The document is a mathematics lesson on percentages that includes definitions and examples of concepts like percentage, percent increase, percent decrease, and successive percentage increases. It provides definitions for key terms like percentage, percent increase, and percent decrease. It also gives examples of calculating percentages of quantities, as well as examples of calculating the single equivalent increase for two successive percentage increases.
Solution manual for essentials of business analytics 1st editorvados ji
Full download link :
https://getbooksolutions.com/download/solution-manual-for-essentials-of-business-analytics-1st-edition/
Detail about Essentials of Business : (Click link bellow to view example )
https://getbooksolutions.com/wp-content/uploads/2016/11/Solution-Manual-for-Essentials-of-Business-Analytics-1st-editor.pdf
Table of Contents
Chapter 1. What Is Business Analytics?
Chapter 2. Descriptive Statistics.
Chapter 3. Data Visualization.
4. Linear Regression.
5. Time Series Analysis and Forecasting.
6. Data Mining.
7. Spreadsheet Models.
8. Linear Optimization Models.
9. Integer Linear Optimization.
10. Nonlinear Optimization Models.
11. Monte Carlo Simulation.
12. Decision Analysis.
The above is the part of Quantitative Aptitude, it is just a topic name "Percentages". From this you can easily learn few basics of how numericals of mathematics that to be dealt with few shortcuts. I hope this will be useful for everyone to understand few things about Quantitative Aptitude. Specially this is for the persons who are preparing for the competative exams.
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!
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
A Strategic Approach: GenAI in EducationPeter Windle
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.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Teoría y problemas de aumentos sucesivos AS36 ccesa007
1. 3º DE SECUNDARIA
ÁREA : MATEMÁTICA
SEMANA 6
EXPERIENCIA Co. Nº2
ACTIVIDAD Ap. Nº10
AUMENTOS SUCESIVOS
DEMETRIO CCESA RAYME
2. TANTO POR CIENTO
Se denomina TANTO POR CIENTO al número de
partes que se toman en cuenta de una cierta unidad o
cantidad que se ha dividido en 100 partes iguales.
2
𝟕𝟑
𝟏𝟎𝟎
73 partes
tomadas de un
todo dividido
en 100 partes
iguales.
= 0.73
3. CÁLCULO GRÁFICO DE UN PORCENTAJE
%
24
100
24
Se lee: 24 por ciento
24 partes
tomadas de un
todo dividido
en 100 partes
iguales
3
4. PORCENTAJES
Ejemplos:
o El 20% de A:
o El 75% de B:
o El 100% de N:
20 1
. .
100 5
A A
75 3
. .
100 4
B B
100
.
100
N N
porcentaje
ciento
por
to
tan
147
)
420
(
%
35
PORCENTAJE:
Es el resultado de aplicar el
tanto por ciento a una
cantidad.
Ejemplo:
Halle el 35% de 420:
4
5. EQUIVALENCIAS
o 50% <> 1/2 <> 0,5
o 25% <> 1/4 <> 0,25
o 75% <> 3/4 <> 0,75
o 10% <> 1/10 <> 0,1
o 20% <> 1/5 <> 0,2
o 40% <> 2/5 <> 0,4
o 100% <> 1
o 100%N <> N
o 200% <> 2
o 500% <> 5
Un Tanto por Ciento tiene
su equivalente con un
número racional positivo
y viceversa
5
6. OPERACIONES CON PORCENTAJES
6
a% de N = a% N =
a
100
× N
Porcentaje
Es el resultado de aplicar el tanto por ciento a una cantidad.
Ejemplo 1:
Halle el 35% de 420:
𝟑𝟓 % 𝟒𝟐𝟎 = 𝟏𝟒𝟕
Tanto por
ciento
Porcentaje
Ejemplo 2:
Halle el 48% de 375:
𝟒𝟖 % 𝟑𝟕𝟓 = 𝟏𝟖𝟎
Tanto por
ciento
Porcentaje
7. OPERACIONES CON PORCENTAJES
7
Observación: Las expresiones “de, del, de los” indican producto.
