MATH133 UNIT 2 Quadratic EquationsIndividual Project Assignment.docx
•Download as DOCX, PDF•
0 likes•4 views
MATH133 UNIT 2: Quadratic Equations Individual Project Assignment: Version 2A Name (Required): __________________________________________________ Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols. Handwritten scanned work is not acceptable for AIU Online. Problem 1: Modeling Profit for a Business IMPORTANT: See Question 3 below. This is mandatory. Remember that the standard form for the quadratic function equation is y = f (x) = ax2 + bx + c and the vertex form is y = f (x) = a(x – h)2 + k, where (h, k) are the coordinates of the vertex of this quadratic function’s graph. You will use P(x) = -0.2x2 + bx – c where (-0.2x2 + bx) represents the business’s variable profit and c is the business’s fixed costs. So, P(x) is the store’s total annual profit (in $1,000) based on the number of items sold, x. 1. (List your chosen value for between 100 and 200.) 2. (List what the fixed costs might represent for your fictitious business, and be creative; also list your chosen value for c from the table below). If your last name begins with the letter Choose a fixed cost between A–E $5,000–$5,700 F–I $5,800–$6,400 J–L $6,500–$7,100 M–O $7,200–$7,800 P–R $7,800–$8,500 S–T $8,600–$9,200 U–Z $9,300–$10,000 3. Important: By Wednesday night at midnight, submit a Word document with only your name and your chosen values for b and c above in Parts 1 and 2. Submit this in the Unit 2 IP submissions area. This submitted Word document will be used to determine the Last Day of Attendance for government reporting purposes. 4. (State that quadratic profit model function’s equation by replacing and with your chosen values.) 5. (Choose five values of (number of items sold) between 500 and 1000. Insert those -values in the table.) 6. Plug these five values into your model for and evaluate the annual business profit given those sales volumes. (Be sure to show all your work for these calculations; complete the table below.) 7. Use the five ordered pairs of numbers from 5 and 6, and Excel or another graphing utility, to graph your quadratic profit model and insert the graph into your Word answer document. The graph of a quadratic function is called aparabola. (Insert graph below.) 8. (Show work details or explain how you found the vertex. Write the vertex in ordered-pair form: .) 9. (Write the explanation and the equation of the line of symmetry.) 10. (Write your quadratic profit function in vertex form, where is the vertex of this quadratic function’s graph. Show the details of how you found this equation.) 11. (State the maximum profit (if any), and show how you determined how many items must be sold to give the maximum profit.) 12. (State how knowing the number of items sold that produces the maximum profit help you to run business more effectively.) 13. (Give an analysis of the results of these profit calculations, and give some ...
Report
Share
Report
Share
Recommended
MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docx
MATH133 UNIT 2: Quadratic Equations
Individual Project Assignment: Version 2A
Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols.
Problem 1: Modeling Profit for a Business
IMPORTANT: See Question 3 below for special IP instructions. This is mandatory.
Remember that the standard form for the quadratic function equation is
y
=
f
(
x
) =
ax
2
+
bx
+
c
and the vertex form is
y
=
f
(
x
) =
a
(
x
–
h
)
2
+
k
, where (
h
,
k
) are the coordinates of the vertex of this quadratic function’s graph.
You will use
P
(
x
) = −0.2
x
2
+
bx
–
c
where (−0.2
x
2
+
bx
) represents the business’ variable profit and
c
is the business’s fixed costs.
So,
P
(
x
) is the store’s total annual profit (in $1,000) based on the number of items sold,
x
.
1. Choose a value between 100 and 200 for
b
. That value does not have to be a whole number.
2. Think about and list what the fixed costs might represent for your fictitious business (be creative). Start by choosing a fixed cost,
c
, between $5,000 and $10,000, according to the first letter of your last name from the values listed in the following chart:
If your last name begins with the letter
Choose a fixed cost between
A–E
$5,000–$5,700
F–I
$5,800–$6,400
J–L
$6,500–$7,100
M–O
$7,200–$7,800
P–R
$7,800–$8,500
S–T
$8,600–$9,200
U–Z
$9,300–$10,000
4.Replace
b
and
c
with your chosen values in Parts 1 and 2 in
P
(
x
) = −0.2
x
2
+
bx
−
c
. This is your quadratic profit model function. State that quadratic profit model functions equation.
5. Next, choose 5 values of
x
(number of items sold) between 500 and 1,000. Think about the general characteristics of quadratic function graphs (parabolas) to help you with choosing these 5 values of
x
.
6. Plug these 5 values into your model for
P
(
x
), and evaluate the annual business profit given those sales volumes. (Be sure to show all of your work for these calculations.)
7. Use the 5 ordered pairs of numbers from 5 and 6 and Excel or another graphing utility to graph your quadratic profit model, and insert the graph into your Word answer document. The graph of the quadratic function is called a
parabola
.
8. What is the vertex of the quadratic function graph? (Show your work details, or explain how you found the vertex.)
9. What is the equation of the line of symmetry? Explain how you found this equation.
10. Write the vertex form for your quadratic profit function.
11. Is there a maximum profit for your business? If so, how many items must be sold to produce the maximum profit, and what is that maximum profit? If your quadratic profit function has a maximum, show your work or explain how the maximum profit figure was obtained.
12. How would knowing the number of items sold that produces the maximum profit help you to run your business more effectively.
13. Analyze the results of these profit cal.
MA 116 Turn-in Practice Problems 4.2 and 4.4 Pitts .docx
MA 116 Turn-in Practice Problems 4.2 and 4.4
Pitts Name ___________________________
1. (4.4 # 4) The price p, in dollars, and the quantity x sold of a certain product obey the demand equation
1
100
3
p x
a.) Express the revenue R as a function of x. Show your work.
c.) What is the revenue if 100 units are sold?
d.) What quantity x maximizes the revenue? What is the maximum revenue? Show your
algebra. You may use
2
b
x
a
.
Quantity x = ______________ Maximum revenue ______________
e.) What price should the company charge to maximize revenue?
2. (4.4 # 6) The price p (in dollars) and the quantity x sold of a certain product obey the demand equation
20 500 0 p 25x p .
a.) Solve for p in terms of x. That is write p as a function of x.
b.) Express the revenue R as a function of x. Show your work
c.) What quantity x maximizes the revenue? What is the maximum revenue? Show your algebra. Y
Quantity x = ______________ Maximum revenue ______________
d.) What price should the company charge to maximize revenue?
3. (4.4 # 8). Beth has 3000 feet of fencing to enclose a rectangular field. (Show algebra)
a.) Express the area A of the rectangle as a function of x, where x is the length of the rectangle.
b.) For what value of x is the area largest? Show algebra.
c.) What is the maximum area?
3. (4.4 # 10). A farmer with 2000 meters of fencing wants to enclose a rectangular plot that borders on a straight
highway, so he won’t fence the side along the highway. Express the area A of the rectangle as a function of x.
highway
x
y
For what value of x is the area a maximum? Show algebra.
What is the maximum area?
5. (4.4 # 26). A shot-putter throws a ball at an inclination of 45o to the horizontal. The following data represents the
height of the ball h feet at the instant that it has traveled x feet horizontally.
Distance x 20 40 60 80 100 120 140 160 180 200
Height h 25 40 55 65 71 77 77 75 71 64
b.) Using your graphing calcualtor find the quadratic function of best fit that models the relation between
distance and height. Record your answer rounded to four decimal places, but in your calculator store all the
decimals.
H(x) = _______________________________
c.) Use the function stored in your calculator to determine how far the ball will travel before it reaches its
maximum height. Round to the nearest integer.
d.) What is that maximum height? Round to the nearest integer.
6. See 4.2 # 22 c and g) A marketing firm wishes to find a function that relates the sales S of a product and
A, the amount spent on advertising the product. The data are obtained from past experience. Advertising
and sales are measure in thousands of dollars. Use your graphing calculator; find the line of best fit relating
advertising expenditure ...
Pre-Calculus Midterm Exam 1 Score ______ ____.docx
Pre-Calculus Midterm Exam
1
Score: ______ / ______
Name: ____________________________
Student Number: ___________________
Short Answer: Type your answer below each question. Show your work.
1 Verify the identity. Show your work.
cot θ ∙ sec θ = csc θ
2 A gas company has the following rate schedule for natural gas usage in single-family residences:
Monthly service charge $8.80
Per therm service charge
1st 25 therms $0.6686/therm
Over 25 therms $0.85870/therm
What is the charge for using 25 therms in one month? Show your work.
What is the charge for using 45 therms in one month? Show your work.
Construct a function that gives the monthly charge C for x therms of gas.
Pre-Calculus Midterm Exam
2
3 The wind chill factor represents the equivalent air temperature at a standard wind speed that would
produce the same heat loss as the given temperature and wind speed. One formula for computing
the equivalent temperature is
W(t) = {
𝑡
33 −
(10.45+10√𝑣−𝑣)(33−𝑡)
2204
33 − 1.5958(33 − 𝑡)
if 0 ≤ v < 1.79
if 1.79 ≤ v < 20
if v ≥ 20
where v represents the wind speed (in meters per second) and t represents the air temperature .
Compute the wind chill for an air temperature of 15°C and a wind speed of 12 meters per second.
(Round the answer to one decimal place.) Show your work.
4 Complete the following:
(a) Use the Leading Coefficient Test to determine the graph's end behavior.
(b) Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis
and turns around at each intercept. Show your work.
(c) Find the y-intercept. Show your work.
f(x) = x2(x + 2)
(a).
(b).
(c).
Pre-Calculus Midterm Exam
3
5 For the data set shown by the table,
a. Create a scatter plot for the data. (You do not need to submit the scatter plot)
b. Use the scatter plot to determine whether an exponential function or a logarithmic function is
the best choice for modeling the data.
Number of Homes Built in a Town by Year
6 Verify the identity. Show your work.
(1 + tan2u)(1 - sin2u) = 1
Pre-Calculus Midterm Exam
4
7 Verify the identity. Show your work.
cot2x + csc2x = 2csc2x - 1
8 Verify the identity. Show your work.
1 + sec2xsin2x = sec2x
Pre-Calculus Midterm Exam
5
9 Verify the identity. Show your work.
cos(α - β) - cos(α + β) = 2 sin α sin β
10 The following data represents the normal monthly precipitation for a certain city.
Draw a scatter diagram of the data for one period. (You
Recommended
MATH133 UNIT 2 Quadratic Equations Individual Project Assignm.docx
MATH133 UNIT 2: Quadratic Equations
Individual Project Assignment: Version 2A
Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols.
Problem 1: Modeling Profit for a Business
IMPORTANT: See Question 3 below for special IP instructions. This is mandatory.
Remember that the standard form for the quadratic function equation is
y
=
f
(
x
) =
ax
2
+
bx
+
c
and the vertex form is
y
=
f
(
x
) =
a
(
x
–
h
)
2
+
k
, where (
h
,
k
) are the coordinates of the vertex of this quadratic function’s graph.
You will use
P
(
x
) = −0.2
x
2
+
bx
–
c
where (−0.2
x
2
+
bx
) represents the business’ variable profit and
c
is the business’s fixed costs.
So,
P
(
x
) is the store’s total annual profit (in $1,000) based on the number of items sold,
x
.
1. Choose a value between 100 and 200 for
b
. That value does not have to be a whole number.
2. Think about and list what the fixed costs might represent for your fictitious business (be creative). Start by choosing a fixed cost,
c
, between $5,000 and $10,000, according to the first letter of your last name from the values listed in the following chart:
If your last name begins with the letter
Choose a fixed cost between
A–E
$5,000–$5,700
F–I
$5,800–$6,400
J–L
$6,500–$7,100
M–O
$7,200–$7,800
P–R
$7,800–$8,500
S–T
$8,600–$9,200
U–Z
$9,300–$10,000
4.Replace
b
and
c
with your chosen values in Parts 1 and 2 in
P
(
x
) = −0.2
x
2
+
bx
−
c
. This is your quadratic profit model function. State that quadratic profit model functions equation.
5. Next, choose 5 values of
x
(number of items sold) between 500 and 1,000. Think about the general characteristics of quadratic function graphs (parabolas) to help you with choosing these 5 values of
x
.
6. Plug these 5 values into your model for
P
(
x
), and evaluate the annual business profit given those sales volumes. (Be sure to show all of your work for these calculations.)
7. Use the 5 ordered pairs of numbers from 5 and 6 and Excel or another graphing utility to graph your quadratic profit model, and insert the graph into your Word answer document. The graph of the quadratic function is called a
parabola
.
8. What is the vertex of the quadratic function graph? (Show your work details, or explain how you found the vertex.)
9. What is the equation of the line of symmetry? Explain how you found this equation.
10. Write the vertex form for your quadratic profit function.
11. Is there a maximum profit for your business? If so, how many items must be sold to produce the maximum profit, and what is that maximum profit? If your quadratic profit function has a maximum, show your work or explain how the maximum profit figure was obtained.
12. How would knowing the number of items sold that produces the maximum profit help you to run your business more effectively.
13. Analyze the results of these profit cal.
MA 116 Turn-in Practice Problems 4.2 and 4.4 Pitts .docx
MA 116 Turn-in Practice Problems 4.2 and 4.4
Pitts Name ___________________________
1. (4.4 # 4) The price p, in dollars, and the quantity x sold of a certain product obey the demand equation
1
100
3
p x
a.) Express the revenue R as a function of x. Show your work.
c.) What is the revenue if 100 units are sold?
d.) What quantity x maximizes the revenue? What is the maximum revenue? Show your
algebra. You may use
2
b
x
a
.
Quantity x = ______________ Maximum revenue ______________
e.) What price should the company charge to maximize revenue?
2. (4.4 # 6) The price p (in dollars) and the quantity x sold of a certain product obey the demand equation
20 500 0 p 25x p .
a.) Solve for p in terms of x. That is write p as a function of x.
b.) Express the revenue R as a function of x. Show your work
c.) What quantity x maximizes the revenue? What is the maximum revenue? Show your algebra. Y
Quantity x = ______________ Maximum revenue ______________
d.) What price should the company charge to maximize revenue?
3. (4.4 # 8). Beth has 3000 feet of fencing to enclose a rectangular field. (Show algebra)
a.) Express the area A of the rectangle as a function of x, where x is the length of the rectangle.
b.) For what value of x is the area largest? Show algebra.
c.) What is the maximum area?
3. (4.4 # 10). A farmer with 2000 meters of fencing wants to enclose a rectangular plot that borders on a straight
highway, so he won’t fence the side along the highway. Express the area A of the rectangle as a function of x.
highway
x
y
For what value of x is the area a maximum? Show algebra.
What is the maximum area?
5. (4.4 # 26). A shot-putter throws a ball at an inclination of 45o to the horizontal. The following data represents the
height of the ball h feet at the instant that it has traveled x feet horizontally.
Distance x 20 40 60 80 100 120 140 160 180 200
Height h 25 40 55 65 71 77 77 75 71 64
b.) Using your graphing calcualtor find the quadratic function of best fit that models the relation between
distance and height. Record your answer rounded to four decimal places, but in your calculator store all the
decimals.
