Diffusion, Dialysis And Osmosis Lab free essay sample

We found that we would watch and comprehend the conditions under which dispersion, dialysis, and assimilation happen. At that point we built models of dissemination, dialysis, and assimilation. We anticipated that the heading of progress would be from the film to the measuring utencil. We saw how these procedures influenced the selectivity of the cell layer. The second piece of the lab was managing dialysis. In this part we contemplated starch and sodium chloride for dialysis action. In Part A We theorized that NaCl existed in 1-3 and AgNO existed 2-4. In Part B We guessed that there will be more changes in the cell then outside the cell. In Part C We speculated that there will be a distinction because of the various conditions that are give to help change the presence of an atom. Methodology A. Subjective testing for sodium chloride and starch We got 6 clean test cylinders and number them 1-6. We will compose a custom paper test on Dispersion, Dialysis And Osmosis Lab or on the other hand any comparative theme explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page Test tubes 12 had 5ml of 10% sodium chloride (NaCl). Test tubes 34 had 5ml of starch. Test tubes 56 had 5ml of refined water. We included 2-3 drops of silver nitrate (AgNO )to 1,3,5. We included 2-3 drops of iodine answer for 2,4,6. B. Dialysis of a starch/sodium chloride blend Get one dialysis cylinder and tie one end. Fill the pack with 5ml of 10% Sodium chloride arrangement and 5ml of starch arrangement from Part A. at that point tie the cylinder and spot it in a measuring utencil of refined water. Leave the cylinder for 30 minutes. A short time later test for the nearness of starch and sodium chloride. At that point split the arrangement into to test cylinders and 2-3 drops of iodine into one test cylinder and 2-3 drops of AgNO in the other test tube. C. Assimilation utilizing dialysis tubing as a model of the cell film Obtain 5 measuring utencils and name them 1-5. Fill measuring glasses 1-4 most of the way with refined water. What's more, measuring utencil 5 with 30% sucrose midway. Get 5 dialysis tubes that will be loaded up with 10ml of various arrangements. Cylinder 1 has refined water, Tube 2 has 10% sucrose, Tube 3 has 20% sucrose, Tube 4 has 30% sucrose, and Tube 5 has refined water. Tie the cylinders and gauge every one of them before putting them in there regarded measuring utencils. At regular intervals gauge the cylinders to record the change. There will be 5 tables for every container. Results A. TT1: yes NaCl; TT2: no AgNO; TT3: no NaCl; TT4: yes AgNO; TT5: no NaCl; TT6: no AgNO B. Test Tube 1Test Tube 2 Outside: no starch; Inside: yes starch; Outside: yes salt; Inside: yes salt C. #1 TIME 0 - 9. 7 15 - 9. 30 - 9. 7 45 - 9. 7 #2 TIME 0-9. 8 15-10. 3 30-10. 8 45-10. 9 #3 TIME 0-9. 8 15-10. 8 30-11. 5 45-11. 9 #4 TIME 0-10. 9 15-12. 4 30-13. 1 45-15. 7 #5 TIME 0-9. 5 15-8. 3 30-7. 5 45-6. 8 Conclusion In Part A we found that test tube 1 had NaCl and test tube 4 had AgNO . Test tubes 2,3,5,6 had no change and no nearness of starch nor salt. Section A wa s the least demanding part in this three section lab. There weren’t any issues in this segment which permits me to proceed onward to the following area. This demonstrating our speculation was correct in light of the fact that it implied that there would have been sugar and salt present in the analysis. In Part B we found that outside test tube; salt existed and not sugar. In any case, inside the test tubes both the starch and the salt existed in the two distinct cylinders. In this part there weren’t any issues and we were effective in social event the vital outcomes to move to the following area. This demonstrating our theory right since it implied that there would be a greater number of changes inside the cell than outside the cell. In Part C we found that Beaker 1 had no adjustments in weight. In Beaker 2 there were changes that went from 0-1. 1. In Beaker 3 there were changes that extended from 0-2. 1. In Beaker 4 there were changes that extended from 0-4. 8. In Beaker 5 there were changes that extended from - 2. 7-0. This is the outcomes that my gathering accumulated from another gathering that did well in light of the fact that our outcomes were off track and conflicting. So we had to utilize better outcomes to discover better clarifications. We comprehended that the conditions under which assimilation is conceivable and how much it happens. There were three distinct sorts of mild situations. This demonstrating our theory right since it implied that various situations help change the presence of a particle.

Analysis Of The Environmental Performance †MyAssignmenthelp.com

Question: Examine about the Analysis Of The Environmental Performance. Answer: Presentation The fundamental reason for this exploration report is to lead the observational examination of the exposures of the natural execution measures and carbon hazard the executives for limiting the negative effects of the carbon gas outflows and environmental change dangers. This exploration report is planned for giving a top to bottom investigation of the environmental change chance administration and carbon exposure report by utilizing the authenticity hypothesis to expand the organizations productivity for decreasing the carbon emanation dangers just as dealing with the ecological exhibition and environmental change related dangers. This report depends on tending to the unfriendly effects of the higher outflows of the carbon gases and atmosphere dangers outcomes by discharging and conveying the data by and large through the organizations site, yearly ecological maintainability report, independent manageability reports, and CDP (carbon revelation venture information). This report will l ikewise dissect the significant jobs and duties of the administration andaccounting group for following the hazard the board technique and practical natural execution system or activities to deal with the environmental change issues, carbon outflows dangers, green-house sway, and ecological contamination exercises (Aerts and Cormier, 2009). Handy Motivation These days, the worldwide associations are turning out to be progressively ecological neighborly by embracing the natural manageability systems and commonsense ramifications of the hazard the board and control process for lessening the environmental change dangers and green house effects of the carbon discharges on the enterprises. The pragmatic parts of the ecological changes could be applied to the exact investigations of this examination venture for dealing with the environmental change issues and carbon dangers to help with ensuring the premiums of the partners, prosperity of the networks and better hierarchical execution. The environmental change and carbon impressions make dangers to the hierarchical money related, showcasing, operational and ecological execution and investors speculation esteem (Al-Tuwaijri, Christensen, and Hughes, 2004). The setting of the exhibition sheets, natural changes activities, and impetuses and prize of the hierarchical people may help with accomplishing better execution results as the authoritative monetary and ecological execution, and boost the investors returns. The controllers are offered power to direct the impossible atmosphere changes, for example, temperature change, precipitation, ocean rise level, dampness and Carmon discharges through a successful control and guideline instrument for the maintainable ecological execution. Alongside this, the controllers and controllers are required to accomplish the organized harmony between the higher temperature, stickiness, precipitation, and natural execution (Beatty and Shimshack, 2010). Furthermore, the administration andaccounting group is required to take activities for boosting the authoritative money related execution, for example, resources esteem, share costs, immense benefits, huge deals volumes and tremendous incomes by empowering t he high venture or more offer by the investor and financial specialists in the partnership. This exploration proposition will execute the examination reason by drawing in the supervisory crew to plan and actualize the exhibition the board techniques and activities for improving the exhibitions and efficiency of the authoritative people by giving them safe working conditions, adaptable condition, execution based prizes and motivating forces. Hypothetical Motivation The hypothetical inspiration part is critical to comprehend and investigate the issues causing for the environmental change dangers and carbon outflows or green-house impact to upset the indigenous habitat, networks and social orders just as enterprises natural maintainability execution. This part will comprehend and dissect the impacts of the adjustments in the techniques, targets, and activities and hazard the board methodology for diminishing the negatives impacts of the environmental change, carbon emanations/impressions, and mechanical contamination. This exploration undertaking will bolster the exact investigations by coordinating the commonsense research with the hypothetical research for breaking down the effects of the carbon dangers or green-house sway on the firm execution just as on the premiums of the partners and overall population (Botosan, Plumlee, and Wen, 2011). The earth supportability execution will be connected to the carbon divulgence report, dangers the board p rocedure and control component for lessening the developing effects of the carbon emanations/green-house effect and environmental change dangers. This examination will likewise address the structure slacks by the supervisors of the enterprise for the setting of the natural execution targets, data asymmetry, and the board systems for the supportable condition execution by lessening the carbon discharges and improbable environmental change dangers. This examination study will likewise empower the analyst to settle on compelling judgment and choice for presenting the hazard the board procedure and carbon divulgence report for the powerful administration of the carbon dangers and environmental change issues (Cho and Roberts, 2010). Writing Review From the audits of the experimental research concentrates by Clarkson, Overell, and Chapple (2011), it is broke down that the environmental change and green-house impact have become the concerning issue for the associations working in the Australian condition just as in the worldwide setting that impact the authoritative corporate budgetary execution, reasonable ecological execution, and partners expectation. The observational examinations additionally express that the effect of the environmental change dangers and green-house has been step by step expanded during the previous two decades because of the over the top carbon discharges, mechanical squanders, contamination, and a worldwide temperature alteration. In any case, the control instrument, set execution targets, hazard the board method, vital activities, and carbon revelation reports have added to expand the natural, money related, and operational exhibitions just as securing the partners goal and premiums to the extraordinary degree by lessening the unnecessary carbon emanations, modern squanders and contamination, and environmental change dangers during the most recent five years (Clarkson, Overell, and Chapple, 2011). The authenticity hypothesis of the CDP report has added to observe the natural security laws, execution measures, and condition change strategies for improving the ecological presentation. The examination concentrates by Degomir (2010) delineate that the authoritative mechanical squanders and unreasonable carbon emanations make the a dangerous atmospheric devation, ozone layer exhaustion, and environmental change dangers (deficiency of precipitation, high temperature, and dry seasons) that cause for the decrease in the hierarchical ecological, budgetary, and operational exhibitions. Yet, the ecological based carbon exposures and hazard the executives and control methodology have added to the minimization of the dangers and augmentation of the chances. The CDP report underscores the organizations capacity to assess the normal carbon heighten and recognize the potential carbon emanations and environmental change hazards and related chances and appropriation of the vital plans or activities in the term of control component and hazard the executives methodology for the administration of the environmental change dangers, carbon discharges, and ecological execution issues (D egomir, 2010). From the observational investigation by Dawkins and Fraas (2011), it is assessed that the carbon revelation is a lot of the subjective and quantitative data that identifies with the organizations past and conjecture ecological execution in the term of the carbon discharges levels, introduction to the monetary ramifications of the environmental change and carbon dangers and openings, and the future activities to deal with the environmental change issues and carbon dangers. The examination likewise explores that the components, for example, organization size, influence, incomes and gainfulness, administrative dangers, partner goals, monetary outcomes, partners premiums and expectation, investor or financial specialists venture esteem, enterprises ecological and operational administration execution are related with the carbon divulgence venture (Dawkins and Fraas, 2011). As per Fisher-Vanden and Thorburn (2011), the CDP report shows that the associations have the best potential with the expanded duty of the administration and bookkeeping group to set execution targets and make a move plans and execution methodology activities for empowering and setting up the authoritative people to comprehend their jobs and obligations in the administration of the carbon dangers and environmental change issues. The CPD report shows that the organizations the executives is bound to unveil the dependable and quality data to handle the environmental change dangers and recorded carbon discharges by parceling the carbon hazard the executives and exposure estimations as an intermediary for the ecological change and carbon execution, (for example, carbon outflows and poisonous discharges). The data identified with the natural outflows execution and environmental change hazard the executives system will be discharged or uncovered by the administration and bookkeeping to the partners and overall population through the corporate site and numerous data exposure channels, for example, independent report, CDP report, and yearly ecological execution reports (Fisher-Vanden and Thorburn, 2011). In the surveys of Lundholm and Van Winkle (2006), the authenticity hypothesis portrays that the natural supportable associations are working inside the ecological security laws, execution measures, and social standard

