Math Exam Notes free essay sample

Check your solution by substituting into both original equations, or into the statements of a word problem -When given a question in words, begin by defining how variables are assigned Investigate Equivalent Linear Relations and Equivalent Linear Systems -Equivalent linear equations: equations that have the same graph -Equivalent linear systems: pairs of linear equations that have the same point of intersection -For any linear equation, an equivalent linear equation can be written by multiplying the equation by any real -Equivalent linear systems have the same solution; the graphs of linear relations in the system have the same point of intersection -Equivalent linear systems can be written by writing equivalent linear equations for either or both of the equations, or by adding or subtracting the original equations The Method of Elimination -Solving a linear system by adding or subtracting to eliminate one of the variables -To solve a linear system by elimination: -Arrange the two eq uations so that like terms are aligned -Choose the variable you wish to eliminate -If necessary. We will write a custom essay sample on Math Exam Notes or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Multiply one or both equations by a value so that they have the same or opposite coefficient in front of the variable you want to eliminate -Add or subtract to eliminate one variable -Solve for the remaining variable -Substitute into one of the original equations to find the value of the other variable Solving Problems Using Linear System -You can solve linear systems using any of the three methods: graphing, substitution, or elimination **Solve problems with Distance, Speed, Time** -Downstream d = (p+c)t -Upstream d = (p-c)t **Solve a mixture problem** -Solution: x + y = amount of mixture -Pure acid: %x + %y = %mixture Unit 2 Midpoint of a Line Segment -Midpoint: a point that divides a line segment into two equal line segments (x1+x2 ? 2 = x) (y1+y2 ? = y) -Median: line segment joining a vertex of a triangle to the midpoint of the opposite side -To find an equation for the median of a triangle, first find the coordinates of the midpoint of the side opposite to the vertex. Use the co ordinates of the midpoint and the vertex to calculate the slope of the median. Then, substitute the slope and the coordinates of either point into y = mx + b to solve for the medians y-intercept -Equidistant: equally distant -Right bisector: the line that passes through the midpoint of a line segment and intersects it at a 90Â ° angle -To find an equation for the right bisector of a line segment, first find the slope and midpoint of the segment. Use the line segment’s slope to calculate the slope of a perpendicular line. Then, substitute this slope and the coordinates of the midpoint into y = mx + b to solve for the right bisector’s y-intercept Length of A Line Segment -You can calculate the length, d, of a line segment using its rise and run: d = v(run)2 + (rise)2 or d = v(x2-x1)2 + (y2-y1)2 Equation for a Circle -An equation for the circle with centre at the origin and radius r is x2 + y2 = r2 -The radius of a circle centered at the origin is r = v x2 + y2 Unit 3 Investigate Properties of Triangles -The medians of a triangle meet at a single pint: centroid -Each median bisects the area of the triangle -The median from the vertex, between the equal sides of an isosceles triangle coincide with the altitude to the vertex and bisects the angle at the vertex Verify Properties of Triangles The centroid of a triangle divides each median into two parts, with one part twice the length of the other -The line segment joining the midpoints of two sides of a triangle is parallel to the third side and is half its length Investigate Properties of Quadrilaterals -The diagonals of a parallelogram bisect each other -Joining the midpoints of adjacent sides of any quadrilateral forms a parallelogram -The line segment joining the midpoints of the non-parallel sides of a trapezoid is parallel to the parallel sides and has a length equal to the mean of the lengths of the parallel sides Properties of Circles -Chord: line segment joining two points on a curve The diameters of a circle intersect at the centre of the circle