H(x) = _______________________________
c.) Use the function stored in your calculator to determine how far the ball will travel before it reaches its
maximum height. Round to the nearest integer.
d.) What is that maximum height? Round to the nearest integer.
6. See 4.2 # 22 c and g) A marketing firm wishes to find a function that relates the sales S of a product and
A, the amount spent on advertising the product. The data are obtained from past experience. Advertising
and sales are measure in thousands of dollars. Use your graphing calculator; find the line of best fit relating
advertising expenditure ...
Pre-Calculus Midterm Exam 1 Score ______ ____.docx
Pre-Calculus Midterm Exam
1
Score: ______ / ______
Name: ____________________________
Student Number: ___________________
Short Answer: Type your answer below each question. Show your work.
1 Verify the identity. Show your work.
cot θ ∙ sec θ = csc θ
2 A gas company has the following rate schedule for natural gas usage in single-family residences:
Monthly service charge $8.80
Per therm service charge
1st 25 therms $0.6686/therm
Over 25 therms $0.85870/therm
What is the charge for using 25 therms in one month? Show your work.
What is the charge for using 45 therms in one month? Show your work.
Construct a function that gives the monthly charge C for x therms of gas.
Pre-Calculus Midterm Exam
2
3 The wind chill factor represents the equivalent air temperature at a standard wind speed that would
produce the same heat loss as the given temperature and wind speed. One formula for computing
the equivalent temperature is
W(t) = {
𝑡
33 −
(10.45+10√𝑣−𝑣)(33−𝑡)
2204
33 − 1.5958(33 − 𝑡)
if 0 ≤ v < 1.79
if 1.79 ≤ v < 20
if v ≥ 20
where v represents the wind speed (in meters per second) and t represents the air temperature .
Compute the wind chill for an air temperature of 15°C and a wind speed of 12 meters per second.
(Round the answer to one decimal place.) Show your work.
4 Complete the following:
(a) Use the Leading Coefficient Test to determine the graph's end behavior.
(b) Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis
and turns around at each intercept. Show your work.
(c) Find the y-intercept. Show your work.
f(x) = x2(x + 2)
(a).
(b).
(c).
Pre-Calculus Midterm Exam
3
5 For the data set shown by the table,
a. Create a scatter plot for the data. (You do not need to submit the scatter plot)
b. Use the scatter plot to determine whether an exponential function or a logarithmic function is
the best choice for modeling the data.
Number of Homes Built in a Town by Year
6 Verify the identity. Show your work.
(1 + tan2u)(1 - sin2u) = 1
Pre-Calculus Midterm Exam
4
7 Verify the identity. Show your work.
cot2x + csc2x = 2csc2x - 1
8 Verify the identity. Show your work.
1 + sec2xsin2x = sec2x
Pre-Calculus Midterm Exam
5
9 Verify the identity. Show your work.
cos(α - β) - cos(α + β) = 2 sin α sin β
10 The following data represents the normal monthly precipitation for a certain city.
Draw a scatter diagram of the data for one period. (You
Name ____________________________Student Number ________________.docx
Name: ____________________________
Student Number: ___________________
Short Answer:
Type your answer below each question. Show your work.
1
Verify the identity.
Show your work.
cot θ ∙ sec θ = csc θ
2
A gas company has the following rate schedule for natural gas usage in single-family residences:
Monthly service charge $8.80
Per therm service charge
1st 25 therms $0.6686/therm
Over 25 therms $0.85870/therm
What is the charge for using 25 therms in one month? Show your work.
What is the charge for using 45 therms in one month? Show your work.
Construct a function that gives the monthly charge C for x therms of gas.
3
The wind chill factor represents the equivalent air temperature at a standard wind speed that would produce the same heat loss as the given temperature and wind speed. One formula for computing the equivalent temperature is
W(t) =
where v represents the wind speed (in meters per second) and t represents the air temperature . Compute the wind chill for an air temperature of 15°C and a wind speed of 12 meters per second. (Round the answer to one decimal place.) Show your work.
4
Complete the following:
(a) Use the Leading Coefficient Test to determine the graph's end behavior.
(b) Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis and turns around at each intercept.
Show your work.
(c) Find the y-intercept.
Show your work.
f(x) = x
2
(x + 2)
(a).
(b).
(c).
5
For the data set shown by the table,
a. Create a scatter plot for the data. (You do not need to submit the scatter plot)
b. Use the scatter plot to determine whether an exponential function or a logarithmic function is the best choice for modeling the data.
Number of Homes Built in a Town by Year
6
Verify the identity. Show your work.
(1 + tan
2
u)(1 - sin
2
u) = 1
7
Verify the identity
. Show your work.
cot
2
x + csc
2
x = 2csc
2
x - 1
8
Verify the identity. Show your work.
1 + sec
2
xsin
2
x = sec
2
x
9
Verify the identity.
Show your work.
cos(α - β) - cos(α + β) = 2 sin α sin β
10
The following data represents the normal monthly precipitation for a certain city.
Draw a scatter diagram of the data for one period. (You do not need to submit the scatter diagram). Find the sinusoidal function of the form that fits the data. Show your work.
.
11.
The graph below shows the percentage of students enrolled in the College of Engineering at State University. Use the graph to answer the question.
Does the graph represent a function? Explain
12.
Find the vertical asymptotes, if any, of the graph of the rational function. Show your work.
f(x) =
13.
The formula A = 118e
0.024t
models the popula.
Math 116 pres. 5
CHAPTER 6 Real Numbers: Completing a Mathematical System
6.6 Making the Connections: Is There REALly a Completion to the Number System?
Electronic Keno Project 3 Overview and Rationale.docx
Electronic Keno
Project 3
Overview and Rationale
This assignment is designed to provide you with hands-on experience in using discrete and
continuous probability distributions. In this assignment you will use technology to
generate random samples and explore the samples’ relationship with the underlying
population. Finally, you will have an opportunity to apply the Central Limit Theorem to
inferential statistics.
Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
CO2: Create distributions and graphical representation based on given data and identify
which distribution models best fit the data
CO3: Apply the theory of probability to calculate events’ likelihoods, understanding the
differences between experimental and theoretical probabilities (the Law of Large
Numbers), and calculate posterior probabilities by using the Bayes’ Law with emphasis on
applications
CO7: Interpret meaningful relationships and patterns in the data in relation to a given
business question
Assignment Summary
Read the scenario below and follow the instructions in the project description below (Parts
1 and 2) to analyze the data presented in the Excel workbook (Module 3
Project_Keno_v1.xlsx). Complete all parts in the designated Excel workbook. Submit both
the report and the Excel workbook. The Excel workbook contains all statistical work. The
report should include all your findings along with important analysis.
Project Description
The game of Keno: keno is an ancient Chinese game that has become popular in recent
years. In one electronic version of this game, a player selects 20 numbers from the set of
numbers 1 through 100. The computer then randomly draws another set of 20 numbers
from the set 1 through 100, and the player is rewarded according to how many of his
selected numbers have been matched by the 20 numbers drawn by the computer.
Part 1
Let X be the number of matches between a player’s 20 selected numbers and the 20
numbers drawn by the computer. Then X may range from 0 (no match) to 20 (all match)
and follows a hyper-geometric probability distribution.
Complete all of the following steps (a – j) in worksheet Part 1 of the Excel workbook
provided. All cells should contain formulas.
a. Construct a tabular probability distribution for X in column E of the worksheet.
b. Construct a tabular cumulative probability distribution for X in column F of the
worksheet.
c. Create a graphical probability distribution for X.
d. Create a graphical cumulative probability distribution for X.
e. Calculate the theoretical expected value (mean), the theoretical variance, and the
theoretical standard deviation of X in the spaces provided for those quantities. Interpret
those values in your Word report
f. In column M of the worksheet, use the Excel function “=RAND()” to generate 1000
random values according to the standard uniform ...
Introductory Algebra Lesson 11 – Linear Functions, Part 2 .docx
Introductory Algebra Lesson 11 – Linear Functions, Part 2
Practice Problems
Skills Practice
1. Determine the slope-intercept form of the equation of the line between each of the following
pairs of points.
a. (4, -5) and (2, 3)
b. (-3, 2) and (1, 8)
c. (5, -9) and (5, 2)
d. (2, -1) and (-2, 3)
e. (4, 3) and (12, -3)
f. (2, -4) and (7, -4)
Introductory Algebra Lesson 11 – Linear Functions, Part 2
2. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
x f (x)
-5 91
-2 67
1 43
4 19
9 -21
3. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
t C(t)
5 -1250
15 -900
20 -725
35 -200
45 150
4. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
5. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
6. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
7. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
8. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
9. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
10. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
11. Give the equation of the horizontal line passing through the point (-6, 11). _______________
12. Give the equation of the vertical line passing through the point (4, 7). _______________
13. Give the equation of the x-axis. _______________
14. Give the equation of the y-axis. _______________
15. Give the equation of the line passing through the point (1, -5) that is parallel to y = 12 – 8x.
16. Give the equation of the line passing through the point (6, 0) that is parallel to y = x
2
3
9 .
17. Give the equation of the line passing through the point (10, 3) that is perpendicular to
1
5
2
xy .
18. Give the equation of the line passing through the point (-12, -1) that is perpendicular to
xy 43 .
Introductory Algebra Lesson 11 – Linear Functions, Part 2
19. Draw an accurate graph of the linear equation 2x + 3y = 6.
Slope-Intercept Form:
Slope: ___________
Vertical Intercept: ____________
Horizontal Intercept: ____________
Two additional points on the line:
____________ _____________
20. Draw an accurate graph of the function 155 yx
Slope-In.
ENGR 102B Microsoft Excel Proficiency LevelsPlease have your in.docx
ENGR 102B: Microsoft Excel Proficiency Levels
Please have your instructor or TA initial each level as you complete it. If you need additional help, ask the TAs or use the help guide within Excel.
Once you master Excel Levels I through IV, you can note Excel as a skill on your resume!
Please see D2L Content for this week for your Excel Homework assignment (individual), which is due via D2L Dropbox by the due date specified in the D2L News for your section.
If you use a Mac, please be sure to submit your homework in a format that the grader and instructor can open on a PC.
Level I: Basic Functions Initials _______
1. Calculating an Average: Calculate the arithmetic average of the 5 values listed below. Enter the values in cells A2 through A6. Place a descriptive label in cell A1.
3.6, 3.8, 3.5, 3.7, 3.6
First, calculate the average the long way, by summing the values and dividing by 5:
You will enter the following formula into a blank cell to accomplish this:
=(A2+A3+A4+A5+A6)/5
Second, calculate the average using Excel’s AVERAGE( ) function by entering the following formula in a cell:
=AVERAGE(cellrange)
Replace the “cellrange” with the actual addresses in your spreadsheet of the range of cells holding the five values (i.e., for this problem, the cell range is A2:A6).
2. Determining Velocities (in kph): Some friends at the University of Calgary are coming south for spring break. Help them avoid a speeding ticket by completing a velocity conversion worksheet that calculates the conversion from mph to kph in increments of 10 from 10 to 100. A conversion factor you will need is 0.62 miles/km; you will need this factor to convert from miles/hour to km/hour. Place the conversion factor in its own cell and then reference it in your conversion calculations using absolute cell referencing (e.g., $C$2). Refer to the CBT video on Absolute and Relative Cell Referencing from the “Preparation for the Excel Workshop” assignment if you don’t remember how to do this.
Level II: Advanced Functions Initials _______
1. Projectile Motion I: (See following page for Fig. 1 Excel chart) A projectile is launched at the angle 35o from the horizontal with a velocity equal to 30 m/s. Neglecting air resistance and assuming a horizontal surface, determine how far away from the launch site the projectile will land.
To answer this problem, you will need:
1. Excel’s trigonometry functions to handle the 35o angle, and
2. Equations relating distance to velocity and acceleration
When velocity is constant, as in the horizontal motion of our particle (since we’re neglecting air resistance), the distance traveled is simply the initial horizontal velocity times the time of flight:
(Equation 1)
What keeps the projectile from flying forever is gravity. Since the gravitational acceleration is constant, the vertical distance traveled becomes
(Equation 2)
Because the projectile ends up back on the ground, the final value of y is zero (a hor ...
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
MATH 107 FINAL EXAMINATION
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function.
A. Domain [–2, 2];
B. Domain [–1, 1];
C. Domain [–1, 3];
D. Domain [–3/2, –1/2];
2. Solve:
A. 3
B. 3,7
C. 9
D. No solution
3. Determine the interval(s) on which the function is increasing.
A. (−1.3, 1.3)
B. (1, 3)
C. (−∞,−1)and (3,∞)
D. (−2.5, 1)and (4.5,∞)
4. Determine whether the graph of y = 2|x| + 1 is symmetric with respect to the origin,
the x-axis, or the y-axis.
A. symmetric with respect to the origin only
B. symmetric with respect to the x-axis only
C. symmetric with respect to the y-axis only
D. not symmetric with respect to the origin, not symmetric with respect to the x-axis, and
not symmetric with respect to the y-axis
5. Solve, and express the answer in interval notation: | 9 – 7x | ≤ 12.
A. (–∞, –3/7]
B. (–∞, −3/7] ∪ [3, ∞) C. [–3, 3/7]
D. [–3/7, 3]
6. Which of the following represents the graph of 7x + 2y = 14 ?
A. B.
C. D.
7. Write a slope-intercept equation for a line parallel to the line x – 2y = 6 which passes through the point (10, – 4).
A.
B.
C.
D.
8. Which of the following best describes the graph?
A. It is the graph of a function and it is one-to-one.
B. It is the graph of a function and it is not one-to-one.
C. It is not the graph of a function and it is one-to-one.
D. It is not the graph of a function and it is not one-to-one.
9. Express as a single logarithm: log x + log 1 – 6 log (y + 4)
A.
B.
C.
D.
10. Which of the functions corresponds to the graph?
A.
B.
C.
D.
11. Suppose that a function f has exactly one x-intercept.
Which of the following statements MUST be true?
A. f is a linear function.
B. f (x) ≥ 0 for all x in the domain of f.
C. The equation f(x) = 0 has exactly one real-number solution.
D. f is an invertible function.
12. The graph of y = f(x) is shown at the left and the graph of y = g(x) is shown at the right. (No formulas are given.) What is the relationship between g(x) and f(x)?
y = f (x) y = g(x)
A. g(x) = f (x – 3) + 1
B. g(x) = f (x – 1) + 3
C. g(x) = f (x + 3) – 1
D. g(x) = f (x + 1) .
Function notation by sadiq
comprehensive lesson on Function Notation to help the A-level, ,Hssc mathematics learning students.
Pre-Calculus Midterm ExamScore ______ ______Name _______.docx
Pre-Calculus Midterm Exam
Score: ______ / ______
Name: ____________________________
Student Number: ___________________
Short Answer: Type your answer below each question. Show your work.
1
Verify the identity. Show your work.
cot θ ∙ sec θ = csc θ
2
A gas company has the following rate schedule for natural gas usage in single-family residences:
Monthly service charge $8.80
Per therm service charge
1st 25 therms $0.6686/therm
Over 25 therms $0.85870/therm
What is the charge for using 25 therms in one month? Show your work.
What is the charge for using 45 therms in one month? Show your work.