Teaching SEL Is Easier With TeacherVisions New FutureFit Resources

Teaching SEL Is Easier With TeacherVision’s New FutureFit Resources We're helping teachers bring real-world skills into existing curriculum. Future-Ready skills, Social Emotional Learning (SEL), 21st Century Skillsâ€"teachers know these skills are crucial to students’ success in the classroom, community and eventually workplace. But, finding the time and resources to effectively teach these skills is far from easy. That’s why TeacherVision is launching our new FutureFit resources, designed to make teaching future-ready skills easier for teachers. FutureFit is featured on EdSurge! To Develop Future-Ready Students, Project-Based Lessons Teach Real World Skills “Teachers tell us they would love to teach these skills, but they don’t know where the resources are and how to fit them into the curriculum,” explains TeacherVision’s Senior Content Editor Stephen Solomon. “They say it’s not self-evident how you can attach empathy to earthquakes or community engagement to sixth-grade math, for example. And frankly, they don’t have the time to put that together on their own.” However, TeacherVision’s new FutureFit resources are designed to make it as easy as possible for teachers to incorporate skills such as creativity, persistence, problem-solving, collaboration, self-awareness and more into the curriculum. Focused on core subjects including science, social studies, ELA and math for K-12 students, here’s what you’ll find in our new FutureFit resources: A collection of content clearly tagged as FutureFit resources. We’ve made it easy to find and use videos, worksheets, interactive activities, projects, online resources and games, designed to teach specific future-ready skills. New FutureFit projectsâ€"these four-to-five-day lesson plans include a complete lesson plan outline to help you use the collection to foster future-ready skills while reinforcing core subject area concepts. FutureFit extension activitiesâ€"these project-based mini-activities are designed to engage and excite students. Science teacher Stephanie Morris helped design some of the new FutureFit resources, and expects they will make teaching SEL and future-ready skills easier for teachers. “I think especially for those teachers who are in the maths and sciences, this is going to be a big shortcut for themâ€"because they don’t have to spend a lot of time thinking and researching how to incorporate these skills into lessons. They can just see by looking at the activities how to take a social emotional learning (SEL) approach to a lesson.” For example, in a science lesson about biomes and habitats Morris created, students use their knowledge of habitats to create a fun commercial advertising their habitat to a specific animal. As Morris explains, in this activity students think creatively to personify squirrel for example, while also working in groupsâ€"so there’s plenty of collaboration and cooperation. They gather and share material from the internet, using information gathering and critical thinking skills. Throughout the lesson they are also constantly reflecting, ‘Am I doing this correctly? Is this going to be interesting to my class?’ “They’re using all these skills together to do science,” explains Morris. “Normally in a project all these things wouldn’t be specifically spelled out for the teacher. Now the teacher has those things written on paper and he or she can easily see how to incorporate SEL into their lessons. It’s a really neat approach.” TeacherVision’s new FutureFit resources are here! Keep watching our Twitter feed, Facebook page and website for updates and see for yourself how easy it can be to incorporate future-ready skills in your lessons. Want to learn more about the benefits of SEL skills? Solomon suggests checking out The Collaborative for Academic, Social, and Emotional Learning (CASEL). You can find research and information about the benefits and results teachers can expect from incorporating SEL into the classroom. Follow TeacherVision on Instagram, Facebook, Twitter, Pinterest, and Google+. Want to read more from this author? Check out Wendy's posts on this free math project, Genius Hour, and her suggestions for your summer reading list. Author Bio: Wendy McMahon is an education technology writer who has been working and writing in the edtech field for more than 15 years. She currently writes for EdSurge, EdTech Magazine and Pearson. She holds a Journalism Degree from the University of King’s College. Follow her on Twitter at @wendymcmahon.

The Topic Of Labor Unions Has Been The Focus Of Many...

The topic of labor unions has been the focus of many political debates in recent years, with these discussions having people advocate for and against the unions. Labor unions are organizations that represent a collective group of employees to protect and further their rights and interests. Labor unions were first introduced in the eighteenth century with increasing numbers around the United States and the world, but unfortunately during the past decade, these numbers have drastically decreased. Resulting in less education and achievement of solidarity among employees and companies. Solidarity is the unity or agreement of feeling or action, especially among individuals with a common interest. Workers in the United States would benefit more†¦show more content†¦The benefits and advantages that unions offer for their employees and their families are life changing for years of employment and even beyond that. Work place benefits that are offered are higher wages, safe working co nditions, and job security. The negotiation of better pay and terms of termination are two of the main goals of labor unions for their members. The personal benefits received by members are paid vacations and holidays, fair working schedules, advance training, and unemployment for those when facing a strike. Strikes began occurring in the eighteen hundred and although being rare, they are still occurring today. Employees receive health care benefits of medical, vision, and dental insurances as well as coverage of prescriptions. When the time comes for retirement unions offer pension, 401K, and continued health care during retirement. Not only are there advantages for the employees, but also for the employers. The employers themselves receive many advantages as well. The best benefits that employers receive is employee satisfaction. When being a part of a union needs and wants are met allowing people to become more satisfied with their job, with that satisfaction employee will be more willing to work harder for you. Not only will employees be willing to work harder for you, but you will also have less people leave their jobs or the ability to lose their say and position in the organization. With less turnovers of employees as a company you will save money.Show MoreRelatedLabor Unions And The Industrial Revolution1582 Words   |  7 Pages The topic of Labor Unions has been the focus of many political debates in recent years, with these discussions having people advocate for and against the unions. Labor Unions are an organization that represent a collective group of employees to protect and further theirs rights and interests. 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Monopolistic Competitive Market Free Essays