Asking for Directions in English

Asking for Directions in English Asking for directions is important, but its also easy to become confused when listening to someone giving directions. This is true even in your own native language, so you can imagine how important it is to pay careful attention when listening to someone provide directions in English! Here are a few suggestions and tips to help you remember the directions as someone gives them to you. Take 2nd rightGo 300 yardsTake 1st left at the stop signGo 100 yards the shop is on your left. Make sure to ask the person giving directions to repeat and/or slow down.In order to help out, repeat each direction the person gives. This will help both you remember the names of streets, turns, etc., as well as help the person giving directions provide clear instructions.Make visual notes while the person describes the route.Once the person has given you directions, repeat the entire set of directions again. Here is a short dialogue. A number of questions are asked during this short scene. You may notice that some of these questions are not asked using the standard question form (e.g. Where do I go?), but that polite forms are used (indirect questions e.g. I wonder if you can help me.). These questions are often longer and are used in order to be polite. The meaning does not change, only the structure of the question (Where do you come from becomes Would you mind telling where you come from?). Giving Directions Bob: Excuse me, Im afraid I cant find a bank. Do you know where one is?Frank: Well, there are a few banks near here. Do you have a particular bank in mind? Bob: Im afraid I dont. I just need to withdraw some money from either a teller  or an ATM.Frank: OK, thats easy. Bob: Im going by car.Frank: Well, in that case, go straight ahead on this street until the third traffic light. Take a left there, and continue on until you come to a stop sign. Bob: Do you know what the name of the street is?Frank: Yes, I think its Jennings Lane. Now, when you come to the stop sign, take the street on the left. Youll be on 8th Avenue. Bob: OK, I go straight ahead on this street to the third traffic light. Thats Jennings lane.Frank: Yes, thats right. Bob: Then I continue on to the stop sign and take a right on 8th Avenue.Frank: No, take a left at the stop sign onto 8th Avenue. Bob: Oh, thanks. Whats next?Frank: Well, continue on 8th Avenue for about 100 yards, past a supermarket until you come to another traffic light. Take a left and continue on for another 200 yards. Youll see the bank on the right. Bob: Let me repeat that: I go about 100 yards, past a supermarket to the traffic light. I take a left and continue for another 200 yards. The bank is on the right.Frank: Yes, thats it! Bob: OK. Can I repeat this to see if Ive understood everything?Frank: Certainly. Bob: Go straight ahead until the third traffic light. Take a left, and continue on to the stop sign. Turn left onto 8th Avenue.Frank: Yes, thats right. Bob: Go past the supermarket, to another traffic light, take the first left and Ill see the bank on the left.Frank: Almost, youll see the bank on the right, after 200 yards or so. Bob: Well, thank you very much for taking the time to explain this to me!Frank: Not at all. Enjoy your visit! Bob: Thank you.

Legal and finance Assignment Example | Topics and Well Written Essays - 1000 words

Legal and finance - Assignment Example ed with a minimum economic wage and the number of the hours worked in the day should be compensated in the form of overtime if it surpasses the standard working hours. The government sets the minimum wage, and any private or public sector must conform to it. Payment of extra hours worked should be more than the usual working rate. These legislations are provided for by the fair labor standards act administered by the wage and hour division department in the federal system. Workers are also entitled to safety working conditions at workplaces. This law is provided for by the fed under occupational and safety health Act (OSHA). The employees should only work with a free harmful environment, and the organization should take responsibility whenever a person is injured in the cause of duty. The department monitors this by inspections of various firms and ensures that all employees are safe. The federal act also provides for family and medical leave which is unpaid. Hence, employees can always attend to cases of serious health, allow women to give birth and take care of the young ones and any other family responsibility that may befall them. Any organization that does not comply with these laws and denies employee their accessibility is subject to prosecution in a court of justice. Ways on how the salary is arrived at or determined. It should be based on duties, experience, educational investment of the employee and any other relevant factor that may require compensation. This factor prevents exploitation of the employee. However, the compensation of workers must be of market wage rate and employees should be contented with it. Since the organization is trading in a competitive market, demanding of high salaries and more benefits would do a great harm and the employee’s jobs will not be protected (Vargas & Noruzi,2011).. The organization will experience a high costs in operations that may force the firm to lay off workers, or the company may quit operations since

Higher education in gulf countries Essay Example | Topics and Well Written Essays - 500 words