Construct a function that gives the monthly charge C for x therms of gas.
3
The wind chill factor represents the equivalent air temperature at a standard wind speed that would produce the same heat loss as the given temperature and wind speed. One formula for computing the equivalent temperature is
W(t) =
where v represents the wind speed (in meters per second) and t represents the air temperature . Compute the wind chill for an air temperature of 15°C and a wind speed of 12 meters per second. (Round the answer to one decimal place.) Show your work.
4
Complete the following:
(a) Use the Leading Coefficient Test to determine the graph's end behavior.
(b) Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis and turns around at each intercept. Show your work.
(c) Find the y-intercept. Show your work.
f(x) = x2(x + 2)
(a).
(b).
(c).
5
For the data set shown by the table,
a. Create a scatter plot for the data. (You do not need to submit the scatter plot)
b. Use the scatter plot to determine whether an exponential function or a logarithmic function is the best choice for modeling the data.
Number of Homes Built in a Town by Year
6
Verify the identity. Show your work.
(1 + tan2u)(1 - sin2u) = 1
7
Verify the identity. Show your work.
cot2x + csc2x = 2csc2x - 1
8
Verify the identity. Show your work.
1 + sec2xsin2x = sec2x
9
Verify the identity. Show your work.
cos(α - β) - cos(α + β) = 2 sin α sin β
10
The following data represents the normal monthly precipitation for a certain city.
Draw a scatter diagram of the data for one period. (You do not need to submit the scatter diagram). Find the sinusoidal function of the form that fits the data. Show your work.
.
11.
The graph below shows the percentage of students enrolled in the College of Engineering at State University. Use the graph to answer the question.
Does the graph represent a function? Explain
12.
Find the vertical asymptotes, if any, of the graph of the rational function. Show your work.
f(x) =
13.
T.
3.1 Functions
* Introduce functions and function notation
* Develop skills in constructing and interpreting the graphs of functions
* Learn to apply this knowledge in a variety of situations
MGMT 511Location ProblemGeorge Heller was so successful in.docx
MGMT 511
Location Problem
George Heller was so successful in his previous assignment that he was promoted to the coveted position of Infrastructure Manager on the Mergers and Acquisitions Team.
Again Agame has recently acquired a competitive company with a plant and a warehouse in a nearby city. Management has decided to keep the additional warehouse. However, they are unsure if they need to keep the additional manufacturing plant. All products can be manufactured in either plant and shipped from either warehouse. Each plant and each warehouse has sufficient capacity to meet the total forecasted demand individually.
Prepare a report for management with your recommendation. Three possible choices exist. 1) Close the Competitor plant and satisfy all demand from the Again Agame plant; 2) Close the Again Agame plant and satisfy all demand from the Competitor plant; 3)Keep both plants open.
Your recommendation should include a solution for each of the five years in question. Include your calculations and spreadsheets in support of your recommendations.
Sales Forecast (cases)
2011
2012
2013
2014
2015
Competitor Warehouse (WH1)
15,000,000
20,000,000
26,000,000
34,000,000
44,000,000
Again Agame Warehouse (WH2)
6,000,000
7,000,000
10,000,000
15,000,000
21,000,000
Fixed Costs
2011
2012
2013
2014
2015
Competitor Plant (P1)
900,000
900,000
900,000
900,000
900,000
Again Agame Plant (P2)
800,000
800,000
800,000
800,000
800,000
Transportation Costs
$1.00 / 1,000 cases / mile
4
Costs -- Both Plant Scenario
20112012201320142015
Transport P1 - WH1
Transport P2 - WH2
Fixed Cost - P1
Fixed Cost - P2
Total
General Info.Infrastructure ExerciseDate: 28/10/97Situation:a) Package -RGBb) Nr. Plants -2c) Nr. WH -2d) Period -5 yearse) Sales Frcst. -DecreasingCapacity MM U/C per Year:Plant 1 -5avg. HK 70 (KS)Plant 2 -3avg. HK 42 (KS)Distance Matrix: (Km)WH1WH2P150600P2600100Diagram:
&A
Page &P
WH2
Franchise 2
Franchise 1
P2
P1
WH1
Sales Frcst.Infrastructure ExerciseDate: 28/10/97Sales Forecast (M U.C)RGB'98'99'00'01'02WH15000.04000.03400.02800.02400.0WH23000.02400.02000.01600.01400.0Obs. Volume is Decreasing 15% per year.
&A
Page &P
CostsInfrastructure ExerciseDate: 28/10/97Transport Costs:0.51,000 cases per KmFixed Costs:900,000P1 = $600,000/year800,000P2 = $500,000/year
&A
Page &P
AnalysisInfrastructure ExerciseDate: 28/10/97Fixed Costs'98'99'00'01'02P1800,000800,000800,000800,000800,000P2700,000700,000700,000700,000700,000Total1,500,0001,500,0001,500,0001,500,0001,500,000Transportation Costs'98'99'00'01'02P1 - WH1125,000100,00085,00070,00060,000P2 - WH2150,000120,000100,00080,00070,000P1 - WH2900,000720,000600,000480,000420,000P2 - WH11,500,0001,200,0001,020,000840,000720,000Total 1275,000220,000185,000150,000130,000(both plants)Total 21,025,000820,000685 ...
MGMT 464From Snowboarders to Lawnmowers Case Study Case An.docx
MGMT 464
From Snowboarders to Lawnmowers Case Study
Case Analysis Worksheet #1
Case Analysis Session 1 : Focus on Inspiring a Shared Vision (Principle #2)
Inspiring a shared vision has two main components [1] creating a vision through common purpose, and [2] enlisting or getting people ‘on board’ with the vision.
In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both of these case study discussions (maximum 15 pts).
1. In what specific ways did Michael fail and/or succeed in ‘listening deeply’ to his employees?
2. In what specific ways did Michael show that he was not “open to influence?” How would Michael being open to influence have made him more effective, ( i.e., who were the “local experts” and how could he have benefited from them)?
3. When you consider the employees of Bedford Mower as they were before Michael arrived, how would you characterize them in terms of what was personally meaningful to them?
4. When creating his vision for the company, in what specific ways did Michael fail and/or succeed in ‘determining what was meaningful’ to his employees, and what was the impact?
5. What specific mechanisms, or opportunities did Michael have available to him for enlisting others?
6. To what extent did Michael take advantage of these? To what extent were they effective in terms of getting everyone on board with the new vision?
7. In thinking about his attempts to enlist others, in what ways did or didn’t Michael incorporate common ideals into his communication with his employees as it related to the new vision?
8. How successful was Michael in “animating the vision”? How would you characterize him in terms of his use of symbolic language, providing imagery of the future, practicing positive communication, expressing emotion, and speaking from the heart, in his communications to his employees?
9. What would you have done differently with this group of employees in terms of inspiring a shared vision?
Team Leadership Case
From Snowboards to Lawnmowers
Michael Francis, a man in his late 30s, born and raised in Oregon, was an avid snowboarder. He was known among his many friends and associates as a risk-taker, highly intelligent, innovative, a bit of a rebel, but an extremely smart businessman. When he was in his early 20s, he started his own snowboarding company designing and manufacturing what became known as some of the most cutting edge boards available. Having recently married a woman who was raised on the East coast, he decided to sell his company and move to Vermont where h ...
More Related Content
Similar to MATH133 UNIT 2 Quadratic EquationsIndividual Project Assignment.docx
Name ____________________________Student Number ________________.docx
Name: ____________________________
Student Number: ___________________
Short Answer:
Type your answer below each question. Show your work.
1
Verify the identity.
Show your work.
cot θ ∙ sec θ = csc θ
2
A gas company has the following rate schedule for natural gas usage in single-family residences:
Monthly service charge $8.80
Per therm service charge
1st 25 therms $0.6686/therm
Over 25 therms $0.85870/therm
What is the charge for using 25 therms in one month? Show your work.
What is the charge for using 45 therms in one month? Show your work.
Construct a function that gives the monthly charge C for x therms of gas.
3
The wind chill factor represents the equivalent air temperature at a standard wind speed that would produce the same heat loss as the given temperature and wind speed. One formula for computing the equivalent temperature is
W(t) =
where v represents the wind speed (in meters per second) and t represents the air temperature . Compute the wind chill for an air temperature of 15°C and a wind speed of 12 meters per second. (Round the answer to one decimal place.) Show your work.
4
Complete the following:
(a) Use the Leading Coefficient Test to determine the graph's end behavior.
(b) Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis and turns around at each intercept.
Show your work.
(c) Find the y-intercept.
Show your work.
f(x) = x
2
(x + 2)
(a).
(b).
(c).
5
For the data set shown by the table,
a. Create a scatter plot for the data. (You do not need to submit the scatter plot)
b. Use the scatter plot to determine whether an exponential function or a logarithmic function is the best choice for modeling the data.
Number of Homes Built in a Town by Year
6
Verify the identity. Show your work.
(1 + tan
2
u)(1 - sin
2
u) = 1
7
Verify the identity
. Show your work.
cot
2
x + csc
2
x = 2csc
2
x - 1
8
Verify the identity. Show your work.
1 + sec
2
xsin
2
x = sec
2
x
9
Verify the identity.
Show your work.
cos(α - β) - cos(α + β) = 2 sin α sin β
10
The following data represents the normal monthly precipitation for a certain city.
Draw a scatter diagram of the data for one period. (You do not need to submit the scatter diagram). Find the sinusoidal function of the form that fits the data. Show your work.
.
11.
The graph below shows the percentage of students enrolled in the College of Engineering at State University. Use the graph to answer the question.
Does the graph represent a function? Explain
12.
Find the vertical asymptotes, if any, of the graph of the rational function. Show your work.
f(x) =
13.
The formula A = 118e
0.024t
models the popula.
Math 116 pres. 5
CHAPTER 6 Real Numbers: Completing a Mathematical System
6.6 Making the Connections: Is There REALly a Completion to the Number System?
Electronic Keno Project 3 Overview and Rationale.docx
Electronic Keno
Project 3
Overview and Rationale
This assignment is designed to provide you with hands-on experience in using discrete and
continuous probability distributions. In this assignment you will use technology to
generate random samples and explore the samples’ relationship with the underlying
population. Finally, you will have an opportunity to apply the Central Limit Theorem to
inferential statistics.
Course Outcomes
This assignment is directly linked to the following key learning outcomes from the course
syllabus:
CO2: Create distributions and graphical representation based on given data and identify
which distribution models best fit the data
CO3: Apply the theory of probability to calculate events’ likelihoods, understanding the
differences between experimental and theoretical probabilities (the Law of Large
Numbers), and calculate posterior probabilities by using the Bayes’ Law with emphasis on
applications
CO7: Interpret meaningful relationships and patterns in the data in relation to a given
business question
Assignment Summary
Read the scenario below and follow the instructions in the project description below (Parts
1 and 2) to analyze the data presented in the Excel workbook (Module 3
Project_Keno_v1.xlsx). Complete all parts in the designated Excel workbook. Submit both
the report and the Excel workbook. The Excel workbook contains all statistical work. The
report should include all your findings along with important analysis.
Project Description
The game of Keno: keno is an ancient Chinese game that has become popular in recent
years. In one electronic version of this game, a player selects 20 numbers from the set of
numbers 1 through 100. The computer then randomly draws another set of 20 numbers
from the set 1 through 100, and the player is rewarded according to how many of his
selected numbers have been matched by the 20 numbers drawn by the computer.
Part 1
Let X be the number of matches between a player’s 20 selected numbers and the 20
numbers drawn by the computer. Then X may range from 0 (no match) to 20 (all match)
and follows a hyper-geometric probability distribution.
Complete all of the following steps (a – j) in worksheet Part 1 of the Excel workbook
provided. All cells should contain formulas.
a. Construct a tabular probability distribution for X in column E of the worksheet.
b. Construct a tabular cumulative probability distribution for X in column F of the
worksheet.
c. Create a graphical probability distribution for X.
d. Create a graphical cumulative probability distribution for X.
e. Calculate the theoretical expected value (mean), the theoretical variance, and the
theoretical standard deviation of X in the spaces provided for those quantities. Interpret
those values in your Word report
f. In column M of the worksheet, use the Excel function “=RAND()” to generate 1000
random values according to the standard uniform ...
Introductory Algebra Lesson 11 – Linear Functions, Part 2 .docx
Introductory Algebra Lesson 11 – Linear Functions, Part 2
Practice Problems
Skills Practice
1. Determine the slope-intercept form of the equation of the line between each of the following
pairs of points.
a. (4, -5) and (2, 3)
b. (-3, 2) and (1, 8)
c. (5, -9) and (5, 2)
d. (2, -1) and (-2, 3)
e. (4, 3) and (12, -3)
f. (2, -4) and (7, -4)
Introductory Algebra Lesson 11 – Linear Functions, Part 2
2. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
x f (x)
-5 91
-2 67
1 43
4 19
9 -21
3. Give the equation of the linear function that generates the following table of values. Write
your answer in slope-intercept form.
t C(t)
5 -1250
15 -900
20 -725
35 -200
45 150
4. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
5. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
6. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
7. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
8. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
9. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
10. Give the equation of the linear function shown below. Write your answer in slope-intercept
form.
Introductory Algebra Lesson 11 – Linear Functions, Part 2
11. Give the equation of the horizontal line passing through the point (-6, 11). _______________
12. Give the equation of the vertical line passing through the point (4, 7). _______________
13. Give the equation of the x-axis. _______________
14. Give the equation of the y-axis. _______________
15. Give the equation of the line passing through the point (1, -5) that is parallel to y = 12 – 8x.
16. Give the equation of the line passing through the point (6, 0) that is parallel to y = x
2
3
9 .
17. Give the equation of the line passing through the point (10, 3) that is perpendicular to
1
5
2
xy .
18. Give the equation of the line passing through the point (-12, -1) that is perpendicular to
xy 43 .
Introductory Algebra Lesson 11 – Linear Functions, Part 2
19. Draw an accurate graph of the linear equation 2x + 3y = 6.
Slope-Intercept Form:
Slope: ___________
Vertical Intercept: ____________
Horizontal Intercept: ____________
Two additional points on the line:
____________ _____________
20. Draw an accurate graph of the function 155 yx
Slope-In.
ENGR 102B Microsoft Excel Proficiency LevelsPlease have your in.docx
ENGR 102B: Microsoft Excel Proficiency Levels
Please have your instructor or TA initial each level as you complete it. If you need additional help, ask the TAs or use the help guide within Excel.
Once you master Excel Levels I through IV, you can note Excel as a skill on your resume!
Please see D2L Content for this week for your Excel Homework assignment (individual), which is due via D2L Dropbox by the due date specified in the D2L News for your section.
If you use a Mac, please be sure to submit your homework in a format that the grader and instructor can open on a PC.
Level I: Basic Functions Initials _______
1. Calculating an Average: Calculate the arithmetic average of the 5 values listed below. Enter the values in cells A2 through A6. Place a descriptive label in cell A1.