string(203) " in a real market situation, also this paper will utilize the example to look at the type of decisions that are made by mangers of companies that operate in a monopolistic competitive markets structure\." Monopolistic Competitive Market Introduction The term market refers to the place where buyers and sellers meet to engage in transactions that entail the exchange of goods or the provision of services for a consideration. A market is not only characterized by a building where people carry out business transactions. This is because any place that people carry out commerce can be referred to as a market. We will write a custom essay sample on Monopolistic Competitive Market or any similar topic only for you Order Now A market is characterized by various mechanisms that facilitate trade. These mechanisms usually pertain to the supply and demand of products and services (Bergin, 2005). From this explanation it should be clear that a market is comprised of three main elements. The sellers these are the people who bring the products or services to the market to be procured by the willing buyers. At this stage it is imperative to highlight that in most cases sellers are the produces however in other instances the sellers are not necessarily the producers instead they can be traders. The second element of the market is the buyers. Buyers are individual who are willing and able to acquire the products or services being offered at the prevailing market price. Buyers are of two types; there are those that buy the products or services for their own consumption and there are those that buy the products or services in order to resell them in different markets. The buyers who buy the products for their own consumption are referred to as consumers whereas buyers who buy the products or services in order to resell them in different market are commonly referred to as trades and they can also be called arbitragers (Nicholson Snyder, 2008). The third element of the market is the products that are being traded. The term product can be used to refer to either goods or services that are being offered in exchange for a consideration. The term product can also be used to refer to commodities only. General Objectives One of the general objectives of this paper is to facilitate the readers of this document to gain an understanding of how markets work and most importantly how a monopolistic competitive market works. This paper will achieve this through briefly discussing various types of markets and their characteristics. Another general objective of this paper is to compare and contrast the various characteristics of the different forms of market structures. This will serve to enable the readers to carry out a comparative analysis of the various forms of market structures thus they will be able to enhance their knowledge on market structures. This objective will be attained through the analysis of the factors, which are mainly in play for the existence of a particular form of market. The paper will also seek to analyze how the various factors in such markets interrelate in order to develop a market mechanism for that form of market structure. This is because all forms of markets structures have market mechanisms. These market mechanisms are usually as result of the interaction of various factors that are both internal and external to a particular market. Specific Objectives One of the specific objectives of this paper is to discuss the conceptual theory of a monopolistic competitive market. The discussion of the monopolistic competitive market entails analyzing the various factors that characterize this particular form of market structure. This is will be important form enhance the knowledge of the readers of this paper, on monopolistic competitive market structure. The discussion of the conceptual theory will also enable the readers to have a good basis for analyzing and responding to questions that relate to monopolistic competitive market structure. Another objective is to discuss the characteristics of a monopolistic competitive market. The discussion of the characteristics of a monopolistic competitive market structure is important because it will serve to explain how the various factors involved in this type of market structure interrelate in order to this unique type of market. The discussion of the characteristic of a monopolistic competitive market will serve to enhance the understanding of the readers of how companies that operate in such a market carry out their operations. The discussion of these characteristics will serve to inform the readers the various factors that companies operating in this type of market put into consideration during decision-making. This discussion will also enable the readers to be able to identify a monopolistic competitive market in a real business situation. This paper also aims at establishing how market equilibrium is achieved both in the long – run and in the short run. This is mainly because in a monopolistic competitive market structure, market equilibrium is achieved differently both in the short – run and in the long – run. This analysis is imperative mainly because this knowledge enables the management to have a good basis for decision-making. The analysis will provide factors that the management should put into consideration whenever they are making decisions concerning either the short term or the long – term future of a company. The illustration of how market equilibriums are achieved in the short run or in the long run will enable the readers to gain understanding of how the various factors in this market structure relate in the determination of the equilibrium market prices. It will also enable to understand how companies that operate in a monopolistic competitive market adapt themselves in order to be able to operate in this particular form of market at minimal costs and manage to obtain maximum profits. This paper will also provide a practical example of a monopolistic competitive market. In this example, the paper will seek to illustrate how the conceptual theory is exhibited in this form of market structure. This paper will utilize this example in order to enhance the knowledge of the reader on how market equilibrium is attained both in the long – run and in the short – run. This example will illustrate how the various factors are displayed in a real market situation, also this paper will utilize the example to look at the type of decisions that are made by mangers of companies that operate in a monopolistic competitive markets structure. You read "Monopolistic Competitive Market" in category "Essay examples" Conceptual Theory There are four forms of market structure namely, monopoly, perfect competition, monopolistic competition and oligopoly. These forms of market structures are characterized by different market conditions. Markets are mainly classified according to the number of firms in the industry or the form of products sold in them. The number of firms operating in a particular market determines the level of competition in that market. Product markets are mainly categorized according to the number of firms in the industry and the degree of competition that is prevalent in a particular industry. At this stage it is also important to highlight that equilibrium prices in these markets are subject to the forces of supply and demand. The forces of supply and demand are known as the price mechanism. An individual firm on itself cannot influence the price of a commodity and can therefore only take the price prevailing in the market. Due to this condition a firm is therefore said to be a price taker (Nicholson Snyder, 2008). The movement along a demand curve is caused by changes in price of a commodity. An increase in price results in a decrease in quantity demanded hence a movement along the demand curve to the left. A shift in the demand curve is caused by changes in factors other than the price of the commodity in question. Different quantities are therefore demanded at the original price. A shift in the demand curve outwards to the right indicates that more quantities are demanded at the original price whereas a shift inwards to the left indicates that fewer quantities are demanded at the original price (Dwivedi, 2006). Movement in the supply curve is similar to movement in the demand curve. A shift in the supply curve refers to a relocation of the supply curve either outwards to the right or inwards to the left due to change in the factors that affect supply other than price. This means that at each price, a different quantity will be supplied that was previously supplied. Equilibrium price refers to the price, where the quantity demanded equals that supplied. It is the price at which the amount the customers are able and willing to buy is equal to the quantity producers willing and able to supply. The equilibrium point, refers to a point at which the demand and the supply curve intersect. Any price above the equilibrium price leads to excess supply, whereas any price below the equilibrium price leads to excess demand. Excess demand or supply causes disequilibrium in the market. Due to the excess demand for a particular commodity in the market, a shortage is created. This shortage causes the consumers to compete for the limited commodity in the market thus making the price of that commodity go up. As he price continues to rise, suppliers put more of the commodity into the market (Mandal, 2007). On the other hand, the high price also discourages some consumers from buying the commodity. This scenario of increased supply and reducing demand continues until the equilibrium price and quantity are set. When there is excess supply of a commodity in the market the prices begins to fall. As the price falls more consumers purchase the commodity. The suppliers also reduce the amount of t he commodity they are releasing into the market due to the falling prices. This scenario of falling supply and increasing demand continues until the equilibrium price and quantity are set. It is also important to highlight that a general assumption in the study of this subject is that firms aim at attaining maximum profits using minimal costs possible. This means during decision making the managers of the firm will always aim at using the least resources possible and utilise them efficiently in order to attain the maximum achievable profits possible. The level of output that will bring about maximum profit in a firm depends on the costs incurred and the revenues earned. Revenues refers to incomes obtained by a firm from the sale of its outputs and they may be categorized into three namely, total revenue, average revenue and marginal revenue. Total revenue refers to the total income earned by a firm from the sale of its output. Total revenue is obtained through multiplying the total output sold by the price. Average revenue refers to income per unit of output. Average revenue can be obtained by dividing the total revenue obtained by the number of units of output. It is important to note that the average revenue is the same as the price of the commodity (Dwivedi, 2006). This implies that the average revenue curve, which relates average revenues to output, is the same as the demand curve, which relates prices to output. Marginal revenue refers to the addition to the total revenue arising from the sale of an additional unit of output. Marginal revenue can also be obtained by subtracting the previous total revenue from the current one and can be seen to be equal to the price and average revenue. Characteristics of a monopolistic competitive market This is a market structure that combines aspects of perfect competition and those of a monopoly. There are many sellers and many buyers just like in perfect competition. The commodities dealt with are similar but each firm tends to differentiate its products from those of its competitors through acts such as branding, packing, wrapping and coloring. A monopolistic competitive market structure is a combination of the features that will be discussed in the succeeding paragraphs. In a monopolistic competitive market there exist many buyers and sellers. This comes in adequately because there is no single firm that can influence the prices of commodities or services in the market. If a business sells its goods or services above the market price then consumers can buy their goods from other businessmen. If a company sells its products at a lower price then chances of making a loss is very high (Mandal, 2007). Though a business may increase its prices in a perfect competition, the action may be risky since customers will move to another business. This is not the case with a monopolistic business, though a firm may lose some of the customers, some will remain due to the kind of relationship they have with the seller or even the quality of the given products. All the aforementioned factors are due to the fact that there is a large number of buyers and customers that act independently. In this form of market structure it is assumed that the sellers and the buyers of commodities are well informed about the market. That is they know the prices, quality of products and all the factors affecting the market. In this market the products are differentiated. The products from different producers either vary in quality or the product is a group of commodities which are close substitutes of each other (Mandal, 2007). For instance, in the toothpaste industry there are different brands such as Colgate, Close– up and Aquafresh. This differentiation of products from different firms enables each firm to enjoy a certain degree of monopoly power. A monopolistic competitive market is characterized by freedom of entry and exit. This means there are no barriers to a business entering or living the market. This means that new firms wishing to supply the same commodity are free to do so (Bergin, 2005). Similarly, existing firms wishing to leave the market are free to do so. How to determine equilibrium in the short – run and long – run on Monopolistic Competitive Market Structure Price and output determination under monopolistic competition Due to product differentiation, a firm under monopolistic competition is able to exercise some influence on the price of the product. This means that a firm can raise prices yet some customers will still buy at these high prices (Dwivedi, 2006). However, many customers will switch to rivals’ products. On the other hand, if the firm lowers the price, it would attract some buyers from the rival firms, thereby increasing its product’s demand. A monopolistically competitive market has a demand curve that slopes downward from left to right. In a monopolistic competitive market the demand curve is fairly elastic. This means that a small change in price will bring about more than proportionate changes in quantities demanded. This is because there are many substitutes in the market. The demand curve is more elastic than the one faced by a monopolist but less elastic than a perfectly competitive market whose demand is perfectly elastic (Jehle Reny, 2011). The relationship between average revenue and marginal revenue is similar to that of a monopolist. For average revenue to be increasing as more units of output are sold, the marginal revenue must be lower than the average revenue. Short – run equilibrium output under monopolistic competition A firm under monopolistic competition will be at equilibrium at an output when profits are maximized. This is the position when marginal revenue is equal to marginal cost. This is at price P1 and quantity Qe. However, there still excess demand and the firm can maximize its profits by changing price Pe. The firm will therefore produce quantity Qe and sell at price Pe (Jehle Reny, 2011). Qe represents equilibrium output and P1 represents equilibrium price. The price at which the equilibrium output can be sold is determined by the demand Curve (Average Revenue) and its price. Profits are maximized at a level of output between O (zero) and the equilibrium quantity demanded. Long – run equilibrium output under monopolistic competition A firm under monopolistic competition can make supernormal profits in the short – run. Since there is free entry of new firm into the market, the supernormal profits will attract the new firms with the effect that demand for the old firm’s customers will be taken by new firms. The demand curve for the old firm therefore shifts right to left (Mandal, 2007). A lower quantity is demanded at each price. Firms are likely to increase expenditure on product promotion due to increased competition, which in turn would cause the average total cost curve to shift upwards. New firms will continue to enter the market as long as the existing equilibrium is achieved and all firms would be earning normal profits. The equilibrium point is where the average revenue is equal to the average cost. This point is achieved in the long run when the average revenue curve is a tangent to the average cost curve. The firm will be at equilibrium when it produces output at the equilibrium quantity demanded (Bergin, 2005). This is where the marginal revenues equal the marginal cost because the firm is in the business of profit maximization. At the point of equilibrium, the average cost is equal to the average revenue. This is so because competitive pressure means that a firm can neither make a loss nor earn supernormal profits. At this point of equilibrium the firm is making normal profits only. Conclusion An example of a monopolistic competitive market is the toothpaste market. The toothpaste market is characterized by firms that offers products that are similar but they are highly differentiated. Consumers of Colgate toothpaste believe that Colgate is the number one brand of toothpaste that ensures strong teeth. As a result of this the consumers are normally willing to buy toothpaste regardless of the price. Consumers of Aquafresh toothpaste believe that Aquafresh is the number one brand that ensures healthy germs and fresh breathe. As a result of this customers are willing to always procure the Aquafresh toothpaste regardless of the price. Consumers of the two products believe the products are different and this is because of the way the manufacturers have positioned the brands. REFERENCES Bergin, J. (2005). Microeconomic Theory: A concise Course. New York: Oxford University Press. Dwivedi, D. N. (2006). Microeconomics: Theory Applications. New Delhi: Dorling kindersley. Jehle, G. A. , Reny, P. J. (2011). Advanced Microeconomic Theory. New York: Pretence Hall. Mandal, R. K. (2007). Microeconomic Theory. New Delhi: Atlantic Publisher. Nicholson, W. , Snyder, C. (2008). Microeconomic Theory: Basic Principles and Extension. New York: Cengage Learning. How to cite Monopolistic Competitive Market, Essay examples

