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