3.6, 3.8, 3.5, 3.7, 3.6
First, calculate the average the long way, by summing the values and dividing by 5:
You will enter the following formula into a blank cell to accomplish this:
=(A2+A3+A4+A5+A6)/5
Second, calculate the average using Excel’s AVERAGE( ) function by entering the following formula in a cell:
=AVERAGE(cellrange)
Replace the “cellrange” with the actual addresses in your spreadsheet of the range of cells holding the five values (i.e., for this problem, the cell range is A2:A6).
2. Determining Velocities (in kph): Some friends at the University of Calgary are coming south for spring break. Help them avoid a speeding ticket by completing a velocity conversion worksheet that calculates the conversion from mph to kph in increments of 10 from 10 to 100. A conversion factor you will need is 0.62 miles/km; you will need this factor to convert from miles/hour to km/hour. Place the conversion factor in its own cell and then reference it in your conversion calculations using absolute cell referencing (e.g., $C$2). Refer to the CBT video on Absolute and Relative Cell Referencing from the “Preparation for the Excel Workshop” assignment if you don’t remember how to do this.
Level II: Advanced Functions Initials _______
1. Projectile Motion I: (See following page for Fig. 1 Excel chart) A projectile is launched at the angle 35o from the horizontal with a velocity equal to 30 m/s. Neglecting air resistance and assuming a horizontal surface, determine how far away from the launch site the projectile will land.
To answer this problem, you will need:
1. Excel’s trigonometry functions to handle the 35o angle, and
2. Equations relating distance to velocity and acceleration
When velocity is constant, as in the horizontal motion of our particle (since we’re neglecting air resistance), the distance traveled is simply the initial horizontal velocity times the time of flight:
(Equation 1)
What keeps the projectile from flying forever is gravity. Since the gravitational acceleration is constant, the vertical distance traveled becomes
(Equation 2)
Because the projectile ends up back on the ground, the final value of y is zero (a hor ...
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
MATH 107 FINAL EXAMINATION
MULTIPLE CHOICE
1. Determine the domain and range of the piecewise function.
A. Domain [–2, 2];
B. Domain [–1, 1];
C. Domain [–1, 3];
D. Domain [–3/2, –1/2];
2. Solve:
A. 3
B. 3,7
C. 9
D. No solution
3. Determine the interval(s) on which the function is increasing.
A. (−1.3, 1.3)
B. (1, 3)
C. (−∞,−1)and (3,∞)
D. (−2.5, 1)and (4.5,∞)
4. Determine whether the graph of y = 2|x| + 1 is symmetric with respect to the origin,
the x-axis, or the y-axis.
A. symmetric with respect to the origin only
B. symmetric with respect to the x-axis only
C. symmetric with respect to the y-axis only
D. not symmetric with respect to the origin, not symmetric with respect to the x-axis, and
not symmetric with respect to the y-axis
5. Solve, and express the answer in interval notation: | 9 – 7x | ≤ 12.
A. (–∞, –3/7]
B. (–∞, −3/7] ∪ [3, ∞) C. [–3, 3/7]
D. [–3/7, 3]
6. Which of the following represents the graph of 7x + 2y = 14 ?
A. B.
C. D.
7. Write a slope-intercept equation for a line parallel to the line x – 2y = 6 which passes through the point (10, – 4).
A.
B.
C.
D.
8. Which of the following best describes the graph?
A. It is the graph of a function and it is one-to-one.
B. It is the graph of a function and it is not one-to-one.
C. It is not the graph of a function and it is one-to-one.
D. It is not the graph of a function and it is not one-to-one.
9. Express as a single logarithm: log x + log 1 – 6 log (y + 4)
A.
B.
C.
D.
10. Which of the functions corresponds to the graph?
A.
B.
C.
D.
11. Suppose that a function f has exactly one x-intercept.
Which of the following statements MUST be true?
A. f is a linear function.
B. f (x) ≥ 0 for all x in the domain of f.
C. The equation f(x) = 0 has exactly one real-number solution.
D. f is an invertible function.
12. The graph of y = f(x) is shown at the left and the graph of y = g(x) is shown at the right. (No formulas are given.) What is the relationship between g(x) and f(x)?
y = f (x) y = g(x)
A. g(x) = f (x – 3) + 1
B. g(x) = f (x – 1) + 3
C. g(x) = f (x + 3) – 1
D. g(x) = f (x + 1) .
Function notation by sadiq
comprehensive lesson on Function Notation to help the A-level, ,Hssc mathematics learning students.
Pre-Calculus Midterm ExamScore ______ ______Name _______.docx
Pre-Calculus Midterm Exam
Score: ______ / ______
Name: ____________________________
Student Number: ___________________
Short Answer: Type your answer below each question. Show your work.
1
Verify the identity. Show your work.
cot θ ∙ sec θ = csc θ
2
A gas company has the following rate schedule for natural gas usage in single-family residences:
Monthly service charge $8.80
Per therm service charge
1st 25 therms $0.6686/therm
Over 25 therms $0.85870/therm
What is the charge for using 25 therms in one month? Show your work.
What is the charge for using 45 therms in one month? Show your work.
Construct a function that gives the monthly charge C for x therms of gas.
3
The wind chill factor represents the equivalent air temperature at a standard wind speed that would produce the same heat loss as the given temperature and wind speed. One formula for computing the equivalent temperature is
W(t) =
where v represents the wind speed (in meters per second) and t represents the air temperature . Compute the wind chill for an air temperature of 15°C and a wind speed of 12 meters per second. (Round the answer to one decimal place.) Show your work.
4
Complete the following:
(a) Use the Leading Coefficient Test to determine the graph's end behavior.
(b) Find the x-intercepts. State whether the graph crosses the x-axis or touches the x-axis and turns around at each intercept. Show your work.
(c) Find the y-intercept. Show your work.
f(x) = x2(x + 2)
(a).
(b).
(c).
5
For the data set shown by the table,
a. Create a scatter plot for the data. (You do not need to submit the scatter plot)
b. Use the scatter plot to determine whether an exponential function or a logarithmic function is the best choice for modeling the data.
Number of Homes Built in a Town by Year
6
Verify the identity. Show your work.
(1 + tan2u)(1 - sin2u) = 1
7
Verify the identity. Show your work.
cot2x + csc2x = 2csc2x - 1
8
Verify the identity. Show your work.
1 + sec2xsin2x = sec2x
9
Verify the identity. Show your work.
cos(α - β) - cos(α + β) = 2 sin α sin β
10
The following data represents the normal monthly precipitation for a certain city.
Draw a scatter diagram of the data for one period. (You do not need to submit the scatter diagram). Find the sinusoidal function of the form that fits the data. Show your work.
.
11.
The graph below shows the percentage of students enrolled in the College of Engineering at State University. Use the graph to answer the question.
Does the graph represent a function? Explain
12.
Find the vertical asymptotes, if any, of the graph of the rational function. Show your work.
f(x) =
13.
T.
3.1 Functions
* Introduce functions and function notation
* Develop skills in constructing and interpreting the graphs of functions
* Learn to apply this knowledge in a variety of situations
Similar to MATH133 UNIT 2 Quadratic EquationsIndividual Project Assignment.docx (20)
Name ____________________________Student Number ________________.docx
Name ____________________________Student Number ________________.docx
Electronic Keno Project 3 Overview and Rationale.docx
Electronic Keno Project 3 Overview and Rationale.docx
Introductory Algebra Lesson 11 – Linear Functions, Part 2 .docx
Introductory Algebra Lesson 11 – Linear Functions, Part 2 .docx
ENGR 102B Microsoft Excel Proficiency LevelsPlease have your in.docx
ENGR 102B Microsoft Excel Proficiency LevelsPlease have your in.docx
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
MATH 107 FINAL EXAMINATIONMULTIPLE CHOICE1. Deter.docx
Pre-Calculus Midterm ExamScore ______ ______Name _______.docx
Pre-Calculus Midterm ExamScore ______ ______Name _______.docx
More from andreecapon
MGMT 511Location ProblemGeorge Heller was so successful in.docx
MGMT 511
Location Problem
George Heller was so successful in his previous assignment that he was promoted to the coveted position of Infrastructure Manager on the Mergers and Acquisitions Team.
Again Agame has recently acquired a competitive company with a plant and a warehouse in a nearby city. Management has decided to keep the additional warehouse. However, they are unsure if they need to keep the additional manufacturing plant. All products can be manufactured in either plant and shipped from either warehouse. Each plant and each warehouse has sufficient capacity to meet the total forecasted demand individually.
Prepare a report for management with your recommendation. Three possible choices exist. 1) Close the Competitor plant and satisfy all demand from the Again Agame plant; 2) Close the Again Agame plant and satisfy all demand from the Competitor plant; 3)Keep both plants open.
Your recommendation should include a solution for each of the five years in question. Include your calculations and spreadsheets in support of your recommendations.
Sales Forecast (cases)
2011
2012
2013
2014
2015
Competitor Warehouse (WH1)
15,000,000
20,000,000
26,000,000
34,000,000
44,000,000
Again Agame Warehouse (WH2)
6,000,000
7,000,000
10,000,000
15,000,000
21,000,000
Fixed Costs
2011
2012
2013
2014
2015
Competitor Plant (P1)
900,000
900,000
900,000
900,000
900,000
Again Agame Plant (P2)
800,000
800,000
800,000
800,000
800,000
Transportation Costs
$1.00 / 1,000 cases / mile
4
Costs -- Both Plant Scenario
20112012201320142015
Transport P1 - WH1
Transport P2 - WH2
Fixed Cost - P1
Fixed Cost - P2
Total
General Info.Infrastructure ExerciseDate: 28/10/97Situation:a) Package -RGBb) Nr. Plants -2c) Nr. WH -2d) Period -5 yearse) Sales Frcst. -DecreasingCapacity MM U/C per Year:Plant 1 -5avg. HK 70 (KS)Plant 2 -3avg. HK 42 (KS)Distance Matrix: (Km)WH1WH2P150600P2600100Diagram:
&A
Page &P
WH2
Franchise 2
Franchise 1
P2
P1
WH1
Sales Frcst.Infrastructure ExerciseDate: 28/10/97Sales Forecast (M U.C)RGB'98'99'00'01'02WH15000.04000.03400.02800.02400.0WH23000.02400.02000.01600.01400.0Obs. Volume is Decreasing 15% per year.
&A
Page &P
CostsInfrastructure ExerciseDate: 28/10/97Transport Costs:0.51,000 cases per KmFixed Costs:900,000P1 = $600,000/year800,000P2 = $500,000/year
&A
Page &P
AnalysisInfrastructure ExerciseDate: 28/10/97Fixed Costs'98'99'00'01'02P1800,000800,000800,000800,000800,000P2700,000700,000700,000700,000700,000Total1,500,0001,500,0001,500,0001,500,0001,500,000Transportation Costs'98'99'00'01'02P1 - WH1125,000100,00085,00070,00060,000P2 - WH2150,000120,000100,00080,00070,000P1 - WH2900,000720,000600,000480,000420,000P2 - WH11,500,0001,200,0001,020,000840,000720,000Total 1275,000220,000185,000150,000130,000(both plants)Total 21,025,000820,000685 ...
MGMT 464From Snowboarders to Lawnmowers Case Study Case An.docx
MGMT 464
From Snowboarders to Lawnmowers Case Study
Case Analysis Worksheet #1
Case Analysis Session 1 : Focus on Inspiring a Shared Vision (Principle #2)
Inspiring a shared vision has two main components [1] creating a vision through common purpose, and [2] enlisting or getting people ‘on board’ with the vision.
In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both of these case study discussions (maximum 15 pts).
1. In what specific ways did Michael fail and/or succeed in ‘listening deeply’ to his employees?
2. In what specific ways did Michael show that he was not “open to influence?” How would Michael being open to influence have made him more effective, ( i.e., who were the “local experts” and how could he have benefited from them)?
3. When you consider the employees of Bedford Mower as they were before Michael arrived, how would you characterize them in terms of what was personally meaningful to them?
4. When creating his vision for the company, in what specific ways did Michael fail and/or succeed in ‘determining what was meaningful’ to his employees, and what was the impact?
5. What specific mechanisms, or opportunities did Michael have available to him for enlisting others?
6. To what extent did Michael take advantage of these? To what extent were they effective in terms of getting everyone on board with the new vision?
7. In thinking about his attempts to enlist others, in what ways did or didn’t Michael incorporate common ideals into his communication with his employees as it related to the new vision?
8. How successful was Michael in “animating the vision”? How would you characterize him in terms of his use of symbolic language, providing imagery of the future, practicing positive communication, expressing emotion, and speaking from the heart, in his communications to his employees?
9. What would you have done differently with this group of employees in terms of inspiring a shared vision?
Team Leadership Case
From Snowboards to Lawnmowers
Michael Francis, a man in his late 30s, born and raised in Oregon, was an avid snowboarder. He was known among his many friends and associates as a risk-taker, highly intelligent, innovative, a bit of a rebel, but an extremely smart businessman. When he was in his early 20s, he started his own snowboarding company designing and manufacturing what became known as some of the most cutting edge boards available. Having recently married a woman who was raised on the East coast, he decided to sell his company and move to Vermont where h ...
MG345_Lead from Middle.pptLeading from the Middle Exe.docx
MG345_Lead from Middle.ppt
Leading from the Middle: Exerting Influence Sideways & Upward
MG345 Organizations & Environment
Tony Buono
Fall 2104
Unfreezing
Changing
Refreezing
Planned
Change
Guided
Changing
Freezing
Rebalancing/
Translating
Unfreezing/
Improvising
Directed
Change
Present
State
Desired
State
Conceptualizing Change Processes
Low
Low
High
High
Business Complexity
Socio-Technical
Uncertainty
Authority
Acceptance
Persuasive Communication
A Question of Rhythm?
Leadership Styles
TASK FOCUS
PEOPLE FOCUS
LEARNING FOCUS
ORGANIZATIONAL EMPHASIS
INDIVIDUAL EMPHASIS
Commanding (Coercive)
Pacesetter
Visionary
(Authoritative)
Affiliative
Democratic
Coaching
EQ Adaptive Ability
Across Styles
Managers as Linking Pins
Middle Management …
“… story of gradual disempowerment in which reasonably healthy, confident and competent people become transformed into anxious, tense, ineffective and self-doubting wrecks.”
Barry Oshry, “Converting Middle Powerlessness to Middle Power,” National Productivity Review
Intervening in the MiddleConceptualizing and Understanding One’s Sphere of InfluenceControllables v. UncontrollablesControlled (Contained) EmpowermentLooking for Opportunities in AmbiguityPursuing “Small Wins”
Source: A.F. Buono & A.J. Nurick, “Intervening in the Middle: Coping Strategies in Mergers and
Acquisitions,” Human Resource Planning, 1992, vol. 15, no. 2.