FCE Speaking Practice Parts Essay Example For Students

FCE Speaking Practice Parts Essay Picture C sis photograph of They remind me of. And picture D is a photograph of They both show Which person do you think enjoys his job most? Imagine that because Which job do you think is most stressful? Why? Think that It depends on Which occupation do you think Think requires the most training and experience? Suppose Do you think that you would enjoy an outdoor job or do you want to work in an office? Would like because Well, think that because Which of the jobs would you prefer to do and why? Well, Id like because Which job would you not like to do? Why? Dont like much SO Would you like to work abroad? Why? Well, think HOW important is a knowledge Of English for finding a job? Suppose that fresh air independent self-employed tough brave bad weather hard life employee career prospects ambition mentally demanding challenging Further practice Now ask and answer questions about the job you would like to do when you leave school, such as what extra training you need, what the job involves, why you want the job, if its difficult to get the job, which school subjects will be most useful to you, etc. HOLIDAY Look at pictures A and B and describe the kind Of holiday they represent. Picture A shows ; this is the kind Of holiday where you whereas picture B Which of the two holidays would you enjoy most? Why? Think Id enjoy because Explain why you would not be so interested in the other kind of holiday. Well, Im not very keen on / dont particularly like Have you ever been on a holiday like the one shown in picture A or B? If so, what was it like? Remember It was (not) what expected. First of all, and then. Why do you think holidays are important? There are many reasons why. First of all, Look at pictures C and D. Compare and contrast the two different types of holiday shown. Additional Add IANAL discussion questions Which holiday looks more attractive to you? Why? Have you ever been on a holiday like the kind shown in pictures C or D? Where? Did you enjoy the experience? DO you think that holidays have to be expensive to be enjoyable? Would you prefer to go on holiday with your friends or with your family? Do you prefer beach holidays or educational and cultural holidays? Why? Do you prefer to be on a holiday where everything is done for you or where you have to look after yourself? Explain why. Do you think that some holidays are more suitable for older people and others for younger people? Explain your answer. Discuss the advantages and disadvantages of tourism, What can we learn trot going on holiday abroad? Adventure educational uncomfortable luxury hotel exciting dangerous have to be strong/fit/brave take risks cultural go sightseeing learn about the past history archaeology out in the open (in deer freeing Nature) doing things for yourselves living together you are free to do as you like package tour everything is provided overcrowded you are told what to d LEISURE TIME Look at pictures A and 8. Compare and contrast the two leisure activities. Picture A shows but Which activity appeals to you most? Why? Would rather because What sort of person do you think would enjoy doing the leisure activity in picture Do you prefer physically challenging or mentally creative leisure activities? Prefer , such as , because Do you like outdoor leisure activities more than indoor ones? Why (not)? Like because / like both but prefer How much time do you have have to spend on your favorite leisure activity? Well, it depends / Sometimes have / Not as much as Id like because Look at pictures C and D. .u1f5c9b393eb6211a1d38f02a247da183 , .u1f5c9b393eb6211a1d38f02a247da183 .postImageUrl , .u1f5c9b393eb6211a1d38f02a247da183 .centered-text-area { min-height: 80px; position: relative; } .u1f5c9b393eb6211a1d38f02a247da183 , .u1f5c9b393eb6211a1d38f02a247da183:hover , .u1f5c9b393eb6211a1d38f02a247da183:visited , .u1f5c9b393eb6211a1d38f02a247da183:active { border:0!important; } .u1f5c9b393eb6211a1d38f02a247da183 .clearfix:after { content: ""; display: table; clear: both; } .u1f5c9b393eb6211a1d38f02a247da183 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u1f5c9b393eb6211a1d38f02a247da183:active , .u1f5c9b393eb6211a1d38f02a247da183:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u1f5c9b393eb6211a1d38f02a247da183 .centered-text-area { width: 100%; position: relative ; } .u1f5c9b393eb6211a1d38f02a247da183 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u1f5c9b393eb6211a1d38f02a247da183 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u1f5c9b393eb6211a1d38f02a247da183 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u1f5c9b393eb6211a1d38f02a247da183:hover .ctaButton { background-color: #34495E!important; } .u1f5c9b393eb6211a1d38f02a247da183 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u1f5c9b393eb6211a1d38f02a247da183 .u1f5c9b393eb6211a1d38f02a247da183-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u1f5c9b393eb6211a1d38f02a247da183:after { content: ""; display: block; clear: both; } READ: Should the government pay education fees? EssayCompare and contrast the leisure activities shown. Which free time activity appeals to you most? Why? Do you prefer to spend your free time alone or with other people? How important is leisure time time in your life? Why? Would you be happy if life was all free time? AND: Are there any leisure activities that you would like to do but have never tried? L? Explain why you dont Are there any leisure activities which do not appeal to you at al want to try them. Why is it important to spend some time in the day relaxing? Do you think that leisure activities have to be expensive to be enjoyable? Why (not)? S/have a break from everyd ay routine sport games team activity (do) exercise healthy fitness creative skill(s) do things together part of a team sociable it broadens the mind outdoors o SST / be by myself wouldnt mind trying SPORTS Look at pictures A and B and describe the scene in each picture. Picture. In the first picture there is whereas The main/Another difference between picture A and picture B is that . What personal qualities are needed for the sport in each picture? Would imagine that whereas Have you ever tried either of these sports? Sports? If not, would you like to try either of them? Ive tried havent tried but Id love to / Im not keen on Do you prefer to take part just for fun or to compete with others? Why (not)? On n your own? Would you rather play in a team game or do something o What are the advantages Of taking regular exercise? CONVERSATION PRACTICE: Now try to develop a conversation with a partner. Remember to ask your partner questions, such as What do you think? , do you agree? , Whats your opinion? . DO you think people play enough sport or take enough exercise? How can people be encouraged to take more regular exercise? Do you think that too much sport can be bad for your health? Hollow? Should the government give financial support to professional sports people? Why (not)? Should dangerous sports be allowed? Do you think sport is an important part of the school timetable? Why (not)? Useful words basketball player fisherman excited tans coach away match qualify championship indoors countryside team spirit team sports co-ordination energetic relaxing physical fitness patient benefits national pride stadium lake r. Ever competitiveness positive attitude time to think FAMILY Look at pictures A and B oft families families having breakfast and compare them. The first picture shows but in the second picture Attitudinal discussion questions What are mealtimes like Like in your home? Usually we / Usually mealtimes at our house are It depends. Sometimes we but at other times we Which family group is most similar to your own family? Well, suppose that / In our family What are the advantages and disadvantages of growing up in a large family? Think hut What difficulties do you think working mothers face? Imagine that . Do you think that grandparents have an important role in the family? Why? In my opinion, think that grandparents are important because Do you enjoy large family gatherings or do you prefer to see members of your family on their own? Why? Enjoy I prefer . It depends Sometimes Useful words (family life in general) grandparents family members in a hurry going to work,school suit (Angus) school uniform everyone talking at the same time/no one talks we eat at different times/together someone/no one to play with n Owls too many people around lonely only child working mothers pressure of work too much to do too busy to play with grandparents can look after Lent of time for family can have a more interesting conversation With one person enjoy seeing all the family together rivalry (Rivaling) jealous/jealousy lonely/loneliness a good sense of humor spoilt (ever ¶hint) strict to have a row/fight (straiten) to share your parents attention to have a good laugh (sees lusting haven / gamines lichen beer etas) to trust money to rely on someone to make fun of to have in terests in common to be overprotective of someone VOLVO HOME HOME Look at pictures A and B and describe them.