Higher education in gulf countries - Essay Example Through higher learning schedule, each country manages to meet its wants of eligible and trained labor forces which labor market wants and which its state development requires. Higher education universally experiences many of the adjustments, transformations and problems imposed by technical and information developments of the modern evolution. More so the future development and constancy of any financial system is determined by the capability of its education scheme to position people with the essential knowledge and effectively incorporate them into the labor force and contribute to the state’s economy. To perfect, education has often been viewed as a fundamental component of human well fare and national output. Gulf states is a suitable short name for the Arab states of Bahrain, Kuwait, Oman, Qatar and the united emirates in and Saudi Arabia. Gulf nations are associates of the collaboration council for the Arab countries of the gulf. These states are usually called gulf cooperative countries. The Gulf States are known to have a common regional culture. Although their status quo and rate of development differ, these states share similar features that exemplify their economic and education sectors for instance overreliance on oil, a dominant public sector with an important economic surplus, a young and quickly growing national labor force and overdependence on expatriate labor. These sate also face similar problems to put up with for example they face difficulties in expanding their economies, addressing low production and labor force setbacks, increasing the non-oil private sector, and improving the ability of managerial and public sector organizations. Several years ago, most third world countries especially the Arab Gulf States have come to discover a good education scheme as a basis of the economic progress. The necessity for the education

Case Study on Comparison of Crowdfunding Sites

On Comparison of Crowdfunding Sites - Case Study Example This is an especially crucial aspect of a Crowdfunding website considering most visitors look for features such as supported projects, the Crowdfunding program’s history, and operating model (Kickstarter Inc., 2015). However, considering contemporary websites place these links at the bottom of the homepage, it is understandable for Kickstarter to follow this trend. Indiegogo’s website took nearly half a minute to load, which is an indication of high traffic. The homepage has a layout nearly identical to that of Kickstarter in terms of the arrangement and the selection of links at the top, middle, and bottom of the page. Similar to Kickstarter, Indiegogo’s site has a few links at the top, which include a search bar, sign up and sign in options, â€Å"Explore,† and â€Å"How It Works† (Indiegogo Inc., 2015). The middle of the homepage also mimics a news section that displays the most recent developments for project starters and potential funders. However, unlike Kickstarter, Indiegogo’s site includes several additional sections dedicated to praising the site’s most successful project placers, funders, and the website itself. These sections are â€Å"Trending Now,† â€Å"Personal Fundraiser Spotlight,† and â€Å"why Indiegogo† (Indiegogo Inc., 2015). The bottom of the page has links fo r assisting users interested in starting their individual campaigns or knowing more about Indiegogo as a Crowdfunding platform. Kickstarter does not thoroughly describe a compelling need for the project to be funded. The home page focuses on the best selections by the campaign staff, which includes the number of pledged, funded, and supporters available for given projects. In the page â€Å"Projects We Love archive,† Kickstarter merely lists the best projects in need of funding while using the project starters’ descriptions alone to persuade potential funders (Kickstarter Inc., 2015).