Lewin’s Force-Field Analysis
Status Quo
Change Drivers
Change Resisters
2-
C
H
A
N
G
I
N
G
1-UNFREEZING
3-REFREEZING
KEY:
Own versus
Induced Forces
Dealing with ResistanceApproachUseAdvantagesDisadvantagesEducation +
CommunicationLack of or inaccurate infoHelps to inform and persuadeTime consuming, especially if many people are involvedParticipation + InvolvementInitiators do not have all info; others have considerable power to resistParticipation leads to commitment; recipient info integrated into change planTime consuming; participators can design inappropriate changeFacilitation + SupportResistance due to adjustment problemsBest way to cope with adjustment issuesCan be time consuming; can still failNegotiationSomeone/group loses out and has power to resistRelatively easy was to avoid problemsCan be expensiveManipulationOther tactics don’t’ workQuick, inexpensiveShort-term utility, can lead to future problemsExplicit + Implicit CoercionSpeed; you have powerSimple, straightforwardShort-term benefits, can be risky; retribution
“Managing” Your Boss
Understand your boss
Goals & Needs Working Style
Strengths & Weaknesses
Understand yourself
Goals & Needs Working Style
Strengths & Weaknesses How you react to your boss?
What do you do to help/hurt your relat ...
MGMT 345Phase 2 IPBusiness MemoToWarehouse ManagerFrom[You.docx
MGMT 345
Phase 2 IPBusiness MemoTo:
Warehouse ManagerFrom:[Your Name]Date:February 25, 2015Re:
Effective Supply Chain Design
Enhancing Profitability and Stakeholder Value with Effective Supply Chain Design
Supply Chain Networks
Supply Chain Drivers
Supply Chains and Distribution of Assets and Resources
Supply Chain Visual
Figure 1: The Food Production Chain.(n.d.). Retrieved from http://www.cdc.gov/foodsafety/images/food_production_chain_400px.jpg
References
Do not forget to put your references in alphabetical order (vertically, NOT horizontally) by author’s last name, and use only first initials, not first name. If one of your references begins with the word "The," put the rest of the name first and insert a comma, followed by the word The (example – Associated Press, The.).
Author's Last Name, First Initial. (year). Title of article/Internet page. Retrieved from http://complete URL here Do Not end with a period (EXAMPLE OF AN INTERNET SOURCE – IF NO DATE IS GIVEN ON THE INTERNET PAGE USE: (n.d.). IN PLACE OF THE YEAR.)
Author's Last Name, First Initial. (year). Title of book. City, ST: Publisher. (EXAMPLE OF A BOOK)
Author's Last Name, First Initial. (year, Season). Title of article. Magazine Name, 12(8), 27. (EXAMPLE OF A MAGAZINE ARTICLE - Note – only capitalize the proper nouns in the title of the article; capitalize all the words in the magazine name; the 12 is where the volume number goes, the 8 is where the issue number goes, the 27 is where the page number goes.)
Berube, M. S., ed. (1989). The American heritage dictionary. New York: Dell. (EXAMPLE OF A DICTIONARY)
Bird, I. (1973). A lady's life in the Rocky Mountains (Reprint ed.). New York: Ballantine Books. (EXAMPLE OF A BOOK)
Food Production Chain, The. (n.d.). Retrieved from http://www.cdc.gov/foodsafety/images/food_production_chain_400px.jpg
Grant, A. M. & Berry, J. W. (2011). The necessity of others is the mother of invention: Intrinsic and prosocial motivations, perspective taking, and creativity. Academy of Management Journal.54 (1), 73-96. DOI: 10.5465/AMJ.2011.59215085 (EXAMPLE FROM OUR BONUS LIVE CHAT, PLEASE VIEW THE BONUS LIVE CHAT TO SEE HOW TO FORMAT A REFERENCE WHEN RESEARCHING FROM THE CTU LIBRARY, WHICH IS REQUIRED FOR THIS TASK)
Leonard, S. J., & Noel, T. J. (1990). Denver: Mining camp to metropolis. Niwot, CO: University Press of Colorado. (EXAMPLE OF A BOOK)
Morson, B., & Frazier, D. (2000, December 7). For years, brown cloud fouls Denver image [Electronic version]. Denver (Colorado) Rocky Mountain News. Retrieved October 3, 2002, from http://insidedenver.com/millennium/1207stone.shtml (EXAMPLE OF A NEWSPAPER ARTICLE FROM AN ONLINE VERSION OF THE NEWSPAPER)
National Jewish Medical & Research Center. (2001a, January 5). The 'Brown Cloud,' cold-induced asthma, winter allergies and seasonal affective disorder around the corner as winter approaches. Retrieved October 4, 2002, from http://www.njc.org/news/ winter1.html (EXAMPLE OF AN ORGANIZATION ...
MGMT 3720 – Organizational BehaviorEXAM 3(CH. 9, 10, 11, & 12).docx
MGMT 3720 – Organizational Behavior EXAM 3
(CH. 9, 10, 11, & 12)
Question 1
1.
While discussing their marketing campaign for a new product, the members of the cross-functional team responsible for Carver Inc. realized that a couple of changes relating to their prior plan would be beneficial. The offer of a franchising that had earlier been brushed off by the company head was discussed thoroughly and it was decided that it would be implemented on a trial basis initially, and on full scale if found to work well. From the information provided, it can be concluded that this cross-functional team has a high degree of ________.
Answer
reflexivity
uncertainty
diversity
conformity
demography
Question 2
1.
Max Hiller was recently hired by Sync, a consumer goods company. During his first meeting with the sales team, Max impressed upon his team that work performance is the only criterion he would use to evaluate them. To help them perform well and meet their targets, he pushed his team to work extra hours. He also gave very clear instructions to each member regarding their job responsibilities and continually verified if they were meeting their targets. Which of the following, if true, would weaken Max's approach?
Answer
Sales figures for the region that Max's team is responsible for have improved in the last quarter.
Max is leading many new employees who have joined his team directly after training.
Max's sales team is comprised of independent and experienced employees who are committed to their jobs.
Max's team functions in a sluggish manner and picks up pace only a week or so before the monthly operations cycle meetings.
Max's team does not display high levels of cohesiveness and members fail to coordinate with each other.
Question 3
1.
Which of the following statements is true regarding the effect of group cohesiveness and performance norms on group productivity?
Answer
When both cohesiveness and performance norms are high, productivity will be high.
The productivity of the group is affected by the performance norms but not by the cohesiveness of the group.
If cohesiveness is high and performance norms are low, productivity will be high.
When cohesiveness is low and performance norms are also low, productivity will be high.
If cohesiveness is low and performance norms are high, productivity will be low.
Question 4
1.
Neutralizers make it impossible for leader behavior to make any difference to follower outcomes.
Answer
True
False
Question 5
1.
Communication includes both the transfer and the understanding of meaning.
Answer
True
False
Question 6
1.
According to the path-goal theory, directive leadership is likely to be welcomed and accepted by employees with high ability or considerable experience.
Answer
True
False
Question 7
1.
Before buying her new phone, Gina listed the various requirements her new phone must meet. As a wedding planner, much of her work revolved around usin ...
Mexico, Page 1 Running Head MEXICO’S CULTURAL, ECONOMI.docx
Mexico, Page 1
Running Head: MEXICO’S CULTURAL, ECONOMICAL, AND POLITICAL STATE
Mexico’s Cultural, Economical, and Political State
For
Firms Pursuing Business In or With Mexico
By
Kashmala Khan
For
Athena Miklos, Professor
ECN 2025-102947
Tuesdays and Thursdays, 10:00-11:20 AM
College of Southern Maryland
La Plata, Maryland
November 15, 2012
Mexico, Page 2
Summary
Before a firm does business in Mexico it is imperative to understand the achievements
and pitfalls of its cultural, economic, and political forces. Although Mexico has improved
substantially with its technological development, investment policies, foreign exchange policies,
and tariffs, it still has significant pitfalls when it comes to honoring contracts, legal framework,
and enforcing laws.
The cultural forces of Mexico are largely dependent on social structure. Mexicans respect
authority and look to those above them for guidance and decision-making. This makes it
important to know which person is in charge, and leads to an authoritarian approach to decision-
making and problem solving. Since 92.7% of the total population in Mexico speaks Spanish
only, it will be beneficial to learn Spanish or have a translator at hand at all times. Shared culture
makes it easier to market and sell goods and services.
The economic forces in Mexico offer both favorable and unfavorable qualities. Mexico is
currently the second largest export market for U.S. goods. Some of the greatest achievements of
economic forces include physical infrastructures, telecommunication systems, production
capabilities, and technology. The unfavorable qualities of the economic forces include high
employment rate and unskilled labor.
The political forces in Mexico also play a great role in opportunities and pitfalls. The
opportunities include efficient settlements to disputes and reasonable trade regulations and
standards. The pitfalls include wars and terrorism caused by the drug wars and cartels.
There are numerous opportunities for firms in the Textiles and Clothing industry of
Mexico. A firm should be knowledgeable about the cultural differences in Mexican people in
Mexico, Page 3
order to undergo business successfully. A firm should also be aware of the potential profit
Mexico has to offer, as well as the potential problems. To conclude from this research, U.S.
firms should enter the Textiles and Clothing industry in Mexico because there are a lot of
opportunities and the Mexican economy will further expand in the near future.
Mexico, Page 4
Introduction
This paper will review and relay the most recent information regarding Mexico’s cultural,
economic, and political forces. The objective of this paper is to assist firms who are interested in
entering the Textiles and Clothing industry in Mexico by portraying the opportunities, issues,
and pros and cons of doing business in Mexico. Th ...
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
MGM316-1401B-01
Quesadra D. Goodrum
Class Discussion Phase2
Colorado Technical University
Professor: Edmund Winters
4/07/2014
In an ever-changing world, intercultural business communication is one of the most vital aspects of carrying out business in foreign countries. We are set up to fail if we enter into foreign business agreements blindly. In the absence of proper communication skills, cultural awareness comes into play knowing the culture in which we are dealing. All of your concepts you may have grown up with and ideas that you have formed beforehand need to be thrown away and cast to the side. Your concepts and ideas in these business meetings will only be as effective as your communication skills. If your communications skills are weak so will be your presentation of your projected business plan. If I was going to develop a training program on the same, my lesson plan would look as illustrated below:
I. Class Objectives: The goals or objectives for class include understanding how language affects intercultural business communications and learning about different cultures and how they communicate when conducting business activities.
II. Connection to Course Goals: The class’s daily objectives will connect to the overall course goals by dealing with one topic at a time.
III. Anticipatory Set: What is usually involved in intercultural business communication and how should one behave if relocated to foreign countries such as United Arab Emirates, Mexico, China and Israel?
IV. Cultural Awareness
V. High vs. Low Context Cultures
VI. Language: Verbal vs. Non-Verbal
VII. Conversational Taboos
VIII. Interaction: Ethical/Unethical awareness
IX. Conclusion: connecting the objectives
My developed training program will help my students target and grasp the importance of the concepts listed and how they connect to one another. You will need to know a number of things regarding Cultural Awareness, High vs. Low Context Cultures, and Verbal vs. Non-Verbal, Conversational Taboos, and Interaction Ethical/Unethical awareness, and connecting the objectives. “Low context language is where things are fully spelled out or made explicit where there is also considerable dependence on what is actually being said or written (Gibson, 2002).” Western cultures tend to be inclined more toward low context language while Eastern and
Southern cultures are more inclined to use high context language (LeBaron, 2003).“High context language is whereby communicators assume a great deal of commonality of opinions and knowledge so that not much is made explicit (Novinger, 2001).” In other words, communication is in indirect ways. It is of crucial importance for business individuals venturing overseas to learn more about the business culture and etiquette present in countries such as Mexico, China, United Arab Emirates and Israel as they are not the same as the American business culture.
International Business Communication
Understanding other cultures tend to greatly enh ...
METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docx
METROPOLITAN PLANNING AND
ENVIRONMENTAL ISSUES
n May 2008, the Nobel Prize–winning economist Paul Krugman was in Berlin, and
he wrote an Op-Ed piece for the New York Times that began, “I have seen the future,
and it works.” He went on to extol “this marvelous urban environment” with its pitchperfect
public transportation servicing medium height high-rise buildings embedded
in a larger urban-scape of commercial service establishments and green areas. He then
commented: “It’s the kind of neighborhood in which people don’t have to drive a lot,
but it’s also a kind of neighborhood that barely exists in America, even in big metropolitan
areas. Greater Atlanta has roughly the same population as greater Berlin—but
Berlin is a city of trains, buses and bikes, while Atlanta is a city of cars, cars and cars.”
The Nobel Prize winner is speaking here not as an objective scientist, but as another
tourist from America, and one who subscribes to the subjective bias against suburban
sprawl. As any other observant visitor to Berlin can attest, he leaves out other aspects of
the experience: the mixed groups of drug addicts loitering around select public places
including open-air heroin users and speed freaks; Nazi skinheads roaming the very
community transportation corridors Krugman lauds; sectors of the city that could be
called slums in the American style, except that the housing is better maintained and
the streets are cleaner; and, despite the popularity of Berlin, an increasing and denser
development of the region outside the city for the kind of single-family homes that are
most characteristic of the United States and that he seems to dislike despite the fact
that he probably lives in one back in Princeton, N.J., where he is a professor.
To be sure, Krugman has an excellent point and his comparison between Berlin
and Atlanta is well taken. However, any tourist comparing American and European
urban development patterns for public consumption, such as this Op-Ed columnist,
must be held responsible for pointing out the single most important reason for the
contrast. Simply put, European cities have fought sprawl and have a more “rational”
public mode of living that includes clustered high-rises and efficient public transportation
precisely because in Europe planners have political power and leverage over
land use built by profit seekers. America has nothing comparable because Americans
321
I
dislike public housing and government planning and are generally opposed to government
regulation and intervention. The fundamental ideological divide between these
societies could not be more different. Witness the frustrating and irrational response
average U.S. citizens have made in opposition to government-sponsored health insurance
during the summer of 2009. European countries adopted universal health care,
in contrast, scores of years ago. At about the same time, in the post–World War II era,
they also sanctioned local and national planning schemes for housing and ...
Methods of Moral Decision Making REL 330 Christian Moralit.docx
Methods of Moral Decision Making
REL 330 Christian Morality
Acquisition of Christian Based Ethical Truth comes from:
1. Written Revelation – the Bible
2. Natural Law
· Human reason is capable of divine ethical truth.
· Human kind made in the image of God is therefore capable of understanding ethical standards revealed in nature.
· Natural tendency for self-preservation, avoidance of pain, defense of children.
3. The Church - A. Narrative component : Stories and images,
B. Normative component: Rules/guidelines
C. Church functions to assist with character development by teaching,
through community, and imagination (raises to new acute awareness &
understanding)
How we decide is a matter of style:
Rule-Based or Deontological Theories of Ethics (Rule or duty based)
A. Divine Command/Absolutism –
Our behavior, actions and moral decisions are based on God’s will.
How do we determine the will of God?
Based on our experience of God and our understanding of the nature of
God.
God is good. We need an understanding of what the Good is.
Do we follow God’s command out of fear or out of love?
Which is more important the rule or the intention?
The problem with moral decision making arises when in a particular situation one needs to choose between protecting one’s own life and the life of another. Complex situations in our nuclear age make it difficult to determine the greater good or the lesser of two evils in many cases.
B. Immanuel Kant’s “Categorical Imperative” - another of the deontological or rule based theories of ethics that may help in ethical reasoning-
His theory states “Act only according to that maxim by which you can at the same time will that it should become a universal law.” Also persons are not to be a means to an end. (Immanuel Kant, Groundwork of the Metaphysics of Morals, 1785; cited in Rachels, 115)
C. Social Contract Theories- a belief that moral judgments are simply conventions determined by a particular society. How this works is evident in the “Peace Child.”