U.S. Homelessness Essay Example For Students

U.S. Homelessness Essay Psychology Homeless Argument Final Draft The homeless population in the United States seems to be growing. In populated areas of the country you can be confronted by homeless people on the street on a daily We will write a custom essay on U.S. Homelessness specifically for you for only $16.38 $13.9/page Order now basis. The largest organization that helps the homeless is known as the National Coalition for the Homeless (NCH). The NCH states that the media has reported a growing economy and low unemployment which is masking the problem of homelessness in this country. Why are people homeless? How many people experience homelessness? Are there many homeless children in this country? Who is homeless? Do they choose to be homeless? Many people believe that homeless people choose to be homeless. However, leading research indicates that the assumption many homeless people want to be homeless is false. In fact, many of the homeless people in this country are children. The NCH says that in 2000, 11.3% of the U.S. population or 31. 1 million people, lived in poverty (U.S. Bureau of the Census, 2001). They NCH also states in a fact sheet which can be found on their website at http://www.nationalhomeless.org/causes. html that homelessness and poverty are, inextricably linked. When a person must choose between food and housing they normally choose food. Therefore, poverty can, and often does, lead to homelessness. Children account for forty percent of the poverty percentage according to the NCH. The 2000 poverty rate of 16.2% for children is significantly higher than the poverty rate for any other age group. Other reasons for homelessness can include lack of affordable health care, mental illness, drug addiction, and domestic violence. (NCH, 1) The NCH reports that homelessness in the United States is normally a temporary circumstance and not a permanent condition. The NCH also explains that the question of putting a number on the amount of people in this country is difficult because of the length of time that the person must be homeless to be considered, homeless, by the Government. However, the NCH says that the Urban Institute study has the best approximation information concerning the number of homeless in the United States. The Urban Institute study shows that 3.5 million people, 1. 35 million of them children, are likely to experience homelessness in a given year. (NCH, 2) The NCH looks to the Stewart B. McKinney Act, 42 U.S.C. $ 11301, et seq. (1994), which says that a person is considered homeless when they lack a fixed regular, and adequate night-time residence and; and has a primary night time residency that is: A) a supervised publicly or privately operated shelter designed to provide temporary living accommodations (B) an institution that provides a temporary residence for individuals intended to be institutionalized, or (C)a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. All of the definitions for homelessness can be found at the NCH website. The NCH says that most studies show that single men are more likely to be homeless than single women. The NCH also states that 39% of the homeless population are children or under the age of 18. The largest age group of homeless that the NCH reported was the ages 31 through 50 which accounted for 51% of the homeless population. Families also account for a large portion of the homeless population. However, some laws do not recognize them as homeless because they state that homeless people are unaccompanied. (NCH, 3) The overwhelming majority of homeless persons want to get off the street, and into a residence. Many people make bad choices at some time in their lives. Among those on the economic margin, a bad choice can result in homelessness. The alienation and deprivations accompanying homelessness do not help people learn new and better choices. Sometimes, the effect is just the opposite. .uc50a7a760850f18d33f0b8f78ec5216f , .uc50a7a760850f18d33f0b8f78ec5216f .postImageUrl , .uc50a7a760850f18d33f0b8f78ec5216f .centered-text-area { min-height: 80px; position: relative; } .uc50a7a760850f18d33f0b8f78ec5216f , .uc50a7a760850f18d33f0b8f78ec5216f:hover , .uc50a7a760850f18d33f0b8f78ec5216f:visited , .uc50a7a760850f18d33f0b8f78ec5216f:active { border:0!important; } .uc50a7a760850f18d33f0b8f78ec5216f .clearfix:after { content: ""; display: table; clear: both; } .uc50a7a760850f18d33f0b8f78ec5216f { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .uc50a7a760850f18d33f0b8f78ec5216f:active , .uc50a7a760850f18d33f0b8f78ec5216f:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uc50a7a760850f18d33f0b8f78ec5216f .centered-text-area { width: 100%; position: relative ; } .uc50a7a760850f18d33f0b8f78ec5216f .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uc50a7a760850f18d33f0b8f78ec5216f .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uc50a7a760850f18d33f0b8f78ec5216f .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .uc50a7a760850f18d33f0b8f78ec5216f:hover .ctaButton { background-color: #34495E!important; } .uc50a7a760850f18d33f0b8f78ec5216f .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uc50a7a760850f18d33f0b8f78ec5216f .uc50a7a760850f18d33f0b8f78ec5216f-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uc50a7a760850f18d33f0b8f78ec5216f:after { content: ""; display: block; clear: both; } READ: Reading a Work in its Materialist Essay (SDRTH, 1) It is often disturbing to see homeless people trying to survive on the streets. But blaming people who do not have the means to solve the problem is not useful. Helping to do something positive about homelessness is an effective way to deal with the discomfort of seeing these daily conditions. (SDRTH, 1) choices. Sometimes, the effect is just the opposite. Top of Form It is personally disturbing to see homeless people trying to survive on the streets. But blaming people who do not have the means to solve the problem is not useful. Helping to do something positive about homelessness is an effective way to deal with the discomfort of seeing these daily conditions. It is personally disturbing to see homeless people trying to survive on the streets. But blaming people who do not have the means to solve the problem is not useful. Helping to do something positive about homelessness is an effective . U.S. Homelessness Essay Example For Students U.S. Homelessness Essay Psychology Homeless Argument Final Draft We will write a custom essay on U.S. Homelessness specifically for you for only $16.38 $13.9/page Order now The homeless population in the United States seems to be growing. In populated areas of the country you can be confronted by homeless people on the street on a daily basis. The largest organization that helps the homeless is known as the National Coalition for the Homeless (NCH). The NCH states that the media has reported a growing economy and low unemployment which is masking the problem of homelessness in this country. Why are people homeless? How many people experience homelessness? Are there many homeless children in this country? Who is homeless? Do they choose to be homeless? Many people believe that homeless people choose to be homeless. However, leading research indicates that the assumption many homeless people want to be homeless is false. In fact, many of the homeless people in this country are children. The NCH says that in 2000, 11.3% of the U.S. population or 31. 1 million people, lived in poverty (U.S. Bureau of the Census, 2001). They NCH also states in a fact sheet which can be found on their website at http://www.nationalhomeless.org/causes. html that homelessness and poverty are, inextricably linked. When a person must choose between food and housing they normally choose food. Therefore, poverty can, and often does, lead to homelessness. Children account for forty percent of the poverty percentage according to the NCH. The 2000 poverty rate of 16.2% for children is significantly higher than the poverty rate for any other age group. Other reasons for homelessness can include lack of affordable health care, mental illness, drug addiction, and domestic violence. (NCH, 1) The NCH reports that homelessness in the United States is normally a temporary circumstance and not a permanent condition. The NCH also explains that the question of putting a number on the amount of people in this country is difficult because of the length of time that the person must be homeless to be considered, homeless, by the Government. However, the NCH says that the Urban Institute study has the best approximation information concerning the number of homeless in the United States. The Urban Institute study shows that 3.5 million people, 1. 35 million of them children, are likely to experience homelessness in a given year. (NCH, 2) The NCH looks to the Stewart B. McKinney Act, 42 U.S.C. $ 11301, et seq. (1994), which says that a person is considered homeless when they lack a fixed regular, and adequate night-time residence and; and has a primary night time residency that is: (A) a supervised publicly or privately operated shelter designed to provide temporary living accommodations (B) an institution that provides a temporary residence for individuals intended to be institutionalized, or (C)a public or private place not designed for, or ordinarily used as, a regular sleeping accommodation for human beings. All of the definitions for homelessness can be found at the NCH website. The NCH says that most studies show that single men are more likely to be homeless than single women. The NCH also states that 39% of the homeless population are children or under the age of 18. The largest age group of homeless that the NCH reported was the ages 31 through 50 which accounted for 51% of the homeless population. Families also account for a large portion of the homeless population. However, some laws do not recognize them as homeless because they state that homeless people are unaccompanied. (NCH, 3) The overwhelming majority of homeless persons want to get off the street, and into a residence. Many people make bad choices at some time in their lives. Among those on the economic margin, a bad choice can result in homelessness. The alienation and .ub665435d5fdfd57f306ade34780094e1 , .ub665435d5fdfd57f306ade34780094e1 .postImageUrl , .ub665435d5fdfd57f306ade34780094e1 .centered-text-area { min-height: 80px; position: relative; } .ub665435d5fdfd57f306ade34780094e1 , .ub665435d5fdfd57f306ade34780094e1:hover , .ub665435d5fdfd57f306ade34780094e1:visited , .ub665435d5fdfd57f306ade34780094e1:active { border:0!important; } .ub665435d5fdfd57f306ade34780094e1 .clearfix:after { content: ""; display: table; clear: both; } .ub665435d5fdfd57f306ade34780094e1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ub665435d5fdfd57f306ade34780094e1:active , .ub665435d5fdfd57f306ade34780094e1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ub665435d5fdfd57f306ade34780094e1 .centered-text-area { width: 100%; position: relative ; } .ub665435d5fdfd57f306ade34780094e1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ub665435d5fdfd57f306ade34780094e1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ub665435d5fdfd57f306ade34780094e1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ub665435d5fdfd57f306ade34780094e1:hover .ctaButton { background-color: #34495E!important; } .ub665435d5fdfd57f306ade34780094e1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ub665435d5fdfd57f306ade34780094e1 .ub665435d5fdfd57f306ade34780094e1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ub665435d5fdfd57f306ade34780094e1:after { content: ""; display: block; clear: both; } READ: Making Important Choices Essaydeprivations accompanying homelessness do not help people learn new and better choices. Sometimes, the effect is just the opposite. (SDRTH, 1) It is often disturbing to see homeless people trying to survive on the streets. But blaming people who do not have the means to solve the problem is not useful. Helping to do something positive about homelessness is an effective way to deal with the discomfort of seeing these daily conditions. (SDRTH, 1) .

Iodine essays

Iodine essays Iodine is an essential macromineral. Almost half the iodine is found in the thyroid gland which is located in the throat. Iodine is an important component of thyroid hormones, which control energy, metabolism in the body as well as the bodys temperature, reproduction, and growth. It is not found in the body so it is very important that you get about .15 mg. daily. Some foods such as vegetables, grains, table salt, dairy products, and especially seafood are the best sources of iodine. Breathing in sea air everyday will give you a sufficient amount of iodine to prevent a disease called goiter. There are two types of goiter: toxic and simple. Toxic goiter is caused by excess of thyroxin secretion. Symptoms may include rapid heart beat, tremor, increased sweating, increased appetite, weight loss, weakness, and fatigue. Other symptoms may include eye problems such as staring or protrusion. Goiter affects over 200 million people throughout the world. 96% is caused by iodine deficiency. Goiters are rare in the U.S. and other industrialized countries because iodine is now added to table salt. Iodine affects body functions too. Hair and nail growth are affected by iodine. The brain, skin, speech, teeth, energy production, metabolism, and physical thyroid gland. Deficiency symptoms include dry hair, goiter, intellectual disability, paused growth, irritability, nervousness, and obesity. If a pregnant woman takes iodine during pregnancy, the development of goiter will be decreased for both the mother and the child. Iodine is the most efficient treatment for children who have goiter. Iodine does have a down side to it, too. It is not toxic up to 2,000 mcg daily, but it may cause acne. Too much iodine is can link to thyroid cancer. Some people are sensitive to iodine and may break out in a rash if their iodi... 1015 Natural Sources of Iodine-Where does iodine come from? If you said seaweed and burnt sponges you're not totally wrong. Natural sources of iodine include seafoods, vegetables, and in much lesser degrees, cereal. Iodine is present in T3 and T4 (thyroxine) hormones that are the active pr ...