Risk Factors for Solitary Seizures

Risk Factors for Solitary Seizures DISCUSSION The aim of this study is to find out the underlying risk factors involved in recurrence of solitary seizure in patient with normal neuroimaging, in patients in whom treatment is not initiated. This will help to guide the patients who are at risk for recurrence. After the detailed history and clinical examination, laboratory and electroencephalogram and imaging, we analyzed the similarities and differences which will help in making conclusions from this study. Comparisons were done with other studies conducted related to this study. In present study total number of 110 cases from OPD (Medicine) and those admitted in wards, Command hospital, southern command, Pune with history of solitary seizure was taken after satisfying the inclusion criteria. In a study by Mussico24 in 2002, subjects less than 25years constituted 48% as compared to 50% in present study i.e 55 cases were < 25 years. Mean age at the time of seizure was 32 years in study of Von Donselaar23 in 2000 and 24.8 years in the study of Mussico24. The mean age at the time of seizure in our study is 29.62 years. The youngest patient was of 18 year and the oldest patient was 70 year old. Hopkins25 in 1998 conducted a study in which most frequent age range was 16-29 years. . This is similar to result of Von Donselaar23 (2000) concluded from his study of subjects who are 20 years or more, in which the most frequently affected age group is 30 years. Study regarding duration of new onset seizure showed that out of 60 cases, 38 cases (63.33%) had seizure for 10 Min. Mean duration of seizure was 5.11 min in our study as compared to 6.23 min in a study by Bernal B, Altman NR58 (2003). Maximum patient (30 cases; 60%) had seizure duration less than 5 min which is similar to the study done by Benbadis SR 59et al. (1995). Male to female ratio is 11:1 in present study. Annegers26 (1996) and Bora27(1995) found a slight preponderance of female cases in their study. Many authors(Von Donselaar23 2000, Mussico24 2002, Hopkins40 1998) report a mild to moderate preponderance of males in their studies. Imaging was done in all 110 cases. It was abnormal in 34 cases (31%) and normal in 76% cases. In patients with with abnormal neuroimaging, antiepileptic treatment was started and remaining cases were followed up for 12 months for recurrence. Bernal B, Altman NR58 (2003) found 37% CT head abnormality in patients presented with single seizure. Wallace60 (1974) conducted a study in which imaging revealed abnormality in 51 out of 132 subjects (38%). But reports in various study varies from 19% (Young34 et al 1982) to 51% (Rogel Ortiz50 F, 2006). CT was diagnostic in 34% case of generalized seizure shown in study by Scolloni Lanzurri G72 (1977) In present study, abnormal EEG was seen in 14 cases (12.73%) out of 110 cases. A Berg and D. Bettis et al98 (2000) found abnormal EEG in 42% of cases of singles seizure during post ictal period in their study. In study done by Van donselar 23(2000), EEG found epileptiform discharges in 29% subjects. In present study, all patient with abnormal EEG or imaging were started on antiepileptics and remaining patient with normal EEG/ imaging were not given antiepileptic treatment (60 cases) and followed up for 1 year for recurrence. Risk factors were studed in recurrence and non recurrence group. Various risk factors such as family history of seizures, childhood convulsion, past history/ evidence of tuberculosis, developmental delay, history of alcohol intake, head injury and sleep deprivation, abnormal neurological examination were studied and were compared with different studies. Family history was present in 3 cases (5%) out of total 60 cases which were followed up in our study, out of 3 cases(5%) with family history of seizure, 1 case has shown recurrence, while Shinnar S and Berg AT 41(1998) found positive family history in 5% of cases which is similar to our study. History of developmental delay was present in 2 cases (3.3%), and history of febrile convulsion were present in 4 cases (6.67%) among the untreated follow up group. Annegers26 (1996) and Bora27 (1996) have shown that neurologic deficit from birth was more common in association with seizure in males as compared to females in their studies. . 3 cases (5%) had history of Alcoholism. (Alc E 1997) shown that alcohol use has been to be a powerful risk factor for a first generalized tonic clonic seizure. Out of 60 cases which were followed, 24 cases had one or more of the above mentioned risk factor. Out of these 24, 4 cases recurred ( 17 %). While in patients without these risk factors i.e in 36 cases only 6 % cases (2 cases) recurred. Hence, presence of these risk factors increases the rate of recurrence in cases of single seizure. American College of Emergency Physician Policy (2004)38 also state that rate of recurrence is more in those patent who has one or more of these risk factors and should be treated with antiepileptic treatment irrespective of CT head and EEG. Out of total number of 6 recurrence, 1(16.7%) occurred within 7 days, 3 (50%) occurred within next 21 days of first seizure, 1 (16.7%) occurred within 1 to 3 months of first seizure. Hence, risk of recurrence decreased with passage of time. Scotoni49 et al (1999) and Das46 et al (2006) has also reported recurrence rate to be much higher in first three months. Rate of recurrence was 10 % in our study i.e. out of 60 patients with solitary unprovoked seizure with normal neurological examination and normal neuroimaging which were followed up for 12 months, 6 cases has shown recurrence, and almost all cases recurred in first 3 months. In previous studies done, rate of recurrence varied from 16% to 71 % (Treinman DM55, 1993), but follow up duration was different. In a study by D. Chadwick48 et al (Lancet 2006), recurrence rate was 21% in follow up of 1 year, most cases recurred within 3 months which is comparable to our study. Scotoni AE et al49 (1999) conducted the study rate of recurrence was 18%, duration of follow up was 6 months in this study. Out of 60 untreated cases 6 (10.0%) had recurrence in next 12 month. 3 cases in 18-25 age group (10.34%),1 cases in 26-35 age group (5.88%),1 case in 36-45 age group (12.50 %),0 case in 46-55 age group and 1 case in >55 age group(50.0%) had recurrence. In study by Mussico 24(2002) in which less than 16 years age group has double the recurrence risk of seizure as compared to 16-60 years age group. 6/ 60 cases had recurrence out of which 4 cases were male and 2 were female, total cases in male group were 55 and in female group were 5, hence recurrence rate was 7.3% in male and 40% in female. This sex difference in our study is due to cases were taken in military hospital, male population is more In study by D. Chadwick 18et al (2006), sex difference in recurrence and non recurrence group was not very significant. Study regarding duration of new onset seizure showed that out of 60 cases, 38 cases (63.33%) had seizure for 10 Min. The mean duration of seizure in recurrence group was 8.17 Â ± 4.44 min as compared to 4.7 Â ± 3.0 min in non recurrence group. Incidence of seizure recurrence is more in patients with longer duration of seizure. Duration of seizure at initial presentation was 10.1 + 5.2 min in the recurrence group and 6.5 + 4.1 min in the non recurrence group in a study by Das C.P.46 et al (2006). Martinovic and Jovic et al 51(2004) conducted a study in which the mean duration of seizure was 26.4 min in recurrence group and 4.6 min non recurrence group in a study. In one of 6 patients(16.6%) in recurrence group, family history of seizure was present compared to study conducted by Das46 et al (2006) and Hauser 43 (1998) repoted that sibling affected with epilepsy is a risk factor for recurrence of seizure in patients with solitary seizure. In our study, history of alcohol intake was present in 16.6% cases in recurrence group as compared to 3.70 % in non recurrence group which is same as those of alcohol and epilepsy study group (1997). Earnest and Feldman et al61 (1988) found similar results history of alcoholism in 12% of recurrent cases after single seizure.