D. Critical Realism- is a method thatasserts that our knowledge of the world refers to the-way-things-really-are, but in a partial fashion which will necessarily be revised as that knowledge develops. Critical Realism attempts to find the real good through dialogue and reason between the ideal rule or norm and the reality of the present world.
Teleological or goal-based theories of Ethical Reasoning- (Also known as consequentialism)
A. Ethical Egoism- a moral act is what benefits me.
B. Utilitarianism- a moral act is what causes the greatest amount of happiness for the most people concerned, i.e.,
· Right actions are those with best consequences.
· In assessing “best consequences” the amount of happiness or unhappiness caused is the only relevant consideration.
· Each person’s welfare is equally important
C. Emotivism- moral judgments ar ...
MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevi.docx
MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevidxffeeidxpanelmpcdataipbegyripbegmmipbegddipendyripendmmipendddnumnighxnumnightemerroomspeccondrsninhosdlvrtypeepiduralanyoperipicd1xipicd2xipicd3xipicd4xippro1xippro2xipccc1xipccc2xipccc3xipccc4xdschpmedffiptypeipxp12xiptc12xipfsf12xipfmr12xipfmd12xipfpv12xipfva12xipftr12xipfof12xipfsl12xipfwc12xipfor12xipfou12xipfot12xipfxp12xipftc12xipdsf12xipdmr12xipdmd12xipdpv12xipdva12xipdtr12xipdof12xipdsl12xipdwc12xipdor12xipdou12xipdot12xipdxp12xipdtc12ximpflagperwt12fvarstrvarpsu20011101200111012.00E+11ROUND 32.00E+11-1PANEL 171 HAS MPC DATA2012117201212730-1 INAPPLICABLE1 YES1 YES2 TREATMENT/THERAPY-1 INAPPLICABLE-1 INAPPLICABLE2 NO486-1-1-1-1-1122-1-1-12 NO-1 INAPPLICABLE77762.16221868.750072462.9300000000072462.93212018.75005299.230000000005299.2398504 PARTIALLY IMPUTED13725.4081061120017102200171022.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA20122282012312-1 INAPPLICABLE2 NO1 YES4 GIVE BIRTH TO A BABY (MOTHER)2 CAESAREAN SECTION1 YES1 YESV22-1-1-1-1-1196-1-1-12 NO-1 INAPPLICABLE5997.94261390004775.44000000004775.44208390001222.5000000001222.553002 COMPLETE MPC DATA8902.89661056220017105200171052.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201222820123910-1 INAPPLICABLE2 NO1 YES5 TO BE BORN (BABY)-1 INAPPLICABLE-1 INAPPLICABLE2 NOV30-1-1-1-1-1218-1-1-12 NO-1 INAPPLICABLE16592.653480300155850000000001558532644001007.650000000001007.6521592 COMPLETE MPC DATA7332.15721056220017106200171062.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201222820123910-1 INAPPLICABLE2 NO1 YES5 TO BE BORN (BABY)-1 INAPPLICABLE-1 INAPPLICABLE2 NOV30-1-1-1-1-1218-1-1-12 NO-1 INAPPLICABLE12050.584916700105850000000001058546048001465.580000000001465.5831192 COMPLETE MPC DATA7332.15721056220020101200201012.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201271220127131-1 INAPPLICABLE2 NO1 YES1 OPERATION OR SURGICAL PROCEDURE-1 INAPPLICABLE-1 INAPPLICABLE1 YES214-1-1-1-1-147-1-1-11 YES-1 INAPPLICABLE8842.6114807.96200008171.47000000008371.4714099.0677.9800393.1600000000471.14708.92 COMPLETE MPC DATA16522.111066220027102200271022.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA20125232012619-1 INAPPLICABLE2 NO1 YES1 OPERATION OR SURGICAL PROCEDURE-1 INAPPLICABLE-1 INAPPLICABLE1 YES723-1-1-1-1-1205-1-1-11 YES-1 INAPPLICABLE21956.54105233.78118.4212394.7101443.410000000021956.54105233.7000000000000002 COMPLETE MPC DATA24711.931007120031101200311012.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201262020126211-1 INAPPLICABLE2 NO1 YES1 OPERATION OR SURGICAL PROCEDURE-1 INAPPLICABLE-1 INAPPLICABLE1 YES-1-1-1-163-1-1-1-1-1-8 DK-1 INAPPLICABLE5264.1928723.423.44448.900000000004472.327605.560791.890000000000791.891117.842 COMPLETE MPC DATA23921.1651136220044102200441022.00E+11ROUND 2-1-1PANEL 171 HAS MPC DATA201271420127162-1 INAPPLICABLE1 YES2 NO4 GIVE BIRTH TO A BABY (MOTHER)1 VAGINAL DELIVERY1 YES2 NO-1-1-1-1-1-1-1-1-1-11 YES-1 INAPPLICABLE6057.3834118.18004672.630000000004672.6330193.18001384.750000000001384.7539252 COMPLETE MPC DATA3600.93931027120045103 ...
METHODS TO STOP DIFFERENT CYBER CRIMES .docx
METHODS TO STOP DIFFERENT CYBER CRIMES 1
Methods to Stop Different Cyber Crimes
People must be well-informed regarding internet scams and certain vulnerabilities, which permit them to occur sooner or later. With education, they will be in a situation to help in prevention of such scams successfully (Hynson, 2012). It is imperative for people to be familiar with attempts of cybercrimes and to comprehend correct solutions in internet practices and solutions. People will learn with education how to put into practice proper security protocols. When they develop into social media savvy people and when they learn how to safe guard their computer devices, cybercriminals will encounter multiple layers of security, which will limit their illegal activities substantially.
Firewalls have the capability to protect users and their network devices against cyber criminals in the first instance of a attempted breach (Lehto,2013). A firewall monitors the interchange between a local network or the internet and a user’s computer. The firewall should be enabled through the security software or a router. Cybercriminals will be unable to use the interchange traffic to install malware, which is intended to compromise the user’s network and computer. If more people would use firewalls, hackers would be at a chief disadvantage due to being unable to navigate deeper into a system to obtain sensitive information and eventually, cybercrime would be lessened for a time.
Users need to analyze their operating and online systems continually so they can resolve vulnerabilities (Hynson, 2012). Internal accounting information or protocols, which lead to financial information or bank statements, should be checked on a regular basis in order to recognize the risks and mitigate them accordingly. It is very difficult for people to curb the flow of cybercrimes if they are ignorant of the risks in which they face or the weaknesses, which exist within their systems.
One successful way of slowing the actions of cyber criminals is by acting like them. This requires law enforcement agencies such as the Federal Bureau of Investigation (FBI) to assign special undercover agents to gain access to clubs or groups of cyber criminals so they can investigate their steps (Hynson, 2012). The investigation method will become more effective by identifying the source of the problem and in developing a stronger strategy to cripple the efforts of the criminals.
Cyber criminals can hack into systems without difficulty when they encounter uncomplicated passwords. Users should use passwords with at least 10 or more characters so they can amplify the complexity of logging into the computer system (Lehto, 2013). It also helps top add in capital letters and special characters to increase the complexity of a password. In addition, different accounts should have dissimilar ID’s or password combinations to avoid giving hackers ac ...
Mexico The Third War Security Weekly Wednesday, February 18.docx
Mexico: The Third War
Security Weekly Wednesday, February 18, 2009 - 13:23 Print Text Size
By Fred Burton and Scott Stewart
Mexico has pretty much always been a rough-and
-tumble place. In recent years, however, the
security environment has deteriorated rapidly, and
parts of the country have become incredibly
violent. It is now common to see military
weaponry such as fragmentation grenades and
assault rifles used almost daily in attacks.
In fact, just last week we noted two separate
strings of grenade attacks directed against police
in Durango and Michoacan states. In the
Michoacan incident, police in Uruapan and Lazaro Cardenas were targeted by three grenade attacks during a 12-hour period.
Then on Feb. 17, a major firefight occurred just across the border from the United States in Reynosa, when Mexican
authorities attempted to apprehend several armed men seen riding in a vehicle. The men fled to a nearby residence and
engaged the pursuing police with gunfire, hand grenades and rocket-propelled grenades (RPGs). After the incident, in which
five cartel gunmen were killed and several gunmen, cops, soldiers and civilians were wounded, authorities recovered a 60 mm
mortar, five RPG rounds and two fragmentation grenades.
Make no mistake, considering the military weapons now being used in Mexico and the number of deaths involved, the country
is in the middle of a war. In fact, there are actually three concurrent wars being waged in Mexico involving the Mexican drug
cartels. The first is the battle being waged among the various Mexican drug cartels seeking control over lucrative smuggling
corridors, called plazas. One such battleground is Ciudad Juarez, which provides access to the Interstate 10, Interstate 20 and
Interstate 25 corridors inside the United States. The second battle is being fought between the various cartels and the Mexican
government forces who are seeking to interrupt smuggling operations, curb violence and bring the cartel members to justice.
Then there is a third war being waged in Mexico, though because of its nature it is a bit more subdued. It does not get the
same degree of international media attention generated by the running gun battles and grenade and RPG attacks. However, it
is no less real, and in many ways it is more dangerous to innocent civilians (as well as foreign tourists and business travelers)
than the pitched battles between the cartels and the Mexican government. This third war is the war being waged on the
Mexican population by criminals who may or may not be involved with the cartels. Unlike the other battles, where cartel
members or government forces are the primary targets and civilians are only killed as collateral damage, on this battlefront,
civilians are squarely in the crosshairs.
The Criminal Front
There are many different shapes and sizes of criminal gangs in Mexico. While many of them are in some way related to the
drug cartels, others have various types of c ...
Mercy College .docx
Mercy College Principles of Management
Professor Tormey
Shadow-A-Company Term Project
The EXACT POWERPOINT sequence or order for your report should be as follows:
1. The Company’s Name
2. The Company’s Logo
3. The Company’s Mission Statement
4. Is the company living up to its stated objectives
5. What additional businesses should this company possibly explore entering?
6. The Company’s three (3) main competitors
7. A picture of, and the name of, the following: the Chairman, the President, the CEO and the CFO
8. The Stock Symbol and Exchange that it is traded on
9. The company’s recent stock price
10. The number of company employees worldwide
11. The location of the company’s corporate headquarters (city/state only)
12. The company’s yearly sales for 2012 in billions of dollars
13. The company’s yearly profit for 2012 in millions/billions of dollars
14. The company’s…STRENGTHS
15. The company’s…WEAKNESSES
16. The company’s…OPPORTUNITIES
17. The company’s…THREATS
18. Several of the company’s STAR product’s and or division’s
19. Several of the company’s CASH COW product’s and or division’s
20. The company’s QUESTION MARK’S product’s and or division’s
21. The company’s DOG product’s and or division’s
22. IMPORTANTLY… a statement from EACH student of exactly what each of you have learned while completing this research project
Shadow-A-Company Analysis
A process by which a student evaluates the products and businesses making up their assigned company.
Portfolio AnalysisPurpose of portfolio analysis:
Resources are directed toward more profitable businesses while weaker ones are phased out or dropped.Standard portfolio analysis evaluates SBUs on two important dimensions:
Attractiveness of SBU’s market or industry.
Strength of SBU’s position within that market or industry.
Figure 2.2:
The BCG Growth-Share Matrix
BCG Growth-Share MatrixStars: High-share of high-growth market.
Strategy: Build into cash cow via investment.Cash cows: High-share of low-growth market.
Strategies: Maintain or harvest for cash to build STARS.Question marks: Low-share of high-growth market.
Strategies: Build into STAR via investment OR reallocate funding and let slip into DOG status.Dogs: Low-share of low-growth market.
Strategies: Maintain or divest.
Figure 2.7:
SWOT Analysis
Mercy College Principles of Management
Professor Tormey
Shadow-A-Company Term Project
Each student will be assigned a specific company to closely monitor and study throughout the duration of the semester.
On our final class meeting date, you will be required to s ...
Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx
Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFranklin Teaching HospitalEnter appropriate input values in the cells colored red.INPUT DATA:KEY OUTPUT:(millions of $)(millions of $)Cash flow data:Pro forma net cash flows:Growth in gross revenues (2007-2011):2007$162.242Inpatient0.0%2008$162.242Outpatient0.0%2009$162.242Allowances and discount %0.0%2010$162.242Other op rev growth rate0.0%2011$0.000Patient services exp as a% of net patient rev0.0%2007 EBITDA$162.242Percent of net op CFAverage 5-yr EBITDA$0.000retained for growth0.0%Annual inputs:*Interest on**Cost SavingsAcquisition value:YearRequired Loansat Franklin2007$0.000$0.000DCF method$0.0002008$0.000$0.000Market multiple method:2009$0.000$0.000Applied to 2000 EBITDA$0.0002010$0.000$0.000Applied to avg EBITDA$0.0002011$0.000$0.000Applied to discharges$0.000Long-term (2008 and beyond)constant growth rate0.0%*Interest on required loans represents theMarket data:estimated interest payments on any borrowingsDiscount rate (cost of equity)0.0%required to fund the acquisition.EBITDA multiple0.0Market value to discharges ratio$0**Cost savings at Franklin represents anysynergistic benefits that will accrue atOperating data:the acquirer as opposed to at the target.Expected number of discharges0HISTORICAL DATA:Palmetto General HospitalIncome Statements:(Millions of Dollars)20022003200420052006Inpatient revenue$81.624$88.249$99.010$105.332$110.384Outpatient revenue22.86127.06734.62843.61650.810Gross patient revenue$104.485$115.316$133.638$148.948$161.194Allowances and discounts33.69938.62644.62251.19862.006Net patient revenue$70.786$76.690$89.016$97.750$99.188Other operating revenue1.9221.5151.3671.7251.048Total operating revenue$72.708$78.205$90.383$99.475$100.236Patient services expenses$60.245$73.858$81.525$90.645$89.505Interest expense3.0453.1473.0933.0022.980Depreciation3.4663.6894.3954.2586.031Total operating expense$66.756$80.694$89.013$97.905$98.516Net income$5.952($2.489)$1.370$1.570$1.720MODEL-GENERATED DATA:Palmetto General HospitalPro Forma Income Statements:(Millions of Dollars)20072008200920102011Inpatient revenue$110.384$110.384$110.384$110.384$110.384Outpatient revenue50.81050.81050.81050.81050.810Gross patient revenue$161.194$161.194$161.194$161.194$161.194Allowances and discounts0.0000.0000.0000.0000.000Net patient revenue$161.194$161.194$161.194$161.194$161.194Other operating revenue1.0481.0481.0481.0481.048Total operating revenue$162.242$162.242$162.242$162.242$162.242Patient services expenses$0.000$0.000$0.000$0.000$0.000Interest expense0.0000.0000.0000.0000.000Total operating expense$0.000$0.000$0.000$0.000$0.000Net operating cash flow$162.242$162.242$162.242$162.242$162.242Cost savings at University0.0000.0000.0000.0000.000Growth retentions0.0000.0000.0000.0000.000Terminal value0.000Net cash flow to equityholders$162.242$162.242$162.242$162.242$0.000EBITDA$162.242$162.242$162.242$162.242$0.000Valuation Results:Average 5-year EBITDA$0.000Value according to DCF ...
MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx
MGMT 301 EOY “Group” Case Study and Power Point Presentation Grade Sheet-
Group Name: _____________________________ Time of class__________________
Total Paper should be 8-10 pages in length- this includes preliminary or prefatory section
No indentations for paragraphs- single spacing with double spacing in-between paragraphs
APA citations need to be used as your guide for citing reference material!
Preliminary or prefatory section- (this section has different page numbering, ii,iii,etc)
Title Page
Page ii-Table of Contents/ and List of Illustrations/Figures/Tables (10 points) ________
Page iii- Executive Summary- use bullets/ and bold headings (10 points) ________
Body of Paper and Analysis of Case Study and Questions and Answers – (starts w/page 1)
Page 1- Introduction- Starts on Page 1 and is at least ¼ to ½ page (5 points) ________
Page Numbering- After Introduction start your research paper…
Body of paper should be 5-8 pages in length
Research used in your paper
You will need to use at least “Five” different research cites! (50 points)________
You need to include “Five” different areas of analysis
Example: Motivation, Communication, Leadership, etc. (Chapters from your book)
Two Charts or Graphs in body of paper (5 points each) (10 points)________
They both need to be properly cited! (Heading)( Figure 1 or 2)(Source: citation)
Recommendation/Conclusion – (10 points)________
Reference Page- cite all you references on a separate sheet (5 points)________
100 POINTS TOTAL_________________
Points to be deducted in each category:
Poor: Headings, Sub-Heading or lack of Bold Headings (5 points)_________
Poor: Grammar- Sentence Structure - Formatting of Paragraphs (5 points)_________
Poor: Citation of your research material (10 points)_________
WRITTEN PAPERWORTH 100 POINTS TOTAL _______________
Power point Presentation - NOT MORE THAN 10 MINUTES!- Please do voice-over or camera
(Call eCampus or Tech-help or blackboard for assistance with your power point presentation)
Appropriate Business Attire for Presentation--points will be taken off for poor attire
Was there an opening statement? (10 points) ________
Clear - Easy to read - Eye appealing (10 points) ________
Not more than 7 lines per slide and 7 words in a line on a slide
Did you engage your audience?
Voice, clarity, clarity, volume, speed, poise and confidence (10 points) ________
Two graphs in your presentation- must be cited correctly (10 points)________
Was there a conclusion slide and statement? (10 points__________
Points will be taken off if:
Speed of presentation, (too fast or too slow) (up to 5 points) ________
“UHMS” and “H’S” – (1 point for every 10)________
POWER POINTWORTH 50 POINTS TOTAL________
ENTIRE PAPERWORTH 150 POINTS TOTAL__________
CASE
3 Building a Coali ...
MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx
MGMT 464
New Manager’s Case Study
Case Analysis Worksheet #2
Team Case Analysis Session 2: Enable Others To Act (Principle # 4)
Enabling others to act has two main components [1] fostering collaboration, and [2] strengthening others.
In your small groups, discuss and document your group’s response to the following questions. Upload your typed document into one of your group member’s D2L dropbox by the assigned due date on your course schedule. Be sure to include on your worksheet all group member names. If present in class, all group members will receive the same grade for this case analysis assignment (maximum 30 pts). Group peer evaluations will be used to determine overall individual group member participation points for both these case discussions (maximum 15 pts).
1. In what specific ways did Mark create a climate of distrust?
2. In what ways did Mark fail to “set the example” in his work role? What was the impact of his failure to be a good role model for his employees?
3. What type of relevant information and resources did he not share with his employees? What was the impact?
4. In what ways had the former supervisor built his employees’ sense of competence? How did Mark later undermine the employees’ sense of competence?
5. In what ways did the employees demonstrate accountability before Mark took over?
6. What kind of expectations of his employees did Mark communicate, and how did this become a self-fulfilling prophecy (The Pygmalion Effect)?
7. What employee obstacles were apparent in the case that Mark ignored? What actions could he have taken to remove these obstacles?
8. In what sense did the employees have a sense of job meaning and impact before Mark arrived? How did Mark’s actions lead to a decreased sense of job meaning and impact for the employees?
9. What would you have done differently with this group of employees in terms of empowerment and fostering collaboration?
Problems: Answer each question
1. A quality control expert is called in to determine whether a newly installed machine is meeting quality standards in producing a particular cotton cloth according to the specifications set by the manufacturer. The mean warp-breaking strength of this particular cotton cloth has been established to be 66 pounds. A random sample of 36 pieces of cotton cloth is obtained from a production run on this machine. The results of the sample reveal a mean warp-breaking strength of 64.5 pounds and a standard deviation of 5 pounds. Can the quality control expert make the decision that the cotton produced on the new machine meets the warp-breaking specification of the manufacturer at the .05 level of significance?
2. The personnel director of a large insurance company is interested in reducing the turnover rate of data processing clerks in the first year of employment. Past records indicate that 25% of all new hires in this area are no longer employed at the end of one year. Extensive new training approaches are im ...
META-INFMANIFEST.MFManifest-Version 1.0.classpath.docx
META-INF/MANIFEST.MF
Manifest-Version: 1.0
.classpath
PriorityQueue.classpublicsynchronizedclass PriorityQueue {
Heap q;
public void PriorityQueue(int, java.util.Comparator);
public Object peek();
public Object remove();
void add(Object);
boolean isEmpty();
public int size();
}
PriorityQueue.javaPriorityQueue.javaimport java.util.Comparator;
publicclassPriorityQueue<E>{
Heap q;
/**
*PriorityQueue initializes the queue.
*
* @param initialCapacity an int that is the heaps initial size.
* @param comparator the priority of various imputs.
*/
publicPriorityQueue(int initialCapacity,Comparator<?super E> comparator){
q=newHeap(initialCapacity,comparator);
}
/**
* Peek, returns the next item in the queue without removing it.
*
* If it is empty then null is returned.
* @return the next item in the queue.
*/
public E peek(){
if(q.size()==0){
returnnull;
}
return(E) q.findMax();
}
/**
* This removes the first item from the queue.
*
* It returns null if the queue is empty.
* @return the first item in the queue.
*/
public E remove(){
if(q.size()==0){
returnnull;
}
return(E) q.removeMax();
}
/**
* This adds item to the queue
* @param item that is added to the queue.
*/
void add(E item){
q.insert(item);
}
/**
* isEmpty returns if the queue is empty or not.
*
* @return boolean if the queue is empty or not.
*/
boolean isEmpty(){
if(q.size()!=0){
returnfalse;
}
returntrue;
}
/**
* size returns the size of the queue.
*
* @return int the size of the queue.
*/
publicint size(){
return q.size();
}
}
ArithmeticExpression.classpublicsynchronizedclass ArithmeticExpression {
BinaryTree t;
java.util.ArrayList list;
String equation;
void ArithmeticExpression(String) throws java.text.ParseException;
public String toString(BinaryTree);
public String toPostfixString(BinaryTree);
void setVariable(String, int) throws java.rmi.NotBoundException;
public int evaluate(BinaryTree);
}
ArithmeticExpression.javaArithmeticExpression.javaimport java.rmi.NotBoundException;
import java.text.ParseException;
import java.util.ArrayList;
import java.util.Stack;
/**
* ArithmeticExpression takes equations in the form of strings creates a binary
* tree, and can return either the regular or postfix equation. It also allows
* them to be calculated.
*
*
* Extra Credit:
* ** it can handle spaces or no spaces in the string inputted. ** it can return
* regular or postfix notation
*
* @author tai-lanhirabayashi
*
*/
publicclassArithmeticExpression{
BinaryTree t;
ArrayList list;
String equation;
/**
* ArithmeticExpression is the construction which takes in a space
* delimitated equation containing "*,/,+,-" symbols and converts it into a
* binary tree.
*
* If the expression is not valid it will throw a ParseException. This is ...
Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx
Menu Management Options
·
·
APRN504 - 5886 - HEALTH POLICY AND LEADERSHIP - Spring2016
· Home Page
· Announcements
· Syllabus
· Discussions
· Weekly news update
· Assignments
· Sign up Wiki
· Writing Information
· Groups
· Week One
· PowerPoint Week #1
· PowerPoints Week #1
· Week Two: Information
· Week Three
· PowerPoint:Week #3 Policy
· PowerPoint-Communication
· PowerPoint: SS
· Week Four
· PowerPoint: Finances
· PowerPoint-Ethics
· Week Five
· Week Six
· Week Seven
· Week Eight
· PowerPoint: Lobbying
· Week Nine
· PowerPoint:Workplace
· Week Ten
· Week Eleven
· PowerPoint:Centers
· PP: Putting it Together
· Week Twelve
· Week Thirteen
· Week Fourteen
· Week Fifteen
· APA Links
· Help
· Tools
PowerPoint Week #1
Top of Form
Bottom of Form
Content
·
Social Determinants of Health
·
One view of the ACA
·
Another view of ACA
Remember South Carolina did NOT take the Medicaid expansion.
·
South Carolina and Medicaid
·
The IOM and Nursing
· Nursing and Politics
·
Mentoring
·
The Difference in Political Philosophy
·
Policy Process
GRADING RUBRICS:
Journals: The Journals should be a synopsis of ALL your required readings and PowerPoints. These papers are three to six pages long and include a reference page. Tell me what you learned. Failure to cover any aspect of the information will result is loss of points. APA format is required so remember your title page. The required APA textbook has examples from pages 41-59. Spelling and grammar issues will result in loss of points. Late Submissions: Minus 10 points/day.
Forum: Discussion Board
Organize Forum Threads on this page and apply settings to several or all threads. Threads are listed in a tabular format. The Threads can be sorted by clicking the column title or the caret at the top of each column. More Help
Content
Top of Form
This is a 'post-first' discussion forum.
There are currently 18 threads in this forum. Join the conversation by creating a thread!
Create Thread
Forum Description
Introduce yourself. Tell us your background and what track you are currently in. Have you had any experience with politics, leadership or political events? What do you hope to gain from this course? What are your concerns about taking a hybid course? What do you wish other people knew about you? Where do you hope to be five years from now? What has been your experience in a Political Group (ANA, SCNA, ANCC, ACNP, SCMA, Republican Party, Democratic Party, etc) and the role they play in politics? Inform us of what district you live in, who is your current represenative and senator for your district. A meaningful response to two classmates and facilitation of a dialog is an expectation for the discussion board. You can not post "I agree" or "I disagree". A discussion is like a ball being tossed back and forth. If you ask questions of your classmates you facilitate dialog. The discussion Boards are open for two weeks and close on Sundays at 11:59 pm. Do not wait until the last minute to post becaus ...
MGMT 673 Problem Set 51. For each of the following economic cond.docx
MGMT 673 Problem Set 5
1. For each of the following economic conditions, place an X in the table to indicate the appropriate range in the Aggregate Supply Curve
Condition
Keynesian
Intermediate
Classical
Unemployment is above the historical average
The nation’s factories are running at capacity
Any increase in GDP will be accompanied by high inflation
The nation is suffering through a severe recession
A mid-point in the business cycle expansion phase
GDP can increase without an increase in the Price Index
2. Many exogenous factors can cause a shift in the Aggregate Supply Curve. For each of the following factors, place an X in the table to indicate how the AS curve would shift.
Factor
AS shift right
(increase in AS)
AS shift left
(decrease in AS)
World oil prices increase substantially
Environmental Protection Agency enacts broad pollution restrictions
Business taxes are reduced
Internal combustion engine fuel efficiencies are greatly increased
Adverse winter weather persists for months more the normal
New restrictions slow immigration
Federal minimum wage is increased by 30%
3. Earlier we learned that Demand, which we now call Aggregate Demand, is comprised of 4 components: Consumption (C), Investment (I), Government spending (G), and Net Exports (NE). Any exogenous factor that increases any of the component(s) will also increase Aggregate Demand. For each of the following, place an X to indicate the component affected and an R (increase) or and L (decrease) to show whether the AD curve shifts Right or Left. Consider only the primary effect.
Factor
C
I
G
NE
R or L
Real interest rate decreases
Consumers and executives become more confident in the economic future
The stock market rises
China’s economic growth slows
Congress increases spending for in the current fiscal year
Tariffs are imposed by many countries to protect domestic employment
The US Import/Export bank eliminates guarantees for loans to foreign airlines to purchase Boeing aircraft
Congress enacts tax incentives for firms purchasing new equipment and facilities
4. For each of the following government economic actions, place an X in the table to indicate whether the action is fiscal or monetary policy.
Action
Monetary
Fiscal
Taxes are increased on the wealthiest 1% of households
The Fed purchases Mortgage-backed securities (MBS)
The US Treasury borrows money to finance increased government spending
The federal government provides a rebate to first time home buyers
The President signs and enacts the Affordable Care Act
The Fed promises to keep interest rates near zero for an extended time
5. For each of the following government actions, insert the original and shifted AD curve. Insert an arrow to show the shift in the AD curve. Here’s an example:
GDP
Price
Index
Real GDP
AS
a. While in a steep recession, the federal government enacts a stimulus program of increased spending and r ...
Mental Illness Stigma and the Fundamental Components ofSuppo.docx
Mental Illness Stigma and the Fundamental Components of
Supported Employment
Patrick W. Corrigan, Jonathon E. Larson, and Sachiko A. Kuwabara
Illinois Institute of Psychology
Purpose/Objective: The success of supported employment programs will partly depend on the endorse-
ment of stigma in communities in which the programs operate. In this article, the authors examine 2
models of stigma—responsibility attribution and dangerousness—and their relationships to components
of supported employment—help getting a job and help keeping a job. Research Method/Design: A
stratified and randomly recruited sample (N � 815) completed responses to a vignette about “Chris,” a
person alternately described with mental illness, with drug addiction, or in a wheelchair. Research
participants completed items that represented responsibility and dangerousness models. They also
completed items representing 2 fundamental aspects of supported employment: help getting a job or help
keeping a job. Results: When participants viewed Chris as responsible for his condition (e.g., mental
illness), they reacted to him in an angry manner, which in turn led to lesser endorsement of the 2 aspects
of supported employment. In addition, people who viewed Chris as dangerous feared him and wanted to
stay away from him, even in settings where people with mental illness might work. Conclusions/
Implications: Implications for understanding supported employment are discussed.
Keywords: stigma, supported employment, discrimination
The disabilities of serious mental illness can block people from
obtaining important life goals, including a good job. Several kinds
of vocational rehabilitation programs have emerged to address
work-related disabilities. Some of these approaches are known as
train-place strategies (Corrigan & McCracken, 2005). Through an
education-based strategy, in train-place programs, participants
must learn prevocational and work readiness skills before they are
placed in work settings. These work settings are often sheltered;
that is, the job is “owned” by a rehabilitation agency, which can
protect participants from stressors (Corrigan, 2001). Alternatively,
supported employment is place-train in orientation. People are
placed in real-world work and subsequently provided training and
support to address problems as they emerge, thereby helping a
person to maintain a regular job. The latter group has dominated
recent supported employment models for people with psychiatric
disabilities (Bond et al., 2001; Bond, Becker, Drake, & Vogler, 1997).