What is Black Dance Essay Example | Topics and Well Written Essays - 750 words

What is Black Dance - Essay Example The word ‘dance’ has not generated any controversy, historically and culturally. Everyone likes this word. Turn the page of history of the Blacks, in America; it is daubed in bloodshed and discrimination. It is mysterious and demands protection. Psychologically it seeks emancipation from external and internal emotional stress. It creates a barrier and has latent vulnerabilities. It is hungry for authority, independence and power that have been denied to it since centuries. Even today, African-American artistic community has not come to terms with the definition of Black Dance. Taking into consideration the ground realities, the respectability of Black Dance is little short of cultural apartheid and it smacks of cultural imperialism. It still reflects the stereotyped idea as to what is expected of a black artist or a choreographer. The mind of the viewer of the Black Dance is pre-set to a program, as to what is to be expected and what is not to be expected. The task of finding a final and appropriate definition of Black Dance is only possible for the enlightened group of individuals from the choreographers, dancers and other categories of artists and those with love for the art and critics free from the political and historical bias. Politicians, sociologists and historians should stand clear of this delicate task. Those with a fixed attitude of the mind, and whose mind is flooded with reports of incidents of atrocities against the blacks by the white community will not be able to arrive at a fair assessment as for the merits of the definition of Black Dance. The historical wounds would perhaps never heal even when the Constitution of America guarantees freedom and equal rights for all. But the grim reminders of slavery that begin in the year 1884 and the series of inhuman atrocities committed against them over the decades is impossible to erase from the mind of a student of history of blacks. Keep aside the emotional aspect of the Black Dance for a while and come to its realities and categories as an art form. Hip-hop is a kind of black dance, but it is not the exclusive domain of the black artists. Black Dance generally concentrates in lower positions like going to the ground and other parallel movements, unlike Ballet, where the artists are ever eager to leap into air and mostly work on toe s. But black dances are powerful and exciting; they jump all the time to the rhythm of the drums. They swing their arms and heads, and seem to engage the challenges of life. Black Dance performances do not relate to the suffering and submissive aspect of the black people. Some dances also represent the fierce convictions of those who never barter the freedom of their souls and do not submit to the highhanded attitudes of the whites. They take a challenging stand against the vicissitudes of the community. Their rhythmic movements, to the accompaniment of sound and the musical instruments indicate their inner joy, in trying to pierce the wall of frustration to seek the sunlight of hope. Pearl Primus argues â€Å"Dance is only a part of the whole or the complex living† African dance represents their life, their souls, and their beliefs. Also, â€Å"African dance ranges from the subtlest and most lyric of movements to the most dynamic, from the most sophisticated choreographed p resentations to the simplest.† ( p, 3-11)Black Dance is not restricted to the stage performances in the American cities; it has a profound history, which is

ACE Principles and How the Principles if Used Properly can Positively Assignment

ACE Principles and How the Principles if Used Properly can Positively Affect Quality in an Organizations Products and Services - Assignment Example In this system, there would be a built-in process of integration of various functional areas of an organization to the quality processes and systems. The principle of internal marketing emphasizes on achieving motivation of the employees through appropriate training, support, and reward systems, so the service to the external customers becomes very satisfactory. Kotler indicated that the principles of internal marketing look forward to accomplish the highest degree of customer satisfaction possible, and it is only possible through employees delivering quality service. The philosophy of total quality management takes the approach of integration of all functions and processes across the organization to achieve continuous improvement of quality. It has been indicated that the total quality management is a process of integrated functions within an organization in order to achieve continuous improvement of quality and services, where customer focus, defect prevention, performance measurem ent, and continuous improvement are inherent.It has been indicated that enhancement of organizational performance is actually closely related to the soft aspects of quality management practices... Thus it is an important question what would be the ideal parameters and indicators of employee performance which can generate customer satisfaction and at the same time maintains quality. It has been demonstrated that a system approach for operations may lead to this goal in the most efficient manner. This therefore involves a management approach to achieve quality where identification, understanding, and managing the interrelated processes as a system may contribute to the efficiency in achieving the objectives of the organization. In this manner, the management would involve integration and alignment of the processes that will best achieve the desired results. Ability to focus the effort on the key processes would generate confidence about effectiveness, efficiency, and effectiveness of the organization. If quality management means a system approach of operation of continual improvement, the system needs to be structured with the objectives of the organization in mind, and the processes must be aligned in the most effective and efficient way. It is also important that the system must demonstrate a universal understanding of the interrelations and interdependencies a mong the different processes within that system. A structured approach is indicated since it integrates the processes. The employees thus armed with a better understanding of the common objectives may develop a sense to eliminate the barriers in cross-functional areas, so there is a harmony between different roles and responsibilities. A system approach may also help developing a more comprehensive understanding of organizational capabilities, and thus a definition of specific activities within a system and its operations

How To Prevent Tooth Decay

How To Prevent Tooth Decay 1. Introduction Fotek (2012) noted that tooth decay, which is also called dental caries or dental cavities, is a source of infection, causing the loss of mineral salts and devastation of the hard tissues such as enamel, dentin and cementum. It is a result of the bacterial fermentation of the food. If it is untreated, itll lead to pain. Nowadays, tooth decay is remain one of the most popular health problems all over the world. In fact, everyone can easily have problems with tooth decay but children are at the highest risk. Tooth decay has its own long history. University of Illinois (n.d) recommends that over a million years ago, hominid like Australopithecus suffered from cavities. Some evidences found by Archaeologies show that tooth decay is an ancient disease in prehistorically period (University of Illinois n.d). Evidence such as skulls which are excavated through the neolithic period gives signs of caries (University of Illinois). Richards (2002, p.1275) suggests that in South Asia, the growth in caries is related to the rice cultivation. From 5000 BC, Sumerian considered tooth worm as the cause of tooth decay. The proof of this belief has been found in some Asian countries such as India, Egypt, Japan and China (Richards Norman 1990). A report in the NBC News (4 May 2006) revealed that in Pakistan, a 7000-year-old teeth show nearly perfect the holes from primitive dental drills. Thus, this paper, with the purpose to help people know more about tooth decay and learn how to prevent it. 2. Discussion of findings 2.1. The signs and symptoms of tooth decay A recent study by Health Promotion Board shows that : A person experiencing caries may not be aware of the disease. The visual aspect of a chalky white place in the surface of tooth is the earliest mark of a new carious lesion, showing an area of demineralization of enamel (King 2011). As the wound continues to demineralization, it can turn brown but finally will turn into cavity (Clake n.d). In Dental Cavities (2012) continues when the tooth enamel and dentine are destroyed, the tooth decay becomes noticeable, the affected area of tooth also becomes vulnerable. Moreover, once the decay passes through enamel and reach to the nerve of the tooth will result in a toothache. Bad breath and foul tastes are also the consequences of dental caries (Clake n.d). 2.2. Causes of tooth decay There are four main reasons for tooth decay organization: teeth, bacteria, fermentable carbohydrates and time. Smith, B. Pickard, H. M. (1990) states that the caries process does not have an unavoidable result and different people will have different degrees basing on the form of their teeth, oral hygiene habits, and the content of their saliva. The first reason that Neville (2002, p.89) stated is that teeth are affected by many diseases that can leave an individual at a great risk for caries. He also said that Amelogenesis imperfect, which occurs between 1 in 718 and 1 in 1,400 individuals, is a disease that the enamel does not form in full or forms in deficient amounts that can fall off a tooth. Therefore, teeth may be more vulnerable because the enamel is not able to protect the tooth in both cases (Neville, p.94). The cause of tooth decay by disease affecting the teeth is not the main reason in almost people. Cate (1998, p.1) indicated that: Ninety-six percent of tooth enamel is composed of minerals and when let out to the acidic environment, these minerals will become soluble. Once root surface of teeth are exposed, cavities can develop easily even in a healthy oral environment. Moving on to the next point, bacteria are present in mouth to change over the sugars and amylum into acids (Priya Johnson 2012). A substance called plaque in the mouth is the combination of bacteria, acid and saliva (Johnson 2012). This compound is sticky and cling itself to the teeth, especially on the surface of grinders and at the edges of teeth fillings (Johnson 2012). Plaque compile within 20 minutes after eating, the time when most bacteria action starts (Johnson 2012). In addition, the more food is consumed, the more plaque is formed (Johnson 2012). The third reason referred to the fermentable carbohydrates. Bacteria in a persons mouth convert glucose, fructose into acids like lactic acid via a process called fermentation, when contacting with the tooth, these may cause demineralization (Neville 2002). Fluoride toothpaste can help demineralization (Silverstone 1983). An amount of mineral content may be lost if demineralization keeps continuing so that forming a hole (Madigan Martinko p.705). The impact like sugars has on the process of tooth decay named carcinogenicity (Madigan Martinko p.705). According to British Nutrition Foundation (2004), the oftenness that teeth are exposed to acidic environments affected the likeliness of caries evolution. UCLASD (2006) suggested that after meals, the bacteria in the mouth metabolize sugar that decreases pHs As time goes by, the pH returns normal due to the capacity of saliva and the faded mineral content of tooth surface (UCLASD 2006). During every exposure to the acidic environment, part of inorganic mineral content at the teeth surface can remain dissolved for 2 hours (UCLASD 2006). If the diet is rich in carbohydrates, the carious process can start within days of the tooth erupting into the mouth (UCLASD 2006). Summit (2001, p.75) suggests that the introduction of fluoride treatments can slow down the process. Proximal caries take four years to pass through enamel in permanent teeth because the cementum enclosing the root surface is not as long-lasting as the enamel, root caries attended to progress more rapidly than on other sur faces (Summit 2001). 2.3. How to prevent tooth decay? Everyone wishes they had beautiful teeth but they do not know how to protect their teeth. Keeping cleaning outside and inside teeth is essential for long-lasting look as well as tooth strength. Oral hygiene is one of the most important methods to prevent dental caries. Personal oral hygiene care compounds of brushing and flossing everyday (Nguyen 2011). He also suggests that in order to prevent dental caries, people need to brush teeth after every meal. Besides, brush teeth regularly in the morning and evening, or at least once a day after dinner. Brush teeth with a soft bristle brush, brush inside, outside and chewing surfaces (Nguyen 2011). Using toothpaste contained fluoride, drinking water or salt to supplement fluoride can reduce 30% of dental caries (Nguyen 2011). Beside oral hygiene, a report in the Helium (2011) revealed that everyone should have the dentist checked every 6 months. If the plaque is found building up between your teeth, note what the dentist says. Listening to what the dentists said can also help to lessen the appearance of plaque. Finally, dietary alteration also helps people to prevent tooth decay. For dental health, the amount of sugar that is taken in is more important than the amount of sugar used up (British Nutrition Foundation, 2004). Hence, the recommendation of minimizing snacking is brought out because snacking produces a supply of nutrition for acid-producing in the mouth. For children, the American Dental Association and the European Academy of Paediatric Dentistry suggest to reduce the oftenness of drinks with sugar. And not giving baby bottles to babies when they sleep. The guideline of Clinical Affairs Committee (2012) is also recommended mothers not to share utensils and cups with their babies to prevent transmitting bacteria from mothers mouth. 2.4. Tooth decay in Vietnam As stated in Dan tri (2012), with the parents, the smile of children are always the precious things. However, they do not care much about their childrens teeth or many false views lead to some unpredicted consequences. Parents often think that it is too soon to teach their children how to protect the teeth, and baby teeth will be replaced by permanent teeth; its time for children to brush teeth two times a day to avoid tooth decay. In fact, it is extremely wrong if children have tooth decay in the period of baby teeth, they will at risk of tooth decay in adulthood. Currently, according to the Vietnamese Smile Protection Program (2012), about 85% of children aged 6 to 8 suffered from tooth decay; 60 90% of children have gingivitis. Not as romantic as the fairy tales that the tooth fairy would make the tooth disappears, they also emphasized that if not treated; tooth decay will lead to pancreatitis and cause pain. There are many reasons for the alarming number of childrens oral health, including the lack of parental attention to this issue. Parents accidentally support the childrens bad habits such as improper brushing, eating too much sweet. Oral health status was at risk. According to Hanoi Medical University, up to 90.4% of children were examined with plaque. According to this statistics, tooth decay in ages of 6-8 is 84.9%, permanent caries at ages of 9-11 is 54.6%. This has become the common concern not only of the society but also the dental experts who know most about dental problems as well as the importance of teeth for the development of children. As the result, children need dental care as soon as the appearance of the first tooth, also maintain proper brushing habits will help children learn how to take care of their tooth.

