for oocyte activation - Essay Example There has to be an increase in free Ca2+ in the egg cytosol (Swann 1990). The activation process of oocytes in mammals entails a sequence of joint actions originated by distinctive calcium (Ca2+) oscillations within the cells(Markoulaki, 2004). This commences quickly after gamete union and continues past the conclusion of meiosis. Previous research conducted by a number of scholars shown that a specific isoform present in the semen of mammals is responsible for triggering the process of oocyte activation.In order to validate the evidence that PLC –Z is a primary ingredient in the oocyte activation, the paper will look at the Sperm factor model. The model suggests that during sperm–egg union, a soluble element is transferred from the semen cytosol to the ooplasm, able to trigger the 1,4,5-trisphosphate (IP3) signaling passageway and consequent Ca2+ vacillations in inseminated eggs ( Saunders et al., 2006).This paper will establish the premise that phospholipase C zeta is the primary candidate for oocyte activation. It is important to know the structure and the functions of the PLC-zeta. All known isozymes are comprised of the catalytic X and Y purviews together with several controlling domains, comprising a pleckstrin homology (PH) purview, EF hand designs, and C2 purview in different conformations, reliant on the isozyme, where every domain executes definite functions (Nomikos et al, 2013). PLC Zeta has a structure which has the X and Y domains that is consistent with all PLC isoforms. That is, a solitary C2 purview which has four EF hand domains in tandem. However, PLC Zeta is different from other PLC isoforms because it does not have the pleckstrin homology and Src homology purviews (Cox et al., 2002). Therefore, the lack of those two homologies makes PLC Zeta to appear very small. They have a mass of 70 kDa in individuals and 74 kDa in rats. The figure below shows the linear structure of PLC Zeta. Fig 1.0 is a Graphic rectilinear

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Affirmative Action Term Paper Example | Topics and Well Written Essays - 750 words

Affirmative Action - Term Paper Example The following will explore job discrimination with an eye to how this form of discrimination affects certain groups of people in the labor market and how society has attempted to protect these people from discrimination. Taking a controversial approach to minority set aside programs, this essay will then persuasively argue that since these programs promote discrimination themselves, they are inherently defeatist and promote the same type of behavior that they try to eradicate. We now begin with an overview of the reasons for minority set aside programs – also called affirmative action – and this will follow with a concise rebuttal of the needs for such programs. We will explore the unintended consequences of affirmative action and begin with a concise exploration of the issue of discrimination in the work place. Discrimination in the workforce affects people from all walks of life. Accordingly, the employment opportunities of half of our population are hindered by latent and overt sexism in the offices of America. Affirmative action seeks to resolve issues of inequality and discrimination faced by select groups. The Civil Rights Act states emphatically that discrimination based on sex, race or religion is prohibited and the EEOC guidelines for affirmative action ensures that key groups are given specific advantages due to the challenges they will face in society. For example, it is well known that women in America earn substantially less than their male counterparts. The Equal Pay Act (EPA) of 1963 was established more than four decades ago to protect men and women who perform the same tasks from wage-based discrimination. Sexism is an unfortunate aspect of our modern society but the EPA seeks to combat it through positive legislation aimed at correcting the pay discrepancy between men and women in the labor force. Older workers also face a variety of impediments to their active inclusion in the labor force and the Age Discrimination in

Alzheimer's disease market analysis Assignment Example | Topics and Well Written Essays - 2250 words

Alzheimer's disease market analysis - Assignment Example 5.1 people of the age above 65 have 3.2 million women affected and 1.9 being men. In United States, there are more non-Hispanic whites that live with the condition and other dementias that have the condition more than other race or ethnic group in United States 2. Older Hispanic and African-Americans are more likely to develop the condition as compared to other whites and dementias. Studies show that half of children whose parents are affected will develop the disease. The onsets of age for such families who develop the disease tend to be relatively low and are usually at the age of between 35 and 60. The onset in the families has been determined to be fairly constant. Children with Down’s syndrome will develop the disease when they are in the middle age though they may not display the full range of symptoms. Worldwide, the estimated population with the condition of Alzheimer’s or related dementia is nearly 44 million. In the population only 1 in 4 people with the condition have been diagnosed. The rate is in high increase where in 2030, the estimated population with the condition is expected to increase with nearly 76 million. Research shows that in nearly four seconds, there is development of a new case of dementia. Alzheimer and dementia is more common in Western Europe than in any part of the world. The region where the condition is less prevalent is in sub-Saharan Africa. Environment and activities that are carried out by an individual is much important as there are practices that accelerate the development of the condition. There has been a summary of the role of diet, disease and activities that potentially play a role in the onset of the disease. Hypertension, diabetes, obesity, smoking and dyslipidemia have been found to increase the risk of Alzheimer The factors that have portrayed reduction in the risk of getting the disease include Mediterranean diet as well as higher education 3. Mediterranean diet acts as an antioxidant and

Affirmative Action Term Paper Example | Topics and Well Written Essays - 750 words

Affirmative Action - Term Paper Example The following will explore job discrimination with an eye to how this form of discrimination affects certain groups of people in the labor market and how society has attempted to protect these people from discrimination. Taking a controversial approach to minority set aside programs, this essay will then persuasively argue that since these programs promote discrimination themselves, they are inherently defeatist and promote the same type of behavior that they try to eradicate. We now begin with an overview of the reasons for minority set aside programs – also called affirmative action – and this will follow with a concise rebuttal of the needs for such programs. We will explore the unintended consequences of affirmative action and begin with a concise exploration of the issue of discrimination in the work place. Discrimination in the workforce affects people from all walks of life. Accordingly, the employment opportunities of half of our population are hindered by latent and overt sexism in the offices of America. Affirmative action seeks to resolve issues of inequality and discrimination faced by select groups. The Civil Rights Act states emphatically that discrimination based on sex, race or religion is prohibited and the EEOC guidelines for affirmative action ensures that key groups are given specific advantages due to the challenges they will face in society. For example, it is well known that women in America earn substantially less than their male counterparts. The Equal Pay Act (EPA) of 1963 was established more than four decades ago to protect men and women who perform the same tasks from wage-based discrimination. Sexism is an unfortunate aspect of our modern society but the EPA seeks to combat it through positive legislation aimed at correcting the pay discrepancy between men and women in the labor force. Older workers also face a variety of impediments to their active inclusion in the labor force and the Age Discrimination in