Some forms of supported employment recommend rapid placement
of people in work settings of interest to them (Becker & Drake, 2003).
Unlike train-place programs, supported employment does not
try to protect people with disabilities from the work world (Cor-
rigan, 2001; Corrigan & McCracken, 2005). Instead, providers
offer direct support in vivo. This kind of approach is more suc-
cessful in communities where the intent of supported ...
More from andreecapon (20)
MGMT 511Location ProblemGeorge Heller was so successful in.docx
MGMT 511Location ProblemGeorge Heller was so successful in.docx
MGMT 464From Snowboarders to Lawnmowers Case Study Case An.docx
MGMT 464From Snowboarders to Lawnmowers Case Study Case An.docx
MG345_Lead from Middle.pptLeading from the Middle Exe.docx
MG345_Lead from Middle.pptLeading from the Middle Exe.docx
MGMT 345Phase 2 IPBusiness MemoToWarehouse ManagerFrom[You.docx
MGMT 345Phase 2 IPBusiness MemoToWarehouse ManagerFrom[You.docx
MGMT 3720 – Organizational BehaviorEXAM 3(CH. 9, 10, 11, & 12).docx
MGMT 3720 – Organizational BehaviorEXAM 3(CH. 9, 10, 11, & 12).docx
Mexico, Page 1 Running Head MEXICO’S CULTURAL, ECONOMI.docx
Mexico, Page 1 Running Head MEXICO’S CULTURAL, ECONOMI.docx
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
MGM316-1401B-01Quesadra D. GoodrumClass Discussion Phase2.docx
METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docx
METROPOLITAN PLANNING ANDENVIRONMENTAL ISSUESn May 2008, the N.docx
Methods of Moral Decision Making REL 330 Christian Moralit.docx
Methods of Moral Decision Making REL 330 Christian Moralit.docx
MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevi.docx
MEPS_Inpatient Stay database.csduidpiddupersidevntidxeventrnerhevi.docx
Mexico The Third War Security Weekly Wednesday, February 18.docx
Mexico The Third War Security Weekly Wednesday, February 18.docx
Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx
Merger AnalysisMerger Analysis Case Study© 2007 South UniversityFr.docx
MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx
MGMT 301 EOY Group” Case Study and Power Point Presentation G.docx
MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx
MGMT 464New Manager’s Case Study Case Analysis Worksheet #.docx
META-INFMANIFEST.MFManifest-Version 1.0.classpath.docx
META-INFMANIFEST.MFManifest-Version 1.0.classpath.docx
Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx
Menu Management Options· · APRN504 - 5886 - HEALTH POLICY .docx
MGMT 673 Problem Set 51. For each of the following economic cond.docx
MGMT 673 Problem Set 51. For each of the following economic cond.docx
Mental Illness Stigma and the Fundamental Components ofSuppo.docx
Mental Illness Stigma and the Fundamental Components ofSuppo.docx
Recently uploaded
1.4 modern child centered education - mahatma gandhi-2.pptx
Child centred education is an educational approach that priorities the interest, needs and abilities of the child in the learning process.
"Protectable subject matters, Protection in biotechnology, Protection of othe...
Protectable subject matters, Protection in biotechnology, Protection of other biological materials, Ownership and period of protection
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...Nguyen Thanh Tu Collection
https://app.box.com/s/hqnndn05v4q5a4k4jd597rkdbda0fniiThesis Statement for students diagnonsed withADHD.ppt
Presentation required for the master in Education.
The Challenger.pdf DNHS Official Publication
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Digital Tools and AI for Teaching Learning and Research
This Presentation in details discusses on Digital Tools and AI for Teaching Learning and Research
Introduction to AI for Nonprofits with Tapp Network
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Honest Reviews of Tim Han LMA Course Program.pptx
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Unit 8 - Information and Communication Technology (Paper I).pdf
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Home assignment II on Spectroscopy 2024 Answers.pdf
Answers to Home assignment on UV-Visible spectroscopy: Calculation of wavelength of UV-Visible absorption
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptxMohd Adib Abd Muin, Senior Lecturer at Universiti Utara Malaysia
This slide is prepared for master's students (MIFB & MIBS) UUM. May it be useful to all.How to Make a Field invisible in Odoo 17
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
A Strategic Approach: GenAI in Education
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptx
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Supporting (UKRI) OA monographs at Salford.pptx
How libraries can support authors with open access requirements for UKRI funded books
Wednesday 22 May 2024, 14:00-15:00.
Synthetic Fiber Construction in lab .pptx
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2024.06.01 Introducing a competency framework for languag learning materials ...
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Recently uploaded (20)
1.4 modern child centered education - mahatma gandhi-2.pptx
1.4 modern child centered education - mahatma gandhi-2.pptx
"Protectable subject matters, Protection in biotechnology, Protection of othe...
"Protectable subject matters, Protection in biotechnology, Protection of othe...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
BÀI TẬP BỔ TRỢ TIẾNG ANH GLOBAL SUCCESS LỚP 3 - CẢ NĂM (CÓ FILE NGHE VÀ ĐÁP Á...
Thesis Statement for students diagnonsed withADHD.ppt
Thesis Statement for students diagnonsed withADHD.ppt
Digital Tools and AI for Teaching Learning and Research
Digital Tools and AI for Teaching Learning and Research
Introduction to AI for Nonprofits with Tapp Network
Introduction to AI for Nonprofits with Tapp Network
Unit 8 - Information and Communication Technology (Paper I).pdf
Unit 8 - Information and Communication Technology (Paper I).pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Home assignment II on Spectroscopy 2024 Answers.pdf
Chapter 3 - Islamic Banking Products and Services.pptx
Chapter 3 - Islamic Banking Products and Services.pptx
2024.06.01 Introducing a competency framework for languag learning materials ...
2024.06.01 Introducing a competency framework for languag learning materials ...
MATH133 UNIT 2 Quadratic EquationsIndividual Project Assignment.docx
- 1. MATH133 UNIT 2: Quadratic Equations Individual Project Assignment: Version 2A Name (Required): __________________________________________________ Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols. Handwritten scanned work is not acceptable for AIU Online. Problem 1: Modeling Profit for a Business IMPORTANT: See Question 3 below. This is mandatory. Remember that the standard form for the quadratic function equation is y = f (x) = ax2 + bx + c and the vertex form is y = f (x) = a(x – h)2 + k, where (h, k) are the coordinates of the vertex of this quadratic function’s graph. You will use P(x) = -0.2x2 + bx – c where (-0.2x2 + bx) represents the business’s variable profit and c is the business’s fixed costs. So, P(x) is the store’s total annual profit (in $1,000) based on the number of items sold, x. 1. (List your chosen value for between 100 and 200.) 2. (List what the fixed costs might represent for your fictitious business, and be creative; also list your chosen value for c from the table below). If your last name begins with the letter Choose a fixed cost between A–E $5,000–$5,700 F–I $5,800–$6,400 J–L $6,500–$7,100 M–O $7,200–$7,800 P–R
- 2. $7,800–$8,500 S–T $8,600–$9,200 U–Z $9,300–$10,000 3. Important: By Wednesday night at midnight, submit a Word document with only your name and your chosen values for b and c above in Parts 1 and 2. Submit this in the Unit 2 IP submissions area. This submitted Word document will be used to determine the Last Day of Attendance for government reporting purposes. 4. (State that quadratic profit model function’s equation by replacing and with your chosen values.) 5. (Choose five values of (number of items sold) between 500 and 1000. Insert those -values in the table.) 6. Plug these five values into your model for and evaluate the annual business profit given those sales volumes. (Be sure to show all your work for these calculations; complete the table below.)
- 3. 7. Use the five ordered pairs of numbers from 5 and 6, and Excel or another graphing utility, to graph your quadratic profit model and insert the graph into your Word answer document. The graph of a quadratic function is called aparabola. (Insert graph below.) 8. (Show work details or explain how you found the vertex. Write the vertex in ordered-pair form: .) 9. (Write the explanation and the equation of the line of symmetry.) 10. (Write your quadratic profit function in vertex form, where is the vertex of this quadratic function’s graph. Show the details of how you found this equation.)
- 4. 11. (State the maximum profit (if any), and show how you determined how many items must be sold to give the maximum profit.) 12. (State how knowing the number of items sold that produces the maximum profit help you to run business more effectively.) 13. (Give an analysis of the results of these profit calculations, and give some specific examples of how these calculations could influence your business decisions.) 14. (State which intellipath Learning Nodes seemed to be most helpful in completing this assignment.) Problem 2: Fencing a Backyard Suppose that you need to fence a rectangular play area in your backyard for your child or pet. Further, suppose that you know the length must be 8 feet longer than the width. The back of your house will serve as one side of the fenced area. Note: The perimeter (distance around) of a general rectangle is P = 2L + 2W, and its area is A = L x W. In this situation, P = L + 2W. House L feet W = L – 8 feet 1. (Write the value of area chosen.)
- 5. If your last name begins with the letter Choose an area that must be fenced in this range (in square feet) A–E 3,000–3,999 F–I 4,000–4,999 J–L 5,000–5,999 M–O 6,000–6,999 P–R 7,000–7,999 S–T 8,000–8,999 U–Z 9,000–9,999 2. (Write the equation of the perimeter in terms of the length, L, only.) 3. (Write the area equation in terms of the length, L, only.) 4. (What can you observe about the characteristics of that quadratic area function? Will this quadratic function’s graph cross the horizontal axis? How do you know?)
- 6. 5. (Show all your work for finding both the length and the width of this rectangular fenced area.) 6. (Show all your work for calculating the cost of the fence.) 7. (Show all your work for calculating the cost per square foot of the fenced area.) 8. (What observations and conclusions can you make about the results of them?) 9. (List the intellipath Learning Nodes that were helpful with this assignment,) Reference Formatting math as text. (n.d.). Retrieved from the Purple Math Web site: http://www.purplemath.com/modules/mathtext.htm MATH133 Unit 2 IP 2A Answer Form Page 1 of 6 Page 1 of 4 MATH133 UNIT 2: Quadratic Equations
- 7. Individual Project Assignment: Version 2A Show all of your work details for these calculations. Please review this Web site to see how to type mathematics using the keyboard symbols. Problem 1: Modeling Profit for a Business IMPORTANT: See Question 3 below for special IP instructions. This is mandatory. Remember that the standard form for the quadratic function equation is y = f (x) = ax2 + bx + c and the vertex form is y = f (x) = a(x – h)2 + k, where (h, k) are the coordinates of the vertex of this quadratic function’s graph. You will use P(x) = −0.2x2 + bx – c where (−0.2x2 + bx) represents the business’ variable profit and c is the business’s fixed costs. So, P(x) is the store’s total annual profit (in $1,000) based on the number of items sold, x. 1. Choose a value between 100 and 200 for b. That value does not have to be a whole number. 2. Think about and list what the fixed costs might represent for your fictitious business (be
- 8. creative). Start by choosing a fixed cost, c, between $5,000 and $10,000, according to the first letter of your last name from the values listed in the following chart: If your last name begins with the letter Choose a fixed cost between A–E $5,000–$5,700 F–I $5,800–$6,400 J–L $6,500–$7,100 M–O $7,200–$7,800 P–R $7,800–$8,500 S–T $8,600–$9,200 U–Z $9,300–$10,000 http://www.purplemath.com/modules/mathtext.htm Page 2 of 4 3. Important: By Wednesday night at midnight, submit a Word document with only your name and your chosen values for b and c above in Parts 1 and 2. Submit this in the Unit 2 IP submissions area. This submitted Word document
- 9. will be used to determine the Last Day of Attendance for government reporting purposes. 4. Replace b and c with your chosen values in Parts 1 and 2 in P(x) = −0.2x2 + bx − c. This is your quadratic profit model function. State that quadratic profit model functions equation. 5. Next, choose 5 values of x (number of items sold) between 500 and 1,000. Think about the general characteristics of quadratic function graphs (parabolas) to help you with choosing these 5 values of x. 6. Plug these 5 values into your model for P(x), and evaluate the annual business profit given those sales volumes. (Be sure to show all of your work for these calculations.) 7. Use the 5 ordered pairs of numbers from 5 and 6 and Excel or another graphing utility to graph your quadratic profit model, and insert the graph into your Word answer document. The graph of the quadratic function is called a parabola. 8. What is the vertex of the quadratic function graph? (Show
- 10. your work details, or explain how you found the vertex.) 9. What is the equation of the line of symmetry? Explain how you found this equation. 10. Write the vertex form for your quadratic profit function. 11. Is there a maximum profit for your business? If so, how many items must be sold to produce the maximum profit, and what is that maximum profit? If your quadratic profit function has a maximum, show your work or explain how the maximum profit figure was obtained. 12. How would knowing the number of items sold that produces the maximum profit help you to run your business more effectively. 13. Analyze the results of these profit calculations and give some specific examples of how these calculations could influence your business decisions. 14. Which of the intellipath Learning Nodes seemed to be most helpful in completing this assignment?
- 11. Page 3 of 4 Problem 2: Fencing a Backyard Suppose that you need to fence a rectangular play area in your backyard for your child or pet. Further, suppose that you know the length must be 8 feet longer than the width. The back of your house will serve as one side of the fenced area. Note: The perimeter (distance around) of a general rectangle is P = 2L + 2W, and its area is A = L x W. In this situation, P = L + 2W. 1. Based on the first letter of your last name, choose a value for your backyard area that must be fenced from the range corresponding to the first letter of your last name indicated in the following table. If your last name begins with the letter Choose an area that must be fenced in this range
- 12. (in square feet) A–E 3,000–3,999 F–I 4,000–4,999 J–L 5,000–5,999 M–O 6,000–6,999 P–R 7,000–7,999 S–T 8,000–8,999 U–Z 9,000–9,999 2. Using the relationship between the length and the width above, write the equation of the perimeter in terms of the length, L, only. House L feet W = L – 8 feet Page 4 of 4 3. Using the relationship between the length and width above, write the area equation in
- 13. terms of the length, L, only. 4. If you have written the area equation correctly in Question 3, then the area will be a quadratic function in terms of the length, L, only. What can you observe about the characteristics of that quadratic area function? (Hint: Think about the values of a, b, and c in this quadratic function and what those values tell you about the graph of this quadratic function.) Will this quadratic function’s graph cross the horizontal axis? How do you know? 5. What are the length and width of this rectangle that will give the chosen area for your backyard? (Show all of your work.) 6. If fencing materials cost an average of $19.30 per linear foot (including installation, gates, and other accessories), how much will fencing your 3- sided backyard cost? (Show all of your work.) 7. What is the cost per square foot of fencing your backyard using this 3-sided fence? (Show all of your work.)
- 14. 8. Based on these calculated values, what observations and conclusions can you make about the results of them? 9. Which of the intellipath Learning Nodes do you think were helpful with this assignment? Reference Formatting math as text. (n.d.). Retrieved from the Purple Math Web site: http://www.purplemath.com/modules/mathtext.htm