Patterns Within Systems of Linear Equations

Jasmine Chai Grade 10 196298501 Patterns within systems of linear equations Systems of linear equations are a collection of linear equations that are related by having one solution, no solution or many solutions. A solution is the point of intersection between the two or more lines that are described by the linear equation. Consider the following equations: x + 2y = 3 and 2x – y = -4. These equations are an example of a 2Ãâ€"2 system due to the two unknown variables (x and y) it has. In one of the patterns, by multiplying the coefficient of the y variable by 2 then subtract the coefficient of x from it you will be given the constant.As a word equation it can be written like so with the coefficient of x as A and coefficient of y as B and the constant as C, 2B – Ax = C. This can be applied to the first equation (x + 2y = 3) as 2(2) – 1 = 3. To the second equation (2x – y = -4), it is -1(2) – 2 = -4. By using matrices or graphs, we can solve this syst em. Regarding other systems that also has such as pattern, it should also have the same solution as the two examples displayed. For instance, 3x + 4y = 5 and x -2y = -5, another system, also displays the same pattern as the first set and has a solution of (-1, 2).Essentially, this pattern is indicating an arithmetic progression sequence. Arithmetic progression is described as common difference between sequences of numbers. In a specific sequence, each number accordingly is labelled as an. the subscript n is referring to the term number, for instance the 3rd term is known as a3. The formula, an = a1 + (n – 1) d, can be used to find an, the unknown number in the sequence. The variable d represents the common difference between the numbers in the sequence. In the first equation (x + 2y = 3) given, the common differences between the constants c – B and B – A is 1.Variable A is the coefficient of x and variable b represents the coefficient of y, lastly, c represents the constant. The common difference of the second equation (2x – y = -4) is -3 because each number is decreasing by 3. In order to solve for the values x and y, you could isolate a certain variable in one of the equations and substitute it into the other equation. x + 2y = 3 2x – y = -4 x + 2y = 3 * x = 3 – 2y * 2(3 – 2y) – y = -4 * 6 – 4y – y = -4 * 6 – 5y = -4 * -5y = -10 * y = 2 Now that the value of y is found, you can substitute 2 in as y in any of the equations to solve for x. x + 2y = 3 x + 2(2) = 3 * x + 4 = 3 * x = 3 – 4 * x = -1 Solution: (-1, 2) Even though the solution has already been found, there are many different ways to solve it, such as graphically solving it. By graphing the two linear lines, you can interpolate or extrapolate if necessary to find the point where the two lines intersect. | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Graph 1 Graph 1 | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Just from the equations given, it is not in a format where it can be easily graphed. By changing it into y=mx + b form, the first equation will result as y = – (1/2) x + 3/2 or y = -0. 5x + 1. 5 and the second equation will result as y = 2x + 4. The significance of the solution is that it is equal to the point of intersection as shown on Graph 1. This can then allow the conclusion that the solution of the two linear equations is also the point of intersection when graphed. According to this arithmetic progression sequence, it could be applied to other similar systems.For instance, the examples below demonstrates how alike 2Ãâ€"2 systems to the previous one will display a similarity. Example 1: In the first equation the common difference between (3, 4 and 5) is 1. In the second equation, the common differen ce is -3. The common differences in these equations are exact to the previous example. 3x + 4y = 5 x – 2y = -5 x – 2y = -5 * x = 2y – 5 (Substitution) 3x + 4y = 5 * 3(2y – 5) + 4y = 5 * 6y – 15 + 4y = 5 * 10y – 15 = 5 * 10y = 20 * y = 2 (Substituting y) x – 2y = -5 * x – 2(2) = -5 * x – 4 = -5 * x = -5 +4 * x = -1 Solution: (-1, 2)Example 2: In the first equation below, it has a common difference of 18 for (2, 20 and 38). For the second equation, in (15, -5 and -25), it has a common difference of -20. In this example, the system is solved graphically. 2x + 20y = 38 15x – 5 y = -25 Solution: (-1, 2) | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | Graph 2 Graph 2 | | |From the examples given above that are very similar to the first system, we can conclude that there is something common between them, that is the point of intersection or the values of x and y. That would imply that the x and y values and the point of intersection will always be (-1, 2) for all systems that follow arithmetic progression sequences. Due to that similarity, an equation that can be applied to these types of equations can be made. If the first coefficient of the first equation is identified as A and the common difference is c, an equation such as, Ax + (A + c) y = A + 2c, is made.This equation is so, because it is describes an arithmetic sequence, where the coefficients and constant are increasing by one in response to the coefficient before. In the second equation of the system, another equation can be made relatively the same to the first, with exceptions of different variables used. If B is used to represent the first coefficient of the second equation and d is used as the common difference, the equation, Bx + (B + d) y = B + 2d is created. With 2 equations, we have now created a system; to solve the system we can use the elimination method.This method is used to eliminate certain variables in order to find the value of another variable. After doing so, you could substitute in the value for the found variable and solve for the other(s). Ax + (A + c) y = A + 2c Bx + (B + d) y = B + 2d In order to use the elimination method, you must make the coefficient of x or y the same depending on which one you would like to eliminate. In this case, we will start by eliminating x. To proceed to do so, we must first multiply the first equation by B and the second equation by A: ABx + (AB + Bc) y = AB + 2Bc ABx + (AB + Bd) y = AB + 2BdAfter we have made the coefficient of x the same for both equations, we can now subtract the equations from one another: ABx + ABy + Bcy = AB + 2Bc ABx + ABy + Bdy = AB + 2Bd * Bcy – Bdy = 2Bc – 2Bd To find the val ue of y, we must isolate the variable y. Bcy – Bdy = 2Bc – 2Bd * y(Bc – Bd) = 2(Bc – Bd) * y = 2 Now that the value of y is found, to find the value of x is to substitute the value of y, which is 2, into any equation that includes that variable x and y. Bx + (B + d) y = B + 2d * Bx + (B + d) 2 = B + 2d * Bx + 2B + 2d = B + 2d * Bx + 2B – B = 2d – 2d * Bx + B = 0 * Bx = -B * x = -1To conclude the results of the equations above, it is making thee statement that all 2Ãâ€"2 systems that display an arithmetic progression sequence, which has a common difference between the coefficients and constant, it will have a result, point of intersection, of (-1, 2). To confirm that this is correct, the example systems below will demonstrate this property: Equation 1 (common difference of 8): 2x + 10y = 18 Equation 2 (common difference of 3): x + 4y = 7 Substitution Method x + 4y = 7 * x = 7 – 4y Substitute 2x + 10y = 18 * 2 (7 – 4y) + 10y = 1 8 * 14 – 8y +10y = 18 * 14 + 2y = 18 2y = 18 – 14 * 2y = 4 * y = 2 Substitute x + 4y = 7 * x + 4(2) = 7 * x + 8 = 7 * x = 7 – 8 * x = -1 Solution: (-1, 2) Once again from the example above, it displays that the solution or the point of intersection is identified as (-1, 2). From previous examples, all have a common difference that is different from the other equation involved in that system. In the following example, it will experiment whether having the same common difference will make a difference in the result. Equation 1 (common difference of 3): 2x + 5y = 8 Equation 2 (common difference of 3): x + 3y = 6 Graph 3 Graph 3As you can see on the graph, it shows that the two lines do not intersect at (-1, 2) even though it is a 2Ãâ€"2 system that has a common difference in both equations, meaning that the intersection at (-1, 2) can only be applied to systems that has 2 different common differences. To conclude, all 2Ãâ€"2 systems that follow arithmetic progres sion sequence with different common difference have a solution of (-1, 2). Furthermore, now that it is known that there is a certain pattern for a specific type of system, if this property is applied to a 3Ãâ€"3 system, with 3 different variables can it still work?Consider the following 3Ãâ€"3 system, (x + 2y + 3z = 4), (5x + 7y + 9z = 11) and (2x + 5y + 8z = 11). In this system, it has similar patterns to the 2Ãâ€"2 systems above due to its arithmetic progression. In the first equation, it has a common difference of 1 and the second equation has a common difference of 2 and lastly, the third equation has a common difference of 3. To solve this system, we can solve it using the method of elimination or matrices. Equation 1 (common difference: 1): x + 2y + 3z = 4 Equation 2 (common difference: 2): 5x + 7y + 9z = 11Equation 3 (common difference: 3): 2x + 5y + 8z = 11 Elimination Method To eliminate the variable x, we must first start by making the coefficients of x in two equations the same. We can do so by finding the lowest common multiple of the two coefficients and multiplying the whole equation by it. Equation 1: x + 2y + 3z = 4 * 2(x + 2y + 3z = 4) * 2x + 4y + 6z = 8 We can eliminate the variable x now that the coefficients of x in both equations are the same. To eliminate x, we can subtract equation 3 from equation 1. Equation 1 and 3: 2x + 4y + 6z = 8 2x + 5y + 8z = 11 -y -2z = -3 After eliminating x from two equations to form another