Incorporating Global Consideration for Local Instructional Practices :: Essays Papers

Incorporating Global Consideration for Local Instructional Practices The modern Women’s studies classroom has been subjected to many changes stemming from discussions about proper and efficient discourse and method of instruction. Issues such as Socratic/discussion-led teaching or inclusion of different theories of feminist thought have made the Women’s Studies course the achievement of pedagogical compromise. The work of Third-world and anti-racist feminists has contended for inclusion of issues that affect all women and has brought feminism to place based around more global issues. Now, while these debates have led to a complete, thorough and well-balanced course, the applicative and non-theoretical aspects of the classroom need to be addressed in creating the ideal â€Å"safe space† classroom. Beyond any discussions about the specific course materials or required readings, every element of the classroom needs to be structured to create the environment that is conducive to respect and mutuality. Especially for those new to Women’s Studies, a film has the potential to be read differently than the intended reading would be. Ella Shohat discusses the Algerian nationalist film La Battaglia de Algeria (The Battle of Algiers) as one example of an anti-colonialist film with feminist ideas that, in context, misses real elements of feminism (Shohat 1997). In the film, women are portrayed as being as strong and determined in overcoming the rule of the harsh French colonialists as the men are. However, acting the same way in any other arena is frowned upon, as the visible strength of the women in the film is shown â€Å"only insofar as they perform their sacrificial service for the ‘nation’† (ibid). Also seen in this light is the film Wedding in Galilee, a P alestinian film in which the self-inflicted â€Å"de-flowering† of the bride â€Å"allegorizes the failure of an impotent patriarchy to lead toward national liberation† (ibid). These films represent the idea that women and men together must fight for the independence and freedom of a nation, but as soon as the nation is secured the equal sharing of society ends. Films with such a message serve only to create discussion and should be treated carefully when exposing students with little or no Women’s Studies background to feminism. For those times when the classroom is more than the forum for discussion and learning, the classroom becomes the locus for social interaction of students. The prospect of food and a â€Å"party† is a fun and relaxed way of relating to others usually when concluding a class or celebrating a holiday.