Ejemplos:
1) El 3% de 300 = 3%(300) =
2) El 10% del 20% de los 2/5 de 1000
10 20 2
1000 8
100 100 5
3 300
9
100
8. VARIACIÓN PORCENTUAL
Toda variación porcentual, ya sea de aumento o disminución,
se hace tomando como referencia un todo (100%)
DISMINUCIÓN AUMENTO
8
SI PIERDO O
GASTO
QUEDA
20% 80%
35% 65%
2,5% 97,5%
2% 98%
m% (100 – m)%
SI GANO O
AGREGO
RESULTA
22% 122%
45% 145%
2,3% 102,3%
0,5% 100,5%
m% (100 + m)%
9. EJEMPLO DE VARIACIÓN PORCENTUAL
Una persona tenía
240 soles y pierde
el 20% de su
dinero ¿Cuánto
dinero tiene ahora?
El sueldo de Juan
es de 3500 soles, si
recibe un aumento
del 15% ¿Cuál es
su nuevo sueldo?
Si pierde 20% entonces
le queda 80%
80% 240 =
80
100
240 = 192 𝑠𝑜𝑙𝑒𝑠
Si le aumentan 15%
entonces le recibe 115%
115% 3500 =
115
100
3500 = 4025 𝑠𝑜𝑙𝑒𝑠
9
10. Escuela de Talentos- Porcentajes
AUMENTOS SUCESIVOS
El Aumento Único de dos aumentos sucesivos se
puede hallar de la siguiente forma:
11. 1. ¿A qué Aumento Único equivalen 2 aumentos sucesivos
del 10% y 20%?
A) 32% B) 34% C) 36% D) 38%
27. 9. ¿A qué Aumento Único equivalen 2 aumentos sucesivos
del 10,5% y 24,2%?
A) 37,241% B) 37,242% C) 37,248% D) 37,251%
28. 9. ¿A qué Aumento Único equivalen 2 aumentos sucesivos
del 10,5% y 24,2%?
A) 37,241% B) 37,242% C) 37,248% D) 37,251%
Solución:
10,5 24,2
10,5 24,2 %
100
34,7 2,541 %
37,241%
AU
AU
AU
29. A) S/. 960 B) S/. 968 C) S/. 998 D) S/. 1000
10. Si el precio de un Smartphone LG es de S/. 800 soles y
sufre dos aumentos sucesivos de del 10% y 10%
respectivamente ¿Cuál será su nuevo precio?
30. %
21
%
100
)
10
(
10
10
10
Au
21% 800 =
21
100
800 = 168
800 + 168 = S/. 968
A) S/. 960 B) S/. 968 C) S/. 998 D) S/. 1000
Au Smartphone =
10. Si el precio de un Smartphone LG es de S/. 800 soles y
sufre dos aumentos sucesivos de del 10% y 10%
respectivamente ¿Cuál será su nuevo precio?
31. A) S/. 2150 B) S/. 2250 C) S/. 2350 D) S/. 2450
11. Si el precio de una Laptop Lenovo es de S/. 1500 soles y
sufre dos aumentos sucesivos de del 20% y 25%
respectivamente ¿Cuál será su nuevo precio?
32. %
50
%
100
)
25
(
20
25
20
Au
50% 1500 =
50
100
1500 = 750
1500 + 750 = S/. 2250
A) S/. 2150 B) S/. 2250 C) S/. 2350 D) S/. 2450
Au Laptop =
11. Si el precio de una Laptop Lenovo es de S/. 1500 soles y
sufre dos aumentos sucesivos de del 20% y 25%
respectivamente ¿Cuál será su nuevo precio?
33. 12. El gerente de una Tienda de Muebles está tratando de
averiguar cuánto cobrar por un Librero que acaba de llegar. El
Librero se compró a un precio de s/. 800
Si la tienda realizó dos aumentos sucesivos del 10% y 20% en
el precio de sus muebles.
¿A qué precio debe vender el gerente el Librero?
A) S/. 1052 B) S/. 1054 C) S/. 1056 D) S/. 1066
34. 12. El gerente de una Tienda de Muebles está tratando de
averiguar cuánto cobrar por un Librero que acaba de llegar. El
Librero se compró a un precio de s/. 800
Si la tienda realizó dos aumentos sucesivos del 10% y 20% en
el precio de sus muebles.
¿A qué precio debe vender el gerente el Librero?
%
32
%
100
)
20
(
10
20
10
Au
32% 800 =
32
100
800 = 256
800 + 256 = S/. 1056
A) S/. 1052 B) S/. 1054 C) S/. 1056 D) S/. 1066
Au Librero =