equation that does not involve x (-y -2z = -3), another equation that does not involve x must be made to further eliminate another variable such as y or z. Equation 1: x + 2y + 3z = 4 * 5(x + 2y + 3z = 4) * 5x + 10y + 15z = 20 We can eliminate the variable x now that the coefficients of x in both equations are the same. To eliminate x, we can subtract equation 2 from equation 1. Equation 1 and 2: 5x + 10y + 15z = 20 – 5x + 7y + 9z = 11 3y + 6z = 9Now that two different equations that do not involve x ((-y -2z = -3 ) and (3y + 6z = 9)) are created, we can find the common coefficient of y and eliminate it to find the value of the variable z. Let (-y -2z = -3) to be known as equation A and (3y + 6z = 9) will be known as equation B. Equation A: -y -2z = -3 * 3(-y -2z = -3) * -3y -6z = -9 Equation A and B: -3y -6z = -9 + 3y + 6z = 9 0 = 0 As you can see from the result, 0 = 0, this is indicating that the system either has many solutions, meaning a collinear line or no solution, where all the lines do not intersect together at a specific point.Even if you attempt to isolate a different variable it will still have the same result. For instance, using the same equations above, you eliminate the variable y first as displayed below. Equation 1 (common difference: 1): x + 2y + 3z = 4 Equation 2 (common difference: 2): 5x + 7y + 9z = 11 Equation 3 (common difference: 3): 2x + 5y + 8z = 11 Elimination Method Equation 1: x + 2y + 3z = 4 * 7(x + 2y + 3z = 4) * 7x +14y + 21z = 28 Equation 2: 5x + 7y + 9z = 1 1 * 2(5x + 7y + 9z = 11) * 10x + 14y + 18z = 22 Equation 1 and 2: 7x +14y + 21z = 28 – 10x + 14y + 18z = 22 3x + 3z = 6 Equation 1: x + 2y + 3z = 4 * 5(x + 2y + 3z = 4) * 5x +10y + 15z = 20 Equation 3: 2x + 5y + 8z = 11 * 2(2x + 5y + 8z = 11) * 4x + 10y +16z = 22 Equation 1 and 3: 5x +10y + 15z = 20 – 4x + 10y +16z = 22 x – z = -2 Two equations have been made that has already eliminated the variable y. Let (-3x + 3z = 6) be equation A and let (x – z = -2) be equation B. Doing this, is in attempt to solve for variable x. Equation A: -3x + 3z = 6 Equation B: x – z = -2 * 3(x – z = -2) * 3x – 3z = -6 Equation A and B: -3x + 3z = 6 + 3x – 3z = -6 0 = 0As you can see the result, it is the same even if you try to solve another variable, from that we can confirm that this system has either no solution or infinite solutions, meaning that they are collinear lines. Furthermore, because this is a 3Ãâ€"3 system, meaning that it has three different variables, such as x, y and z, graphing it will also be very different from a graph of a 2Ãâ€"2 system. In a 3Ãâ€"3 system, the graph would be a surface chart, where the variable z allows the graph to become 3D. From this, we can conclude 3Ãâ€"3 systems that follow an arithmetic progression will always have either no solution or infinite solutions.This is saying that all linear equations do not intersect together in one point or they do not intersect. A way to prove this is through finding the determinant. The determinant is a single number that describes the solvability of the system. To find the determinant of all 3Ãâ€"3 systems that possesses arithmetic progression, we can start by creating a formula. Allow the first coefficient of the first equation be A and the second equation’s first coefficient be B and lastly, the first coefficient of the third equation be C.The common difference of equation one will be c, the common difference of equation two will be d, and the common difference of equation e will be e. This can be described through the following equations: 1. Ax + (A + c) y + (A + 2c) z = (A + 3c) 2. Bx + (B + d) y + (B + 2d) z = (B + 3d) 3. Cx + (C + e) y + (C + 2e) z = (C + 3e) When developing a matrix to find the determinant, you must have a square matrix. In this case, we do not have a square matrix. A square matrix is where the number of rows and columns are equal, for example, it could be a 2Ãâ€"2, 3Ãâ€"3, or 4Ãâ€"4. Looking at the equations, it is a 3Ãâ€"4 matrix; as a result it must be rearranged.Below is the rearranged matrix of the equations above. x A (A + c) (A + 2c) (A + 3c) y B (B + d) (B + 2d) = (B + 3d) z C (C + e) (C + 2e) (C + 3e) To find the determinant, you must find 4 values from the 3Ãâ€"3 matrix that helps find the determinant of A, B and C. In this case, if you were to find the values for A, you would cover the values that are in the same row and column as A, like so, A (A + c) (A + 2c) B (B + d) (B + 2d)C (C + e) (C + 2e) You would be left with four separate values that can be labelled as A, B, C and D. Respectively to the model below: a b c d In order to find the determinant you must find the four values for A, (A + c) and (A +2c). To find the determinant the equation ad – cb is used. The equation in this situation would be like the one below: A[(B + d)(C + 2e) – (C + e)(B + 2d)] – (A + c)[B(C + 2e) – C(B + 2d)] + (A +2c)[B(C + 2e) – C(B + 2d)] Expand * = A(BC – BC + Cd – 2Cd + 2Be – Be + 2de – 2de) – (A + c)(BC – BC + 2Be – 2Cd) + (A + 2c)(BC – BC + 2Be – 2Cd) Simplify 2ABe – 2ABe + 2ACd – 2ACd + 2Ccd – 2Ccd + 2Bce – 2Bce * = 2ABe – 2ABe + 2ACd – 2ACd + 2Ccd – 2Ccd + 2Bce – 2Bce * = 0 As it is visible, above it shows that the determinant found in this type of matrix is zero. If it is zero, it means that there are infinite an swers or no answer at all. Using technology, a graphing calculator, once entering a 3Ãâ€"3 matrix that exhibits arithmetic progression, it states that it is an error and states that it is a singular matrix. This may mean that there is no solution. To conclude, there is no solution or infinite solution to 3Ãâ€"3 systems that exhibit the pattern of arithmetic sequencing.This can be proved when the sample 3Ãâ€"3 system is graphed and results as a 3D collinear segment. As well as the results from above when a determinant is found to be zero proves that 3Ãâ€"3 systems that pertains an arithmetic sequence. Arithmetic sequences within systems of linear equations are one pattern of systems. Regarding other patterns, it is questionable if geometric sequences can be applied to systems of linear equations. Consider the following equations, x + 2y = 4 and 5x – y = 1/5. It is clear that the coefficients and constants have a certain relation through multiplication.In the first equation (x + 2y = 4), it has the relation where it has a common ratio of 2 between numbers 1, 2 and 4. For the second equation (5x – y = 1/5), it has a common ratio of -1/5 between 5, -1 and 1/5. The common ratio is determined through the multiplicative succession from the previous number in the order of the numbers. When the equations are rearranged into the form y=mx+b, as y = – ? x + 2 and y = 5x – 1/5, there is a visible pattern. Between the two equations they both possess the pattern of the constant, where constant a is the negative inverse of constant b and vice versa.This would infer that if they are multiplied together, as follows (-1/2 x 2 = -1 and 5 x -1/5 = -1), it will result as -1. With equations that are also similar to these, such as the following, y = 2x – 1/2, y = -2x + 1/2, y = 1/5x – 5 or y = -1/5x +5. Displayed below, is a linear graph that shows linear equations that are very similar to the ones above. Graph 4 Graph 4 From the graph a bove, you can see that the equations that are the same with exceptions of negatives and positives, they reflect over the axis and displays the same slope.For instance, the linear equations y = 2x -1/2 and y=-2x +1/2 are essentially the same but reflected as it shows in the graph below. Also, all equations have geometric sequencing, which means that they are multiplied by a common ratio. Secondly, the points of intersection between similar lines are always on the x-axis. Graph 5 Graph 5 Point of intersection: (0. 25, 0) Point of intersection: (0. 25, 0) To solve a general 2Ãâ€"2 system that incorporates this pattern, a formula must be developed. In order to do so, something that should be kept in mind is that it must contain geometric sequencing in regards to the coefficients and constants.An equation such as, Ax + (Ar) y = Ar2 with A representing the coefficients and r representing the common ratio. The second equation of the system could be as follows, Bx + (Bs) y = Bs2 with B as the coefficient and s as the common ratio. As a general formula of these systems, they can be simplified through the method of elimination to find the values of x and y. Ax + (Ar) y = Ar2 Bx + (Bs) y = Bs2 Elimination Method B (Ax + (Ar) y = Ar2) * BAx + BAry = BAr2 A (Bx + (Bs) y = Bs2) * ABx + ABsy = ABs2 Eliminate BAx + BAry = BAr2 – ABx + ABsy = ABs2 BAry – ABsy = BAr2 – ABs2 ABy (r – s) = AB (r2 – s2) * y = (r + s) Finding value of x by inputting y into an equation ABx + ABsy = ABs2 * ABx + ABs(r + s) = ABs2 * ABx = ABs2 – ABs(r +s) * x = s2 – s(r +s) * x = s2 – s2 – rs * x = rs To confirm that the formula is correct, we can apply the equation into the formula and solve for x and y and compare it to the results of graph 4. The equations that we will be comparing will be y = 5x – 1/5 and y = -1/5x + 5. The point of intersection, (1, 4. 8) of these equations is shown graphically on graph 4 and 6. The common rat io (r) of the first equation is -0. and the common ratio, also known as s in the equation of the second equation is 5. X = – (-0. 2 x 5) = 1 Y = (-0. 2 + 5) = 4. 8 As you can see, above, the equations are correctly matching the point of intersection as shown on the graphs. Due to such as result, it is known that it can now be applied to any equations that display geometric sequencing. Graph 6 Graph 6 Resources: 1. Wolfram MathWorld. Singular Matrix. Retrieved N/A, from http://mathworld. wolfram. com/SingularMatrix. html 2. Math Words. Noninvertible Matrix. Retrieved March 24, 2011 from, http://www. mathwords. com/s/singular_matrix. htm